Education at Aquinas College

Education Courses

EN130 EdTech: Technology Basics for Educators (2)

Offered fall and spring semesters. This course covers important, foundational topics related to educational technology and exposes teachers and future teachers to some of the many resources available to support K-12 teaching and learning. An emphasis is placed on resources for Michigan educators. Conducted entirely online, this course provides participants with the opportunity to experience and reflect on what makes online learning effective. Course readings, discussions, and activities address meaningful technology integration, active learning with, collaborative applications assessment of student learning, and the legal, ethical, and social issues surrounding teacher and student use of technology. Prerequisite: none. This course is open to all students.

EN201/EN501 Introduction to Education (3)

Offered fall and spring semesters. This course is designed to help Aquinas students explore the profession of teaching, discover the cultural and political aspects of being an educator in today’s world, answer the questions about what it takes to be a high-quality teacher, and determine whether or not the teaching profession is the appropriate career choice. Students will attend weekly seminar sessions, engage in reading, reflective writing assignments, class discussions, and other learning activities/assessments, complete a 30 hour field placement, and participate in a minimum of four site visits as scheduled by the instructor during class hours.

EN207/EN507 Human Growth and Schooling (3)

Offered fall and spring semesters. The content of this course includes (a) theories of human development and learning according to, for example, Skinner, Piaget, Erikson, Kohlberg, Goleman, Vygotsky, and brain development theorists, (b) preliminary applications of these theories in human contexts, especially classrooms, (c) beginnings of strategies for classroom instruction based on these theories, and (d) parent involvement to promote student learning at home. Field component: Variable; minimum of two (2) class observations.

EN209/EN509 Foundations of Education (3) WI

Offered fall and spring semesters. The important ideas and issues in America’s schools today are the product of their past. This course will investigate these ideas and issues, particularly race, class, and gender relations in American society and their impact on public education. The course will begin with an overview of underlying philosophy systems, proceed through historical crises in American cities and schools, and consider current reform proposals and projects Field component: one (1) class observation.

EN275/EN581 Science for Classroom Teachers (3)

Offered spring semester. This is a course designed to strengthen competencies in the teaching of Science at elementary and middle school levels. This course will emphasize science content and best practices/strategies for the teaching of science. Learning in this course is constructive, inquiry-driven, and project based. Participants will work in small groups, perform investigations, discuss concepts and results, keep journals, and learn how to effectively utilize inexpensive, readily available materials and explore local resources. All course objectives are aligned with the Next Generation of Science Standards and the Michigan K-12 Framework for Science Education. Prerequisite: EN201/501 or Michigan Teaching Certificate. Field component: six (6) hours of observation in elementary/middle school science classrooms.

EN290 Visual and Performing Arts for the Classroom Teacher (3)

Offered fall and spring semesters. This unique course is designed for students seeking elementary teaching certification. Instruction will be delivered in a module format and cover four areas of visual and performing arts: art, music, dance, and theatre. Direct instruction in these areas will provide the foundation for a student led performance at the conclusion of the class. This performance will integrate all concepts taught and will ultimately provide students with a model that can be used in the elementary classroom. Prerequisite: EN 201/EN501 or Michigan Teaching Certificate. Field component: three (3) hours.

EN300/GY300 Geography in Education (3)

Appropriate for secondary geography and social studies majors/minors; education method elective for elementary candidates. . Designed to assist elementary and secondary teachers in procuring, analyzing, and organizing geographic materials into meaningful units of work consistent with contemporary objectives of geography. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, GY120.

EN301/EN561 Assessing Student Learning (3)

Offered fall and spring semesters. This course develops conceptual and technical skills connected to assessment practices and strategies with an emphasis on measuring and advancing student learning. Topics addressed include authentic assessment practices, interpretation of standardized test results, the use of developmental screenings, formative and summative assessments, and assessing learners with special needs and learners from linguistically and culturally different backgrounds. Prerequisite: EN 201/EN501.

EN320/620 Infant and Toddler Education (3)

Offered fall semester. Restrictions: Early Childhood majors/minors only. Not an education method elective. Infant and Toddler Education is an in-depth study of planning and providing developmentally appropriate programs for infants and toddlers. The following issues are addressed: child development research for children from birth to age three; interactions between children and caregivers in a group setting; evaluation of learning materials; planning for emotional, social, intellectual and physical growth; communication between staff and parents; the environment as teacher; and licensing requirements. Emphasis is placed on relationships and the role of the family. Current issues in infant and toddler development with emphasis on brain development and infant mental health are explored. Active observation and participation in infant and toddler programs are required. Prerequisites: EN 201/501 or Michigan Teaching Certificate, EN 207/507, EN 345/545. Field component: twenty (20) hours of developmental study of young children in an approved (accredited or four-star rating) infant/toddler setting.

