EDUC 100 Foundations of American Education (3)

Examines some of the historical, philosophical, sociological and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced and discussed in their relation to the changing mission of schools. Field experience is required. Fulfills social science core requirement. (Fall and Spring)

EDUC 202 Materials for Teaching Reading (3)

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. Teacher candidates should leave this course with an understanding of research-supported programs, 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 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 is required. Prerequisite: EDUC 100. (Fall and Spring)

EDUC 206 Human Development: Children and Youth (3)

Focuses on the psychological, social, emotional and biological development of individuals from early childhood through the young adult years. Emphasis is placed on the interaction between aspects of human development and the educative process. Field experience is required. Prerequisite: EDUC 100. (Fall)

EDUC 210 Educational Psychology (3)

Emphasizes learning theory, classroom atmosphere and the process of evaluation. Application of research in education and psychology as it pertains to teacher and learner is addressed. Also examines student characteristics, student diversity and individual differences. Field experience is required. Prerequisite: EDUC 100. (Spring)

EDUC 228 Processes and Acquisition of Reading (3)

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 is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research.  Field experience is required. Prerequisite: EDUC 100. (Fall and Spring)

EDUC 240  Educational Technology Lab I (1)                       

Focuses on the technology tools that an education student will need to be successful in an education program. Specific topics include Chalk and Wire™, file saving formats, lesson template, web browsers, Internet searches, hardware, fair use and copyright regulations. Prerequisite: EDUC 100. (Fall)              

EDUC 303 Behavior Management (3)

Provides teacher candidates with an understanding and repertoire of tools to sustain positive behavior in students and to reinforce good learning strategies in managing a classroom. Teacher candidates will gain practical experience in observing and managing student learning behaviors. Attention will be given to the role of the teacher in classroom management. Prerequisite: EDUC 210. (Fall)

SPED 308  Education of Children with Exceptionalities (3)

Introduces teacher candidates to the academic, behavioral and psychodevelopmental characteristics of children with exceptionalities and to the processes of their identification and remediation. Emphasis on developing adaptive education strategies for children with exceptionalities who are integrated into the regular education setting and children from diverse cultural backgrounds. Field experience is required. Prerequisite: EDUC 210. (Fall)

EDUC 313 Instruction of Reading (3)

Provides the teacher candidate the ability to use 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, critiquing good and inadequate models, and reviewing the research support available for those approaches. Prerequisites: EDUC 202, 228. (Spring during Internship I)

EDUC 316 Technology in the Classroom (3) (Weekend College only)

This course will prepare teacher candidates to integrate technology with the teaching/learning process. Teacher candidates will explore, incorporate and evaluate the use of computer software, CD-ROMs, the World Wide Web and multimedia classroom instruction. 

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. 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 affecting dimensions of reading. Prerequisite: EDUC 210. (Fall)

EDUC 330 Teaching Science in the Elementary Schools (3)

Presents methods, techniques, strategies and materials of teaching science that will enable the teacher candidate to stimulate children to wonder, to be good observers, 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. Prerequisites: GSCI 120 or 105, GSCI 101, GSCI 102 and EDUC 210. (Spring during Internship I)

EDUC 331 Teaching Social Studies in the Elementary Schools (3)

Acquaints teacher candidates with the themes and content in social studies instruction. Includes modeling and discussions of current instructional methods, including the use of technology. A major focus will be on character education and multicultural issues in the classroom. Field experience is required. Prerequisite: EDUC 210. (Spring during Internship I)

EDUC 335 Teaching Mathematics in Elementary Schools (3)

Presents instructional techniques and methods through a variety of approaches. Emphasis on manipulatives, task analysis, assessment, computer and calculator technology in math. Field experience is required. Prerequisites: MATH 108 and 109 and EDUC 210. (Spring during Internship I)

EDUC/ Reading Assessment and Intervention (3)
SPED 339

Assists teacher candidates in becoming proficient consumers and users of classic based assessments and assessment data. Instruction will focus on: building knowledge of the purposes of the assessment; types of assessment tools; how to administer and use several valid, reliable, well researched formal and informal assessments of reading; related skills of how to effectively interpret the results of assessments; and how to communicate assessment results in a variety of contexts. Teacher candidates will show that they can use assessment data to guide instructional decisions. Teacher candidates will demonstrate their abilities by selecting, administering and/or interpreting assessments appropriate for screening, progress monitoring, diagnosing and outcome measurement. Prerequisites: EDUC 202, 228. (Spring during Internship I)

