Mar 28, 2024  
2018-2019 University Catalog 
    
2018-2019 University Catalog [ARCHIVED CATALOG]

Courses


 

Education

  
  • EDU 342 - Teaching Inquiry Science In the Elementary School


    Prerequisites: EDU 341  
    This course prepares students to teach inquiry-based science in elementary classrooms. Students will apply their knowledge of science content and inquiry as a pedagogical practice to evaluate elementary science curricula, to plan and deliver in an inquiry science unit, and to assess children’s learning in various guided field experiences. Students will work closely with their internship teachers and reflect on and gain powerful insights into inquiry-based science teaching and learning in the elementary school.

    3 credits
    Spring
  
  • EDU 349 - Mathematics in the Elementary School I


    Prerequisites: EDU 200  and EDU 202 
    This course is the first of a two-courses sequence that emphasizes instructional methodologies, strategies, activities, assessment, and materials for teaching mathematical concepts and skills in grades K-6. Participants explore key mathematical topics in the areas of problem solving, whole numbers operations, number theory, and rational numbers. Field experiences include observing students in school setting during math instruction and conducting clinical interviews with children. Prospective elementary teachers examine current research, national and state standards, curriculum materials, and the use of math manipulatives in instruction.

    3 credits
    Fall, Spring
  
  • EDU 350 - Mathematics in the Elementary School II


    Prerequisites: EDU 200  ,EDU 202   and EDU 349  
    This course builds upon EDU 349  and emphasizes instructional methodologies, strategies, activities, assessment, and materials for teaching mathematical concepts and skills in grades K-6. Participants explore key mathematical topics in the areas of patterns, relations and functions, geometry, measurement, data and probability. Field experiences include attending a local math education conference and teaching a math lesson in an elementary school. Prospective elementary teachers continue to examine current research, national and state standards, curriculum materials and the use of math manipulatives in instruction.

    3 credits
    Fall, Spring
  
  • EDU 355 - Elementary and Middle School Level Special Education Practice


    Prerequisites: EDU 200  and EDU 202 
    In this course, prospective teachers examine the characteristics of elementary and middle school students with the most prevalent disabilities (e.g., learning disabilities, communication disorders) and learn about differentiating instruction in mixed ability classrooms. Considerable time is spent reading about, and discussing the educational rights of children and young adolescents with disabilities, and the legal obligations of their schools and teachers. The primary emphasis in EDU 355, however, is on what research indicates about how best to plan, manage, and evaluate learning effectively in diverse classroom settings, as this is what good teachers must do regardless of their politics about mainstreaming and inclusion.

    3 credits
    Fall
  
  • EDU 356 - Middle and Secondary School Level Special Education Practice


    Prerequisites: EDU 200  and EDU 202 
    Corequisite: Taken concurrently with EDU 376 
    This course is concerned primarily with those instructional and behavioral strategies shown by research to have the most positive impact on young people with disabilities. Prospective teachers in EDU 356 examine the psychological and educational characteristics of adolescents with disabilities; review the educational rights of these students and the legal obligations of their schools and teachers; and learn about, and demonstrate, proven and/or promising instructional approaches.

    3 credits
    Spring
  
  • EDU 363 - Literacy Across the Curriculum


    Prerequisites: EDU 200  and EDU 202  and Junior standing only
    This course is based on the premise that America’s literacy dilemma can be solved if each and every teacher were to play a role in its resolution. In essence, content area literacy is the domain of all secondary content area teachers. This course explores contemporary theories and classroom practice in regard to content area reading and writing. It is designed to provide practical reading and writing instructional strategies that are tied directly to a student’s potential literacy difficulties, comprehension of secondary textbooks and supplementary materials, persuasive and descriptive writing, and writing research reports. This course is suitable for both pre-service and in-service teachers.

    3 credits
    Fall
  
  • EDU 370 - Social Studies in the Elementary School


    Prerequisites: All advanced methods courses
    This final course in Curriculum Level II is designed to be a culmination of all prior education coursework. Participants explore theoretical principles and procedures which lead to the instructional practice of social studies in the elementary school. This course also emphasizes the tenets of cooperative learning, the development of content area integrated units, and the use of the Internet in the classroom. In addition, literacy across the curriculum practices are once again reviewed to bring participants to a clear understanding of how literacy is integrated throughout the school day. Current standards for literacy are revisited and National Standards for Social Studies are reviewed. Field experiences include observing a social studies lesson in a local public school and analyzing the lesson using a lesson analyzer template.

    3 credits
    Fall
  
  • EDU 372 - Issues in Elementary Health Education


    Prerequisites: EDU 200  and EDU 202 
    This course is designed to enable prospective teachers to become knowledgeable in the national and Rhode Island Health Education Standards for elementary students. The Rhode Island Health Frameworks are used as content standards for this course. Topics which are explored include: health promotion, disease prevention, health-enhancing behaviors, and issues regarding substance abuse and child abuse.

    1 credits
    This course is offered in two Saturday sessions during the Fall and Spring
  
  • EDU 373 - Issues in Middle and Secondary Health Education


    Prerequisites: EDU 200  and EDU 202 
    This course explores topics in health education, including tobacco, alcohol and other drug use, mental and emotional health, sexuality and family life, personal safety and disease prevention and control. It is designed to provide participants with sound, basic knowledge and sensitivity to some of the most difficult issues they may confront during their professional lives, and to assist them in developing appropriate skills relative to these issues.

    1 credits
    This course is offered in two Saturday sessions during the Fall and Spring
  
  • EDU 375 - Elementary Education Practicum (Field Experience)


    Prerequisites: Consent of the Office of Field Experiences
    This course is designed to prepare pre-service teachers for student teaching. Students are introduced to the continuum of teacher development and are placed in a public school for a minimum of 100 hours of in-class participation. Students perform several teaching activities during the semester and University Clinical Supervisors visit participants in their school settings. Toward the end of Practicum, students prepare an oral presentation, reviewing their growth as prospective teachers and demonstrating their readiness to student teach. The presentation is made before a review panel composed of faculty members and field-based professionals.

