| |
Education |
| |
-
ED 619 - Assessment for Literacy Instruction (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 or practicing reading teacher to acquire and/or upgrade these competencies at an advanced level. 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who preregister for this course and do not earn a grade of “C” or higher in the prerequisite will be administratively withdrawn by the department.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 608 or ED 609 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 620 - Advanced Language Arts Methods - Elementary Education (3)
This course focuses on current approaches to language arts instruction for grades pre-K-5 including content knowledge, curriculum design, instructional strategies appropriate for this age group, skills to be taught, activities, and materials. Emphasis is on holistic, integrated language arts instruction, incorporating the oral and written language skill areas. Note: A clinical component is required.
|
| |
-
ED 621 - Teaching for Understanding Science Concepts (3)
This course provides an in-depth integrated review of the concepts and concept schemes of life, physical, and earth and space sciences presented in the 4th-8th grade environment. Class activities will focus on the correlation of science concepts to the Georgia Performance Standards and Next Generation Science Standards. The course is designed around the 3 D Learning Model of incorporating Science and Engineering Practices and Crosscutting Concepts in discovering ways to teach NGSS/Georgia’s New Science Standards in the MG classroom.
|
| |
-
ED 623 - Advanced Math Methods - Elementary Education (3)
Math methods, materials, content and activities for the young child are included. Note(s) Contains a practicum component.
|
| |
-
ED 624 - Advanced Science Methods - Elementary Education (3)
Emphasis is placed on recent curricular developments and changes in the philosophical approaches to the teaching of science in the elementary classroom. Student activities include the research of instructional and the creation of instructional materials incorporating current techniques for teaching science. Note(s) Contains a practicum component.
|
| |
-
ED 625 - Advanced Social Studies Methods - Elementary Education (3)
This course moves the experienced teacher beyond the usual reliance upon textbooks found in the typical social studies classroom and into the level of teacher as lead instructor. Students in this course will explore innovative topics and instructional practices found in the social studies and will use them in their own classrooms to enhance learning. Note(s) Contains a practicum component.
|
| |
-
ED 629 - Global Perspectives for the Middle Grade Learner (3)
This course will help the prospective Middle Grades Social Studies teacher develop an understanding of current global issues with an emphasis on utilizing effective instructional methods appropriate for a middle grades classroom.
|
| |
-
ED 630 - Computer Literacy in Education (3)
Designed for the in service teacher to develop skills in the use of the microcomputer. A non technical survey course in the effective and efficient use of computers as an instructional medium. The integration of computer software into the curriculum is stressed.
|
| |
-
ED 631 - Language Arts for Teachers (3)
This course focuses on the teaching of language arts for P-8 in the areas of listening, speaking, reading and writing development. Instructional strategies appropriate for these age groups, skills to be taught, and activities and materials will be used. 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 607, ED 612, ED 608 or 609 Note(s) Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 632 - Social Studies for Teachers (3)
This is a social studies methods course that is designed to refine the instructional skills of teachers through content exploration. The course will focus on national and state standards for Elementary Education and Middle Grades as well as a variety of instructional approaches to social studies education. This is a placement embedded course; a 48-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.
|
| |
-
ED 633 - Advanced Math Methods - MG (3)
Math methods, materials, content and activities for the middle grade learner are included. Note(s) Contains a practicum component.
|
| |
-
ED 634 - Advanced Science Methods - MG (3)
Emphasis is placed on the most recent curricular developments in the philosophical approaches to the teaching of science in the middle grades classroom. Student activities include the research of instructional strategies and the creation of instructional materials incorporating current techniques for teaching science. Note(s) Contains a practicum component.
|
| |
-
ED 635 - Advanced Social Studies Methods - MG (3)
This course moves the experienced teacher beyond the usual reliance upon textbooks found in the typical social studies classroom and into the level of teacher as lead instructor. Students in this course will explore innovative topics and instructional practices found in the social studies and will use them in their own classrooms to enhance learning. Note: Contains a practicum component.
|
| |
-
ED 638 - Trends & Issues In Social Studies - MG (3)
This course explores the content in the Social Science disciplines of political science, geography, history, and stereotypes of ethnic groups, anthropology and the uses of television and media in teaching children. Additionally, the course addresses the current trends and issues in social studies instruction. This course is not limited to these concepts but emphasizes content research and instructional design. An examination of the media and professional journals will support the study in the course.
