This course provides a broad overview of education, schools, and teaching as well as an orientation to the K-6 Teacher Education Program.

The goal of Step 1: Inquiry Approaches to Teaching is to have undergraduate students explore teaching mathematics or science in an upper-elementary setting. This 1-credit hour course provides students with an introduction to inquiry-based science and mathematics instruction through experiencing inquiry-based instruction as a learner, and implementing inquiry-based instruction in a real classroom setting. Course objectives focus on learning to write an inquiry-based lesson plan, examining strategies for achieving instructional equity, and demonstrating use of instructional technology. Step 1 is a first course within the UTeach minor.

This one-hour field-based course focuses on the basic principles of designing, implementing, and assessing inquiry-based mathematics and science instruction for middle school curricula. Field experiences will be completed in a public middle school and will consist of preparing, teaching, and assessing three inquiry-based mathematics or science lessons. Alignment to state content and pedagogical standards will be emphasized. May be taken concurrently with EDU 325. Prerequisites: EDU 125 with a grade of `C? or better.

This two-hour field-based course is an accelerated exploration of teaching as a career by modeling and practicing inquiry-based mathematics and science instruction. Field experiences will be completed in both elementary and middle schools and consist of preparing, teaching, and assessing six inquiry-based mathematics or science lessons. Alignment to state content and pedagogical standards will be emphasized. May be taken concurrently with EDU 325.

Guided study of selected educational tasks (e.g. curriculum revision, classroom materials development, models of learning and teaching) and teaching problems and practices for improving student achievement. Not more than six hours may be earned in Special Topics courses.

An introductory course in classroom management with emphasis upon effective instructional practices that inhibit student behaviors incompatible with learning. The focus is upon PEPE and how it provides the framework for effective teaching practices through the use of rules and procedures.

Knowledge and skills appropriate to the elementary school art program. Techniques in media for teaching art in the various grades.

An introductory course in classroom management with emphasis upon effective instructional practices that inhibit student behaviors incompatible with learning. The focus is upon PEPE and how it provides the framework for effective teaching practices through the use of rules and procedures.

An in-field opportunity for early field-based practicum in a variety of placements.

Emphasis is on the special problems found in the home, community, and school of the exceptional child, the teacher, the family, and community resource agencies. Ways for the teacher to form teamships to work collaboratively with all human resources involved in the child's life are explored and ethical and moral standards examined.

A study of the intellectual and physical disability which usually require substantial curriculum adaptations or ecological accommodation. Historical perspectives, etiology, definitions, classification, treatment, social aspects and interdisciplinary team work will be explored.

An examination of the definitions, characteristics, and prevalence of children with learning and/or behavioral disabilities. Emphasis is placed on the causes of problems in motor, perceptual, social, academic, affective and behavioral development. Students will be introduced to current service delivery models and the programming options for individuals with learning and behavioral disabilities.

A series of in-field opportunities in Special Education. A variety of appropriate placements will be employed depending on each student's interest and needs. May be repeated for credit.

A series of in-field opportunities in Special Education. A variety of appropriate placements will be employed depending on each student's interest and needs. Students are placed in settings related to the student's major areas of study and co-requisites in progress. May be repeated for credit.

This course introduces the cognitive, psychological, and pedagogical principles of learning for effective science and mathematics instruction for all learners. Course emphasize will be on the use of current technology for classroom learning; novice-expert transfer and understanding of subject matter; equity; summative, formative, and authentic assessment. Students will develop a model of knowing and learning that will guide their future practice. May be taken concurrently with EDU 126, or EDU 127.

The three-hour field-based course focuses on how the interactions between curriculum, technology, and pedagogy are used to promote learning. The review of major instructional models and the delivery of effective instruction will be emphasized. This course has a field component that consists of multiple observations and teaching events, including a multiple-day connected lesson in a secondary setting.

A course to orient the study to fundamentals in the teaching of reading and provides practice in basic skills. This course has a required field experience.

A course focusing on methodology, materials, and techniques for developing systematic instruction and diagnosis appropriate for early childhood and elementary children. This course has a required field experience.

A course presenting methods of promoting meaningful language and literacy skills in early childhood and elementary school programs. This course has a required field experience.

This is a course that focuses on effective methods of teaching mathematics to K through grade 3 students. Emphasis will be on developing pedagogical practices that support ambitious and equitable teaching, using research-based frameworks and tools, connecting theory and practice to meet the different needs of K-3 students.

A course which deals with effective methods of teaching mathematics to elementary school students. Emphasis will be on developing an understanding of numbers, teaching basic operations, and using teaching aids and materials to meet the various needs of elementary age children. This course has a required field experience.

A course using problem solving and independent investigation as means as teaching the relationship of humans to their environment. Objectives, content and procedures are discussed. This course has a required field experience.

A course using discovery, inquiry and problem-solving approaches as a means of teaching science. Relationships of science to entire early childhood and elementary curriculum is discussed. This course has a required field experience.

This course is an extension of mathematics and science teaching methods. It will provide a foundation of the STEAM disciplines in education, the value of integration methods, and strategies used to deliver integrated STEAM education in the elementary school setting. Topics in the course include nature of the disciplines in STEAM education, STEAM pedagogy, teaching strategies, integrated STEAM learning, and problem-based learning.

This course provides an introduction to effective instructional practices in the secondary classroom. The focus is on planning for instruction and classroom management. This course has both required class meetings and field experiences.

Philosophy, concepts, and issues of middle level education including the developmental stage of young adolescence, appropriate and responsive curricular, and meeting the physical, emotional, psychosocial, and cognitive needs of diverse learners.

