| Faculty | Programs Offered | Certification | Endorsements | ||
| Education Courses | Educational Psychology Courses | Special Education Courses |
253.535.7272
www.plu.edu/~educ
The School of Education offers undergraduate programs of study leading to certification for elementary, secondary, and special education teachers. Additional post-baccalaureate certification is offered for administrators. The curriculum is designed to provide graduates with a blend of the liberal arts and a variety of guided field experiences beginning early in the educational sequence. The faculty is committed to the development of caring, competent educational leaders committed to lives of service. A consistent emphasis of all programs is the promotion of student learning in K-12 institutions.
Faculty: Hillis, Lamoreaux, Leitz, Lewis, Dean Team; Leitz, Associate Dean; Lamoreaux, Director of MA with Certification Program; Byrnes, Chastain, Gerlach, Reisberg, Thirumuthry, Weiss, Williams, Woolworth, Yetter.
The School
of Education is accredited by the National Council for Accreditation of
Teacher Education (NCATE), the Northwest Association of Schools and
Colleges, and the Washington State Board of Education for the
preparation of elementary, secondary, and special education teachers,
reading specialists, and administrators, with the Master of Arts in
Education the highest degree approved. The accreditation gives PLU
graduates reciprocity with many other states.
The School of Education offers coursework toward the conversion, renewal, or reinstatement of teaching certificates. It offers various options to add endorsements to current certificates. It also offers coursework and support to individuals seeking Washington State Professional Certificates or certification under the National Board of Professional Teaching Standards.
Current graduate programs include Master of Arts in Education (Project LeaD) and Master of Arts with Residency and Certification.
All individuals seeking to enter an undergraduate degree/certification or certification-only program must apply to the School of Education. A completed School of Education application, official transcripts of all college/university work, writing samples, official documentation of college admission or other approved standardized test scores, passing scores on all parts of the West-B, and letters of recommendation must be submitted to the School of Education by the first Friday in March to receive priority consideration for admission to the School of Education for the fall term.
Specific requirements include:
1. Evidence of verbal and quantitative ability as illustrated by a passing score on the Washington Educators Skills Test Basic (WEST-B). Six test dates are available during the year; check the School of Education web site for the dates.
2. Junior standing (60 to 64 or more semester hours)
3. Cumulative grade point average (GPA) of 2.50
4. Psychology 101 or equivalent: grade of C or higher
5. Writing 101 or equivalent: grade of C or higher
Application forms and procedures for admission to professional studies in education are available from the School of Education. Students who do not meet all the requirements may appeal the admission process and should contact the Administrative Manager in the School of Education Office.
Continuation in any program of study in the School of Education is
subject to continuous assessment of student development and
performance. Students are required to demonstrate the mastery of
knowledge, skills, professionalism, attitudes, and dispositions
required for effective practice. Records will be reviewed at the end of
each semester to ensure students are meeting standards throughout the
program.
Students become candidates for certification when:
1. All coursework is completed with a cumulative grade point average of 2.50 or above and the student's degree has been posted.
2. All coursework in major and minor fields and all education
coursework have been completed with a grade of C or better.
3. All additional courses related to and required for education
programs and teacher certification have been completed with a grade of
C or better. For elementary education students these include: MATH 123 or equivalent (must be taken prior to EDUC 406, Term II); BIOL 111 or life science
equivalent; physical science equivalent, especially geosciences;
PHED 322 and ARTD 341 and MUSI
341.
4. Passage of the WEST-E in at least one endorsement area. The WEST-E must be taken and passed prior to student teaching.
Students who successfully complete a program of professional studies in the School of Education, who meet all related academic requirements for a degree or a certificate, and who meet all state requirements will be recommended by the School of Education for a Washington residency teaching certificate. Additional state requirements include a Washington State Patrol check, an FBI fingerprint check, and a passing score on state entry-to-practice tests. Information regarding all state requirements and procedures for certification is available from the Certification Officer in the School of Education. State requirements are subject to immediate change. Students should meet with School of Education advisors each semester and the Certification Officer for updates in program or application requirements.
The basic undergraduate elementary education program consists of a four-term program starting in the fall term of each year.
HUB IPassing scores on at least one endorsement test (WEST-E) must be presented before a student can enroll in HUB IV.
