|
|
2021 - 2022 University Catalog [ARCHIVED CATALOG]
Courses
|
|
| |
East Asian Studies |
| |
-
ASIA 100 - Foundations of Asian Studies
Requirement Fulfillment: Fulfills a course requirement in the East Asian Studies Minor and in the English Major and in the Core Curriculum as a C4 (a course that satisfies the stated outcomes of Core 104)
Delivery: Lec/Lab
This course provides an introduction to the broad historical, cultural and philosophical events and traditions of this important geopolitical region that includes China, Japan, and Korea among other important states. Attention to major historical developments over time, as well as to the cultural and philosophical underpinnings that characterize the region. The course raises questions about the roles and interactions of Asian countries internationally in the 21st century global context.
3 credits
Fall
|
| |
-
ASIA 299 - Special Topics in East Asian Studies
Prerequisites: Fulfills a course requirement in the East Asian Studies Minor
This is a variable topics interdisciplinary course that will allow students to explore specific topics or periods important to the study of East Asia on an introductory/intermediate level. Focus may be on one or more countries and may include a regional or global focus. Readings will include both primary and secondary sources. Possible topics may include: Communist China in Literature, Art and Film; Imperialism of Island Countries: Japan and Great Britain; The Silk Road; Women in East Asian History, Society and Culture; etc.
3 credits
Spring
|
| |
-
ASIA 430 - Special Topics in East Asian Studies
Cross-Listed with: This course may substitute for ASIA 450 with permission of the East Asian Studies Minor Advisor
Prerequisites: ASIA 100 ; at least junior standing or consent of instructor
Requirement Fulfillment: Fulfills a course requirement in the East Asian Studies Minor.
This is a variable topics interdisciplinary seminar that allows in-depth study of a specific topic or period relevant to the study of East Asia. Students will read primary and secondary sources and complete a research paper.
3 credits
Special offering
|
| |
-
ASIA 450 - Colloquium in Asian Studies
Prerequisites: ASIA 100 and completion of 4 additional courses required for East Asian Studies Minor, or consent of instructor
Requirement Fulfillment: Fulfills a course requirement for the East Asian Studies Minor
This course is devoted to topics related to cultural, philosophical and political traditions of East Asian civilizations from ancient to modern times. Depending on the instructor, the course will integrate art, culture, economics, history, language, philosophy, politics, and/ or religion of selected East Asian societies to a study of the region as a whole. This capstone course for East Asian Studies will integrate the coursework, knowledge, skills and experiences of students to employ a trans-disciplinary understanding of the region coupled with substantive research, analysis and presentation.
3 credits
Spring
|
Economics |
| |
-
ECON 111 - Principles of Microeconomics
Prerequisites: None
Note: Students who have completed ECON 102 will not receive credit for ECON 111
An introduction to the modern market economy as a system of dealing with the problem of scarcity and choices made by individuals and businesses. Topics include resource allocation, price mechanism, supply and demand, optimizing economic behavior, costs and revenue, various market structures, market failure, government intervention and comparative advantage. The basic tools of microeconomic analysis will be applied to topics of current interest such as minimum wage legislation and competition policy.
3 credits
|
| |
-
ECON 112 - Principles of Macroeconomics
Prerequisites: None
Note: Students who have completed ECON 101 will not receive credit for ECON 112
An introduction to the study of the national economy. The measurement, causes, and implications of inflation, unemployment, and recessions are examined, as are the effects of government fiscal and monetary policies. Topics covered include the Keynesian and Classical theories of output and price determination, the Federal Reserve System, and the application of macro theories to events of current interest.
3 credits
|
| |
-
ECON 211 - Intermediate Microeconomics
Prerequisites: ECON 111 and mathematics at level of MATH 117 or above
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
Note: Students who have completed ECON 202 will not receive credit for ECON 211
Introduces a deeper analysis of individual markets: the function of prices in a market economy; economic decision making by producers and consumers; and market structure. Topics discussed include consumer preferences and consumer behavior, production theory and costs, monopoly and resource pricing.