EN321/EN521 Curriculum Development in Early Childhood Education (3)

Curriculum Development in Early Childhood Education focuses on content and methods for planning and implementing developmentally appropriate and culturally relevant activities and environments designed to enhance children’s physical, social emotional, language, cognitive, and aesthetic development; awareness of various forms of discrimination and identification of bias in materials; and application of methods that foster respect and appreciation for cultural and linguistic diversity. Inspired by the Reggio Emilia approach, an emergent negotiated curriculum process, promotion of meaningful family and community relationships and inclusion of children with special rights are addressed. Field Component: Observations in two (2) early childhood classroom. Prerequisites: EN 201/501, EN 207/507, EN345/545.

EN322/EN622 Emergent Literacy (3)

Offered spring semesters. Restrictions: requirement for LD major, language arts, ESL and early childhood education endorsements. This course is not an education method elective. Foundations of language and literacy development beginning in infancy to grade 3, concluding with reading and writing activities with an emphasis on the “hundred languages of children”; special attention is given to symbolic representations, cultural differences and the learning environment. The importance of parental involvement, integrated and balanced curriculum in early childhood classroom is addressed. Prerequisites: EN201/501 or Michigan Teaching Certificate, EN207/507. Field component: twenty (20) hours in a literacy-rich environment.

EN324/EN524 Current Issues in Early Childhood Education (1)

Restrictions: Must be taken concurrently with EN491/691. This course will focus on the identification and analysis of current issues in the early childhood field. The analysis will include critical examination of efforts to deal with these issues. Knowledge gained through this course will help prepare teachers to manage these issues as well as any which arise in the context of the teaching profession. Every year this course will cover five current issues in early childhood education in the following: 1) research and theory regarding early care and learning environments for all children 2) family and community characteristics, 3) key public policy and its impact on young children and their families; 4) the new world of early childhood education, and 5) New “Best practice” in meeting the special needs of young children. Prerequisite: All early childhood courses.

EN330/EN630 EdTech: Integrating Technology into the Classroom (3)

Offered fall, spring, and summer semesters. Education method elective for elementary and secondary candidates. This course, focused on integrating technology into K-12 classrooms, is offered in a fully online format. Topics include K-12 technology standards, technology-rich lesson planning, and the creation of online lessons. Education students taking this course benefit not only from the opportunity to explore current educational technology topics, but also experience online learning first-hand. The graduate research project provides an opportunity for teachers to research and apply current best-practices to their grade level and content area. Prerequisite: EN201/501 or Michigan Teaching Certificate.

EN331/EN631 EdTech: Web Authoring & Online Learning (3)

Offered fall semester. Education method elective for elementary and secondary candidates. This course provides exposure to and practice with Internet tools and resources which support K-12 learning. Course activities develop participants’ knowledge and understanding of pedagogical issues as they relate to teaching and learning in the online environment, and the development of quality online teaching and learning experiences. Topics covered include web authoring, online discussions, blogging, podcasting, chat rooms, and basic scripting. By the end of the course, students will create and teach an online lesson. Although basic computer skills and knowledge of the Internet are helpful, this course is appropriate for beginning to advanced Internet users. Prerequisite: EN201/501 or Michigan Teaching Certificate.

EN332/EN632 EdTech: MS Office in the Classroom (3)

Offered spring semester. Education method elective for elementary and secondary candidates. Offered in a hybrid (blended) format, this course develops participants’ personal knowledge and skills related to MS Office productivity software (Word, PowerPoint, Excel, and Access). Project work addresses both teacher and student productivity, demonstrating how these tools can be used to enhance both teaching and learning. Topics covered include word processing, spreadsheets, presentation graphics, database reporting, and keyboarding tutorial software. Course activities focus on practical classroom applications such as photo seating charts, labels, signs, flashcards, timelines, conversion tables, charts/graphs, and interactive PowerPoint games. Prerequisite: EN201/501 or Michigan Teaching Certificate.

EN333/EN633 EdTech: Digital Multimedia (3)

Offered summer semester. Education method elective for elementary and secondary candidates. This course, offered in a hybrid (blended) format, prepares teachers to use digital images in the classroom effectively. Through a combination of hands-on activities, instructor presentations, readings, and independent project work, participants will learn how digital images can be used to support both teaching and learning in K-12 classrooms. Topics covered include video and digital camera equipment, image editing, storyboarding, web publishing, and reflective documentation. Access to digital camera equipment is required. Please see Aquinas College Library Media Center (AQ Library) if you do not have one. Prerequisite: EN201/501 or Michigan Teaching Certificate.

EN345/EN545 Foundations of Early Childhood Education (3)

Offered fall semester. Foundations in Early Childhood Education provides an overview of historical, philosophical, psychological, educational, and contemporary influences on the field of early childhood education. Students explore a)historical antecedents and current research in early childhood education b)development of primary models of curriculum and pedagogy c)critical aspects of young children's development and the creation of learning opportunities in the classroom d)developmentally appropriate practice and its application across different developmental levels e)issues in developing and implementing high quality early childhood education including the importance of family, culture, and community f)needs of diverse learners g)the role of assessment in early learning; and h)approaches that support children's emotional and social well-being as essential components of the learning process. Field component: ten (10) hours observation. Prerequisites: EN 201/501 or Michigan Teaching Certificate, EN 207/507.

