Faculty

L. Lawrence Riccio, Professor of Education
Rosemarie Bosler, SND, Associate Professor of Education 
Roberta Dorr, Assistant Professor of Education 
Shelly Haser, Assistant Professor of Education 
Ilham Nasser, Assistant Professor of Education  

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Description

The graduate program in teacher education offers the Master of Arts in Teaching degree (M.A.T.) and prepares graduate students for teaching careers. The Teacher Education Program culminating in the M.A.T. is fully accredited by the National Association of State Directors of Teacher Education Certification (NASDTEC). The Interstate Reciprocity Agreement established by NASDTEC enables graduates to meet the certification requirements of 35 participating states.

Through a sequenced course of study, students gain knowledge, skills, and experiences for initial teaching certification. Many of the professional education courses require a practicum, internship, or other field experiences in addition to regular class meetings. The program may be completed on either a full-time or part-time basis; however, one semester of full-time study is usually required for the student teaching internship in the last semester of the program. Student teaching internship placements are in public and private school systems in the Washington Metropolitan Area and are made by the College.

Faculty in the School of Education carefully advise students on their course of study based on the NASDTEC certification requirements regarding both general education and professional education course work. In some instances, additional general education course work may be required. 

Admission to the M.A.T. Program requires a bachelor's degree from an accredited institution, a minimum undergraduate GPA of 2.8, and successful completion of the Praxis I examination with passing scores.

The M.A.T. is offered in early childhood, elementary, or special education, selected areas of secondary education (English, mathematics, science, and social studies), and teaching English to speakers of other languages (TESOL).

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Teacher Certification Requirements

The School of Education offers a course of study that qualifies a student for a Standard Teaching License in the District of Columbia, which has certification reciprocity with 35 states. Students must meet the following general requirements to qualify for teacher certification:

• Hold a bachelor's degree from a regionally accredited institution. Course work must include:
  • 48 credits of general education (liberal arts)
  • 33-36 credits in field of specialization
• Earn passing scores on the Praxis I and Praxis II examinations
• Complete 42-48 credits of graduate courses in education
• Complete supervised field experience/student teaching

In order to receive state certification with reciprocity across 35 states, individuals must hold a baccalaureate degree (B.A., B.S., or equivalent) from a regionally accredited institution. Additionally, individuals must have completed at least 33-36 semester hours in their subject of specialization (e.g. English, mathematics) and 48 semester hours of general education distributed among the humanities, social sciences, natural sciences and mathematics, and health and physical education. Students receive an assessment of prior course work after being admitted to the program. The undergraduate course work distributions are as follows:

1. Humanities (at least one course in each area) 12 semester hours
   • English grammar and composition (including vocabulary development and reading comprehension)
   • Literature, art, music, philosophy
   • Foreign language
2. Social Sciences (at least one course in each area) 12 semester hours
   • American history
   • History, anthropology, sociology, economics, political science, geography, psychology, world studies, or contemporary world cultures
3. Natural Sciences and Mathematics 12 semester hours
   • Laboratory science
   • Mathematics
4. Health and Physical Education 4 semester hours
   (including coursework in Substance Abuse Education)
   
5. An additional 8 semester hours in Humanities, Social Sciences, and/or Natural Sciences and Mathematics.

Praxis I and Praxis II Examinations

The Praxis examinations, administered by the Educational Testing Service, are used by a number of states as part of their teacher certification process. The Praxis I examination measures reading, writing, and mathematics skills vital to all teacher candidates. Successful completion of this exam with passing scores is a prerequisite for admission to the M.A.T. Program. The Praxis II examinations measure prospective teachers' knowledge of the subjects they will teach, as well as how much they know about teaching that subject and is usually taken in the last semester of course work. Students are responsible for arranging to take these tests and have their scores reported to Trinity College as well as appropriate certification agencies. Further information is available from ETS, Princeton, New Jersey 08540 or online at http://www.ets.org.

Graduate Course Work and Student Teaching

A student must complete 42-48 credits of graduate courses in education. These credits must fulfill the minimum requirements of the student's specialization in early childhood education, elementary education, special education, secondary education, or ESOL. Specific requirements for each specialization are listed below.