3 credits
|
| |
-
ECON 212 - Intermediate Macroeconomics
Prerequisites: ECON 112 and mathematics at level of MATH 117 or above
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
Note: Students who have completed ECON 201 will not receive credit for ECON 212
Provides a deeper analysis of the basic characteristics, institutions, and activities of contemporary market economies. Topics discussed include inflation, unemployment, government monetary and fiscal policy, full employment and economic growth.
3 credits
|
| |
-
ECON 303 - Introduction to Econometrics
Prerequisites: ECON 111 and ECON 112 ; MATH 141 or equivalent; MATH 124 .
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
An introduction to the use of statistical methods to estimate and test economic models, with emphasis on the linear regression model. The course is a hands-on approach, stressing applications to empirical problems in economics. Hypothesis testing and inference from both bivariate and multivariate regression models will be stressed in the class.
3 credits
|
| |
-
ECON 310 - Monetary Economics
Prerequisites: ECON 112
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
This course provides an overview of the financial system, with an in-depth examination of the structure, tools, and goals of a central bank in a market economy. Topics covered include the mechanism by which interest rates are determined; the money supply process and the determinants of money demand; banking regulations and financial innovations; and the effect of financial market disturbances on the economy. The structure and policies of the U.S. Federal Reserve will be compared to other major central banks, including the European Central Bank.
3 credits
Special Offering
|
| |
-
ECON 320 - Resource and Environmental Economics
Prerequisites: ECON 111 or ECON 112
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
This course examines how under certain situations free markets rather than government intervention are the best method to protect the environment. This is a unique way of looking at resources and environmental problems since most pundits believe that markets cause these problems. This class is a survey of the arguments in support of what is commonly referred to as “free market environmentalism.” The purpose of the course is to reveal how economists, in particular free market environmentalists, view resource and environment problems and how they would create environmental policy.
3 credits
|
| |
-
ECON 330 - Economics of Developing Countries
Prerequisites: ECON 112
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
This course focuses on the development challenges faced by the developing and the least developed countries in the world. Topics studied are poverty, inequality, unemployment, population growth, illiteracy, urbanization, environmental degradation, health, and international relations with the developed world. Real world development experience and possible policy options in dealing with these problems are part of the course, along with relevant classic economic models of development.
3 credits
|
| |
-
ECON 340 - Economic Growth
Prerequisites: ECON 112
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
Differences in countries’ income levels and growth rates will be explored using both theoretical and empirical frameworks. The main questions to be addressed: what causes differences in living standards and economic growth over time and across countries; which policies can sustain and achieve growth? Topics include the stylized facts of growth, the role of physical and human capital and technology.
3 credits
|
| |
-
ECON 350 - International Trade
Prerequisites: ECON 111
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
This course considers international trade in theory and in practice. Issues addressed include why nations trade; trade and the welfare of workers in developed and developing nations; the use of tariffs, quotas and other instruments of protection; NAFTA, WTO and economics integration; and the costs and benefits of international migration. The special trade-related problems of developing countries and the history of the international trading system are also discussed.
3 credits
|
| |
-
ECON 360 - International Macroeconomics
Prerequisites: ECON 112
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
This course provides an understanding of the current international monetary system, capital flows, and macroeconomic policy decisions in an open economy. Topics include the balance of payments, foreign exchange markets, speculative currency attacks and arbitrage. Government policies under fixed and flexible exchange rates will be analyzed. Contemporary issues such as the role of the International Monetary Fund, European Monetary Union, the debt crisis, and financial crises in Mexico and South East Asia are examined.
3 credits
|
| |
-
ECON 370 - Public Finance
Prerequisites: ECON 111
In a perfectly competitive world governments are unnecessary as they could not enhance economic efficiency. However, in the real world markets may fail to deliver economic efficiency (market failure) opening the possibility that government can improve efficiently. Further, free markets sometimes provide grossly unequal rewards for citizens, and the governments may formulate policies to provide a “fairer” distribution of resources. This course deals with government intervention in markets and the economics of the public sector. We will also study how government policy is affected by voter behavior. This course will examine, among others, the topics of externalities, public goods, solutions to market failure, theories of taxation, and benefit -cost analysis.
