EDU 101 Introduction to Student Development
This is a field based study of the K-12 spectrum of student development,
with a focus on observing how teachers teach differently to developmental
levels of students, and on the roles of the family and community in
student development. The course covers "child and adolescent development
through the school perspective." Students will be learning a variety of
techniques of observation used by the education researcher, discussing
their observation and insights, and reading and studying key developmental
concepts. Students will compose an autobiography of themselves as an
example of writing narrative inquiry. The technology thread required
includes use of the computer to create word documents, send email and us
Blackboard effectively. The field component is 25-hours at K-12 schools,
and ten hours with a family and/or community service. Level: Freshmen and
Sophomores. This course is offered in the spring and fal semesters.
Credits: 1/2
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EDU 201 The American High School: A Social History Behind the Current Issues
Key Inquiry: How did high schools become the institutions we have today?
The course includes the history and philosophy of American schooling from
colonial and common school times to the present, focused on he rise of
high school in particular. The historical and philosophical components
will be integrated with a study of contemporary educational issues of
school reform and will include the history of schooling for diverse
multicultural groups. A variety of contemporary issues driving the current
schooling reform will be studied including: multicultural, bi-lingual, and
special education reforms and their impact on the high school; curricular
reform (including multidisciplinary, interdisciplinary curriculum); and
issues around the reform of instruction and assessments in the education
of high school students. The required technology thread includes effective
internet searching along with PowerPoint presentations. The field
component contains field trips to innovative schools and working with
special needs students. Level: Open to any student; required of juniors
admitted to the program. This course is offered in the fall semester.
Credits: 1
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EDU 230 Special Topics in the Study of Education
Open to any student with the permission of the director of Teacher
Education.
Credits: 1/2
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EDU 302 Teaching Adolescents in the High School
The course is the first instructional one in the program. It includes a
study of methodologies used in culturally responsive instruction and
assessment for a diversity of students (ethnicity, gender, class, and
special needs). Students will learn to plan instruction, and will
implement these plans while teaching locally as well as at an urban area
high school. The technology introduces students to more foundations using
the INTEL system, for using technology in instruction. Required
observation in local high school are followed by teaching in area schools,
and urban observation and teaching. Level: Admitted Juniors only, except
by permission of the Director. (Students who are planning to go abroad and
into education also would be encouraged to take this course either as
sophomores along with the Education 201 course described above or to take
the fall section of Education in the junior year). This course is offered
in the spring and fall semesters.
Credits: 1
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EDU 330 Special Topics in the Study of Education
Open to any student with the permission of the director of Teacher
Education.
Credits: 1/2
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EDU 387 Independent Study
Open to any student with the permission of the director of Teacher
Education. (Also used for all field experiences and entitled “Observation
in the High School.”) One-half to one course credit.
Credits: 1/2
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EDU 388 Independent Study
Open to any student with the permission of the director of Teacher
Education. (Also used for all field experiences and entitled “Observation
in the High School.”) One-half to one course credit.
Credits: 1/2
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EDU 400 Adolescent Literacy and Learning in the Content Areas
Building on Education 302, which will reinforce content perspectives on
general methodologies, this course will focus on the integral role of
literacy in the teaching and learning of the content areas. Students will
be introduced to the major theories of literacy learning as well as
current research on adolescent literacy teaching and learning. As part of
an on-going instruction in the concept that classroom research is a viable
method for ongoing professional growth and development in all content
areas, the course will take both field-based and inquiry-based approaches.
Students will conduct a field based literacy inquiry project that enables
them to better understand the challenges and benefits of teaching and
learning literacy in their content fields. In addition, the field
experience will also culminate in the development of a team-planned unit
that will be taught in the course.
Level: Admitted seniors only. This
course is offered in the fall, senior semester.
Credits: 1/2
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EDU 401-407 Special Methods
Each special methods course builds upon the previous course in literacy, enabling the student to further examine the methods and pedagogy specific to his discipline. The course will cover the remaining Indiana content standards for teachers, and introduce students to the Indiana P-12 standards, while examining the methods and procedures particular to each discipline in both classroom and field-based settings. Using the inquiry-based model introduced in Education 400, students will create a proposal for a field-based inquiry project to be conducted later in student teaching. The course is team-taught by liberal arts and high school faculty who will mentor candidates in their field-based experiences (practice in teaching) and with the initial development of the inquiry project. Laboratory experiences at the secondary level are required.
401. Teaching of Language Arts (English and Speech)
402. Teaching of Mathematics
403. Teaching of Laboratory Sciences
404. Teaching of Social Studies
405. Teaching of Foreign Languages (Modern)
406. Teaching of Latin
407. Teaching of Theatre
Level: Admitted students only. (Courses may be offered at a different semester for Transition to Teach students). This course is offered in the second half of fall semester.
Prerequisite: Educational Psychology 101, Education 201, 302, 400, senior standing and admission to the Teacher Education Program.
Credits: 1/2
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EDU 420 Content Pedagogy Seminar
During the period on campus prior to the beginning of student teaching,
and continuing through the semester, the student teacher will continue his
study of pedagogy by examining themes shared across content areas such as
classroom management models, legal and ethical issues of the profession,
and examination and exploration of the professional associations.
Candidates will also examine professional journals and sites, as well as
further their abilities to make sensible use of technology in their
content instruction. In this seminar the student teacher will start
developing instructional plans for his student teaching, and as well,
receive support from faculty and cooperating teachers to further develop
the inquiry defined in the previous education courses. Some field
experience hours in the student teaching classroom required. One half
course credit, with student teaching, fall or spring semester (Fall for
Ninth Semester Option students only).
Prerequisites: all previous courses in teacher education.
Credits: 1/2
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EDU 421 Student Teaching (used for Transition to Teach students only)
The purpose of this course is to bridge the gap in teacher education
between theory and practice. It is a ten-week, full-time experience in
classroom teaching at the secondary school level under the supervision of
a public school teacher. Preliminary sessions in classroom management and
other topics are required as well as capstone assessments. Used only for
Transition to Teach candidates. This course is offered in the spring
semester.
Credits: 2
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EDU 422 Student Teaching
The purpose of this course is to bridge the gap in teacher education
between theory and practice. It will be an 11 week, full-time experience
in classroom teaching at the secondary school level under the supervision
of a public school teacher. At the end of student teaching, the student
teachers will devote time to reflection and consultation with field
supervisors and education faculty as the student teacher finalizes his
classroom inquiry project and other program exit requirements.
Two and one half credits, spring or fall semesters (Fall for Ninth Semester
Option students only).
Credits: 0
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EDU 487 Independent Study
Open to any student with the permission of the director of Teacher
Education. (Also used for all field experiences and entitled “Observation
in the High School.”) One-half to one course credit.
Credits: 1/2
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EDU 488 Independent Study
Open to any student with the permission of the director of Teacher
Education. (Also used for all field experiences and entitled “Observation
in the High School.”) One-half to one course credit.
Credits: 1/2
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