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| EDE413 | Seminar in Teaching Chinese (0 credits) Student teaching seminar for students who are NOT doing practica through the Warner School but already teaching. Prerequisites: [Concurrent with EDU435] Frequency: Every fall Instructors: Lu | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE434A | Literacy Teaching: Urban Settings This optional internship provides an opportunity to experience teaching literacy in an urban setting. Under the supervision of Warner faculty, and working directly in the classroom interns will work with elementary students at Henry W. Longfellow School #36 in the Rochester City School District. Interns will help support student literacy learning in a multitude of ways, including • selecting and interpreting appropriate assessment and diagnostic tools • determining student strengths and learning styles • developing individualized literacy plans • planning and implementing meaningful, engaging, culturally relevant lessons • choosing a wide variety of appropriate literacy resources and materials • providing strategic, appropriate literacy intervention. Interns will have an opportunity to apply their knowledge of theory and research in a practical setting, gain experience in providing reading, writing, and word study instruction within a balanced literacy framework, and develop confidence and skill in their teaching abilities. Interns should be able to commit to a minimum of six hours a week, including a one hour seminar class following a schedule set in advance by the instructor. This internship can be repeated multiple semesters. Frequency: Every fall Instructors: St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE434B | Literacy Teaching: Urban Settings This optional internship provides an opportunity to experience teaching literacy in an urban setting. Under the supervision of Warner faculty, and working directly in the classroom interns will work with elementary students at Henry W. Longfellow School #36 in the Rochester City School District. Interns will help support student literacy learning in a multitude of ways, including • selecting and interpreting appropriate assessment and diagnostic tools • determining student strengths and learning styles • developing individualized literacy plans • planning and implementing meaningful, engaging, culturally relevant lessons • choosing a wide variety of appropriate literacy resources and materials • providing strategic, appropriate literacy intervention. Interns will have an opportunity to apply their knowledge of theory and research in a practical setting, gain experience in providing reading, writing, and word study instruction within a balanced literacy framework, and develop confidence and skill in their teaching abilities. Interns should be able to commit to a minimum of six hours a week, including a one hour seminar class following a schedule set in advance by the instructor. This internship can be repeated multiple semesters. Frequency: Every spring Instructors: St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE434C | Literacy Teaching: Urban Settings This optional internship provides an opportunity to experience teaching literacy in an urban setting. Under the supervision of Warner faculty, and working directly in the classroom interns will work with elementary students at Henry W. Longfellow School #36 in the Rochester City School District. Interns will help support student literacy learning in a multitude of ways, including • selecting and interpreting appropriate assessment and diagnostic tools • determining student strengths and learning styles • developing individualized literacy plans • planning and implementing meaningful, engaging, culturally relevant lessons • choosing a wide variety of appropriate literacy resources and materials • providing strategic, appropriate literacy intervention. Interns will have an opportunity to apply their knowledge of theory and research in a practical setting, gain experience in providing reading, writing, and word study instruction within a balanced literacy framework, and develop confidence and skill in their teaching abilities. Interns should be able to commit to a minimum of six hours a week, including a one hour seminar class following a schedule set in advance by the instructor. This internship can be repeated multiple semesters. Frequency: Every summer Instructors: St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE446 | Introduction to Urban Education The social and historical contexts of urban education in the United States place unique demands on teachers in America’s urban schools. Situated in communities affected by the steady withdrawal of social and economic capital from America’s inner cities, urban educators must acknowledge the impact of late-twentieth century urban decline while not losing sight of the agency and humanity of urban communities, families, and youth. This one-credit course will offer an introduction to the political and economic contexts that shape the exigencies of urban schooling, and it will provide an opportunity for students to begin to consider how their work as educational stakeholders might improve the academic experiences and life chances of young people in urban schools. Restrictions: Master's students enrolled in UTL Program or with permission from instructor. Frequency: Every summer A Instructors: Brockenbrough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDF446 | Inclusion Adolescence Student Teaching Seminar A Frequency: Every Fall Instructors: White | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE476 | Teaching English Learners in Content Classrooms Serves as an overview to teacher candidates and in-service teachers across content areas who will work with English learners (Els) during their teaching careers. Introduces students to the key concepts of language learning, cross-cultural communication, methods of teaching English, and testing and evaluation. Engages students in analysis, application and adaptation of teaching methods, materials, and strategies to support instruction for linguistically and culturally diverse learners. Summer B Frequency: Summer B 2013 Instructors: Hos | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE477 | Teaching and Learning in the Content Areas Frequency: Every fall Instructors: Borasi | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED511 | Introduction to Advanced Academic Literacy This one-credit course will introduce graduate students to the key role that the research literature plays in knowledge consumption and production at the graduate-level. It will help students identify how to locate useful research relevant to their research areas and to read the literature critically and efficiently. Students will analyze the components of research articles to pinpoint how knowledge claims are made and supported. Instructors: Lu | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE557 | Comprehensive Exam Research: Teaching & Curriculum PhD Frequency: Fall, Spring, Summer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE558 | Comprehensive Exam Research: Teaching & Curriculum EdD Frequency: Fall, Spring, Summer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| ED400A | Topics in Teaching and Schooling, Part 2 Prepares teachers to address the varied needs of their students and school, beyond typical curricular and academic responsibilities. Topics include: conflict resolution, educational law, ethics, listening and counseling skills, career preparation, and school and community relations. Also includes workshops on child abuse and violence prevention required by New York State. This is a two-semester course. Prerequisites: [ED 400] Frequency: Every spring Instructors: Berger, Brockenbrough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED400 | Topics in Teaching and Schooling, Part 1 Prepares teachers to address the varied needs of their students and