|
| |
-
ED 639 - Foundations & Cultural Issues for Teaching ESOL (3)
This course explores concepts of culture and its relationship to teaching and learning in the classroom. Prospective ESOL teachers will examine major concepts, principles, theories, and research on culturally responsive learning environments and strategies for teaching English learners.
|
| |
-
ED 640 - Advanced Language Arts Methods - MG (3)
This course focuses on current approaches to language arts instruction for grades 4-8 including content knowledge, curriculum design, instructional strategies appropriate for this age group, skills to be taught, activities, and materials. Emphasis is on holistic, integrated language arts instruction, incorporating the oral and written language skill areas. Note: A clinical component is required.
|
| |
-
ED 642 - Language Acquisition for Teaching ESOL (3)
This course examines language development and how English learners acquire language proficiency. Prospective ESOL teachers will demonstrate an understanding of language as a system and apply theories and research in language acquisition and development to support English learners. Prerequisite(s): ED 639
|
| |
-
ED 643 - Reading in the Content Areas (3)
Since reading is the basis of and the vehicle for all curricular areas, it is critical that teachers be especially skilled in reading instruction as it relates to individual disciplines. This course enhances the teachers skills that deal with the nature of instruction in content areas and factors inherent in reading to learn. The course is designed to explore the problems of developing critical reading ability in a variety of curricular fields. The primary focus is on building and reinforcing students concepts of reading as an active process. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 645 - Content Methods - Elementary Education (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. A field experience componen is included as part of this course. This course can not be successfully completed without the completion of the field experience. 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.
|
| |
-
ED 646 - K-5, Life, Earth and Space Science Content (3)
A comprehensive examination of the basic physical, earth and space, and life science principles and concepts taught in the P-5 school curricula. Emphasis of this course is the establishment of manful content in science curriculum. The Georgia Performance Standards will be studied and applied for that purpose. This course recognizes the necessity of the Elementary Education teacher to possess knowledge of the basic factual and conceptual content that is to be taught in the science areas emphasized within a given curriculum. As both the world of science (and the encompassing wealth of information) and the demands for classroom ‘achievement’ are in continual change, it is impossible to address all science concepts, in detail, in one semester. The course will gear toward a rapid and intensive overview of important concepts.
|
| |
-
ED 647 - K-5 Physical Science Content (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 elemtary education classroom are examined. Particular emphasis is placed on the constructivist approach to instruction, as well as interdisciplinary curricular development.
|
| |
-
ED 648 - Practicum in Elementary Science Teaching (3)
This three credit course is part of the K-5 Elementary Science Endorsement. The science specialist must be able to plan, implement, and deliver science content based on best practices. Candidates will teach and assess a variety of lessons at each of the K-1, 2-3, and 4-5 grade levels. Candidates must be placed in diverse elementary settings. Prerequisite(s): ED 646, ED 647
|
| |
-
ED 649 - Methods 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 639, ED 642
|
| |
-
ED 664 - Strategies of Integration (3)
Current legislation requires classroom teachers to spend extra time on language arts and mathematics to prepare students for standardized testing. Teachers struggle for curricular time for science and social studies. Project Integration addresses these concerns through integration of MSSL (mathematics, science, social studies, language arts content) to enhance delivery of content in all subjects. This course provides participants with skills needed to create units amalgamating MSSL and technology and are founded upon sound, current research. This course will also address needs of students with disabilities and from diverse cultures.
|
| |
-
ED 675 - Curriculum and Pedagogy in Multicultural Education (3)
The course is designed to examine the cultural, pedagogical, and social factors that can impact children’s development and academic achievement. Developmental psychologists suggest that cultural, pedagogical, and social factors can impact children’s development and academic achievement. In order to enhance student learning, teachers must not only be aware of these factors, they must also know how to create responsive educational environments reflective of our pluralistic society. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course. Permission from the Clinical Experience Office is required to register.
|
| |
-
ED 676 - The Relevance of Online Learning (3)
To provide students a history of online as well as topics that concern management of distance learning, instructor roles in online, etiquette of teaching online and modes of collaboration.
|
| |
-
ED 677 - Teaching and Assessing within a Virtual Environment (3)
To prepare classroom teachers for teaching content courses in an online format.
