EDU103 EDUCATIONAL FOUNDATIONS (3). Introduces teacher education students to the professional community of teachers, students, administrators, community and support staff vital to the education of our nation’s youth and to the role school plays in society. It initiates the process of developing a conceptual framework which allows students to become conversant with the culture of schools. They begin to assess their interest in the teaching profession. Includes:
- An overview of the history, philosophies, and structure of American Education and the social and economic forces which impact students and schools
- An emphasis on the pluralistic nature and diversity of the student population
- An awareness of international influences for a global concept of schooling
- An introduction to technology’s impact on schools and a requirement for application of educational research tools
- An introduction to the forces for change in schools
- An introduction to the ethical and legal issues facing teachers
- An exploration of the attributes of effective teachers and effective schools.
Students taking EDU103 are also required to take EDU104, the field component of the course which runs concurrently with EDU103. Each Fall/Each Spring.
EDU104 EDUCATIONAL FOUNDATIONS PRACTICUM (1). This practicum will serve as the field experience component of the education foundations course (EDU103) required of all Wilmington education majors. In addition, transfer students in education who have had a three hour foundations course from another institution will also be required to take this one hour course which includes academic units that may be unique to the Wilmington program such as peace and conflict resolution, multi-cultural and diversity issues, international dimensions of teaching and learning, and a formal introduction to Pathwise Praxis. Field experience includes daily logs of classroom work and observation in a variety of educational settings designed to help students become conversant with the culture of schools. Each Fall/Each Spring.
EDU166 TUTORING (1-2). Affords students an opportunity to work in a one-on-one
relationship with school age youth or others needing assistance in identified curricular areas. Each Fall/Each Spring.
EDU205 INSTRUCTIONAL TECHNOLOGY (1). Current technologies and their educational applications, including the impact of technological and societal changes on schools. Students develop an understanding of the use of educational technology in instruction assessment and professional productivity. Students study planning, using and assessing technology in teaching. Each Fall/Each Spring.
EDU210 HUMAN GROWTH AND DEVELOPMENT (3). The study of development across the human life span and across diverse cultures. Major theories of cognitive, social, emotional, physical and linguistic development are introduced. The relationship between these theories and the teaching/learning process for all learners at various stages of development is emphasized. Assignments use the World Wide Web as a resource and an electronic mailing list. NOTE: Students may not receive credit for both EDU210 and PSY210. Each Fall/Each Spring.
EDU211 CHILD DEVELOPMENT (3). Theories and domains of child development, including the nature of typical and atypical development. Development in the context of such related factors as heredity and environment are studied. Topics include current research concerning the implications of specific developmental disabilities, cultural and linguistic diversity and mental, social, physical and emotional development in early childhood. Assignments use the World Wide Web as a resource and an electronic mailing list. Each Fall/Each Spring.
EDU212 PROGRAMS AND PRACTICES IN EARLY CHILDHOOD (3). The history and philosophies of early childhood education, including trends and issues such as the purpose and settings of early childhood programs. Current research and its application to early childhood as well as its influence on selecting, developing and evaluating developmentally appropriate curriculum, equipment and environments is discussed. Topics include early childhood education as a profession, code of ethics and appropriate use of technology as adaptive, assistive and instructional. Each Fall/EachSpring.
EDU213 DIAGNOSIS, REMEDIATION, AND ASSESSMENT IN MATHEMATICS (3). Helps future teachers understand the complexity of mathematics and the difficulties experienced by children who are studying mathematics. Stresses basic concept image development and the connections among the concepts and algorithms that students have been taught. Topics include use of manipulatives to aid concept development through moving from concrete examples to abstract concept images; use of oral and written communication to allow students to elucidate their thoughts about mathematical concepts and allow the teacher to see inconsistencies; use of technology as a tool for exploration and concept development; and the use of examples and nonexamples of mathematical concepts to help students form better concept images. Alternate years. Spring 2007.
EDU214 COMMUNITY, SCHOOL, AND FAMILY DIVERSITY (3). An overview of community agencies that work with families, consult with schools and families, evaluate young children and provide support for families of different cultural and social backgrounds. Family systems theories are studied as well as parenting styles, communication within families and families as school partners. The use of technology for information and supporting participation for families is discussed. Field experience assignments incorporating social service agencies serving a variety of diverse families and children are required. Prerequisite: Sophomore, junior, or senior standing. Each Fall/Each Spring.