EDUC 390: Inquiry into Learning I: Investigation into Learning and Development (4)
EDUC 392: Inquiry into Learning II: Investigation into Learning and Development (4)
EDUC 394: Technology and Teaching (2)
SPED 320: Issues of Child Abuse and Neglect (1)
HUB II
EDUC 406: Mathematics in K-8 Education (4)
EDUC 408: Literacy in a K-8 Education (4)
EDUC 424: Inquiry into Teaching I: Diverse Learners (4)
SPED 424: Learners with Special Needs in the General Education Classroom (4)
HUB III
EDUC 410: Science/Health in K-8 Education (4)
EDUC 412: Social Studies in K-8 Education (4)
EDUC 425: Inquiry into Teaching II: Diverse Learners (4)
HUB IV
EDUC 430: Student Teaching in K-8 Education (10)
And EDUC 450: Inquiry into Learning and Teaching: Reflective Practice and Seminar (2)
OR
EDUC 434: Student Teaching - Elementary (Dual) (6)
and EDUC 450: Inquiry into Learning and Teaching: Reflective Practice and Seminar (2)
Includes the above elementary education sequence (51 semester hours) and the following special education coursework:
SPED 322: Moderate Disabilities and Transitions (4)
SPED 430: Students with Emotional and Behavioral Disorders (4)
SPED 442: Technology in Special Education (2)
SPED 450: Early Childhood Special Education (2)
SPED 454: Students with Physical Challenges and the Medically Fragile (2)
SPED 459: Student Teaching in Special Education (6)
SPED 460: Special Education Student Teaching Seminar: Issues in Practice (1)
The professional education sequence forms the foundation of the program for all students seeking certification as an elementary education (K-8) multi-subject teacher. Undergraduate students have several options for building a program upon the professional education sequence, including:
A. They may earn a residency elementary K-8 teaching certificate. This requires the completion of the professional education sequence for elementary education and 24-semester-hour academic support area.
B. They may earn a residency elementary K-8 teaching certificate and a P-12 special education endorsement. This requires the completion of the professional education sequence for elementary education students, the completion of coursework required for endorsement in special education, and the completion of a 24-semester-hour academic emphasis.
C. They may earn a residency elementary K-8 teaching certificate and qualify for a waiver in special education (allowing students to teach special education after graduation for five years under the assumption that they will complete coursework to earn endorsement in special education during this time period). This requires the completion of the professional education sequence for elementary education students, the completion of 24 semester hours in an academic area, and coursework that addresses the special education competencies.
Note:
Information about all state endorsements—including those in special
education, reading, and English as a second language—can be obtained
from the Administrative Manager in the School of Education.
Course
work leading to the P-12 endorsement - 26 semester hours: SPED 322,
424, 430, 442, 450, 454, 459, and 460.
All undergraduate students seeking secondary certification in a content area (except those seeking certification in music and physical education) are required to complete the following four-term program of study.
HUB I
EDUC 390: Inquiry into Learning I: Investigation into Learning and Development (4)
EDUC 392 Inquiry into Learning II: Investigation into Learning and Development (4)
EDUC 394: Technology and Teaching: Laboratory (2)
SPED 320: Issues of Child Abuse & Neglect (1)HUB II
EDUC 424: Inquiry into Teaching I: Diverse Learners (4)
EPSY 368: Educational Psychology (4)
SPED 424: Learners with Special Needs in the General Education Classroom (4)
HUB III
One course from EDUC 440-449 (4)
EDUC 425: Inquiry into Teaching II: Diverse Learners (4)
Passing scores on at least one endorsement test (WEST-E) must be presented before a student can enroll in HUB IV.
HUB IV
EDUC 450: Inquiry into Learning and Teaching: Reflective Practice and Seminar Education (2)
EDUC 466: Student Teaching - Secondary (Dual) (7)
and SPED 439: Student Teaching in Secondary School (5)
or
EDUC 468 Student Teaching - Secondary (10)
Note: Special Education Majors should meet with Associate Dean prior to student teaching.
The professional education sequence forms the foundation of the program for all students seeking certification in a content area (except music and physical education students). Undergraduate students seeking certification/endorsement in a content area (usually to teach in grades 5-12) have several options for building a program upon the professional education sequence, including:
1. They may earn a residency secondary teaching certificate with an endorsement in a content area. This requires the completion of the professional education sequence for secondary education students and a teaching major or academic major that meets state endorsement requirements.