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Intensive Master of Arts in Teaching Program

The intensive M.A.T. is a one-year, three-semester full-time program leading to eligibility for certification in early childhood and/or elementary education. The content of the intensive M.A.T. program is the same as the regular M.A.T. program but in a different delivery format. This intensive program begins in May and includes a carefully designed and supported sequence of pre-selected course work and field experiences over the three semesters. Students may need to complete additional undergraduate general (GEN ED) content course work to meet state certification requirements.

The intensive M.A.T. program consists of a comprehensive and innovative series of classroom and field-based experiences, designed to promote the development of skills, knowledge, and attitudes essential for effective teaching. The program stresses the application of theory to practice. Students in this program are part of a diverse community of learners. Registration for Praxis II Specialty Area Test subsection (elementary and early childhood education) may be completed during the third semester, which is the student teaching internship.

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Early Childhood Education Specialization, Ages 3 - 8

The early childhood education specialization requires 48 credits, and the course of study provides a comprehensive core of knowledge and field-based experience for students desiring to work with young children in nursery, kindergarten, and primary schools; child care programs; and Head Start programs. Students may not take more than six graduate credits successfully completing Praxis I.

Core Requirements (18 credits)

ALL of the following courses:

EDU 520T Foundations of Education
EDU 576 Education of Exceptional Children and Youth
EDU 589H Human Growth and Development
EDU 599B Research in Education
EDU 619 Teaching and Learning

THREE of the following modules:

EDU 524A Module I: Understanding Diversity (1 credit)
EDU 524B Module II: Professional Ethics (1 credit)
EDU 524C Module III: Computer Literacy (1 credit)
EDU 524D Module IV: Conflict Resolution (1 credit)

Specialization (21 credits)

ALL of the following courses:

EDU 501A Teaching for Mathematical Understanding
EDU 502A Teaching for Scientific Inquiry
EDU 508A Language, Literature, and Culture
EDU 514 Children's Literature
EDU 552T Theory of Play and Its Role in Curriculum
EDU 557A Constructing Meaning Through Literacy I
EDU 557B Constructing Meaning Through Literacy II

Student Teaching Internship and Seminar in Teaching (9 credits)

ONE internship in early childhood education:

EDU 568G Supervised Teaching Internship in Early Childhood Education

ONE course chosen from between:

EDU 588A Advanced Seminar in Teaching
EDU 600M Capstone Project in Education (written advisor approval required)

Prerequisites for Student Teaching Internship

Students are required to have successfully completed all professional education course work prior to student teaching. Registration for the Praxis II Specialty Area Test subsection (Early Childhood Education) may be completed prior to or during the student teaching internship.

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Elementary Education Specialization, Grades 1 - 6

The elementary education specialization requires 45 credits of course work which provides a comprehensive core of knowledge and field experiences for students desiring to work with elementary school students in grades one through six. Students may not take more than six graduate credits or register for a second semester until successfully completing Praxis I.

Core Requirements (18 credits)

ALL of the following courses:

EDU 520T Foundations of Education
EDU 576 Education of Exceptional Children and Youth
EDU 589H Human Growth and Development
EDU 599B Research in Education
EDU 619 Teaching and Learning

THREE of the following modules:

EDU 524A Module I: Understanding Diversity (1 credit)
EDU 524B Module II: Professional Ethics (1 credit)
EDU 524C Module III: Computer Literacy (1 credit)
EDU 524D Module IV: Conflict Resolution (1 credit)

Specialization (18 credits)

ALL of the following courses:

EDU 501A Teaching for Mathematical Understanding
EDU 502A Teaching for Scientific Inquiry
EDU 508A Language, Literature, and Culture
EDU 514 Children's Literature
EDU 557A Constructing Meaning Through Literacy I
EDU 557B Constructing Meaning Through Literacy II

Student Teaching Internship and Capstone Project (9 credits)

ONE internship in elementary education:

EDU 588G Supervised Teaching Internship in Elementary Education

ONE course chosen from between:

EDU 588A Advanced Seminar in Teaching
EDU 600M Capstone Project in Education (written advisor approval required)

Prerequisites for Student Teaching Internship

Students are required to have successfully completed all professional education course work prior to student teaching. During the semester just prior to the internship, students must submit an application for student teaching to their advisor for approval. Registration for Praxis II Specialty Area Test subsection (Early Childhood Education) may be completed prior to or during the student teaching internship.