3 credits
Alternate Fall
|
| |
-
ECON 380 - Economics of Conflict and Global Security
Prerequisites: ECON 111
Requirement Fulfillment: Fulfills an upper division elective requirement for a B.A or B.S in Economic; serves as an elective requirement for other Business majors
This course deals with the role of economics in managing and mitigating international conflict and raising the level of international security. The economic challenges to the provision and maintenance of a level of global security that is conducive to the growth, integration, and development of the world economy will be studied in this course. Theoretical and empirical models that help us understand the dynamics of global conflict process, the cost of conflict, issues in conflict management, and the mechanics of global security provision will be investigated. Important policy issues facing governments and international organizations that undertake to enhance international security will also be covered.
3 credits
Spring Alternate years
|
| |
-
ECON 390 - Labor Economics
Prerequisites: ECON 111
Is expanding unemployment benefits a good idea? Why are CEOs paid so much? Could higher income tax rates actually decrease government revenue? This course uses theory and evidence from economics to answer such questions. Topics to be covered include: labor supply and demand, taxes and transfers, minimum wages, immigration, human capital, education production, income inequality, wage discrimination, unions and strikes, and unemployment.
3 credits
Alternate Spring
|
| |
-
ECON 395 - Introduction to Game Theory
Prerequisites: ECON 111
Requirement Fulfillment: Course fulfills major, minor, and core concentration requirements
Delivery: Lecture
Game theory is the study of how economic agents make decisions in multi-agent decision problems, taking into account the decisions and responses of others. It is essentially a technique for analyzing how people behave strategically in their interaction with others. Topics covered include: games of complete and perfect information, games of incomplete and imperfect information, normal and extensive forms, equilibrium concepts, static and dynamic games, repeated games, as well as applications to market behavior, environmental management, bargaining, auctions, negotiation, institution design, international trade, politics and conflict. Minimum Passing Grade: D-
3 credits
Alternating Years
|
| |
-
ECON 410 - Economics Independent Study
|
| |
-
ECON 429 - Community Partnerships Center Economics Studies
Prerequisites: None
This course involves a project selected by the Community Partnerships Center and the Business School Dean as a Economics project. The students will work with a professor and possibly students from other disciplines to fulfill a task requested by a regional company, organization, or governmental unit. Specific project details vary and will be announced prior to preregistration for each semester.
3 credits
|
| |
-
ECON 430 - Special Topics in Economics
Prerequisites: Consent of instructor
Requirement Fulfillment: Fulfills a course requirement in the economics core Concentration
Selected topics provide study in areas chosen by students in consultation with faculty. Provides an advanced level of course work or research in economics.
3 credits
Special Offering
|
| |
-
ECON 469 - Economics COOP
Prerequisites: Junior standing and consent of instructor
This course provides academic credit for a supervised professional experience in a field related to economics.
1 - 3 credits
By arrangement
|
| |
-
ECON 490 - Labor Economics
Prerequisites: ECON 111
Requirement Fulfillment: Fulfills a course requirement in the economics core concentration
Is expanding unemployment benefits a good idea? Why are CEOs paid so much? Could higher income tax rates actually decrease government revenue? This course uses theory and evidence from economics to answer such questions. Topics to be covered include: labor supply and demand, taxes and transfers, minimum wages, immigration, human capital, education production, income inequality, wage discrimination, unions and strikes, and unemployment.
3 credits
Spring
|
| |
-
ECON 530 - Special Topics in Economics
|
| |
-
ECON 550 - Managerial Economics
Prerequisites: None
Managers of modern day businesses require a thorough understanding of the sophisticated and strategic economic environment within which their firms operate. Familiarity with the economic realities internal to a firm is also important for successful managerial decisions. This course draws upon relevant economic theories and practical examples from important industries (for example, the insurance, healthcare, utility, financial, transfer pricing, and consumer goods industries), to acquaint the student with powerful analytical tools and knowledge of market practices. This course will involve quantitative analysis, market data analysis, and require you to develop critical and analytical skills necessary for a successful manager, entrepreneur, market analyst, policymaker, or business economist.