|
| |
-
ED 678 - Practicum in Online Instruction (3)
This course is part of the Online Teaching Endorsement. The online instructor must be able to plan, implement, and deliver content based on best practices. Candidates will teach and assess a variety of lessons at each of the K-1, 2-3, and 4-5 grade levels. Candidates must be placed in diverse elementary settings. Prerequisite(s): ED 676, ED 767
|
| |
-
ED 679 - Elementary Education Mathematics for Teachers I (3)
This is the first mathematics course required to receive the mathematics endorsement. This course is designed for individuals teaching mathematics in grades K-5. The course is an in-depth exploration of the number system and focuses on enhancing understanding of the concepts and techniques related to numbers, numeration, numerical operations, and algebraic thinking topics which are appropriate for grades K-5 based on CCGPS. Collaboration, critical thinking, hands-on explorations using manipulatives, problem-based inquiry, technological tools, and a variety of print and electronic resources will be used. Prerequisite: Admission to K-5 endorsement program.
|
| |
-
ED 681 - Elementary Education Mathematics for Teachers II (3)
This is the second mathematics course required to receive the mathematics endorsement. This course is designed for individuals teaching mathematics in grades K-5, who have completed ED 679. The course focuses on strengthening and enhancing educator content competency in the areas of geometry and measurement topics appropriate for grades K-5 based on GPS. A variety of physical and visual materials for exploration and development of geometric concepts and spatial visualization, measurement concepts and procedures will be used. Collaboration, critical thinking, problem-based inquiry, technological tools, and a variety of print and electronic resources will also be used. Prerequisite(s): ED 679
|
| |
-
ED 682 - Elementary Education Mathematics for Teachers III (3)
This is the third and final mathematics course to receive the mathematics endorsement. This course is designed for individuals teaching mathematics in grades K-5, who have completed ED 681. The course focuses on enhancing educator competency in the areas of data collection, data representation, data analysis and probability topics which are appropriate for grades K-5 based on GPS. Collaboration, critical thinking, problem-based inquiry, technological tools, and a variety of print and electronic resources will also be used. Students will also complete a portfolio for this class. Prerequisite(s): ED 681
|
| |
-
ED 683 - Coaching: Knowledge and Foundations (3)
This course provides coaching candidates with the foundational knowledge and understandings of the coaching processes. Experiences, both theoretical and practical in nature, will enable the prospective coach to develop and demonstrate the knowledge base for coaching. Emphasis will be placed on the context of the organization; roles, duties, and responsibilities of the coachee as well as the coach; and the ability of the coach to self-assess for strengths and growth opportunities. The most consistent research findings on the coaching and mentoring process and the role of the coach or mentor will be addressed. Field work will be required.
|
| |
-
ED 684 - Coaching Methods, Techniques, Strategies & Assessment (3)
This course provides candidates with the foundational knowledge, methods, techniques, and strategies to use in the coaching processes. Experiences, both theoretical and practical in nature, will enable the candidate to demonstrate an ongoing knowledge base of the coaching duties and responsibilities, identify assessments, interpret and demonstrate skills in analysis and communication and setting personal and coachee goals for growth opportunities and develop a coaching plan. Fieldwork will be required.
|
| |
-
ED 685 - Coaching Application and Implementation (3)
The coaching practicum is designed to provide the opportunity for candidates to practice and demonstrate the use of knowledge, skills, and dispositions; collaboration, diagnostic techniques, the ability to formulate and implement appropriate coaching plans, use coaching methods, techniques, strategies and communication that will be successful in working with individuals in the professional setting. Seminars and field work will be required. Prerequisite(s): ED 683, ED 684
|
| |
-
ED 686 - Methods for Teaching Science (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.
|
| |
-
ED 687 - Methods for Teaching Math (3)
Mathematics is a major focus of the curriculum for the elementary education level. In Georgia, the student’s mathematical knowledge is tested by the state and remediation is required for children not meeting the criterion at specific grade levels. Because of the state and local testing programs in the areas of mathematics, teachers must be prepared to teach children whose math knowledge and background may be at all levels of mastery, and then, program for each of them. This course emphasizes developmental concepts of arithmetic and problem solving, with a focus on methods and materials for elementary grades. Math methods, materials, content, and activities for the young child are included. A field experience component is included as part of the course. This course cannot be successfully completed without completion of the field experience.
|
| |
-
ED 688 - School Law & Ethics in Education (3)
This course is a survey of the legal basis for education; rights and responsibilities of teachers and students, and due process actions for each. This course will enable teachers to become better informed of both the legal issues which can naturally occur as they are interacting with students, peers, and administrators as well as the consequences resulting from these interactions if they are violated. Teachers will develop a sense of awareness that actions have consequences and that constitutional rights are afforded to students as well as themselves.