EDU216 INTEGRATED FINE ARTS FOR YOUNG CHILDREN (3). A study of the development of creative expression and forming instincts in the child. The benefit for further cognitive understanding, sensitivity for feelings, impressions and images that music and art convey are a major focus. Includes selection, organization and presentation of materials to place music and art in an integrated learning environment. Students apply different media, techniques, technology and materials in order to plan for and instruct a diverse population of early childhood students. Each Fall/ Each Spring.
EDU228 PHILOSOPHY AND ORGANIZATION OF MIDDLE SCHOOL (2). Prepares preservice teachers to work with young adolescents in a developmentally appropriate educational environment. History, theories and philosophy of middle level education are examined. Current research concerning block scheduling, team teaching, collaboration across teaching specialties and fulfilling all students’ needs is a focus of the course. Each Spring.
EDU241 EDUCATIONAL PSYCHOLOGY (3). Introduces prospective teachers to theories and practices about learning and teaching. Includes theories of learning, motivation in the classroom, research on effective teaching, “at risk students,” teaching methods, instructional objectives, urban education, motivational theories, classroom management, planning and evaluation of instruction. Current topics, such as infusing multicultural education throughout the curriculum, the history of professional development schools, and the influence of proficiency testing as a means of assessment, are discussed. NOTE: Students who are required to take ENG099 must successfully complete that course before enrolling in EDU241. Each Fall/Each Spring.
EDU265 PHONICS AND STRUCTURE OF THE ENGLISH LANGUAGE (3). The knowledge necessary for teaching and assessing phonics, phonemic awareness, structural analysis and word recognition systematically, analytically and effectively. Principles of language acquisition, cultural and dialectical differences and how they affect constructing meaning from print are also included. Students demonstrate mastery through formal assessment. Includes clinical experiences. Prerequisite: Sophomore, junior, or senior standing. Each Fall/Each Spring.
EDU302 ASSESSMENT AND EVALUATION OF YOUNG CHILDREN (3). Strategies and guidelines for the appropriate use of assessment and evaluation of young children. Students learn the use of computer assessment software and technology for data organization and interpretation. The selection and use of informal and formal assessment instruments such as observation, and portfolio assessment with particular attention to cultural sensitivity, family involvement, communication of results and adaptations for special needs are considered. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU303 SECONDARY GENERAL METHODS AND CONTENT AREA READING (4). Emphasizes the connections between theories learned in college classrooms and their implementation in field experiences in public schools with the purpose of developing reflective practitioners. Classroom management and varied instructional techniques including the uses of media and technology are discussed in class and observed in the field placements. An overview of the reading and writing processes with special emphasis on reading and writing to learn is provided. Students develop units that integrate reading and writing to learn, classroom management techniques and varied instructional techniques. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU307 INQUIRY AND EXPLORATION IN MATH AND SCIENCE IN EARLY CHILDHOOD (4). Concept development in math and science. Students learn to use effective multi-sensory activities and theme and play-based discovery instruction while learning how to meet the individual and collective needs of young children. There is a balance of curricular and instructional approaches that include concepts, skill level and problem solving, and the appropriate use of technology software to support learning skills. There is a required field experience placement in a variety of settings in which young children are served. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU308 SOCIAL STUDIES AND THE LANGUAGE ARTS IN EARLY CHILDHOOD (4). Current theory and research about appropriate instruction in each discipline with attention given to early child development theory. An integrated study of social sciences and humanities using multicultural children’s literature, various types of writing within the social studies and the use of technology across disciplines. There is a required field placement experience in a diverse variety of settings in which young children are served. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU309 SURVEY OF INCLUSION PHILOSOPHY AND STRATEGIES (3). Introduces the broad spectrum of exceptionalities that comprise the special education population. Includes the history and current legislation pertaining to inclusion, parents as partners in the education process, diagnostic and prescriptive teaching, individualized classroom techniques and an understanding of the diversity of learners within today’s classrooms. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU311 TEACHING INTEGRATED LANGUAGE ARTS FOR ADOLESCENTS (4). A professional methods course divided into three major academic areas: teaching composition (both written and oral), teaching language and teaching literature. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking and encourage habits of life-long learning are emphasized. A summative final assignment is to create a detailed plan for an integrated language arts unit on a subject from the Ohio Model Curriculum and to implement it in the field placement. Prerequisite: Admission to the Teacher Education Program. Each Fall.
