| |
Education |
| |
-
ED 624 - Advanced Science Methods - Early Childhood Education (3)
Emphasis is placed on recent curricular developments and changes in the philosophical approaches to the teaching of science in the early childhood classroom. Student activities include presentation of current topics, approaches and creation of instructional materials that incorporate the most currently successful techniques. Note(s) Contains a practicum component.
|
| |
-
ED 625 - Advanced Social Studies Methods - Early Childhood Education (3)
Activities, methods, and materials are discussed in relation to social studies programs for the young child. Note(s) Contains a practicum component.
|
| |
-
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 - Literacy for Teachers (3)
This course focuses on current approaches and strategies for language arts instruction for grades K - 8. All strands of language arts and children’s literature are included. Focus is placed on content necessary for a balanced literacy program. Instructional strategies appropriate for these age groups, skills to be taught, and activities and materials will be used. Emphasis is on holistic language instruction incorporating oral and written language skill areas and all strands of language arts as defined by the NCTE. Prerequisite(s): ED 612
|
| |
-
ED 632 - Social Studies for Teachers (3)
This is a social studies content course that is designed to refine the instructional skills of teachers through content exploration. The course will focus on national and state standards for both Early Childhood and Middle Grades as well as a variety of instructional approaches to social studies education.
|
| |
-
ED 633 - Advanced Math Methods - Middle Grades (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 - Middle Grades (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 presentation of current topics and approaches, and the creation of instructional materials incorporating current techniques. Note(s) Contains a practicum component.
|
| |
-
ED 635 - Advanced Social Studies Methods - MG (3)
Activities, methods and materials are studied in relation to the social science curriculum of middle grades. Note(s) Contains a practicum component.
|
| |
-
ED 638 - Trends & Issues In Social Studies - MG (3)
This course will study and design lessons based on concepts and generalizations from history, anthropology, economics, geography, political science, and sociology. The application will be for the middle grades learner.
|
| |
-
ED 640 - Advanced Language Arts Methods - MG (3)
A survey and review of instructional procedures and materials in teaching the language arts with an emphasis on the middle grades learner. Note(s) Contains a practicum component.
|
| |
-
ED 643 - Reading in the Content Area (3)
This course emphasizes the role of reading in content area instruction through a review of the reading process. Study techniques that ensure success in specific disciplines which incorporates the effective use of technology are also considered.
|
| |
-
ED 645 - Content Methods - ECE (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. This course is taken the same semester as student teaching. Prerequisite(s): ED 612 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 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 early childhood 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 early childhood 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 655 - Field Experience in Early Childhood Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 655 first, then ED 656, and ED 657. All students complete field placements spanning the chronological age range of early childhood certification. Placements in PreK or Kindergarten; grades 1, 2 or three; or grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours.
|
| |
-
ED 656 - Field Experience in Early Childhood Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 655 first, then ED 656, and ED 657. All students complete field placements spanning the chronological age range of early childhood certification. Placements in PreK or Kindergarten; grades 1, 2 or three; or grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours. Prerequisite(s): ED 655
|
| |
-
ED 657 - Field Experience in Early Childhood Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 655 first, then ED 656, and ED 657. All students complete field placements spanning the chronological age range of early childhood certification. Placements in PreK or Kindergarten; grades 1, 2 or three; or grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours. Prerequisite(s): ED 656
|
| |
-
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 667 - Field Experience in Middle Grades Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 667 first, then ED 668, and ED 669. All students complete field placements spanning the chronological age range of middle grades certification. Placements in grade 8; grades 6 or 7; or grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours.
|
| |
-
ED 668 - Field Experience in Middle Grades Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 667 first, then ED 668, and ED 669. All students complete field placements spanning the chronological age range of middle grades certification. Placements in grade 8; grades 6 or 7; or grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours. Prerequisite(s): ED 667
|
| |
-
ED 669 - Field Experience in Middle Grades Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 667 first, then ED 668, and ED 669. All students complete field placements spanning the chronological age range of middle grades certification. Placements in grade 8; grades 6 or 7; or grades 4 or 5 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours. Prerequisite(s): ED 668
|
| |
-
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.