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Secondary Education Specialization, Grades 7 - 12

The secondary education specialization requires 42 credits and provides a comprehensive core of knowledge and field experiences for students desiring to teach at the middle and high school level (grades 7 through 12) in: English, mathematics, science, or social studies. A student must have a 3.0 GPA in the content area in which he or she wishes to teach. Students should meet with an advisor to assess prerequisite course work necessary to meet the requirements of their respective areas of specialization. Students may not take more than six graduate credits or register for a second semester until they have successfully completed Praxis I.

State Certification Requirements

English: Thirty-six (36) semester hours is required in course work from the following: writing process, grammar, American literature, English literature, nature and structure of language (linguistics), oral communication, world literature or comparative literature, multicultural literature, drama, journalism.

Math: Thirty-three (33) semester hours is required in course work from the following: calculus, algebra, geometry, computer science, probability and statistics, number theory, trigonometry, mathematical modeling or applied mathematics, discrete mathematics, history of mathematics.

General Science: Thirty (30) semester hours is required in course work from the following: biology, chemistry, physics, earth and space science, environmental science.

Social Studies: Thirty-three (33) semester hours is required in course work from the following: world history, United States history, history and government of the District of Columbia, physical or cultural geography, economics, political science, international relations or global studies, law, philosophy, psychology, sociology, social science, anthropology.

Core Requirements (21 credits)

ALL of the following courses:

EDU 520T Foundations of Education
EDU 576 Education of Exceptional Children and Youth
EDU 589L Human Growth and Development (Lifespan)
EDU 599B Research in Education
EDU 619 Teaching and Learning
EDU 643 Educational Measurement and Evaluation

THREE of the following modules:

EDU 524A Module I: Understanding Diversity (1 credit)
EDU 524B Module II: Professional Ethics (1 credit)
EDU 524C Module III: Computer Literacy (1 credit)
EDU 524D Module IV: Conflict Resolution (1 credit)

Specialization (12 credits)

ONE of the following courses:

EDU 505A Curriculum and Methods of Teaching Math
EDU 507A Curriculum and Methods of Teaching Social Studies
EDU 509A Curriculum and Methods of Teaching Science
EDU 511A Curriculum and Methods of Teaching English

ALL of the following courses:

EDU 512 Principles and Methods of Teaching in the Secondary School
EDU 513A Adolescent Culture in Literature
EDU 530 Teaching Reading in the Content Area

Internship and Seminar in Teaching (12 credits)

BOTH of the following courses:

EDU 588I Teaching Practicum (for intensive programs only)
EDU 598G Supervised Teaching Internship in Secondary Education

ONE course chosen from between:

EDU 588A Advanced Seminar in Teaching
EDU 600M Capstone Project in Education (written advisor approval required)

Prerequisites for Student Teaching Internship:
Students are required to have successfully completed all content and professional education course work prior to student teaching. Registration for Praxis II: Specialty Area Test subsection (Secondary Education - specific content area) may be completed prior to or during the student teaching internship.

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Special Education Specialization (Non-categorical)

The special education specialization requires 48 credits and provides a comprehensive core of knowledge and field-based experiences for students desiring to teach children and youth with special needs in a variety of special education settings. The student is eligible for non-categorical certification, kindergarten through grade twelve. Students may not take more than six graduate credits or register for a second semester until they have successfully completed Praxis I. Students must be registered for Praxis II: Special Area Test subsection (Special Education - Non-categorical) prior to the Student Teaching Internship.