    3 credits
    Fall, Spring, Winter Intersession
  
  • EDU 376 - Secondary Education Practicum (Field Experience)


    Prerequisites: Consent of the Office of Field Experiences
    This course is designed to prepare pre-service teachers for student teaching. Students are introduced to the continuum of teacher development and are placed in a public school for a minimum of 100 hours of in-class participation. Students perform several teaching activities during the semester, and University Clinical Supervisors visit participants in their school settings. Toward the end of practicum, students prepare an oral presentation, reviewing their growth as prospective teachers and demonstrating their readiness to student teach. The presentation is made before a review panel composed of faculty members and field-based professionals.

    3 credits
    Fall, Spring, Winter Intersession
  
  • EDU 380 - Special Topics in Education


    Prerequisites: None
    In-depth study of some aspect of education. Specific focus varies from semester to semester. Provides an advanced level of course work or research in education. May be repeated for credit, but students may study a single topic only once.

    1-3 credits
    On Demand
  
  • EDU 381 - Young Adolescent Development


    Prerequisites: None
    This course provides students with an opportunity to examine the key physical, psychological, and social needs changes that characterize the developmental stages of young adolescence. Emphasis is placed on understanding issues related to the complexities of this unique phase of development within the context of middle school classroom environments.

    3 credits
  
  • EDU 382 - Middle School Curriculum and School Organization


    Prerequisites: None
    This course investigates contemporary middle school curricula, programs, and policies. Emphasis is placed on the creation and implementation of developmentally appropriate organizational and curricular practices. Students also examine the underlying philosophy and mission of middle school education.

    3 credits
  
  • EDU 383 - Applied Middle School Instruction and Assessment


    Prerequisites: EDU 381  and EDU 382 
    Middle level teaching and learning strategies are discussed in this course. Topics include interdisciplinary instruction, working in collaborative teams, and mentorships. Emphasis is placed on the design, development, and implementation of standards-based instruction and performance-based assessment. Students complete a 60-hour supervised field placement as part of this course.

    3 credits
  
  • EDU 384 - Teaching World Geography


    Prerequisites: None
    This course fulfills a requirement for Secondary History and Social Studies
    Students describe physical and cultural perspectives and the influence of geography on the events of past and present with emphasis on contemporary issues; investigate the processes that shape patterns in the physical environment; analyze how location affects economic systems and activities; how these processes influence the world’s political divisions; compare how culture shapes regional and national characteristics; and how technology and human modifications impact the physical environment.

    3 credits
    Fall, Spring, Summer I, Summer II, Winter Intersession
  
  • EDU 388 - Teaching Ethology and History of Dance


    Prerequisites: EDU 200  and EDU 202 
    This course for PK-12 Dance Education majors focuses on how social, historical and cultural movements affect dance as an art form, and how dance serves important societal functions, Methodologies for research, reconstruction, and teaching social historical, concert and world dances in public education are presented and linked to appropriate standards.

    3 credits
    Spring
  
  • EDU 390 - Teaching Secondary Mathematics through Inquiry


    Prerequisites: EDU 200  and EDU 202 
    This course reviews the concepts taught in the secondary school mathematics classroom in the areas of number and operations, number theory, and algebra, patterns and functions. The course emphasizes demonstration of instructional methodologies, uses of instructional materials, and demonstration of a variety of representations in problem solving to prepare pre-service teachers to teach and communicate mathematical ideas in an authentic and meaningful way. Participants are also introduced to national and state standards regarding mathematics learning and instruction. Field experiences include observing adolescents in school settings during math instruction, interviewing students, and leading a group mathematical activity.

    3 credits
  
  • EDU 391 - Teaching Secondary Mathematics: Geometry, Data, and Trigonometry


    Prerequisites: EDU 200 , EDU 202  , EDU 390 
    This course reviews the concepts taught in the secondary school mathematics classroom in the areas of geometry, data and probability, and trigonometry. The course emphasizes demonstration of instructional methodologies, uses of instructional materials, and demonstration of a variety of representations in problem solving to prepare pre-service teachers to teach and communicate mathematical ideas in an authentic and meaningful way. Participants continue to use national and state standards regarding mathematics learning and instruction. 15 hours of fieldwork include co-teaching and teaching assignments.

    3 credits
  
  • EDU 392 - Teaching Secondary Science through Inquiry


    Prerequisites: EDU 200  and EDU 202 
    Preparation to teach inquiry-based science involves learning how to plan, deliver, and assess appropriate curricula and student learning. This course enables students to apply their knowledge of science content and inquiry as a pedagogical practice, and general best practices with respect to science laboratory activities and safety. In addition, students participate in a variety of field experiences and reflect on them to gain powerful insights into science teaching and learning in the secondary school.

    3 credits
  
  • EDU 393 - Standards-Based Science in the Secondary School


    Prerequisites: EDU 200  and EDU 202 
    This course provides students with exemplary experiences that are designed to prepare them for successfully teaching science at the secondary level. Because science teaching is a complex activity that is best learned through experience, course participants design and test instructional approaches to teaching and assessing science, guided by the National Science Education Standards. In addition, students participate in a variety of field experiences, under the guidance of professionals, and reflect on them in order to gain powerful insights into science teaching and learning in the secondary school.

    3 credits
  
  • EDU 394 - Teaching Reading and Literature in the High School


    Prerequisites: EDU 200  and EDU 202 
    This course is designed for undergraduates enrolled in a secondary English Education Program. The main objective is to explore current theories and best practices of English literacy instruction and assessment. Topics include: reading fluency, reading comprehension, and reader response theories and practice. Because English literacy is a complex topic, course participants are actively engaged in designing instructional materials and organizational possibilities for building an active literate classroom environment. Field experiences add to participants’ knowledge of adolescent literacy processes.

    3 credits
  
  • EDU 395 - Teaching Writing in the High School


    Prerequisites: EDU 200  and EDU 202 
    This course is designed for undergraduates enrolled in a secondary English Education program. The main objective is to explore theories and best practices of writing instruction and assessment. Topics include the components of writing instruction: the process and context, the writing genres, and the application of English language conventions; and the study of English language structure, semantics, and morphology. Course participants are actively engaged in a writer’s workshop while learning how to design one for their own classrooms. Field experiences focus on media and writing curriculum.

