School of Education  
 

Undergraduate Course Descriptions

 

The semesters for course offerings are listed in brackets after the title of the course. 

Due to circumstances beyond our control, we may not be able to offer the courses as designated.

PLEASE NOTE: Most education courses are offered in the evening and will require daytime field placements.
 
EN 130

Educational Technology Basics (1)

[Fall, spring, and summer]

 

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 Power Point, 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.

EN 201

Introduction to Education (3)
[Fall and spring only]


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).
Prerequisite: sophomore status; cumulative grade point average of 2.5 and passing scores on the Michigan Basic Skills Tests.

Field component: 40 hours.

EN 207 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, (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: Variable; minimum of 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.
EN 209 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 classroom 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)
[Spring]

Restrictions:  required for elementary science (group) majors, education method elective for elementary candidates, appropriate education method elective for secondary biology or chemistry majors/minors.
This is a course for pre-certification teachers to strengthen competencies in the teaching of Science at the elementary and middle school levels. This course will emphasize science content and model science teaching methods. 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, utilize technology such as the internet, CCD-ROMS, DVD'S, as well as learn how to effectively utilize inexpensive, readily available materials and explore local resources.

 

All course objectives are aligned with the Michigan Core Curriculum standards and benchmarks and pre-certification teachers will learn those methods needed to prepare students for success in learning science, excelling in state prepared assessment instruments, and pursuing technological and scientific careers.
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 290

Visual and Performing Arts for the Classroom Teacher (3)


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 lead 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

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 301 Assessing Student Learning (3)

Learners will develop and defend a comprehensive assessment philosophy upon which all future assessment decisions and designs will depend. Students will include a critical analysis of assessment formats and relate each to their assessment philosophy for consistency. Students will critically analyze pencil and paper formats for assessment and design a fully developed authentic performance assessment complete with student directions and scoring rubrics as well as designing a proposal for a building or district wide portfolio assessment program.
Learners will also produce an assessment plan for a specified unit of instruction and supply a thorough description of the grading policies they will incorporate in their assessment plan. Learners will be regularly assigned Reaction and Reflection papers (five per semester) will focus on the consistent use of assessments as learning and how assessments can be used as important teaching tools. Alignment between standards, instruction and assessment is also emphasized in Reflection paper responses. Learners also describe their beliefs about assessment, supply a list of the assessment formats they will use in their teaching and explain and defend how they will determine grades for students. They will also provide a model of how they will set up their grade books for recording the results of assessment and describe how they will maintain communication with stakeholders regarding student achievement.
Field component: Required for individuals pursuing the Learning Disabilities Endorsement
Prerequisite: EN 201
EN 320 Infant and Toddler Education (3)
[Fall]

Restrictions:  Early Childhood 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; licensing requirements, and the environment as teacher. Emphasis is placed on relationship based approach and the role of the family. Current issues in infant and toddler development with and emphasis on brain development and infant mental health are explored.  Active observation and participation in infant and toddler programs are required.
Field component:  20 hours of developmental study of the young child in an accredited and constructivist infant/toddler setting. 
Prerequisites: EN 201; EN 207; EN 345; cumulative grade point average of 2.5.

EN 321 Curriculum Development in Early Childhood Education (3)
[Fall and spring]

Restrictions:  education method elective for elementary candidates only (early elementary focus).

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 social, emotional, physical, language, cognitive and aesthetic development; awareness of various forms of discrimination and identification of bias in materials; and applications 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 needs are addressed. Observation and participation in the field are required.

Field Component: Observations in 2 early childhood classrooms
Prerequisites: EN 201, EN 207; EN 345; cumulative grade point average of 2.5

EN 322

Emergent Literacy (3)
[Fall and spring]

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.
Field component:  20 hours in a literacy-rich environment.

Prerequisites: EN 201; EN 207

EN 324

Current Issues in Early Childhood Education (1)

 

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.