school, beyond typical curricular and academic responsibilities. Topics addressed include: conflict resolution, educational law, ethics, listening and counseling skills, career preparation, and school and community relations. Also includes workshops on child abuse and violence prevention required by New York State. This is a two-semester course. Restrictions: Non-matriculated students discouraged from taking this course; select few by permission of instructor Frequency: Every fall, continues in spring Instructors: Berger, Brockenbrough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED404 | Teaching, Curriculum, and Change Provides a critical understanding of the social, cultural, historical, and political context of contemporary schooling, including the realities of teaching and prevailing images of teachers’ work; student assessment and evaluation; standards and teacher accountability; the social organization of schools; and the influence of popular media, commercialization, and consumerism on teaching and learning. Frequency: Every fall, spring, and summer B Instructors: Hursh, Martina, Quinones | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED409 | Language and Literacy in Education Provides educators with an understanding of how language and literacy informs instruction and enhances students’ learning in schools. Introduces students to the broad areas of language study while asking fundamental questions about the nature of language and literacy learning. Explores the complexity, diversity, and power of language (written, spoken, and visual) as a tool for communicating and thinking. Provides an opportunity for reflecting upon the implications of language study for teaching and learning in schools in a global information economy. Prerequisites: [EDU 498 recommended] Frequency: Every fall Instructors: Curry, Webster | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED415 | Adolescent Development and Youth Culture (ages 10 to 20) Develops an understanding of what it means to be an adolescent in present day American culture. Explores adolescent development as an integral part of life-span development, employing cultural, psychological, social, and biological perspectives. Examines popular culture, the commodification of youth culture, and media practices that shape and influence adolescent development. Frequency: Every fall and summer A Instructors: Ares, Boatwright, Hanny, Scarbrough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU442 | Race, Class, Gender, and Disability in American Education Prepares educators to understand diversity issues, with the ultimate goal of eliminating existing practices of exclusion and inequality in schools and society. Surveys and critically analyzes literature on diversity, and encourages students to examine their own positions of identity, including race and ethnicity, class, gender and sexual orientation, language, religious belief, age, and ability, and the consequences of these identity positions on teaching and learning in diverse settings. Frequency: Every fall, spring, and summer B Instructors: Ares, Boatwright, Brockenbrough, Hanny, Hursh, Larson | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED447 | Disability and Schools Prepares educators to understand and respond to the needs of students with disabilities. Examines the concept of disability in society and, more specifically, in education. Considers the historical context for special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current educational practices, laws, and regulations for students with diverse learning abilities. Addresses the inclusion/standards debate, as well as the diagnosis, classification, and assessment of students. Introduces some strategies for working with students with diverse learning abilities in the typical classroom. Frequency: Every fall and summer A Instructors: Hetherington, Plattos, Radigan, White | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU464 | Child Development and Learning in Context (ages 5 to 12) Develops an understanding of what can be expected of children five to 12 years old. Examines the development of children from theoretical and empirical perspectives, emphasizing the role of a wide range of contextual factors in children’s development. Examines research trends and findings in the areas of language development, social development, intellectual development, learning, and achievement motivation. Distinctions between informal and formal learning provide a context for exploring the role that formal schooling can play in learning and development. Frequency: Every summer A Instructors: French, Woodring | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU498 | Literacy Learning as Social Practice Develops an understanding of the social nature of language and literacy practices in and out of school. Examines theories of literacy learning and learning more generally, also addressing current debates in the field of literacy. Challenges students to rethink their definitions of what counts as literacy and their understanding of how people learn. Constructs an understanding of the social practice of literacy as the negotiation of the multiple linguistic and cultural realities of contemporary society across age levels and abilities. Restrictions: Open to students not matriculated in the teaching and curriculum program only with permission of instructor, space permitting Frequency: Every fall and summer A Instructors: Hoff, Larson, Lu, Webster | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Early Childhood Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED407 | Development, Learning, and Teaching for Children Ages 3 to 5 Provides an understanding of the developmental accomplishments, strengths, and limitations of children ages three to five and of the ways this development can be affected in positive or negative ways by a variety of factors, including individual and environmental variables and instruction. Considers the range of programs designed to serve preschoolers, the regulations that govern these programs, standards for accreditation, and ways to support parents of preschoolers. Examines issues of school readiness and expectation. Restrictions: Open to matriculated students only; pre-service teachers take this course concurrently with student teaching in settings that serve preschool-aged children (e.g., EDF 442 or 443) Frequency: Every spring Instructors: French, Galbraith | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED408 | Development, Learning, and Teaching for Children Ages Birth to 3 Provides an understanding of the development that ordinarily occurs in children birth to three years old and of the ways this development can be affected in positive or negative ways by a variety of factors, including individual and environmental variables and instruction. Examines the range of programs designed to serve infants, the regulations that govern these programs, and the assessment tools commonly used with infants in medical and intervention settings. Restrictions: Pre-service teachers take this course concurrently with field experiences in a setting that serves children ages birth to three (e.g., EDF 440 or 441) Frequency: Every odd summer B Instructors: Daly Wagner, Hebert, Mock | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU467 | Language, Literacy, and Cognitive Development Develops an understanding of how children develop oral communication, reading, writing, and other literacy skills, and how this development can be supported and enhanced. Explores how children acquire, use, and expand their competence with language from infancy through their first years in elementary school. Examines the theory and research on the cognitive bases for language acquisition, the sequences of intellectual development that characterize infancy and early childhood, the nature of language-based interactions with others in the immediate environment, and the uses of language