Academic Bulletin Teacher Education Program - Course Descriptions - 2012-13

The course covers “child and adolescent development through a pedagogical perspective.” Students will be introduced to the task of field-based inquiry, collecting their observations and insights, and studying developmental concepts (including the notion of “development”). 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, manage electronic files, and use Moodle effectively. The field component is 24 hours at K-12 schools, and 12 hours in an informal setting.

Level: Freshmen and sophomores. This course is offered in the fall and spring semesters.

 

 Prerequisite: None.

This class will examine foundational questions about education (e.g., What is education?) and will also investigate the philosophical implications of the history of schooling and compulsory schooling in the United States. We will read and watch texts that include literature, history, social criticism, and more. Students will also carry out observations in local schools or alternative educational settings. 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 use of the computer to create word documents, manage electronic files, and Moodle effectively. The field component contains working with special needs students (10 hours).

Note: Open to any student; students interested in Teacher Education are encouraged to take EDU 201 in the sophomore year. Required of juniors admitted to the program. This course is offered in the fall and spring semesters. Course is cross-listed in Philosophy and can be counted as a History/Philosophy/ Religion distribution credit.

Prerequisite: None.

This course has two primary foci: a study of the philosophy of and key curricular models and debates around the contemporary middle school in the United States, and the role of literacy in the teaching and learning of the content areas at the middle school level. Students will be introduced to the major philosophies and curricular theories behind the current middle level education movement along with theories of literacy learning and current research on adolescent literacy methods. In the context of teaching young adolescents and promoting their literacy levels at this important age, students are also introduced to Classroom-Based Research (CBR) and will complete a pilot study of their own questions on literacy development in young adolescents. Required field experience (20 hours) will culminate in a two-week team-teaching experience in a middle school setting. The course is required as part of the AOC in Education and for state licensure.

Prerequisite: EDU 101

A survey of the fields of astronomy, geology, and meteorology designed for those preparing for the secondary school of teaching license in a scientific field. The work will be largely on an independent study basis. DV1 301 and 302 must be taken in order to receive credit. Arranged course.

Prerequisites: Major in a laboratory science, junior or senior standing, current or past enrollment in EDU 201 or 302.

A survey of the fields of astronomy, geology, and meteorology designed for those preparing for the secondary school teaching license in a scientific field. The work will be largely on an independent study basis. DV1 301 and DV1 302 must be taken in order to receive credit. Arranged course.

Prerequisites: Major in a laboratory science, junior or senior standing, current or past enrollment in EDU 201 or 302.

A high school general methods course taught in the context of multicultural education and diversity. Students are introduced to a variety of multicultural education models, learning theory, and the constructivist approach to teaching and learning. With an emphasis on student diversity (defined broadly to include developmental, motivational, gender, ethnic, cultural, and socioeconomic diversity), the course introduces students to a variety of planning and instructional methods consistent with constructivism. The course culminates in a two-week student teaching experience in a local high school. As well, students who complete EDU 302 and who have met other Education Program requirements are eligible to participate in The Chicago Urban Education & Cultural Experience, a required part of the Education Program.

Prerequisite: Admitted students only. 

This course is designed for students admitted in the Education Program who have taken EDU 302. Building on EDU 302, wherein students are introduced to Multicultural Education, this special topics course includes immersion and field work in the Chicago Public School system. In the course students study issues related to urban education. The course culminates with the Chicago Urban Education & Cultural Experience (CUECE) in May. During the fall semester, when students are taking EDU 302, students are paired with a teacher in a Chicago Public School and spend the week between finals and graduation immersed in the urban setting and teaching in Chicago Public Schools. Offered in the fall semester.

 Prerequisites: EDU 302.

Prerequisites: Permission of the Director of Teacher Education. 

 Prerequisites: Permission of the Director of Teacher Education.

In this course, using their liberal arts education and previous experiences in education classes, students will examine the methods and pedagogy specific to their discipline for teaching grades 5-12. In addition, referring to Indiana and national content standards for secondary teachers, students will become familiar with the content and approaches to planning and instruction in middle and high school settings. Drawing on both classroom and field-based experiences, students will analyze, design, and implement curriculum for a diversity of secondary students in their content area, including attention to special needs students and English language learners. As well, the course asks students to explore differentiated instruction methods, the use of technology, and alternative assessments in the context of their content area. In addition, students will reflect on their beliefs and experiences with learning and teaching in their content area as they continue to develop their teaching philosophy and stance. Students are expected to complete a field experience in their content area, preferably with the cooperating teacher with whom they will be placed for student teaching, and are introduced to professional organizations in their content area.
192 2012-2013 Wabash College Academic Bulletin
401. Teaching of Language Arts (English)
402. Teaching of Mathematics
403. Teaching of Laboratory Sciences (Physics, Biology, Chemistry)
404. Teaching of Social Studies (Psychology, History, Economics, Political Science)
405. Teaching of Foreign Languages (Modern)
406. Teaching of Latin
These courses are offered in the fall semester.

Prerequisites: PSY 101, EDU 101, EDU 201, EDU 202, EDU 302, senior standing, and admission to the Teacher Education Program.

During the period on campus prior to the beginning of student teaching, and continuing through the semester in five afternoon and/or evening seminars, 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 further their abilities to make instructional plans for student teaching, and receive support from faculty and cooperating teachers to further develop the classroom-based research project to be conducted during student teaching. Students are expected to complete the Verification of Student Learning Project and the Senior Program Portfolio. Ten hours of field experience hours in the student teaching placement school are required. Taken with student teaching, fall or spring semester.

Prerequisites: All previous courses in teacher education and acceptance to Student Teaching.

The purpose of this course and student teaching 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.

Prerequisite: All previous courses in Teacher Education and acceptance to Student Teaching

The purpose of student teaching is to bridge the gap in teacher education between theory and practice. It will be an eleven week, full-time experience in classroom teaching at the secondary school level under the supervision of a public school teacher. At the end of the student teaching experience, the student teacher will devote time to reflection and consultation with field supervisors and education faculty as he finalizes his classroom based research project, program portfolio, and other program exit requirements. Two-and-one-half credits, spring or fall semesters (fall semester for Ninth Semester Program students only).

Prerequisite: All previous education courses and admission to program and acceptance to Student Teaching.

Prerequisite: Permission of the Director of Teacher Education. 

 Prerequisite: Permission of the Director of Teacher Education.