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Education

Course Offerings

  • EDU 211-219. Clinical Field Experiences

    Field work consists of off-campus supervised experiences.  For teacher candidates, four separate one-credit experiences will take place in Professional Development Schools and include experiences with special needs students.  Field work opportunities for Human Development majors may also include international teaching experiences or alternative experiences studying related school personnel.

     

  • EDU 211, 212, 213, 214. Clinical Field Experiences - Elementary

    This four-part course consists of off-campus supervised field experiences, including experience with special needs students.  For teacher candidates, these will take place in a Professional Development School.  (1 credit each)

     

  • EDU 215. Clinical Field Experience - Alternative

    This course is designed for Human Development majors and students in Education Certification programs who participate in the international teaching experience. Students are responsible for planning, implementing, and assessing lessons as well as participating in school community.  (2 credits)

     

  • EDU 216, 217. Clinical Field Experience - Secondary

    This two-part course consists of off-campus supervised field experiences, including experiences with special needs students.  For teacher candidates, these will take place in a Professional Development School. (1 credit each)

     

  • EDU 218, 219. Clinical Field Experience - Human Development

    This two-part course consists of off-campus supervised field experiences.  Field work opportunities may also include alternative experiences studying related educational personnel. (1 credit each)

     

  • EDU 251. Principles of Education

    A general summary of the field of education. The historical, philosophical, and sociological foundations of education will be surveyed; contemporary education in the United States will be examined.

     

    Offered Fall Semester

  • EDU 252. Educational Psychology

    A general summary of theories of educational psychology. Aspects of evaluation, individual differences, and psychological adjustments that are relevant to education and applicable to classroom practices will be examined.

     

    Offered Spring Semester

  • EDU 303. Comparative Education

    A study of the educational systems of various nations. Social, political, and economic influences upon educational practice and theory will be considered.

     

  • EDU 305. Qualitative Inquiry in Education

    This course offers an overview of qualitative research methods and an introduction to action research within the field of education.  Course participants will be asked to develop their epistemological framing of a research project, cultivate an understanding of researcher positionality and ethics, and further their engagement in critical inquiry through a qualitative lens.  The class will develop students’ abilities to conduct participant observations and interviews; write a literature review; carry out qualitative data analyses; and write and present from a research study.

     

    Offered Spring Semester

  • EDU 307. Reading in the Content Field

    This is a Maryland-approved reading course. It is designed to train preservice middle school and high school teachers to develop in their students the literacy skills necessary for learning in all content areas. Cooperative learning and performance assessment will be used extensively. (Additional reading competencies not included in EDU 307 are integrated into EDU 252 and EDU 401 for students in the undergraduate approved program to meet all requirements set by the state Reading Professional Development Committee).

    Prerequisites: Education 251 and 252, or permission of the instructor.

    Offered Spring Semester

     

  • EDU 311. Human Geography

    The course examines the relationships between the physical environment, population, and culture in the evolution of global regions.

     

    Offered Spring Semester (even years)

  • EDU 315. Traditional and Modern Grammar

    The course reviews traditional grammar and introduces generative/transformational grammar. It promotes confidence and competence in a student’s ability to recognize and manipulate grammatical elements of English. Finally, it prepares teacher certification candidates to incorporate grammar into the English classroom and explore theories about its uses and abuses.

     

    Offered Spring Semester (odd years)

  • EDU 318. Cultural & Linguistic Diversity in Education

    This course is an examination of contemporary cultural and linguistic diversity within the United States educational environments. Special attention is given to cultural problems and issues that influence opportunities and performance in educational institutions. The basic premise of the course is that teachers play an important role in creating a positive classroom learning environment and bringing school success, especially for English language learners. Students will develop understandings of the impact of culture, cultural diversity, immigration, migration, colonialism, and power on language policy and on students currently learning English as a Second Language.

  • EDU 330. Diversity and Inclusion

    Students will learn: a) to understand the nature and range of special needs among pupils in today’s public schools; b) to differentiate instruction to meet the special needs of students in our multicultural society; c) to interpret and implement an Individualized Educational Program; and d) to use a range of support services available to students and teachers.

    Prerequisites: Education 251 and 252.

    Offered Fall Semester

     

  • EDU 351. Processes and Acquisition of Reading

    An investigation of research explaining the relationship between language acquisition and reading development, the interactive nature of the reading process, and the interrelationship of reading and writing. Topics include assessing the stages of literacy development from emergent literacy through fluency in the language arts processes of speaking, listening, reading, and writing and applying corresponding instructional strategies. This is a Maryland-approved reading course.

    Prerequisites: Education 251 and 252, or permission of the instructor.

    Offered Fall Semester

     

  • EDU 352. Reading Instruction and Assessment

    Students will demonstrate mastery of instructional strategies used to make educational decisions in a balanced literacy program including developmentally appropriate word recognition and comprehension strategies. Students will evaluate, use, and interpret a variety of assessment techniques and processes, local, state, and national instruments. The co-requisite clinical field experience will require the student to plan, implement, and evaluate developmentally appropriate reading and language arts instruction and evaluation in a Professional Development School classroom. This is a Maryland-approved reading course.

    Prerequisite: Education 351.