2. They may earn a residency secondary teaching certificate with an endorsement in a content area and an endorsement in special education. This requires the completion of the professional education sequence for secondary education students, a teaching major or academic major, and coursework required for endorsement in special education.
Note: Secondary teaching
majors and minors have been designed to align with state endorsement
requirements and to meet specific departmental standards for majors and
minors. Course and hour requirements for teaching and/or academic
majors vary according to departmental requirements.
Undergraduates have the option of completing programs that lead to bachelor's degrees in music or health and fitness and residency teaching certificates. All individuals wishing to earn a Bachelor of Music Education or a Bachelor of Arts in Physical Education with a residency teaching certificate must apply and be accepted into the School of Education. They must also complete the following courses.
1. Music education majors must complete EDUC 391 (offered every fall), EPSY 361 (offered every spring), SPED 320, and all course requirements specified by the Department of Music.
2. Students seeking a Bachelor of Arts in Physical Education must
complete EDUC 390 and 392, SPED 320, and all
requirements specified by the School of Physical Education.
Students who may be interested in preparing to teach in private or Christian schools will begin their professional preparation by all requirements for the Washington State Residency Certificate. In addition, they will take the Religion minor (Teacher Education Option) noted under the Religion department course offerings, and add a private school practicum to their program.
During first or sophomore year, prospective education students planning to enter the School of Education should meet with the Administrative Manager and/or the Associate Dean in the School of Education to discuss the various options listed above and to determine their program of study
Persons who hold a baccalaureate degree (or higher) from a regionally accredited institution and who wish to pursue teacher certification should make an appointment with the Coordinator of Admissions and Advising for a planning session. Options for these individuals include:
A. They may apply to a certification-only program. (Typically classes in such a program would be taken in the undergraduate program.)
B. They may apply to the Master of Arts in Education with Residency Certification Program. This 14-month cohort program leads to an MA degree with residency certification and selected endorsements including K-8, multi-subject and reading. Participants move through this full-time program as a cohort. As a part of their program, they complete a yearlong internship with a cadre of colleagues in an urban middle school.
C. If qualified they may apply to PLU's Alternative Routes to Certification Program. (For Information on these options see the School of Education website or contact the Administrative Manager.)
Certificate requirements in Washington changed on August 31, 2000. The following guidelines govern certification after that date:
a. To qualify for a Professional Certificate, an individual must have completed provisional status as a teacher in a public school pursuant to RCW 28A.405.220 or the equivalent in a state board of education approved private school.
b. Candidates for the Professional Certificate must complete an approved Professional Certificate program, which has been collaboratively developed by the college/university and the respective Professional Education Advisory Board (PEAB).
c. The candidate must successfully demonstrate competency in three standards (i.e. Effective Teaching, Professional Development, and Leadership) and the 12 criteria relevant to the three standards. (WAC 180-79A-206(3) WAC 180-78A-500-540)
4. The Professional Certificate is valid for five years. It may be renewed through the completion of 150 clock hours. The clock hours must be related to:
a. The six state salary criteria used to identify appropriate clock hours
b. One of the three standards required for the Professional Certificate.
5. Teachers who held a valid Initial Certificate as of August 31, 2000 will be allowed to have one more renewal of their Initial Certificate before they must meet requirements for the Professional Certificate.
6. Teachers who hold a Continuing Certificate as of August 31, 2000 will not be affected by changes in certification requirements.
Note: Information about the Washington State Professional Certificate and Pacific Lutheran University's Professional Certification program is available in the School of Education Office. Individuals wishing to discuss options should contact the Administrative Manager.
The School of Education offers professional development programs that
allow educators to earn professional and/or National Board of
Professional Teaching Standards Certificates. Up to 4 semester hours
from these programs can be applied to a master's degree program.
Current emphasis/option in MA program for educators includes Master of
Arts in Classroom Teaching: Project LeaD.
The School of Education also offers certification-only programs in
educational administration and programs that will enable teachers to
add additional endorsement in shortage areas such as special education,
reading, library and media services, English as a second language, and
specific content areas.
