Courses

An introduction to cultural and systemic aspects of education in the United States, where we examine ideological, theoretical and conceptual aspects of schooling through legal structures, fiction and nonfiction American literature, as well as philosophical writings. This course places emphasis on understanding education as a part of American society that includes cultural, historical, social, political, legal, racial and socioeconomic structures. Students will interrogate the culture of American education since its inception and ultimately locate their own educational agenda as teachers of American society.

An introduction to the characteristics of children with cognitive, social, emotional and physical disabilities and educational principles applicable to them. Includes educational principles, methods and materials that may be useful in meeting the varying needs of learners with disabilities. This course is for students who are not yet enrolled in an education program or for students who plan to major in communication sciences and disorders.

An introduction to the psychological principles and theories of human development, learning and motivation in K–12 educational settings. Includes the study of educational research, child and adolescent development, developmentally appropriate and instructional best practices, individual differences, learning environment and assessment.

Prerequisites: ENG 106, EDU 104 and sophomore standing.

This course will examine the breadth and depth of scholarship on race and equity in education. Of particular interest to students in this course is how race as a social construction finds itself impacting the educational experiences of all students. Topics addressed in this class are racial categories, identity construction, silence, whiteness and the complexities of passive racism in teacher education. Students will be exposed to qualitative research methods designed to explore race in school settings and will be introduced to professional presentation opportunities.

Prerequisite: EDU 104 or permission of instructor. Fall Term.

This comparative studies and travel course varies with different travel destinations as they are offered; check the current course schedule for destinations. The travel destination will be reflected in the title of the course.

May be repeated for credit when travel destination changes.

An advanced study of the developmental reading process, including examination of theories and practical applications for the K-8 teacher with a focus on methods and procedures used to develop skills, attitudes, knowledge and understanding of content area reading.

Prerequisite: ECE 318 or EED 314 or ELM 372 or SPE 316. For non-secondary education majors; January Term.

An advanced application of the diagnosis and remediation of various reading and writing difficulties in a supervised literacy tutoring program (off-campus site).

Corequisite: SPE 440 or permission of the instructor. Pass/No Pass grading.

.75 credit

This course is designed for teacher candidates to examine the relationship among culture, classroom practices and policy, and how this relationship influences the education of English language learners. Teacher candidates begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well. Teacher candidates will analyze and redesign curriculum so that it is linguistically and culturally relevant. This course requires 10 field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisite: EDU 104.

.75 credit

This course is an introduction to and immersion into the theoretical frameworks of English as a Second Language (ESL) and bilingual education and the research, movements and policies that inform them. A variety of ESL/bilingual models and programs that exist in PK-12 schools and classrooms will be identified, analyzed and evaluated through multiple assignment and media. Teacher candidates will demonstrate an understanding of the relationship between theory and practice and will define their roles as teachers of and advocates for English learners. This course requires 10 field experience hours in an ESL and/or bilingual PK-12 classroom.

Prerequisite: EDU 104.

.75 credit

This is an advanced course in the teaching of bilingual and sheltered English instruction to English language learners (ELLs). Students will learn different approaches and methodologies used to support the development of listening, speaking, reading and writing in social and academic contexts. The course provides opportunities for teacher candidates to develop curriculum for ELLs in bilingual and ESL classrooms, and examine instructional delivery through videotaping and analyzing practice. This course requires 20 field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisites: TEL 204 and TEL 212 and admission to teacher education.

.75 credit

The purpose of this course is to introduce linguistic concepts as they apply to teaching in a variety of contexts, including (but not limited to) monolingual and bilingual classrooms. In addition, this course is designed to provide teachers with a meta-linguistic awareness in order to facilitate learning and instruction. This course will help students understand, think and talk about the complexities of language, learning and human development. The fields of linguistics, applied linguistics and linguistic anthropology are dedicated to questions about the nature, function and purposes of language. Students will use readings anchored in these disciplines to apply linguistics to teaching. This course requires 20 field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisite: EDU 104.

.75 credit

This advanced course will focus on the discussion of basic principles and current approaches to assessment of language learning students in ESL and bilingual Pre–K–12 educational settings, including the policies, procedures and issues that inform the assessment of English Language Learners (ELLs). Students will learn about the different purposes of process and product assessment tools, authentic and curriculum-based forms of assessment, issues in the assessment of ELLs, and assessment of academic content knowledge. As teacher candidates, students will have opportunities to examine critically and practice administering assessment tools used in current educational contexts. Students will learn to identify language needs and how to differentiate them from developmental needs. This course requires 20 field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisites: TEL 204, TEL 212, TEL 317 and TEL 319 and admission to teacher education.

.50 credit

This course is the first part of a two-course sequence in the inquiry and application of bilingual and ESL methods. In TEL 448, teacher candidates will design an action research proposal, which they will implement in TEL 449. The proposal will address how they will study their own teaching of bilingual and ESL methodologies that support the development of listening, speaking, reading and writing in social and academic contexts. In preparation for conducting their action research in TEL 449, teacher candidates in TEL 448 will learn how to use action research methods to collect data on teaching practices and for research projects. They also will develop a situated and transformative action plan for future teaching that is anchored in sociocultural views of learning.

Prerequisites: TEL 204, TEL 212, TEL 319, TEL 317 and admission to teacher education.

.25 credit

This course is the second part of a two-course sequence in the inquiry and application of bilingual and ESL methods. Students will implement an action research proposal of teacher inquiry that they developed in TEL 448. Students will study their own teaching of bilingual and ESL methodologies that support the development of listening, speaking, reading and writing in social and academic contexts. Teacher candidates also will implement their action plans developed in TEL 448 to collect classroom data, analyze critically their own bilingual and ESL instructional practices, and report findings that inform their future teaching of language learners. This course requires 30 field experience hours in an ESL and/or bilingual Pre–K–12 classroom.

Prerequisite: TEL 448.