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Sociology |
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SOC 470 - Field Placement in Social Gerontology
Field placement in instructor-approved social organization providing organizational services for or research about older adults. Requirements include eight to ten hours per week of field experience, consultation with the instructor, and completion of a paper. Placement deadline for Fall semester is May 1; for Winter semester is December 1.
Requisites: SOC 111, SOC 305, instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SOC 490 - Special Topics in Sociology
In-depth study of special areas within the field of sociology and/or the application of sociological perspectives to other areas or disciplines. Special topics will be chosen on the basis of their timely or topical nature.
Requisites: Instructor permission. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SOC 491 - Seminar in Sociology
A departmental seminar in a subject area not currently listed in the catalog. A descriptive title will appear on the course schedule and the transcript.
Requisites: As listed in the course schedule. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SOC 493 - Directed Reading in Sociology
Student must submit a plan of study for approval before enrolling.
Requisites: Instructor permission. (Required, Previous).
Credits: 1-3 cr
1-3 cr |
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SOC 494 - Independent Research
An independent research project in the discipline by a student or a cooperative research project with a faculty member. The student and instructor must agree on a project before enrollment.
Requisites: Instructor permission, 3.00 GPA or higher, and a minimum of 12 credits in the discipline. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SOC 496 - Field Work
Students who have substantially completed major requirements may request assignments to community service agencies of special interest to them that present an opportunity for further academic study of a particular problem. A student will be assigned an academic advisor who will be available for consultation and guidance. A written paper or report will be required.
Requisites: Sociology major, junior standing, instructor permission. (Required, Previous).
Credits: 3 cr
Notes: May enroll twice.
3 cr |
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SOC 497 - Senior Research
Student must submit a plan before enrolling.
Requisites: Instructor permission. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SOC 498 - Honors Thesis
Preparation and completion of an honors thesis. May enroll twice, once for the preparation of the proposal and once for its completion.
Requisites: Honors student status and thesis advisor permission. (Required, Previous).
Credits: 3 cr
3 cr |
Spanish |
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SPAN 111 - Elementary Spanish I (GE9)
Introduction to the study of Spanish language and culture, including the skills of reading, writing, listening and speaking. Emphasis on oral communication skills. Includes student work in language laboratory and computer laboratory.
Credits: 4 cr
General Education:
4 cr |
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SPAN 112 - Elementary Spanish II (GE9)
Continuation of the study of Spanish language and culture, including the skills of reading, writing, listening and speaking. Emphasis on oral communication skills. Includes student work in language laboratory and computer laboratory.
Requisites: SPAN 111 or equivalent. (Required, Previous).
Credits: 4 cr
General Education:
4 cr |
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SPAN 190 - Special Topics
A departmental course in a subject area not currently listed in the catalog. A descriptive title will appear on the Course Schedule and the transcript.
Requisites: As listed in the course schedule (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SPAN 211 - Intermediate Spanish I (GE9)
Study of Spanish language and culture, including, review of the basic elements of the language and further acquisition of communication skills in reading, writing, listening and speaking. Emphasis on Spanish as an international language system and cultural system. Includes student work in language laboratory and computer laboratory.
Requisites: SPAN 112 or equivalent. (Required, Previous).
Credits: 4 cr
General Education: Category 9
4 cr |
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SPAN 212 - Intermediate Spanish II
Comprehensive review of Spanish language and culture, and intensive work in written and oral communication. Emphasis on Spanish as an international language system and cultural system. Includes student work in language laboratory and computer laboratory.
Requisites: SPAN 211 or equivalent. (Required, Previous).
Credits: 4 cr
4 cr |
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SPAN 290 - Special Topics
A departmental course in a subject area not currently listed in the catalog. A descriptive title will appear on the Course Schedule and the transcript.
Credits: 1-4 cr
1-4 cr |
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SPAN 302 - Spanish Conversation
Oral proficiency is to be acquired through both guided and free discussion.
Requisites: SPAN 212 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 311 - Spanish Composition
Stresses the acquisition of grammar skills through original composition.
Requisites: SPAN 212 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 313 - Introduction to Literature of Spain I
Presents representative works from the Middle Ages through the Spanish Golden Age. Readings, discussions and lectures in Spanish.
Requisites: SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 314 - Introduction to Literature of Spain II
Presents representative works from the 18th century to contemporary authors. Readings, discussions and lectures in Spanish.
Requisites: SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 317 - Intro to Latin-American Literature I
A survey course of Latin-American literature from its origins to Modernism. Readings, discussions and lectures in Spanish.