EN367/EN767 The Hispanic in the U.S. (3)

Offered fall semester of even years only. Not an education method elective. The population of the United States is comprised of an increasingly diverse group of cultures. We cannot identify one distinctive “American culture.” Instead we have a constantly changing, inclusive multicultural society that encompasses a diverse population related to all people and nations on the planet. This course is designed to present students with an understanding of the identity dynamics of the major Hispanic groups in U.S. history. Special attention is given to key geographic areas, immigration and demographics, process of acculturation and assimilation to mainstream society, the diversity within Latino ethnic and national communities in the U.S., Hispanic literary history and consciousness, biculturism, the ramifications of the intersection of the different Hispanic cultures and the realities of the past and current presence of Hispanics in the U.S. as the first colonizers and special immigrants. Prerequisite: EN201/501 or Michigan Teaching Certificate. Field component: variable hours.

EN382/EH382 Teaching Children’s Literature (3)

<p>Offered spring semester. Required for elementary reading minor. Not an education methods elective. This course presents a variety of literature and correlates texts with thought-provoking strategies to use in any classroom PreK-12. Topics include the principles of text selection to build community, ways to motivate learners, build content knowledge, nurture response, promote inquiry, and spur writing in an effort to promote lifelong literacy. Prerequisite: EN201/EN501 or Michigan Teaching Certificate. Field component: one (1) read aloud in a classroom (daytime)</p>

EN388/EH388 Teaching Young Adult Literature (3)

Offered fall semester. Required for elementary and secondary reading minors. Not an education method elective. This course will introduce students to significant young adult authors and their books and will introduce them to strategies for teaching literature to middle and high school students. In addition, techniques and principles in the selection, evaluation, and promotion of young adult literature will be discussed. This is a course that secondary English majors should take, and it would be helpful if students have fulfilled their Literary Studies requirement (either EH221 or EH222) before taking the course. Prerequisite: EN201/EN501 or Michigan Teaching Certificate. Field component: eight (8) hours (daytime).

EN400/EH400/EN500 Teaching Writing (3) WI

Offered fall semesters. This course introduces students to current theories about the teaching of writing, gives them practice as writers of expressive and expository writing, and provides them with practical strategies for teaching writing as a process in secondary classrooms. Prerequisite: EN201/501 or Michigan Teaching Certificate. Field Component: variable hours tutoring at a self-selected grade level.

EN406/EN506 Application of Learning Theory (3) SC

Offered fall and spring semesters. Restrictions: required with student teaching. This course intends to support student teachers while they apply learning and instructional theories to classroom practice during a semester of student teaching. Plan and collaboratively discuss challenges in student behavior management. Discussions will revolve around classroom management, assessment, instruction, literacy, technology, special education, and diverse learners. Candidates will complete their senior capstone project involving documentation of assessment-informed instructional design through a written paper and infographic poster. Additionally, education portfolios must be finalized prior to completion of this course. Other topics will relate to current educational concepts in the context of working as a teacher. Prerequisite: SOE approval.

EN408/EN508 Secondary Education Curriculum & Pedagogy (3)

Secondary Education Curriculum & Pedagogy (3) Offered fall and spring semesters. This course explores curriculum theory and curriculum in endorsement areas. The implementation of curriculum will connect to the Universal Design for Learning (UDL), the Danielson Framework, assessments, classroom management practices, and Michigan secondary curriculum expectations (including graduation requirements, teacher contact hours, and professional development mandates). Students will understand current trends in the delivery methods for inclusion and differentiation (e.g., special education and English Language Learner). Learners will develop a 9-week curriculum map, including (10) days of detailed lesson design and appropriate assessments. Learners will perform/attend fifteen (15) hours of fieldwork in a variety of secondary classrooms. Prerequisite: EN201/501 or Michigan Teaching Certificate. Field component: fifteen (15) hours.

EN421/EN621 Early Childhood Administration (3)

Offered spring semester. Restrictions: Early Childhood majors/minors only. Not an education method elective. This course focuses on leadership, organizational issues and principles of early childhood program management with emphasis on collaborative systems of management. Planning developmentally appropriate environments, parent involvement, selecting and using authentic program assessment, documentation, advocacy, staff development, record keeping and finance management are also explored. Current issues, problems, staff and family relationship as it relate to running a quality program are addressed as well. Field component: ten(10) hours in a NAEYC Accredited setting Prerequisite: EN201/501 or Michigan Teaching Certificate, EN207/507, All ECE courses before EN 491/691.

EN431/EN531 Exploring of the Reggio Emilia Approach (3)

Exploring of the Reggio Emilia Approach (3) Offered fall semesters. Restrictions: required for early childhood minors. This course is an introduction and overview of the Reggio Emilia Approach that highlights fundamental principles regarding curriculum, child development, adult and child interactions, the environment as an educational value, and the theories and philosophy that are the foundation of this way of working. Discussion of these elements and how they may be used as a guide in exploring and adapting the Reggio Approach within the context of this culture are also tied to state curriculum objectives for educators and other guidelines such as NAEYC for children. Prerequisite: EN201/EN501 or Michigan Teaching Certificate and EN207/EN507. Field component: ten (10) hours.

