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DA 299 - Sophomore Practicum (1)
This practicum class develops professional skills and personal artistic philosophy for the dance practitioner and artist. Required for all dance majors entering the program with 45 or fewer credits.
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DA 301 - Ballet Technique (audition required) (3)
Development of ballet technique at a high intermediate level. May be repeated for a maximum of 12 semester hours toward dance major requirements. Dance faculty placement or permission of department required.
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DA 302 - Ballet Technique (audition required) (3)
Development of ballet technique at a high intermediate level. May be repeated for a maximum of 12 semester hours toward dance major requirements. Dance faculty placement or permission of department required.
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DA 303 - Dance History I (3)
Study of origins and development of dance from primitive civilizations to 1900. Prerequisite(s): DA 100, EH 102
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DA 304 - Dance History II (3)
Study of dance history from 1900 to present. Prerequisite(s): DA 100, EH 102
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DA 304W - Dance History II (3)
Study of dance history from 1900 to present. This course is designated as a “W” course. W courses emphasize the experience and expertise of women throughout course design and delivery. Students will identify and analyze the contributions and experiences of women. More than 50% of course activities, readings, and assessments emphasize and explore female experience, perspective, or expertise.
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DA 305 - Modern Dance Technique (audition required) (2)
Development of modern dance technique at a high intermediate level. Dance faculty placement or permission of department required. May be repeated for a maximum of 12 semester hours towards dance major requirements.
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DA 306 - Modern Dance Technique (audition required) (3)
Development of modern dance technique at a high intermediate level. Dance faculty placement or permission of department required. May be repeated for a maximum of 12 semester hours towards dance major requirements.
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DA 308 - Teaching Methods Laboratory (1)
Experience in the studio through observing, demonstrating, and assisting professional teachers. Faculty permission required. Prerequisites: Students must be placed in the 300 level or higher of ballet, modern, or jazz dance and be placed in the 200 level or higher of the remaining two dance genres. Prerequisite(s): DA 320
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DA 309 - Teaching Methods Laboratory (1)
Experience in the studio through observing, demonstrating, and assisting professional teachers. Faculty permission required. Prerequisites: Students must be placed in the 300 level or higher of ballet, modern, or jazz dance and be placed in the 200 level or higher of the remaining two dance genres. Prerequisite(s): DA 308
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DA 314 - Jazz Dance (2)
Study of the principal styles and techniques of contemporary jazz dance at a high intermediate level. Dance faculty placement or permission of the department required.
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DA 315 - Jazz Dance (2)
Study of the principal styles and techniques of contemporary jazz dance at a high intermediate level. Dance faculty placement or permission of the department required.
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DA 317 - World Dance Perspectives (2)
Dance reflects cultural heritage and is a key to understanding diverse societies. Dance is both of a tradition, and a living presence, and it’s social functions are continually evolving. In this arts workshop, students will explore several varieties of dance as they appear on six continents of the world. We will examine these dances as encoded forms of a society’s religious, artistic, political, economic, and familial values, and come to understand the different language and movement systems of that culture. In discovering these dances, we will read contemporary writings on their culture and grapple with questions of globalization, fusion and authenticity. We will see how migration, missionaries, trade routes and the diaspora have led to the creation of new dance forms like “Bollywood” and “Tribal” that are a synthesis of earlier forms. Each week, students will be introduced to a different cultural dance form through selected readings and a rich collection of video footage. After a brief warm-up, the class will learn simple steps, floor plans and rhythms from the music and dance of the culture being studied. We will move with the particular energy and movement style of a culture and gain identity with the culture through it’s physical language. The students will pick a dance from a tradition of their choice and go into the field to learn about it through readings, interviews and participation in dance events of this culture. Prerequisite(s): DA 304
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DA 318 - Contact Improvisation (2)
Contact Improvisation explores the interaction of two people moving responsively through a point or points of physical contact. This contact forms the nexus through which weight, force, support, information and communication flows. The dance progresses as contiguous points of touch form pathways of contact that freely travel anywhere on the body of the dancers. The movement of the path of contact is in response to the physics of the action and the interplay of the dancers with the dynamics present in their immediate conditions. Response to these dynamics is greatly influenced by the quality of the presence of the dancers, their attentional abilities and embodiment. The purpose of this course is to give initial training on the underlying physical principles of contact. Many of these principles will require students to develop an embodied understanding of somatic intelligence and felt physics. Other principles concern the dancers’ relationship to actions and interactions with one another and within the environment of the dance. These principles support the development of skill sets that teach recognition of each dancer’s physical/mental environmental impact as a changing landscape of presence with and upon one another. Contact Improvisation is a form based on ongoing physical inquiry. Learning to listen and act on multiple levels and through a variety of responsive modalities will be basic to our goals. Prerequisite(s): DA 220
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DA 319 - Dance Composition II (2)
Continued exploration of dance composition. Focus on the composition of small group dances. Rehearsal time outside of class is required. Prerequisite(s): DA 116, DA 220
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DA 320 - Dance Pedagogy (3)
Philosophy, process, methods, and materials of dance pedagogy.