Requisites: SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 318 - Intro to Latin-American Literature II
A continuation of SPAN 317 from Modernism to the present. Readings, discussions and lectures in Spanish.
Requisites: SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 319 - Intro to U.S. Hispanic Lit
Presents a restricted number of representative works with emphasis on Mexican-American, Cuban-American and Puerto Rican authors. Readings in Spanish and English, discussions and lectures in Spanish.
Requisites: SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 334 - Phonetics
A study of the rules of Spanish pronunciation utilizing the International Phonetic Alphabet. Students learn to perfect their pronunciation by intensive oral exercises. Students are required to make recordings in the language laboratory.
Requisites: SPAN 212 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 336 - Spanish for the Professions
Oral proficiency and composition practice stressing terminology used in medicine, law, criminal justice, business and social work.
Requisites: SPAN 212 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 337 - Spanish for Health Professions
Development of communication skills in Spanish for healthcare settings, with an emphasis on oral communication and culturally-appropriate communication.
Requisites: SPAN 302 or instructor permission
Credits: 3 cr
3 cr |
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SPAN 338 - Spanish for Health Professions Field Experience
Students engage in service learning in healthcare in Spanish-speaking settings, domestically or internationally.
Requisites: SPAN 337 or instructor permission
Credits: 4 cr
4 cr |
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SPAN 340 - Civilization of Spain
Survey course of Spanish culture from the Middle Ages to the present time, including readings, discussion, and research on such cultural elements as the arts, social institutions, politics, and historical events. Readings, discussions and lectures in Spanish.
Requisites: SPAN 302 or instructor permission. (Required, Previous).
Credits: 4 cr
4 cr |
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SPAN 341 - Latin-American Civilization
A survey course of Latin-American cultures from the pre-Columbian times to the present time, including readings, discussion, and research on such cultural elements as the arts, social institutions, political institutions, political institutions, and historical events.
Requisites: SPAN 302 or instructor permission. (Required, Previous).
Credits: 4 cr
4 cr |
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SPAN 344 - U.S. Hispanic Civilization
A survey course of US Hispanic culture. Readings in Spanish and English, discussions and lectures in Spanish.
Requisites: SPAN 302 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 390 - Special Topics
A departmental course in a subject area not currently listed in the catalog. A descriptive title will appear on the Course Schedule and the transcript.
Requisites: SPAN 112 or instructor permission (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SPAN 391 - Special Seminar
A departmental seminar in a subject area not currently listed in the catalog. A descriptive title will appear on the course schedule and the transcript.
Requisites: As listed in the course schedule. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
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SPAN 393 - Directed Readings
An organized plan of readings in one or more aspects of the discipline. The student and instructor must agree on a plan of readings prior to enrollment.
Requisites: Instructor permission, a 3.00 GPA or higher, a minimum of 12 credits in the discipline. (Required, Previous).
Credits: 1-3 cr
1-3 cr |
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SPAN 419 - Advanced Composition & Conversation
An intense study of Spanish grammar, stylistics and pronunciation through readings, lectures, guided and free discussion. Composition as a process will be addressed.
Requisites: SPAN 302, SPAN 311 or instructor permission. (Required, Previous).
Credits: 4 cr
4 cr |
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SPAN 430 - Modern Spanish Literature
A study of contemporary Spanish thought and literature. Topics will include: the rise of the modern Spanish novel, the generation of 27, poetry and drama since the Civil War.
Requisites: One 300-level SPAN course. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 440 - Contemporary Latin-American Prose
A study of the 20th century major Latin-American prose writers including: Garcia Marquez, Vargas Llosa, Rulfo, Carpentier, Laura Esquivel, Isabel Allende, Rosario Ferre, and others.
Requisites: One 300-level SPAN course. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 450 - Latin-American Poetry & Drama
A study of 19th and 20th century poetry and drama.
Requisites: One 300-level SPAN course. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 455 - Intensive Language Review
This course is a comprehensive review of the major elements of written and oral Spanish. This will include extensive practice of the more difficult grammatical structures as well as the addition of idiomatic expressions. Course work includes written and oral review exercises, compositions, presentations, and discussions.
Requisites: SPAN 302, SPAN 311 or SPAN 419 or instructor permission. (Required, Previous).
Credits: 4 cr
4 cr |
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SPAN 456 - Introduction to Linguistics
A study of the fundamentals of descriptive linguistics including a comparative analysis of Spanish and English as to structure, sound systems, and semantics.
Requisites: SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 457 - Spanish-English Translation
Translation from English to Spanish and Spanish to English with emphasis on accuracy and good style in each language. Correct usage is also stressed. Students move beyond word for word translation to idiomatic usage.
