EDUC 646 Foundations of Literacy and Language Systems 3 credits
This course focuses on the beginnings of the development of literacy in children including the fundamentals of reading and writing as processes and how children come to understand and use those processes in differing settings. Research-based instructional strategies for supporting the development of children’s literacy are explored, including alphabet and print awareness, phonological awareness, phonics, fluency, vocabulary and comprehension. A 10-hour field placement is required. (This course may be taken for credit as EDUC 346) Prerequisite: EDUC 242; a passing score on PRAXIS I Core Academic Skills for Educators; admission to teacher education program.
EDUC 650 Teacher as Reflective Practitioner 3 credits
This course focuses on areas of knowledge in the liberal arts that approach learning through a process of inquiry and questioning from a variety of disciplines. Areas were chosen to give students a broad understanding of the liberal arts. A variety of instructional strategies and methods will be used to promote active inquiry into learning during class time.
EDUC 653 Current Issues in K-12 Education 3 credits
This course focuses on a critical examination of current issues influencing early and middle childhood education. Topics include both historical and contemporary views of childhood education, as well as social, educational and economic policies that shape the practices within schools. Students are assessed by their contribution to the class discussions throughout the semester. A variety of instructional strategies are used to promote active inquiry into learning during class time.
EDUC 656 Educational Psychology 3 credits
This course focuses on current special education topics and professional development issues that impact the educator, interactions with students, parents and other professions (including the development of communication and consultation skills). A variety of instructional strategies and methods will be used to promote active inquiry into learning during class time.
EDUC 659 The Exceptional Child 3 credits
This course provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment and support services of/for individuals with disabilities ranging from mild, moderate to severe levels of varying disabilities. The course will study the impact of disabilities on academic and social/emotional performances. A 10 hour field experience is required.
EDUC 662 Media and Technology 3 credits
The course focuses on the fundamentals of planning, design and production of instructional multimedia tools. Laboratory activities cover interrelationships of communication theory; selection, utilization and production of materials, the use of media and the operation of equipment. There are opportunities for students to practice and use educational media and equipment in a cooperative, multicultural, learning environment and in various micro-teaching situations.
EDUC 665 Multicultural Perspectives in Education 3 credits
This course focuses on multicultural perspectives in education. This course is designed to prepare individuals associated with education to meet the needs of culturally, linguistically, ethnically, or economically diverse (CLEED) classrooms. It is required of all MAT program participants. The course content includes: 1.) African-American, 2.) Asian cultures, 3.) Hispanic cultures, 4.) Native American cultures, 5.) European cultures, 6.) teaching strategies for ethnic studies, 7.) multicultural education as an academic discipline, and 7.) religious differences in culture. A variety of instructional strategies and methods will be used to promote active inquiry into learning during class time.
EDUC 672 Reading Methods and Materials 3 credits
This course reviews key concepts in reading instruction today. The class includes interactive class time, electronic learning, certificate-specific meetings and activities, and independent study. Candidates will explore methods of differentiating instruction in the reading classroom. A special focus will be given to the end purpose of the reading process-comprehension. Instruction will be provided through relevant discussion of the experiences of professional educators related to the specific area of education. A 10 hour field experience is required.
EDUC 681-85 Methods and Materials in Secondary Education 3 credits
This is a series of courses which address issues related to methods and materials for various areas of secondary education. The classes include interactive class time, electronic learning, certificate-specific meetings and activities, and independent study. Instruction will be provided through relevant discussion of the experiences of professional educators related to the specific area of education.
- EDUC 681 Methods and Materials in Secondary Education: English
- EDUC 682 Methods and Materials in Secondary Education: Mathematics
- EDUC 683 Methods and Materials in Secondary Education: Physical Life Sciences
- EDUC 684 Methods and Materials in Secondary Education: Social Studies
- EDUC 685 Methods and Materials in Secondary Education: World Languages
EDUC 696 Theories, Practices, and Utilization of Educational Research 3 credits
Students are introduced to two research approaches that are used in special education research: quantitative methods and qualitative methods. Students conduct an extensive review of literature in an area of interest and make a formal oral presentation about their literature review.
EDUC 699 Master of Arts in Teaching Capstone Project 3 credits
This course is the capstone experience for the Master of Arts in Teaching in Education. All M.A.T. candidates are required to complete an Action Research Paper. The purpose of preparing a master’s research paper is to give candidates experience in carrying out the kind of research that is expected throughout their professional career. Through this process, the faculty expects each candidate to demonstrate his/her ability to work independently on a problem and to document his/her familiarity with the literature in the field of study, a command of the techniques and principles of research, and the ability to form valid generalizations from the research data. Candidates work independently under the supervision of their project advisor.