    3 credits
  
  • EDU 396 - Social Science Thinking in Context


    Prerequisites: EDU 200  and EDU 202 
    This course focuses primarily on the current state of social studies education in the United States. Is the teaching of the social sciences and history primarily a collective memory exercise intended to pass on a particular version of the past? Is social studies education a interdisciplinary exercise intended to prepare students to think critically about the past and present? Students examine how the answers to these questions inform the nature of social science thinking, knowledge, and the teaching of the discipline. Field experiences include observing the teaching and learning of social science and history in grades 7-12 as well as co-teaching a direct instruction lesson with a cooperating teacher.

    3 credits
    Spring
  
  • EDU 397 - Social Science Inquiry in Context


    Prerequisites: EDU 200  and EDU 202 
    The primary focus of this course is to enhance the engagement of students through inquiry-based teaching and learning in the secondary classroom. The course offers a rich variety of ideas and resources for teachers regarding historical thinking, the selection of content, methods, problem solving, deliberative discussion, the use of primary sources, and ways to assess students’ learning. Teachers of history will discover and explore ways to activate the “historian” present in all students, heighten historical consciousness, and help students think critically about historical events. Field experiences include observing the teaching and learning of history in the high school classroom as well as co-teaching an inquiry-based lesson with a cooperating teacher.

    3 credits
  
  • EDU 398 - Teaching Standards-based World Languages and Culture


    Prerequisites: EDU 200  and EDU 202 
    The primary focus of this course is communicative language learning The primary focus of this course is to enhance the engagement of students through inquiry-based teaching and learning in the secondary social studies classroom. The course offers a rich variety of ideas and resources for teachers regarding social science thinking, the selection of content, methods, problem solving, deliberative discussion, the use of primary sources, and ways to assess students’ learning. Teachers of the social sciences and history will discover and explore ways to activate the “social scientist” present in all students and help students think critically about world events, past and present in an interdisciplinary and integrative manner. Field experiences include observing the teaching and learning of history in the high school classroom as well as co-teaching an inquiry-based lesson with a cooperating teacher.

    3 credits
    Fall
  
  • EDU 399 - Teaching Literacy to World Language Learners


    Prerequisites: EDU 200  and EDU 202 
    The primary focus of this course is communicative language learning and teaching to promote best practice in literacy instruction in a second language. The emphasis is on high school levels III-V and Advanced Placement. The course is designed to provide prospective world language teachers with the skills necessary to apply sound educational and language acquisition theories to the teaching and assessment of reading comprehension and the writing process. The examples of these organizing principles of language learning and instruction will come from intermediate to advanced second language learners of a world language. In addition, this course requires secondary world language teacher candidates to complete 15 hours in the field observing the teaching and learning of a language as well as planning and teaching a cultural or literary lesson with a cooperating teacher in a high school setting.

    3 credits
  
  • EDU 411 - Capstone: Science Education


    Prerequisites: EDU 200 EDU 202 , EDU 392 , EDU 393 , or consent of instructor
    This is the culminating science education course for undergraduates who are pursuing secondary science teacher certification. Proper management of all aspects of the science classroom is the principal focus of this capstone course. Since it is taught in conjunction with Practicum, many course topics relate directly to the manner in which science programs are implemented in high schools. New topics include high-stakes testing and curriculum integration. Other areas such as assessment, inquiry, and instructional design that were introduced during earlier courses are explored in greater depth.

    3 credits
  
  • EDU 412 - Capstone: Multicultural Adolescent Literature


    Prerequisites: EDU 200 EDU 202 , EDU 394 , EDU 395  or consent of instructor
    This course is designed as the capstone experience for undergraduates enrolled in a secondary English Education program. The three main objectives for this course are: (1) to explore traditional, contemporary and multicultural fiction, non-fiction, and media appropriate for adolescents; (2) to explore classroom contexts for talking about books and media in the high school classroom; and (3) to explore components of a culturally responsive classroom community. Field experiences add to participants’ knowledge of creating a culturally responsive high school English classroom.

    3 credits
  
  • EDU 413 - Capstone: Ways of Knowing - History and Social Studies


    Prerequisites: EDU 200 EDU 202 , EDU 396 , EDU 397 , or consent of instructor
    Ways of Knowing - History and Social Studies is an instructional methodology course designed to expose students to the basic principles, ideas, and classroom practices that lead to engaging teaching and learning of history/social studies at the secondary level. Students examine and describe the nature of social studies instruction in the secondary school. Students demonstrate an understanding of the social studies content area through the observation and delivery of standards-based instruction, and they critically reflect upon the practice of teaching and learning social studies for all students.

    3 credits
  
  • EDU 414 - Capstone: Mathematics Education


    Prerequisites: EDU 200 EDU 202 , EDU 390 , EDU 391 , or consent of instructor
    Students enroll in this course at the same time as Practicum. Specific emphasis is on the culture of the classroom, and teaching and assessment strategies for motivating, engaging, and challenging students in the mathematics classroom. The course focuses on implementing problem solving strategies, flexible grouping, questioning strategies, and applying assessment tools.

    3 credits
  
  • EDU 415 - Capstone: Foreign Language Education


    Prerequisites: EDU 200 EDU 202 , EDU 398 , EDU 399 , or consent of instructor
    This capstone course is an advanced methodology course designed to extend teacher candidates’ growing understanding of the organizing principles and classroom best practices that lead to communicative language learning for secondary students. The course has a 15-hour field component that must be completed, independent of the hours devoted to Practicum. This course will assist teacher candidates in improving their own practice in meeting the Rhode Island Professional Teacher Standards (RIPTS) and the ACTFL/NCATE Foreign Language Teacher Standards. Candidates also examine, describe and critically reflect on the role of new research in guiding practice. Taken concurrently with EDU 376, Secondary Education Practicum.

    3 credits
  
  • EDU 416 - Capstone: Applications in Dance Methodology and Best Practices


    Prerequisites: DANCE 460  and EDU 388 , or consent of instructor
    This course for PK-12 Dance Education majors provides further study of methodology and best practices in teaching and learning as they apply to dance. Using the question, “How do best practice educational methodologies apply in dance education?” students will investigate not only similarities with other disciplines but with differences and special concerns for dance educators and their students Taken simultaneously with EDU 376 , Practicum

    3 credits
    Fall
  
  • EDU 430 - Children and Books


    Prerequisites: None
    Introduction to multicultural trade books, classic and contemporary, for children from birth to age nine. Students examine and evaluate both text and illustrations in a variety of genres: concept books, folktales, fantasy, historical fiction, poetry, informational books, etc.