Detailed information about these options can be found in the Graduate Studies section of this catalog. Information about current and anticipated graduate and professional options can be obtained from the Administrative Manager in the School of Education.
Endorsement requirements are established by the State of Washington. Pacific Lutheran University's School of Education currently is authorized to offer the following endorsements:
Early Childhood Education (in conjunction with coursework at an approved community college)
English/Language Arts (5-12)
English as a Second Language (K-12) (in conjunction with the Washington Academy of Languages)
Elementary (multisubject, K-8)
Health and Fitness (K-12)
History (5-12)
Mathematics (5-12)
Music
Choral (K-12)
General (K-12)
Instrumental (K-12)
Science (5-12)
Science, Designated
Biology (5-12)
Chemistry (5-12)
Earth Science (5-12)
Physics (5-12)
Social Studies (5-12).
Special Education (P-12)
Visual Arts (K-12)
World Languages, Designated
French (K-12)
German (K-12)
Norwegian (K-12)
Spanish (K-12)
Note: The fact that the School of Education is authorized to issue certain endorsements does not
indicate that Pacific Lutheran University has a specified program of
study leading to these endorsements. Listed below are general
endorsement requirements followed by a list of teaching majors,
teaching minors, or programs of study that lead to an endorsement. If
there is any question about whether a course not listed below can be
substituted for an endorsement requirement, the candidate must provide
evidence that the course covers a particular essential area of study.
Evidence might include (but is not limited to) a catalog course
description, syllabus, letter from the instructor, portfolio, or
presentation of course products. NOTE: After September 1, 2005
candidates must pass WEST-E exams in appropriate endorsement exams.
1. Skills and techniques in multiple media (painting, sculpture, drawing, computer, photography)
2. Composition and production using design principles
3. Analysis and interpretation of art
4. Social, cultural and historical contexts and connections
5. Material, equipment, and facilities safety
Secondary teaching major leading to an endorsement in Visual Arts (all levels) - 36 semester hours
Art 160; 180 or 181; 196, 226, 250, 296, 331, 365, 440
1. Botany/lab
2. Zoology/lab
3. Genetics
4. Microbiology or cell biology/lab
5. Chemistry/lab
6. Ecology
7. Evolution
8. Lab safety, practice, and management
9. Lab, inquiry-based experience
10. Contemporary, historical, technological, and societal issues and concepts
BIOL 161, 162, 323; 328 or 348; 332 or 407; 340; 426 or 475
CHEM 105 or 120
1. General principles of chemistry - inorganic, physical, and analytical/lab
2. Organic chemistry/lab
3. Quantitative analysis/lab
4. Biochemistry/lab
5. Physics
6. Laboratory safety, practice, and management
7. Lab inquiry-based experience
8. Relationship of the concepts of science to contemporary historical, technological, and societal issues
CHEM 120 or 125; 232, 332; 234, 334; 338, 341, 342, 343, 344, 403
PHYS 153, 154, 163, 164
Required supporting coursework MATH 151; 152
1. Physical geology
2. Historical geology
3. Environmental issues related to earth science;
4. Oceanography
5. Astronomy
6. Meteorology
7. Lab safety, practice, and management
8. Lab, inquiry-based experience
9. Relationship of the concepts of science to contemporary, historical, technological, and societal issues
GEOS 102; 103 or 104; 105, 201
PHYS 110, 125, 135
Four hours from MATH140 or higher or CSCE 144
12 hours from upper-division Geosciences courses
CHEM 104 or 120
1. Reading
2. Writing
3. Communication
4. Linguistics
5. American, British, world, multicultural, and adolescent literature
ENGL 214 or 215
COMA 212 and 213 or 312
ENGL 241, 251, 301,403
THEA 250 or 458
Four hours from ENGL 224, 225, 227, 326, 328
Four hours from ENGL 216, 218, 230, 233, 343
Four hours from ENGL 221, 325, 327, 341, 374
1. Language acquisition theory
2. Cross-cultural teaching and learning strategies
3. Literacy development (reading, writing, listening, speaking)
4. History and theory of ESL
5. Instructional strategies for ESL
Information regarding specific course requirements can be obtained from the Administrative Manager in the School of Education.
