| EN 201 |
Introduction to Education (3)
[Offered fall and spring only - not available during summer]
Prerequisite: sophomore status, cumulative grade point average of 2.5 and
passing scores on the Michigan Basic Skills Tests.
Students will work in a supervised K-12 school setting on a weekly basis, assisting
children and serving as a teacher aide. A minimum of 40 contact hours
over the course of at least 12 weeks of the semester is required. Students will
also attend a semester long weekly seminar, engaging in reading and writing
assignments and class discussions. All field placement assignments for this class will be limited to public and private schools in Kent county school districts.
(See the SOE Handbook for more information on field placement policies and procedures.)
($125 supervision fee assessed)
Special Note: EN 201 is the prerequisite for all “EN” courses unless noted otherwise.
A student who has received a “No Credit” in EN 201 will be restricted from taking any other education course until a passing grade has been earned. |
| EN207 |
Human Growth and Schooling (3)
[Fall, spring and summer]
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 [this course would not include
personality theories], (b) preliminary applications of these theories in human
contexts, especially classrooms, (c) the beginnings of strategies for classroom
instruction based on these theories, and (d) a parent involvement module to
promote student learning at home.
Field component: 2 class observations
Prerequisite: EN 201 or may take during the same semester as EN 201, sophomore
status, cumulative grade point average of 2.5 |
| EN209 |
Foundations of Education (3)
[Fall, spring and summer]
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: 1 class observation
Prerequisite: EN 201 or may take during the same semester as EN 201, sophomore
status, cumulative grade point average of 2.5 |
| EN 275 |
Science for Classroom Teachers (3)
[Summer]
Restrictions: required for elementary science (group) majors, education method
elective for elementary candidates, appropriate education method elective for
secondary biology or chemistry majors/minors.
An overview of science curriculum K-12 emphasizing the practical aspects of
teaching science. Concepts, scientific methods, and constructivist methods will
be explored as well as incorporated into daily lesson plans and classroom activities.
Science camp component included where students will be applying learned
constructivist methodologies with 4th through 6th grade children attending the
2 week science camp.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
EN 285
|
Music for Elementary Teachers(3)
[Spring]
Restrictions: education method elective for elementary candidates only
This is specifically designed for the person with little or no experience in music.
Objectives are to supply a basic knowledge of general music suited for use in
the elementary classroom and to give a working knowledge of available methods
and materials.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 300 |
Geography in Education (3) (may be listed as GY 300)
[Fall]
Education method elective for elementary candidates and appropriate for secondary
geography majors / minors.
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: EN 201; cumulative grade point average of 2.5 |
| EN 320 |
Infant and Toddler Education (4)
[Fall]
Restrictions: Early Childhood minors only. Not an education method elective.
This course provides a wealth of practical detail about integrating constructivist curriculum in a preschool and early elementary classroom-developmentally appropriate practice and anti-bias curriculum with an emphasis on aesthetic, affective, cognitive, language and social emotional domain. Inspired by the Reggio Emilia philosophy, an emergent negotiated curriculum and other constructivist perspectives are examined; promotion of meaningful family and community relationships and inclusion of special needs are addressed.
Field component: 40 hours of developmental study of the young child in an accredited and/or Reggio inspired infant/toddler setting.
Prerequisites: EN 201, EN 304; cumulative grade point average of 2.5 |
| EN 321 |
Early Childhood Education (3)
[Fall and Spring]
Restrictions: education method elective for elementary candidates only (early elementary focus).
Required for the Early Childhood minor
This course focuses on developmentally appropriate practice and anti-bias curriculum
with an emphasis on aesthetic, affective, cognitive, language, physical
and social development domains. Inspired by the Reggio Emilia approach, an
emergent negotiated curriculum process, promotion of meaningful family and
community relationships and inclusion of children with special needs are addressed.
Course is also designed to introduce early childhood students to other
approaches in early childhood education such as Highscope and Montessori.
Field component: 10 hours in a High Scope, Montessori, Froebel and/or in a
Reggio inspired setting.
