Education at Aquinas College

Education Courses

EN130 Ed Tech: Technology Basics for Educators (1)

Offered fall and spring semesters. This course covers important, foundational topics related to educational technology and exposes teachers and future teachers to some of the many resources available to support K-12 teaching and learning. An emphasis is placed on resources for Michigan educators. Conducted entirely online, this course provides participants with the opportunity to experience and reflect on what makes online learning effective. Course readings, discussions, and activities address meaningful technology integration, active learning with, collaborative applications assessment of student learning, and the legal, ethical, and social issues surrounding teacher and student use of technology.

In addition, Assistive Technology and Universal Design for Learning will be explored. Prerequisite: none. This course is open to all students.

EN201 Introduction to Education (3)

Students are required to work in a supervised K-12 school setting, assisting children and serving as a teacher aide 4-5 hours per week over the course of at least twelve (12) weeks of a semester. Students will also attend class twice a week during this semester, 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. Prerequisite: minimum 3.0 college G.P.A., passing competency exam scores, and School of Education approval. Supervision fee of $125.

EN207 Human Growth and Schooling (3)

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

EN209 Foundations of Education (3)

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

EN275 Science for Classroom Teachers (3)

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

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

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

EN300/GY300 Geography in Education (3)

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: EN201, GY120.

EN301 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.

EN320 Infant and Toddler Education (3)

Offered fall semester. 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; the environment as teacher; and licensing requirements. Emphasis is placed on relationships and the role of the family. Current issues in infant and toddler development with emphasis on brain development and infant mental health are explored. Active observation and participation in infant and toddler programs are required. Prerequisite: EN201, EN207, EN345. Field Component: twenty (20) hours of developmental study of young children in an accredited and constructivist infant/toddler setting.

EN321 Curriculum Development in Early Childhood Education (3)

Offered fall semester. Curriculum Development in Early Childhood Education focuses on content and methods for planning and implementing developmentally appropriate and culturally relevant activities and environments designed to enhance children’s physical, social emotional, language, cognitive, and aesthetic development; awareness of various forms of discrimination and identification of bias in materials; and application of methods that foster respect and appreciation for cultural and linguistic diversity. Inspired by the Reggio Emilia approach, an emergent negotiated curriculum process, promotion of meaningful family and community relationships and inclusion of children with special rights are addressed. Observation and participation in the field are required. Field Component: Observations in two (2) early childhood classroom. Prerequisites: EN201, EN207, EN345.

EN322 Emergent Literacy (3)

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

EN324 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. Prerequisite: All early childhood courses. Must be taken concurrently with EN491.

EN330 EdTech: Integrating Technology into the Classroom (3)

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

EN331 EdTech: Web Authoring & Online Learning (3)

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

EN332 EdTech: MS Office in the Classroom (3)

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

EN333 EdTech: Digital Multimedia (3)

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

EN345 Foundations of Early Childhood Education (3)

Foundations in Early Childhood Education provides an overview of historical, philosophical, psychological, educational, and contemporary influences on the field of early childhood education. Students explore a) historical antecedents and current research in early childhood education b) development of primary models of curriculum and pedagogy c) critical aspects of young children’s development and the creation of learning opportunities in the classroom d) developmentally appropriate practice and its application across different developmental levels e) issues in developing and implementing high quality early childhood education including the importance of family, culture, and community 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: ten (10) hours observation. Prerequisites: EN201, EN207.

EN367/SY367 The Hispanic in the U.S. (3)

Offered fall semester of even years only. Not an education method elective. The population of the United States is comprised of an increasingly diverse group of cultures. We cannot identify one distinctive “American culture.” Instead we have a constantly changing, inclusive multicultural society that encompasses a diverse population related to all people and nations on the planet. This course is designed to present students with an understanding of the identity dynamics of the major Hispanic groups in U.S. history.

EN382/EH382 Teaching Children’s Literature (3)

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

EN388/EH388 Teaching Young Adult Literature (3)

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

EN400/EH400 Teaching Writing (3) WI

Offered spring semesters. 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. 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 and revision strategies, grammar and assessment. Prerequisite: EN201. Field component: variable hours tutoring at a self-selected grade level.

EN406 Application of Learning Theory (3) SC

Restrictions: required with student teaching. This course intends to support student teachers while they apply learning and instructional theories to classroom practice during a semester of student teaching. Plan and collaboratively discuss challenges in student behavior management. Discussions will revolved around classroom management, assessment, instruction, literacy, technology, special education, and diverse learners. Other topics will relate to current educational concepts in the context of working as a teacher. Prerequisites: SOE approval.

