Education

Contemporary and historical analysis of public education. Orientation to the teaching profession as a career choice through personal reflection, professional readings, and field experience. Introduction to professional standards through electronic portfolio development. Fall, Spring, Summer.

Critical analysis of educational systems within cultural, social, political, and economic contexts. Major issues in education are addressed through a variety of perspectives, including practices for democratizing classrooms and schools, teaching for social justice and equity in a diverse society, multicultural education, and school reform. Prerequisite: C or higher in EDUC 100, 2.5 overall GPA. Fall, Spring, Summer.

Study of typical and atypical cognitive, language, physical, and social/emotional development; roles of general and special educators in educating all students; the special education process; collaborative approaches to team planning for inclusive school environments. Prerequisite: C or higher in EDUC 100, 2.5 overall GPA. Fall, Spring, Summer.

Students will experience the basic forms of mindfulness meditation - awareness of breath, body, sounds, thoughts, and feelings - mindfulness while doing yoga, and loving-kindness meditation. Students will experience various informal practices: mindfulness while eating, walking, and conversing, and doing routine activities. A focus on reducing stress is interwoven into the course. Pass/Fail. Cross-listed as HLSC 203.

Students will explore the psychological underpinnings of mindfulness meditation and research support for meditation. Each student will do a major project. Pass/No Pass. Prerequisite: EDUC 203 or HLSC 203. Cross listed as HLSC 204.

An introduction to the scope and sequence of secondary education curricula. Development of an interdisciplinary unit based on state and national standards. Course will focus on adolescent development, differentiated instruction, and assessment strategies to meet the needs of diverse learners. Prerequisite: EDUC 100. Fall, Spring.

Historical perspectives, trends, impact of legislation, and school contexts on the evolving and changing field of special education; learning theory, styles, and differences - including language psychological processing; and underlying principles of curriculum accommodations and modifications. Prerequisite: EDSP 202 or EDUC 231.

Study of a selected topic in education. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

Study of a selected topic in special education. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

An opportunity for a qualified student to explore work in an area of individual interest, selected and pursued in consultation with a faculty member. Consent required of the instructor who will supervise the independent study. May be repeated for a total of 8 credits.

An opportunity for a qualified student to explore work in an area of individual interest, selected and pursued in consultation with a faculty member. Consent is required from the instructor who will supervise the independent study. May be repeated for a total of 8 credits.

An exploration of schooling and its relationship to culture and society, focusing on women's role in education as both students and educators. Uses a historical, sociological, and feminist lens in examination of women's struggle for equality in education, with parallels drawn to struggles of other subjects of marginalization. Prerequisites: 24 credits in ISP, including ITW 101 and IQL 101. Spring.

This interdisciplinary course traces roots and growth of student activism on local and national levels. It examines youth empowerment within the United States since 1960 using the disciplines of History and Political Science. Emphasis given to addressing how student activism in previous decades compares to 21st-century American student activism. Prerequisites: 24 credits in ISP, including ITW and IQL. Fall, Spring.

Study of developmentally appropriate practices using NAEYC standards. Emphasizes curriculum development, diversity, antibias approaches, environmental design, child guidance, observation, assessment, family centered practice, health, safety, and the development of a professional role in childcare settings. Field experience in an infant, a toddler, or preschool classroom at KSC Child Development Center. Prerequisites: Admission to Educator Preparation, EDUC 200 and EDSP 202, and MATH 171, Junior standing. Fall, Spring.

Study of developmentally appropriate practices using NAEYC standards. Emphasizes curriculum development in math, science, language arts, and social studies; classroom design; child guidance; assessment; family involvement; health and safety; and the development of a professional role in the public school-early childhood classroom. Field experience in a public school, primary grades classroom. Prerequisites: EDUC 311, Junior standing. Fall, Spring.

Practical approaches to creating literacy-rich environments in which children can grow and develop as listeners, speakers, readers, and writers. Lesson-planning techniques are introduced, including writing objectives and designing assessments. Curriculum integration is examined through literacy, social studies, and the arts. Supervised field experience included. Prerequisites: Admission to Educator Preparation, EDUC 200 and EDSP 202, and MATH 171, Junior standing. Fall, Spring.

Practical approaches to creating literacy-rich learning environments in which children can develop mathematical and scientific knowledge. Application of lesson and unit planning through extended supervised field experience with emphasis on assessment and impact on student learning. Classroom management skills, including behavioral considerations and techniques, are applied in the elementary classroom. Prerequisite: EDUC 321 and MATH 172, Junior standing. Fall, Spring.

An introduction to secondary methods of instruction, including designing lesson plans, understanding middle and high school philosophies, and writing standards-based objectives or outcomes. Includes a minimum of 10 hours of fieldwork. Prerequisites: EDUC 231 and admission to Educator Preparation. Fall.