Core Requirements (18 credits)

ALL of the following courses:

EDU 520T Foundations of Education
EDU 576 Education of Exceptional Children and Youth
EDU 589L Human Growth and Development (Lifespan)
EDU 599B Research in Education
EDU 619 Teaching and Learning
EDU 643 Educational Measurement and Evaluation

Specialization (30 credits)

ALL of the following courses:

EDU 577 Career Education for Exceptional Children and Youth
EDU 578 Human Relations in Special Education
EDU 579 Teaching Students with Learning Disabilities
EDU 580 Teaching Students with Mental Retardation
EDU 582 Psychology of Exceptional Children and Youth
EDU 586 Teaching Students with Emotional Disturbances
EDU 587B Preparation of Individualized Learning Prescriptions
EDU 588I Teaching Practicum (for Intensive programs only)
EDU 597G Supervised Teaching Internship in Special Education

ONE course chosen from between:

EDU 588A Advanced Seminar in Teaching
EDU 600M Capstone Project in Education (written advisor approval required)

Prerequisites for Student Teaching Internship

Students are required to have successfully completed all professional education course work prior to student teaching. Registration for the Praxis II: Specialty Area Test subsection (Special Education - Non-categorical) may be taken prior to or during the Student Teaching Internship.

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Teaching English to Speakers of Other Languages (TESOL) Specialization Grades 1-12

The TESOL specialization requires 51 credits of course work that provide a comprehensive core of knowledge and field experiences for students desiring to work with students for whom English is not their primary language. Students may not take more than six graduate credits or register for a second semester until they have successfully completed Praxis I. Students must meet the General Education Requirements for certification and have additional credits in foreign language. 

Core Requirements (12 credits)

All of the following courses:

EDU 520T Foundations of Education
EDU 576 Education of Exceptional Children and Youth
EDU 589L Human Growth and Development (Lifespan)
EDU 619 Teaching and Learning

Specialization (30 credits)

ALL of the following courses:

EDU 536 Cultural Diversity and Global Perspectives
EDU 556B Language Acquisition and Development
EDU 599B Research in Education
EDU 633 Structure of American English
EDU 643A Principles and Practices of Teaching ESL
EDU 645A Reading Methods of ESL Teachers
EDU 645B Methods in Teaching Writing to ESL
EDU 673 Linguistics and Bilingualism
EDU 724 ESOL Test and Measurements
EDU 972 Language Learning

Internship and Seminar in Teaching (9 credits)

BOTH of the following courses:

EDU 568S Student Teaching in ESOL - Grades 1-12
EDU 588A Advanced Seminar in Teaching

Prerequisites for Student Teaching Internship

Students are required to have successfully completed all professional education course work prior to student teaching. Registration for the Praxis II: Specialty Area Test subsection (Teaching English as a Second Language) may be taken prior to or during the Student Teaching Internship.

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Course Descriptions

EDU 500 Independent Study in Education
Provides students with the opportunity to carry out individualized projects related to the student's area of concentration under the supervision of a faculty advisor.
3 credits
Prerequisite: Advisor's written approval and approval of the Dean

EDU 501A Teaching for Mathematical Understanding
Examines early childhood and elementary mathematics education methods and curriculum materials. Topics include current approaches to teaching mathematics, individualized programs, integrating mathematical understanding across the curriculum, and the development and implementation of mathematics laboratory activities in the classroom. Implications of research and theory to the teaching of mathematics are considered. Field component required.
3 credits
Prerequisites: EDU 520T, EDU 576, EDU 582, EDU 589, and EDU 619

EDU 502A Teaching for Scientific Inquiry
Examines early childhood and elementary science education methods, curriculum materials, and teaching strategies. Emphasis is on teaching strategies and materials that encourage exploration and guided discovery and the integration of scientific inquiry across the curriculum. The implications of research and theory to the teaching of science are considered. An activity-centered approach is used to study topics in science. Field component required.
3 credits
Prerequisites: EDU 520T, EDU 576, EDU 582, EDU 589, EDU 619

EDU 505A Curriculum and Methods of Teaching Mathematics in the Secondary School
Familiarizes students with techniques and practices for teaching mathematics in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required.
3 credits
Prerequisites: EDU 512, EDU 520T, EDU 589L, and EDU 619