|
| |
-
ED 689 - Practicum in Elementary Education (3)
Specifically designed as a school classroom experience for students who have taught previously but are not certified; or for those students who need to strengthen a classroom competency.
|
| |
-
ED 691 - Field Experience in Secondary and Fine Arts Education (1)
Candidates are placed in school settings during one semester for the purpose of developing their skills in the areas of planning, implementing, assessment and management. All candidates complete field placements spanning the chronological age range of their certification. The placement must represent placement diversity requirements of GA PSC.
|
| |
-
ED 697 - 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 700 Clinical Practice 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. Prerequisite(s): All professional education coursework. Corequisite(s): ED 700 Note(s) This course is taught pass/fail.
|
| |
-
ED 698 - 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 ED 700 (Clinical Practices 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. Prerequisite(s): All professional education coursework. Note(s) This course is taught pass/fail.
|
| |
-
ED 699 - Practicum in Middle Grades Education (3)
Specifically designed as an added school classroom experience for those students who have taught previously, but are not certified in middle grades; or for those students who need to strengthen a classroom competency.
|
| |
-
ED 700 - Clinical Practice Seminar (3)
Major emphasis is given to the further development of skills in unit and lesson planning, lesson presentations, and evaluation of student progress through a critical thinking approach. This course is in conjunction with student teaching/clinical internship.
|
| |
-
ED 701 - Contemporary Issues in Education (3)
This course is a study of issues currently faced by education. The course is structured by topics that are presently impacting the educational environment. All age perspectives (p-12) and all levels (local, regional, state, and national) are explored in this class. The students are asked to research and explore the past, present, and future of education in light of an examination of current media sources, professional writings, journals, and books. Through critical reflection and research the students are challenged to make direct applications into what is best for education.
|
| |
-
ED 702 - Advanced Educational Psychology (3)
An in depth analysis of current educational and related theorists and the application of their theories to teaching. Measurement, evaluation techniques and statistical methods are stressed.
|
| |
-
ED 714 - Fine Arts Integration for Teachers (3)
This course provides instructional approaches for teachers on how to integrate fine arts areas into the existing curriculum. Addressing the needs of individual learners is fundamental to learning. Integrating the fine arts into the core curriculum provides the necessary tools for teachers to provide an optimal learning environment for all children. The purpose of this course is to recognize the importance of integrating the areas of fine arts throughout the curriculum in order to provide learning experiences which maximize every child’s potential.
|
| |
-
ED 741 - Issues in Reading (3)
Based on the assumption that effective reading teachers must understand both what to do during instruction as well as why it should be done, the course will address the most consistent research findings on the reading process, the role of the reading teacher, and on cognition and language as they emerge and contribute to the developmental process of reading.
|
| |
-
ED 743 - Correlates of the Reading Process (3)
This course examines the process of reading acquisition and those areas related to becoming an effective reader as well as those factors or correlates related to difficulty in reading. Teachers should demonstrate an understanding of the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition.
|
| |
-
ED 744 - Analysis and Correction of Reading Difficulties (3)
This course recognizes the necessity of a reading teacher to possess a thorough understanding and competence in classroom diagnostic principles and practices for improving learner reading ability. The course attempts to provide experiences, both theoretical and practical in nature, that will enable the prospective or practicing classroom teacher, resource teacher, or reading specialist to gain competence with: (1) the skills of reading, reading assessment tools, and techniques for diagnosing reading strengths and weaknesses of an individual; (2) the procedures for developing individual needs; and (3) specific remediation techniques for correcting varying degrees of reading disability.
|
| |
-
ED 745 - Analysis and Correction of Math Disabilities (3)
This course addresses principles of diagnosis and remediation of math problems, with emphasis on informal and formal assessment techniques and remediation procedures based on identified needs.
|
| |
-
ED 746 - Corrective Reading Practicum (3)
The corrective reading practicum is designed to provide the opportunity for graduate students to practice and demonstrate the use of diagnostic techniques, the ability to formulate an appropriate educational plan for remediation, and use instructional methods that may be useful in working with individuals and small groups to correct reading problems. This is a practicum and requires a minimum of 5 weeks teaching within a language arts/reading block. Prerequisite(s): ED 744 required
ED 743, 741 & 643 recommended
|
| |
-
ED 770 - Advanced Curriculum Development & Analysis of Teaching (3)
The purpose of this course is to provide candidates enrolled in the advanced education programs the opportunity to demonstrate their ability to plan, deliver and assess a standards-based instructional sequence that facilitates learning in a clinical setting. Candidates must complete a minimum of 25 hours in a classroom setting to meet the requirements of this course. Note(s) Contains a practicum component.