in the wider community. Frequency: Every spring Instructors: French, Woodring | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU477 | Integrating Curriculum in Early Childhood Prepares early childhood and elementary teachers to create meaningful learning experiences for their students by integrating various subject matters. Examines existing integrated curricula for early childhood, in light of the cognitive, linguistic, and social development and instructional goals for preschoolers students in grades K-2. Students will also learn to create integrated learning experiences that support the development of the cognitive foundations essential to learning in elementary school, including language and literacy skills, attention regulation, problem solving, and a rich, coherent knowledge base. Frequency: Every odd summer A Instructors: Duckles, French | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Elementary Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU427 | Theory and Practice in Teaching and Learning Literacy in Elementary School Develops practices that support students’ literacy learning and in planning and implementing meaningful English language arts lessons in elementary classrooms, based on current understandings of literacy learning. Examines the construction of literacy and the effectiveness of progressive practices in the areas of curriculum development, instructional planning, and instructional strategies as specific to the elementary grades. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. Prerequisites: [EDU498] Restrictions: Pre-service teachers must take this course concurrently with their field experiences and fall student teaching (e.g., EDF 404 or 405; EDF 406 or 407) Frequency: Every fall Instructors: Gatto, Larson, Maier | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU428 | Theory and Practice in Teaching and Learning Social Studies in Elementary School Prepares teachers to facilitate the learning of history and other social sciences for all students in elementary school. Examines the key questions of what should be taught, why and how in the elementary school social studies curriculum, in light of relevant research on the learning and teaching of social studies, state and national standards, and promising practices. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. Restrictions: Pre-service teachers must take this course concurrently with their spring student teaching experience (e.g., EDF 408 or 409) Frequency: Every spring Instructors: Hursh | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU429 | Theory and Practice in Teaching and Learning Science in Elementary School Prepares teachers to make the learning of science more meaningful and accessible to all students in elementary school. Examines the key questions of what should be taught, why and how in the elementary school science curriculum, in light of relevant research on the learning and teaching of science, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching science in grades K-6. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. Restrictions: Pre-service teachers should take this course concurrently with their spring student teaching experience (e.g., EDF 408 or 409) Frequency: Every spring Instructors: Gatto | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU430 | Theory and Practice in Teaching and Learning Mathematics in Elementary School Prepares teachers to make the learning of mathematics more meaningful and accessible to all students in elementary school. Examines the key questions of what mathematics should be taught, why and how in elementary school, in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching mathematics in grades K-6. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. Restrictions: Pre-service teachers should take this course concurrently with the 100-hour field experience (e.g., EDF 404 or 405 or 410 or 411) Frequency: Every fall Instructors: Choppin, Martin | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU440 | Children's Literature and Literacy Learning Prepares educators to capitalize on children’s literature for fostering learning. Focuses on children’s literature as a unique context for literacy, linguistic, and literary learning in the classroom. Explores the field of children’s literature and literary analysis by reading, analyzing, and evaluating children’s books representing each major literary genre. Develops questioning techniques designed to enrich children’s experience as readers, to enhance the quality of their responses to literary texts, and to help children develop the strategies necessary to generate meaning as readers and writers. Prerequisites: [EDU 498 recommended] Frequency: Every summer B Instructors: Moss | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU480A | Theory and Practice of Teaching and Learning the Arts in Elementary School (Part 2) (1 credit) Provides elementary teachers with opportunities to learn and practice the skills needed to teach the arts effectively, and to integrate them into other curricular areas, including English language arts, social studies, mathematics, science, and technology. EDU 480A is a 1 credit-hour, field-based project to be completed over the following fall semester after completing EDU480 during the previous summer B. Frequency: Every fall Instructors: Hallmark | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU480 | Theory and Practice of Teaching and Learning the Arts in Elementary School (Part 1) (2 credits) Provides elementary teachers with opportunities to learn and practice the skills needed to teach the arts effectively, and to integrate them into other curricular areas, including English language arts, social studies, mathematics, science, and technology. Frequency: Every summer A Instructors: Hallmark | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
English Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU431 | Theory and Practice in Teaching and Learning English Prepares teachers to support students’ learning of the English language arts in secondary school. Students learn to apply a perspective of language and literacy as social practice into instructional practices that meet the need of culturally and linguistically diverse learners. They question what should be taught, why, and how in the secondary English language arts curriculum, in light of relevant research on the learning and teaching of English language arts, state and national standards, and promising practices. Topics addressed include: multicultural literature, integrating reading and writing instruction, teaching writing as a process, teaching grammar in context, and authentic assessment of language and literacy skills. Prerequisites: [EDU 498 recommended] Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience Frequency: Every fall Instructors: Lammers | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU443 | Implementing Innovation in English Education Supports teachers in putting into practice what they learned in EDU 431 to enhance their understanding of key issues in the teaching and learning of the English language arts. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of the English language arts, consistent with state and national standards. Supports students in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences. Prerequisites: [EDU 431, or by permission of instructor] Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course Frequency: Every spring Instructors: Lammers | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU481 | Integrating English and Technology Prepares secondary English teachers to effectively use technology to enhance English language arts instruction, while furthering their understanding of fundamental ideas and concepts in English language arts. Examines educational technology as a teaching and learning tool in English language arts and how technology may affect instructional goals and teaching practices in English education. Introduces and critically examines software, equipment, and other technological resources that can support the teaching of English language arts. Frequency: Every odd summer B Instructors: Lammers | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