1. Foundations of health and fitness
2. Safe living, including first aid and CPR
3. Scientific foundations for health and fitness (anatomy, exercise physiology, kinesiology/biomechanics, psychomotor maturation and development, and motor learning)
4. Movement, activities, and application with attention to special needs populations
5. Coordinated health education (alcohol and other drugs, diseases, injury prevention, human relationships, nutrition, HIV prevention, and abuse prevention).
Please see requirements for Bachelor of Arts in Physical Education (BAPE) with Certification under Physical Education.
1. Pacific Northwest history
2. United States history
3. World history
4. Civics/political science/United States government
5. Geography
6. Economics
HIST 301, 460 or 461
Four semester hours from HIST 107, 108 or 215
Eight semester hour upper-division electives in U.S./European History
Four semester hours of upper-division electives in non-Western history from HIST 335, 337, 338, 339, 340, 344
Eight semester hours from HIST 251, 252, 253
1. Geometry (Euclidean and non-Euclidean)
2. Probability and statistics
3. Calculus (integral and differential)
4. Discrete mathematics
5. Logic and problem solving
6. History of math or foundations of math
MATH 151, 152, 203, 253, 317, 321, 331, 341, 433; 351 or 356
Or PHYS 153, 163
Choral music, General music, Instrumental Music
See requirements for Bachelor of Music Education under Music.
1. General principles of physics/lab
2. Lab safety, practice and management
3. Lab, inquiry-based experience
4. Relationships of the concepts of science to contemporary, historical, technological and societal issues
PHYS 153, 163, 154, 164, 223, 331, 336, 354
MATH 151, 152, 253.
1. Assessment and diagnosis of reading skills and deficiencies
2. Strategies of how to teach reading
3. Language acquisition/integration
4. Social/cultural contexts for literacy
5. Reading process including decoding, encoding, and student response to child and adolescent literature
6. Beginning literacy (reading, writing, spelling, and communication)
7. Reading in the content areas
8. Literacy for a second language learner
9. Meta-cognitive strategies
10. Risk factors for reading difficulties and intervention strategies for students experiencing reading difficulties.
Information regarding specific course requirements can be obtained from the Administrative Manger in the School of Education.
1. An endorsement in biology, chemistry, earth science, or physics (as described under designated sciences)
2. A minimum of one course from each of the other designated sciences.
1. Pacific Northwest history
2. United States history, including chronological, thematic, multicultural, ethnic and women's history
3. World, regional, or country history
4 Geography;
5. Political science, civics, or government
6. Anthropology, psychology, or sociology
7. Economics
HIST 460 or 461
Eight semester hours from HIST 251, 252, 253
Four semester hours from HIST 107, 108
Four semester hours from HIST 335, 337, 338, 339, 340, 344
POLS 151
Twelve semester hours, four from each of the following lines:
Any anthropology course other than ANTH 102 or 210
Any psychology other than PSYC 101
SOCI 101 or 330
Four semester hours ECON 130, 151, 152
1. Exceptionality
2. Curriculum modification and adaptation
3. Inclusion
4. Assessment including behavior analysis, Individualized Education Plan (IEP), accommodations
5. Legal issues
6. Specially designed instruction in all content areas
7 Pro-social skills and behavioral problems
8. School, family, community partnerships
9. Transition
10. Organization and management systems
11. Methods in early childhood education
12. Collaboration with para-educators
P-12, see Page 68 for Special Education Endorsement requirement.
Information regarding the Special Education waiver can be obtained from the Administrative Manager in the School of Education.
1. Communication - speaks, understands, reads, and writes in a variety of contexts and situations
2. Culture
3. Interdisciplinary integration
4. Language acquisition theory
5. Methodological study
CHIN 101, 102, 201, 301, 371; LANG 445.
FREN 201, 202, 301, 302, 321, 421, 422; LANG 445.
GERM 201, 202, 301, 302, 321, 421, 422; LANG 445.