|
| |
-
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 - Online Teaching Basics and Course Development (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 - Early Childhood 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 - Early Childhood 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 - Early Childhood 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 & Aseessment (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 689 - Practicum in Early Childhood 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 Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 691 first, then ED 692, and ED 693. All students complete field placements spanning the chronological age range of secondary certification. Placements in grades 7 or 8; grades 9 or 10; or grades 11 or 12 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours.
|
| |
-
ED 692 - Field Experience in Secondary Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 691 first, then ED 692, and ED 693. All students complete field placements spanning the chronological age range of secondary certification. Placements in grades 7 or 8; grades 9 or 10; or grades 11 or 12 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours. Prerequisite(s): ED 691
|
| |
-
ED 693 - Field Experience in Secondary Education (1)
Students are placed in school settings during three semesters for the purpose of developing their skills in the areas of planning, implementing, and evaluating. The course numbers reflect a developmental sequence which indicates that students must register for ED 691 first, then ED 692, and ED 693. All students complete field placements spanning the chronological age range of secondary certification. Placements in grades 7 or 8; grades 9 or 10; or grades 11 or 12 are required. The placements must represent diverse learner populations (i.e., cultural, rural, and urban). Students enroll for 1 semester hour of field experience each semester for a total of three semester hours. Prerequisite(s): ED 692
|
| |
-
ED 697A - Student Teaching ECE: Planning and Materials (3)
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 16 week semester. Prerequisite(s): All professional education coursework.
|
| |
-
ED 697B - Student Teaching ECE: Classroom Management (3)
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 16 week semester. Prerequisite(s): All professional education coursework.
|
| |
-
ED 697C - Student Teaching ECE: Professional Behavior (3)
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 16 week semester. Prerequisite(s): All professional education coursework.
|
| |
-
ED 698A - Student Teaching MG: Planning and Material (3)
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 16 week semester. Prerequisite(s): All professional education coursework.
|
| |
-
ED 698B - Student Teaching MG: Classroom Management (3)
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 16 week semester. Prerequisite(s): All professional education coursework.
|
| |
-
ED 698C - Student Teaching MG: Professional Behavior (3)
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 16 week semester. Prerequisite(s): All professional education coursework.
|
| |
-
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 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 - Creative Activities (3)
This course will provide an instructional delivery system and curriculum for integrating creative activities into curriculum. Addressing the needs of individual learners is fundamental to learning. Integrating the arts and physical activities into the core curriculum provides the necessary tools for educators to provide an optimal learning environment for all children. The purpose of this class is to recognize the importance of integrating areas of fine arts and physical activity into the curriculum in order to provide learning experiences which maximize every child’s potential. Students will learn to utilize the arts and a variety of physical activities to deliver core curriculum and apply that knowledge by designing and implementing developmentally appropriate curriculums.
|
| |
-
ED 741 - Issues in Reading (3)
Designed to provide experienced teachers the opportunity to extend and update their knowledge of the reading process and principles underlying effective reading instruction.
|
| |
-
ED 743 - Correlates of the Reading Process (3)
This course is designed to thoroughly examine the affective, cognitive, perceptual, language and psychomotor domains of reading acquisition.
|
| |
-
ED 744 - Analysis and Correction of Reading Difficulties (3)
Diagnostic techniques and instructional methods and materials useful to the elementary and middle grades classroom teacher in helping individual and small groups of problem readers.
|
| |
-
ED 746 - Corrective Reading Practicum (3)
The reading specialist must be equipped to diagnose and correct reading deficiencies whenever they arise, this course is designed to present the principles and levels of diagnostic findings to formulate an appropriate educational plan of remediation. Prerequisite(s): ED 744
|
| |
-
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 780 - Comprehensive Examination (1)
The comprehensive exam consists of six questions related to the major concepts in the coursework which comprise the students M.A.T. or M.Ed. program of study. The exam shall be taken either in the last semester of coursework or during the semester following the completion of coursework. The examination will last four hours and will be taken at Brenau under such conditions as the chair of graduate education shall prescribe. Exam concepts will be provided to the candidates prior to the exam. This document will contain concepts from all courses taken during the degree program. Note(s) School of Ed permission required. Will be registered by the chair of graduate education after clearance.
