| |
Economics - Undergraduate |
| |
-
ECON 201 - Principles of Macroeconomics (4)
Study of macroeconomics, providing a theoretical framework from which aggregate economic events such as inflation, unemployment, and economic growth are explained. The framework is used for analysis of current and potential problems of society. This course provides an organizing structure for understanding how the world economy works, providing the student with some ability to predict future economic events. Offered: Fall, Spring, and Summer 1.
|
| |
-
ECON 202 - Principles of Microeconomics (3)
Study of microeconomics, providing a theoretical framework from which the operations of and interrelationships between individual markets are explained. The market system allows for effective coordination of economic decisions of consumers and business firms. This course provides the organizing structure for understanding the operations of the business firm and the markets that it serves. Prereq: MATH 110 , MATH 150 , MATH 240 , or MATH 260 . Offered: Fall, Spring, and Summer 2.
|
| |
-
ECON 301 - Intermediate Macroeconomics (3)
Examination of forces that determine growth, income, and employment in economic systems, with special reference to the United States and other industrialized countries. Understand the causes of unemployment and inflation and the role of government in maintaining stable prices and sustained growth. Prereq: ECON 201 . Offered: Spring
|
| |
-
ECON 302 - Intermediate Microeconomics (3)
Focus on the optimizing behavior of individuals and firms as they interact in markets. Topics will include the consumer theory, the theory of the firm, risk and uncertainty, models of perfect and imperfect competition, asymmetric information, as well as advanced modeling of externalities and public goods. Prereq: ECON 202 . Offered: Fall.
|
| |
-
ECON 394 - Development Economics (3)
Cross-disciplinary introduction to the scope, causes, and consequences of poverty. Examination of the various measures of poverty as well as basic economic theory, explaining differences in income, wealth, and economic growth among regions. Emphasis on understanding poverty issues from a Biblical perspective. Course relies heavily on site visits to observe a wide variety of anti-poverty projects, including faith-based organizations and international nonprofit agencies. International travel required. Cross-listed as POLS 394 . Offered: Jan Term.
|
| |
-
ECON 401 - Money and Banking (3)
Examination of determinants of the money supply; overview of the nation’s financial system and the activities of non-banking institutions; in-depth discussion of commercial banking; and study of the structure and functions of the Federal Reserve System. Includes monetary theory and the mechanisms connecting the money supply with economic activities, as well as the weaknesses of monetary policy. Discussions cover the relations and effects of the world’s banking systems, including the International Monetary Fund. Prereq: ECON 201 . Offered: On rotation.
|
| |
-
ECON 410 - Game Theory (4)
Elementary examination of the theory of games and strategic behavior with an emphasis on applications. Topics discussed include strategic-form games, extensive- form games, and games of asymmetric and incomplete information. Various equilibrium concepts also discussed. The course will apply game theoretic concepts to strategic behavior in the social sciences, particularly economics and political science, with applications ranging from cartel behavior to international diplomacy. Cross-listed as POLS 410 . Prereq: POLS 301 . Offered: On rotation.
|
| |
-
ECON 420 - International Economics (3)
Analysis of the theoretical principles underlying international trade, investment, and the international monetary system. Includes effects on domestic and foreign economics of commercial, monetary, and fiscal policies. Prereq: ECON 201 . Offered: On rotation.
|
| |
-
ECON 425 - Econometrics (3)
Introduces students to regression methods for analyzing data in economics and related areas. Emphasizes both the theoretical and practical aspects of statistical analysis and focuses on techniques for estimating econometric models of various kinds and interpreting the estimates from such models. The objective is for the student to learn how to conduct-and how to critique-empirical studies in economics and related fields. Prereq: BUSA 332 . Offered: On rotation.
|
| |
-
ECON 426 - Topics in Economics (3)
Study of topics in economics of current interest. The course provides the opportunity to obtain additional depth of knowledge in areas such as public economics, political economy, and international monetary economics. Topics subject to change; see class schedule for course title. Offered: Fall and Spring, on rotation.
|
| |
-
ECON 430 - Law and Economics (3)
Introduction to the use of microeconomic concepts as a means to understand law and the American legal system. Emphasis on the economic analysis of the common law–that is, property, contract, tort, and criminal law. Prereq: ECON 201 or ECON 202 . Offered: Fall, on rotation.