ESOL/Foreign Language Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU435 | Theory and Practice in Teaching and Learning Foreign Languages and ESOL (English to Speakers of Other Languages) Introduces teachers to key issues in the teaching and learning of a second language (foreign language or ESOL) in grades K-12. Builds on research and theory in the fields of learning, teaching, curriculum, and second language education more specifically. Addresses issues about teaching other languages in schools. Includes topics such as literacy, assessment, and technology. Prerequisites: [ED 480, or by permission of instructor] Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience Frequency: Every fall Instructors: Curry, Lynch | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU463 | Implementing Innovation in Foreign Languages and ESOL Education Supports teachers in putting into practice what they learned in EDU 435 to enhance their understanding of key issues in the teaching and learning of a second language. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of foreign languages and ESOL, consistent with state and national standards. Supports students in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences. Prerequisites: [EDU435, or by permission of instructor] Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course Frequency: Every spring Instructors: Curry, Lynch | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED480 | Second Language Acquisition and Bilingualism Provides an understanding of how people learn a second language, as a foundation for examining effective ways to teach foreign languages and ESOL. Introduces theories and research on second language acquisition and bilingualism. Examines the major theories of second language acquisition (SLA) and considers developmental stages and individual differences within second language learning. Surveys models of bilingual education, typologies of bilingualism in individuals, societal contexts for bilingual education, as well as the history and politics of bilingual education in the United States. Explores the applicability of the research on second language learning and bilingualism to classroom instruction. Frequency: Every summer B Instructors: Curry, Lynch | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Mathematics Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU436 | Theory and Practice in Teaching and Learning Mathematics Prepares teachers to make the learning of mathematics more meaningful and accessible to all students in secondary school. Examines the key questions of what mathematics should be taught, why, and how in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for grades 7-12. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience Frequency: Every fall Instructors: Choppin | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU444 | Implementing Innovation in Mathematics Education Supports teachers in putting into practice what they learned in EDU 436 to enhance their understanding of key issues in the teaching and learning of mathematics. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of specific mathematical topics, consistent with the National Council of Teachers of Mathematics (NCTM) standards. Supports students in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences. Prerequisites: [EDU 436, or by permission of instructor] Restrictions: Pre-service teachers must take this course concurrently with their student teaching experience; other candidates are expected to find an instructional context where they can conduct the projects included in this course Frequency: Every spring Instructors: Callard, Choppin | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU482 | Integrating Mathematics and Literacy Prepares mathematics teachers to capitalize on reading, writing, and other forms of literacy to enhance their students’ learning of mathematics. As students engage as learners in literacy-rich instructional experiences dealing with challenging mathematical topics, they also further their understanding of some fundamental mathematical concepts and ideas. Frequency: Every even summer B Instructors: Choppin, Maley | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU483 | Integrating Mathematics and Technology Prepares secondary mathematics teachers to effectively use technology to enhance mathematics instruction, while furthering their understanding of fundamental ideas and concepts in mathematics. Examines educational technology as a teaching and learning tool in mathematics instruction and how technology may affect instructional goals and teaching practices in mathematics education. Introduces and critically examines software, equipment, and other technological resources that can support the teaching of various mathematical topics. Frequency: Every odd summer B Instructors: Choppin, Koch | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED489 | Implementing Curriculum Reform in Mathematics Prepares mathematics teachers interested in implementing the National Council of Teachers of Mathematics (NCTM) standards to use one of the exemplary comprehensive mathematics curricula developed for elementary, middle, and high school levels. Involves the in-depth analysis of one or more of the existing exemplary math curricula and the research available on their effectiveness; the implementation, documentation, and evaluation of at least one unit from one of these curricula; and the examination of what it takes to change an entire mathematics program to significantly improve the mathematical experience of all students in a school system. Prerequisites: [EDU 430 or EDU 436, or by permission of instructor Restrictions: Instructor's permission required (as candidates need access to an instructional context where they can complete the projects assigned in this course) Frequency: Occasionally Instructors: Callard, Fonzi | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Reading and Literacies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU495 | Theory and Practice for Reading Professionals Prepares reading and literacies candidates to be knowledgeable and reflective about current strategies to support reading and literacies in schools. Current debates in the field of language and literacy learning will be addressed and situated in practical classroom applications and strategies. Provides an opportunity for students to use their theoretical knowledge to construct meaningful teaching practices in the context of a case study of a student in their practicum. Facilitates a deep understanding of the inseparability of theory and practice in literacy education. Prerequisites: [Course must be taken concurrently with EDF 422; EDU 498] Restrictions: For Reading and Literacies students, or by permission of instructor Frequency: Every spring Instructors: St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED582 | Critical Literacy Develops an understanding of literacy as a critical social practice that may be used to enact social change. Issues explored include: the politics, ideology and social context of literacy; multiple literacies; and the role of literacy in production of power. Prerequisites: [EDU 498, or by permission of instructor] Frequency: Occasionally Instructors: Curry, Lammers, Larson | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Science Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDE433 | Teaching and Learning Science Outside of School This course is designed to offer the learning opportunities to further her knowledge and understanding of scientific Discourses, the nature of science, and pedagogical decision-making for teaching science