EDU 507A Curriculum and Methods of Teaching Social Studies in the Secondary School
Familiarizes students with techniques and practices for teaching social studies in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required.
3 credits
Prerequisites: EDU 512, EDU 520T, and EDU 619

EDU 508A Language, Literature, and Culture
Explores theory and research on emergent literacy, communication skills, and development of social skills in early childhood and elementary education. Develops teaching strategies and curriculum, including utilization of children's literature, drama, and writing as a means of studying political, economic, cultural, and environmental aspects of societies in the past, present, and future. Field component is required.
3 credits
Prerequisites: EDU 520T, EDU 589H, and EDU 619

EDU 509A Curriculum and Methods of Teaching Science in the Secondary School
Familiarizes students with techniques and practices for teaching science in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required.
3 credits
Prerequisites: EDU 512, EDU 520T, and EDU 619

EDU 511A Curriculum and Methods of Teaching English in the Secondary School
Familiarizes students with techniques and practices for teaching English and language arts in the middle and secondary school classroom. Topics include current research and practice; material development; unit and lesson planning; teaching composition, grammar, speaking, and the study of literature. Students practice implementing instruction by microteaching. Field component required.
3 credits
Prerequisites: EDU 512, EDU 520T, and EDU 619

EDU 512 Principles and Methods of Teaching in the Secondary School
Examines the major tenets of secondary education emphasizing methodologies appropriate to teaching in the middle and secondary grades. Reviews current research and practice in secondary education.
3 credits
Prerequisites: EDU 520T and EDU 619

EDU 513A Adolescent Culture in Literature
Offers prospective teachers of adolescents the opportunity to view their particular life view and development patterns as seen in both classic and contemporary stories about adolescents. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal.
3 credits

EDU 514 Children's Literature
Surveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction.
3 credits

EDU 520T Foundations of Education
Surveys historical, social, and philosophical foundations of education, with emphasis on the role of American education in an interdependent world and the multicultural character of American classrooms. Implications of understanding contemporary educational issues, policy, and decision making are stressed. Field observations are an integral component of the course.
3 credits

EDU 524A Module I: Understanding Diversity
Develops awareness of the diverse characteristics of our nation's population. The course identifies how culture shapes our beliefs and our behaviors. The course explores how assumptions, stereotypes, racism, and prejudice are developed and addresses ways to encourage appreciation of differences and to foster respect for diversity.
1 credit

EDU 524B Module II: Professional Ethics
Reviews major legal issues affecting teachers and students. Emphasis is on ethical responses to classroom issues that involve respect for human dignity and potential, commitment to truth, human values and principles, and knowledge of principles of fairness in teacher/student interactions.
1 credit

EDU 524C Module III: Computer Literacy
Provides a working knowledge of the computer. Basic information about the IBM-compatible computer and the Macintosh computer will be discussed. Some educational programs will be demonstrated. Students will receive instruction in the use of at least one word processing program. Students who are computer literate may test out of this course.
1 credit

EDU 524D Module IV: Conflict Resolution
Examines theory behind the use of conflict resolution in classroom settings, with emphasis on group learning and interaction, peer counseling, and role playing.
1 credit

EDU 530 Teaching Reading in the Content Area
Prepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction.
3 credits

EDU 536 Cultural Diversity and Global Perspectives
Explores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, world view, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits

EDU 552T Theory of Play and Its Role in Curriculum
Examines historical and current research and practice on the role of play in the curriculum. Though much of the research has focused on facilitating play in early childhood settings, students explore and develop strategies to integrate play across the curriculum in both early childhood and elementary education.
3 credits

EDU 556B Language Acquisition and Development
Explores the major language theories and systems. The constructivist, psycholinguistic, and sociolinguistic views provide the framework for exploring phonology, semantic, syntactic morphology, and pragmatic systems related to language acquisition and development. Second language and non-standard language development as they relate to cognition and learning will be discussed.
3 credits