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DA 321 - Pilates Apparatus Session (1)
Introduction and practice of the classical Pilates method of body conditioning on specialized apparatus. This course is designed for dance majors wishing to incorporate Pilates into their technical training. Based on individual needs, students will learn and execute classical Pilates exercises from beginner to intermediate levels on apparatus such as, but not limited to: the Reformer, Cadillac, Wunda Chair and Ladder Barrel. May be repeated for credit. Prerequisite(s): DA 121 or DA 122 Note(s) Meets 1 hour per week and may be repeated for credit.
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DA 322 - Pilates Apparatus Session (1)
Introduction and practice of the classical Pilates method of body conditioning on specialized apparatus. This course is designed for dance majors wishing to incorporate Pilates into their technical training. Based on individual needs, students will learn and execute classical Pilates exercises from beginner to intermediate levels on apparatus such as, but not limited to: the Reformer, Cadillac, Wunda Chair and Ladder Barrel. May be repeated for credit Prerequisite(s): DA 121 or DA 122 Note(s) Meets 1 hour per week and may be repeated for credit.
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DA 326 - Dance Repertory II (.5)
Dancers learn repertory from various choreographers (faculty and guest) for performance. Dancers will be cast in a variety of roles depending on the repertory being taught. This course increases challenges and complexities of the dancers’ roles and requires more in-studio work time. (.5 credit per semester. Repeatable for a maximum of 2 credits.) Students must be enrolled in a minimum of one technique class as co-requisite for DA 326. Dance faculty placement or permission of department required.
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DA 327 - Dance Literacy (2)
This course will give students numerous ways to decode movement and to determine context and meaning in dance, as well as the opportunity to develop more clear movement patterns/intention within their own body. The tools for movement examination are within the framework of Laban Movement Analysis (LMA), a system created by choreographer/theorist Rudolf Von Laban. LMA is a comprehensive means of objectively describing all kinds of movement, quantitatively and qualitatively and is useful in diverse fields.
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DA 332 - Costuming for Dance (3)
A practical approach to research, design, and construction of dance costumes.
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DA 390 - Special Topics in Dance (3)
An in-depth look at influential developments in the history of dance. Particular topic may change with each offering. Study abroad may sometimes be associated with this course. Permission of the Department Chair required for registration.
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DA 399 - Junior Practicum (1)
This practicum class further develops professional skills and personal artistic philosophy for the dance practitioner and artist. Required for all dance majors.
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DA 401 - Ballet Technique (audition required) (3)
Development of classical ballet technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
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DA 402 - Ballet Technique (audition required) (3)
Development of classical ballet technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
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DA 403 - Variations (audition required) (1)
Mastery of solos from the romantic ballet repertoire. May include pas de deux repertoire. Dance faculty placement or permission of department required.