EDU313 TEACHING MATHEMATICS FOR ADOLESCENTS (4). Principles of mathematics instruction with emphasis on selection, organization and sequencing of subject matter; discussion of the need to provide drill and practice, exercises to be completed and problem solving opportunities for mathematics students; discussion of and practice with various teaching strategies including the use of educational computer software, media and other technology; recognition of and provision for diverse learners; teaching mathematical concepts; evaluation of both students and teachers; and planning for effective instruction. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Fall.
EDU314 CHILD GUIDANCE IN THE EARLY YEARS (3). The nature of developmentally appropriate guidance and support for early childhood students. Physical and psychological health and safety issues such as establishing and communicating realistic expectations of young children, conflict resolution, child abuse, behavior support and management, prosocial behavior, adult/child relationships and developing independent self regulation are examined. Diverse cultures and life styles as they pertain to this developmental period are discussed. Community agencies which have contact with children and families are identified. Prerequisite: Admission to the Teacher Education Program. Each Spring.
EDU315 TEACHING SCIENCE FOR ADOLESCENTS (4). Current emphases, strategies and techniques including the use of technology in secondary science teaching applicable to the area of science in which licensure is being sought. Students are provided with a conceptual framework that embraces the idea that science classrooms provide for individual differences such as gender, ethnicity, culture and socioeconomic background. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Offered as needed. Fall 2005.
EDU316 EMERGENT AND BEGINNING LITERACY (3). The development of the reading process from pre-kindergarten through grade three. Oral language acquisition and development and the effect of cultural and dialectical differences on that development are emphasized. Diverse home environments, diverse learning styles, and the importance of effective management and organization of early-childhood classrooms is studied. Past and current theory, research, methods and material including print and non-print media and technology and effective questioning techniques in teaching early and emergent reading are studied and analyzed. Students develop age and ability appropriate emergent reading lessons and units which include the use of trade books, on-line resources, software programs and accommodations for diverse populations. Includes a required field placement. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU317 TEACHING SECONDARY ART (4). The secondary curriculum and methods of teaching art with instructional materials. Students learn the reciprocal influence of the arts and their cultural, social, and historical context. Includes how to incorporate technology in order to broaden knowledge of artistic possibilities and how to design and guide experiences in which learners with different skill levels, backgrounds, and learning styles can achieve. Includes field placement. Prerequisite: Admission to the Teacher Education Program.
EDU318 READING AND WRITING FOR INFORMATION IN EARLY CHILDHOOD (3). Emphasis is on reading for different purposes and writing for different audiences. Pre-service teachers are trained to instruct young children how to collect and write about information relevant to concepts and themes from children’s literature, print and non-print media, and technological resources. Students develop cross-cultural thematic units which integrate the language arts and all other content areas. Prerequisites: Admission to the Teacher Education Program; EDU316 recommended. Each Fall/Each Spring.
EDU319 TEACHING SOCIAL STUDIES FOR ADOLESCENTS (4). Prepares teacher candidates to think critically about teaching social studies in grades seven through 12. Includes the appropriate knowledge of methodology, as well as the ability to translate knowledge from the other disciplines in the social sciences into social studies curriculum; proficiency testing, communication skills of reading, writing and speaking in social studies, critical thinking about multicultural aspects of social studies, social studies software used in classrooms and the use of technology to do social science research. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Spring.
EDU320 ASSESSING AND SUPPORTING YOUNG READERS AND WRITERS (3). Assessment to inform instruction is emphasized. The intellectual complexity of the reading and writing processes and the difficulties of becoming literate are stressed. Meaning-centered literacy, the integration of and relationship among, reading, writing, speaking and listening and the effect of language acquisition and development and cultural and dialectic differences on becoming literate are a focus. Students are taught to administer and analyze formal and informal assessment tools. Students learn to support young readers and writers by implementing varied age and ability appropriate strategies for remediating difficulties. Includes field placement. Prerequisites: Admission to the Teacher Education Program and EDU316. Each Fall/Each Spring.