3 credits
|
Education |
| |
-
EDPR 100 - Child Development and Practice - Infants/Toddlers
An introduction to the field of Infant and Toddler care, this course provides a conceptual framework for understanding the early childhood profession, the role of the infant/toddler caregiver, and infant/toddler programs. It examines the historical philosophies and theories of Early Childhood Education as well as the current trends, issues, and practices of educating children from birth through the age of three. Addresses the influences of family-centered practice, inclusion, culture and language. Explores infant and toddler career paths. Professional and evidence-based practices of highly-qualified early childhood educators are outlined with an emphasis on their ability to enhance development and learning of every child between the ages of birth and three. An overview of the diversity of culture, language, race, socioeconomic status, gender, ethnicity, and ability of children will be included.
3 credits
Fall, Spring, Summer
|
| |
-
EDPR 101 - Child Development and Practice for birth - 8
Requirement Fulfillment: Associates degree in Early Childhood Education
Delivery: Lecture
An introduction to the field of Early Childhood care, this course provides a conceptual framework for understanding the early childhood profession, the role of the early childhood caregiver, and early childhood programs. It examines the historical philosophies and theories of Early Childhood Education as well as the current trends, issues, and practices of educating children from birth through the age of eight. Addresses the influences of family-centered practice, inclusion, culture and language. Explores early childhood career paths. Professional and evidence-based practices of highly-qualified early childhood educators are outlined with an emphasis on their ability to enhance development and learning of every child between the ages of birth and eight. An overview of the diversity of culture, language, race, socioeconomic status, gender, ethnicity, and ability of children will be included.
3 credits
Fall and Spring
|
| |
-
EDPR 105 - Professionalism: Infants and Toddlers
Prerequisites: EDPR 100
Requirement Fulfillment: Fulfills a course requirement for the Infant Toddler certificate
This course is a companion to EDPR100. Students develop the ability to apply national birth to age 3 guiding principles, including the national Child Development Associate Standards, in practice and to write competency statements. Standards include: the establishment and maintenance of a safe, healthy learning environment; the advancement of physical and intellectual competence; the support of social and emotional development through positive guidance; the establishment of productive relationships with families; a commitment to ensuring a well-run, purposeful program responsive to participant needs; and maintaining a commitment to professionalism. This is a writing-intensive course and provides students with opportunities to use writing as an essential tool for learning course material and for engaging in the academic and professional discipline-specific conversations. Coursework also includes a field-based practicum.
3 credits
Fall, Spring, Summer
|
| |
-
EDPR 110 - Applied Social Emotional Development: Infants/Toddlers
Prerequisites: EDPR 100 or approval of the Program Director
This course incorporates specific techniques and strategies for guiding and enhancing social and emotional development and learning in children 0-3 years at the introductory level. We will address promotion, prevention, and intervention strategies related to young children’s socialemotional development. The course is built around the Teaching Pyramid (Fox, Dunlap, Hemmeter, Joseph & Strain, 2003), a framework for understanding effective practices related to supporting infant and toddler’s social-emotional development, and understanding and responding to challenging behavior. The model includes a focus on building relationships with children, families, and colleagues; designing environments that support young children’s social-emotional competence; applying strategies for teaching social skills, and promoting emotional development; and developing an effective approach for supporting positive behavior in the context of developmentally appropriate practice.
3 credits
Fall, Spring, Summer
|
| |
-
EDPR 111 - Applied Social and Emotional Development - Birth through 8
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Lecture
Incorporates specific techniques and strategies for guiding and enhancing social and emotional development and learning in children 0-8 years at the introductory level. We will address promotion, prevention, and intervention strategies related to young children’s social-emotional development. The course is built around the Teaching Pyramid (Fox, Dunlap, Hemmeter, Joseph & Strain, 2003), a framework for understanding effective practices related to supporting infant and toddler’s social-emotional development, and understanding and responding to challenging behavior. The model includes a focus on building relationships with children, families, and colleagues; designing environments that support young children’s social-emotional competence; applying strategies for teaching social skills, and promoting emotional development; and developing an effective approach for supporting positive behavior in the context of developmentally appropriate practice.