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DA 404 - Variations (audition required) (1)
Mastery of solos from the classical ballet repertoire. May include pas de deux repertoire. Dance faculty placement or permission of department required.
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DA 405 - Modern Dance Technique (audition required) (2)
Development of modern dance technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
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DA 406 - Modern Dance Technique (audition required) (3)
Development of modern dance technique at an advanced level. Dance faculty placement or permission of department required. May be repeated for credit.
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DA 409 - Teaching Practicum (2)
Continued experience in the studio through observing, demonstrating, and assisting professional teachers. Students will be required to assume all duties of the studio teacher for a minimum of four weeks while demonstrating competency in planning and materials, studio performance, and professional behavior. Prerequisite(s): DA 309
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DA 410 - Teaching Practicum (2)
Continued experience in the studio through observing, demonstrating, and assisting professional teachers. Students will be required to assume all duties of the studio teacher for a minimum of four weeks while demonstrating competency in planning and materials, studio performance, and professional behavior. Prerequisite(s): DA 409
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DA 420 - Choreography and Production (3)
Continued development of choreographic craft. Emphasis on creating fully-developed pieces with more sophisticated use of choreographic elements and forms, and attention to elements of production. Rehearsal time outside of class is required. Prerequisite(s): DA 319
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DA 426 - Dance Repertory III (.5)
Dancers learn repertory from various choreographers (faculty and guest) for performance. Dancers will be cast in a variety of roles depending on the repertory being taught. This course increases challenges and complexities of the dancers’ roles and requires more in-studio work time. Students will be expected to take leadership roles in the learning and rehearsal process. (.5 credit per semester. Repeatable for maximum of 2 credits.) Students must be enrolled in a minimum of one technique class as co-requisite for DA 426. Dance faculty placement or permission of department required.
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DA 427 - Applications of Dance/Movement Therapy (3)
This course will examine how dance/movement therapy principles can be applied to therapy and dance teaching. It will examine the difference between therapeutic dance and dance/movement therapy. Students will be introduced to the use of movement observation and assessment in dance-movement therapy and reflect on their own movement patterns. The course will discuss using dance/movement therapy as a therapeutic modality while conducting therapy with a variety of client populations. Students will have a chance to study how dance-movement therapy is applied to different populations and have a chance to apply these ideas in simulated groups.
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DA 490 - Senior Thesis (3)
This capstone course offers students a chance to select, define, research, and present under the guidance of a faculty mentor, a topic of appropriate depth and breadth that relates the students’ second area of study to dance. Prerequisite: senior standing as a dance major.
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DA 499 - Senior Seminar - Dance (1)
This practicum class provides capstone development of professional skills and completion of a personal artistic philosophy for the dance practitioner and artist. Required for all dance majors.
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Education |
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ED 100 - Clinical Experiences Seminar (0)
This semester is designed to provide students the information and resources required to effectively participate in both clinical experiences as well as education course work aligned to all clinical experiences required, leading to graduation and initial teacher licensure. This seminar requires attendance to three online seminars with dates announced in advance. Students will complete steps required for admission to Teacher Education and clinical placements as assignments; some assignments have a cost attached. Note(s) Graded pass/fail.
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ED 200 - Introduction to Teacher Education (3)
This course provides an overview of the field of education for potential teacher candidates. Prospective teachers are introduced to the basic constructs of teaching along with justification of those constructs as part of effective teaching and learning. Topics include current learning standards, certification requirements, professional expectations, and the realities of teaching as a career.
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ED 206 - Developmental Psychology (3)
Knowledge of the growth and development of the person from conception to adolescence are vital in effective teaching. The areas of physical, intellectual, social, emotional, and moral development are studied. Particular emphasis is given to foundational theories such as constructivism and behaviorism, and topics such as executive functioning, creativity, cultural diversity, motivation, discipline, and contextual factors in development. Practical applications of theory to practice, as well as global issues affecting children and families, are explored.