Prerequisites: EN 201, EN 207; cumulative grade point average of 2.5 |
| EN 322 |
Emergent Literacy (3)
[Fall and Spring; occasional Summer]
Core requirement for the following majors and minors: Early Childhood, English as a Second Language, Language Arts and Learning Disabilities. Not an education method elective.
Foundations of language and literacy development beginning in infancy to grade
4, 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.
Field component: 20 hours in a literacy-rich environment.
Prerequisites: EN 201, EN 304; cumulative grade point average of 2.5 |
| EN 330 |
EdTech: Integrating Technology into the Classroom (3)
[Fall, Spring and Summer]
Education method elective for elementary and secondary candidates.
This semester-long course, focused on integrating technology into K-12 classrooms,
is offered in an online (web) format. Topics covered include K-12 technology
standards, WebQuests, Inspiration, PowerPoint, handheld computers,
assistive technology, and technology-rich lesson planning. Education students
taking this course benefit not only from the opportunity to explore current educational
technology topics, but also experience online learning first-hand. Class
meets on campus for the first and last sessions, remaining course activities,
assignments and discussions are conducted online.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 331 |
EdTech: Web Authoring & Online Learning (3)
[Fall or Spring]
Education method elective for elementary and secondary candidates.
Offered in a quadmester format, this course provides exposure to and practice with Internet tools and resources which support K-12 learning. Topics covered include blogging, podcasting, wikis, online discussions, chat rooms, web authoring (Dreamweaver), and basic scripting. Although basic computer skills and knowledge of the Internet are helpful, this course is appropriate for beginning to advanced Internet users.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 332 |
EdTech: MS Office in the Classroom (3)
[Fall, Spring and Summer]
Education method elective for elementary and secondary candidates.
Offered in a directed study format (online work combined with five, on-campus meetings), this course focuses on using common productivity software (MS Office) to enhance both teaching and learning. Topics covered include word processing, spreadsheets, presentation graphics, and keyboarding tutorial software. Course activities involve creating documents and templates for practical application in the classroom; possible projects choices include photo seating charts, labels, signs, flashcards, timelines, currency conversion tables, charts/graphs, and PowerPoint Jeopardy.
Prerequisite: EN 201; cumulative grade point average of 2.5
|
| EN 333 |
EdTech: Digital Multimedia (3)
[Fall or Spring]
Education method elective for elementary and secondary candidates.
This course, offered in a quadmester format, prepares teachers to use digital images in the classroom effectively. Education students taking this course will learn how multimedia and digital images can be used to support reflective teaching practices and to address students’ diverse learning styles. Topics covered include video and digital camera equipment, image editing, storyboarding, web publishing, and reflective documentation. Prior experience and access to digital camera equipment is not required.
Prerequisite: EN 201; cumulative grade point average of 2.5
|
| EN 367 |
The Hispanic in the U.S. (3) (may be listed as SY 367)
[Spring]
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, inclusivemulticultural 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
geographical 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,
biculturalism, 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.
Field component: Variable hours
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 372 |
Art for Elementary Teachers (3)
[Fall, Spring and Summer]
Restrictions: Eduation method elective for elementary candidates only. This
course is not accepted toward the Visual Arts Education major
This course is structured as a series of studio projects designed to expose the
student to a variety of art materials and the basic elements of art. Students
will receive an art experience seen through the eyes of the artist. This involves
working with the materials of the artist as well as adopting the frame of mind
required for solving visual problems. A series of required readings will introduce
methodology used in teaching art and outline the stages of child development
as it relates to visual art. Lectures and discussions will focus on developing
appropriate studio projects for the elementary level.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 382 |
Children's Literature (3)
[Fall and Spring]
Required for reading minor, not an education method elective.
This course examines several genres and presentations of literature for children through sixth grade. The course has both a pedagogical as well as literary
emphasis. A combination of lecture, small and large group discussion, observation,
collaborative activities and cooperative learning methods are implemented
throughout the course.