Prerequisites: EN 201; EN 207 and all early childhood requirements must be completed before the student can be allowed to take this course. This course must be taken with EN 491; 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 a fully online format. Topics covered include K-12 technology standards, technology-rich lesson planning based on Michigan GLCES and/or HSCES, Inspiration, Power Point, assistive technology, and the creation of an online WebQuest project. 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:  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.

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 (Dreamweaver), online discussions, blogging, 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:  EN 201; cumulative grade point average of 2.5

EN 332

EdTech: MS Office in the Classroom (3)

[Fall or spring]

 

Education method elective for elementary and secondary candidates.

Offered in a hybrid (blended) format, this course develops participant’s personal knowledge-base and skills related to MS Office productivity software (Word, Power Point, 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 Power Point games.

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 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 Media Center (AQ Library) if you do not have one.

Prerequisite:  EN 201; cumulative grade point average of 2.5

EN 345

Foundations of Early Childhood Education (3)


Foundations in Early Childhood Education provide 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 e) needs of diverse learners f) the role of assessment in early learning; and g) approaches that support children’s emotional and social well being as essential components of the learning process.

Field component:  10 hours observation

Prerequisites: EN 201; EN 207; EN 320; EN 345; cumulative grade point average of 2.5

EN 367 The Hispanic in the U.S. (3) (may be listed as SY 367)
[Fall]

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 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]

Restrictions: Education 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]

 

Required for elementary reading minor. Not an Education method elective.

This course presents classic and contemporary titles in literature for children in grades kindergarten through eight. Topics include principles of text selection, content integration of fictional and non-fictional literature, and the promotion of lifelong reading. Extensive knowledge of author and illustrator craft and purpose will be explored and analyzed.

Prerequisite: EN 201; cumulative grade point average of 2.5

Field component: 1 hour- read aloud in a classroom (daytime)

EN 388

Youth Literature (3)  (also listed as EH 388)
[Spring]

Required for elementary and secondary reading minor. 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:  EN 201; cumulative grade point average of  2.5

Field Component: none

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]

Secondary English majors and minors are required to take either EN400 or EH400. These courses cannot be double counted to fulfill requirements for both English major/minor and Education. Required for secondary reading minor.

Education method elective for secondary certification and language arts major, particularly candidates interested in teaching middle school.

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.

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).

This course intends to support students while they apply learning and instructional theories to classroom practice by developing a unit of study (with chosen content area) supported by daily lesson plans and authentic classroom assessments.  Students will create a comprehensive classroom management plan and collaboratively discuss challenges in student behavior management. Other topics will center around current educational concepts in the context of working as a teaching staff.

Prerequisites: EN 207, EN 209, and EN 442; cumulative grade point average of 2.5

SPECIAL NOTE: This class is designed to be taken the semester prior to Directed Student Teaching.

Field component: 3 full days assisting in 3 different classrooms (daytime)

EN 408 Curriculum, Assessment, and Management for Secondary Teachers (3)
[Fall, spring and summer]

Restrictions: secondary candidates only (requirement).
Learners will apply learning theory to the production of a nine week unit plan including five fully developed daily lesson plans with formative and summative and assessments and a comprehensive classroom management plan. Learners will also evaluate strategies used with secondary school students and complete various assignments that will enhance the learner’s understanding and knowledge of the secondary school student and educational programs appropriate for that student.
Field component: 10 hours field observation
Prerequisite:  EN 201; EN 301cumulative 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 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: 10 hours in a NAEYC accredited setting

Prerequisite: EN 201; EN 207; EN 320; EN 321; EN 322; EN 345; cumulative grade point average of 2.5

EN 431 Exploring the Reggio Emilia Approach (3)
[Fall and spring]

Restrictions: required for Early Childhood minors; also, appropriate education method elective for elementary candidates.

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 tied to state curriculum objectives for educators and other guidelines such as NAEYC for children.

Prerequisite: EN 201; EN 207 cumulative grade point average of 2.5

Field component: 10 hours

EN 440

Literacy III (3)
[Fall and spring]

Required for elementary certification, learning disabilities major, and secondary reading minor.