    3 credits
    Spring
  
  • EDU 450 - Student Teaching


    Prerequisites: EDU 375  or EDU 376 
    Student Teaching takes place over one full semester and involves at least 14 weeks of teaching. As with Practicum, this is a supervised experience. University Clinical Supervisors observe participants in their school settings, meet students in seminars, and collaborate with field-based practitioners to mentor, support, and finally to evaluate student performance.

    12 credits
    Fall, Spring
  
  • EDU 451 - Student Teaching Seminar


    Prerequisites: EDU 375  or EDU 376  and Senior Standing
    This course is designed to complement the student teaching experience and is a required component of that experience. Students reflect on their practice in relation to the continuum of teacher development and the Rhode Island Professional Teaching Standards (RIPTS).

    3 credits
    Fall, Spring
  
  • EDU 452 - Applied Internship in Education II


    Prerequisites: EDU 200 , EDU 202 , EDU 314  and senior standing
    Fulfills a requirement in the major.
    The purpose of this required applied internship course for the Educational Studies majors is two-fold: (1) for students to work and be supervised within an educational site congruent with their desired professional goals; and, (2) for students to attend a weekly classroom seminar designed to provide deep understanding of situated learning and communities of practice. This internship experience and companion seminar is intended to be vocational in nature, affording students an opportunity to immerse themselves in a potential career field.

    3 credits
    Fall, Spring, Summer I, Winter Intersession
  
  • EDU 453 - Senior Thesis Seminar


    Prerequisites: Senior standing
    Fulfills a requirement in the major.
    The purpose of this thesis seminar course is to help Educational Studies majors design, conduct, write up and present an independent research project in fifteen weeks. Your project may investigate any topic related to educational studies, but it must focus on an original researchable question using primary sources and appropriate research methods.

    3 credits
    Fall, Spring
  
  • EDU 501 - Foundations of Educational Research


    Prerequisites: None
    This course examines historical, philosophical, and social issues of teaching and learning through selected readings, class discussions, and student research. Students learn to interpret and analyze qualitative and quantitative research and to write and present a review of the research on a current issue in education. Field experiences in diverse settings are required.

    3 credits
  
  • EDU 502 - Foundations in Educational Research: Perspectives in Social Justice


    Prerequisites: None
    This course provides an overview of the historical, sociological, psychological, political and economic influences on education in America. Students will acquire knowledge and gain insights into how societal and educational structures, policies, and practices affect student learning and outcomes. The course is designed to offer students a theoretical and conceptual grounding in the historical, sociopolitical and philosophical underpinnings of education for diverse populations in the United States. Students will explore such matters as equality, equity, diversity and social identity, and how these concepts are an integral part of schooling in a democratic society. This interdisciplinary approach allows students to reflect upon education in a way that understands that school settings are not neutral, but play a dominant role in the cultural and structural features of society, in particularly as it relates to power structures within our society.

    2 credits
    Summer
  
  • EDU 503 - Research in Learning and Development


    Prerequisites: None
    This Educational Psychology course provides an opportunity to study recent research related to human development and its influence on teaching/learning processes. The foci of this course include language, cognition, social/emotional development, temperament and personality. Emphasis is also placed on concepts related to understanding and evaluating standardized tests, performance assessments, and other means of measuring learning and development. Field experiences in diverse settings are required.

    3 credits
  
  • EDU 504 - Psychology of Development and Learning


    Prerequisites: None
    This course focuses on knowledge of the development of children that is critical for skillful teaching. The creation of an environment that will nurture and challenge children can only be accomplished when a teacher can appreciate a child’s developmental abilities and needs. The foci of this course include language, cognition, social/emotional development, temperament and personality. The role of culture, motivation, intelligence, and socio-economic status will also receive considerable attention. The course will be run as a seminar.

    3 credits
  
  • EDU 507 - Introduction to Elementary Literacy Practices I


    Prerequisites: EDU 501  or EDU 502  and EDU 503  or EDU 504  
    This course examines the emergence and development of young children’s knowledge of the English Language Arts. The major focus of this course is the teaching of reading, speaking, and listening strategies in formal and informal multicultural contexts. The course lays groundwork of knowledge by examining current research in teaching literacy and literacy practice as defined in the Rhode Island Grade Level Expectations (GLE’s). Field experiences in this course include participating in a voluntary reading program or working with a child in a public school. Students must also demonstrate competence in using instructional technology.

    3 credits
  
  • EDU 508 - Multicultural Education/Urban Education


    Prerequisites: None
    Fulfills a course requirement for the MAT in Elementary Education
    Schools continue to be places where race and language stratification are played out, in both structural and individual ways. Despite efforts to address discrimination in schools, the educational experiences of children of color continue to be unequal. It is this phenomenon that this course will address.

    3 credits
    Fall
  
  • EDU 509 - Standards-based Science in the Elementary Classroom


    Prerequisites: EDU 501  or EDU 502  and EDU 503  
    Corequisite: Taken concurrently with EDU 504  in the Residency Program
    This course explores current research and practice related to standards-based science. It advocates authentic use of the inquiry-based methods. Course participants are immersed in science laboratory approaches and classroom procedures for exploring science with children. In addition, students use available technological resources for the teaching of science. This course integrates state standards and the National Science Education Standards. Field experiences include working in settings with diverse learners.

    3 credits
  
  • EDU 511 - Standards-based Mathematics in the Elementary Classroom


    Prerequisites: EDU 501  or EDU 502  and EDU 503  or EDU 504 
    This course investigates the concepts and computation methods taught in the elementary school classroom. Specific emphasis is on the demonstration of instructional methodologies, the uses of instructional materials, and demonstration of a variety of representations in problem-solving in preparing pre-service teachers to teach and communicate mathematical ideas in an authentic and meaningful way. Participants are also introduced to Rhode Island Grade Level Expectations (GLE’s) and the National Council of Teacher of Mathematics Standards. Field experiences include observing children in school settings during math instruction and designing and teaching a math lesson in a classroom. Students must also demonstrate competence in using instructional technology.