Field component: 1 read aloud in a classroom/library visit (daytime)
Prerequisite: EN 201; cumulative grade point average of 2.5
|
| EN 388 |
Youth Literature (3) (also listed as EH 388)
[Fall and Spring]
Required for elementary and secondary reading minor, not an education method elective.
This course reviews techniques and principles in the selection, evaluation, and promotion of young adult literature; it also introduces students to strategies for teaching literature. This is a course that secondary English majors should take, and it would be helpful if students have fulfilled their Literary Studies requirement (EH 222 course required for language arts majors) before taking the course.
Prerequisite: EN 201; cumulative grade point average of 2.5
|
| EN 399 |
Readings in Education (Variable)
Individually negotiated program of readings on selected topic established by
contract between instructor and student. Contracts filed with the Registrar.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 400 |
Teaching Writing (3) (also listed as EH 400)
[Fall and Spring]
Education method elective for secondary candidates, also strongly recommended
for secondary English majors or minors.
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. Writing issues discussed include designing effective writing assignments, responding to student writing, prewriting strategies, grammar and writing, literature and writing, grading, and assessment. The course also includes a field component in which students tutor first-year writing students at Aquinas College or work as tutors in a middle or high school classroom.
Field component: variable hours tutoring at Aquinas College or in middle or high school classroom (variable times)
Prerequisite: EN 201; cumulative grade point average of 2.5
|
| EN 406 |
Application of Learning Theories for Elementary Classroom Teachers (3)
[Fall, Spring and Summer]
Restrictions: elementary candidates only (requirement)
Learners will apply theory to practice by developing a ten-day content specific unit supported by individual daily lesson plans, producing a comprehensive classroom management plan, and collaboratively problem solving in small and whole group settings in the role of teaching staff.
Field component: 20 hours (self-arranged and self scheduled) non-supervised.
Prerequisite: EN 201, EN 442, EN 207 and EN 209; cumulative grade point average of 2.5.
Students should complete EN 442 prior to enrolling in EN 406. EN 406 integrates the learning theory gained from EN 442 with the expectation that these theories will be applied in the lesson and management plans.
NOTE: This class is designed to be taken the semester prior to
Directed Student Teaching. |
| EN 408 |
Curriculum, Assessment, and Management for Secondary Teachers (3)
[Fall, Spring and Summer]
Restrictions: secondary candidates only (requirement).
Through the medium of various methods and materials of content, the concepts of learning and growth applicable to people between the ages of 11 years and 19 years will be illustrated and developed.
Field component: 10 hours field observation
Prerequisite: EN 201 and EN 207; cumulative grade point average of 2.5 |
| EN 421 |
Early Childhood Administration (3)
[Spring]
Restrictions: Early Childhood minors only. Not an education method elective.
This course focuses on organizational issues and principles of early childhood
program management with emphasis on collaborative systems of management.
Planning developmentally appropriate environments, parent involvement, authentic
assessment, documentation, record keeping and finance management
are also explored. Current issues, problems, and advances related to the education
and care of young children are addressed as well.
Field component: 10 hours in a Reggio inspired setting, High Scope, Montessori and Froebel schools.
Prerequisite: EN 201, EN 207, EN 320, EN 321, EN 322; cumulative grade point average of 2.5 |
| EN 431 |
Exploring the Reggio Emilia Approach (3)
[Fall and Spring]
Restrictions: required for Early Childhood minors (effective January 2002) also appropriate education method elective for elementary candidates and LD majors.
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.
Field component: 20 to 30 hours
Prerequisite: EN 201, EN 320, EN 321, EN 322; cumulative grade point average of 2.5 |
| EN 440 |
Advanced Techniques in Teaching Reading (3)
(Previously titled "Beginning Approaches to Reading")
[Fall, Spring and Summer]
Required for the elementary reading minor. Education method elective for elementary
certification.
This course provides a deeper look at teaching reading, including the reading
strategies proficient readers use, the different frameworks for teaching reading,
and how to promote robust vocabulary in your students. It will enable future
teachers to develop critical thinking skills within the classroom.