EN440/EN540 Literacy III: Classroom Practice (3)

Offered fall and spring semesters. This course provides an in-depth exploration of literacy instructional methods and materials across grade levels PK-5. Students will develop a standards-based unit of study in literacy, deepen their understanding of literacy assessment, participate in and analyze classroom literacy instruction, and review and evaluate literacy programs currently used in schools. Prerequisites: EN 444/EN520, EN 442/EN541; Field component: fifteen (15) hours.

EN441 Advanced Literacy Assessment and Intervention (3)

Required for elementary and secondary reading minors and learning disabilities major. Education method elective for elementary certification. Strongly recommended for early childhood minor and language arts major/minor. This course presents an advanced understanding of literacy assessments and intervention. Emphasis is placed on informal and formal assessments, assessment procedures and analysis techniques, reading and language challenges, instructional goals based on assessment results, and appropriate instructional activities/interventions for struggling readers. Also, the concept of “Response to Intervention (RtI)” will be explored in depth, including its current contexts in classrooms, schools, and districts. Students will tutor a child during the course, developing an individualized and appropriate instructional plan based on a child’s learning needs, strengths, interests, and learning styles. Prerequisite: EN442; Field component: twenty (20) hours

EN442/EN541 Literacy II: Assessment (3)

Offered fall and spring semesters. This course presents a comprehensive study of formal and informal literacy assessment measures with an emphasis on assessments used by classroom teachers and school-based literacy specialists. Students will use assessment results to plan for instruction and intervention of reading difficulties. Emphasis will be placed on assessment procedures and analytical techniques, developing literacy goals based on assessment results, and interventions for struggling readers/writers. Students will assess K-12 students and develop appropriate individualized instructional plans based on students' strengths, challenges, and interests. Prerequisites: EN201/501 or Michigan Teaching Certificate and EN444/520. Field component: fifteen (15) hours.

EN443/EN543 Literacy for the Linguistically and Culturally Diverse Learner (3)

Offered fall and summer semesters. Required for language arts, learning disabilities, ESL and reading endorsements. Not an education method elective. This course is designed to present effective literacy instruction for linguistically, culturally, and socioeconomically diverse students. Topics explored will include matching students to books, academic vocabulary instruction, classroom management, and classroom learning environment. Students will work in a diverse classroom throughout the semester, observing for literacy practices and assisting students with reading and writing needs. Prerequisite: EN442/541. Field component: thirty (30) hours tutoring in school setting (daytime).

EN444/EN520 Literacy I: Foundations (3)

Offered fall and spring semesters. This course provides a foundation in the key concepts and principles related to the development of literacy broadly understood as reading, writing, speaking, and listening. Students will read extensively across theories and practices associated with the teaching and learning of literacy, become familiar with the tools used in the field, and observe literacy instruction in practice. Prerequisite: EN201/501 or Michigan Teaching Certificate, may take concurrently with EN201/501. Field component: fifteen (15) hours.

EN445/EN645 Early Intervention (3)

Offered spring semester. This course offers the candidate an opportunity to know about and to understand early childhood students who are at risk for development delays or with established conditions. An exploration of etiology and developmental characteristics of young children with exceptional needs frames the study. Candidates will gain a foundation upon which they can build the skills to understand, analyze and reflect upon best practices and use/apply sound professional strategies to assist young children. Emphasis shall be placed on the ability to instruct and adapt instruction for children at risk for optimal development. This course will also focus on the tools of assessment and methods of referral for young children with disabilities, with an emphasis on the goals and benefits of assessment. IFSP, IEP, early intervention and legal issues surrounding these topics will be featured. Prerequisite: EN320/620 or EN464/564. Field component: twenty (20) hours in an approved site.

EN450/EN550 Methods in Social Studies (3)

Offered spring semester. Appropriate education method elective for secondary candidates with a major or minor in history, political science, geography or economics. Strategy for organizing and teaching Social Studies in a creative, challenging, and compassionate manner. Prerequisite: EN201/EN501 or Michigan Teaching Certificate.

EN453/EN553 Secondary Education Practicum (3)

Offered fall and spring semesters. Not an education method elective. Study of approaches to secondary teaching; the adolescent phase of human development, listening, observing, and teaching skills. Students will create detailed lesson plans and implementation strategies. Field observations and microteaching in the subject area. Required for secondary certification. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN408/EN508. Field component: Minimum 80 hours.

EN454/EN554 Content Area Literacy (3)

Offered fall and spring semesters. Required for secondary certification. Education method elective for elementary certification, particularly candidates interested in teaching middle school. This course is the study of literacy in content material across the curriculum for students in grades 6–12. Strategies are presented that enhance student comprehension while reading, writing, listening, speaking, viewing, and doing an activity within a discipline. There is a fieldwork component, working with secondary students who need assistance in literacy strategies. In addition, Common Core State Standards will be incorporated into the study of content area literacy. Prerequisite: EN201/501 or Michigan Teaching Certificate. Field component: fifteen (15) hours.