Requisites: SPAN 311, SPAN 419 or SPAN 455 or instructor permission. (Required, Previous).
Credits: 4 cr
4 cr |
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SPAN 460 - Contemporary Cinema of Spain
This course will study the cultural, political, and economic changes that took place in Spain from 1975 - present. Spanish films will provide insight into the complex social image of Spain.
Requisites: SPAN 302 and SPAN 311 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 469 - Teaching Eng As 2nd Lang for Span Spkrs
A study of the various techniques used in teaching English as a second language to Spanish speakers, including the development of teaching materials and evaluation techniques.
Requisites: SPAN 456 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 471 - Bilingual-Bicultural Methodology
A study of classroom management, testing and evaluation for bilingual-bicultural children and of the materials available for classroom use and for research.
Requisites: SPAN 469 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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SPAN 499 - Directed Study
For a directed study in literature a student must present a detailed program of his/her project to be approved by the instructor by the end of the preceding semester. For a directed study in the methods of teaching Spanish, a detailed program will be formulated by the student and the professor directing the project by the end of the preceding semester.
Credits: 1-4 cr
1-4 cr |
Teacher Education |
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TE 100 - Exploring Teaching: K-12
This course provides students with exploratory experiences of teaching as a profession. It is designed to help the student examine self in relation to education. Field-based experiences in surrounding school districts including observations in urban and suburban schools are required. TE 100 must be completed prior to admission to College of Education. Note: Students may not enroll in any 300-level Education courses until they have been formally admitted to the College of Education or have been given special permission to enroll in a specific course. Details and forms regarding admissions procedures are available in the Admissions and Certification Office.
Credits: 1 cr
1 cr |
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TE 101 - Exploring Teaching in Physical Education
Students are provided exploratory experiences of teaching physical education as a profession. This course is designed to help students examine self in relationship to the social and psychological dynamics of the physical education teaching profession. Field-based experiences in surrounding school districts including observation in rural, suburban, urban, and special needs schools are required.
XLIST: TE 100
Credits: 1 cr
1 cr |
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TE 286 - Organization & Administration of PE
Students will develop and implement management and motivational strategies in a physical education setting. Communication and collaboration materials will be created, tested and discussed.
Credits: 3 cr
3 cr |
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TE 300 - Foundations in Elementary Education
This course is a study of the historical, philosophical and social foundations of education focused specifically on the effective elementary practitioner. Future elementary school teachers examine how K-8 schools operate and also investigate the professional educator’s role within the classroom and the community.
Requisites: TE 100, PSYC 100. (Required, Previous).
Credits: 3 cr
3 cr |
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TE 301 - Meth of Teaching Children’s Lit K-8
Provides students with an overview of different genres of contemporary children’s literature. Students will study literary response and literary analysis. Course includes planning literature activities that meet the State of Michigan Grade Level Content Expectations in Language Arts and utilizing children’s literature across the K-8 curriculum.
Requisites: TE 300, admission to the Elementary Teacher Education Program. (Required, Previous).
Credits: 3 cr
3 cr |
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TE 309 - Reading in the Content Areas K-8
This course facilitates the elementary teacher candidate’s ability to demonstrate and apply the knowledge, skills, and dispositions necessary to help all K-8 students learn to read. The focus is on how to develop reading comprehension strategies for reading and writing across core content areas; this course has both a theoretical and practical component involving observing/assisting content-literacy lessons in a k-8 classroom. Fieldwork required.
Requisites: PSYC 310, TE 300, admission to the Elementary Teacher Education Program. (Required, Previous).
Credits: 2 cr
2 cr |
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TE 310 - Methods Teaching Reading K-8
A survey of current practices and problems in teaching reading. This course focuses upon the teaching of developmental and content reading as well as providing an introduction to informal diagnostic techniques and materials.
Requisites: ENGL 380 and all first and second semester elementary education major professional studies courses. (Required, Previous).
Credits: 6 cr
6 cr |
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TE 311 - Developmental Reading K-8
This course is designed to facilitate the teacher candidate’s ability to demonstrate and apply the knowledge, skills, and dispositions necessary to help all K-8 students learn to read. The focus is on the teaching of developmental reading. During this course, teacher candidates are introduced to informal assessment techniques, and a variety of strategies for meeting the needs of diverse learners. There is both a theoretical and practical application to this class.
NOTE: This course is for special education candidates only.
Note: Fieldwork required.
Requisites: Admitted to the Teacher Education Program (Required, Previous).