|
| |
-
ED 771 - Methods of Educational Research (3)
A study of research methods, procedures and design. Emphasis is placed upon critical thinking, evaluation and application. Note(s) Recommended to take by second semester of enrollment.
|
| |
-
ED 772 - Applied Research Project (3)
This course is an independent research project which the student conducts under the supervision of a faculty adviser. The project is an extension of the prospectus and proposal developed in ED 771Methods of Educational Research. The project shall adhere to sound research methodology. The final product of the project will be a quality manuscript submitted for consideration for publication. After the project receives IRB approval (if applicable), the student will have a maximum of 2 semesters to complete the project. If the project requires more than one semester for completion, the student will receive a grade of IP (In Progress) and register for the course a second time to continue for a second semester.
|
| |
-
ED 780 - Capstone Experience (1)
The Capstone Experience will allow students to identify, analyze, and synthesize selected areas of educational topics. The outcome of this course is an oral and written exhibition demonstrating a synthesis and application of the overall educational attainment within the program. Note: M.Ed. Middle Grades and Special Education students will nee College of Education permission to take this course; students cannot register themselves. The chair of advanced education programs will register students for the comprehensive exam once they have been cleared to take the exam by his/her adviser. Note(s) This course is taught pass/fail.
|
| |
-
ED 789A - Internship in Elementary Education (6)
Two consecutive semesters during which the student is employed as a full-time teacher in a regionally accredited school in a position matching the student’s major. The school assigns an experienced mentor and works with the student to secure a Georgia provisional teaching certificate. The university assigns a supervisor to observe teaching and oversee assignments. This course is taught pass/fail. Prerequisite(s): All other courses and placements must be completed before beginning an Internship.
|
| |
-
ED 789B - Internship in Elementary Education (6)
Two consecutive semesters during which the student is employed as a full-time teacher in a regionally accredited school in a position matching the student’s major. The school assigns an experienced mentor and works with the student to secure a Georgia provisional teaching certificate. The university assigns a supervisor to observe teaching and oversee assignments. This course is taught pass/fail. Prerequisite(s): All other courses and placements must be completed before beginning an Internship.
|
| |
-
ED 790A - Internship in Secondary Education (3)
Two consecutive semesters during which the student is employed as a full-time teacher in a regionally accredited school in a position matching the student’s major. The school assigns an experienced mentor and works with the student to secure a Georgia provisional teaching certificate. The university assigns a supervisor to observe teaching and oversee assignments. Prerequisite(s): All other courses and placements must be completed before beginning an Internship. Note(s) This course is taught pass/fail.
|
| |
-
ED 790B - Internship in Secondary Education (6)
Two consecutive semesters during which the student is employed as a full-time teacher in a regionally accredited school in a position matching the student’s major. The school assigns an experienced mentor and works with the student to secure a Georgia provisional teaching certificate. The university assigns a supervisor to observe teaching and oversee assignments. Prerequisite(s): All other courses and placements must be completed before beginning an Internship. Note(s) This course is taught pass/fail.
|
| |
-
ED 795 - Special Topics in Education (3)
The Special Topics course will allow us the flexibility to offer relevant topical courses as dictated by current needs of the schools, teachers and education students. the course would afford graduate students in our education program an opportunity to explore contemporary issues in education. Specific topics would be proposed to, and must be approved by a committee composed of the Dean and the Department Chairs. Part of the department-level approval process for specific special topics in education will be to ensure that the topic is not redundant with current course offerings and/or past topics.
|
| |
-
ED 799A - Internship in Middle Grades Education (6)
Two consecutive semesters during which the student is employed as a full-time teacher in a regionally accredited school in a position matching the student’s major. The school assigns an experienced mentor and works with the student to secure a Georgia provisional teaching certificate. The university assigns a supervisor to observe teaching and oversee assignments. Prerequisite(s): All other courses and placements must be completed before beginning an Internship. Note(s) This course is taught pass/fail.
|
| |
-
ED 799B - Internship in Middle Grades Education (6)
Two consecutive semesters during which the student is employed as a full-time teacher in a regionally accredited school in a position matching the student’s major. The school assigns an experienced mentor and works with the student to secure a Georgia provisional teaching certificate. The university assigns a supervisor to observe teaching and oversee assignments. Prerequisite(s): All other courses and placements must be completed before beginning an Internship. Note(s) This course is taught pass/fail.