Field component: none
Prerequisite: EN 442; cumulative grade point average of 2.5.
|
| EN 441 |
Literacy Assessment and Intervention (3)
(Previously titled "MLPP Training for New Users")
[Fall, Spring and Summer]
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 examines research and theories used in the development of varied
diagnostic literacy assessment instruments and instructional methods useful in
working with struggling readers. Both informal and formal testing measures will
be examined for reading, writing, and oral language. Issues of test bias, validity,
reliability, and data analysis will be discussed. Students will participate in the
Elementary Reading Clinic to assess and tutor a student who struggles in some
area(s) of literacy.
Field component: 20 hours tutoring in Elementary Reading Clinic (early evenings)
Prerequisite: EN 442; cumulative grade point average of 2.5 |
| EN 442 |
Literacy II (3)
(Previously titled "Reading Assessment and Classroom Practices")
[Fall, Spring and Summer]
Required for elementary certification, learning disabilities major, elementary and
secondary reading minor. Not an education method elective.
This course is designed to present an introduction to informal assessment measures
used by classroom teachers to assess literacy problems. Students will
learn how to use assessment findings to implement research-based instructional
strategies. Emphasis will be placed on the scoring and analysis of the
test results, the remedial instructional strategies that would follow, and prevention
measures currently utilized in elementary schools. Discussions will focus on
effective research-based literacy methods and strategies that help young children
become successful readers and writers. Students will also be introduced
to formal literacy tests to become aware of the assessments used to diagnose
students with special needs in their classroom. Each student will develop an
individualized instructional plan for each assessment given based on the test
results and analysis thereof.
Field component: 10 hours tutoring in Elementary Reading Clinic (early evenings)
Prerequisite: EN 201 and EN 444; cumulative grade point average of 2.5.
Prerequisite for Reading Minors: EN 201, EN 440 and EN 444; cumulative grade point average of 2.5.
|
| EN 443 |
Literacy for the Linguistically and Culturally Diverse Learner (3)
[Fall and Spring]
Restrictions: Required for language arts major, learning disabilities major, and elementary
and secondary reading minors. Not an education method elective.
This course is centered on the creation and implementation of effective literacy
instruction for both linguistically and culturally diverse students. The course
will combine lecture, small and large group discussion, collaborative projects,
integration of diverse literature, and one-on-one tutoring in the field.The unity of
theory and practice will also be a focus of discussion as well as reflection.
Field component: 30 hours tutoring in school setting (daytime)
Prerequisite: EN 442; cumulative grade point average of 2.5 |
| EN 444 |
Literacy I (3)
[Fall, Spring and Summer]
Restrictions: Required for elementary certification and for secondary reading minor. Not an
education method elective.
This course provides a foundation for further work in the areas of reading and language arts. Students will gain an understanding of the reading process, acquire knowledge of the components of reading instruction, and explore strategies for teaching a diversified student population.
Field component: 10 hours assisting in school setting (daytime)
Prerequisite: sophomore status, passing of the Michigan Basic Skills Test, may take concurrently with EN 201 or complete EN 201 as a prerequisite; cumulative grade point average of 2.5
Note: EN 444 is the prerequisite for EN 440, EN 442, EN 443, EN 463 |
| EN 450 |
Methods in Social Studies (3)
[Spring]
Education method elective for elementary candidates.
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: EN 201; cumulative grade point average of 2.5 |
| EN 453 |
Methods of Secondary Education (3)
[Fall, Spring and Summer]
Restrictions: secondary candidates only (required). Not an education method elective.
Study of approaches to secondary teaching; the adolescent phase of human development, listening, observing, and teaching skills. Field observations and microteaching in the subject area. Required for secondary certification.
Field component: 2 hours minimum
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 454 |
Content Area Literacy (3)
[Fall, Spring and Summer]
Restrictions: 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.
Field component variable: 18 hours (early evening)
Prerequisite: EN 201; cumulative grade point average of 2.5.