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ED 208 - School and Society * (3)
Prospective teachers should acquire a perspective into the origins of their discipline as well as a general understanding of education which should precede career decisions. The content of the course aids the students in acquiring concepts in the development and contemporary conditions of education and schools in the United States. The projects and activities promote the growth of students not only in the intellectual domain but also in the areas of social, emotional, and psychological development.
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ED 208W - School and Society * (3)
Prospective teachers should acquire a perspective into the origins of their discipline as well as a general understanding of education which should precede career decisions. The content of the course aids the students in acquiring concepts in the development and contemporary conditions of education and schools in the United States. The projects and activities promote the growth of students not only in the intellectual domain but also in the areas of social, emotional, and psychological development. This course is designated as a “W” course. W courses emphasize the experience and expertise of women throughout course design and delivery. Students will identify and analyze the contributions and experiences of women. More than 50% of course activities, readings, and assessments emphasize and explore female experience, perspective, or expertise.
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ED 213 - History and Politics of Georgia (3)
History of the State of Georgia from its origins to present day with emphasis placed on political, social, and economic changes.
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ED 243 - Classroom Writing and Speaking (3)
Required of all early childhood and middle grades majors, this course is not only designed to strengthen the oral and written skills of future teachers, but also to prepare them to become proficient teachers of speaking and writing for elementary;/middle level students. Students will also study the grammar characteristics of English in terms of how language functions. Corequisite(s): ED 200
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ED 250 - Introduction to Multicultural Education * (3)
This course is designed to provide an opportunity for students to study the existence of problems and the development of possible solutions for establishing and maintaining racial, ethnic, gender and cultural harmony within the early childhood and middle grades classroom. Emphasis is placed on variables that contribute to the development and maintenance of prejudice, stereotypes, racism, gender bias and oppressive conditions.
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ED 250W - Intro to Multicultural Education * (3)
This course is designed to provide an opportunity for students to study the existence of problems and the development of possible solutions for establishing and maintaining racial, ethnic, gender and cultural harmony within the early childhood and middle grades classroom. Emphasis is placed on variables that contribute to the development and maintenance of prejudice, stereotypes, racism, gender bias and oppressive conditions. This course is designated as a “W” course. W courses emphasize the experience and expertise of women throughout course design and delivery. Students will identify and analyze the contributions and experiences of women. More than 50% of course activities, readings, and assessments emphasize and explore female experience, perspective, or expertise.
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ED 265 - International Studies * (3)
This course is designed to expand students’ intercultural growth by raising their awareness and understanding of ethnic, racial, and cultural diversity through the engagement of international and global experiences. It is expected that students will also seek ways to value and celebrate diversity found in other cultures in order to refine their perspectives, viewpoints, and personal beliefs while traveling abroad as required for this course.
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ED 265W - International Studies * (3)
This course is designed to expand students’ intercultural growth by raising their awareness and understanding of ethnic, racial, and cultural diversity through the engagement of international and global experiences. It is expected that students will also seek ways to value and celebrate diversity found in other cultures in order to refine their perspectives, viewpoints, and personal beliefs while traveling abroad as required for this course. This course is designated as a “W” course. W courses emphasize the experience and expertise of women throughout course design and delivery. Students will identify and analyze the contributions and experiences of women. More than 50% of course activities, readings, and assessments emphasize and explore female experience, perspective, or expertise.
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ED 301 - Instructional Technology (3)
This is a three semester hour course designed for the pre-service teacher to provide familiarization with the use of the microcomputer, its software and the integration of technology into the instructional process. The course has a focus on creating teaching and learning environments that involve technology as an integral tool.
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ED 308 - Classroom Management (3)
This course introduces a variety of strategies in teaching and managing classroom behavior. Emphasis is placed on designing positive learning environments, and selecting and implementing behavior management strategies.