3 credits
Fall and Spring
|
| |
-
EDPR 120 - Applied Cognitive, Physical and Linguistic Development: Infants and Toddlers
Prerequisites: EDPR 100 or approval of the instructor.
This course emphasizes the interrelationship between cognitive, physical, and language development of children age birth to three at an introductory level. Age appropriate curricular strategies will be discussed and designed based on developmental theories. The relationship between the young child and environment will be stressed, with important considerations to ecological influences that play a role in children’s development such as families, communities, and culture. Components of high quality programming will be explored. Students will also apply critical thinking skills to current issues related to infant and child development.
3 credits
Fall, Spring, Summer
|
| |
-
EDPR 121 - Applied Cognitive, Physical, and Linguistic Development - Birth to 8
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Lecture
Emphasizes the interrelationship between cognitive, physical, and language development of children age birth to eight at an introductory level. Age appropriate curricular strategies will be discussed and designed based on developmental theories. The relationship between the young child and environment will be stressed, with important considerations to ecological influences that play a role in children’s development such as families, communities, and culture. Components of high quality programming will be explored. Students will also apply critical thinking skills to current issues related to infant and child development.
3 credits
Fall and Spring
|
| |
-
EDPR 140 - Promoting Health and Safety for Young Children
Prerequisites: EDPR 100 or approval of the instructor
This course focuses on nutrition, health and safety as a key factor for optimal growth and development of young children, prenatal to age 8. Includes USDA food program participation, health practices, management and safety, appropriate activities and communication with families. Children’s physical health and well-being are critical parts of school readiness. Children’s health impacts brain development, moods, ability to concentrate, and willingness to take risks. Fundamental areas of health in early childhood are physical, oral, and mental. This course explores topics related to health and well-being and focuses on teaching practices, classroom activities, partnerships with families, and program policies to ensure that all children are healthy and ready to learn.
1 credits
All
|
| |
-
EDPR 150 - Family, Community and Cultural Partnerships
Prerequisites: EDPR 100 or approval of the instructor
This course focuses on the diverse needs of children age birth to eight within the context of family, school and community. The course will examine the interplay of diverse cultures, lifestyles, abilities, language and communication with the role of the early childhood environment and other community institutions. Students will gain an understanding of their professional role in supporting evidence-based practices that strengthen respectful, collaborative family/child partnerships through effective use of community and family resources. Students learn to use these understandings of communities to create reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
3 credits
Fall, Spring, Summer
|
| |
-
EDPR 200 - Supporting Young Children’s Behavior
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Lecture
Involves an exploration of developmentally appropriate, evidence-based approaches and positive guidance strategies for promoting prosocial behaviors in individual and groups of young children ages birth through eight. The course emphasizes current best practice in providing appropriate environments and designing, implementing, and evaluating individual interventions to promote emotional development, social skills, and appropriate behavior in the context of school as well as home- and center-based early care and education programs. Course content reflects an emphasis on positive guidance principles and techniques, family involvement and cultural influences. Emphasizes supportive interactions and developmentally appropriate environments. Uses assessment to analyze and guide behaviors. This course teaches practical application through direct participation in classroom and care settings.
3 credits
Fall and Spring
|
| |
-
EDPR 210 - Highly Individualized Teaching and Learning in Early Childhood
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Lecture
Young children vary widely in their skills, knowledge, backgrounds and abilities. Teaching has to effectively reach all children regardless of their abilities and disabilities. Effective instruction for all children requires specialized teaching and learning opportunities to access, participate, and thrive in the early childhood setting/classroom. Effective teachers are sensitive and skilled in interactions; they use ongoing formative assessment of each child’s skills to plan instruction; and they choose and use curricula and activities that engage all children, regardless of their strengths or needs. This course is an introduction to effective practices that support the development and learning of young children with disabilities and other special needs. This course focuses on evidence-based, individualized instructional methods and strategies used in teaching and facilitating the development of young children. Throughout the course your own classroom or practicum setting and identify a “focus child” about whom you will complete applied assignments.