EDU 557A Constructing Meaning Through Literacy I
Surveys current theory on the components of the reading process, including implications for teaching and curriculum development. Strategies and techniques are researched and practiced through individual analyses using techniques for diagnosing the capabilities of learners, including recommendations on instructional programs in the least restrictive format. Focus is on the findings of current research dealing with children's thinking and the reading-writing connection and the practice of reading as a life-long learning endeavor. Field component required.
3 credits
Prerequisites: EDU 520T, 589H, 619

EDU 557B Constructing Meaning Through Literacy II
Investigates methods and strategies for helping readers benefit from explicit, systematic, and contextual instruction within the context of a holistic program that stresses opportunities for reading and writing. Examination of formal and informal assessments such as observation and portfolios as well as biases in testing and evaluation will be covered. Field component required.
3 credits
Prerequisites: EDU 557A, EDU 589H, and EDU 619

EDU 568G Supervised Teaching Internship in Early Childhood Education
Provides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work and Praxis I: Pre-professional Skills Assessment Test

EDU 568S Supervised Teaching in Teaching English as a Second Language
This course provides students with a teaching internship in an elementary and secondary education school setting, under the guidance and supervision of a licensed teacher and college supervisor.  The internship is designed to provide a graduated, incremental learning experience in the classroom.  In addition to planning student-learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship.

EDU 576 Education of Exceptional Children and Youth
Surveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educator, related service providers, volunteers, and parents. Also individual education programs (IEPS) are examined in relation to students' needs and learning styles.
3 credits

EDU 577 Career Education for Exceptional Children and Youth
Examines contemporary trends and issues in career education for exceptional children and youth. Emphasizes school-to-work transitions and curricula and methods in prevocational training, vocational training, and transition programs.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 578 Human Relations in Special Education
Examines communication skills necessary both for assisting children and youth with special needs in personal adjustment and vocational and career choices.  Parent/family and professional collaboration in multicultural settings is stressed.  Emphasis is on the professional responsibility of special educators to understand the rights and needs of parents and students to develop human relations competencies.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 579 Teaching Students with Learning Disabilities
Examines theory and research on the etiological, psychological, and social factors in learning disabilities. Topics include curriculum development, materials, and teaching strategies and methodologies for students with learning disabilities.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 580 Teaching Students with Mental Retardation
Examines theory and research on the etiological, psychological, and social factors in mental retardation. Topics include curriculum development, materials, and teaching strategies and methodologies for students with mild to profound mental retardation.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 582 Psychology of Exceptional Children and Youth
Surveys research and theory of the psychosocial development of exceptional children and youth. The relationship between normal psychosocial development and the psychosocial development of exceptional children and youth is explored.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 586 Teaching Students with Emotional Disturbance
Examines theory and research on the etiological, psychological, and social factors in emotional disturbance. Topics include curriculum development, materials, and teaching strategies and methodologies for students with emotional disturbance.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 587B Preparation of Individualized Learning Prescriptions
Focuses on the skills and knowledge necessary for the development of individualized educational programs for students having special needs. Emphasizes evaluating commercially prepared materials and designing curricular materials to meet the needs of individual students.
3 credits
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 588A Advanced Seminar in Teaching
Focuses on professional development and is held in conjunction with the student teaching internship. Students examine personal theories of teaching and learning. Students complete a professional portfolio documenting teaching skills and competencies.
3 credits

EDU 588G Supervised Teaching Internship in Elementary Education
Provides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship.
3-6 credits
Prerequisites: Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test

EDU 588I Teaching Practicum
Provides students with a semester of field-based teaching and learning experiences in school settings under the guidance and supervision of faculty members. The practicum is designed to provide an extended practical learning experience in a variety of teaching and learning settings. For intensive M.A.T. program only.
1-3 credits
Prerequisite: Admittance to the intensive M.A.T. program or advisor's written permission

EDU 589H Human Growth and Development
Surveys research and theory on physical, social, and cognitive development of children from conception through adolescence, including implications for teaching and curriculum development. Weekly practicum and field assignments.
3 credits

EDU 589L Human Growth and Development (Lifespan)
Reviews theory and research in human growth and development over the lifespan. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world.
3 credits