EDUC 340  Educational Technology Lab II(1)          

Focuses on the teacher technology skills that will be used during internships. Specific topics include electronic gradebooks, classroom uses of Microsoft™ Office products, WebQuests, and other educational software applications. Prerequisite: EDUC 240. (Fall)

EDUC 399 Special Topics (1-3)

Supplements the departmental offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest. Prerequisite: Permission of department chair. (As needed)

EDUC 401 Independent Study (1-3)

Permission of the instructor, department chair and dean for academic affairs is required. (As needed)

SPED 411 Methods and Management for Inclusive Settings (3)

Focuses on the study of teaching methods and classroom-management techniques that facilitate the learning of students with special needs. Prerequisite: SPED 308. (Fall)

EDUC 414 Secondary Educational Assessment and Measurement (3)

Provides secondary education teacher candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Teacher candidates will gain practical experience in creating classroom assessment devices integrating content areas and technology. Emphasis on secondary school standardized tests, classroom tests and performance-based assessment such as portfolios and the Maryland School Assessment and High School Assessment programs. Prerequisite: SPED 308. (Spring during Internship I)

EDUC 427 Reading in the Secondary Content Areas II (3)

Expands on EDUC 325, enabling teacher candidates to apply theories, strategies and practices in daily classroom instruction. Prerequisite: EDUC 325. (Spring during Internship I)

EDUC 430 Art Methods (3)

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 210. (Spring during Internship I)

SPED 433  Assessment in Special Education (3)

Provides for the study, interpretation and use of a variety of commercial assessment tools used in the field of special education. Teacher candidates will collect and analyze data obtained in an inclusive classroom or special education setting. The data will be used to construct developmentally appropriate classroom activities. A field component is required. Prerequisites: SPED 308 and 411. (Summer)

SPED 434 Special Education Curriculum Design and Application (3)

Explores ways to modify school curricula to accommodate  differences in students’ learning styles. Theoretical bases for curriculum adaptation as well as practical application will be discussed. A field component is required. Prerequisites: SPED 308 and 411. (Summer)

EDUC 436 Content Area Pedagogy (3)

Explores models of instruction and teaching methods that guide and support adolescent and young adult learning. Emphasis given to lesson and unit planning and communication strategies across the curriculum, and the use of instructional resources including technology. Field experiences are discipline-specific and extend student knowledge of teaching and learning. Prerequisite: EDUC 210.  (Spring during Internship I)

EDUC 440 Educational Technology Lab III(1)          

Focuses on the technology skills to create the Internship II portfolio. Expands and applies the experiences of Technology Lab I & II. Prerequisite: EDUC 340. (Fall during Internship II)

EDUC 480 Teacher Internship/Elementary (10)

Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in the professional development school. Internship fee applies. In accordance with Maryland State Department of Education policy, teacher internships across all programs will occur in professional development school sites. Prerequisite: EDUC 303. (Fall)

SPED 480 Teacher Internship/Special Education (10)

Provides the teacher candidate the opportunity to participate in observation and supervised teacher interning under the mentorship of a special educator, a classroom teacher, a site supervisor and a university supervisor. In accordance with Maryland State Department of Education policy, teacher internships across all programs will occur in professional development school sites. Prerequisite: SPED 434. (Fall)

EDUC 485 Teacher Internship/Secondary (10)

Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in the professional development school. Internship fee applies. In accordance with Maryland State Department of Education policy, teacher internships across all programs will occur in professional development school sites. Prerequisite: EDUC 414. (Fall)

EDUC 495 Professional Seminar (3)

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 interns’ specific classroom placements. Interns also will focus on career planning and development, resulting in the preparation of a résumé, a philosophy of education, action research and a portfolio. Open only to senior elementary, elementary/special education and secondary education majors. A companion to and taken concurrently with Teacher Internship (EDUC 480, SPED 480 or EDUC 485). Prerequisite: EDUC 303, SPED 411 or EDUC 414. (Fall)