|
| |
-
ED 800 - Integrated Math-Science for Teachers (3)
Curricular integration of the concepts and principles of math and science as presented in the Georgia Performance Standards for grades 4-8. This course will present the inherent relationships that exist between these two disciplines and the advantages of establishing curricular connections between them. Note(s) Contains a practicum component.
|
| |
-
ED 801 - Study of English Language (3)
A study of the origin and development of the English language from its beginning to the present. Emphasis will be placed upon viewing the English language as a mixture of social history, literature and grammar as well as emphasizing its global impact in the modern world. Note(s) Contains a practicum component.
|
| |
-
ED 802 - Contemporary Issues In The Emerging World (3)
Focuses on contemporary issues in the emerging world regions of Latin America, Africa, and Asia. Three perspectives make up the core of the course the historical/political/economic perspective, the cultural/social perspective, and the geographical/environmental perspective. Note(s) Contains a practicum component.
|
| |
-
ED 820 - Innovations in Language Arts - Elementary Education (3)
This course focuses on the many strands of language arts, creative and effective approaches to the Language Arts and will also include a linguistic analysis of language with implications for curriculum and instruction for the young child. It is designed to use research and integrate language arts within content area curriculum. Note: A clinical component is required.
|
| |
-
ED 822 - Health/Social Issues - Elementary Education (3)
Review of the current societal issues that pertain to children’s physical, emotional and social health. Implications for the role and function of individual teachers and education in general in facilitating the growth and development of students will be studied.
|
| |
-
ED 823 - Innovations in Mathematics - Elementary Education (3)
Provides experienced teachers the opportunity to develop and implement innovative and effective practice in the teaching of mathematics to young children. Alternative techniques for the assessment of mathematical abilities will also be addressed in this course. Note(s) Contains a practicum component.
|
| |
-
ED 824 - Innovations in Science - Elementary Education (3)
This course will address the teaching of science as it relates to science, technology, and society issues. It provides the opportunity to investigate case studies in elementary science teaching as well as research innovative strategies and write a grant proposal. Note: Contains a practicum component.
|
| |
-
ED 825 - Innovations in Social Studies - Elementary Education (3)
Moves the experienced teacher beyond the usual reliance upon textbooks found in the typical elementary social studies classroom. Research of the literature that describes social studies innovations in the elementary years will be emphasized. Note(s) Contains a practicum component.
|
| |
-
ED 828 - Legal Issues & Ethics (3)
Legal Issues and Ethics is a survey of the legal basis for education; rights and responsibilities of teachers and students, and due process actions for each. This course will enable teachers to become better informed of both the legal issues which can naturally occur as they are interacting with students, peers, and administrators as well as the consequences resulting from these interactions if they are violated. Teachers will develop a sense of awareness that actions have consequences and that constitutional rights are afforded to students as well as themselves.
|
| |
-
ED 833 - Innovations in Mathematics - MG (3)
Provides experienced teachers the opportunity to develop and implement innovative and effective practice in the teaching of mathematics to middle grades learners. Alternative techniques for the assessment of mathematical abilities will also be addressed. Note(s) Contains a practicum component.
|
| |
-
ED 834 - Innovations in Science - MG (3)
This course will address the teaching of science as it relates to science, technology, and society issues. It provides the opportunity to investigate case studies in middle grades science teaching as well as research innovative strategies and write a grant proposal. Note: Contains a practicum component.
|
| |
-
ED 835 - Innovations in Social Studies-MG (3)
Moves the experienced teacher beyond the usual reliance upon textbooks found in the typical middle grades social studies classroom. Research of the literature that describes social studies innovation will be emphasized. Note(s) Contains a practicum component.
|
| |
-
ED 840 - Innovations in Language Arts - MG (3)
This course focuses on the many strands of language arts, creative and effective approaches to the Language Arts and will also include a linguistic analysis of language with implications for curriculum and instruction or the young adolescent. It is designed to use research and integrate language arts within content area curriculum. Note: This course requires a clinical component.
|
| |
-
ED 842 - Serving Contemporary College Students in an Inclusive Higher Education Environment (3)
This course is designed as a comprehensive and in-depth exploration of the psycho-social development of today’s college student. Students will learn various student development theories and how those theories apply to the contemporary college student. This course will also address factors that promote the inclusive practices that are needed to serve students within multiple learning modalities at all types of postsecondary institutions. The course teaches principles of learner-centered teaching while ensuring resources are identified to ensure student success. In addition, students will also synthesize case study scenarios to assess university services and student needs.