EN408 Curriculum for Secondary Teachers (3)

This course explores curriculum theory and curriculum in endorsement areas. The implementation of curriculum will connect to the Universal Design for Learning (UDL), the Danielson Framework, assessments, classroom management practices, and Michigan secondary curriculum expectations (including graduation requirements, teacher contact hours, and professional development mandates). Students will understand current trends in the delivery methods for inclusion and differentiation (e.g., special education and English Language Learner). Learners will develop a 9-week curriculum map, including ten (10) days of detailed lesson design and appropriate assessments. Learners will perform/attend fifteen (15) hours of fieldwork in a variety of secondary classrooms. Prerequisite: EN201 and EN301. Field component: fifteen (15) hours.

EN421 Early Childhood Administration (3)

Offered spring semester. 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: ten (10) hours in a NAEYC Accredited setting Prerequisite: EN201, EN207, All ECE courses before EN 491.

EN431 Exploring of the Reggio Emilia Approach (3)

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

EN440 Literacy III (3)

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 two children during the course in order to gain experience in small group instruction, developing individualized and appropriate instructional plans based on a child’s learning needs, strengths, interests, and learning styles. Prerequisite: EN442; Field component: seventeen (17) hours.

EN441 Advanced Literacy Assessment and Intervention (3)

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

EN442 Literacy II (3)

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 developing an individualized and appropriate instructional plan based on a child’s learning needs, strengths, interests, and learning styles. Prerequisite: EN201 and EN444; Field component: ten (10) hours.

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

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

EN444 Literacy I (3)

Offered fall and spring semesters. 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 Academic Programs 157 quality writing instruction (handwriting, spelling, and writing process). Many articles and books surrounding the pillars (and more) are required reading. Active student participation in discussions and off-site visits are expected. Students observe in classrooms, seeing literacy instruction across grade levels. Also, students volunteer time in the Literacy Center to learn about the resources available. Prerequisite: may take concurrently with EN 201 or complete EN 201 as a prerequisite. Field component: ten (10) hours observing in classrooms five (5) visits/daytime); two (2) hours volunteering in Media/Reading Clinic Resource Area (flexible hours).

EN445 Early Intervention (3)

Offered spring semester. This course offers the candidate an opportunity to know about and to understand early childhood students who are at risk for development delays or with established conditions. An exploration of etiology and developmental characteristics of young children with exceptional needs frames the study. Candidates will gain a foundation upon which they can build the skills to understand, analyze and reflect upon best practices and use/apply sound professional strategies to assist young children. Emphasis shall be placed on the ability to instruct and adapt instruction for children at risk for optimal development. This course will also focus on the tools of assessment and methods of referral for young children with disabilities, with an emphasis on the goals and benefits of assessment. IFSP, IEP, early intervention and legal issues surrounding these topics will be featured. Prerequisite: EN201, EN207, EN345, EN320. Field component: twenty (20) hours in an approved site.

EN450 Methods in Social Studies (3)

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

EN453 Methods of Secondary Education (3)

Offered fall and spring semesters. Not an education method elective. Study of approaches to secondary teaching; the adolescent phase of human development, listening, observing, and teaching skills. Students will create detailed lesson plans and implementation strategies. Field observations and microteaching in the subject area. Required for secondary certification. Prerequisite: EN201, EN408, EN454. Field component: 80-160 field work hours.

EN454 Content Area Literacy (3)

Required for secondary certification. Education method elective for elementary certification, particularly candidates interested in teaching middle school. This course is the study of literacy in content material across the curriculum for students in grades 6–12. Strategies are presented that enhance student comprehension while reading, writing, listening, speaking, viewing, and doing an activity within a discipline. There is a fieldwork component, working with secondary students who need assistance in literacy strategies. In addition, Common Core State Standards will be incorporated into the study of content area literacy. Prerequisite: EN201, EN301. Field component: eighteen (18) hours.

EN455 Adolescent Literacy (3)

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

EN456 Multicultural Issues in Education (3)

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

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

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

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

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

EN459 Assessment and Evaluation in ESL (3)

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

EN460 Teaching Creative Writing (3)

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

EN461 Inclusion I (3)

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

EN462 Special Education Curriculum and Methods (3)

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

EN463 Reading Internship (3)

Offered fall and spring semesters. 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 twenty-five (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: EN201 and all reading requirements and/or instructor approval. Field component: twenty-five (25) days/160 hours (daytime).