This course provides a further look at quality literacy instruction.  Students will develop a unit of study in reading (following the Common Core State Standards), deepen their understanding of literacy assessment, observe in classrooms to analyze literacy instruction, and review reading philosophies/programs in various schools to analyze similarities/differences.  Also, 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: EN 442; cumulative grade point average of 2.5

Field component: 6 hours observing in classrooms (6 visits/daytime); 12 hours tutoring in Elementary Reading Clinic (early evening)

EN 441

Literacy Assessment and Intervention (3)

[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 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: EN 442; cumulative grade point average of 2.5

Field component: 20 hours tutoring in Elementary Reading Clinic (early evening)

EN 442

Literacy II (3)

[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 literacy assessment measures using early literacy assessments, informal reading inventories, running records, and others. Students will learn how to use assessment results to plan for instruction – both as a classroom teacher and as a reading tutor.  Discussions will focus on effective literacy methods and strategies that help children become successful readers and writers. Students will tutor a child during the course (on or off campus), developing an individualized and appropriate instructional plan based on a child’s learning needs, strengths, interests, and learning styles.

Prerequisite: EN 201 and EN 444; cumulative grade point average of 2.5.

Field component: 10 hours tutoring in Elementary Reading Clinic (during class time)

EN 443

Literacy for Diverse Learners (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 and spring]

Required for elementary certification, learning disabilities major, and secondary reading minor.

Not an education method elective.

This course provides an overview of the pillars of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary), the reading process, the components of quality reading instruction, the frameworks for literacy instruction, and the components of quality writing instruction (handwriting, spelling, and writing process).  Many articles and books surrounding the pillars (and more) are required reading with active student participation in discussions expected.  Students observe in classrooms, seeing literacy instruction across grade levels.  Also, students volunteer time in the Media/Reading Clinic Resource Area to learn about the resources available.

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 442, EN 443, and EN 463

Field component: 10 hours observing in classrooms (5 visits/daytime); 2 hours volunteering in Media/Reading Clinic Resource Area (flexible hours)

EN 445

Early Intervention (3)


This course offers the candidate an opportunity to know about and to understand early childhood students with exceptional needs. An exploration of etiology and developmental characteristics of young children will exceptional needs will frame the study. All categories of exceptionality will be surveyed, including anomalies such as social/emotional, communication delays, communicable diseases and attention deficit disorder. Candidates will study children with developmental delays or disabilities, children whose families are culturally and linguistically diverse, children from diverse socioeconomic groups, and other children with individual learning styles, strengths and needs. Emphasis will focus on the ability to possess key information.

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. Active observation and participation in Early Childhood Special Education classrooms are required.

Field component: 20 hours in an Early Childhood Special Education classroom

Prerequisites: EN 201, EN 207, EN 320; cumulative grade point of 2.5

DHS clearance; student background check
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: Minimum 2 hours 
Prerequisite:  EN 201; EN 408; EN 454; EN 466;cumulative grade point average of 2.5 
EN 454 Content Area Literacy (3)
[Fall, spring and summer]

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. In addition, Common Core State Standards will be incorporated into the study of content area literacy. There is a fieldwork component, working with secondary students who need assistance in literacy strategies.

Prerequisite: EN 201; EN 301; cumulative grade point average of 2.5

Field component: 18 hours tutoring in Secondary Reading Clinic (during class time)

EN 455

EN455 Adolescent Literacy (3)
[Fall and spring]

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 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: EN 442; cumulative grade point average of 2.5

Field component: 18 hours tutoring in Secondary Reading Clinic (during class time)

EN 456 Multicultural Issues in Education (3)
[Fall, spring and summer]

Multicultural 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.
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 and spring]

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 classroom based 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]

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 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.
Field component:
 Minimum 2 hours
Prerequisite:  EN 201; cumulative grade point average of 2.5 
EN 462 Special Education Curriculum and Methods Elementary / Secondary (3)
[Fall and 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 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 to address Learning Disabilities in Math and Written Expression, differentiated instruction, and Universal Design for Learning.
Field component: Minimum 10 hours
Prerequisite: EN 464; EN 470; EN 201 cumulative grade point average of 2.5
EN 463

Reading Internship (3)
[Fall and spring]


Required for elementary and secondary reading minors.

