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Teaching & Curriculum
| Course Number | Course Name |
|---|---|
General/Foundations | |
| ED 400 | 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, 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 class; select few by permission of instructor Frequency: Every fall, continues in spring Instructors: King |
| ED 400A | 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, school and community relations. This is a two-semester course. Prerequisites: [ED 400] Frequency: Every spring Instructors: King |
| ED 404 | 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 summerB Instructors: Hursh |
| ED 409 | 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: Allen, Curry, Webster |
| ED 415 | 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: Allen, O'Connor, Peterson, Vitale, Young-Miller |
| 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: Brockenbrough, Hursh, Larson |
| ED 447 | 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, Radigan |
| EDU464 | Child Development and Learning in Context (ages 5 to 12) Develops an understanding of what can be expected of children 5 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, O'Connor, Peterson |
| 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: Allen, Larson, Peterson, Tinelli |
Early Childhood Education | |
| ED 407 | Development, Learning, and Teaching for Children Ages 3 to 5 Provides an understanding of the developmental accomplishments, strengths, and limitations of children ages 3 to 5 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. (i.e., EDF 442 or 443) Frequency: Every spring Instructors: Conezio, French |
| ED 408 | Development, Learning, and Teaching for Children Ages Birth to 3 Provides an understanding of the development that ordinarily occurs in children birth to 3 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 3. (i.e., EDF 440 or 441) Frequency: Every odd summer B Instructors: Conezio, Daly Wagner, 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 even summer B Instructors: French |
| 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: Conezio, 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 need of 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. (i.e., 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 need of students with a range of learning styles and abilities. Restrictions: Pre-service teachers must take this course concurrently with their spring student teaching experience. (i.e., 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 need of students with a range of learning styles and abilities. Restrictions: Pre-service teachers should take this course concurrently with their spring student teaching experience. (i.e., 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 need of students with a range of learning styles and abilities. Restrictions: Pre-service teachers should take this course concurrently with the 100-hour field experience. (i.e. EDF 404 or 405 or 410 or 411) Frequency: Every fall Instructors: Bellini, Choppin |
| 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 |
| EDU480 | Theory and Practice of Teaching and Learning the Arts in Elementary School (Part 1) 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 480 is a 2 credit-hour course offered every summer B; EDU 480A is a 1-credit-hour, field-based project to be completed over the following fall semester. Frequency: Summer Instructors: Hallmark |
| EDU480A | Theory and Practice of Teaching and Learning the Arts in Elementary School (Part 2) 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 |
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: King |
| 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: [EDU431, 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: King |
| 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: King |
ESOL/Foreign Language Education | |
| ED 400 | 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, 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 class; select few by permission of instructor Frequency: Every fall, continues in spring Instructors: King |
| 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 |
| 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 |
| ED 480 | 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, Hawryshkiw |
Mathematics Education | |
| EDF410M | Field Experiences in Middle Childhood (Math) Prerequisites: [*EDU436] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| 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 need of 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 Teacher of Mathematics 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, Clancy |
| 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 |
| 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 |
| ED 489 | Implementing Curriculum Reform in Mathematics Prepares mathematics teachers interested in implementing the 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 instructor permission] 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: [This 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: Hiley, Larson |
| ED 582 | 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: [EDU498 or by permission of instructor] Frequency: Occasionally Instructors: Allen, Curry, Larson |
Science Education | |
| 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 need of 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 on 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: Luehmann |