3 credits
Fall and Spring
|
| |
-
EDPR 220 - Engaging Interactions and Environments in Early Childhood
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Lecture
Early childhood is a time of rapid growth and development; children’s early experiences have a profound effect on their later outcomes. Early childhood education and care has the potential to foster children’s skills and learning, and high quality programs can influence children’s long-term success. The benefit of high quality early educational experiences is even greater for children from economically disadvantaged backgrounds. The key components of a high quality early learning experience include environments that are: (1) well organized and rich with materials that support children’s learning, and (2) provide regular opportunities for children to engage in warm, responsive, and instructionally supportive interactions with caregivers. This course is designed to increase students’ knowledge about the importance of high quality early childhood education, and the specific types of environments and interactions that support the development of children’s social-emotional, cognitive, and early academic skills.
3 credits
Fall and Spring
|
| |
-
EDPR 230 - Planning and Assessment in Early Childhood
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Lecture
Ongoing child assessment through systematic observation and documentation is critical to the implementation of effective teaching which can prepare each child for success. Children in early childhood programs have different needs, strengths, experiences, and primary languages. A system of ongoing child observation and assessment will allow the teacher of young children to tailor instruction to the needs of each child, thus facilitating the early development and learning needed for school success. This course provides students with an understanding of the forms, functions, methods, and roles of assessment for planning and implementing effective early childhood programs for young children, ages birth to eight, from diverse cultures and with varied learning needs. Students will explore both quantitative and qualitative approaches to evaluation and assessment. Students will gain an understanding of appropriate strategies for conducting, reporting, and decision making related to specific functions of observation and assessment. They will use selected assessment strategies with young children in their worksites or field placements and are expected to become competent in the use of authentic assessment strategies to describe a child’s learning strengths and instructional needs.
3 credits
Fall and Spring
|
| |
-
EDPR 270 - Practicum: Early Childhood
Requirement Fulfillment: Fulfills a requirement in the A.S. in Early Childhood Education.
Delivery: Practicum
This course is designed to engage early childhood educators in initial teaching experience at the early childhood education level. Students are placed in an early childhood education setting for a minimum of 100 hours of participation. During this field experience, students are required to perform several teaching actions and provide corresponding artifacts. This is a supervised field experience. The instructor observes, mentors and evaluates participants in their settings via an electronic video coaching platform, assesses their performance artifacts, and provides seminars to debrief experiences and explore teaching/learning topics.
3 credits
Fall and Spring
|
| |
-
EDU 200 - Foundations of Education
Prerequisites: None
The course enables students to explore the profession and decide whether they want to become teachers. The curriculum examines historical, philosophical, and social issues of teaching and learning through selected readings, class discussions, and student research. This course includes a field experience in an urban public school. Students are required to write and present research on a current issue in education and to compile a “culture of the school” report based on their field experiences.
3 credits
Fall, Spring
|
| |
-
EDU 202 - Psychology of Learning and Development
Prerequisites: None
This course explores how learning is influenced by development, experience, and maturation. The major focus is on the interaction of cognitive, cultural, and personality factors in development from early infancy to adulthood. The roles of motivation, intelligence, and socio-economic status receive considerable attention. Students evaluate distinct theories of learning and discuss the vital role that teachers play in the development and assessment of their students’ learning. This course includes a field experience in an urban public school.
3 credits
Fall, Spring
|
| |
-
EDU 302 - Literacy in the Elementary School I
Prerequisites: EDU 200 and EDU 202
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 and the teaching of speaking and listening strategies in formal and informal group contexts. The course examines current theories of teaching literacy and literacy practice as defined in contemporary standards. Students use technology as a tool for locating literacy teaching materials. Field experiences in this course include participating in a voluntary reading program or working with a child in a public school.