Reading minors must complete EN 201 and EN 442 as prerequisites. |
| EN 455 |
EN455 Adolescent Literacy (3)
[Fall and Spring]
Restrictions: 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, popular culture and its influence on
adolescent learning, and strategies to work with adolescent learners, especially
those who struggle with reading and writing.Participants will reflect on their own
experiences as adolescents, learn about ideas to motivate adolescents, review
research on adolescent literacy, and participate in the Secondary Reading Clinic
in order to directly apply the course information in a tutoring situation.
Prerequisite: EN442; cumulative grade point average of 2.5
Field component: 18 hours tutoring in Secondary Reading Clinic (evening) |
| EN 456 |
Multicultural Issues in Education (3)
[Fall, Spring and Summer]
Special Note: all certification candidates must choose one course from either EN 456 or EN 461.
Multicultural Education provides a comprehensive overview of the theory and
practice of multicultural education. Emphasis is given to valuing diversity, and
applyingmulticultural 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.
Field component: minimum of 5 hours
Prerequisite: EN 201 or may take during the same semester as EN 201, sophomore status, cumulative grade point average of 2.5 |
| EN 457 |
Introduction to Teaching English as a Second Language (3)
[Fall]
Required of all Bilingual Spanish, 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.
Field component: minimum 15 hours
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 458
| Advanced Methods & Materials of Teaching ESL (3)
[Fall]
Not an education method elective.
This course further investigates the topics studied in EN 457 and ties them to the design, implementation and evaluation of sources utilized in English language learning contexts, including curriculum, course packages, specific textbooks, supplementary materials, and different learning technologies. Field component allows for individually designed project.
Field component: minimum 15 hours
Prerequisite: EN 457; cumulative grade point average of 2.5
|
| EN 459 |
Assessment and Evaluation in ESL (3)
[Spring]
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 classroombased
evaluation and form 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: minimum 15 hours
Prerequisite: EN 457; cumulative grade point average of 2.5
|
| EN 460 |
Teaching Creative Writing (3)
[Fall]
Education method elective for elementary candidates. Secondary English majors
and minors are required to take either EH/EN 400 or EH/EN 460. 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. Creative writing lessons will be developed and implemented.
Field component: 1 hour
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 461 |
Inclusion (3)
[Fall and Spring]
Special Note: all certification candidates must choose one course from either EN 456 or EN 461.
Education method elective for elementary and secondary candidates (cannot be double counted.) Required for all Learning Disabilities majors.
Inclusive education begins with the philosophy behind education and the emergence
of an inclusive educational approach to students with disabilities in the
general classroom. Appropriate instructional objectives will be examined that fit
children and adolescents in an inclusive educational setting. Adaptations to the
regular 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, paraprofessionals and other
teachers.
Field component: 2 hours minimum
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 462 |
Special Education Curriculum and Methods Elementary / Secondary (3)
[Spring]
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 inclusion, resource room, and self-contained special education
classrooms. Students will develop IEP goals and objectives based on
assessment information and plan instructional units. Emphasis is also placed on
assessment as a process to teach and implement research-based educational
methodology appropriate for elementary and secondary students with learning
disabilities.
Field component: minimum 5 hours
Prerequisite: EN 201, EN 461, EN 464; cumulative grade point average of 2.5 |
| EN 463 |
Reading Practicum (3)
[Spring]
Required for elementary and secondary reading minors. Not an education method
elective.
This course is a practicum intending to provide experience with the daily duties
of a reading teacher.During that time, the intern will become involved in the reading
program of the school. This is a full-day field experience across five weeks.
The intern will be visited during his or her placement by the college instructor.
The reading teacher who supervises the internship will assign a project to be
completed by the intern before the end of the internship. The internship placement
weeks may not be done concurrently with the directed student teaching
placement.
Field component: 5 weeks (daytime)
Prerequisite: EN 201 and all reading requirements; cumulative grade point average of 2.5
|
| EN 464 |
Learning Disabilities: Theory to Practice (3)
[Fall and Spring]
Required for the Learning Disabilities major. Not an education method elective.