Not an education method elective.

This course intends to provide interns with the experience of the daily duties of a reading teacher/literacy interventionist/literacy coach. The intern becomes involved in the reading philosophy of the school and works with students, teachers, and potentially parents. This is a full-day field experience across 25 days in a semester. The intern will work with the cooperating teacher to develop and implement a project based on the literacy needs of the school. The practicum may not be done concurrently with the directed student teaching placement.

Prerequisite: EN 201 and all reading requirements and/or instructor approval; cumulative grade point average of 2.5

Field component: 25 days/160 hours (daytime)


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 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.
Field component: 1-5 hours
Prerequisite: EN 201, EN 461; cumulative grade point average of 2.5

EN 465

Inclusion II (3)
[Fall and spring]


Required for learning disabilities major.

Not an education method elective.

This course provides information on how to make general education learning environments productive for students with diverse learning needs. An emphasis will be placed on collaboration and teaming among special and general education teachers as well as other school personnel. Additional topics include Child Study Teams, team teaching models, working with paraeducators and families, access to the general education environment and curriculum, and Differentiated Instruction.

Prerequisite: EN 461; cumulative grade point average of 2.5

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

Special Education Assessment (3)

[Fall and spring]

 

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 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: EN 464; cumulative grade point average of 2.5. Field component: 5 hours.

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

[Fall and spring]

 

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: EN 201; EN 461; EN 462; EN 464; cumulative grade point average of 2.5

Field component: Minimum of 80 hours

 

EN 491 Early Childhood Education Practicum (3)
[Fall, spring and summer]

Required of all Early Childhood 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. Principals 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 care giving 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: EN 201; EN 207 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

Field component: 160 hours

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]

Directed Student Teaching is the culmination of the teacher preparation program at Aquinas College . This is a minimum fourteen-week internship in a local elementary school under the direct supervision of an experienced certified teacher. Directed Student Teaching is a full-time experience. Attendance at seminars and completion of weekly journal writing and assigned readings are required.
Prerequisite: minimum cumulative grade point average of 3.0 and completion of all education, major, minor and general education coursework requirements. All coursework taken prior to application must be successfully completed with grades of "C" or higher by the application due date.
Low grades or grades of "Incomplete" or "F" in required classes will result in denial of the application.
See the Student Teaching web page for further information regarding directed student teaching.
 

EN 498 Directed Student Teaching in the Secondary School (12)
[Fall and spring]

Directed Student Teaching is the culmination of the teacher preparation program at Aquinas College . This is a minimum fourteen-week internship in a local elementary school under the direct supervision of an experienced certified teacher. Directed Student Teaching is a full-time experience. Attendance at seminars and completion of weekly journal writing and assigned readings are required.
Prerequisite: minimum cumulative grade point average of 3.0 and completion of all education, major, minor and general education coursework requirements. All coursework taken prior to application must be successfully completed with grades of "C" or higher by the application due date.
Low grades or grades of "Incomplete" or "F" in required classes will result in denial of the application.
See the Student Teaching web page for further information regarding directed student teaching.

FH/GN/SH  496 Teaching Foreign Language in the Elementary School  (3)
[Fall]

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, spring and 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, MS 107
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, spring and 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, spring and 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 – odd 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 EN 201 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
PI 102 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
PI 103 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
PI 104 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
PI 201 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
PI 202 Neuroanatomy - 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
PI 203 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
PI 204 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
PI 205 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
PI 206 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
PI 207 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
PI 301 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 cooperation between parents and the educator.
Field component: Variable
Prerequisite: PI 208; cumulative grade point average of 2.5
PI 302 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
PI 304 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
PI 305 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, PI 203; 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