EDU322 METHODS AND MATERIALS IN HEALTH EDUCATION (4). A study of the teacher’s role in a comprehensive school health education program. Topics include: the health status of youth, at-risk students, objectives from Healthy People 2000, components of comprehensive school health education for a diverse population of students, the special health concerns of today’s youth, philosophy of wellness and the Wellness Scale. Other educational topics include behavioral objectives, the use of current technology in today’s health education classrooms, classroom management techniques, scope and sequence of learning, teaching strategies, health behavior contracts, health behavior inventories, health resources, evaluation of materials and assessment/evaluation of students’ learning. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Spring.
EDU323 TEACHING FOREIGN LANGUAGES (4). Principles of language instruction with emphasis on selection of appropriate materials and methods, techniques for using audiovisual materials, including the language laboratory, and the construction and use of evaluative instruments. Forty hours of field work and 15 on-campus clinical hours. Prerequisites: Admission to the Teachers Education Program and EDU303. Offered as needed.
EDU324 TEACHING READING IN THE MIDDLE SCHOOL (3). Provides students with knowledge and understanding of the reading process through learning the history of approaches to teaching reading in the United States and intensive study and critical analysis of current reading theories and research findings. Methods and materials include the use of print and non-print media as well as technology in the middle school setting. Attention is paid to the principles of language acquisition and cultural and dialectical differences and how they affect learning to read. Special attention is paid to ways children read for different purposes. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Fall.
EDU329 TEACHING PHYSICAL EDUCATION (4). Develops in pre-service physical education teachers the ability to plan, implement, and assess a variety of developmentally appropriate instructional strategies that are safe, realistic, and relevant based on principles of effective physical education instruction for a diverse population. Students learn to develop short and long term plans that are linked to learner needs and performance. In their field placements they select and model instructional techniques, including the use of technology, that facilitate learning in the physical activity setting and use formal and informal assessment strategies, including analyzing computerized data, to evaluate learner progress and program process. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Spring.
EDU336 CONTENT AREA READING AND WRITING (3). An overview of the reading and writing processes with special emphasis on reading and writing to learn. Integrating reading and writing with all other content areas is emphasized. Teaching children to read for different purposes and write for different audiences is a major focus. Experiences are designed to enable pre-service teachers to: (1) master assessing each student’s ability to learn content from reading; (2) analyze the match or mismatch between each student and particular printed materials; (3) design instructional techniques to help each student learn from reading materials. Students develop cross-cultural thematic units designed for diverse populations. Prerequisite: Admission to the Teacher Education Program. Each Fall/Each Spring.
EDU337 DIAGNOSIS, REMEDIATION, AND ASSESSMENT OF READING PROBLEMS (3). The intellectually complex nature of reading and writing and the difficulties experienced by children who are learning to read. Pre-service teachers master methods and strategies, print and non-print materials, and the use of technology in the field of reading diagnosis, remediation, and assessment. Special emphasis is placed on the use of formal and informal assessment techniques including students assessing their own learning, and the cultural and dialectical differences that affect learning to read. Students administer formal and informal diagnostic tools; analyze test results and diagnose difficulties; plan remediation and implement assessment plans; and analyze commercial materials that purport to assess and/or teach reading. Includes field placement. Prerequisites: EDU324 or EDU316. Each Fall/Each Spring.
EDU338 READING PRACTICUM (2). Laboratory practice under the supervision of education faculty. The theory, research, methods, materials,and assessment analysis mastered in EDU337 are implemented with small groups of elementary school students referred to the College as having reading and writing difficulty. Prerequisite: "B" or better in EDU316 and EDU320 or EDU324 and EDU337. Each Fall.
EDU344 GROWTH AND DEVELOPMENT IN MIDDLE CHILDHOOD (2). The nature and needs of early and young adolescents. Topics include high-risk behavior of adolescents, learning theories, motivational theories, family issues and creating highly supportive schools for adolescents. A variety of assessment/evaluation approaches and techniques is examined. Students learn that assessment and evaluation should address all aspects of a student’s growth including critical thinking, curiosity and other attributes. Intellectual, communication, social, physical and technological skills of middle school students in the appropriate social and cultural context are examined. Prerequisites: Admission to the Teacher Education Program; EDU 228. Each Fall.
EDU345 TEACHING SCIENCE IN THE MIDDLE SCHOOL (4). Equips the prospective middle school teacher with skills and attitudes including the gender-neutral nature of science, that allows young adolescents to develop their interest and enthusiasm for science, problem solving and science literacy. Students will participate in and lead hands-on inquiry based activities as well as prepare integrated thematic units. Students also use technology to enhance their own background knowledge. Includes field placement. Prerequisite: Admission to the Teacher Education Program and EDU228. Each Fall.
