Courses on topics of interest to education students offered on the basis of need, interest, or timeliness. Prerequisites as determined by instructor. Restricted to students with junior standing or higher. May be repeated for credit. For specific section description, click to the Section Details in VitNet.

Advanced non-classroom experiences in the field of elementary or early childhood education. (This is distinct from the professional laboratory experiences required for admission to student teaching and from the student teaching experience. Placements are off-campus, and may be full- or part-time, and with or without pay. Credit for experiences must be sought prior to occurance, and learning contracts must be submitted before the end of the first week of the semester. See the experiential learning: internship section of this catalog for more details.

Independent reading and-or research under the guidance of an education department faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit. Independent study contract is required.

This course will assist student teachers in integrating theory with practice through discussion and personalized conferences. Special emphasis is on specific aspects of the teaching profession such as contracts, career, and life planning, professional organizations, resume preparation, interviews, legal rights and licensure. This course is restricted to students in the professional degree completion program. Prerequisite: admission to student teaching.

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.

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.

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: 303, 307, 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. 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.

This course is intended to provide an overview of both the principles that undergrid PBIS (Positive Behavioral Interventions and Supports) as a philosophy of practice and the practical applications of PBIS as a proactive approach in promoting optimal behavior across schoolwide, classroom, and individual levels. The reauthorization of IDEA in 2004 clearly mandates the use of PBIS as an evidence-based practice aimed at proactively addressing challenging behavior in students with disabilities.