Courses

• EN130 EdTech: Technology Basics for Educators (2)

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

• EN201/EN501 Introduction to Education (3)

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

• EN207/EN507 Human Growth and Schooling (3)

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

• EN209/EN509 Foundations of Education (3) WI

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

• EN456/EN592 Multicultural Issues in Education (3)

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

• EN301/EN561 Assessing Student Learning (3)

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

• EN461/EN579 Inclusion I (3)

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

• EN 466/EN566 Classroom Management (3)

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

• EN408/EN508 Secondary Education Curriculum & Pedagogy (3)

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

• EN453/EN553 Secondary Education Practicum (3)

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

• EN454/EN554 Content Area Literacy (3)

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

• EN406/EN506 Application of Learning Theory (3) SC

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

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

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