|
| |
-
ECON 435 - Public Finance and Public Policy (3)
Study of theoretical and empirical public finance and policy analysis, with special attention to the economic evaluation of current policy questions. Analysis of government involvement in markets, including but not limited to: political economy, major government welfare and redistributive programs, education policy, health policy, environmental policy, tax policy, and the division of powers among federal, state, and local governments. Prereqs: ECON 201 , ECON 202 . Offered: Spring.
|
| |
-
ECON 493 - Business Internship: Economics (3)
Individualized, experiential learning program structured through a variety of business organizations. This course is project-oriented, merging theory learned in the classroom with the workplace environment. Includes several seminars, presentations, and counseling at Samford in conjunction with on-site learning taking place at the business organization. Exposes students to the world of economics and the career planning process. Grading is pass/fail. Prereq: ECON 201 , ECON 202 ; permission from Office of Internship, School of Business, and economics faculty. Offered: Fall, Spring, and Summer.
|
Economics - Graduate |
| |
-
ECON 512 - Foundations of Economics and Statistics (3)
Survey of the theorems, tools, and techniques of basic economic analysis. Provides an integrated framework of micro and macroeconomics, preparing the student for more advanced study in ECON 520 . Prereq: None.
|
| |
-
ECON 520 - The Economics of Competitive Strategy (3)
Study of the methods used in making economic decisions in an uncertain world. Topics such as forecasting economic activity and decision making using game theory, are discussed. In addition, the course examines the effects of the global economic environment on business decisions. Prereq: ECON 512 .
|
| |
-
ECON 522 - International Economics (3)
Graduate-level analysis of the theoretical principles underlying international trade, investment, and the international monetary system. Includes effects on domestic and foreign economics of commercial, monetary, and fiscal policies. Prereq: ECON 512 .
|
| |
|
Education - Undergraduate |
| |
-
EDUC 200 - Foundations of Education (4)
This course is designed to guide prospective teacher education candidates in developing insight into contemporary educational issues. Students will examine philosophical and historical trends in education. This course is designed to develop a deep level of reflectiveness about the central issues it examines: the teacher as a moral role model who may experience the moral tension between caring and fairness in teaching, school reform, equality of opportunity, and student diversity, especially cultural diversity in the backgrounds of students. A field experience component is embedded. Offered: Fall and Spring.
|
| |
-
EDUC 201 - Sign Language I (1)
Introduction to finger spelling as well as American Sign Language issues pertaining to the deaf community.
|
| |
-
EDUC 202 - Issues and Trends in Special Education (2)
This course is an introduction to special education issues and trends to be taken by prospective teacher education candidates. Students will review the history of special education; laws and legislation in special education; current practices in special education; characteristics of students with disabilities; identification and teaching of students with disabilities; accommodations, modifications, and adaptations for students with disabilities; and impact of special education services on the general education classroom.
|
| |
-
EDUC 204 - Tutoring Experiences in Education (2)
Provides an introductory field experience opportunity for undergraduates interested in pursuing a career in teaching.
|
| |
-
EDUC 213 - Adolescent Development within the Educational Culture (2 or 4)
Study of the life span between childhood and adulthood, a time when major adaptations are made in the total organism. Emphasis on these adjustments, including modifications of a physiological, physical, psychosocial, sexual, moral, and cognitive nature. Special consideration given to education of the adolescent, including gender differences, learning styles, learning theories, and motivation. Primary focus on how adolescents are impacted by these changes, how they deal with them, and how this is reflected in their behavior within the educational environment, plus implications for the educator. Clinical experiences included for secondary teacher education students, who should take course for 4 credits. Students not involved in clinical experiences should take the course for 2 credits.
|
| |
-
EDUC 221 - Issues within the Educational Culture (4)
Exploration of contemporary educational issues for prospective teachers. Students examine philosophical and historical bases of education as a profession and apply an understanding of such frameworks to an analysis of current issues in education. Emphasis on assigned readings and analyses of cases drawn from real-life situations in order to challenge students to view the educational process from many perspectives and to begin their journey as reflective decision-makers. Students will develop an informed personal philosophy of education, which they will continue to challenge throughout their educational program. Co-req: EDUC 222 .
|
| |
-
EDUC 222 - Clinical Experiences in the Educational Culture (4)
Intensive field experiences (45 hours) in urban, rural and suburban educational settings. Focus on student development of a personal philosophy of teaching/learning based on observation of sound teaching practices and strategies. Reflective decision- making skills developed through observational journal writing and actual classroom teaching experience. Methodologies include field experience, lecture, journals, case studies, and problem-solving sessions. Designed for prospective P-12 teachers. Co-req: EDUC 221 .