    3 credits
  
  • EDU 512 - Fieldwork in an Urban Community


    Prerequisites: None
    This course introduces candidates to the foundational skills of reflective practice by combining four weeks of intensive fieldwork in an urban community with weekly seminar meetings. The seminar provides a framework and the philosophical underpinnings for students to make meaning of their interactions with children. Students will observe and work with elementary-aged students individually as well as in small and large groups. Readings and seminar discussions will focus on such topics as teacher identity, learning environments, equity in the classroom, second language acquisition, student/teacher relationships, and the connections between language and culture. Students will share their thinking, practice, and learning outcomes in a culminating presentation. The course will be co-taught by Gordon and Roger Williams University faculty members.

    2 credits
    Summer II
  
  • EDU 513 - Contemporary Issues in Health Education


    Prerequisites: None
    This course is designed to enable prospective students to become knowledgeable in the K-12 National and Rhode Island Health Education Standards. The Rhode Island Health Frameworks are used as content standards for this course. Topics explored include: health promotion, disease prevention, health-enhancing behaviors, and issues regarding substance abuse and child abuse. This course meets on two Saturdays during each semester.

    1 credits
  
  • EDU 515 - Introduction to Elementary Literacy Practices II


    Prerequisites: EDU 507 
    This course builds on EDU 507 - Introduction to Elementary Literacy Practices I . In Literacy II, participants continue their exploration of teaching the English Language Arts. The primary focus is the research and practice related to writing instruction including: (1) the forms and types of writing, (2) the process of writing, and (3) the English language arts conventions. A second focus of this course is performance-based literacy assessment. Participants learn to design and implement a reading/writing performance assessment based on the Rhode Island Grade Level Expectations (GLE’s). Field experiences include tutoring through a voluntary reading program and a one-time visit to a public school to conduct a literacy performance assessment. Students must also demonstrate competence in using instructional technology.

    3 credits
  
  • EDU 517 - Introduction to Special Education Research and Practice


    Prerequisites: EDU 501  and EDU 503 
    This course examines the research regarding the assessment and intervention of special education students. Course participants become familiar with Public Law 94-142 “mainstreaming” though the most current initiatives affecting the educational practice of inclusion. Instructional strategies and student mediation activities suitable for special needs students placed in a regular (inclusion) setting are emphasized. Participants are also taught to read Individual Education Plans (IEP’s) and participate in a school environment observing or intervening on the behalf of a special needs student with an IEP. Students must also demonstrate competence in using instructional technology.

    3 credits
  
  • EDU 518 - Research and Practice in the Inclusive Classroom: A field-based Experience


    Prerequisites: None
    This course examines the civil liberties of students with disabilities, and the legal obligations of their schools and teachers. The characteristics of students with the most prevalent disabilities-and the full continuum of placement options and services available to them-will receive considerable attention. Central to our discussions will be case studies that highlight many of the ethical dilemmas teachers invariably face, as they try to balance the social and academic needs of children with federal law, state policy, and local school practice. Our primary emphasis, however, will be on how to plan, manage, and evaluate learning effectively in diverse classroom settings.

    4 credits
    Winter Intersession
  
  • EDU 520 - Studio Experience: Methods and Materials in Art Education


    Prerequisites: None
    This course is taught in a studio setting and is designed to introduce students to the visual arts through looking at, discussing, and making art. Visual arts are an integral part of life and essential to an individual’s education. The arts can promote attitudes of understanding, respect, and tolerance. They provide insight into cultures and foster appreciation of the accomplishments and multiple perspectives of others. The artistic and conceptual development of children will be covered as students engage in a series of workshop experiences with a range of materials. Each class will focus on a particular theme and introduce artists, concepts and techniques. Students will learn to translate and transfer these experiences into their own teaching. Strategies for integrating art with other disciplines will also be covered in this course.

    2 credits
    Spring
  
  • EDU 521 - The Thematic Elementary Curriculum: Social Studies and Literacy


    Prerequisites: None
    This final methods course is designed to be a culmination of all elementary education MAT course work and supports students’ continued development toward teaching in a global and culturally diverse world. Participants explore theoretical principles and procedures which lead to the instructional practice of social studies in the elementary school. In addition, literacy across the curriculum practices are once again reviewed to bring participants to a clear understanding of how literacy is integrated throughout the school day. Current standards for literacy are revisited and National Standards for Social Studies are reviewed. Field experiences include working in a multicultural setting. Students must also demonstrate competence in using instructional technology.

    3 credits
  
  • EDU 522 - Multicultural Children’s Literature


    Prerequisites: None
    This course examines children’s multicultural literature for emerging multicultural practitioners. Students will study and utilize multicultural literature for children from first through sixth grade. Various genres will be critically examined in relation to visual literacy and the social implications of characterization and authorial voice for specific grade levels. An introduction to selective bibliographic tools and review media will be included to provide students with the skills to become effective evaluators and teachers of multicultural literature. Class presentations and media resources will provide background for discussions of various literary genres represented in contemporary writings for children and their applications for classroom use.

    2 credits
    Fall
  
  • EDU 526 - Internship and Seminar I


    Prerequisites: None
    The internship and accompanying seminar form the backbone of the year-long teacher residency experience. This experience is divided into Fall (EDU 526) and Spring (EDU 606 ) segments. In EDU 526, student interns work in classrooms with their cooperating teachers four full days/week. Weekly seminar meetings provide a framework for examining the philosophical underpinnings necessary for making meaning of everyday classroom experiences and teaching practices. The curriculum is based on the Rhode Island Professional Teaching Standards (RIPTS) and the Gordon School Guiding Principles of Multicultural Practice, and progress is measured using the continuum of teacher development. Time is built in for reflection and guided inquiry, applications of theory learned in course work, and discussion of data and other forms of evidence gathered in classrooms. Interns are encouraged to pose and answer questions, and develop and refine their practice.

    4 credits
    Fall
  
  • EDU 533 - Technology in the 21st Century Classroom


    Prerequisites: None
    This course is required of all students in the MAT and Gordon MAT programs. EDU 533 addresses all of the National Education Technology Standards for Teachers (NETS-T). The course covers technology productivity tools for teachers, legal and ethical issues in technology, assistive technology, and the use of a wide variety of hardware and software applications.