EN455 Adolescent Literacy (3)

Required for learning disability major and elementary and secondary reading minors. Not an education method elective. This course focuses on adolescent literacy, specifically the reading, writing, and thinking abilities of students in grades 6–12. Topics will include motivation, out-of-school literacy practices of adolescents, the influence of culture on adolescent learning, and strategies to work with adolescent learners, especially those who struggle with and/or are reluctant about reading and writing. In addition, Common Core State Standards will be incorporated into the study of adolescent literacy. Participants will reflect on their own experiences as adolescents, learn about ideas to motivate adolescents, review current research on adolescent literacy, and directly apply the course information in a tutoring situation with an adolescent. Prerequisite: EN442. Field component: eighteen (18) hours tutoring in Secondary Reading Clinic (during class time).

EN456/EN592 Multicultural Issues in Education (3)

Offered fall, spring, and summer semesters. Multicultural Issues in Education provides a comprehensive overview of the theory and practice of multicultural education. Emphasis is given to valuing diversity, and applying multicultural anti-bias global perspectives. This course offers the opportunity for a lively discussion of controversial topics such as classicism, racism, sexism, and discrimination based on abilities, religion, language, and age. Prerequisite: EN201/EN501 or Michigan Teaching Certificate or may take during the same semester as EN201/501. Field component: minimum of six (6) hours.

EN457/EN557 Introduction to Teaching English as a Second Language (ESL) (3)

Offered fall, and spring semesters. Required for all Bilingual Spanish and English as a Second Language minors. Appropriate education method elective for elementary and secondary candidates. Introduction to central ESL theories, terminology and teaching methodologies and strategies for those new to the field of ESL with an emphasis on specific issues concerning mainstream K-12 teachers working with English language learners. Links between theory and practice are made through a field component. Course participants with an interest in teaching English as a foreign language or teaching foreign languages are welcome and will be accommodated. Prerequisite: EN201 or Michigan Teaching Certificate. Field component: variable hours.

EN458/EN558 Advanced Methods and Materials of Teaching English as a Second Language (3)

Offered fall semesters. Required for ESL minors. Not an education method elective. The course will have as its focus two important areas of English language teaching: materials and methodology. Students will evaluate various kinds of ESL instructional materials for English language learners and examine methods for teaching English to speakers of other languages. Emphasis is on teacher techniques and strategies for teaching the four skills, grammar, pronunciation and vocabulary. Prerequisite: EN457/EN557. Field component: variable hours.

EN459/EN559 Assessment and Evaluation in ESL (3)

Offered spring semesters. Required for Bilingual Spanish and ESL minors. Not an education method elective. Geared to studying the processes for designing, analyzing and implementing assessment measures for English language learners with a focus on classroom-based evaluation and forms of authentic assessment. Links between assessment and instruction, examination of formal and informal types of formative and summative assessments and their value as feedback for teachers, parents and administrators are emphasized. Field component provides participants opportunity to investigate various aspects of assessment of professional interest. Prerequisite: EN457/557. Field component : variable hours

EN460 Teaching Creative Writing (3)

Secondary English majors and minors are required to take either EH/EN400 or EH/EN460. These courses cannot be double counted to fulfill requirements for both English and education. This course is designed around the concept of “teacher as writer.” Students will develop writing portfolios of their own creative works to serve as models for their potential students. Students will develop and teach creative writing lessons in the field as well as in class. Prerequisite: EN201. Field component: one (1) hour.

EN461/EN579 Inclusion I (3)

Offered fall and spring semesters. Inclusive education begins with the philosophy behind education and the emergence of an inclusive educational approach to students with disabilities in the general education classroom. Appropriate instructional objectives will be examined that fit children and adolescents in an inclusive educational setting. Adaptations to the general education curriculum will be assessed and matched with the academic, social/emotional, physical and behavioral needs of the child or adolescent. The maintenance of conditions and strategies for suitable instruction will be linked to the learning goals of the individual student. The ability of the general education teacher to function as a member of the IEP team will be stressed in light of other important relationships such as those with parents, paraeducators and other teachers. Prerequisite: EN201/501 or Michigan Teaching Certificate, may take during the same semester as EN201/501. Field component: minimum of two (2) hours.

EN462/EN562 Special Education Curriculum and Methods (3)

Offered spring semester. Required for the Learning Disabilities major. Not an education method elective. This course is designed to enhance students’ knowledge of currently used methods and curricula in special education settings. Students will develop IEP goals and plan instructional units based on assessment information. Emphasis will be placed on research-based teaching strategies, differentiated instruction, and Universal Design for Learning. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN461/EN579, EN464/EN564. Field component: minimum ten (10) hours.

EN463/EN643 Reading Practicum (3)

Offered fall and spring semesters. This practicum provides supervised on-site experience applying the teaching and learning strategies, assessments and interventions in the area of reading education within a classroom and school. The student will be supervised on-site by a reading teacher, coach or specialist. The practicum may not be done concurrently with the directed student teaching placement. Prerequisite: EN201/501 or Michigan Teaching Certificate, all reading requirements and/or instructor approval. Field component: 120 hours.

