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Education Course Descriptions


EDUC 100 Foundations of American Education (4)
Examines some of the historical, philosophical, sociological, and cultural foundations of American education. Educational policies, curriculum content, school organization, and basic teaching competencies are introduced and discussed in their relation to the changing mission of schools. Also examined are the legal, ethical, and human issues of technology and its incorporation into the classroom. Field experience is required for prospective education majors. Field experience is not required and is optional for students who do not intend to continue studies in the department of education. Students who do not register for field experience lab are required to produce an educational policy research paper instead of the field-based portfolio. Fulfills Human and Behavioral Sciences domain requirement.

EDUC 202 Materials for Teaching Reading (4)
Assists teacher candidates in selecting and evaluating materials for teaching reading and related skills that are consistent with the findings of scientifically based reading research including applications of new media literacy. Teacher candidates should leave this course with an understanding of research-supported programs, reading acquisition, approaches and methods so that they can address different levels of reading proficiency within the classroom and enable students to become strategic, fluent and independent readers. Participants will utilize technology to evaluate and gather information on the web as well as use various software programs to communicate information. Participants will be prepared to involve parents and members of the school and surrounding community to promote daily reading both inside and outside of school. Field experience lab is required.
Prerequisite: EDUC 100

EDUC 208 Learning Theory and Human Development (4)
Examines how individuals learn and the psychological, social, emotional and biological development of individuals from early childhood through the young adult years. Teacher candidates will examine the interaction between aspects of human development, learning theory, and the educative process. Field experience lab is required.
Prerequisite: EDUC 100.

EDUC 313 Instruction of Reading (4)
This course assists teacher candidates in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. It provides an introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes. This course also assists teacher candidates in understanding the reading acquisition process relative to the first and second language acquisition process, and how to employ a representative array of research-based instructional techniques and strategies in the area of reading. Instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups are emphasized. Throughout the course, teacher candidates will demonstrate their skill with the instructional routines and strategies by role-play, live demonstrations, technology integration, critiquing good and inadequate models, and reviewing the research support available for those approaches. Field experience lab is required.
Prerequisite: EDUC 202. Lab fee applies.

EDUC 325 Reading in the Secondary Content Areas I (3)
Provides teacher candidates with an understanding of the essentials of reading processes necessary for secondary students to become proficient readers in the content areas. Participants gain an understanding of the following five areas: purposes and types of reading, methods of assessing reading, strategies and skills in reading, student-centered reading instruction and affective dimensions of reading. Teacher candidates also gain an understanding of digital literacy skills and new media literacy.
Prerequisite: EDUC 208. Field experience lab is required.

SPED 339 Reading Assessment and Intervention (4)
Assists teacher candidates in becoming proficient consumers and users of classroom-based assessments and assessment data. Participants will understand the relationship between language, reading and writing proficiencies and the role they play in assessment and instruction. Instruction will focus on building knowledge of the purposes of assessment, types of assessment tools, how to administer and use several reliable, well researched formal and informal assessments of reading and related skills, how to effectively interpret the results of assessment, an how to communicate assessment results in a variety of contexts. An emphasis on the role of technology in assessment is included. Candidates will show that they can use assessment data to guide instructional decision. Candidates will demonstrate their abilities by screening, progress monitoring, diagnosing, and assessing performance. Participants will demonstrate the ability to utilize technology for assessment purposes.
Prerequisites: EDUC 202.

EDGE 343 Globalization and Education (3)
Examines post-colonial developments in educational policies in the Sub-Saharan Cameroon, and compares these to policy developments in the United States since Brown v. Board of Education. Through this comparative approach students will be invited to reflect anew, from international perspectives, on the effects of globalization on U.S. educational policies, and on teacher-student relations in U.S. classrooms. In certain years, the course also includes a service-learning trip to Bankondji, Cameroon. This course satisfies the Veritas Global Encounters requirement.

EDUC 350 Teaching Mathematics and Science in the Elementary School (4)
Presents methods, techniques, strategies and materials for teaching mathematics and science that will enable the teacher candidate to stimulate children to wonder, to be good observers and problem solvers, to make predictions and to offer explanations, as well as to help young students construct their own knowledge of scientific principles and concepts. An emphasis on the role of technology in learning is included.
Prerequisite: GNSCI courses, MATH 108, 109, VTMA 111and EDUC 208.

EDUC 351 Teaching and Assessing Social Studies in the Elementary Schools (4)
Acquaints teacher candidates with the themes and content in social studies instruction, and presents instructional techniques, materials, and methods effective in the elementary social studies classroom. Candidates will explore, develop, and interpret assessments used at the elementary level. An emphasis on the role of technology in learning is included. Candidates will be expected to make connections between university classroom experiences and field experiences.
Prerequisite: EDUC 208.

EDUC 398 Independent Study (1-4)
Permission of the instructor, department chair, and dean of the School of Education and Human Services is required.

EDUC 399 Special Topics (1-4)
Supplements program offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest.
Prerequisite: Permission of department chair.

