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Course Descriptions
EDU 101 Introduction to Student Development
The course examines child and adolescent development through a pedagogical perspective. Through a variety of course texts, students will be introduced to theories of development and to the concept of diversity as it relates to student development. They will also be involved in K-12 field placements through which they are introduced to qualitative data collection/analysis techniques. EDU 101 students will examine their own development through autobiographical writing and compose variety of reflective and analytical reports based on their K-12 field work. The required technology thread for this course includes effective use of Word and presentation software (e.g., PowerPoint and Prezi), management of electronic files, and extensive use of course management systems for access to electronic files and submission of assignments (e.g., Moodle/Canvas).
Field component: Students in EDU 101 complete a total of 24 hours of field work spread across the semester in three school settings: elementary, middle, and high school. While the nature of the field work is largely observational and students do not have explicit teaching responsibilities, they are expected to be engaged in the life of the host classes and to interact with host teachers and students in ways that are helpful and enable them to learn about K-12 student development. EDU 101 students are introduced to field-based inquiry and specifically the tools of narrative inquiry as they learn methods of collecting and analyzing qualitative data.
Level: Open to any student; required of all Education Studies minors. Students interested in the secondary licensure program are encouraged to take EDU 101 in the freshman or sophomore year. Offered fall and spring semesters.
Prerequisites: None.
Credits: 1
EDU 201 Philosophy of Education
This class will examine foundational questions about education (e.g., What is the nature and purpose of education?) with a particular focus upon the role of public schools in a democratic society. We will read and watch texts drawn from philosophy, as well as from literature and history, as we consider the nature of teaching and learning at the classroom level and within the broader society. Issues addressed typically include: tensions between individual students’ development and the needs of the broader society; the role of the educational system in a diverse and multicultural society; the nature and goals of classroom relationship (teacher/student and student/student); and approaches to educational reform. The required technology thread includes use of the computer software to create and edit documents, and use of course management software for access to electronic files and submission of assignments. There is no field component required for this course.
Level: Open to any student; required of all Education Studies minors. Students interested in the secondary licensure program are encouraged to take EDU 201 in the sophomore year. Offered fall and spring semesters. Course is cross-listed in Philosophy and can be counted as a History/Philosophy/ Religion distribution credit.
Prerequisites: None.
Credits: 1
EDU 202 Literacy in Middle School Curriculum and Instruction
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 middle level education 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, EDU 202 students are introduced to Classroom-Based Research (CBR) and will complete a pilot study examining their own questions on literacy learning in young adolescents. Required field experience (25 hours) will culminate in a two-week co-teaching experience in a middle school setting. EDU 202 is required for the Secondary Licensure Program and counts as a pedagogy course for the minor in Education Studies.
Field Component: Students in EDU 202 are placed in a content-specific middle school (or junior high) class where they work collaboratively with a host teacher for the entire semester. EDU 202 students are expected to participate in regular (at least 1 per week) field visits at their host school and expected to increase the level of their involvement in co-taught instructional activities each week. In addition, EDU 202 students will work with teachers and students in Special Education and English Language Learning for a minimum of 5-6 hours. The semester will culminate with EDU 202 students collaborating with host teachers to co-plan and co-teach a two-week unit that emphasizes the role of literacy in the teaching of a specific content area.
Level: Open to all students interested in Education Studies (counts as pedagogy course for the minor); recommended that students interested in the Secondary Licensure Program take this course in the sophomore year. Offered in the spring semester.
Prerequisites: EDU 101
Credits: 1
DV1 301 Earth Space Science
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. Both 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.
Credits: 1 or 1/2
DV1 302 Earth Space Science
A survey of the fields of astronomy, geology, and meteorology designed for those preparing for the secondary school of teaching license in a scientific filed. The work will be largely on an independent study basis. Both 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.
Credits: 1 or 1/2
EDU 302 Diversity and Multicultural Education in High School Curriculum and Instruction
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. Required field experience (25 hours) will culminate in a two-week co-teaching experience in a high school setting. EDU 302 is required for the Secondary Licensure Program and counts as a pedagogy course for the minor in Education Studies.
Field Component: Students in EDU 302 are placed in a content-specific high school class where they work collaboratively with a host teacher for an entire semester. EDU 302 students are expected to participate in regular (1-2 times per week) field visits to their host school and expected to increase the level of involvement in co-taught instructional activities each week. Five of the field experience hours should be spent with teaching specialists in Special Education and English Language Learning. As well, collaborating with their host teacher, students are to co-plan and co-teach a unit or units spanning a total of two weeks, focused upon multiculturalism and diversity.