EN464/EN564 Learning Disabilities: Theory to Practice (3)

Offered fall semester. Required for the Learning Disabilities major. Not an education method elective. This course is designed to provide students with knowledge of learning disabilities as related to historical foundations, legislation, causes, characteristics, identification, and service options. Students will also learn about instructional strategies and practices for students with reading, writing, and math disabilities. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN461.

EN465/EN665 Co-Teaching and Collaboration (3)

Offered fall semesters. This course examines the various models of co- teaching and collaboration used by special and general educators in the K-12 general education environment. It also provides instruction and experience in creating and differentiating curriculum utilizing a backwards-design model, and providing access to the general education curriculum. Finally the course examines multiple aspects of collaboration within special education including parents, paraprofessionals, and other school personnel.

EN 466/EN566 Classroom Management (3)

Offered fall and spring semesters. This course is designed to provide teacher candidates with the tools, strategies, and theories to successfully manage K-12 classrooms. Participants will learn to create collaborative classroom communities that intertwine with effective teaching and academic success through course activities that are linked to observations in K-12 classrooms. Participants learn how to create both student- oriented conflict management systems based on concepts of social justice, and positive support plans for students with specific behavioral needs. Participants then connect concepts of effective, engaging lesson and curriculum planning to create a holistic successful classroom management philosophy. Prerequisite: EN201/501. Field Component: fifteen (15) hours. Prerequisite: EN201/EN501 or Michigan Teaching Certificate. Field Component: 15 hours

EN470/EN570 Special Education Assessment (3)

Offered spring semester. Not an education method elective. This course provides an overview of the primary types of assessment used within special education for identification and ongoing monitoring. Emphasis will be placed on the use of data to make decisions pertaining to diagnosis of a Specific Learning Disability and goals for individualized education programs. Additional topics include: basic concepts of measurement, formal test administration, limitations in existing instruments ordinarily used in assessing exceptional children, use of accommodations for students with disabilities on both state and local assessments, ethical concerns related to assessment, and behavioral or academic observation. Prerequisite: EN464/564. Field Component: five (5) hours.

EN471/EN771 Theories of Bilingual Education and Bilingualism (3)

Theories of Bilingual Education and Bilingualism (3) Offered spring semesters. Required for Bilingual Spanish and ESL minors. Not an education method elective. This is an introductory course to bilingual/multi-lingual and English language education with an emphasis on the theories and practices underpinning bilingual programs and the teaching of learning of English language learners. The course provides an overview of the field, including the main concepts of bilingualism, and different models of bilingual and ESL programs. A main component of the course will be to examine peoples’ beliefs and experiences of becoming bilingual. Another component will center on specific educational issues that affect bilingual development in a school setting. The field experiences of this course will act as cohesive ties between what we explore, study and experiment with in course readings and discussions and the real world of bilingual/multilingual learners and teachers. Prerequisite: EN457/557. Field component: variable hours.

EN476/EN576 Second Language Acquisition (3)

Offered spring semester. Required for ESL minors. Not an education method elective. This course is an introduction to the subject of second language acquisition and learning. The prime objective of the course is to help educators better understand how people learn (or don’t learn) languages as well as to examine the complex issues surrounding SLA in educational contexts. The course provides participants with opportunities to analyze the processes of child and adult SLA, how they differ from L1 acquisition, and the implications of these theories for teaching and learning of second languages. Personal experiences with SLA and teaching second language learners will be utilized to tie together theory and practice. Field work and course texts will be used as a spring board for projects in which course participants will investigate a SLA topic that interests them and/or directly relates to their own classroom context. Prerequisites: EN457/557 or EN443/543. Field component: variable hours.

EN490/EN568/EN569 Learning Disabilities Practicum and Seminar (3)

Offered fall and spring semesters. Required for the Learning Disabilities major. Not an education method elective. This course provides guided practice in special education settings working directly with students who have special needs. During the course of the practicum, the student will become more adept in the development and implementation of effective assessment and teaching strategies for students with learning disabilities and students who are at-risk. Each student is required to serve a minimum of 80 hours in a designated special education setting at either the elementary or secondary level. In addition, students will participate in seminar sessions which will be held throughout the semester. Prerequisite: EN201/501 or Michigan Teaching Certificate, EN461/579, EN462/562, EN 464/564, EN470/570. Field component: minimum of eighty (80) hours.

EN491/EN691 Early Childhood Education Practicum (3)

Offered fall and spring semesters. Required of all Early Childhood major/minor candidates. Not an education method elective. The Early Childhood Practicum is a (160 hours) supervised and evaluated teaching experience in a pre-primary setting. Principles of learning and interaction are practiced in a developmentally appropriate early childhood program. The practicum experience is designed to give students the opportunity to apply their knowledge and skill in working with young children at increasing levels of interaction. Students are responsible for a full range of teaching and caregiving duties including observing, documenting, assessing and planning for projects inspired by the interests and developmental level of the children, and in collaboration with other adults in the field setting. Prerequisite: EN201/501 or Michigan Teaching Certificate and all early childhood requirements. This course should be taken just before Student Teaching. Field component: 160 hours

EN494/EN794 Practicum ESL/Bilingual Education (3)

Offered fall and spring semesters. Required of all Bilingual Spanish and ESL minors. Field placement in a Bilingual Spanish or ESL or classroom under the supervision of a certified Bilingual Spanish or ESL teacher. Prerequisite: All bilingual or ESL coursework. Field component: one hundred sixty (160) hours in an approved site..