to minority females. Together, we will explore the research and theory that addresses issues of teaching girls science in an informal, urban setting. The primary goal of this course is to provide you with support in developing your understanding of the nature of science and active unlearning of the formal Discourse of science, and in turn feeling comfortable constructing safe, hybrid spaces for these girls to discuss what science is, how science is done, who does science, etc. This course will take place concurrently with the after-school club, Science STARS (Students Tackling Authentic and Relevant Science), and therefore will provide opportunities to turn the theory you will read and discuss in class into practice in the field. As active agents of change, one goal of Science STARS is for these young women to develop critical consciousness, or the capacity to recognize and overcome sociopolitical barriers, and further liberate themselves from these barriers by transforming their surroundings, rejecting passivity and dialoguing strategies for a more equitable society. As near-peer mentors, supporting these girls in these journeys, she must as well become critically conscious and reject passivity. Restrictions: Instructor's permission required. Instructors: Luehmann, Zeller | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU434 | Theory and Practice in Teaching and Learning Science Prepares teachers to make the learning of science more meaningful and accessible to all students in secondary school. Examines the key questions of what should be taught, why, and how in the secondary school science curriculum, in light of relevant research on the learning and teaching of science, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for teaching science in grades 7-12. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience Frequency: Every fall Instructors: Luehmann | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU448 | Implementing Innovation in Science Education Supports teachers in putting into practice what they learned in EDU 434 to enhance their understanding of key issues in the teaching and learning of science. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of science, consistent with state and national standards. Supports students in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences. Prerequisites: [EDU434, or by permission of instructor] Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in this course Frequency: Every spring Instructors: Buckshaw, Luehmann | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED474A | Implementing Reform-based Science Education - A This course is designed to engage participants in collectively articulating and implementing a socially just vision for science education. We work together throughout the three consecutive parts of the course to develop and carry out action research that systematically and iteratively informs practice in a specific context while engaging the broader community in important conversations about needed change, its warrant and accompanying challenges. Sections B & C are offered in following fall and spring. Restrictions: Permission of instructor required Frequency: Occasional summers Instructors: Luehmann, Morreale | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED474B | Implementing Reform-based Science Education - B This course is designed to engage participants in collectively articulating and implementing a socially just vision for science education. We work together throughout the three consecutive parts of the course to develop and carry out action research that systematically and iteratively informs practice in a specific context while engaging the broader community in important conversations about needed change, its warrant and accompanying challenges. Sections A & C are offered in preceding summer and following spring, respectively. Prerequisites: [ED 474A] Restrictions: Permission of instructor required Frequency: Occasional falls Instructors: Luehmann, Morreale | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED474C | Implementing Reform-based Science Education - C This course is designed to engage participants in collectively articulating and implementing a socially just vision for science education. We work together throughout the three consecutive parts of the course to develop and carry out action research that systematically and iteratively informs practice in a specific context while engaging the broader community in important conversations about needed change, its warrant and accompanying challenges. Sections A & B are offered in preceding summer and fall, respectively. Prerequisites: [ED 474A & 474B] Restrictions: Permission of instructor required Frequency: Occasional springs Instructors: Luehmann, Morreale | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU486 | Integrating Science and Technology Prepares secondary science teachers to effectively use technology to enhance science instruction, while furthering their understanding of fundamental ideas and concepts in science. Examines educational technology as a teaching and learning tool in science instruction and how technology may affect instructional goals and teaching practices in science education. Introduces and critically examines software, equipment, and other technological resources that can support the teaching of various scientific subjects and topics. Prerequisites: [EDU 487, or by permission of instructor] Frequency: Every summer B Instructors: Henderson, Luehmann, Occhino | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU487 | Integrating Science and Literacy Prepares science teachers to effectively use reading, writing, and other forms of literacy to enhance science instruction. As students engage as learners in literacy-rich instructional experiences dealing with scientific topics, they also further their understanding of some fundamental scientific ideas and concepts. Frequency: Every odd summer A Instructors: Luehmann, Morreale | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Social Studies Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU432 | Theory and Practice in Teaching and Learning Social Studies Prepares teachers as reflective practitioners of social studies education who make the interdisciplinary study of history, geography and the social sciences meaningful, exciting, and accessible to all students in secondary schools. Explores historical and contemporary issues related to the social studies while promoting critical dialogue about key questions of what should be taught, why, and how in light of relevant theory, research, and national and state standards. Supports students in planning, implementing, and reflectively assessing instructional units. The emphasis throughout this course is on preparing teachers to build democratic communities of learners who practice the skills of participatory citizenship by learning to think constructively, conceptually, and critically about social studies. Prerequisites: [EDU 442 recommended] Restrictions: Pre-service teachers must take this course concurrently with the 100-hour field experience Frequency: Every fall Instructors: Meuwissen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU433 | Integrating Social Studies and Literacy Prepares social studies teachers to effectively use literacy theory and practices to facilitate the development of the skills their students need to become active citizens in a global society who recognize and act on issues of equity and social justice. Enhances teachers’ understanding of the fundamental interdisciplinary themes and concepts in social studies, particularly those related to historical and contemporary global connections and cultural diversity. Frequency: Every odd summer Instructors: Meuwissen, O'Shea | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU462 | Implementing Innovation in Social Studies Education Supports teachers in the integration of