|
| |
-
ED 844 - Enrollment Management in Higher Education (3)
This course examines and reviews the history, purposes, functions, organization and administration of Admissions, Financial Aid, Records and Registration, Advising and Orientation. This course will take a strategic and tactical approach to enrollment management, and uses as its theoretical foundation the emerging concept of strategic enrollment management (SEM). We will explore SEM from a variety of perspectives and themes that will provide you with knowledge and understanding of enrollment models and current trends (the what, how, and why of SEM), how SEM fits into larger institutional mission and strategy, contemporary issues that inform enrollment management practice (including higher education policy), and the future of enrollment management, including emerging models.
|
| |
-
ED 845 - Curriculum Design, Theory & Evaluation (3)
This course provides a study of the historical, sociological, philosophical, and psychological factors and influences that have affected the development of the curriculum structure at various educational levels. Research-based procedures for designing, implementing, and evaluating curriculum at selected levels will be examined. In addition, trends, issues, problems, and variations in educational programs are studied. Students will learn about the interrelationships among curriculum, instruction, and assessment and presents best practices, and how data driven decision making can lead to improved student achievement.
|
| |
-
ED 846 - Organizational Governance in Higher Education (3)
This course is designed to introduce students to the organization and governance of higher education. The course serves students who desire either to assume leadership positions in higher education institutions and related organizations or to undertake research on the workings of those institutions and organizations. Although the primary focus is on U.S. settings, frequent reference will be made to other nations’ approaches.
|
| |
-
ED 848 - Finance and Fiscal Policy in Higher Education (3)
This course is an introductory examination of financial, economic, and budgetary issues within higher education. Focusing on not-for-profit postsecondary schools, students will review the primary political, economic, and social issues influencing higher education finance, examine revenue streams and expenditure patterns, survey tuition and financial aid policies, develop the ability to examine and analyze financial information, and assess the budget as an instrument of strategic planning, resource allocation, and control.
|
| |
-
ED 851 - Film as Literature (3)
Concentrates on improving the teaching/learning process of reading and writing through the use of film, television programs, and videos. Emphasis will be placed upon the interpretation of film with emphasis on the relationships between motion pictures and middle school literature.
|
| |
-
ED 855 - Advanced Educational Psychology for Non-Ed Majors (3)
The goal of this course is to provide an overview of general principles, theories, issues, and related research in educational psychology. This is an applied area of psychology and includes constructs from cognitive, developmental, and social psychology, as well as neuroscience, as applied to education.
|
| |
-
ED 856 - Theory of Teaching and Learning in Higher Education (3)
This course is designed to prepare faculty without a formal background or previous training in teaching and learning to apply at least two basic principles of effective teaching; the planning and instruction, and thus provide an andragogical foundation on which to build. The course will address the science of learning, motivation, diversity, individual differences, and other such topics. The overall goal is to increase participants’ andragogical awareness to identify and justify well-founded decisions that impact and benefit student learning.
|
| |
-
ED 857 - Assessment of Learning (3)
This course is designed for potential higher education instructors and provides an examination of research-based assessment practices and strategies for the college classroom. Special emphasis will be placed on using assessment data to guide higher education classroom instruction which aligns with course outcomes. Additionally, students will become familiar with a variety of assessment measures, from formative to summative and will be required to justify the reason to choose specific assessment strategies.
|
| |
-
ED 858 - Art and Science Instructional Design (3)
This course is designed to teach the fundamentals of instructional design, including the planning of instructional strategies that are relevant to relevant course outcomes. In addition, student engagement, course rigor and relevance will be addressed. Students will learn the purpose and approach to completing each phase of the instructional design process and will produce a set of outputs from each of these phases in accordance with requirements specified in a final course project.
|
| |
-
ED 860 - Leadership in Education (3)
This course addresses the application of communication and interpersonal skills to creative problem solving in the school. Various theories of leadership development and application will be studied.
|
| |
-
ED 865 - Academic Program Assessment and Evaluation (3)
The focus of the course will be on providing a systematic and comprehensive approach to the theory and practice of assessment and evaluation. The emphasis of the course is on showing how evaluation practice can effectively inform decision-making and action within organizations. Students will explore using evidence to plan programs, link program planning with evaluation, assessing program results, and improving them based on evaluation data. This course also provides students with a more holistic approach to understanding the evaluation enterprise.