SPAN 201, 202, 301, 321, 325
Eight semester hours from SPAN 421, 422, 431, 432; LANG 445
EDUC 205: Multicultural Issues in the Classroom - A
Examination of issues of race, class, gender, sexual orientation, etc. as they relate to educational practices. (4)
EDUC 262: Foundations of Education
Introduction to teaching; historical, philosophical, social,
political, ethical and legal foundations. Federal and state
legislation for special populations. Concurrent with EDUC 263. (3)
EDUC 263: School Observation
Graded observation in schools. Concurrent with EDUC 262. (1)
EDUC 390: Inquiry into Learning I: Investigation into Learning and Development
Investigation into theories of learning and development and into
historical and current practices, values, and beliefs that influence
efforts to shape learning in educational settings. Topics include: self
as learner, theories of learning, others as learners,
exceptionalities, technology, values, literacy and factors influencing
learning and literacy (fieldwork included). Concurrent with EDUC 392. (4)
EDUC 391: Foundations of Learning
Investigation into theories of learning and development and into
historical and current practices, values, and beliefs that influence
efforts to shape learning in educational settings. Topics include: self
as learner, theories of learning, others as learners,
exceptionalities, technology, values literacy and factors influencing
learning and literacy. Limited to music education majors. (3)
EDUC 392: Inquiry into Learning II: Investigation into Learning and Development
Continued investigation into theories of learning and development
and into historical and current practices, values, and beliefs that
influence efforts to shape learning in educational settings. Topics
include: self as learner, theories of learning, others as learners,
exceptionalities, technology, values, literacy and factors influencing
learning and literacy (fieldwork included). Concurrent with EDUC 390. (4)
EDUC 394: Technology and Teaching: Laboratory
Laboratory in which students explore instructional uses of
technology and develop and apply various skills and competencies.
Concurrent with EDUC 390. Pass/Fail. (2)
EDUC 406: Mathematics in K-8 Education
Exploration of mathematical principles and practices consistent with
NCTM curriculum standards. For elementary students. Practicum included,
concurrent with EDUC 408 and EDUC 424. (4)
EDUC 408: Literacy in K-8 Education
Participation in the development of appropriate curricular
strategies and instructional methods for supporting the diversity of
learners' language/literacy growth. For elementary students. Practicum
included, concurrent with EDUC 406 and EDUC 424. (4)
EDUC 410: Science/Health in K-8 Education
Strategies for teaching science by using inquiry methods and
problem-solving techniques will be employed to explore interactive
curricula from an environmental point of view. Issues of nutrition and
health. Practicum included, concurrent with EDUC 412 and EDUC 425. (4)
EDUC 411: Strategies for Language/Literacy Development
(Cross-listed with EDUC 511.) (2)
EDUC 412: Social Studies in K-8 Education
Focus on drawing connections between the content of social studies
curricula and the lived experiences of human lives. Practicum included,
Concurrent with EDUC 410 and EDUC 425. (4)
EDUC 413: Language/Literacy Development: Assessment and Instruction
(Cross-listed with 513.) (4)
EDUC 424: Inquiry into Teaching I: Diverse Learners
Focus on general principles of instructional design and delivery
with special emphasis on reading and language, assessment, adaptation,
and classroom management. For elementary and secondary students not
majoring in music or physical education. For elementary students,
concurrent with EDUC 406 and EDUC 408. (4)
EDUC 425: Inquiry into Teaching II: Diverse Learners
Extension and expansion of ideas introduced in 424. Continued
emphasis on instructional design and delivery with a focus on reading
and language, assessment, adaptation, and classroom management. For
elementary and secondary students outside of music and physical
education, concurrent with EDUC 410 and EDUC 412. (4)
EDUC 426: Special Topics in Children's Literature
(Cross-listed with EDUC 526.) (2)
EDUC 427: Multicultural Children's Literature
(Cross-listed with EDUC 527.) (2)
EDUC 428: Children's Literature in the K-8 Curriculum
(Crosslisted with EDUC 528.) (2)
EDUC 429: Adolescent Literature in the Secondary Curriculum
(Cross-listed with EDUC 529.) (2)
EDUC 430: Student Teaching in K-8 Education - SR
Teaching in classrooms of local public schools under the direct
supervision of School of Education faculty and classroom teachers.
Prerequisite: Successful completion of Education courses Terms I-III.
Concurrent with EDUC 450. (10)
EDUC 434: Student Teaching - Elementary (Dual) - SR
Designed for persons who do dual student teaching. Ten weeks of
teaching in classrooms of local public schools under the direct
supervision of School of Education faculty and classroom teachers.
Prerequisite: Successful completion of Education courses Terms I-III.