Credits: 4 cr
4 cr |
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TE 316A - Classroom Management
This course provides an opportunity for teacher candidates to become knowledgeable about students in inclusive settings. Various components of effective classroom management including, but not limited to understanding the basic psychological needs of K - 8 students, building effective teacher-student relationships, designing strategies for developing positive student-student relationships, and creating a safe and secure learning environment will be addressed. Application of various management theories will be discussed.
Requisites: Admission to the Elementary Teacher Education Program. (Required, Previous).
Credits: 2 cr
2 cr |
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TE 316B - Classroom Management
TE 316B is a one-credit course that provides follow up to TE 316A. This portion of the course will discuss discipline issues as part of comprehensive classroom management. Unique challenges of students with behavioral difficulties or exceptional needs will be addressed. Instructional techniques for adapting curricular materials will be explored as will the development of management plans. Current legal issues and developments in the field of special education will be an integral part of course content.
Requisites: All first semester elementary education major professional courses. (Required, Previous).
Credits: 1 cr
1 cr |
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2 cr |
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TE 322 - Methods of Teaching in the Arts K-8
This course explores strategies for integrating art, music, dance, and drama activities into elementary and middle school classrooms. It offers practical experiences in the creation and teaching of arts activities and provides students with an educationally oriented philosophy for utilization of creative activities in instructional settings.
Credits: 3 cr
3 cr |
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TE 324 - Health Education for Elementary Teachers
This course explores research-based strategies for the elementary classroom teacher in health education and is based on the Michigan Model for Health. Methods for teaching children the knowledge, skills, and behaviors that contribute to lifelong health will be addressed. The curriculum will include social-emotional health, safety, alcohol/tobacco/other drugs, HIV/AIDS, nutrition and physical activity, personal health, and wellness.
Requisites: All first semester elementary education major professional courses. (Required, Previous).
Credits: 1 cr
1 cr |
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TE 325 - Phys Educ for the Classroom Teacher
Within this methods course, the prospective classroom teacher gains knowledge in organizing and implementing a physical education program within the K-6 classroom. Focus of the course is on the physical development of the elementary school children as well as teaching through the psychomotor, cognitive and affective domains. Fieldwork is required. Not intended for students majoring in Physical Education.
Requisites: All first semester elementary education major professional courses. (Required, Previous).
Credits: 2 cr
2 cr |
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TE 330 - Methods Teaching Science K-8
An introduction to the methods and materials appropriate for elementary and middle school classroom activities, with emphasis on inquiry development. Fieldwork is required.
Requisites: All first semester elementary education major professional courses. (Required, Previous).
Credits: 3 cr
3 cr |
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TE 331 - Methods of Teaching Mathematics K-8
An introduction to the methods and materials appropriate for learning to teach elementary and middle school mathematics with emphasis on critical thinking and problem solving. Digital technologies as an effective teaching tool for elementary and middle level mathematics instruction is explored. Fieldwork is required.
Requisites: MATH 110, MATH 210 and all second semester elementary education major professional studies courses: TE 316B, TE 318, TE 324, TE 325, TE 330, TE 492. (Required, Previous).
Credits: 3 cr
3 cr |
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TE 334 - Computer Applications in Schools K-8
Introduction to current usages of computers in elementary school. Students will develop skills with current software (e.g., PowerPoint, HyperStudio, Word Processing) and how to effectively integrate these tools into the classroom for teaching and learning.
Requisites: TE 301, TE 309, TE 341, TE 343. (Required, Previous).
Credits: 2 cr
2 cr |
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TE 341 - Methods of Teaching Social Studies K-8
An introduction to methods and materials appropriate for an issues approach to the teaching of social studies. Emphasis will be placed on developing methods that will obtain the goal of preparing a responsible citizenry. Fieldwork required.
Requisites: Admission to the elementary education program. (Required, Previous).
Credits: 3 cr
3 cr |
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TE 342 - Teach & Managing Diverse Classroom: K-8
This course provides the knowledge, methods and experience to effectively teach and manage the K-8 classroom that exhibits a broad range of students’ intellectual, emotional, physical and learning needs. Emphasis will be placed on the adaptation and integration of services, curriculum, and technology.
Requisites: PSYC 310, within the last 13 credits of the professional methods sequence. (Required, Previous).
Credits: 4 cr
4 cr |
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TE 343 - Managing Diverse K-8 Classrooms
This course will provide an opportunity for pre-service teachers to become knowledgeable in working with students in inclusive and resource K-8 settings. Specific information on classroom organization and procedures will be explored. Adapting curricular materials will be discussed. Attention will be paid to issues of cultural and linguistic diversity including the differential needs of students from urban, suburban, and rural environments. Fieldwork is required.