    1 credits
    Fall, Spring, Winter Intersession
  
  • EDU 534 - Multimedia for the 21st Century Classroom


    Prerequisites: None
    This course is required of all students in the MAT and Gordon MAT programs. EDU 534 addresses all of the National Education Technology Standards for Teachers (NETS-T). The course covers applicable legal and ethical issues in technology and assistive technology, the integration of multimedia in the curriculum, and the use of a wide variety of hardware and software applications for creating multimedia.

    1 credits
    Fall, Spring, Summer I, Winter Intersession
  
  • EDU 535 - Technology Curriculum Development and Field Experience


    Prerequisites: None
    This course is required of all students in the MAT program. EDU 535 addresses all of the National Education Technology Standards for Teachers (NETS-T). The course applies the knowledge and skills learned in EDU 533  and EDU 534  for the purposes of lesson planning and curriculum development. This course includes a teaching field experience.

    1 credits
    Fall, Spring, Summer I, Winter Intersession
  
  • EDU 541 - Young Adolescent Development


    Prerequisites: None
    This course provides students with an opportunity to examine the key physical, psychological, and social needs changes that characterize the developmental stages of young adolescence. Emphasis is placed on understanding issues related to the complexities of this unique phase of development within the context of middle school classroom environments.

    3 credits
  
  • EDU 542 - Middle School Curriculum and School Organization


    Prerequisites: None
    This course investigates contemporary middle school curricula, programs, and policies. Emphasis is placed on the creation and implementation of developmentally appropriate organizational and curricular practices. Students also examine the underlying philosophy and mission of middle school education.

    3 credits
  
  • EDU 543 - Applied Middle School Instruction and Assessment


    Prerequisites: EDU 541  and EDU 542 
    Middle level teaching and learning strategies are discussed. Topics include interdisciplinary instruction, working in collaborative teams, and mentorships. Emphasis is placed on the design, development, and implementation of standards-based instruction and performance-based assessment. Students complete a 60-hour supervised field placement.

    3 credits
  
  • EDU 601 - Graduate Practicum in Elementary Education


    Prerequisites: Completion of Course Work
    This course is designed to prepare pre-service teachers for student teaching. Students are introduced to the continuum of teacher development and are placed in a public school for a minimum of 100 hours of in-class participation. Students perform several teaching activities during the semester, and University Clinical Supervisors visit participants in their school settings. Toward the end of Practicum, students prepare an oral presentation, reviewing their growth as prospective teachers and demonstrating their readiness to student teach. The presentation is made before a review panel composed of faculty members and field-based professionals.

    3 credits
  
  • EDU 603 - Graduate Student Teaching in Elementary Education


    Prerequisites: Completion of Course Work and EDU 601 
    Student teaching takes place over one full semester of at least 14 weeks. University supervisors meet students in seminars, and collaborate with field-based practitioners to mentor, support, and finally to evaluate student performance.

    12 credits
  
  • EDU 604 - Graduate Student Teaching Seminar


    Prerequisites: Completion of Course Work and EDU 601 
    This course is designed to complement the student teaching experience, and is a required component of that experience. Students examine their practice in relation to the continuum of teacher development and the Rhode Island Professional Teaching Standards (RIPTS) as they reflect upon their student teaching practice.

    3 credits
  
  • EDU 606 - Internship and Seminar II


    Prerequisites: None
    The Spring Internship and Seminar form the second part of the year-long teacher residency experience. Students continue to examine their practice in relation to the Rhode Island Professional Teaching Standards (RIPTS) and the Gordon School Guiding Principles of Multicultural Practice, and use the continuum of teacher development as they reflect upon their practice. Weekly seminar meetings and course work offer a framework and the philosophical underpinnings necessary for making meaning of everyday classroom experiences. Course assignments are connected to experiences in the classroom, enabling interns to apply what they have learned and receive immediate feedback. With time built in for reflection and guided inquiry, interns will apply theory, collect evidence, pose and respond to questions, and develop and refine their practice. Guest speakers will provide knowledge of professional organizations and other opportunities for continued professional development.

    4 credits
    Spring
  
  • EDU 607 - Introduction to Exceptionality Research


    Prerequisites: None
    In this course, students review, analyze, and interpret research in atypical human growth and development. Our central focus will be on the academic literature related to the etiologies and characteristics of students with the most prevalent disabilities (i.e., learning disabilities, disorders of attention, speech and language disorders, mild mental retardation, and emotional and behavioral disabilities).

    3 credits
    Summer
  
  • EDU 608 - Legal and Ethical Foundations of Special Education


    Prerequisites: None
    In this course, students will uncover the most salient social, historical and legal foundations of special education and examine current issues confronting the field, such as full inclusion, disability rights, and professional ethics. Our initial concern will focus on the civil liberties of students with disabilities, and the legal obligations of their schools and teachers. Central to our discussions will be case studies that highlight many of the ethical dilemmas teachers invariably face, as they try to balance the social and academic needs of children with federal law, state policy, and local school practice.

    3 credits
    Summer
  
  • EDU 610 - Introduction to Literacy Research


    Prerequisites: None
    This is the first course offered in the Master of Arts Literacy Program and must be taken before any other courses. Students learn how to read, interpret, and analyze qualitative and quantitative research while surveying the historical and current perspectives of literacy research and practice. This course takes a scholarly look at the field of literacy through the lenses of the fields of language, literacy, cognitive psychology, and cultural anthropology.

    3 credits
    Fall
  
  • EDU 612 - The Power and Promise of Inclusive Classrooms


    Prerequisites: None
    Virtually every classroom in the United States contains at least one child with a disability, a fact that presents both challenges, and great promise for regular classroom teachers and children alike. The primary emphasis of this course is on how to plan, manage, and evaluate learning effectively in diverse classroom settings, as special educators are increasingly asked to design, consult, and collaborate with regular classroom teachers who must often educate students with disabilities in mainstream settings. To this end, we will review research-based instructional practices appropriate for students with disabilities who are mainstreamed in regular classroom environments.

    3 credits
    Fall
  
  • EDU 613 - Cultivating Pro-Social Behavior


    Prerequisites: None
    In this course, students will examine current theories of social-emotional development as well as the most prevalent disorders of emotional control and behavioral self-regulation. Our primary focus, however, will be on research-supported strategies for facilitating the development of pro-social behavior in children who struggle with low self-concept, behavioral inhibition, social isolation, and/or reciprocal social interaction.