    Offered Spring Semester

     

  • EDU 354. Literature for Children: K-8

    A study of literary texts by notable American authors with children as the major audience. Emphasis will be placed on the literary elements, evaluation criteria, and value to the reader of each genre. Through the lens of reader response theory, students will explore the variety of materials, from bound literature to electronic media, available to support children’s motivation to become fluent, independent readers and writers. Students will demonstrate their ability to identify, select, and evaluate literature and other materials that meet students’ literacy needs and interests and to communicate such knowledge to parents. This is a Maryland-approved reading course.

    Offered Spring Semester (odd years)

     

  • EDU 401, 402. Principles of Teaching I & II: Secondary

    An exploration of the art and science of teaching and a study of curriculum. Course content, teaching methods, planning, instructional technology, as well as observation and performance of varied teaching techniques are combined to prepare prospective teachers for their student teaching. EDU 252 and 401 in combination comprise a Maryland-approved reading course.

     

  • EDU 403. Special Methods in the Teaching Field

    A course concentrating upon the specific teaching field of the student. Examines objectives and the nature and place of the academic discipline in the secondary school, with emphasis placed on methods and materials for teaching that discipline in light of the changing demands of 21st century education.

    Corequisite: EDU 405.

    Offered Fall Semester

     

    Students in EDU 403 choose the section that is appropriate for their area of certification:

    • 10-Art

    • 11-Biology

    • 12-Business Ed.

    • 13-Chemistry

    • 14-English

    • 15-French

    • 16-German

    • 17-Math

    • 18-Physics

    • 19-Social Studies

    • 20-Spanish

    • 21-Theater

     

  • EDU 404. Secondary Teaching Internship

    The first of a two-semester internship, EDU 404 requires the teacher candidate to begin to show proficiency in a Professional Development School classroom.  Teacher candidates also participate in monthly evening seminars that supplement their PDS classroom experiences. One credit.

    Offered Spring Semester

     

  • EDU 405. Secondary Teaching Internship

    The second of a two-semester internship, EDU 405 represents the culmination of the professional development of the teacher candidate.  The teacher candidate is required to demonstrate increasing responsibility for planning, assessing, and evaluating instructional effectiveness in a Professional Development Classroom.  Teacher candidates will also participate in weekly seminars held on campus.  8 credits. Laboratory fee.  

    Prerequisite: EDU 404.

    Offered Fall Semester

     

  • EDU 411. Curriculum and Instruction: Mathematics and Natural Science

    This course examines the mathematics and science concepts, curriculum, methods and materials used for effective instruction in mathematics and science in the elementary school. The focus will be on the development of strategies for active learning that will help children construct a meaningful understanding of mathematics and science. Prerequisites: Education 351 and 352.

    Corequisite: EDU 413.

    Offered Fall Semester

     

  • EDU 412. Curriculum and Instruction: Language Arts and Social Studies

    Teachers of social studies should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of the ten social studies content themes as identified by the National Council for the Social Studies. This course provides the teacher candidate with some of the organizational tools and instructional strategies needed to conduct classroom instruction in social studies and in the language arts, primarily writing. Prerequisites: Education 351 and 352.  

    Corequisite: EDU 413.

    Offered Fall Semester

     

  • EDU 413. Elementary Teaching Internship

    The first of a two-semester internship, EDU 413 requires the teacher candidate to begin to show proficiency in a Professional Development School classroom. Teacher candidates will also participate in weekly seminars held on campus.

    Prerequisites: Education 351 and 352.

    Offered Fall Semester

     

  • EDU 414. Elementary Teaching Internship

    The second of a two-semester internship, EDU 414 represents the culmination of the professional development of the teacher candidate. The teacher candidate is required to demonstrate increasing responsibility for assessing, planning, and evaluating instructional effectiveness in a Professional Development School classroom. Teacher candidates will also participate in weekly seminars held on campus. 12 credits. Laboratory fee.

    Prerequisites: Education 413.

    Offered Spring Semester

  • EDU 490. Writing Center Theory and Pedagogy: A Seminar in Peer Tutoring

    This seminar explores current research and theory on the writing process and prepares students for potential work as Peer Consultants in the college Writing Center. Over the semester, students will develop rhetorical knowledge and critical strategies for working with other writers and their texts. To be considered for the seminar, students must submit faculty recommendations and a writing sample and complete an interview with the Director of the Writing Center. Students from all disciplines may apply.

    Offered Spring Semester

  • EDU 190, 290, 390. Internships

    Internships under departmental guidance.

  • EDU 194, 294, 394, 494. Special Topics of Education

    Advanced study in a selected area under departmental guidance.

  • EDU 195, 295, 395, 495. On-campus Research

    On-campus research under departmental guidance.

     

  • EDU 196, 296, 396, 496. Off-campus Research

    Off-campus research under departmental guidance.

  • EDU 197, 297, 397, 497. Independent Study

    Independent Study under departmental guidance.

  • EDU SCE. Senior Capstone Experience

    The Senior Capstone Experience for Human Development majors seeking teacher certification will include the preparation and public presentation of a professional teaching portfolio. For students meeting honors SCE requirements, the portfolio will include an independent action research project.

    Human Development majors selecting the non-certification route will complete and present an interdisciplinary, independent research study based on field work, which will generally be in the form of a thesis.