Requisites: PSYC 310, TE 300, admission to the Elementary Teacher Education Program. (Required, Previous).
Credits: 2 cr
2 cr |
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TE 344 - Differentiation & Diversity K-8
This course will provide an opportunity for pre-service teachers to become knowledgeable in working with students in inclusive and resource K-8 settings using differentiated instructional strategies. Categorical eligibilities in special education will be explored. Unique challenges of working with students with specific eligibilities will be addressed. Programs for the gifted and talented will also be considered. Current legal issues and developments in the field of Special Education will be an integral part of this course content.
Requisites: TE 343, TE 324, TE 325, TE 330, TE 331. (Required, Previous).
Credits: 2 cr
Notes: Fieldwork required
2 cr |
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TE 370 - Humanistic Concerns in Physical Educ
Students will be exposed to the sociological and psychological aspects of physical activity relevant to physical education in schools. Knowledge of the goals and values in physical activity on individuals and society will be included.
Requisites: KINE 284, SOC 111 (Required, Previous).
Credits: 3 cr
3 cr |
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TE 380 - Intro to Early Childhood Education
Physical, social, emotional, and cognitive growth and development of children from birth to nine are emphasized. Significant approaches to early childhood programs are studies. Both typical and atypical behaviors of young children are interpreted and recorded through planned and guided observations. Opportunities for the observation and recording of children’s behavior are provided in varied group settings. Fieldwork is required in an early childhood setting. Selected course assignments demonstrate alignment with the elementary program courses: TE 316A , TE 316B , TE 430 and TE 432 . Accommodations, additional readings, and in-class activities/discussion ensure that the 4-8th grade expectations are met.
Requisites: Admission to the elementary education program. (Required, Previous).
Credits: 4 cr
4 cr |
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TE 381 - Curriculum & Assessment, Infant/Toddler
The focus of this course will be on the growth and development of the whole child in the context of the family from conception through age 3. The major themes that will be investigated include the importance of relationships and attachment between infants and adult caregivers; the role of play in cognition and language development; developmentally appropriate assessment; and the components of high-quality nurturing care for infants and toddlers. In addition, participants will enhance their knowledge of family and community relationships strategies to promote positive development and learning, discussed with special emphasis on the teacher as an introspective and interactive decision maker in the learning environment. Recognition will be given to the notion that children are best understood and served in the context of their family, culture and society. Fieldwork is required in an early childhood setting. Selected course assignments demonstrate alignment with the elementary program courses: TE 316A , TE 316B , TE 430 , and TE 432 .
Requisites: Admitted to the Elementary Teacher Education Program. (Required, Previous).
Credits: 4 cr
4 cr |
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TE 382 - Curriculum & Assessment for Pre-K
Developmentally appropriate integrated learning experiences for prekindergarten children are selected, planned, implemented and evaluated. Learning environments are planned to meet the individual needs of young children. A variety of preschool curriculum models and assessment protocols are presented and analyzed. Opportunities for creating developmentally appropriate learning experiences for children in a variety of group settings are provided. Fieldwork is required in an early childhood setting. Selected course assignments demonstrate alignment with the Elementary Program courses: TE 316A , TE 316B , TE 430 and TE 432 .
Credits: 4 cr
4 cr |
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TE 383 - Curriculum & Assessment, K-3
This course examines recommended assessment and instructional practices and tools for children in kindergarten through third grade. It will explore the purpose, benefit, and usages of assessment; identify strategies for implementing developmentally appropriate instruction at the K-3 level; apply techniques for managing instruction and assessment within the classroom; and address data-driven decision making for program planning and student progress monitoring. Fieldwork is required in an early childhood setting. Selected course assignments demonstrate alignment with the Elementary Program courses: TE 316A , TE 316B , TE 430 and TE 432 . Accommodations, additional readings, and in-class activities/discussion ensure that the 4-8th grade expectations are met.
Requisites: Admitted to the Elementary Teacher Education Program. (Required, Previous).
Credits: 4 cr
4 cr |
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TE 384 - Exceptionality in EC
Curriculum methods and materials will be studied so that candidates develop skills in planning and implementing appropriate educational activities for young children with special needs birth-8 years old. Content in this course will include exploration of early intervention services for young children with special needs, recommended practices for programming with emphasis on curriculum and program implementation across developmental domains, methods of intervention for the whole child/family, typical and atypical development, historical perspectives of special education, the IEP/IFSP and Transition Plan processes, and categories of children with special needs. Fieldwork is required in an early childhood setting. Select course assignments demonstrate alignment with the elementary program courses, TE 316A , TE 316B , TE 430 and TE 432 . Accommodations, additional readings and in-class activities/discussion ensure the 4-8th grade expectations are met.