|
| |
-
ED 789A - Internship in Early Childhood Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 789B - Internship in Early Childhood Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 789C - Internship in Early Childhood Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 789D - Internship in Early Childhood Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 790A - Internship in Secondary Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 790B - Internship in Secondary Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 790C - Internship in Secondary Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 790D - Internship in Secondary Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 799A - Internship in Middle Grades Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 799B - Internship in Middle Grades Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 799C - Internship in Middle Grades Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
ED 799D - Internship in Middle Grades Education (3)
Specifically designed as a school experience to meet certification requirements.
|
| |
-
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 820 - Innovations in Language Arts - ECE (3)
Focuses on creative and effective approaches to the Language Arts and will also include a linguistic analysis of language with implications for instruction. Note(s) Contains a practicum component.
|
| |
-
ED 822 - Health/Social Issues - ECE (3)
Integrating the concepts of health, i.e., physical, psychological and emotional and human services as they relate to current educational concerns.
|
| |
-
ED 823 - Innovations in Mathematics - ECE (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 - ECE (3)
A central theme throughout this course will be the teaching of science as a decision making process. This course provides the opportunity to develop a science program for early childhood education students based on current information from innovative and successful science education techniques, approaches, research and programs. Note(s) Contains a practicum component.
|
| |
-
ED 825 - Innovations in Social Studies - ECE (3)
Moves the experienced teacher beyond the usual reliance upon textbooks found in the typical early childhood social studies classroom. Research of the literature that describes social studies innovations in the early years will be emphasized. Note(s) Contains a practicum component.
|
| |
-
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)
A central theme throughout this course will be the teaching of science as a decision making process. This course provides the opportunity to develop a science program for middle grades education students based on current information from innovative and successful science education techniques, approaches, research and programs. Note(s) 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)
Examines the latest trends in language arts instruction for grades 4-8. Emphasis is on revised models of teaching language arts, especially in terms of language skills across the curriculum. Note(s) Contains a practicum component.
|
| |
-
ED 850 - Assessment in Education: Qualitative & Quantitative (3)
Provides the experienced professional with knowledge and skills associated with conducting educational assessment and research in areas such as student learning, diagnosis and classification, teacher effectiveness, and local school needs.
|
| |
-
ED 860 - Leadership and Teaching (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 870 - Educational Issues (3)
A survey course dealing with contemporary issues in the field of education. The content will change as the political, legal and educational climate change.
|
| |
-
ED 885 - Using Technology for Educational Research (3)
This course provides the experienced professional with knowledge and competencies in the use of research technology for the successful completion of the Ed.S. applied project.
|
| |
-
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. Note(s) Contains a practicum component.
|
| |
-
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. Note(s) Contains a practicum component.
|
| |
-
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. If this final course is not completed by the end of the semester, a grade of IP may be awarded. The student must then repeat ED 890C until the requirements are complete. Note(s) Contains a practicum component.
|
English |
| |
-
EH 099 - Writing Laboratory (0)
Intensive sessions in the practice of writing with special emphasis on organization, paragraph development, sentence structure, grammar, and punctuation. Required of students needing work in basic writing skills. Prerequisite(s): Placement determined. Note(s) A grade of C or better is required.
|
| |
-
EH 101 - Written Communication * (3)
This course focuses on writing papers in response to readings in a variety of genres. Students develop, draft, revise, and edit original compositions. Placement is determined by standardized test scores. Note(s) Minimum grade of C required for graduation.
|
| |
-
EH 102 - Reading and Research Writing * (3)
This course focuses on reading texts and writing research papers. Students will prepare and develop critical analyses that integrate secondary materials. Prerequisite(s): EH 101 Note(s) Minimum grade of C required for graduation.
|
| |
-
EH 103 - Oral Communication * (3)
This course covers the fundamentals of public speaking. Students will analyze the content and performance characteristics of effective speeches. They will develop and deliver speeches of various types and for various audiences.