theory, research, and practice in social studies education. With an emphasis on education for citizenship in a culturally pluralistic democracy, teachers examine and experience innovative teaching methods, curricula, resources, and authentic performance assessment strategies that support social studies learning consistent with state and national standards. Introduces and examines strategies designed to meet the needs of diverse students with a range of learning styles and abilities. Introduces teachers to reflective action research strategies that will support their continued professional development. Prerequisites: [EDU 432, or by permission of instructor] Restrictions: Pre-service teachers must take this course concurrently with their student teaching experiences; other candidates are expected to find an instructional context where they can conduct the projects included in the course Frequency: Every spring Instructors: Cashman-Brown, Meuwissen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU499 | Integrating Social Studies and Technology Prepares secondary social studies teachers to effectively use technology to enhance social studies learning, while furthering their understanding of interdisciplinary themes and concepts in social studies, in particular those connecting science, technology, and society. Examines information and communication technology (ICT) as a teaching and learning tool in social studies and as an avenue for cross-cultural and international communication and cooperation. Through content-specific immersion in the culture of technology, introduces skills needed to critically and reflectively infuse electronic technology into educational programs in authentic and culturally relevant ways that empower learners as active citizens of a global society. Examines the complex, dynamic, and reciprocal relationship between information and telecommunication technology and society. Frequency: Every even summer A Instructors: Meuwissen, Thomas | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Inclusion | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED403 | Disability and Early Childhood Develops an understanding of disability, especially as it impacts young children. Addresses the inclusion debate, as well as the diagnosis, classification, and assessment of young children with disabilities. Examines the historical context for early intervention and special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current intervention and educational practices for young children with diverse developmental paths and learning abilities. Introduces some strategies for working with young children with disabilities in various contexts and for developing collaborative partnerships and teams to best meet the full range of needs of young children with disabilities. Frequency: Every even summer A Instructors: Mock, Sullivan | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED405 | Assessment in Instructional Contexts Provides an understanding of assessment as a tool to inform instruction in general, and inclusive education in particular, across age levels. Examines the multiple contexts in which assessment is meaningful. Provides a critical analysis of the tradition of student testing and its consequences on teaching and learning across content areas, age levels, and abilities. Frequency: Every fall and most summer A Instructors: Hetherington, November, Osborn, Plattos, Radigan | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED446 | Collaborative Teaching Partnerships in Inclusive Classrooms Empowers teachers to capitalize on the expertise and support of other professionals in addressing the needs of students with disabilities in inclusive classrooms. Explores the nature of collaborative relationships within an educational and social context and how such relationships can be effectively established to support inclusive teaching. Examines historical and current theories and frameworks for collaboration and community building, and strives to develop for teachers a personal model of collaboration and team building with colleagues, parents, and students. Frequency: Every Spring amd most Summer B Instructors: Burley, Osborn | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED451 | Teaching and Learning in Inclusive Classrooms Assists teachers by providing critical understanding and skills to meet the needs of all students in inclusive classrooms. Provides an opportunity for students to critically examine policies and practices for students with disabilities. Focuses on promising practices in the context of general education and curricular reform and provides strategies to assist in collaborative practice and differentiating instruction. Prerequisites: [ED 447 (or ED 403 for early childhood students), or by permission of instructor] Frequency: Every summer B Instructors: Osborn, Plattos, White | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED452A | Instructional Strategies for Inclusive Classrooms A Building on what was learned in ED 451, this course further explores and develops appropriate teaching and learning strategies to support all types of students in the classroom. Examines evidence-based instructional practices to understand how people learn and examines differentiated instruction through, among others, the concept of multiple intelligences and strength-based assessment and instruction. Assists teachers in identifying systemic structures that impede student learning and developing advocacy skills to break down these barriers. ED 452A covers standards-based lesson planning, Individualized Education Programs, Response to Intervention, and strategies to differentiate instruction. Prerequisites: [ED 447 and ED 451, or by permission of instructor] Frequency: Every fall Instructors: Latini, Nicodemus, White | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED452B | Instructional Strategies for Inclusive Classrooms B Building on what was learned in ED 451, this course further explores and develops appropriate teaching and learning strategies to support all types of students in the classroom. Examines evidence-based instructional practices to understand how people learn and examines differentiated instruction through, among others, the concept of multiple intelligences and strength-based assessment and instruction. Assists teachers in identifying systemic structures that impede student learning and developing advocacy skills to break down these barriers. ED 452B covers strategies to differentiate instruction, universal design for learning, organizing content for learning, adapting assessment and data-driven decision making, and accommodations and modifications. Prerequisites: [ED 452A, or by permission of instructor] Frequency: Every spring Instructors: Latini, Nicodemus, White | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED452C | Instructional Strategies for Inclusive Classrooms C Building on what was learned in ED 451, this course further explores and develops appropriate teaching and learning strategies to support all types of students in the classroom. Examines evidence-based instructional practices to understand how people learn and examines differentiated instruction through, among others, the concept of multiple intelligences and strength-based assessment and instruction. Assists teachers in identifying systemic structures that impede student learning and developing advocacy skills to break down these barriers. ED 452C covers classroom management, collaboration with related services professionals and families, assistive technology, and transitions. Prerequisites: [ED 452A and ED 452B, or by permission of instructor] Frequency: Every summer A Instructors: Latini, Nicodemus, White | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED453 | Introduction to Applied Behavior Analysis This course addresses the foundational principles and methods in applied behavior analysis, and their basic and general application. Frequency: Every fall Instructors: McAdam, Napolitano | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED457 | Autism Spectrum Disorders: Characteristics and Educational Issues Introduces the autism spectrum and the associated behavioral and learning characteristics. Explores the history of spectrum disorders, the current etiological theories, and the issues surrounding diagnosis, assessment, and treatment. Focuses on the characteristics of autism spectrum disorders; the historical context of the spectrum of disorders with particular emphasis placed on the diagnostic issues and debates; current theories and research into causes of the disorders; best practices in the assessment of children with a spectrum disorder; the learning characteristics of children with a spectrum disorder; and an introduction to and discussion of educational intervention models. Frequency: Most springs Instructors: Mozingo, Zarcone | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED458 | Methods and Applications in Applied Behavior Analysis Provides students with a conceptual understanding of how behavior analysis can be applied in educational and other human service settings, including service delivery models and factors contributing to program quality. Topics covered include: skill-building methods in the areas of social skills, language and communication, self-care, play and classroom skills, supervision, and staff training and management. Prerequisites: [ED 453] Frequency: Most springs Instructors: Mozingo, Mruzek | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED459 | Practicum in Applied Behavior Analysis and Autism Spectrum Disorders I Through supervised experience at approved practicum sites, students learn how to apply knowledge of behavioral approaches to the education of children with autism spectrum disorders. Students work as part of a collaborative team to implement IEP goals and objectives and to problem solve for student learning or behavioral difficulties. Prerequisites: [ED 453, ED 457, ED 458] Restrictions: Open only to students admitted to the Autism Spectrum Disorders Certificate Program Frequency: Most falls and springs Instructors: Mozingo | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED460 | Practicum in Applied Behavioral Analysis and Autism Spectrum Disorders II Through supervised field-based experience candidates learn to apply knowledge of behavioral approaches to the education of children with autism spectrum disorders. Candidates work as part of a collaborative multidisciplinary team to implement IEP goals and objectives and to problem solve for student learning or behavioral difficulties. Supervision is provided by behavioral psychologists or behavior analysts. Prerequisites: [ED 453, ED 457, ED 458, ED 459] Frequency: Every spring Instructors: Mozingo | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU475 | Early Interventions for Children with Disabilities (ages 3 to 5) Assists teachers in meeting the needs of preschool children with disabilities. Critically examines the current service delivery system for early childhood education with young children with, or suspected of having, a disability. Building on an understanding of typical development in three- to five-year-old children, with a focus on understanding those disabilities affecting that development, this course examines developmentally appropriate practices for children with disabilities within the context of an inclusive child- and family-centered curriculum and provides strategies to promote the growth of social and emotional development in children within a continuum of educational settings. Frequency: Every even spring Instructors: Mock, Sullivan | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU476 | Early Intervention for Children with Disabilities (ages birth to 3) Assists teachers in meeting the needs of infants and very young children with disabilities. Critically examines the current service delivery system for early childhood education to young children with, or suspected of having, a disability. Building on an understanding of normal development in children from birth to three years old with a focus on understanding those disabilities affecting that development, this course examines developmentally appropriate practices for children with disabilities within the context of an inclusive child- and family-centered curriculum and provides strategies to promote the growth of social and emotional development in children within a continuum of educational settings. Frequency: Every odd summer B Instructors: Mock, Sullivan | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Doctoral Studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU525 | Theory and Research in Teaching and Learning Provides doctoral students with a solid grounding in the research literature on the processes of teaching and learning as a basis for more advanced and specialized studies in these and other related areas. Restrictions: Doctoral students only Frequency: Every fall Instructors: Ares, Luehmann, Meuwissen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU526 | Theory and Research in Curriculum and Change Provides doctoral students with a solid grounding in the research literature on curriculum and reform in education as a basis for more advanced and specialized studies in these and other related areas. Restrictions: Doctoral students only Frequency: Every spring Instructors: Choppin, Larson | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU527 | Advanced Doctoral Seminar in Teaching and Learning With each offering, this course focuses on a different topic within the areas of teaching and learning, examining issues and results from the relevant literature. The goal of this course is to enable doctoral students with an interest in the processes of teaching and learning to deepen their understanding of these areas as they prepare for doing independent research. Spring 2011 focus: The purpose of this course is to investigate historical and contemporary issues around the design and implementation of pre-service and in-service teacher education in the United States. Given the Warner mission, we will pay special attention to the challenges associated with focusing on social justice and multiculturalism in teacher education in the current policy climate. In terms of pre-service teacher education, we will explore multiple programmatic pathways and pedagogies, their impacts on pre-service teachers’ knowledge and beliefs, and their relationships to educational policy. In terms of in-service teacher education, we will explore different modes of professional development, from teacher inquiry within classrooms to school-community partnerships, and the implications of professional development for teachers’ career trajectories and their work within a climate of high-stakes test-based accountability. Prerequisites: [EDU 525 (unless waived by instructor for students outside of teaching and curriculum)] Restrictions: Doctoral students only, or by permission of instructor Frequency: Most springs | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU528 | Advanced Doctoral Seminar in Curriculum and Pedagogy With each offering, this course focuses on a different topic within the areas of curriculum and pedagogy, examining issues and results from the relevant literature. The goal of this course is to enable doctoral students with an interest in issues related to curriculum and pedagogy to deepen their understanding of these areas as they prepare for doing independent research. Fall 2011 Focus: Gender and Sexual Justice in American Education - Gender and sexual differences have played crucial roles in determining the content of, access to, participation in, and aims of K-12 education in the United States. In this course, we will explore how gender and sexuality have mediated discourses on social justice in American K-12 educational contexts since the early twentieth