3 credits
Fall
|
| |
-
EDU 303 - Literacy in the Elementary School II
Prerequisites: EDU 200 , EDU 202 and EDU 302
Corequisite: This course is taken prior to, or concurrently with EDU 355 .
This course builds on EDU 302 - Literacy in the Elementary School I . In Literacy II, participants continue their exploration of teaching the English Language Arts. The primary focus is theories and practices 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 is performance based literacy assessment. Participants learn how to design and implement a reading/writing performance assessment based on current standards. Field experiences include tutoring through a voluntary reading program and conducting a literacy performance assessment in a public school.
3 credits
Spring
|
| |
-
EDU 305 - Classroom Applications of Technology at the Elementary and Middle School Level
Prerequisites: EDU 200 and EDU 202
This course is required of all elementary education majors. EDU 305 addresses all of the National Education Technology Standards for Teachers (NETS-T). The course covers technology integration and assessment strategies at the elementary and middle school levels, legal and ethical issues in technology, assistive technology, technology planning and funding, as well as the use of a wide variety of hardware and software applications.
3 credits
Fall, Spring
|
| |
-
EDU 306 - Classroom Applications of Technology at the Middle and Secondary School Level
Prerequisites: EDU 200 and EDU 202
This course is required of all secondary education majors. EDU 306 addresses all of the National Education Technology Standards for Teachers (NETS-T). The course covers technology integration and assessment strategies at the secondary and middle school levels, legal and ethical issues in technology, assistive technology, technology planning and funding, as well as the use of a wide variety of hardware and software applications.
3 credits
Fall
|
| |
-
EDU 308 - Technology and Education
Prerequisites: None
Requirement Fulfillment: Fulfills a course requirement for the undergraduate Educational Studies program.
Technology is an important component of educational experiences in all settings. Students will explore the uses of technology to facilitate communication, perform research, and enhance learning experiences in the chosen specialty field. Students will also learn about legal and ethical issues in technology and digital citizenship. This course is required for the Educational Studies major, minor, and core concentration. This course addresses all of the National Technology Standards for Teachers (NETS-T).
3 credits
Fall, Spring, Summer I, Winter Intersession
|
| |
-
EDU 310 - Curriculum Studies
Prerequisites: EDU 200 and EDU 202
Requirement Fulfillment: Fulfills a requirement for the Educational Studies Major
Course provides students with a comprehensive perspective on the field of curriculum studies including, but not limited to, the historical, political, autobiographical, gendered, racial, social, philosophical, theological, institutional, and international dimensions of curriculum studies.
3 credits
Fall, Spring, Summer I, Winter Intersession
|
| |
-
EDU 312 - Introduction to Educational Research
Prerequisites: EDU 200 , EDU 202
Requirement Fulfillment: Major
Note: Fulfills a requirement in the Educational Studies Major
This is an introductory course in the fundamental principles of educational research. Students will explore general concepts from the qualitative and quantitative research paradigms, as well as more teacher and classroom-specific approaches (e.g., action research) particular to the field of education. Considerable time will be devoted to reviewing published findings in order to investigate the extent to which educational research is used to inform educational decision-making at both the policy and individual classroom level.
3 credits
|
| |
-
EDU 314 - Applied Internship in Education I
Prerequisites: EDU 200 , EDU 202
Requirement Fulfillment: Major
Note: Fulfills a requirement in the Educational Studies Major.
The purpose of this required 50-hour applied internship course for the Educational Studies majors is two-fold: (1) for students to explore and work 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 work-place literacy and professionalism. This internship experience and companion seminar is intended to be exploratory in nature, allowing students to determine if they wish to pursue a career in this area.
3 credits
ALL
|
| |
-
EDU 316 - Classrooms as Communities
Prerequisites: EDU 200 and EDU 202
Requirement Fulfillment: Fulfills a requirement in the Elementary Education Major and the Educational Studies Major.