| 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 even summer B Instructors: 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: Evans, Luehmann, Occhino |
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 |
| 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: [EDU432, 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: 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 |
Inclusion | |
| ED 403 | 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 |
| ED 405 | 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 spring Instructors: Hetherington, Osborn |
| ED 446 | 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 fall Instructors: Burley, Osborn |
| ED 451 | 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 fall Instructors: Osborn, White |
| ED 452 | Instructional Strategies for Inclusive Classrooms 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 past and current instructional practices to understand how people learn and differentiate instruction through the concept of multiple intelligences and strength-based assessment and instruction. Assists teachers in identifying impediments to learning and in developing advocacy skills to overcome these obstacles. Prerequisites: [ED 447 and ED 451 or by permission of instructor] Frequency: Every spring Instructors: Osborn, White |
| ED 453 | Principles, Methods, and Applications in Applied Behavior Analysis I Addresses the basic principles of learning theory and their application. Various methods of behavioral assessment and change techniques are covered, as well as ethical considerations when applying behavioral methods. Topics include theoretical and conceptual issues in applied behavior analysis, characteristics and methods of establishing, strengthening, and weakening behaviors. Frequency: Most summers Instructors: McAdam, Napolitano |
| ED 457 | 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 practice 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 |
| ED 458 | Principles, Methods, and Applications in Applied Behavioral Analysis II 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 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 falls Instructors: Mozingo, Mruzek |
| ED 459 | 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] Frequency: Most falls and springs Instructors: Mozingo |
| ED 460 | 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, and 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 |
| 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 from birth to three years old with a focus on understanding those disabilities affecting that development, 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 |
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 |
| 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. See schedule and Web site for 2009-10 focus. 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. See schedule and Web site for 2009-10 focus. 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 |
| ED 551A | 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 |
| ED 551B | 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 |
| ED 551C | 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 |
| ED 552A | 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: Summer Instructors: Borasi, Hursh, Luehmann, Mock |
| ED 552B | 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, Mock |
| ED 552C | 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 |
| ED 553 | Teaching & Curriculum 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 |
| ED 554 | 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 |
| ED 555 | 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 |
| ED 588 | Doctoral Seminar: Topics in Teaching & Curriculum This doctoral seminar focuses on a different topic in research each time it is offered. 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: D'Aoust, Wall, Ward |
| 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. Current and potential future uses of technology in active learning strategies in the clinical environment will be discussed. Ethical and patient safety issues are also explored. Prerequisites: None (although EDU 497 and EDU 580 are recommended) Frequency: Every spring Instructors: Fonzi, Norsen, Santos |
Teaching Internships | |
| EDF404 | Field Experiences in Elementary Schools Prerequisites: [EDU498; *EDU427] Restrictions: Pre-service teachers taking EDU427 only Frequency: Every fall |
| EDF405 | Field Experiences in Inclusive Elementary School Settings Prerequisites: [EDU498; *EDU427; ED 447 or ED 403] Restrictions: Pre-service teachers taking EDU427 only Frequency: Every fall |
| EDF406 | Student Teaching in Elementary Schools A Prerequisites: [*EDF404 or *EDF405] Restrictions: Pre-service teachers taking EDU427 only Frequency: Every fall |
| EDF407 | Student Teaching in Inclusive Elementary School Settings A Prerequisites: [*EDF405; ED 447 or ED 403] Restrictions: Pre-service teachers taking EDU427 only Frequency: Every fall |
| EDF408 | Student Teaching in Elementary Schools B Prerequisites: [EDF406 or EDF407] Restrictions: Pre-service teachers taking EDU428 & EDU 429 only Frequency: Every spring |
| EDF409 | Student Teaching in Inclusive Elementary School Settings B Prerequisites: [EDF406 OR EDF407] Restrictions: Pre-service teachers taking EDU428 & EDU 429 only Frequency: Every spring |
| EDF410E | Field Experiences in Middle Childhood (English) Prerequisites: [*EDU431] Restrictions: Pre-service teachers taking EDU431 only Frequency: Every fall |