This course is designed to provide students with knowledge of theory and application
in the field of learning disabilities as related to historical development, legislation,
learning characteristics, etiology, assessment, identification, and service
options resulting in the ability to make effective educational decisions related to
individuals with learning disabilities. Emphasis is placed on application of learning
to novel settings and on development of graduate level academic skills.
Prerequisite: EN 201, EN 461; cumulative grade point average of 2.5 |
| EN 465 |
Inclusion II (3)
[Fall and Spring]
Required for the Learning Disabilities major. Not an education method elective.
This course focuses on effective collaboration between special education teachers
and general education teachers when students are referred for special education
services.An emphasis will be placed on how to create productive learning
environments for diverse learning needs in the general education classroom. Additional
topics include team teaching, differentiated instruction, positive behavior
support, and planning for transitions.
Prerequisite: EN 461 cumulative grade point average of 2.5 |
| EN 466 |
EN 466 Classroom Management (3)
[Fall, Spring, Summer]
Education method elective for elementary and secondary candidates; requirement
for LD majors.
This course is designed to equip teachers with a variety of
strategies for responding to behavioral issues in the classroom. Teachers will be
given a variety of tools that can be used to individualize classroom management
and best meet the needs of diverse learners. Teachers will also learn how to train
paraprofessionals and volunteers who may be assigned to their classroom and
responsible for behavior management.
Prerequisite: EN 201; cumulative grade point average of 2.5 |
| EN 470 |
EN470 Special Education Assessment (3)
[Fall and Spring]
Not an education method elective.
This course focuses on assessing the performance and progress of students
with disabilities in the special education setting. Emphasis is placed on the use
of data to make decisions pertaining to individualized education programs. Additional
topics include: basic concepts of measurement; formal test administration;
limitations in existing instruments ordinarily used in assessing exceptional
children; adapting tests to accommodate students with disabilities; curriculumbased
measurement; and behavioral assessment.
Field component:10 hrs.
Prerequisite: EN461; cumulative grade point average of 2.5. |
| EN 471 |
Theories of Bilingual Education and Bilingualism (3)
[Spring]
Required of the following minors: Bilingual Spanish and English as a Second Language (ESL). Not an education method elective.
Instruction in current theories on bilingualism of children and adults and bilingual
education. Examination and analysis of different models of bilingual programs
and effective practices for teaching in different bilingual educational settings.
Field component acts as cohesive tie between course readings and discussions
and the real world of English language learners and teachers.
Field component: minimum 15 hours
Prerequisite: EN 457; cumulative grade point average of 2.5 |
| EN 476 |
Second Language Acquisition (SLA)
[Fall]
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.
Field component: 15 to 25 hours
Prerequisites: EN 457; cumulative grade point average of 2.5 |
| EN 490 |
Learning Disabilities Practicum & Seminar
A supervised and evaluated capstone field experience for L.D. majors. Will be required of all students declaring an L.D. major after Spring 2008; strongly recommended as an elective for any current L.D. majors.
Field component: 80 hours
Prerequisites: EN 464, Co-req: EN 470, EN 462; cumulative grade point average of 2.5 |
| EN 491 |
Early Childhood Education Practicum (3)
[Fall, Spring and Summer]
Required of all Early Childhood minor candidates. Not an education method elective.
A supervised and evaluated student teaching experience in a pre-primary Reggio
inspired setting. This course is designed to provide students opportunities to
actively observe, question, reflect, research, plan, implement and carefully analyze
children’s learning as well as their own. Throughout the 160 hour placement,
students will collaborate with lab instructors, participate in reflective meetings
with their practicum professors and lab instructors and document their learning
experiences throughout the eight week placement.
Field component: 160 hours
Prerequisite: EN 201 and all early childhood requirements must be completed before the student can be allowed to take this course. This course must be taken before Directed Student Teaching; cumulative grade point average of 2.5 |
| EN 494 |
Practicum in ESL/Bilingual Education (3)
[Fall, Spring and Summer]
Required of the following minors: Bilingual Spanish and English as a Second Language
Field component: Minimum 30 hours.