An examination of techniques for positive classroom management, tools for intervention, and strategies for creating a positive classroom environment. Legal issues and responsibilities will be discussed. Corequisite or prerequisite: EDUC 231 and admission to Educator Preparation. Fall, Spring.

An examination of the roles and responsibilities of the secondary content teacher in the context of the special education process. Focus on inclusive teaching practices, social and academic supports, collaborative challenges, and current issues for teachers of individuals with disabilities. Prerequisite: EDUC 231 and Admission to Educator Preparation. Fall, Spring.

Curriculum design, instructional approaches and practices, and informal assessment and progress monitoring for addressing individual needs in the areas of reading, writing, and mathematics, plus strategies that support direct and differentiated instruction, adaptations and modifications, response to intervention, and access to general education. Prerequisite: EDSP 250. Fall, Spring.

Systematic assessment of student social, emotional, and behavioral competence; challenges; and needs as the basis for designing positive supports and interventions. Prerequisite: EDSP 202; EDUC 311 or EDUC 321. Fall, Spring.

Examination of the role of formal testing in a collaborative special education process; planning, interpreting, and applying assessment results for prereferral teaming, eligibility decisions, and IEP development. Prerequisite: EDSP 350 or permission of instructor. Fall, Spring.

A course and field experience, where students engage in the range of assessment, planning, instruction, and teaming activities inherent in the role of the special educator. Prerequisite: EDSP 350, EDSP 352. Corequisite: EDSP 354, Junior standing, or permission of instructor. Fall, Spring.

Full-time placement in educational setting(s) appropriate to intended certification. Supervision provided by college supervisor and field-based professional toward mastery of principles, attitudes, and techniques for successful teaching. Graded Pass/Fail. Prerequisite: Permission of Educator Preparation Office. Fall, Spring.

Full-time placement in educational setting(s) appropriate to intended certification. Supervision provided by college supervisor and field-based professional toward mastery of principles, attitudes, and techniques for successful teaching. Prerequisite: Permission of Educator Preparation Office. Graded Pass/Fail. Fall, Spring.

Full-time placement in educational setting(s) appropriate to special education certification. Supervised intensive field-based experience provides an opportunity for the preservice professional to enhance competence of principles, attitudes, and techniques for effective assessment of student needs, planning differentiated instruction, teaching to accommodate the range of learners, and collaborating with colleagues and families. Graded Pass/Fail. Prerequisite: Permission of Educator Preparation. Fall, Spring.

Seminar taken during student teaching focuses on current social, legal, and ethical issues affecting early childhood education. Includes reflection on professional identity and culminating portfolio development. Corequisite: Student teaching. Fall, Spring.

Seminar taken during student teaching focuses on current social, legal, and ethical issues affecting education. Includes reflection on professional identity and culminating portfolio development. Corequisite: Student teaching. Fall, Spring.

Advanced secondary methods of instruction including standards-based unit plans, current issues, and reflective professional practice. Includes a minimum of 30 hours of fieldwork. Prerequisite: EDUC 331. Fall.

Development of a Professional Learning Community in order to explore trends and issues in education within their historical context. Prerequisite: EDUC 331. Fall, Spring.

Group study of the realities and challenges of serving in the role of the special educator, working with students who struggle academically, socially, and emotionally. Exploration of collaborative problem-solving and practices to support colleagues as they work to meet the needs of students, families, and other educators. Development of professional portfolios to showcase competence. Corequisite: Student teaching. Fall, Spring.

Study of a selected topic in education at an advanced level. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

Study of a selected topic in special education at an advanced level. May be repeated as topics change. Prerequisite: Permission of instructor. Occasionally.

EDUC495 Seminar

1-4 credits

Group study of topics in selected area of education. Elective credit only. Prerequisites: Senior status and permission of instructor. Fall, Spring.

EDSP495 Seminar

1-4 credits

Group study of the problems in educating exceptional children and the techniques and procedures by which comprehensive educational care can be provided. Research related to the development of Special Education programs. Fall, Spring, Summer.

Intensive study of an educational problem encountered in a school or community. May be repeated to a total of 8 credits. Prerequisite: Permission of instructor. Fall, Spring.

Intensive study of an educational problem encountered in a school or community. May be repeated for a total of 8 credits. Fall, Spring, Summer.

A clinical experience in which students who are under contract within a school district or agency acquire fuller understanding of the principles, attitudes, and techniques related to a successful teaching career. Prerequisite: Permission of Educator Preparation Office. Fall, Spring.

A clinical experience in which students who are under contract within a school district or agency acquire fuller understanding of the principles, attitudes, and techniques related to a successful teaching career. Prerequisite: Permission of Educator Preparation Office. Fall, Spring.

EDUC595 Seminar

1-4 credits

Group study of topics in selected area of education. Elective credit only. Prerequisite: Graduate students or seniors with permission of divisional dean. Fall, Spring.