The primary purpose of this course is to introduce students to the ways in which collaborative models and strategies can be used to help teachers to build and maintain a strong sense of community (both within and outside of their classrooms). Course topics also include an examination of the role of culture, family structure, and socioeconomic status on children’s success as well as an assessment of current theories of social-emotional development and behavioral self-regulation.
3 credits
Fall and Spring
|
| |
-
EDU 318 - Educational Reform and Policy
Prerequisites: EDU 200 and EDU 202
Requirement Fulfillment: Educational Studies Major
This course examines how U. S. education policy has evolved and is currently designed and implemented. Students will develop an understanding of policymaking frameworks, which draw substantially from public and private sector interests. The course emphasizes the interplay between institutions, political leaders, special interest groups, public agencies, and the cultural ideals and assumptions that give shape to public policy and action. The course will provide opportunities for in-depth examination of current educational and social policy. Students will be expected to consider and debate divergent stances on key educational issues and will be challenged to think carefully about the underlying theory and empirical evidence that supports, or contests, various reforms. Educational Reform and Policy explores fundamental constructs relevant to the role of education in society both inside and out of K-12 schooling.
3 credits
|
| |
-
EDU 330 - Issues in Multicultural Education
Prerequisites: EDU 200 and EDU 202
This course introduces students to multicultural educational theory and practice in the United States. Topics include racial and ethnic diversity, linguistic and cultural diversity, religious diversity, social class diversity, and exceptionalities, as well as discussion of such issues as racism, sexism, ageism, ableism, and other expressions of bias.
3 credits
Fall, Spring
|
| |
-
EDU 332 - Responding to Diverse Learners
Prerequisites: EDU 200 and EDU 202 and EDU 330
Requirement Fulfillment: Fulfills a requirement in the Elementary Education major
Building on student learning in EDU 330 , EDU 332 brings diversity to the classroom by investigating strategies and techniques to best educate all learners. In this course, students will learn how to best support students of color, children in poverty and English language learners. Particular attention will be paid to culturally relevant pedagogies, building on student assets, the basics of language acquisition and the creation of culturally appropriate materials and curricula.
3 credits
Fall, Spring
|
| |
-
EDU 341 - Science in the Elementary School
Prerequisites: EDU 200 and EDU 202
Corequisite: Must be taken concurrently with or after EDU 302
Prospective teachers explore ideas and approaches to teaching science and assessing student learning which are based on the national science standards. Applications of inquiry are introduced as the central classroom experience for helping students learn about key science concepts. Selected topics lend themselves to an interdisciplinary approach to teaching and learning.
3 credits
Fall, Spring
|
| |
-
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 357 - Inclusive Practices in Special Education
Prerequisites: EDU 200 and EDU 202
Requirement Fulfillment: Major
Delivery: Lecture
In this course, prospective general education teachers and education professionals examine the characteristics of students with the most prevalent disabilities and learn about differentiating instruction in K-12 mixed ability classrooms. Considerable time is spent reading about, and discussing the educational rights of children and adolescents with disabilities, and the legal obligations under the Individuals with Disabilities Education Act (IDEA) of 2004 and Section 504 of the Rehabilitation Act of 1973. The primary emphasis in EDU 357, however, is on what research indicates about how best to plan, manage, and evaluate learning effectively in diverse inclusive classroom settings.
3 credits
Fall and Spring
|
| |
-
EDU 363 - Literacy Across the Curriculum
Prerequisites: None
Requirement Fulfillment: Major
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. Minimum Passing Grade: This course is Pass/Fail.
3 credits
Fall
|
| |
-
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. Minimum Passing Grade: This course is Pass/Fail.
3 credits
|
| |
-
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
Requirement Fulfillment: 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 ,
Requirement Fulfillment: Educational Studies 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
|
| |
-
EDU 453 - Senior Thesis Seminar
Prerequisites: Senior standing
Requirement Fulfillment: 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
Requirement Fulfillment: 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
|
| |
Page: 1 <- 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
… Forward 10 -> 19 |
|
|
Print this Page