Concurrent with EDUC 450. (6)
EDUC 436: Alternate Level Student Teaching - Elementary
Designed to give some knowledge, understanding, and study of
children, subject matter fields, and materials in the student's
alternate teaching level plus student teaching on that level. Students
who have completed secondary preferred-level student teaching should
enroll in this course. (6)
EDUC 437: Alternate Level Student Teaching - Secondary - SR
Designed to give some knowledge, understanding, and study of
children, subject matter fields, and materials in the student's
alternate teaching level plus student teaching on that level. Students
who have completed elementary preferred level student teaching should
enroll in this course. Independent study card required. (6)
EDUC 438: Strategies for Whole Literacy Instruction (K-12)
(Cross-listed with EDUC 538.) (2)
EDUC 440: Art in the Secondary School
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)
EDUC 444: English in the Secondary School
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)
EDUC 445: Methods of Teaching Foreign Languages and English as a Second Language
Instructional strategies, long- and short-range planning,
curriculum, and other considerations specific to the disciplines.
(Required for foreign language endorsement) (4)
EDUC 446: Mathematics in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)
EDUC 447: Science in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)
EDUC 448: Social Studies in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)
EDUC 449: Computer Science in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)
EDUC 450: Inquiry into Learning and Teaching: Reflective Practice Seminar
A seminar for all education students (except music and physical
education) focusing development of professionalism and competence in
inquiry and reflective practice (elementary and secondary). Taken with
student teaching Term IV Hub. (2)
EDUC 456: Storytelling
A combination of discovery and practicum in the art of
story-telling. Investigates the values and background of storytelling,
the various types of and forms of stories, techniques of choosing and
of telling stories. Some off-campus practice. Demonstrations and joint
storytelling by and with instructor. (2)
EDUC 457: The Arts, Media, and Technology
Students use a variety of techniques, equipment, and materials to
explore ways of seeing and expressing how they see and experience their
environment. (2)
EDUC 466: Student Teaching - Secondary (Dual) - SR
Designed for students who do dual student teaching. Ten weeks of
teaching in classrooms of local public schools under the direct
supervision of School of Education faculty and classroom teachers
(taken with SPED 439, 5 hours, and EDUC 450, 4 hours)
(secondary students). (7)
EDUC 467: Evaluation
Evaluation of school experiences; problems in connection with
development, organization, and administration of tests (standardized
and teacher-made). Required of fifth-year students. Prerequisites:
student teaching or teaching experience; EDUC 262, EDUC 253, EPSY 361. May be
taken concurrently with student teaching. (2)
EDUC 468: Student Teaching - Secondary - SR
Teaching in public schools under the direction of classroom and
university teachers. Prerequisites: formal application; senior
standing; cumulative GPA of 2.50 or higher. Concurrent with EDUC 450.
(10)
EDUC 470: Curriculum, Materials and Instruction for Teaching English as a Second Language
Application of language teaching methodology to various instructional situations. (Cross-listed with LANG 470) (4)
EDUC 473: Parent-Teacher Relationships
Issues and skills important in conferencing and parent-teacher relationships. (2)
EDUC 485: The Gifted Child
A study of the gifted child, characteristics and problems, and school procedures designed to further development. (2)
EDUC 490: Acquisition and Development of Language
Investigation of how young children acquire their first language and
what they know as a result of this learning. (Cross-listed with EDUC 510.) (2)
EDUC 491: Independent Study (1 to 4)
EDUC 493: Effective Tutoring Methods
A practical course for students interested in applying theories of
learning to one-on-one tutoring situations and receiving training about
group dynamics and communication styles for presentations and group
sessions. Readings, role-playing exercises, research, student
presentations, class discussion, and continuous written reflection. (1)
EDUC 495: Internship (1 to 12)
EDUC 496: Laboratory Workshop
Practical course
using elementary-age children in a classroom
situation working out specific problems; provision will be made for
some active participation of the university students. Prerequisites:
Conference with the instructor or the dean of the School of Education.
EDUC 497: Special Project
Individual study and research on education problems or additional
laboratory experience in public school classrooms. Prerequisite:
consent of the dean. (1-4)
See Graduate School of Education section for graduate-level courses.