EN495/EN595 Directed Student Teaching, Elementary School (9)

Offered fall and spring semesters. A minimum fourteen-week internship in a local elementary school under the direct supervision of an experienced certified teacher. Weekly seminars and weekly journal writing, assigned readings, full-time teaching. Prerequisite: Acceptance by screening committee of the School of Education prior to enrollment in course and school placement. Must enroll in EN406/EN506 concurrently.

EN498/EN598 Directed Student Teaching, Secondary School (9)

Offered fall and spring semesters. A minimum fourteen-week internship in a local middle or secondary school under the direct supervision of an experienced certified teacher. Weekly seminars and weekly journal writing, assigned readings, full-time teaching. Prerequisite: Acceptance by screening committee of the School of Education prior to enrollment in course and school placement. Must enroll in EN406/EN506 concurrently.

WL496 Teaching Foreign Language in the Elementary and Middle School (3)

Offered fall semesters. Restricted: Foreign language majors only. Required for elementary certification in foreign language as an education method elective. Required of all students seeking K-12 teacher certification in Spanish. This is an education methodology course and does not count toward the foreign language major. Prerequisite: EN201, 207; Proficiency of sixth semester in the language, as determined by the foreign language exit exam. Exams for respective languages are offered during the fall semester. Please contact the Department of World Languages for exact dates and times.

MS260 Mathematics for Elementary and Middle School Teachers I (3) MS

Required of all elementary candidates. Not an education method elective. Students must prove algebra proficiency by either passing an algebra test or have taken a college algebra class within the past three years and earned a grade of “C” or better. Topics appropriate for grades K-8 include measurement, geometry, logic, and graphing. Emphasis is on constructing understanding through experience: exploring, extrapolating and explaining concepts and relationships. Problem solving, both in groups and individually, is a major theme. Prerequisite: MS111 or equivalent; may be taken concurrently with EN201 or complete EN201 as a prerequisite. Field component: fifteen (15) hours.

MS261 Mathematics for Elementary and Middle School Teachers II (3)

Required of all elementary candidates. Not an education method elective. Topics appropriate for grades K-8 include number patterns, number theory, algebra, probability and data analysis. Emphasis is on constructing understanding through experience: exploring, extrapolating and explaining concepts and relationships. Problem solving, both in groups and individually, is a major theme. Prerequisite: EN201, MS260. Field component: fifteen (15) hours.

MS271 Mathematics Methods for Elementary and Middle School Teachers (3)

Required of all elementary candidates. Not an education method elective. Course expands on the content from MS260 and MS261, examines the ways children learn and fail to learn mathematics, and emphasizes strategies for teaching and designing lessons. New content focuses on concepts and operations of whole numbers, rational numbers and proportional reasoning. Tutoring and teaching field experience requirement included. Prerequisite: EN201, MS260, and MS261; Field component: fifteen (15) hours

MS375 Methods of Teaching Secondary Mathematics (3)

Restrictions: secondary Mathematics major and minors only. Required by the Mathematics Department for anyone preparing to teach mathematics in grades 6 through 12. Provides a detailed examination of the pedagogy for teaching some specific areas of mathematics and of appropriate instructional strategies and techniques. Students will be required to design and teach a unit which exemplifies the above. Focus on individual learner. Prerequisite: EN201 or may take during same semester with EN201 with permission. Field component: 5–10 hours.

PI301 Conductive Education—Infant and Toddler (2)

School Age and Adolescents (2) This course is designed to deal with the characteristics, needs and interventions for the school aged/adolescent student with cerebral palsy or related neuromotor impairment. Content will focus on understanding and application to program design. Field component. Prerequisite: PI301.

PI302 Conductive Education—School Age and Adolescents (2)

This course is designed to deal with the characteristics, needs and interventions for the school aged/adolescent student with cerebral palsy or related neuromotor impairment. Content will focus on understanding and application to program design. Field component. Prerequisite: PI301.

PI304 Neuropathology (2)

This course introduces future educators to the most important diseases and conditions where motor dysfunction is a leading symptom. Persons living with these diseases and conditions are candidates for the conductive education system and thus the future educator’s identity is also formed through this introduction. Students will learn the forms of these illnesses and conditions and the limits of the conductive education method in these cases. The course builds upon the basic elements of neuroanatomy, neurophysiology and pathophysiology. A unified picture of the clinical patterns introduced as novelties on the basis of preliminary knowledge is given. Prerequisite: PI204.

PI305 Conductive Education Program Planning (2)

This course is designed to prepare the student to establishing appropriate coordination, planning, organization and execution of the complex program for all aged clients. This includes the understanding of the integration and complexity of the conductive program. Field component. Prerequisite: PI102, PI104.

