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 and analyzing 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 10 hours with a family and/or community service agency. Level: Freshmen and Sophomores. This course is offered in the spring and fall semesters.
Credits: 1/2
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EDU 201 The American High School: A Social History Behind the Current Issues
The course includes the history and philosophy of American schooling from colonial and common school times to the present, focused on the 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 (10 hours). Level: Open to any student; required of juniors admitted to the program. This course is offered in the fall and spring semester. Course can be counted as a history/philosophy/religion distribution credit.
No prerequisites
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 methods course 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 using technology in their instruction. Required observations in local high school are followed by teaching in the school, and urban observation and teaching. Level: Admitted Juniors only, except by permission of the Director of Teacher Education. (Education students who are planning to study abroad would be encouraged to take this course either as sophomores along with Education 201 or to take the fall section of Education 302 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 or 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 teaching unit that will be taught in a local high school. 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 adolescent 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 revise a proposal for a field-based inquiry project to be conducted during 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. Field work 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:Psychology 101, Education 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, classroom-based research, assessment, 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 instructional plans for his student teaching, and as well as, receive suppport from faculty and cooperating teachers to further develop the classroom-based inquiry introduced in the previous education courses and to construct the Senior Program Protfolio. Ten hours of field experience hours in the student teaching placement are required. One half course credit, with student teaching, fall or spring semester (fall for Ninth Semester Option students only, spring for Transition to Teach students).
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, program portfolio, and other program exit requirements. Two and one half credits, spring or fall semesters (Fall for Ninth Semester Option students only).
Credits: 2 1/2
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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 or 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 or 1/2
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