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ED 309 - Foundations in Arts Education (3)
This course provides students with an introduction to the history, purposes, and practice of dance, music, and visual arts instruction in schools. Topics in physical and cognitive learning development, planning and assessment strategies, learner diversity, classroom management, arts integration, standards, and instructional resources are addressed. Students also begin to form their personal arts teaching philosophy and professional relationships and affiliations. This is a placement embedded course; a 36-hour field experience placement in a regionally accredited school is required during the course. Note(s) Permission from the Clinical Experience Office is required to register.
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ED 311 - Effective Planning: Curr/Instr/Tech - ECE (3)
An introduction to basic lesson planning skills needed to provide a variety of teaching methods, media, materials and resources essential for supporting effective teaching practices in the pre-k through grade five classroom. Students will be guided in the preparation and presentation of a lesson plan that will serve as a foundation for completing lesson plans in the methods courses to follow. ED 311 should be taken early in the student’s program and before any methods courses
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ED 318 - Integrating Fine Arts Across the Curriculum (3)
The role of creative experiences in the living and learning of children is explored. Concepts and methods necessary for integrating the fine arts into the existing classroom curriculum to meet learner needs and enhance the learning environment are emphasized. The goal of this course is to understand the benefits of integrating the fine arts across the curriculum in order to provide learning experiences which will promote student engagement and learning.
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ED 321 - Effective Planning: Curr/Instr/Tech - MG (3)
An introduction to basic lesson planning skills needed to provide a variety of teaching method, media, materials and resources essential for supporting effective teaching practices in the grades four through eight classroom Students will be guided in the preparation and presentation of a lesson plan that will serve as a foundation for completing lesson plans in the methods courses to follow. ED 321 should be taken early in the student’s program and before any methods courses.
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ED 328 - Legal and Ethical Issues in Education (3)
Legal Issues and Ethics in Education is a survey of the legal bases for education; rights and responsibilities of school board members, administrators, teachers, students and parents; and due process. Topics include the Georgia Code of Ethics for educators, teacher liability, labor law, tenure, dismissal and employment discrimination.
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ED 339 - Foundations and Cultural Issues for Teaching ESOL (3)
This course focuses on the particular needs of K-12 teachers and other professionals, including: historical and legal background of bilingual and ESOL education, literacy development, content-based instruction, and assessment to address the needs of English learners. The course will also explore concepts, principles, theories, and research for creating a culturally responsive environment.
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ED 342 - Children’s Literature (3)
Focus on criteria for selecting children’s literature, an historical survey of children’s literature, study of outstanding literary and art styles in children’s books, and winners of children’s book awards for excellence. Emphasis on reading children’s books in the different genres.
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ED 342W - Children’s Literature (3)
Focus on criteria for selecting children’s literature, an historical survey of children’s literature, study of outstanding literary and art styles in children’s books, and winners of children’s book awards for excellence. Emphasis on reading children’s books in the different genres. This course is designated as a “W” course. W courses emphasize the experience and expertise of women throughout course design and delivery. Students will identify and analyze the contributions and experiences of women. More than 50% of course activities, readings, and assessments emphasize and explore female experience, perspective, or expertise.
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ED 345 - Literacy Concepts and Assessment (3)
This course provides candidates with the foundational knowledge and understandings for teaching reading and writing including literacy assessment. Experiences, both theoretical and practical in nature, will enable the prospective teacher to demonstrate the knowledge base for teaching the major components of reading and writing. The most current research on literacy concepts and development will be examined. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 311 or ED 321 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 348 - Language Acquisition and Development for Teaching ESOL (3)
This course examines language development and how English learners acquire language proficiency. Prospective ESOL teachers will demonstrate and understanding of language as a system and apply theories and research in language acquisition and development to support English learners. Prerequisite(s): ED 339
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ED 349 - Methods and Materials for Teaching ESOL (3)
This course focuses on the development of instructional methods and the selection of appropriate materials to support English learners in academic content areas. Prospective ESOL teachers will develop abilities to assess learners’ needs and language development and apply strategies for teaching reading, writing, speaking, and listening to English learners. This course contains a practicum component. Prerequisite(s): ED 339, ED 348
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ED 350 - Educational Assessment (3)
A course which focuses on a variety of methods of assessment. Emphasis is on the communication of formative and summative assessment results to learners, parents, colleagues and the community at large.