PI306 Speech Development for Special Populations (2)

An understanding of the normal sequence of speech and language development and the effects of various disorders on this process will be developed. The course will include discussion of articulation, language, voice, fluency, pragmatic and auditory memory development and disorders. Intervention strategies that can be used to improve both verbal and non-verbal communication in special populations will be introduced through classroom activities and lab experience. Prerequisite: EN201.

PI401 Neuropsychology (1)

This is a lecture course on selected topics on neuropsychology. This course offers theoretical and clinical summary regarding the most important normal and altered neuropsychological functions (various forms of cerebral palsy) and dysfunctions, i.e., handedness vs. chanced handedness in hemiplegics and in asymmetric tetraplegics. Prerequisite: PI202, PI203.

PI402 Comparative Studies of Rehabilitation Methods (2)

This course familiarizes the student with the history and comparison of the therapeutic and rehabilitation possibilities offered to children with cerebral palsy. Special emphasis is on their applicability in the comparison to the conductive education system. Prerequisite: PI208, PI302, PI304, PI306.

PI404 Directed Student Teaching, POHI (6)

This course is designed to prepare the student to establish appropriate coordination, planning, organization and execution of the complex program for all aged clients. This includes understanding of the integration and complexity of the Conductive Education program. Prerequisite: all POHI classes, EN495.

EN327 Assessment Technology in Early Childhood Education (3)

Offered spring semesters. Required for early childhood education majors and minors. This course covers assessment theory and best practices and provides students the opportunity to practice conducting assessments and to develop action/lesson plans based on assessment data findings. Technology tools such as web-based, digital portfolios and Teaching Strategies Gold will be utilized to complete assignments. Intermediate spreadsheet and word processing skills are required. Prerequisite: EN201/EN501 or Michigan Teaching Certificate or EN345/EN545.

EN510 Research Methods (3) Design, and Analysis (3)

Offered summer semester. A conceptual presentation of descriptive and statistical data and their use in research decision making. The course addresses research methods, research design, literature review, problem selection, proposal writing and presentation, and ethical issues related to educational research studies. Students will develop an understanding of quantitative and qualitative research, research methods and associated research factors. Students will read, interpret, and evaluate published educational research. As a culminating activity, students will design a research of their own and draft a formal research proposal with accompanying IRB application. Prerequisite: Completion of 30 credits in a graduate education program.

EN596 School and Culture in the 21st Century (3)

Through the lenses of literature, theory, and narrative, this course analyzes public education in the United States along with the issues of a global society, as a way of informing and empowering teachers toward a stance of production and as agents of change. Components of that context include multiple perspectives of theoretical, cultural, political and economic forces. Using a multicultural critique as a foundation, the course investigates the effects of social change on school changes due to social stratification, especially poverty, as well as racial and ethnic demographics. In addition, the course investigates the disparities of wealth and basic human needs existing in the world today. Pre-service and practicing teachers should understand, in the age of a global economy, the needs and demands of not only their local students, but students around the world, and how each affects the other.

EN599 EdTech: Practicum (4)

EN599 is the culminating course or capstone experience for the Education Technology (NP) endorsement program. Available only to certified teachers, the NP endorsement recognizes educators who have demonstrated proficiency in using a variety of technology tools, appreciation for technology as a tool and aim of personal, professional development, and the ability to design and facilitate effective online learning courses. Practicum experiences and requirements are adjusted to meet the unique professional development needs of each candidate, but must include the development and delivery of at least one online course module. The online course module will be conducted within the framework of a graduate-level, action research project. Prerequisites: All other EdTech endorsement coursework.

EN610 Reading Diagnosis and Remediation (3)

This course provides an in-depth study of differentiated instruction with students who need intervention, language support, special education services, and/or enrichment. Students will examine their own teaching practices, considering student learning needs suitable to certification levels and endorsements. Also, students will be required to complete 30 hours of tutoring in a school setting and in collaboration with parents. Field component: 30 hours of tutoring (variable times/hours) Prerequisite: Michigan Teacher Certification.

EN635 EdTech: Leadership Strategies (3)

This course prepares classroom teachers to be technology leaders within their schools. Participants will develop the skills and knowledge necessary to work with technical support staff, administrators, and fellow teachers to address the goals of their district’s curriculum and technology plans. Readings, course work, and hands-on projects will provide opportunities to learn about hardware, software, networking, and other forms of digital technology. Legal and ethical issues as well as practical procedures such as developing Request for Proposals and cost/benefit analysis will be addressed. Course topics, from basic troubleshooting to peer coaching, will prepare educators to model and mentor the effective use of educational technology. Hardware knowledge and networking experience is not required, although basic familiarity with computers is presumed.

EN690 Master Teaching Project (3)

Required Master’s degree research project. Enrollment in this course should follow successful completion of EN510. In this course, students' draft IRB application will be submitted and their proposed research projects will be implemented. Upon completion, a Master's level thesis paper will be written and presented to a panel of peers and college faculty. Each thesis will include a quality literature review synthesizing related scholarly work, and a comprehensive description of the research methodology, results, conclusions, and suggestions for next steps. Students have up to one and a half calendar years to complete these course requirements. Prerequisite: EN510.