    3 credits
    Fall
  
  • EDU 614 - Developing Language and Literacy


    Prerequisites: None
    This course surveys research and practice in regard to developmental language acquisition as well as development of the school/ communication processes. Implications of ethnic, linguistic, and cultural differences among learners for language learning are emphasized.

    3 credits
    Summer
  
  • EDU 616 - Research-Based Literacy Practices I: Writing Across the Curriculum, K-12


    Prerequisites: EDU 610 
    In this course, students analyze current research on K-12 writing instruction and the essential link between reading and writing practices. The primary learning outcomes are the best practices related to writing instruction, intervention and assessment of the following: 1) narrative and expository genres; 2) a process approach to writing; and 3) the English Language Arts conventions. Participants also explore writing workshop discourse communities as defined by constructivist literature as well as best practices for the English language learner (ELL).

    3 credits
    Spring
  
  • EDU 618 - Literature for Children and Young Adults


    Prerequisites: None
    This is a survey course of literature for children and young adults. Students study literature for children beginning with young toddlers through adolescents. Various genres are examined in relation to aesthetic criteria, social implications, and appropriate audiences. An introduction to selective bibliographic tools and in review media is included. Class presentations, guest lectures, and media resources provide background for discussions of various literacy genres represented in traditional and contemporary writings for children and young adults and their application to classroom use.

    3 credits
    Summer
  
  • EDU 620 - Research-based Literacy Practices II: Reading Across the Curriculum, K-12


    Prerequisites: None
    This course connects research to practice relative to the principles of reading instruction and intervention in content area reading. Specific emphasis is on cognitive strategy instruction and the effect it has on K-12 students’ metacognition of reading comprehension processes. Learning outcomes inside research-based best practices in the teaching of vocabulary and comprehension of expository text. Accommodations for the English language learner are examined.

    3 credits
    Summer
  
  • EDU 622 - Research-Based Literacy Practices III: Preparing Strategic Readers, K-12


    Prerequisites: None
    This course connects research to practice relative to the principles of reading instruction and intervention. Students will demonstrate understanding of current research and best practices of strategic reading instruction in the following areas: phonological awareness, phonetic awareness, phonics, fluency, and comprehension of narrative text. Students survey the principles of emergent literacy; a balanced literacy program; and the components of a literature environment. Accommodations for the English language learner are examined.

    3 credits
    Fall
  
  • EDU 634 - Assessment of Reading and Writing Difficulties


    Prerequisites: None
    This course addresses the fundamental principles of instruction and assessment for learners with difficulties in reading and writing and focuses on assessment, evaluation and interventions. Topics include observation techniques, the running record, portfolios, the administration and interpretation of individual and group tests, formal and informal assessment instruments, the development of individual informal instruments, and intervention strategies. Students are required to work with two learners who have demonstrated difficulties in reading and writing: one child and one young adult.

    3 credits
    Spring
  
  • EDU 635 - Assessment and Planning


    Prerequisites: None
    This course examines how assessment practices and data from diagnostic testing are used to inform curriculum and instructional approaches for children with mild/moderate disabilities. Students will learn how to administering, score, and interpret, a variety of tests of cognitive ability and academic achievement. The course will include an examination of formal and informal assessment strategies, including the use of individually administered norm-referenced instruments, curriculum-based assessments, interview techniques, behavioral observation, and functional behavioral assessment.

    3 credits
    Fall
  
  • EDU 638 - Clinical Experiences in Literacy Education


    Prerequisites: None
    This course offers students clinical experience with school-age children and adults with difficulties in reading, writing, and related language arts. Students examine and utilize methods of assessment and intervention. They also learn how to adapt commercially prepared testing materials and intervention techniques to the developmental level, diagnosed needs, and cultural and linguistic backgrounds of pupils. Students document procedures and progress and write detailed case studies.

    6 credits
    Summer
  
  • EDU 650 - Leadership for Literacy Professionals (including Professional Practicum)


    Prerequisites: None
    This course addresses the basic responsibilities of the reading consultant/specialist. Topics include organization and supervision of reading and language arts programs; selection of instructional materials; evaluation of classroom instruction; planning and implementing staff development; working with teachers to organize and manage language arts classrooms; and consulting with various groups within the school community. Students are required to spend a minimum of 35 hours in an approved field experience working directly with a reading consultant.

    3 credits
    Fall
  
  • EDU 651 - Special Education Internship


    Prerequisites: None
    Under the direction of the school principal and special education supervisor, the special education intern will provide direct instruction as well as instructional support to students with mild-moderate disabilities in individual and small group settings. Interns will also work collaboratively with parents, general education teachers, instructional aides, and other professionals as appropriate in order to plan, deliver, manage, and evaluate the instruction of students with disabilities in mainstream settings. Interns will also assist in the development of Individual Education Programs (IEP) and participate in special education meetings and in the preparation of required special education paperwork.

    9 credits
    Spring
  
  • EDU 652 - Internship Seminar: Building Home, School, and Community Partnerships


    Prerequisites: None
    The field seminar is taken in conjunction with EDU 006 Special Education Internship and takes as its focus the special education intern’s experience in the field. Special emphasis is placed on the development of collaborative relationships with the families of children with disabilities as well as with relevant school personnel, other professionals, and community agencies.

    3 credits
    Spring
  
  • EDU 654 - Advanced Literacy Research Seminar


    Prerequisites: None
    This course focuses on current issues in reading, writing, and language though the development of comprehensive tasks. Students work on individual tasks under the guidance of the seminar professor(s).

    4 credits

Emergency Medical Service

  
  • EMS 101 - Introduction to Health Professions


    Prerequisites: None
    Prepares the student for an administrative position as a high level, or chief officer, in an EMS agency. This course will cover aspects of government structure, strategic planning, leadership, marketing, risk & human resource management, and financial management.

  
  • EMS 121 - EMT Basic


    Prerequisites: Completion of a 6-hour American Heart Association for Health Care Providers or the Red Cross Professional Rescuer and consent of the SCS Dean
    Students will learn Skills in Basic Life Support, Respiratory Emergencies, Trauma Emergencies, vehicle extrication, and a new section on Terrorism awareness as it pertains to EMS. There will also be sections on medication administration, use of Automated External Defibrillators, and ambulance operations. Students will also be required to document 8 hours of observation time in a hospital Emergency Room.