|
| |
-
EDUC 223 - Introduction to Technology (1)
Introduction to currently available technology for prospective teachers. Includes instruction on how students can use various media in their classrooms, in their own education, and in their own professional careers. Emphasis on how multimedia can be used to meet the needs of various learning styles.
|
| |
-
EDUC 300 - Integrated Arts in the Elementary School Classroom (4)
This course seeks to prepare prospective teacher education candidates to utilize the arts in preparation of lesson and unit design. Candidates must be aware that quality arts-integrated instruction can impact student achievement through meeting the needs of all students, increasing student comprehension, as well as increased motivation and engagement. Arts integration will support student understanding at all levels and will inspire students to take responsibility for their own learning. Through this course, students will gain knowledge of the important tenets of each arts discipline, critical pedagogical strategies for teaching the arts and connecting the arts to the other curricular areas. A field experience component is embedded.
|
| |
-
EDUC 301 - Diverse Learners in Today’s Classroom (3)
Meeting the needs of all students is an essential task for all educators and upon completion of this course candidates will understand why diversity is an important consideration in the context of education. This course will include an overview of the theory and research behind differentiated instruction and present them with classroom instructional strategies designed to respond to the varying needs of students. Candidates will engage in various learning activities through which they will learn and implement teaching strategies designed to individualize learning activities to take advantage of each student’s strengths, interests, and readiness.
|
| |
-
EDUC 302 - Research in Special Education (3)
This course reviews the specific characteristics and needs of students with high and low incidence disabilities identified in the early childhood and elementary years. This course will teach candidates how to manage the varied behavioral and medical needs of students with disabilities, as well as how to implement evidenced-based practices in behavior management, academic instruction, and family involvement in the P-6 classroom. Prereq: EDUC 202 .
|
| |
-
EDUC 303 - Assessment Procedures & Processes for Students with Disabilities in the P-6 Classroom (3)
This course serves as an overview of assessment procedures and processes in special education. Candidates will learn of the current processes and procedures in place for referral, placement, and reevaluation in special education. Students will be taught how to assess student progress using both standardized and non-standardized assessment instruments. Candidates will also be taught how to interpret test results into a report-like format and explain test results to parents and other professionals. Students will be able to use the results from an assessment team report to write an Individualized Education Plan (IEP) focused on the individual needs of a student. Prereq: EDUC 202 .
|
| |
-
EDUC 305 - Teaching in the Middle School (4)
Study of middle school philosophy and objectives. Emphasis on curriculum plans and activities for meeting the educational needs of preteens and early teenagers.
|
| |
-
EDUC 307 - Foundations of Leadership (4)
Introduction to the foundations of leadership and the importance of principled leadership in all areas of life.
|
| |
-
EDUC 308 - Foundations of Educational Missions (3)
This course is designed to provide undergraduate teacher education candidates the aims, methods and principles of teaching in a mission setting, with regard to: locally, nationally, and internationally. This course is designed to support pre-service teachers who desire to participate in educational missions.
|
| |
-
EDUC 309 - Issues and Trends in Christian Education (3)
This course is designed to provide undergraduate teacher education candidates an overview of Christian education; the history, goals, issues and function within the community. In addition, candidates will be guided to discover their own spiritual gifts that will inform their personal philosophy of Christian education.
|
| |
-
EDUC 311 - The Development of the Young Child (2)
Introduction to the developmental characteristics of the child from conception to age eight, or the end of the primary grades. Special consideration given to developmental dynamics of the following areas as they relate to working with this age child: physical, social, psychological, emotional, cognitive, moral, and psycholinguistic. Additional coverage includes instructional planning and strategies for children with special needs. Co-reqs: EDUC 312 , EDUC 313 , and EDUC 316 .
|
| |
-
EDUC 312 - Principles of Early Learning (6)
Introduction to the principles of early learning in preschool, kindergarten, and primary grades for the prospective teacher. Emphasis on development of an integrated curriculum in content areas, assessment, classroom management, teaching to divergent cultures, and inclusion of students with special needs. Class members are expected to apply knowledge of these principles of early learning as they analyze case studies and develop lesson plans. Students are also required to create an integrated, thematic unit and teach lesson plans they have written and evaluated. Co-reqs: EDUC 311 , EDUC 313 , and EDUC 316 .