FLED 400 Methods and Assessment of Learning in Foreign Languages (4)
Presents current curriculum trends, research, materials, methods, and activities in the teaching of foreign languages. Emphasizes lesson and unit planning, communication strategies across the curriculum, and the use of instructional resources and assessment practices including technology.
Prerequisite: EDUC 208. Field experience lab is required. Lab fee applies.

SPED 415 Management in Inclusive Settings (4)
Introduces teacher candidates to the academic, behavioral and psycho-developmental characteristics of children with exceptionalities, the processes of their identification and remediation, and pertinent laws and regulations. Teacher candidates will learn how to develop appropriate educational and behavioral management strategies for children with exceptionalities who are included in the regular classroom setting and for children from diverse cultural backgrounds and for children requiring assistive or adaptive technological supports. Field experience lab is required.
Prerequisite: EDUC 208.

EDUC 427 Reading in the Secondary Content Areas II (4)
Expands on EDUC 325, enabling teacher candidates to consider literacy competencies in light of the multi-dimensionality of youth identities and cultures. The cognitive, textual, personal, and social dimensions of developing text comprehension in content areas will be examined.
Prerequisite: EDUC 325.

EDUC 432 Methods and Assessment of Learning in Art (4)
Introduces teacher candidates to various media, techniques and principles of art. Designed to provide a basis for understanding, evaluating and developing students' artistic abilities from preschool through grade 12.
Prerequisite: EDUC 208. Field experience lab is required. Lab fee applies

EDUC 433 Methods and Assessment of Learning in Secondary Social Studies (4)
Presents current curriculum trends, research, materials, methods, and activities in the teaching of social studies. Teacher candidates examine the role of social studies in the formation of democratic citizens in an increasingly diverse nation. They will gain practical experience in creating classroom assessment devices that integrate social studies content and technology. Teacher candidates will apply to lesson development the standards from the National Council of Social Studies (NCSS), the Common Core State Curriculum (CCSC), the Interstate Teacher Assessment and Support Consortium (InTASC), the Maryland Teacher Technology Standards (MTTS), and departmental benchmarks. Prerequisite: EDUC 208. Field experience lab is required. Lab fee applies.

SPED 433 Assessment in Special Education (3)
Provides for the study, interpretation and use of a variety of assessment techniques and tools used in the field of special education. Teacher candidates will score norm and criterion reference tests and analyze data using mock case studies. The data will be used to construct developmentally appropriate classroom activities. An emphasis on the role of technology in assessment is included. A field component is required.
Prerequisite: SPED 415

SPED 434 Methods & Assessments for Learning in Secondary Schools (4)
Explores ways to modify school curricula to accommodate differences in students' learning styles. Theoretical bases for curriculum adaptation a well as practical application will be discussed. Teacher candidates will develop an awareness of assistive and adaptive technologies and their role in meeting the needs of all learners. A field component is required.
Prerequisite: SPED 415

EDUC 434 Content Area Pedagogy and Assessment (4)
Explores current curriculum trends, research, materials, methods, and assessment in the teaching of English and mathematics in secondary schools. Emphasizes lesson and unit planning, communication strategies across the curriculum, and the use of instructional resources and assessment practices including technology. Field experiences are discipline-specific and extend candidate knowledge of teaching and learning.
Prerequisite: EDUC 208. Field experience lab is required. Lab fee applies.

EDUC 445 Foundations of Educational Research (2)
Examines the basic procedures constituting the action research process. The focus will include the relationship between theory and methodology, question generation, research design, and the principles and problems of data collection and interpretation of findings. Results in a Reflective Inquiry Project tied to classroom experiences. Taken concurrently with EDUC 480, SPED 480 or EDUC 485.

SPED 470 Special Topics: Trends and issues in Special Education (2)
Explores the current trends and issues occurring within the field of special education. Emphasis will be on discussing and examining the implications of these trends and issues (i.e., overrepresentation, response to intervention, evidence-based practices) for students with disabilities.

EDUC 480 Teacher Internship/Elementary (8)
Provides the teacher candidate the opportunity to participate in observation and supervised teaching in the professional development school setting, in accordance with MSDE policy. Internship fee applies.
Prerequisite: All other program requirements. Lab fee applies.

SPED 480 Teacher Internship/Special Education (8)
Provides the teacher candidate the opportunity to participate in observation and supervised teaching in the professional development school setting, in accordance with MSDE policy. Internship fee applies.
Prerequisite: All other program requirements must be completed prior to enrolling in this course. Lab fee applies.

EDUC 485 Teacher Internship/Secondary (8)
Provides the teacher candidate the opportunity to participate in observation and supervised teaching in the professional development school setting, in accordance with MSDE policy. Internship fee applies.
Prerequisite: All other program requirements must be completed prior to enrolling in this course. Lab fee applies.

EDUC 495 Professional Seminar (2)
Provides opportunities to share, examine and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the candidates' specific classroom placements. Interns also will focus on career planning and development, resulting in the preparation of a resume, a philosophy of education, and a program completer portfolio. Taken concurrently with EDUC 480, SPED 480 or EDUC 485.


For a complete look at Mount courses, please visit our Online Catalog.

 
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