| EDF410F | Field Experiences in Middle Childhood (Foreign Languages + Latin) Prerequisites: [*EDU435] Restrictions: Pre-service teachers taking EDU435 only Frequency: Every fall Instructors: Curry, Hansen |
| EDF410H | Field Experiences in Middle Childhood (Social Studies) Prerequisites: [*EDU432] Restrictions: Pre-service teachers taking EDU432 only Frequency: Every fall |
| EDF410M | Field Experiences in Middle Childhood (Math) Prerequisites: [*EDU436] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF410S | Field Experiences in Middle Childhood (Science) Prerequisites: [*EDU434] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF411E | Field Experiences in Inclusive Middle Childhood Settings (English) Prerequisites: [*EDU431; *ED 447] Restrictions: Pre-service teachers taking EDU431 only Frequency: Every fall |
| EDF411F | Field Experiences in Inclusive Middle Childhood Settings(Foreign Languages + Latin) Prerequisites: [*EDU435; *ED 447] Restrictions: Pre-service teachers taking EDU435 only Frequency: Every fall Instructors: Curry, Hansen |
| EDF411H | Field Experiences in Inclusive Middle Childhood Settings (Social Studies) Prerequisites: [*EDU432; *ED 447] Restrictions: Pre-service teachers taking EDU432 only Frequency: Every fall |
| EDF411M | Field Experiences in Inclusive Middle Childhood Settings (Math) Prerequisites: [*EDU436; *ED 447] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF411S | Field Experiences in Inclusive Middle Childhood Settings (Science) Prerequisites: [*EDU434; *ED 447] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF412E | Student Teaching in Middle Childhood A (English) Prerequisites: [EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF412F | Student Teaching in Middle Childhood A (Foreign Languages + Latin) Prerequisites: [EDF410F or EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF412H | Student Teaching in Middle Childhood A (Social Studies) Prerequisites: [EDF410H or EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF412M | Student Teaching in Middle Childhood A (Math) Prerequisites: [EDF410M or EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF412S | Student Teaching in Middle Childhood A (Science) Prerequisites: [EDF410S or EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF413E | Student Teaching in Inclusive Middle Childhood Settings A (English) Prerequisites: [EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF413F | Student Teaching in Inclusive Middle Childhood Settings A (Foreign Languages + Latin) Prerequisites: [EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF413H | Student Teaching in Inclusive Middle Childhood Settings A (Social Studies) Prerequisites: [EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF413M | Student Teaching in Inclusive Middle Childhood Settings A (Math) Prerequisites: [EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF413S | Student Teaching in Inclusive Middle Childhood Settings A (Science) Prerequisites: [EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF414E | Student Teaching in Middle Childhood B (English) Prerequisites: [EDF410E or EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF414F | Student Teaching in Middle Childhood B (Foreign Languages + Latin) Prerequisites: [EDF410F or EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF414H | Student Teaching in Middle Childhood B (Social Studies) Prerequisites: [EDF410H or EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF414M | Student Teaching in Middle Childhood B (Math) Prerequisites: [EDF410M or EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF414S | Student Teaching in Middle Childhood B (Science) Prerequisites: [EDF410S or EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF415E | Student Teaching in Inclusive Middle Childhood Settings B (English) Prerequisites: [EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF415F | Student Teaching in Inclusive Middle Childhood Settings B (Foreign Languages - Latin) Prerequisites: [EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF415H | Student Teaching in Inclusive Middle Childhood Settings B (Social Studies) Prerequisites: [EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF415M | Student Teaching in Inclusive Middle Childhood Settings B (Math) Prerequisites: [EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF415S | Student Teaching in Inclusive Middle Childhood Settings B (Science) Prerequisites: [EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF416E | Field Experiences in Secondary Schools (English) Prerequisites: [*EDU431] Restrictions: Pre-service teachers taking EDU431 only Frequency: Every fall |
| EDF416F | Field Experiences in Secondary Schools (Foreign Languages + Latin) Prerequisites: [*EDU435] Restrictions: Pre-service teachers taking EDU435 only Frequency: Every fall Instructors: Curry, Hansen |
| EDF416H | Field Experiences in Secondary Schools (Social Studies) Prerequisites: [*EDU432] Restrictions: Pre-service teachers taking EDU432 only Frequency: Every fall |
| EDF416M | Field Experiences in Secondary Schools (Math) Prerequisites: [*EDU436] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF416S | Field Experiences in Secondary Schools (Science) Prerequisites: [*EDU434] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF417E | Field Experiences in Inclusive Secondary School Settings (English) Prerequisites: [*EDU431; *ED 447] Restrictions: Pre-service teachers taking EDU431 only Frequency: Every fall |