|
| |
-
ED 870 - Education Issues and Policy (3)
This course is designed to introduce students to a variety of educational policy strategies, which are aimed at improving the quality of teaching and learning with the K-12 and higher education environments.
|
| |
-
ED 875 - Cultural Perspectives & Diversity in Education (3)
This course is designed to explore issues of diversity and to enhance the understanding of diversity from a global perspective. The course explores issues of race, ethnicity, religion, culture, gender, sexual orientation, immigration status, ability, exceptionality, language, socio-economic status and age, to assess how structure, policies and practices impact teaching, learning and other educational opportunities. Emphasis will be placed on understanding the relationship between personal views and professional practice.
|
| |
-
ED 886 - Introduction to Problem Based Learning I (3)
Provides the experienced professional with knowledge and skills associated with understanding problem based learning. Students will engage in a deep investigation of the research, theory and process which defines problem based learning.
|
| |
-
ED 887 - Introduction to Problem Based Learning II (3)
Building upon ED 886, the students will engage in gaining knowledge and skills by working for an extended period of time to identify an authentic, engaging, and complex question, problem, or challenge relative to a school improvement plan.
|
| |
-
ED 890A - Applied Research I (2)
The final required research component for the educational specialist degree candidate. During the academic year, the applied research will be implemented under the direction and guidance of a faculty member. Contains a practicum component. Note(s) This course is taught pass/fail.
|
| |
-
ED 890B - Applied Research II (1)
The final required research component for the educational specialist degree candidate. During the academic year, the applied research will be implemented under the direction and guidance of a faculty member. Contains a practicum component. Note(s) This course is taught pass/fail.
|
| |
-
ED 890C - Applied Research III (1)
The final required research component for the educational specialist degree candidate. During the academic year, the applied research will be implemented under the direction and guidance of a faculty member. The student must then repeat ED 890C until the requirements are complete. Contains a practicum component. Note(s) This course is taught pass/fail.
|
| |
-
ED 895 - Special Topics in Education (3)
The Special Topics course will allow us the flexibility to offer relevant topical courses as dictated by current needs of the schools, teachers and education students. the course would afford graduate students in our education program an opportunity to explore contemporary issues in education. Specific topics would be proposed to, and must be approved by a committee composed of the Dean and the Department Chairs. Part of the department-level approval process for specific special topics in education will be to ensure that the topic is not redundant with current course offerings and/or past topics.
|
| |
-
ED 930 - Advanced Statistical Analysis & Methods: Quantitative & Qualitative (3)
This course provides a basic review of descriptive and inferential statistics and how these techniques are used with research methods appropriate for educational research. Students will become proficient in computer analysis of data sets, designing and evaluating research designs and techniques, and having the skills to understand primary research.
|
| |
-
ED 932 - Future Trends in Education (3)
This course examines a framework to address the emerging issues and trends in educational leadership which have the potential to significantly influence the future direction of education. It describes how the educational leader can address emerging issues and trends, build the necessary leadership competence to respond to these issues and trends and develop into a more accountable leader who can deal effectively with the need for school reform.
|
| |
-
ED 935 - Intermediate Quantitative Research Methods (3)
An intermediate research course focusing on quantitative methods including ANOVA, MANOVA, regression analysis, non-parametric statistics including chi-square, and introductory clinical trial design in a practice setting. (Pre-requisite CD 901 or approved Quantiative Research Methods course) Prerequisite(s): CD 901
|
| |
-
ED 940 - Qualitative Research Methods (3)
Comparisons and critiques of the major forms of qualitative research methodology and assessment of credibility, trustworthiness, reliability, and validity of studies that use qualitative designs.
|
| |
-
ED 960 - Dissertation Advisement 1: Literature Review (3)
This course is designed to help doctoral students master the writing of a literature review as the first step in developing a proposal for a dissertation. This course is an in depth experience of both writing and organizational skills necessary for building the components of a comprehensive review of literature which serves to inform a viable research question. Students will develop research questions, master search database programs, use research organizational tools, and ultimately, produce a draft literature review to expand in future semesters into Chapter 2 of the dissertation proposal. Format of the course includes, one on one advising sessions with subject matter experts, hands on experience with research tools, and frequent check-ins with dissertation committee chairs. The course is co-taught by a Brenau librarian supporting graduate level students, a COE graduate level faculty member, and dissertation committee chairs. Prerequisite(s): Approval of adviser Note(s) This course is taught pass/fail.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 17 |
Print this Page