    6 credits
    Fall, Spring, Summer I
  
  • EMS 211 - EMT Paramedic I


    Prerequisites: EMT 121 and consent of the SCS Dean
    Note: This course is part one of the four part sequence required for students to sit for the National Paramedic Certification Exam
    This Program consists of over 172 hours of classroom lecture/didactic and the start of 50 hours of clinical setting training and demonstration of skill. In addition a significant time is spent riding on an approved 911 rescue. It also requires several hours of hospital internship. Persons must be currently certified as a Basic EMT to be accepted in this course. This Paramedic course builds on basic EMT training and helps prepare students for certification as a paramedic.

    6 credits
    Fall, Spring, Summer I
  
  • EMS 212 - EMT Paramedic II


    Prerequisites: None
    Note: This course is part two of the four part sequence required for students to sit for the National Paramedic Certification Exam
    This Program consists of over 172 hours of classroom lecture/didactic and the start of 50 hours of clinical setting training and demonstration of skill. In addition a significant time is spent riding on an approved 911 rescue. It also requires several hours of hospital internship. This Paramedic course helps prepare students for certification as a Paramedic.

    6 credits
    Fall, Spring, Summer
  
  • EMS 301 - Health Information Systems and Technology


    Prerequisites: None
    Prepares the student for an administrative position as a high level, or chief officer, in an EMS agency. This course will cover aspects of government structure, strategic planning, leadership, marketing, risk & human resource management, and financial manage.

    3 credits
  
  • EMS 302 - Public Health Culture and Diversity


    Prerequisites: None
    Prepares the student for an administrative position as a high level, or chief officer, in an EMS agency. This course will cover aspects of government structure, strategic planning, leadership, marketing, risk & human resource management, and financial management.

    3 credits
  
  • EMS 303 - Public Health Emergency Preparedness


    Prerequisites: Junior Standing
    Prepares the student for an administrative position as a high level, or chief officer, in an EMS agency. This course will cover aspects of government structure, strategic planning, leadership, marketing, risk & human resource management, and financial management.

    3 credits
  
  • EMS 311 - EMT Paramedic III


    Prerequisites: EMS 211 
    Note: This course is part three of the four part sequence required for students to sit for the National Paramedic Certification Exam
    This Program consists of over 172 hours of classroom lecture/didactic and the start of 50 hours of clinical setting training and demonstration of skill. In addition a significant time is spent riding on an approved 911 rescue. It also requires several hours of hospital internship. This Paramedic course helps prepare students for certification as a Paramedic.

    6 credits
    Fall, Spring, Summer
  
  • EMS 312 - EMT Paramedic IV


    Prerequisites: EMS 311 
    Note: This course is part four of the four part sequence required for students to sit for the National Paramedic Certification Exam
    This Program consists of over 172 hours of classroom lecture/didactic and the start of 50 hours of clinical setting training and demonstration of skill. In addition a significant time is spent riding on an approved 911 rescue. It also requires several hours of hospital internship. This Paramedic course helps prepare students for certification as a Paramedic.

    6 credits
    Fall, Spring, Summer I
  
  • EMS 370 - Principles of Emergency Management and Emergency Operations Centers


    Prerequisites: None
    This course provides students with an introduction to the principles of emergency management including the federal guidelines of the National Incident Management System (NIMS) and the standards of the Incident Command System (ICS), and provides a clear up-to-date understanding of how an EOC should operate within the guidance of various federal and national programs.

    3 credits
  
  • EMS 401 - EMS Administration I


    Prerequisites: None
    Prepares the student for an administrative position as a high level, or chief officer, in an EMS agency. This course will cover aspects of government structure, strategic planning, leadership, marketing, risk & human resource management, and financial management.

    3 credits
  
  • EMS 402 - EMS Administration II


    Prerequisites: EMS 401 
    Prepares the student for an administrative position as a high level, or chief officer, in an EMS agency. This course will cover aspects of government structure, strategic planning, leadership, marketing, risk & human resource management, and financial management.

    3 credits
  
  • EMS 482 - Evacuation, Mass Care, and Sheltering


    Prerequisites: EDU 370 
    This course provides students with an emphasis in planning for human care in disasters, examines specific disaster scenarios, such as pandemics, that requires mass care, mass evacuation, or the need for temporary short or long term sheltering.

    3 credits
  
  • EMS 483 - Recovery and Continuity of Operations


    Prerequisites: EMS 482 
    This course provides students with a look into governmental efforts at long-term community recovery from a natural disaster. In most cases, this consists of rebuilding the physical aspects of the community such as vital community services and infrastructure and creating housing to replace that which has been lost. The course teaches us how to understand how communities develop and/or decay in an extreme natural hazard event. The course will study how the appreciation of community dynamics and the consequences of extreme events enables us to identify critical points for policy intervention at appropriate levels of government.

    3 credits
  
  • EMS 499 - EMS Capstone


    Prerequisites: None
    Prepares the student for entry in to the Emergency Medical Service career by reviewing and reinforcing concepts, demonstrating practical application using research and critical decision making in such positions as a high level, or chief officer, in an EMS agency. This course will culminate with a presentation to peers and professionals in the EMS field.

    3 credits

Engineering

  
  • ENGR 110 - Engineering Graphics and Design


    Prerequisites: None
    Pre- or Co-requisite: MATH 136 
    An introduction to the engineering design process and SolidWorks. Student teams engage in the conception, design and construction of a working engineering project.

    3 credits
    Fall, Spring
  
  • ENGR 115 - Computer Applications for Engineering


    Prerequisites: ENGR 110 
    Formulation, analysis and solution of typical engineering problems using computers. Topics include spreadsheet problem solving, algorithmic process, flow chart development, and programming.

    3 credits
    Fall, Spring
  
  • ENGR 210 - Engineering Statics


    Prerequisites: MATH 207  or MATH 213  and PHYS 109  or PHYS 201 
    This is a sophomore-level course in which we study static equilibrium of forces acting on particles and rigid bodies in two and three dimensions. To do this, we use vector algebra, free-body diagrams, and centroids. The theory is applied to simple structures.

    3 credits
    Fall
 

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