ED 170 Health Education for Teachers

This course explains and discusses such topics as: the handling of blood pathogens in an educational setting; teaching about acquired immune deficiency syndrome, alcohol, tobacco, and other substances known to be dangerous to one’s health and well being; matters of nutrition, and methods for instructing young people about these health-related topics. Offered annually in spring. 1 credit

ED 190W Orientation to the Schools

A weekly seminar including an overview of major events and court decisions that have affected public schools during the nation’s history, and a consideration of social, political, and legal issues on individual schools and school districts, as well as various challenges teachers experience as part of their daily routine. Students are expected to write several brief papers and keep journals, as well as to participate in Message Board discussions. Because this course is designated as a writing course, students will be required to make use of the Writing Center as they write their papers. Some attention is given to the process of developing professional ePortfolios. This course includes a field experience requirement consisting of forty hours spent in a school environment under the supervision of a site supervisor, during which students will keep reflective journals. Offered annually in spring. 2 credits

ED 212 History and Philosophy of Education

Overview of why and how we educate children. Topics include implicit and explicit goals of education, social reproduction theory, an analysis of selected educational systems in recorded human history, the history of education in the United States, and contemporary educational philosophies. Offered annually in fall. 3 credits

ED 229 Psychology of the Exceptional Child (same as PY 229)

Not all children develop along ‘typical’ lines. For some, cognitive and/or social-emotional development differs sharply from what is considered normative. This course concerns the psychology of such children, especially insofar as their differences may produce problems in living (e.g., academic failure or social stigmatization). Assessment and diagnostic procedures (e.g., psychological tests) as well as intervention strategies (e.g., behavior modification) will be covered. Specific language and academic skills disorders, autistic-spectrum disorders, mental retardation, selected medical conditions, disruptive behavior disorders, ‘internalizing’ disorders (e.g., separation anxiety), and the consequences of neglect and abuse will be considered. Some attention also will be paid to the issues raised by giftedness and special talents. In addition to describing the various disorders clinically and phenomenologically, we will try to understand their origins, nature, and developmental implications, and how they can be recognized and effectively addressed in specialized settings (e.g., clinics), in regular classrooms, and in the home. This course includes a fifteen hour field experience. Offered annually. P: PY 111. 3 credits

ED 242 Educational Psychology (same as PY 242)

This course is a study of the assumptions about learning and development that underlie various educational practices by acquainting students with different theories in both of these areas. It provides students with opportunities to develop their problem solving skills in the context of education and psychology. Some of the topics the course covers are development and individual differences, learning theories, problem solving, instructional objectives and methods, motivation, behavior management, and assessment. Offered annually. P: PY 111. 3 credits

ED 251 Special Topics

Special topics in education studied with the approval of the Education Program Director. Credits to be arranged, as appropriate.

ED 311 Philosophy and Organization of Middle Grades Education

This course examines the philosophy inherent in the structure and environment of the middle school. Focus is on team teaching, interdisciplinary teaching, and classroom management techniques. 2 credits

ED 320 Teaching Reading and Writing Across the Curriculum

The emphasis in this course is on the essential importance of including instruction in reading and writing in every class. Students research, observe and practice techniques and strategies to teach reading and writing as an integral part of content instruction at both the middle and high school levels. Effective differentiated instruction, including instruction for English language learners is an important component of this course. A fifteen hour field experience which consists of assisting with classroom reading and writing instruction in local schools is a component of this course. Offered annually in fall. 3 credits

ED 321 Curriculum and Methods of Teaching

This course addresses both curriculum and methods of instruction at both the middle and secondary levels. Attention is given to planning and organization of lessons and study units, effective strategies for classroom teaching, including classroom management techniques, differentiated instruction, and use of appropriate means of assessment. Field work in local schools is a component of this course and teacher candidates are placed with teachers at the level and in the content area for which they anticipate seeking endorsement. Taken during the same semester as ED 322, Technological Applications in the Classroom. Offered annually in spring. 2 credits

ED 322 Technological Applications in the Classroom

This course introduces students to educational technology currently available for classroom use, and considers various ways in which teachers employ such technology as effective teaching tools. Student projects and class presentations are central to activities in this course. Taken during the same semester as ED 321, Curriculum and Methods of Teaching. Offered annually in spring. 2 credits

ED 330 Child Psychology (same as PY 330)

An examination of the major theories, issues, and research regarding the developing child from conception to puberty, with emphasis on emotional, cognitive, and social development. Current issues, such as the effects of drugs on the fetus, child abuse, and day care centers will be discussed. Generally offered annually. P: PY 111. 3 credits

ED 341 Adolescent Psychology (same as PY 341)

This course examines the development of the individual during the period of transition from childhood to adulthood, including physical changes, personality development, and the influence of family, school, and culture on adolescents. Generally offered annually. P: PY 111. 3 credits

ED 391 Teaching Practicum

This teaching experience enables the teacher candidate to reflect on how effective instructional strategies result in student learning by observing a highly qualified teacher in the classroom setting at the middle or secondary level. Opportunity is provided for limited teaching under the supervision of the classroom teacher. 3 or 6 credits
Note: Teacher candidates may arrange a practicum with the Foreign Language Department (FL 391S) or the Business Department (BE 380) as an alternative to ED 391, but must obtain permission of the Director of Education Programs before registering for the course.

ED 392 Student Teaching

Concentrated and full-time classroom teaching, under the supervision of a cooperating teacher and a supervisor from Education Programs. This experience enables teacher candidates to experience how theory is applied to practice for the purpose of successful teaching and learning. Pre-requisite: ED 391. 6 or 12 credits