Requisites: Admitted to the Elemnetary Teacher Education Program. (Required, Previous).
Credits: 4 cr
4 cr |
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TE 386 - Language Dev, Dys & Interv, Birth-8
This course centers on the critical years of language development (birth - age 8) and examines the role language development plays in all other developmental domains. Students will examine receptive and expressive language milestones, investigate typical and atypical development, classify the functions of language, complete on-going child assessments, develop parental guides and supports, and identify effective interventions for atypical language development. Examination of high-quality children’s literature and advocacy for policies that promote language development will be emphasized. Fieldwork is required in an early childhood setting. Selected course assignments demonstrate alignment with the elementary program courses: TE 316A , TE 316B , TE 430 , and TE 432 .
Requisites: Admission to the Elementary Teacher Education Program (Required, Previous).
Credits: 4 cr
4 cr |
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TE 387 - Admin & Home/Community Ptnrshps in EC
This course provides an overview of current research and practices relating to young children’s experiences in the context of family, school and community and investigates effective practices for early childhood program administration. It fulfills the licensing requirements for Directors of Childcare Settings. Business, financial, and personnel management within early childhood settings is investigated.. Application of knowledge of diversity and socio-cultural contexts for development and learning are examined. Models for partnerships with parents and community agencies are explored. Fieldwork is required in an early childhood setting. Selected course assignments demonstrate alignment with the elementary program courses: TE 316A , TE 316B , TE 430 and TE 432 .
Requisites: Admission to the teacher education program. (Required, Previous).
Credits: 2 cr
2 cr |
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TE 391 - Special Seminar
Requisites: Instructor permission. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
| |
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TE 393 - Directed Study in Education
Student must submit a plan of study for approval before enrolling.
Requisites: Instructor permission. (Required, Previous).
Credits: 1-5 cr
1-5 cr |
| |
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TE 401 - Field Practicum 1
This field experience is for the 2+2 Bachelor of Arts in Elementary/Middle/Secondary Teaching for International Students. The field experience is to provide opportunities to familiarize international students with public school education in the U.S.A. This field experience includes meeting times for debriefing, questions, additional supports and resources related to their observations and experiences in public school classrooms.
Requisites: Admitted to the Bachelor of Arts in Elementary Teaching for International Students or Bachelor of Arts in Middle/Secondary Teaching for International Students.
Corequisite: ENGL 365
Credits: 5-6 cr
Notes: Students must provide their own transportation.
5-6 cr |
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TE 403 - Field Practicum 2
This field experience is for the 2+2 Bachelor of Arts in Elementary/Middle/Secondary Teaching for international students. The field experience is to provide opportunities for international students to explore curriculum, technologies used in teaching and learning, and classroom management of K-12 public school classrooms. This field experience includes meeting times for debriefing, questions, additional supports and resources related to their observations and experiences in public school classrooms.
Requisites: TE 401 (Required, Previous)
Credits: 3-4 cr
Notes: Students must provide their own transportation.
3-4 cr |
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TE 405 - Field Practicum 3
This field experience is for the 2+2 Bachelor of Arts in Elementary/Middle/Secondary Teaching for International Students. The field experience is to provide opportunities with a focus on curriculum, instruction, and assessment in public school education in the U.S.A. This field experience includes meeting times for debriefing, questions, additional supports and resources related to their observations and experiences in public school classrooms.
Requisites: TE 403 (Required, Previous)
Credits: 2-3 cr
Notes: Students must provide their own transporation.
2-3 cr |
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TE 410 - Student Teaching Seminar K-8
The seminar is directly related to classroom experiences during the student teaching semester and is designed to further practical understanding and knowledge about content, learners, and context; to help refine strategies of effective classroom management and curriculum design; and to support the continuous development of one’s own teaching style through deliberate reflection about teaching and learning in the context of the school. Student Teaching and the Seminar are integrated and blocked together in order to combine the practice of teaching with frequent opportunities to reflect critically and analytically on teaching and learning.
Requisites: All Elementary Education Professional Studies courses. (Required, Previous). | TE 420 (Required, Concurrent).
Credits: 2 cr
Notes: Pass/Fail.
2 cr |
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TE 420 - Student Teaching K-8
Student teaching involves full-time teaching and involvement in a classroom (kindergarten through 8th grade) gaining experience with the curricular and extra-curricular programs of the school. Student teaching and the seminar are integrated and blocked together in order to combine the practice of teaching with frequent opportunities to reflect critically and analytically on teaching and learning.
