This course addresses the ethical dimensions of educational practice and policy, with justice as the primary focus. Philosophical, theoretical, and empirical readings from a wide variety of disciplines will be used to analyze case studies of social issues shaping the 21st century classroom. As an ethics seminar, the course is designed to deepen students understandings of educational justice, to engage with others about complex ethical judgments across multiple lines of difference, and to learn how to enhance educators and policymakers capacities to make ethical decisions under challenging conditions.

Student teaching occurs at the elementary and middle levels. This is a capstone experience that is typically completed in the final semester. Student teaching requires students to work full-time in a K-12 classroom for an entire semester. Prerequisites: admission to the teacher education program; admission to student teaching. Graded CR/NC.

This course develops content and methods for interdisciplinary instruction and art integration in the elementary and middle school classroom. Critical thinking, problem solving, and experiential approaches are developed through reading, discussion, active participation, planning, and teaching. Students create interdisciplinary lessons that integrate the arts (theater, music, dance, visual arts) and address content area standards. This course fulfills a pre-student teaching experience requirement for licensure. Prerequisites: admission to the teacher education program. Restricted to students with junior or higher standing.

This course is designed to provide an overview of best practices for creating inclusive settings for families and children (birth-six years) with disabilities, developmental differences, and challenging behaviors. Topics addressed include state and federal laws pertaining to children with disabilities/developmental delays; early intervention special education services; family-centered practices; characteristics of physical, cognitive, and communicative disabilities, and behavior/social emotional disorders; serving Dual Language Learners (DLL); positive approaches to discipline/guidance utilizing evidence-based strategies that support self-regulation, health social-emotional development, and address challenging behavior, and curriculum adaptations and strategies to accommodate children with differing abilities in school and community settings. Field experience may be required by instructor. This course is restricted to students in the professional degree completion program. Prerequisite: 317.

This course is designed as a preparatory experience to support students during pre-student teaching experiences in a variety of classroom environments. This course integrates prior education coursework, with an emphasis on planning, assessment, and preparation for student teaching. Topics include the process for applying to student teaching, preparation of professional documents, interview skills, assessment, and the development of a portfolio. Clinical experiences on Tuesdays and Thursdays are required. Prerequisite: admission to teacher education program, Corequisites: 355, 405, 413 (elem) or 300 (sec).

This course builds teacher candidates assessment literacy by exploring the purpose, design, and implementation of formative, summative, and diagnostic assessments. Candidates learn how to use assessment strategies and tools to check for understanding, monitor student progress, and inform instructional decision making. The course emphasizes alignment between assessment and instruction, effective strategies for providing student feedback, and clear communication of assessment results to parents and the broader school community. Prerequisites: 355, 405, 300 or 413.

This course develops content and methods for interdisciplinary instruction and art integration in the elementary and middle school classroom. Critical thinking, problem solving, and experiential approaches are developed through reading, discussion, active participation, planning, and teaching. Students create interdisciplinary lessons that integrate the arts (theater, music, dance, visual arts) and address content area standards. This course fulfills a pre-student teaching experience requirement for licensure and is restricted to students in the professional degree completion program. Prerequisite: 307.

Intensive field experience in the pre-K environment. Integrates prior early childhood coursework through the preparation of integrated units designed and delivered in a pre-K environment. Field work is required. This course is restricted to students in the professional degree completion program. Prerequsites: 317, 376.

This course addresses the principles of corrective and remedial reading instruction. Students explore the nature and causes of reading difficulties and learn about diagnostic instruments and procedures. They learn how to implement strategies for correcting reading disabilities and incorporate computer-aided instruction. A case study is required. Field work is a required component of this course. Prerequisites: 319; admission to the teacher education program.

This course addresses the principles of corrective and remedial reading instruction. Students explore the nature and causes of reading difficulties and learn about diagnostic instruments and procedures. They learn how to implement strategies for correcting reading disabilities and incorporate computer-aided instruction. A case study is required. Fieldwork is a required component of this course. Quantitative literacy skills will be developed. This course is restricted to students in the professional degree completion program. Prerequisite: 314. QQL Bachelor Completion.