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ED 377 - Introduction to Teaching and Assessing in a Virtual Environment (3)
This course is designed to prepare teacher candidates for teaching content courses in an online format. Students will learn strategies and technological tools for engaging learners online. Students will also be guided in the design and implementation of online learning modules.
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ED 383 - Teaching Math - Elementary Education (3)
Developmental concepts of arithmetic and problem solving are emphasized. Focus on methods and materials for elementary education. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): MS 100, ED 311 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 384 - Teaching Science - Elementary Education (3)
Methods of teaching science concepts, process skills and scientific attitudes are developed through direct experiences. An examination of the variety of methods, available resources and materials that are utilized for the teaching of science in the elementary classroom are examined. Particular emphasis is placed on the constructivist approach to instruction, as well as interdisciplinary curricular development. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 311 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 385 - Teaching Social Studies - Elementary Education (3)
This course is designed to prepare teacher candidates to teach Social Studies in the Elementary grades. Concepts, attitudes and skills necessary for effective social studies teaching are emphasized. Attention is paid to developing instructional skills and identifying methods and materials appropriate to the developmental level of young children. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 311 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 393 - Teaching Math - Middle Grades (3)
Methods and materials for teaching math (grades 4 - 8): developmental concepts of arithmetic and problem solving. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): MS 100, ED 321 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 394 - Teaching Science - Middle Grades (3)
Methods of teaching science concepts, process skills and scientific attitudes in the middle grades classroom are developed through direct experiences. An examination of the variety of methods, available resources and materials utilized for instruction are examined. Particular emphasis is placed on the constructivist approach to instruction, as well as interdisciplinary curricular development. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 321 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 395 - Teaching Social Studies - Middle Grades (3)
This course is designed to prepare teacher candidates to teach Social Studies in the Middle Grades. Concepts, attitudes and skills necessary for effective social studies teaching are emphasized. Attention is paid to developing instructional skills and identifying methods and materials appropriate to the developmental level of early adolescents. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 321 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 401 - Directed Independent Study (3)
Guided independent study or research in specially selected problem areas; open to qualified students only. Note(s) Departmental Approval Required.
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ED 413 - Literacy Methodology for Elementary Education (3)
This course recognizes the necessity of a literacy teacher to possess competencies in the planning, teaching, and managing the processes of reading and writing instruction with an emphasis on a balanced literacy approach. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 311 or 321; ED 345 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 415 - Applied Instruction (3)
This full-semester capstone course is designed to accompany and enhance the student teaching experience. It is designed to provide an opportunity to synthesize the student teaching experience and move the student teacher towards the world of teaching at a professional level. Meeting once a week, it offers information on certification, employment search processes, and educator ethics/dispositions while also providing an avenue to analyze, evaluate and discuss the student teaching experience. A portfolio is required.
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ED 418 - Literacy Methodology for Middle Grades Education (3)
This course focuses on current approaches to reading and writing instruction. Content area reading and writing in a balanced literacy approach, including read aloud, guided reading, shared reading, interactive writing, shared writing, Reading Workshop, Writing Workshop, and Word study will be emphasized. Additionally, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course.
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ED 419 - Literacy Assessment and Diagnosis (3)
This course recognizes the necessity of a reading teacher to possess definite competencies in the planning, teaching, managing, and assessment processes of reading and writing instruction. In order to facilitate these competencies, this course will focus on appropriate assessment methods, diagnosis and instruction. Experiences both theoretical and practical in nature will enable the pre-service reading teacher to acquire and/or upgrade these competencies. Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 413 or ED 418, ED 345 or ED 421 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 420 - Childrens Literature & Teaching Lang Arts-Elementary Education (3)
This course focuses on the teaching of language arts in the areas of listening, speaking, reading and writing and language development. Current approaches to language arts instruction will be explored. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 311 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 421 - Content Area Literacy and Assessment (3)
This course is designed to explore content area literacy and assessment. The course will focus on strategies for reading and writing across the curriculum. Prerequisite(s): ED 413 or ED 418
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ED 429 - Student Teaching Elementary Education (9)
A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take ED 415 Applied Instruction during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Prerequisite(s): ED 415 and all professional core and methods courses. Note(s) Must have completed all professional core and methods courses. Taught on a pass/fail basis.