Supervised practice in teaching curriculum areas in middle and high school classroom settings during the semester in which block courses are taken.

Supervised practice in teaching curriculum areas in the elementary or early childhood classroom setting during the semester in which sequence courses are taken.

This course will introduce the roles of the teacher in working with children in the elementary grades.

This course will introduce the roles of the teacher in working with children during the early childhood years (preschool through 3rd grade)

This course will introduce the roles of the teacher in working with children from pre-kindergarten through the primary grades. History, management, and parent education techniques are presented.

Curriculum and methods for individuals who exhibit significant challenges in the areas of cognitive, motor, self care, communicative, and/or social behaviors. Emphasis is on physical management, class/individual scheduling, adapted aids and equipment, task analysis, and functional life skills.

Presentation of the principles and applications of behavioral modification, data collection procedures, and single-subject research designs as related to exceptional children and youth in special education environments.

An examination of regular and special education K-12 curricula, materials, and procedures. Specific emphasis will be placed on the selection modification, and adaptation of curricula, materials, and procedures to meet the needs of individuals with learning and behavioral disabilities.

Presentation of the principles and applications of behavior analysis, data collection procedures, and single subject research designs as related to exceptional children and youth.

Introduces the student to the curriculum, teaching the methodologies and instructional activities and materials associated with effective and appropriate developmental and functional reading instruction for students with disabilities.

Observation and supervised teaching in an early childhood classroom setting prior to Internship

Introduction to the field of exceptional children and youth, involving the study of various areas of exceptionality.

Assesses developmental levels, academic and non-academic performance of exceptional individuals through the administration and interpretation of criterion-referenced instruments, and informal measures. Evaluation of classroom teaching and special education programs is also emphasized.

Professional laboratory experiences of observation and participation for a two-week period at the opening of school. (May be taken twice.) Prerequisite: senior standing.

Observation and supervised teaching in elementary or early childhood settings with the opportunity for study and discussion of problems and issues encountered.

Observation and supervised teaching in elementary or early childhood settings with the opportunity for study and discussion of problems and issues encountered.

An examination of typical child development and developmental characteristics of infants, toddlers, and young children with disabilities from the prenatal period through age eight. Characteristics of disabling conditions and their impact upon development are also discussed.

This course prepares students to work with infants, toddlers, and young children with disabilities and their families. Topics covered include specific teaching and intervention techniques, special education laws and regulations, and service delivery models.

The three-hour field-based capstone course focuses on the principles of design, instruction, classroom management, and assessment of project-based and case-based curriculum projects in mathematics and science education. This course has a field component that includes observations and teaching in secondary school settings. Prerequisites: EDU 325 with a grade of `C? or better, and admission to the Teacher Educator Program.

Methods and materials in the teaching of reading. Development of effective study and skills at the secondary level is stressed.

Assists the student in organizing materials and in developing methods of teaching language subjects in secondary schools

Assists the student in organizing materials and in developing methods of teaching mathematics in secondary schools.

Assists the student in organizing materials and in developing methods of teaching science in secondary schools

Assists the student in organizing materials and in developing methods of teaching social studies in secondary schools

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the N-12 program. Students will be placed with a person holding a valid teaching certificate in the appropriate field. Prerequisite: Appropriate methods course.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the 6-12 program. Students will be placed with a person holding a Masters degree and a valid teaching certificate in the appropriate field.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the N-12 program. Students will be placed with a person holding a valid teaching certificate in the appropriate field.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the 6-12 program. Students will be placed with a person holding a Masters degree and a valid teaching certificate in the appropriate field.

Observation and supervised teaching with opportunity for study and discussion of problems and issues encountered in the 6-12 program. Students will be placed with a person holding a Masters degree and a valid teaching certificate in the appropriate field.

This seven-credit-hour field-based course applies previously learned techniques and theoretical perspectives of mathematics or science education within a secondary school classroom setting. Prerequisites: EDU 325 with a grade of `C? or better, admission to the Teacher Educator Program, and a passing score on the Praxis exam corresponding with the student?s desired area of certification.

Guided study of selected educational tasks (e.g. curriculum revision, classroom materials development, models of learning and teaching) and teaching problems and practices for improving student achievement. Not more than six hours may be earned in Special Topics courses.

No more than six hours can be accepted for a Bachelor's Degree and Class B Certificate.

Observation and supervised K-6 classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised classroom teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Observation and supervised teaching experience providing the opportunity to synthesize all previous instruction. This culminating activity provides opportunity for study and discussion of problems and issues encountered in the practicum situation.

Under the advice and guidance of a faculty mentor, honors students will identify and carry out a research project, relevant to the field of elementary/early childhood study, that will lead to a formal presentation at the annual Honors Student Colloquium. The senior project will be judged and graded by three faculty chaired by the honors mentor. This course is required for Honors recognition and may be repeated for up to six hours. Prerequisite: Participant in honors program and junior level status.

The capstone portfolio is a 0 credit course for graduate students whose programs require a capstone portfolio as all or part of their comprehensive exam. Students will enroll in this course for their final semester. The portfolio will be developed under the guidance of the student's academic advisor and other departmental faculty, and will demonstrate mastery of content knowledge, professional dispositions and skills.

In an increasingly diverse society, teachers must be able to work with students with form a variety of backgrounds, some quite different from teachers' own cultural backgrounds. This course responds to the growing need for better training for teachers in how to work with a diverse population, increase academic achievement, and prepare students from a global workplace.

Preparation of a modular program of instruction which incorporates all elements of the instructional-design process.

Survey of both current and classic research in education. Students will identify a research problem of significance in their area of specialization and develop a strategy or research design to solve this problem.