EN464 Learning Disabilities: Theory to Practice (3)

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

EN465 Co-Teaching and Collaboration (3)

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

EN466 Classroom Management (3)

This course is designed to provide teacher candidates with the tools, strategies, and theories to successfully manage K-12 classrooms. Participants will learn to create collaborative classroom communities that intertwine with effective teaching and academic success through course activities that are linked to observations in K-12 classrooms. Participants learn how to create both student-oriented conflict management systems based on concepts of social justice, and positive support plans for students with specific behavioral needs.

EN470 Special Education Assessment (3)

Offered spring semester. Not an education method elective. This course provides an overview of the primary types of assessment used within special education for identification and ongoing monitoring. Emphasis will be placed on the use of data to make decisions pertaining to diagnosis of a Specific Learning Disability and goals for individualized education programs.

EN471 Theories of Bilingual Education and Bilingualism (3)

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

EN476 Second Language Acquisition (SLA) (3)

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

EN490 Learning Disabilities Practicum and Seminar (3)

Required for the Learning Disabilities major. Not an education method elective. This course provides guided practice in special education settings working directly with students who have special needs. During the course of the practicum, the student will become more adept in the development and implementation of effective assessment and teaching strategies for students with learning disabilities and students who are at-risk. Each student is required to serve a minimum of 80 hours in a designated special education setting at either the elementary or secondary level. In addition, students will participate in seminar sessions which will be held throughout the semester. Prerequisite: EN201, EN461, EN 462, EN464, EN470, Field component: minimum of eighty (80) hours.

EN491 Early Childhood Education Practicum (3)

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: EN201 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. Field component: 160 hours

EN494 Practicum ESL/Biligual Education (3)

Required of all Bilingual Spanish and ESL minors. Field placement in a Bilingual Spanish or ESL or classroom under the supervision of a certified Bilingual Spanish or ESL teacher. Prerequisite: All bilingual or ESL coursework. Field component: 160 hours in an approved site.

EN495 Directed Student Teaching, Elementary School (12)

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

EN498 Directed Student Teaching, Secondary School (12)

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

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

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

WL497 Teaching Foreign Language in the Secondary School (3)

Offered spring semesters. 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 Spanish. This is an education methodology course and does not count toward the foreign language major. Prerequisite: EN201, 207; Proficiency of sixth semester in the language, as determined by the foreign language exit exam. Exams for respective languages are offered during the fall semester. Please contact the Department of World Languages for exact dates and times.

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

Required of all elementary candidates. Not an education method elective. Students must prove algebra proficiency by either passing an algebra test or have taken a college algebra class within the past three years and earned a grade of “C” or better. Topics appropriate for grades K-8 include measurement, geometry, logic, and graphing. Emphasis is on constructing understanding through experience: exploring, extrapolating and explaining concepts and relationships. Problem solving, both in groups and individually, is a major theme.

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

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

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

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

MS375 Methods of Teaching Secondary Mathematics (3)

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

PI101 Foundations of Conductive Education—Part 1 (2)

This introductory course will provide an overview of the Conductive Education method: its aims, philosophy and practice. 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. Prerequisite: acceptance into the POHI program.

PI102 Foundations of Conductive Education—Part 2 (2)

This course is a continuation of PI101/Foundations of Conductive Education—Part I. Course content will build upon the foundation of concepts discussed in PI101. Field component. Prerequisite: PI101.

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

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. Prerequisite: PI103.

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. This section of the course deals primarily with the anatomy of the brain. Prerequisite: PI101, BY155, BY156.

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: PI201.

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: PI201.

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: PI202, PI203.

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. Prerequisite: PI102, PI104.

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. Prerequisite: PI101, PI203, PI205.

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. Prerequisite: PI102, PI104.

PI208 Conductive Education for Pre-School and Kindergarten Child Part II (2)

The content of this course builds upon the components learned in PI207 regarding the needs and application of conductive education to the 3–8 year old child with motor impairment. Field component. Prerequisite: PI203, PI205; PI207.

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. Prerequisite: PI208.

PI302 Conductive Education—School Age and Adolescents (2)

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

PI304 Neuropathology (2)

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

PI305 Conductive Education Program Planning (2)

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

PI306 Speech Development for Special Populations (2)

An understanding of the normal sequence of speech and language development and the effects of various disorders on this process will be developed. The course will include discussion of articulation, language, voice, fluency, pragmatic and auditory memory development and disorders. Intervention strategies that Academic Programs 165 can be used to improve both verbal and non-verbal communication in special populations will be introduced through classroom activities and lab experience. Prerequisite: EN201.

PI401 Neuropsychology (1)

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

PI402 Comparative Studies of Rehabilitation Methods (2)

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

PI404 Directed Student Teaching, POHI (6)

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

EN327 Assessment Technology in Early Childhood Education (3)

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