Requisites: All professional studies courses in the elementary education program and approval of the director or student teaching. (Required, Previous). | TE 410 (Required, Concurrent).
Credits: 3-12 cr
Notes: Pass/Fail.
3-12 cr |
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TE 423 - Field Project Bilingual Educ Spanish
Field project designed on an individual basis which will include direct participation in an elementary or secondary bilingual classroom and work with community resources.
Requisites: SPAN 471 or instructor permission. (Required, Previous).
Credits: 3-6 cr
Notes: Pass/Fail.
3-6 cr |
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TE 430 - Introduction to Special Education
This course is a foundation course for all special education endorsement programs and it focuses on understanding different disabilities, as well as individuals identified as gifted. Family involvement, theoretical approaches to special education, special education law, procedures for assessment and identification of disabilities, and the Individualized Educational Program (IEP) process are also addressed. The course examines the various systems for delivering educational services that may include inclusion and continuum of services to meet the unique needs of each youth.
Credits: 3 cr
Notes: Fieldwork required.
3 cr |
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TE 431 - Intro to Emotional/Behavioral Impairment
This course provides a basis for understanding the theoretical, legal and historical perspectives of emotional/behavioral impairments. The contributing factors, characteristics and intervention and instructional strategies are examined in light of these perspectives. Fieldwork required.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
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TE 432 - Introduction to Learning Disabilities
This course provides an examination of the history, definition and etiology of learning disabilities. It will address the characteristics of students who have learning disabilities, methods of identification, instruction, programming and current issues related to each of these topics. Fieldwork required.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
| |
3 cr |
| |
-
TE 434 - Introduction to Autism Spectrum Disorder
This course provides a basis for understanding the theoretical, legal and historical perspectives of ASD. It addresses the characteristics of ASD students, methods of identification, instruction, programming, and current issues related to these topics. Fieldwork required.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
3 cr |
| |
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TE 445 - Seminar Special Education
A seminar related to the students’ directed teaching experience in the Special Education classroom. Designed to enhance skills and abilities in classroom management, instruction, curriculum, and teaching style. Emphasis will be given to student advocacy, responsibility, and ethical professional behavior. Provides a discussion forum for experiences during the student teaching experience.
Requisites: Completion of all other professional studies courses, and instructor permission (Required, Previous). | TE 460 (Required, Concurrent).
Credits: 2 cr
Notes: This seminar is for an initial special education endorsement.
2 cr |
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TE 446 - Cultural Differences in Education
A study of the impact of cultural differences in United States society on students and on the educational system and how those differences can enhance the educational experiences of all students.
Credits: 3 cr
3 cr |
| |
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TE 450 - Contemporary Issues in PE
An investigation and discussion of selective major issues of interest to contemporary physical education. New trends and controversial issues will be explored.
Requisites: Senior standing. (Required, Previous).
Credits: 2 cr
2 cr |
| |
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TE 460 - Student Teaching - Special Education
Student Teaching and the Seminar are integrated and blocked together in order to combine the practice of teaching with frequent opportunities to reflect critically and analytically on teaching and learning. Specifically, Student Teaching and the Practicum involve full-time teaching and involvement in a classroom gaining experience with the curricular and extra-curricular programs of the school. The Seminar is directly related to the candidates’ classroom experiences and is designed to further practical understanding and knowledge about content, learners, and context; to help refine strategies for effective classroom management and curriculum design; and to support the continuous development of the candidates’ own teaching style through deliberate reflection about teaching and learning in the context of the school.
Requisites: Completion of all other professional studies courses, and instructor permission. (Required, Previous). | TE 445 (Required, Concurrent).
Credits: 6 cr
Notes: This course is for an initial special education endorsement.
6 cr |
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TE 465 - Creative Drama
The study of drama as a creative and educational tool in school, clinical and recreational settings. Demonstrates the values of creative drama in the development of the whole child. Provides opportunity for students to design materials, as well as to understand the use of creative drama techniques.
XLIST: THEA 465
Credits: 3 cr
3 cr |
| |
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TE 489 - Internship in Preprimary Programs
Internship includes a supervised, successful teaching experience in a preprimary (before kindergarten) setting. Family involvement and communications with staff as an instructional team are emphasized. Guidance and management techniques for the young child are explored, implemented, and evaluated. Seminar meetings provide opportunities for analysis, evaluation, and discussion of the internship experience. Selected course assignments demonstrate alignment with the elementary program courses: TE 343 and TE 344 . Accommodations, additional readings, and in-class activities/discussion ensure that the 4-8th grade expectations are met.