EDU346 TEACHING THE INTEGRATED LANGUAGE ARTS IN THE MIDDLE SCHOOL (4). Provides pre-service teachers knowledge and understanding of the English language arts including language acquisition and development, English grammar, dialects and levels of usage and the effect they have on learning to read and write. Focuses on the intellectually complex nature of the reading and writing processes with special emphasis on teaching children to engage in oral and written composition, reading and listening for different purposes and writing and speaking for different audiences. Special attention is paid to planning and providing instruction on student outcomes that are based on prior knowledge and conceptualizations. Pre-service teachers write crosscultural units of study that integrate the language arts with other disciplines and implement them in their field placements. Includes field placement. Prerequisite: Admission to the Teacher Education Program and EDU228. Each Fall.
EDU347 TEACHING SOCIAL STUDIES IN THE MIDDLE SCHOOL (4). Designed for middle school majors who have chosen social studies as one of their two concentrations. Course topics include: multicultural aspects of the social studies; effective communication skills in reading, writing and speaking in the social studies; critical thinking about social studies methodology; the ability to translate social science discipline knowledge into the social studies curriculum; the ability to use social studies software in the classrooms and the ability to use technology to conduct social science research. Includes the modeling of block scheduling, integrated units, problem solving and critical thinking about the middle school concept. Includes field placement. Prerequisite: Admission to the Teacher Education Program and EDU228. Each Fall.
EDU348 TEACHING MATH IN THE MIDDLE SCHOOL (4). Students learn strategies for teaching problem solving, how to use manipulatives for instructional purposes and how to integrate technology into their teaching. Students also learn how to take the effect of intellectual, gender and cultural diversity into account when planning mathematics instruction. Formal and informal assessment of mathematics learning is also emphasized. Students demonstrate understanding of integrating mathematics with other content areas by designing cross-cultural thematic units and implementing them in their field placements. Includes field placement. Prerequisite: Admission to the Teacher Education Program and EDU228. Each Fall.
EDU349 TEACHING READING FOR ADOLESCENTS (4). Provides students with knowledge and understanding of the reading processes and intensive study and critical analysis of current reading theories and research findings that have an impact on the methods and materials implemented in grades seven through 12. Emphasis is placed on ways adolescents respond to literature and read for different purposes. Special attention is paid to choosing works written by diverse writers (gender, race, ethnicity) and cultural and dialectical differences that affect comprehension so that pre-service teachers master planning and provide instruction that is based on the prior knowledge and conceptualizations of their students. Includes field placement. Prerequisite: Admission to the Teacher Education Program. Each Spring.
EDU403 CURRICULUM AND INSTRUCTION IN THE MIDDLE SCHOOL (2). Middle school pedagogy emphasizes the value of interdisciplinary work and integrated learning. Pre-service teachers make pedagogical decisions based on the needs, interests and special abilities of their students. Includes the value of problem solving and incorporating the learners’ ideas and interests when developing curriculum. Students learn to model many approaches to thinking and learning, considering levels of development and learning styles and varying cultural backgrounds and prior experiences which must be taken into account when teaching in the middle school. Technological resources that can advance instruction are examined. Prerequisite: Admission to the Teacher Education Program; EDU228. Each Fall.
EDU405 PROFESSIONAL ISSUES AND URBAN EXPERIENCE (2). Students will discuss current issues in education, including but not limited to school funding, school law, standardized testing, service to special populations, peace education, uses and impact of technology, and professional development. A major component of this course will be reflection by students on how these issues impact their own teaching and teaching careers. As a part of the Urban Experience, students will visit schools and agencies in urban centers, interacting with teachers, administrators, students, and clients. Taken concurrently with EDU450. Prerequisite: Approval of the Education Area. Each Fall/ Each Spring.
EDU450 STUDENT TEACHING AND SEMINAR (10). Students demonstrate the ability to work with parents and children, interdisciplinary teams of professionals and children with varying abilities and culturally diverse family systems. Students produce a portfolio of their work at the culmination of student teaching. Taken concurrently with EDU405. Prerequisite: Approval of the Education Area. Each Fall/Each Spring.