Prerequisite: EN 201; all requirements for the Bilingual Spanish or ESL coursework; cumulative grade point average of 2.5 |
| EN 495 |
Directed Student Teaching in the Elementary School (12)
[Fall and Spring]
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.
Please refer to the Directed Student Teaching page for more information.
Prerequisite: Acceptance by screening committee of the School of Education prior to enrollment in course and school placement. |
| EN 498 |
Directed Student Teaching in the Secondary School (12)
[Fall and Spring]
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.
Please refer to the Directed Student Teaching page for more information.
Prerequisite: Acceptance by screening committee of the School of Education prior to enrollment in course and school placement. |
| FH/GN/SH 496 |
Teaching Foreign Language in the Elementary School (3)
[Spring]
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 French, German,
or Spanish.
This is an education methodology course and does not count toward
the foreign language major.
Prerequisite: EN 201, EN 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 Modern
Languages for exact dates and times. |
| FH/GN/SH 497 |
Teaching Foreign Language in the Secondary School (3)
[Spring]
Restricted: Foreign language majors only. Required for secondary certification in foreign language as an education method elective. Required of all students seeking K-12 teacher certification in French, German, or Spanish. This is an education methodology course and does not count toward the foreign language major.
Prerequisite: EN 201, EN 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 Modern
Languages for exact dates and times.
|
| MS 260 |
Mathematics for Elementary and Middle School Teachers I (3)
[Fall and Spring; Summer]
Required of all elementary candidates. Not an education method elective.
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: sophomore status, passing of the Michigan Basic Skills Test, MS107
or equivalent; may be taken concurrently with EN 201 or complete EN 201 as a
prerequisite; cumulative grade point average of 2.5
|
| MS 261 |
Mathematics for Elementary and Middle School Teachers (3)
[Fall and Spring; Summer]
Required of all elementary candidates.
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: EN 201 and MS 260; cumulative grade point average of 2.5 |
| MS 271 |
Mathematics Methods for Elementary and Middle School Teachers (3)
[Fall and Spring; Summer]
Required of all elementary candidates
Course expands on the content from MS 260 and MS 261, 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.
Field component: 5 -10 hours
Prerequisite: EN 201 and MS 260, may be taken concurrently with MS 261 or complete MS 261 as a prerequisite; cumulative grade point average of 2.5 |
| MS 375 |
Methods of Teaching Secondary Mathematics (3)
[Spring – even years]
Required: secondary candidates with a math major or minor.
Required by the Mathematics Department for anyone preparing to teach mathematics in grades 7 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.
Field component: 5 hours
Prerequisite: EN 201 or may take during same semester with EN201 with permission; cumulative grade point average of 2.5 |
| PI 101 |
Foundations of Conductive Education - Part 1 (2)
It opens with a discussion of the purposes
of the Conductive Education method. This leads to consideration of the
principles underlying the system. Concepts such as activity, group work, motivation,
intention and facilitation, as well as orthofunction, will be examined closely.
The course will also outline some of the basic practices of Conductive Education
in various settings. Current issues in Conductive Education will be introduced
and discussed.
Field component: variable
Prerequisite: acceptance into the POHI program; cumulative grade point average of 2.5 |
| PI102 |
Foundations of Conductive Education - Part 2 (2)
This course is a continuation of PI 101/Foundations of Conductive Education - Part I. Course content will build upon the foundation of concepts discussed in
PI 101.
Field component: variable
Prerequisite: PI 101; cumulative grade point average of 2.5 |
| PI103 |
Symptoms Studies - Part 1 (2)
The purpose of this course is to provide a general background to the condition of cerebral palsy. Focus will be on causation, typology and how the development
of the child with cerebral palsy is subsequently affected. Field component.