century. Feminist, womanist, masculinity, and queer theories will provide conceptual lenses for our examinations of K-12 schools as sites of social reproduction and resistance. Additionally, connections when possible to local educational spaces and practitioners will provide opportunities to consider the aims and impact of contemporary discourses on gender and sexuality in academic settings. As an advanced doctoral seminar, this course will require thorough readings of assigned texts and thoughtful participation in class discussions. This course will also require response papers, student-led facilitations of class activities, and a final project that addresses gender and/or sexual justice in American education. Students who enroll in this course should have some prior exposure to critical theories on gender and sexual difference, as well as a genuine interest in social justice issues in education. Prerequisites: [EDU526 (unless waived by instructor for students outside of teaching and curriculum)] Restrictions: Doctoral students only, or by permission of instructor Frequency: Most falls Instructors: Brockenbrough | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED551A | Teaching & Curriculum Doctoral Cohort Seminar 1A Cohort groups for the Accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes. Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam Frequency: Every summer Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED551B | Teaching & Curriculum Doctoral Cohort Seminar 1B Cohort groups for the Accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes. Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam Frequency: Every fall Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED551C | Teaching & Curriculum Doctoral Cohort Seminar 1C Cohort groups for the Accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes. Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam Frequency: Every spring Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED552A | Teaching & Curriculum Doctoral Cohort Seminar 2A Cohort groups for the Accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes. Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam Frequency: Every summer Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED552B | Teaching & Curriculum Doctoral Cohort Seminar 2B Cohort groups for the Accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes. Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam Frequency: Every fall Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED552C | Teaching & Curriculum Doctoral Cohort Seminar 2C Cohort groups for the Accelerated Ed.D. program meet monthly with a faculty member over the first two years to discuss coursework, research topics, and support one another through the portfolio and comprehensive exam processes. Restrictions: For accelerated Ed.D. students only who have completed the comprehensive exam Frequency: Every spring Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED553 | Teaching & Curriculum Dissertation Proposal Seminar Provides students in the Accelerated Ed.D. program with support for writing their action research dissertation proposal. Drawing on previous coursework, the comprehensive exam, and a pilot project, students are supported to develop a defensible dissertation proposal. Restrictions: For accelerated Ed.D. students only Frequency: Various (in sequence) Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED554 | Action Research Dissertation Seminar I Provides a supported research experience for students in the accelerated Ed.D. program to conduct their action research dissertation projects. Students and faculty support one another in carrying out an action research dissertation, including analyzing data as it is collected, reformulating questions, and describing tentative findings. Prerequisites: [ED 553] Restrictions: For accelerated Ed.D. students only Frequency: Every fall Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED555 | Action Research Dissertation Seminar II Assists students in presenting their findings, including writing the dissertation and presenting their research through other media such as video. Students present to their colleagues in the class in addition to preparing for the final dissertation defense. Prerequisites: [ED 554] Restrictions: For accelerated Ed.D. students only Frequency: Every spring Instructors: Borasi, Hursh, Luehmann, Mock, St. George | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ED588 | Doctoral Seminar: Topics in Teaching & Curriculum This doctoral seminar focuses on a different topic in research each time it is offered. Spring 2013: The Anthropology of Achievement -- This course introduces students to the ways in which achievement is being reframed and studied. Combining literary and ethnographic techniques, this course explores the intersecting constraints of class status, gender, parenting, sexual orientation, race and ethnicity and Internal tracking embedded in curricular programs known variously as honors, AP, magnet, gifted and talented, etc., in order to provide a springboard from which students can develop their own firmly grounded views as to how achievement could or should be incorporated into social inquiry. Fieldwork and a panoply of academic and popular media, coupled with narratives in “the ethnographic I,” will be deployed in order to prepare student participants with the skills needed to complete the required auto-ethnography, the benchmark course requirement. Restrictions: Doctoral students only Frequency: Every spring | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Health Professions Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU497 | Teaching and Learning in Higher Education A study of theory-based effective teaching, learning, and assessment practices for use in higher education and learning organizations. Stresses teaching, learning, and assessment practices that facilitate meaningful learning. Designed to meet the diverse needs and interests of a broad range of graduate students, teachers, and working professionals interested or currently working in higher education or learning organizations. Frequency: Every fall Instructors: Fonzi | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU580 | Foundations of Health Professions Education A foundational study of the historical, scientific, social, and political roots of health professions education, educational theory, and the continuum of this education. Provides the contextual framework for education in the health professions and emphasizes the historical and sociological theory of the evolution of this education. Critically examines the roles and responsibilities in the assessment and certification of graduates, as well as discusses the framework for accreditation and licensing of health care professionals. Current program assessment methods and tools are reviewed, as well as ethics and responsibilities of education leaders in different roles. Frequency: Every fall Instructors: Sellers, Shapiro, Wall | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU581 | Clinical Teaching in Health Care Professions Education: Teaching and Instructional Methods Presents traditional and innovative methods used in clinical teaching to enhance student and practitioner knowledge, skills, and attitudes, and critically examines the theories behind different teaching methodologies. Discusses current and potential future uses of technology in active learning strategies in the clinical environment. Also explores ethical and patient safety issues. Prerequisites: [EDU 497 required, EDU 580 recommended] Frequency: Every spring Instructors: Fonzi, Norsen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The following courses are teaching internships (at different grade levels and in different settings), which also include a one-hour weekly seminar concurrent with the individual experiences taking place in the field.
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