EDU 592 Language Learning
This course will present a systematic overview of the historical evolution of the field of Language Learning to include present day innovations.  The purpose of this course is to facilitate awareness of how present day second language practices came into existence and to project the future direction of second language education based on the latest research.  Participants will examine their own language learning in an effort to become more aware of the teaching-learning process for all language learners.
3 credits

EDU 597G Supervised Teaching Internship in Special Education
Provides student with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test

EDU 598G Supervised Teaching Internship in Secondary Education
Provides the student with a semester-long, full-time teaching internship in a secondary education setting under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship.
6 credits
Prerequisites: Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test

EDU 599B Research in Education
Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the extant literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Students may be required to develop and analyze case studies as well as conduct individual research projects.
3 credits

EDU 600M Capstone Project in Education
Provides students with the opportunity to explore an area of special interest in teaching or develop a professional portfolio under the direction of their faculty advisor.
3 credits
Prerequisites: Students must meet with their faculty advisor and prepare an outline of their proposed project prior to registration; completion of all professional education course requirements

EDU 619 Teaching and Learning
Examines current theory and practice in the teaching and learning process. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and sociocultural factors. Practicum and laboratory assignments required.
3 credits

EDU 633 Structure of American English

This course is designed to provide the student with advanced study of grammar as it impacts the structure of the English language. Students will have an opportunity to participate in activities that will allow them to have a deeper understanding of the components of American English.
3 credits

EDU 643 Educational Measurement and Evaluation
Examines methods for measuring and evaluating the progress of students, including the effectiveness of instructional programs and formal and informal measures for assessing teaching and learning, the use of standardized tests, and the development of student portfolio assessments. Students learn to read, analyze, and interpret the extant educational research literature on measurement and evaluation.
3 credits 
Prerequisites: EDU 520T, EDU 576, and EDU 619

EDU 643A Principles and Practices of Teaching ESOL

This course will examine the principles of "Best" teaching practices for teachers so that they may skillfully assist second language learners in content area subject matter.  The use of content or subject area teaching of language such as CALLA (cognitive academic language learning activities) will be explored.  Additionally, modalities and learning styles of student, and teachers as they apply to culture will be explored.  In addition, classroom management, and responding appropriately to the needs of students in the classroom will be simulated and practiced.  Strategies and techniques will be incorporated into each participant's repertoire ideas for making teaching and learning fun and meaningful.
3 credits

EDU 645A Teaching Reading to ESOL Students

This course will examine the unique challenges inherent in teaching reading to ESL/ESOL (LEP) students.  Theory and research regarding language acquisition and reading for these students will be explored.  In addition to an introduction to basic reading methods, current strategies and techniques will be explored to provide the ESL teacher with increased options in meeting the needs of second language students. This course has a field component and culminates in the production of a portfolio to document performance.
3 credits

EDU 645B Teaching Writing to ESOL Students

This course will examine the unique challenges inherent in teaching writing to LEP (Limited English Proficient) or ESOL (English Speakers of Other Languages) students.   Participants will learn the current techniques of proven success in teaching second language students to write. This course has a field component and culminates in the production of a portfolio to document performance.
3 credits

EDU 673 Linguistics and Bilingualism

This course is designed to integrate the essential content knowledge of General Linguistics covering the principles of phonology, morphology, semantics and syntax and exploring its relationship to the foundations of Bilingualism. Students will have an opportunity to work through activities that demonstrate the relevance of linguistics in understanding language.
3 credits

EDU 724 ESOL Test & Measurements

This course will introduce participants to formal as well as informal practices of student assessment.  Participants will analyze numerous concepts and methods concerning ESL testing.  Students will be trained in the use of scoring and reporting of formal assessments used in both local and national school systems.  Participants will become familiar with the organization and administration of second language programs in the schools and with the various methods used for record keeping.
3 credits

EDU 972 Language Learning
This course will present a systematic overview of the historical evolution of the field of Language Learning to include present day innovations.  The purpose of this course is to facilitate awareness of how present day second language practices came into existence and to project the future direction of second language education based on the latest research.  Participants will examine their own language learning in an effort to become more aware of the teaching-learning process for all language learners.
3 credits

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