| EDF417F | Field Experiences in Inclusive Secondary School Settings(Foreign Languages + Latin) Prerequisites: [*EDU435; *ED 447] Restrictions: Pre-service teachers taking EDU435 only Frequency: Every fall Instructors: Curry, Hansen |
| EDF417H | Field Experiences in Inclusive Secondary School Settings (Social Studies) Prerequisites: [*EDU432; *ED 447] Restrictions: Pre-service teachers taking EDU432 only Frequency: Every fall |
| EDF417M | Field Experiences in Inclusive Secondary School Settings (Math) Prerequisites: [*EDU436; *ED 447] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF417S | Field Experiences in Inclusive Secondary School Settings (Science) Prerequisites: [*EDU434; *ED 447] Restrictions: Pre-service teachers taking EDU436 only Frequency: Every fall |
| EDF418E | Student Teaching in Secondary Schools A (English) Prerequisites: [EDF410E or EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF418F | Student Teaching in Secondary Schools A (Foreign Languages + Latin) Prerequisites: [EDF410F or EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF418H | Student Teaching in Secondary Schools A (Social Studies) Prerequisites: [EDF410H or EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF418M | Student Teaching in Secondary Schools A (Math) Prerequisites: [EDF410M or EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF418S | Student Teaching in Secondary Schools A (Science) Prerequisites: [EDF410S or EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF419E | Student Teaching in Inclusive Secondary School Settings A (English) Prerequisites: [EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF419F | Student Teaching in Inclusive Secondary School Settings A (Foreign Languages&Latin) Prerequisites: [EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF419H | Student Teaching in Inclusive Secondary School Settings A (Social Studies) Prerequisites: [EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF419M | Student Teaching in Inclusive Secondary School Settings A (Math) Prerequisites: [EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF419S | Student Teaching in Inclusive Secondary School Settings A (Science) Prerequisites: [EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF420E | Student Teaching in Secondary Schools B (English) Prerequisites: [EDF410E or EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF420F | Student Teaching in Secondary Schools B (Foreign Languages&Latin) Prerequisites: [EDF410F or EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF420H | Student Teaching in Secondary Schools B (Social Studies) Prerequisites: [EDF410H or EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF420M | Student Teaching in Secondary Schools B (Math) Prerequisites: [EDF410M or EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF420S | Student Teaching in Secondary Schools B (Science) Prerequisites: [EDF410S or EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF421E | Student Teaching in Inclusive Secondary School Settings B (English) Prerequisites: [EDF411E; *EDU443] Restrictions: Pre-service teachers taking EDU443 only Frequency: Every spring |
| EDF421F | Student Teaching in Inclusive Secondary School Settings B (Foreign Languages&Latin) Prerequisites: [EDF411F; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF421H | Student Teaching in Inclusive Secondary School Settings B (Social Studies) Prerequisites: [EDF411H; *EDU462] Restrictions: Pre-service teachers taking EDU462 only Frequency: Every spring |
| EDF421M | Student Teaching in Inclusive Secondary School Settings B (Math) Prerequisites: [EDF411M; *EDU444] Restrictions: Pre-service teachers taking EDU444 only Frequency: Every spring |
| EDF421S | Student Teaching in Inclusive Secondary School Settings B (Science) Prerequisites: [EDF411S; *EDU448] Restrictions: Pre-service teachers taking EDU448 only Frequency: Every spring |
| EDF422 | Practica in Teaching Literacy Prerequisites: [*EDU498; *EDU495] Frequency: Every spring |
| EDF423 | Practica in Teaching Literacy in Elementary Schools Prerequisites: [EDU498; *EDU427] Frequency: Every fall |
| EDF424 | Practica in Teaching Literacy in Middle Childhood Prerequisites: [EDU498; *EDU431] Frequency: Every fall |
| EDF425 | Practica in Teaching Literacy in Secondary Schools Prerequisites: [EDU498; *EDU443] Frequency: Every spring |
| EDF426 | Field Experiences in ESOL Prerequisites: [*EDU435] Restrictions: Pre-service teachers taking EDU435 only Frequency: Every fall Instructors: Curry, Hansen |
| EDF428 | Student Teaching in ESOL in Elementary Schools Prerequisites: [EDF426; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF430 | Student Teaching in ESOL in Secondary Schools Prerequisites: [EDF426; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF432 | Student Teaching in ESOL Prerequisites: [EDF426; *EDU463] Restrictions: Pre-service teachers taking EDU463 only Frequency: Every spring Instructors: Curry, Hansen |
| EDF440 | Field Experiences with Children 0-3 Prerequisites: [*ED 408] Frequency: Every odd summer B Instructors: French, Mock |
| EDF441 | Field Experiences with Children 0-3 in Inclusive Settings Prerequisites: [*ED 408 or *EDU476; **ED 403 or *ED476] Frequency: Every odd summer B Instructors: French, Mock |
| EDF442 | Student Teaching with Preschool Children Prerequisites: [*ED 407] Frequency: Every spring |
| EDF443 | Student Teaching with Preschool Children in Inclusive Settings Prerequisites: [*ED 407 or *EDU475; **ED 403 or *EDU475] Frequency: Every spring |