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ED 440 - Teaching Language Arts - MG (3)
This Course focuses on current approaches to language arts instruction for grades 4-8, including the areas of listening, speaking, reading and writing development. Current approaches to language arts instruction will be explored including methods, materials, instructional strategies and activities appropriate for the age group. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 321 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 449 - Student Teaching MG (9)
A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take ED415 Applied Instruction during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Prerequisite(s): ED 415 and all professional core and methods courses. Note(s) Must have completed all professional core and methods courses. Taught on a pass/fail basis.
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ED 450A - Internship in Teaching: Elementary Education (6)
Part of a year-long school experience designed to meet certification requirements for teaching students in early childhood settings. Students wishing to pursue an internship must be employed on a provisional teaching certificate. Note(s) This course is taught pass/fail.
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ED 450B - Internship in Teaching: Elementary Education (6)
Part of a year-long school experience designed to meet certification requirements for teaching students in early childhood settings. Students wishing to pursue an internship must be employed on a provisional teaching certificate. Note(s) This course is taught pass/fail.
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ED 460A - Internship in Teaching: MG (3)
A year-long school experience designed to meet certification requirements for teaching students in middle grades settings. Students wishing to pursue an internship must be employed on a Georgia Non-renewable Teaching certificate. Note(s) This course is taught pass/fail.
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ED 460B - Internship in Teaching: MG (3)
A year-long school experience designed to meet certification requirements for teaching students in middle grades settings. Students wishing to pursue an internship must be employed on a Georgia Non-renewable Teaching certificate. Note(s) This course is taught pass/fail.
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ED 471 - Practicum in Teaching (3 to 9)
This course is a continuation of the student teaching experience for students who were unable to meet competencies within the normal ten week period. Note(s) Departmental Approval Required.
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ED 481 - EdTPA Retake Decision-Making (1)
This course provides teacher education candidates (whose performance does not meet the performance standard for Georgia Certification) the support required to retake the edTPA by submitting only one task. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and/or assessment in support of student learning. A field placement is required.
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ED 482 - EdTPA Retake Decision-Making and Support (3)
This course provides teacher education candidates (whose performance does not meet the performance standard for Georgia Certification) the support required to retake the entire edTPA. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and/or assessment in support of student learning. A field placement is required.
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ED 495 - Special Topics in Education (3)
Special Topics in Education offers pre-service teachers the opportunity to study contemporary theories and research-based practices related to relevant topics as dictated by current needs of schools and the education profession. The specific topic of the course will change as the knowledge-base of instruction and student learning continue to expand and evolve. Prerequisite(s): Permission of the Dean. Note(s) May be taken multiple times for different topics for a maximum of 6 hours.
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ED 500 - Introduction to Teacher Education (3)
Introduction to Teacher Education is designed to provide the initial, basic information and resources required to participate effectively in education course work to all students enrolled in programs leading to initial teacher licensure. The overall goal of the course is to provide students with the knowledge and skills needed to progress successfully within the teacher education program. Note(s) This course contains a field experience component.
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ED 501 - Clinical Experiences Seminar (0)
This seminar is designed to provide MAT students the information and resources needed to effectively participate in both clinical experiences as well as education course work aligned to all required clinical experiences, leading to graduation and initial teacher licensure. This seminar requires attendance at three online seminars with dates announced in advance. Some assignments in this course have required fees. Note(s) Graded pass/fail.
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ED 581 - EdTPA Retake Decision-Making (1)
This courses provides teacher education candidates (whose performance does not meet the performance standards for Georgia Certification) the support required to retake the EdTPA by submitted only one task. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and or/or assessment in support of student learning. A field placement is required.