Prerequisite: acceptance into the POHI program; cumulative grade point average of 2.5 |
| PI104 |
Symptoms Studies - Part 2 (2)
This course continues in the study of cerebral palsy; its causes, typology and how the development of the child with cerebral palsy is subsequently affected.
Field component: variable
Prerequisite: PI 103; cumulative grade point average of 2.5 |
| PI201 |
Neuroanatomy - Part 1 (2)
Brain function must be studied from molecular, biochemical, physiological,
anatomical, pharmacological and psychological perspective all at once. Most
important of all, today’s students must acquire a firm conceptual basis even
though today’s concepts will surely evolve over the duration of their careers. It
is far easier to teach and learn with a single discipline. This course creates a
portrait of the central nervous and part of the muscular system in broad strokes
in hopes that the student can in two semesters attain an appreciation for the
modern concepts that guide further study.
Prerequisite: PI 101, BY 155, BY 156; cumulative grade point average of 2.5 |
| PI202 |
Neuronatomy - Part 2 (2)
This section of the course focuses on the anatomy of the spinal cord, ascending and descending systems in it, and various levels of movements.
Prerequisite: PI 201; cumulative grade point average of 2.5 |
| PI203 |
Neurophysiology - Part 1 (2)
Following anatomical knowledge, introduction to the function of the nervous system, i.e. neurophysiology, is necessary. Structure and function are closely connected concerning elementary sensory motor performances. More complicated performances, like the sleeping-waking phase, are less dependent on anatomy
and are to be explained by neurophysiology.
Prerequisite: PI 201; cumulative grade point average of 2.5 |
| PI204 |
Neurophysiology - Part 2 (2)
Within this course the student will learn the characteristics of the neurological system and associated motor development in babies and infants. This includes
learning what to observe for in examination for motor delay and differences.
Prerequisite: PI 202, PI 203; cumulative grade point average of 2.5 |
| PI205 |
Establishment of Orthofunction (2)
This course is designed for development of the understanding of the concepts of Orthofunction and intention, and their development, facilitation, observation,
and routine. Awareness of issues in Conductive Education theory and practice are also explored.
Field component: Variable
Prerequisite: PI 102, PI 104; cumulative grade point average of 2.5 |
| PI206 |
Applications of Orthofunction (2)
This course focuses on the rules of the construction of the different task series for the various client’s stages of development and in accordance to their given
goals.
Field component: Variable
Prerequisite: PI 101, PI 203, PI 205; cumulative grade point average of 2.5 |
| PI207 |
Conductive Education for Pre-School and Kindergarten Child Part I (2)
This course focuses on the special characteristic and development of the motor disabled pre-school/kindergarten aged child.
Field component: Variable
Prerequisite: PI 102, PI 104; cumulative grade point average of 2.5 |
| PI208 |
Conductive Education for Pre-School and Kindergarten Child Part II (2)
The content of this course builds upon the components learned in PI 207 regarding the needs and application of conductive education to the 3-8 year old child with motor impairment.
Field component: Variable
Prerequisite: PI 203, PI 205; PI 207; cumulative grade point average of 2.5 |
| PI301 |
Conductive Education - Infant and Toddler (2)
The purpose of this course is to develop an understanding of the ways in which Conductive Education targets the enablement and enhancement of the development of young children with cerebral palsy, with a particular focus on the development of play, communication and co-operation between parents and the
educator.
Field component: Variable
Prerequisite: PI 208; cumulative grade point average of 2.5 |
| 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: Variable
Prerequisite: PI 301; cumulative grade point average of 2.5 |
| 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: PI 204; cumulative grade point average of 2.5 |
| 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: Variable
Prerequisite: PI 102, PI 104; cumulative grade point average of 2.5 |
| PI 306 |
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: EN 201 |
| PI 401 |
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: PI 202, PI203; cumulative grade point average of 2.5 |
| PI 402 |
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: PI 208, PI 302, PI 304, PI 306; cumulative grade point average of 2.5 |
| PI 404 |
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, EN 495; cumulative grade point average of 2.5 |
