Course Descriptions

ED 100 - Introductory Education Seminar

(Credits: 1.00)

This forum will acquaint students with the profession of education, the regular education program and faculty within the College of Education and Leadership. Students will investigate what it means to be a teacher and learner through reflection, exploring the InTASC Model Core Teaching Standards and Danielson Domains, and school site visits. There will be an assessment of oral and written communication skills. There also will be an introduction to the Franciscan tradition as the basis for the framework of the educational philosophy of the department.

ED 205 - Education for Diversity: Historical Foundations

(Credits: 3.00)

In this course, students will study and discuss the philosophy of education in historical context as it reflects societal norms and values. Of particular emphasis will be the examination of the experience of various groups whose culture, religion, race or ethnicity placed them outside of the “mainstream” American culture. In addition to this, students also will study the characteristics of the Franciscan tradition with particular emphasis on peacemaking and reconciliation among various groups. Prerequisite: ED 100.

ED 255 - Portfolio I

(Credits: None)

The purpose of this course is to provide teacher candidates an opportunity to demonstrate their progress in acquiring foundational competencies of teaching an their readiness to proceed with advanced coursework and field experiences. Portfolio I is designed to help teach candidates prepare and present beginning competencies in the InTASC Model of Core Teaching Standards. The portfolio will address professional attitudes and dispositions, oral presentation skills and data analysis skills. Prerequisite: Passing scores on all three parts of Praxis I/PPS; 2.75 GPA in Education coursework and overall. Corequisite: ED 275.

ED 355 - Portfolio II

(Credits: None)

The purpose of Portfolio II is to provide teacher candidates/teachers an opportunity to demonstrate their progress in acquiring foundational competencies of teaching and their readiness to proceed with advanced coursework and field experiences. Corequisite: ED 490.

ED 455 - Portfolio III

(Credits: None)

The purpose of this course is to provide teacher candidates an opportunity to demonstrate their professional and personal growth during student teaching as well as demonstrate their potential for future growth as a professional educator. Corequisite: ED 495.

ED 480 - Student Teaching: Early Adolescence - Adolescence

(Credits: 9.00 - 11.00)

Teacher candidates will student teach full days for a full semester (18-20 weeks) in P-12 settings under supervision within the candidate’s targeted area(s) of certification. The focus is on the practices and roles of the beginning classroom teacher in a diverse, global world. Prerequisite: ED 355, Completion of major/minor requirements, 3.0 GPA in Education coursework and overall, Praxis 2 Content Test passed, Teacher Education Committee approval. Corequisite: ED 455, ED 495.

ED 490 - Teaching and Professionalism

(Credits: 2.00)

This course will begin to explore employment procedures and expectations for securing a teaching job and maintaining the teaching license. This course also will focus on the culture of schools and how teachers effectively work with the community, faculty, staff, and parents to meet the needs of all students. Finally, discussions will address current topics as they relate to the professional responsibilities of being an educator. Prerequisite: EDSED 395 (or concurrent), 3.0 GPA in Education coursework and overall. Corequisite: ED 355, EDSED 395.

ED 495 - Seminar III/Portfolio III

(Credits: 1.00 - 3.00)

This course introduces teacher candidates to the profession of education through the School of Education Program Framework for Teacher Effectiveness and the InTASC Core Teaching Standards. Teacher candidates will examine their paradigm of learning and teaching, attitudes and disposition of effective teachers, and their role in a cohort learning model. Other topics that will be addressed include the concept of best practice and cognitive neuroscience in education. Students also will reflect upon their teaching experiences as they relate to bridging knowledge, practice, and service. Prerequisite: ED 355, 3.0 GPA in Education coursework and overall, Praxis 2 Content Test passed. Corequisite: ED 455, ED 495.

EDSED 225 - Introduction to Inclusive Instruction and Assessment

(Credits: 4.00)

This is a 4-credit course that introduces teacher candidates to the 10 Interstate New Teacher Assessment and Support Consortium (InTASC) Standards and Council for Exceptional Children (CEC) Standards. This course also includes opportunities for field experiences around research-based assessment and instructional strategies.

This course will focus on traditional and performance assessment, research-based instructional strategies, Response to Intervention policy and procedures, Bloom’s Taxonomy, introduction to special education law and other topics intrinsic to the teaching profession. Students will be introduced to lesson planning as well as developing traditional test and performance rubrics. This course includes 20 hours of field experiences, which have been woven into the structure of the day-to-day classwork. Students should expect to spend 2.0–2.5 hours in the field over a 10-week span. Prerequisite: ED 100.