|
| |
-
EH 200 - Mythology: Sacred Stories, Human Lives * (3)
The course focuses on ancient literature (such as the Bible and classical Greek mythology) that has shaped the Western world view. Students will also examine more modern texts that reveal the reach of these early works. In addition to reading significant literature, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 201 - Western World Literature * (3)
The course focuses on representative literary texts from the neoclassical period to the present. Students will examine works in their historical and cultural context and consider the interplay between text and culture. In addition to reading significant literature, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 202 - Asian and African Literature * (3)
This course focuses on literatures of Asia and Africa. Through classical pieces and modern texts, students will examine theories of culture, colonialism, and current social problems/developments. Students will also explore cultural crossovers and influences in Asian and African literature. In addition to reading significant literature, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 203 - Varied Voices in American Literature * (3)
This course focuses on the literature of indigenous and multi-ethnic groups in the United States. Students will examine texts in the context of the historical and cultural development of these groups in the United States and evaluate the ways in which these texts reflect culture, tradition, ethnic identity, colonialism, and current social pressures. This course may include texts from African-American, Native-American, Jewish-American, Indian-American, Latino/Chicano, Chinese-American, or other minority literatures; it may utilize a focus on one of more of these groups. Prerequisite(s): EH 101
|
| |
-
EH 210 - British Literature before 1700 * (3)
This course focuses on representative texts from the Old English period to the Neoclassical. Students will examine works in their historical and cultural context and consider the interplay between text and culture. In addition to reading significant literature, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 211 - British Literature after 1700 * (3)
This chronological survey of English literature completes EH 210 but may be taken out of sequence. This course focuses on representative texts from the Romantic period to the Postmodern. Students will examine works in their historical and cultural context, considering the interplay between text and culture. In addition to reading significant literary works, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 220 - American Literature before 1865 * (3)
This survey of American literature examines authors and their works from the pre-colonial period to the time of the Civil War. Several major writers will be examined, and newly recognized voices will be introduced. In addition to reading important literary works, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 221 - American Literature after 1865 * (3)
This chronological survey completes EH 220 but may be taken out of sequence. This survey of American literature examines authors and their works from the time of the Civil War to the present. Students will explore works by major writers and newly recognized voices. In addition to reading important literary works, students will continue to develop their oral and written communication skills. Prerequisite(s): EH 101
|
| |
-
EH 245 - Women’s Literary Studies * (3)
Students will develop their written communication skills as they respond to works by and about women, with particular attention to historical and cultural contexts. Prerequisite(s): EH 101
|
| |
-
EH 310 - Grammar and Stylistics (3)
The basis of this course is a study of grammar and how we come to know the rules of language. Traditional, structural, and transformational grammar will be studied, as will prescriptive and descriptive approaches to grammar. In addition, students and the instructor will explore contemporary topics of interest. Prerequisite(s): EH 101, EH 102
|
| |
-
EH 320 - Major Periods of English Literature (3)
This course focuses on British literature from major periods such as the Neoclassical, Romantic, Victorian, or Contemporary. Students will explore works by well-known and newly recognized writers. Prerequisite(s): EH 101, EH 102 Note(s) May be repeated for credit with a change in course emphasis.
|
| |
-
EH 325 - American Ethnic Literature (3)
Students will examine literature such as Native American Folktales, the African-American novel, Asian-American literature, or modern Jewish fiction in the context of American life and culture. Prerequisite(s): EH 101, EH 102 Note(s) May be repeated for credit with a change in course emphasis.
|
| |
-
EH 330 - Major Periods of American Literature (3)
This course focuses on major periods in American literature such as American Romanticism, Realism, or Postmodernism. Students will explore works by well-known and newly recognized writers. Prerequisite(s): EH 101, EH 102 Note(s) May be repeated for credit with a change in course emphasis.
|
| |
-
EH 331 - Southern Literature * (3)
This course focuses on seminal texts and emerging voices from the American South. Students will explore intersections of gender, race, history, culture, and place as they react to literature from the region. Prerequisite(s): EH 101, EH 102
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 14 |
Print this Page