Level: Open to all students interested in Education Studies (counts as pedagogy course for the minor). Recommended that students interested in the Secondary Licensure Program take the course in the junior year. Offered in the fall semester.
Prerequisites: EDU 101 (recommended to take EDU 202 prior to EDU 302)
Credits: 1
EDU 330 Studies in Urban Education
In this course students study issues related to urban education and participate in a week-long immersion trip (currently to Chicago). The course is required for students who intend to complete the Secondary Licensure Program and who have completed EDU 202 and/or EDU 302. The course culminates with an immersion trip to Chicago in May, wherein students are paired with a host 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.
Level: Required for the Secondary Licensure Program. With instructor permission, may be taken by any student in the Education Studies minor. Enrollment in the fall semester, with much of the course work completed during the prior spring semester.
Prerequisites: EDU 202 or EDU 302.
Credits: 1/2
EDU 370 Special Topics
This course is a seminar focused upon historical and/or philosophical topics in education. In general, historically-oriented and philosophically-oriented topics are taught in alternating years, and are cross-listed with the relevant department(s) as appropriate. The emphasis is upon shared exploration of the general background to the issue, accompanied by development of an independent research project connected to it. Because the content varies from year to year, this course may be repeated for credit with instructor permission.
Level: Required for the Education Studies minor. Offered in the spring semester.
EDU 387 Independent Study
Prerequisites: Permission of the instructor and the Chair/Director of Education Studies.
Credits: 1 or 1/2
EDU 388 Independent Study
Prerequisites: Permission of the instructor and the Chair/Director of Education Studies.
Credits: 1/2
EDU 401-406 Content Methods
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. 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. As well, the course asks students to explore differentiated instruction methods—with special attention to special needs students and English language learners—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. Students are also introduced to professional organizations and publications within their content area.
Field Component: Students in EDU 401-406 are placed in a content-specific high school or middle school class, preferably with the cooperating teacher with whom they will be placed for student teaching. The nature of the fieldwork—a minimum of 10 hours—might include observing, co-teaching, or attending faculty/department meetings. Drawing on classroom and field-based experiences, students will develop curriculum maps to understand the scope and sequence of various courses within a single discipline.
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
Level: Open to students admitted to the Secondary Licensure Program (or with permission of the instructor). Offered fall semesters.
Prerequisites: All previous education courses required for the minor and admission to the secondary licensing program.
Credits: 1/2 (Course meeting times are typically spread over the entire semester.)
EDU 423 Student Teaching Practicum
The general purpose of this practicum experience is to bridge the gap in teacher preparation between theory and practice and to provide teacher candidates with real world teaching experiences in a secondary school setting. The co-teaching model serves as the framework for this practicum, which enables teacher candidates to have a collaborative mentoring relationship with their mentor teachers. As the third piece in this collaboration, college supervisors serve as facilitators, resources, and overseers of the practicum experience. The Student Teaching Practicum places teacher candidates, who have completed all other licensure program requirements for the secondary teaching license, in a content-appropriate middle and/or high school setting where they work with a mentor teacher for an entire semester. Starting as close to the beginning of the middle/high school semester as possible, teacher candidates are expected to co-plan and co-teach for a full 15 weeks. Responsibilities for the teacher candidates will gradually shift from the mentor teacher as the “lead teacher” to the teacher candidate as the “lead teacher” and back as the practicum experience comes to a close. As well, teacher candidates are expected to conduct a classroom-based research (CBR) project and complete the licensure program e-portfolio -- both are required culminating projects for the secondary licensure program. Teacher candidates will be supported and mentored as they work on these projects during the bi-monthly seminar meetings on campus. Other topics covered in the seminar meetings will include: lesson planning, differentiated instruction, authentic assessment, technology, classroom management, and education law. Offered in fall and spring semesters.
Prerequisite: All previous education courses required for the minor and admission to the secondary licensing program.
Credits: 3
EDU 421 Student Teaching (used for Transition to Teach students only)
This practicum experience mirrors EDU 423 described above, but with adjustments in assignments to align with a 2.0 credit course. Offered in the spring semester.
Prerequisites: All previous education courses required for licensure and admission to the secondary licensing program.
Credits: 2
EDU 487 Independent Study
Prerequisites: Permission of the instructor and the Chair/Director of Education Studies.
Credits: 1 or 1/2
EDU 488 Independent Study
Prerequisites: Permission of the instructor and the Chair/Director of Education Studies.
Credits: 1 or 1/2