Credits: 4 cr
4 cr |
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TE 490 - Special Topics in Education
Check current schedule for specific course titles.
Credits: 1-6 cr
1-6 cr |
| |
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TE 491 - Elementary Education Seminar 1
Elementary Education Seminar 1 provides teacher candidates in the first semester of their professional studies coursework an opportunity to build understanding of how the content in their professional studies courses interrelates. Course materials and activities are presented through a series of content threads that are frequently studied throughout all professional sequence courses.
Requisites: Admission to the elementary education program. (Required, Previous).
Credits: 2 cr
2 cr |
| |
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TE 492 - Elementary Education Seminar 2
Elementary Education Seminar 2 provides teacher candidates in the second semester of their professional studies coursework an opportunity to build understanding of how the content in their professional studies courses interrelates. Course materials and activities are presented through a series of content threads that are frequently studied throughout all professional sequence courses.
Requisites: All first semester elementary education major professional studies courses. (Required, Previous).
Credits: 1 cr
1 cr |
| |
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TE 493 - Elementary Education Seminar 3
Elementary Education Seminar 3 provides teacher candidates in the third semester of their professional studies coursework an opportunity to build understanding of how the content in their professional studies courses interrelates. Course materials and activities are presented through a series of content threads that are frequently studied throughout all professional sequence courses.
Requisites: Completion of all first and second semester professional studies courses in the elementary education major. (Required, Previous).
Credits: 1 cr
1 cr |
| |
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TE 496 - Field Studies in Education
Requisites: Instructor permission. (Required, Previous).
Credits: 1-4 cr
1-4 cr |
| |
-
TE 503 - Educ Implications of Behavioral & PDD
This course will address the unique characteristics, etiology, development, relationship to normal development, and medical and familial issues related to behavioral and pervasive developmental disorders and the educational implications of these unique conditions.
Requisites: TE 430. (Required, Previous).
Credits: 3 cr
3 cr |
| |
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TE 516 - Classroom Management Techniques for Effective Instruction
This course focuses on the varied components of effective classroom management including understanding the basic psychological needs of P-12+ students and relationships (e.g., teacher-student, peer-peers, teacher-parent). Engaging instructional techniques and their proactive implementation in creating a safe and secure learning environment are emphasized. Group arrangements, grouping for instruction and special whole and small group discussion techniques are examined. In addition, application of management theories will be discussed as applicable to all curriculum content areas. Group discussion forums involve suggestions for dealing with disruptive behavior and the development of individual behavior plans. Special education language is presented throughout the course, specifically dealing with the Individuals with Disabilities Act (IDEA) requirements, examination of School-Wide Positive Behavior Intervention & Supports, Response to Intervention, and Functional Behavior Assessments.
Note: No fieldwork required.
Requisites: Admission to the teacher education program or graduate status. (Required, Previous or concurrent).
Credits: 3 cr
3 cr |
| |
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TE 532 - Assessment & Planning in Special Educ
This foundation course is designed to assist candidates in all special education endorsement programs by further developing the knowledge and skills necessary to: participate in educational-related evaluations; select and use appropriate assessments; accurately interpret assessment results; and develop instructional plans that address individual student needs. Candidates will have hands-on experiences with multiple methods of formal and informal assessments and data sources to inform educational decisions. Learner development and differences, general and specialized curricula, test bias and limitations, and collaboration will be explored.
Credits: 3 cr
3 cr |
| |
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TE 535 - Collaboration and Consultation in Education
This course stresses the knowledge and skills necessary for special education educators to: become effective advocates for students who have disabilities; consult with parents, family members and professionals; and become an effective team member in planning and implementing effective educational programming. Building upon knowledge and skills acquired in previous special education preparation courses, further development of the candidates’ communicative, consultative, interactive and problem-solving skills are emphasized. Self-reflection and continued professional development strategies are also addressed.
Note: No fieldwork required.
Requisites: TE 430 , TE 432 , TE 516 , TE 532 , TE 541 and TE 433 or TE 434 .
Credits: 3 cr
3 cr |
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TE 536 - Adv Theory & Meth: Emotionally Impaired
Following TE 431, this course focuses on instructional and behavior management skills required to meet the unique needs of students with emotional impairments. In addition, teachers will study practical application of theoretical, concepts, including interagency collaboration, function assessment and planning, and components of an appropriate continuum of services.
Requisites: TE 430, TE 516, TE 532, TE 541 and TE 431 or TE 432. (Required, Previous).
Credits: 3 cr
Notes: Field work required
3 cr |
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