EDSED 260 - Field Experience I

(Credits: 1.00)

Field Experience I provides an opportunity for teacher candidates to explore the teaching profession in a middle/secondary classroom setting. Teacher candidates will observe and participate in a variety of lessons and activities in the assigned placement. The goal of the observations is to identify the ten Inter-state Teacher Assessment and Support Consortiums (InTASC) Standards in action and teach three lessons during the required 32 hours. Lessons may be delivered to whole or small groups. Prerequisite: EDSED225, passed 3 parts of Praxis I/PPST, B- or better in EN101, EN102, and CA101. Corequisite: EDSED 275 and ED 255.

EDSED 275 - Fundamentals of Inclusive Instruction and Assessment

(Credits: 3.00)

This course builds on the prerequisite EDSED 225 course. It addresses the conceptual framework that guides the art and science of teaching through the introduction to current learning theory, a more detailed lesson planning format, differentiated instruction and assessment strategies that are developmentally appropriate. Portfolio I, part of the EDSED Portfolio Assessment system, is facilitated in this course as well. Prerequisite: EDSED 225, passed 3 parts of Praxis 1/ PPST, B- or better in EN101, EN102, and CA101. Corequisite: EDSED260 and ED255.

EDSED 317 - Psychology of Learning

(Credits: 3.00)

This course focuses on the application of psychological principles of learning to the process of teaching. The objective is to familiarize students within and to broaden the areas of mutual concern between education and those findings of psychology that pertain to the process of instruction. Prerequisite: ED 100, 2 of 3 PPST tests passed.

EDSED 340 - Classroom Management and Culture I

(Credits: 3.00)

This course will focus on preparing teacher candidates to build a community of learners while considering a wide range of academic, social and emotional differences among K-12 students. A secondary emphasis will be on applying learning techniques and principles to assess disruptive individual student behavior. The course requires that students develop a comprehensive proactive classroom management plan and coordinate an interview with a practicing teacher. Prerequisite: 2 parts of PPST passed.

EDSED 360 - Field Experience II

(Credits: 1.00)

This pre-student teaching field experience provides an opportunity for teacher candidates to explore the teaching profession in an actual classroom setting. Teacher candidates will observe and participate in a variety of classroom activities, will complete 35 hours at the assigned field site, and will deliver at least three instructional lessons. Prerequisite: EDSED275. Corequisite: EDSED395.

EDSED 370 - Classroom Management and Culture II

(Credits: 3.00)

This course will focus on preparing teacher candidates to build a community of learners while considering a wide range of academic, social and emotional differences among K-12 students. An additional emphasis will be on applying learning techniques and principles to assess disruptive individual student behavior. The course requires that students conduct a Functional Behavior Analysis and produce a positively-based Behavioral Intervention Plan based on a case-study student. Each student will be required to deliver an oral presentation reviewing the development and implementation of the Behavior Intervention Plan. Prerequisite: EDSED 340.

EDSED 395 - Advanced Inclusive Instruction and Assessment

(Credits: 3.00)

This course is designed specifically for the teacher candidate to develop confidence in designing lesson plans, instructing, and assessing the elementary and middle-level student. Teacher candidates will develop lesson plans and a unit plan which incorporates research-based methods, best practices and current assessment practices. Course topics include essential teaching strategies that are foundational for teacher effectiveness, instructional models designed to teach specific learning objectives, Understanding by Design unit plans, constructivist theory, and media/technology literacy. The assessment topics include informal and formal classroom assessment designs, rubrics, grading methods, standardized testing and communicating assessment results. Prerequisite: EDSED 275. Corequisite: EDSED 360.

RLA 318 - Reading/Language Arts in Middle-Secondary School

(Credits: 4.00)

This course aims to enable prospective middle/secondary school teachers to help students read and study the expository materials used in content areas. Students learn how to: 1. describe learner, text and context variables when making assignments; 2. assess learner behaviors with a variety of tasks involving the reading/language arts; 3. utilize various teacher and learner-directed strategies for developing mature reading/language arts abilities. Students also participate in practicum experiences. Prerequisite: RLA 312, RLA 314 or concurrent.

RLA 345 - Literature for Middle-Secondary School Students

(Credits: 3.00)

This course explores literature that appeals to the special needs and expectations of middle/secondary school learners, ages 10-18, from various socio-cultural groups. Students discuss young adult books, censorship and various uses of the reading/language arts for developing literary appreciation and critical thinking in content areas. Students also learn how to create an open, trusting atmosphere for classroom discussions about contemporary life and insights into human feelings.