EPSY 361: Psychology for Teaching
Principles and research in human development and learning,
especially related to teaching and to the psychological growth,
relationships, and adjustment of individuals. For Music Education Majors only. (3)
EPSY 368: Educational Psychology
Principles and research in human learning and their implications for
curriculum and instruction. For secondary students who are not seeking
certification in physical education or special education. Taken concurrently with EDUC 424. (4)
See Graduate School of Education section for graduate-level Educational Psychology courses
SPED 195: Individuals with Disabilities - A
An introductory course focusing upon persons with disabilities. Intended for students outside the School of Education. (4)
SPED
201: Observation in Special Education Programs
Observation in special education programs, schools, and community settings. (1)
SPED 320: Issues of Child Abuse and Neglect
Issues of child abuse, neglect, harassment, and violence. Includes identification and reporting
procedures, and the legal and professional responsibilities of all
mandated reporters. (1)
SPED 322: Moderate Disabilities and Transitions
Exploration of
issues related to identification of and
service delivery to this population. Specialized instruction,
management techniques, and issues of transitioning from schools to
community. A field experience component will be required. (4)
SPED 395: Introduction to Language Development and Disorders
Introduction to language disorders, assessment, and intervention.
Focus on theories of language development and normal language
acquisition. (2)
SPED 399: Practicum in Special Education
Experience with children and youth who have special needs. 1- hour
credit given after successful completion of 45 clock hours and specific
course competencies. Prerequisite: consent of instructor. (1 or 2)
SPED 403: Parent/Professional Partnership in Special Education
Methods for communicating effectively with parents of special needs children. (2)
SPED 404: Communication and Collaboration
Focus on knowledge and skills necessary for effective collaboration
and supervision with parents, professionals, and para-educators. (3)
SPED 424: Learners with Special Needs in the General Education Classroom
This course focuses on developing teacher candidates' understanding of
the perspectives on learning and school and classroom experiences of
learners with special needs. Topics include working with other
professionals, families and communities, critical inquiry into the
differential placement of students, the development of individualized
educational plans as a team, and the implementation of these plans.
Required of all education majors and taken concurrently with Term II
courses. EDUC 424, EDUC 408 and EDUC 406. (4)
SPED 430: Students with Emotional and Behavioral Disabilities
In-depth exploration of issues related to the identification of and
service delivery to students with emotional and behavioral disabilities. Emphasis on
specialized management techniques needed to teach this population. A field
experience will be required. (4)
SPED 439: Student Teaching in Secondary School
Teaching in special education programs under the direction and
supervision of school and university personnel; 8 weeks. Concurrent
enrollment in EDUC 450 and 466. (5)
SPED 442: Technology in Special Education
Current issues and uses of computer technology for
learners with special needs. Emphasis on computer assisted instruction,
and assistive technology services and devices. (2)
SPED 450: Early Childhood Special Education
Current issues related to young child with special needs. Focus on
instructional methods, materials, curriculum, and assessment of this
population. (2)
SPED 454: Students with Physical Challenges and with the Medically Fragile
Examination of knowledge and skills needed for meeting the psychological, social, and educational needs of
individuals who are physically challenged and/or medically fragile. (2)
SPED 459: Student Teaching in Special Education
Teaching in a K-8 special education setting; 9 weeks. Concurrent
enrollment in EDUC 434 and EDUC 450. (6)
SPED 460: Special Education Student Teaching Seminar: Issues in Practice
A seminar for special education student teachers focusing on current
issues in the profession of special education. Taken concurrently with
student teaching Term IV Hub and EDUC 450. (1)
SPED 475: Supervising Para-Professionals and Volunteers
Emphasis on the effective management of para-professionals and volunteers in the classroom. (1)
SPED 485: The Gifted Child
A study of the gifted learner's characteristics and needs. Focus on
instructional procedures designed to further development. (2)
SPED 489: Special Topics (1 to 4)
SPED 490: Development in Early Childhood Special Education
Implications of normal and atypical child development for the
learning process, including hands-on experiences in early childhood/
special education settings. (2)
SPED 491: Independent Study (1 to 4)
SPED 497: Independent Study
Projects of varying length related to trends and issues in special
education and approved by an appropriate faculty member and the dean.
(1 or 2)
SPED 499: Individual Differences - Elementary (2)
See Graduate School of Education section on graduate-level courses for Special Education.