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ED 582 - EdTPA Retake Decision-Making and Support (3)
This courses provides teacher education candidates (whose performance does not meet the performance standards for Georgia Certification) the support required to retake the entire EdTPA. Candidates use the retake process as an opportunity to strengthen their understandings of planning, instruction, and or/or assessment in support of student learning. A field placement is required
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ED 605 - Understanding & Managing Learners (3)
This course introduces the student to understand a study of child and/or adolescent development and how to design a positive learning environment based on the needs of the learners. Students will apply knowledge of the physical, cognitive and psychosocial development of children as they develop effective classroom management plans.
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ED 607 - Literacy Knowledge and Foundations (3)
This course provides candidates with the foundational knowledge and understandings of literacy. Experiences, both theoretical and practical in nature, will enable the prospective or practicing teacher to demonstrate the knowledge base for teaching the major components of literacy. The most current research findings on literacy development will be examined. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Prerequisite(s): ED 500, ED 605, ED 612 Note(s) Permission from the Clinical Experience Office is required to register.
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ED 608 - Literacy Methods for Elementary Education (3)
This course focuses on the teacher’s competencies in planning, teaching, and managing the processes of reading and writing instruction. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. These will enable the pre-service or practicing reading teacher to acquire and/or upgrade competencies needed. This is a placement embedded course. A 48 hour field experience in a regionally accredited school is required during the course. Permission from the Clinical Experiences Office is required to register. Prerequisite(s): ED 607
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ED 609 - Literacy Methods for Middle Grades Education (3)
This course examines the reading, writing, and thinking connection and strategies that can be used with adolescents. Fiction and nonfiction will be used to develop students reading comprehension and writing abilities. In order to facilitate these competencies, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. These will enable the pre-service or practicing reading teacher to acquire and/or upgrade competencies at an advanced level. This is a placement embedded course. A 48 hour field experience in a regionally accredited school is required during the course. Permission from the Clinical Experiences Office is required to register. Prerequisite(s): ED 607 Note(s) Students who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department.
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ED 612 - Instructional Practices & Assessment (3)
An introduction to basic lesson planning skills needed to provide a variety of teaching methods, media, materials and resources essential for supporting effective teaching practices in the classroom. Students will also be introduced to methods of assessment in order to meet the varying challenges of accountability, standards based instruction, and state mandated testing. Students will identify school curriculum and testing trends, issues, and materials to support classroom instruction. The Georgia Professional Standards will be reviewed as a basis for public school instruction.
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ED 613 - Effective Management Strategies (3)
This course introduces the student to a variety of strategies in teaching and managing classroom behavior. Emphasis is place on designing positive learning environments, and selecting and implementing behavior management strategies.
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ED 614 - Content Applications (3)
Required for all candidates in the Masters of Arts in Teaching program, this course is designed to acquaint students with instructional strategies and philosophies for teaching in the content areas; to familiarize students with structures for use in the planning of daily and long term instruction; to give students opportunities to acquire strategies for integrating content knowledge with effective methods of instruction; and to provide students with pre-teaching experiences designed to build proficiency in teaching in the content areas.
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ED 616 - Student Teaching: SEC/EE (9)
A full-time ten week experience in a public school classroom or in a regionally accredited private school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 15 week semester. Prerequisites: all professional education coursework. Note(s) This course is taught pass/fail.
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ED 617 - Student Teaching: SEC/MG (9)
A full-time ten week experience in a public school classroom or in a regionally accredited private school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the ten week experience while demonstrating competence in planning and materials, classroom performance and professional behavior. The student teaching experience begins the last ten weeks of the 15 week semester. Prerequisites: all professional education coursework. Note(s) This course is taught pass/fail.
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ED 618 - Student Teaching: SEC/HS (9)
A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take Clinical Experience Seminar during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Note(s) This course is taught pass/fail. Must have completed all professional education coursework.
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