|
| |
-
EDUC 313 - Application of Early Learning (6)
Application of early learning principles through problem-based decision cases that focus on self-reflection and decision-making, plus the technology that supports the instructional process. Includes seminars with classroom teachers and interactive clinical experiences. Designed for prospective teachers of children from infancy through age eight. Co-reqs: EDUC 311 , EDUC 312 , and EDUC 316 .
|
| |
-
EDUC 315 - Teaching and Learning in Secondary Classrooms (3-4)
This course is designed to expose prospective teachers to methods of teaching, classroom management, and the creation of effective learning environments for pre-adolescent and adolescent students with a goal of appreciating the great diversity that exists among students today. Emphasis is upon developing reflective practitioners who draw upon an array of solutions to classroom challenges as represented in literature, research, and informed practice in the field of secondary education.
|
| |
-
EDUC 316 - Practical Teaching and Learning (2)
Early childhood field experience as a prelude to the professional semester. Emphasis on curriculum development and implementation, plus reflective decision- making and integrated teaching/learning strategies within the framework of a multicultural educational and special needs setting. Designed for elementary and early childhood education majors contemplating a P-6 teaching career. Coreqs: EDUC 311 , EDUC 312 , and EDUC 313 .
|
| |
-
EDUC 321 - Foundations and Applications of Effective Planning & Instruction (4)
This course is designed to introduce pre-service teachers to instructional design and implementation. This course develops prospective teachers’ understanding of individual learners and how to select and design appropriate strategies as well as resources to enhance understanding. Students in this course will develop the ability to think through important educational issues and make informed decisions regarding planning and instruction. This course will include a blend of university instruction and field experiences within a partnership setting. On-site coursework at a K-12 school will support theory and practice. Co-reqs: EDUC 322 , EDUC 326 , EDUC 412 , and EDUC 413 .
|
| |
-
EDUC 322 - Teaching Language Arts in the Early Childhood & Elementary Classroom (3)
This course is designed for elementary and early childhood education majors interested in a P-6 teaching career. The purpose of the course is to establish a foundation of content and application relative to the teaching of language arts as it relates to the P-6 curriculum emphasizing reflective decision making and integrated teaching/learning strategies. Methodologies utilized will include discussion, lecture, field experiences, case studies, problem solving sessions, projects and research. A field experience component is embedded. Co-reqs: EDUC 321 , EDUC 326 , EDUC 412 , and EDUC 413 .
|
| |
-
EDUC 323 - Overview of Child Development (2)
Establishment of a comprehensive knowledge base of developmental characteristics regarding the child of elementary school age (nine to eleven). Includes major developmental theories related to the areas of cognition, learning, motivation, communication, language acquisition, physical, social, psychological, and moral development.
|
| |
-
EDUC 324 - The Arts Curriculum (6)
Establishment of a foundation of content and application relative to an arts-based P-6 curriculum emphasizing reflective decision-making and integrated-teaching/ learning strategies. Methodologies utilized include discussion, lecture, field experiences, projects and research. Designed for elementary and early childhood education majors contemplating a P-6 teaching career.
|
| |
-
EDUC 325 - Teaching of Reading I (4)
This course is designed to introduce prospective teachers of children in grades pre-kindergarten through third grade to principles of early learning acknowledging cultural, social, and developmental differences among children. This course develops prospective teachers’ understanding of language development and literacy as fundamental to learning and academic development. Co-reqs: EDUC 327 and EDUC 421 .
|
| |
-
EDUC 326 - Math Literacy in the Early Childhood & Elementary Classroom (4)
Students are living in a mathematical world where those who understand and can do math will have opportunities that others do not (NCTM, 2010). This course is designed to impact prospective teacher’s understanding of current mathematical teaching and learning theory and principles through the investigation of researchbased practices. Content and position statements from NCTM and Alabama’s CCRS are given prominence. Prospective teachers gain insight into relevant mathematical concepts and principles, the impact of real-life mathematical contexts and models, and the role of choosing rich mathematical tasks to develop the habits of mind for mathematical success. A field experience component is embedded. Co-reqs: EDUC 321 , EDUC 322 , EDUC 412 , and EDUC 413 .
|
| |
-
EDUC 327 - Elementary Content Methods: Science & Social Studies (4)
This course is designed to promote the strategies and pedagogy necessary for candidate competency in teaching content in the areas of science and social studies in the elementary school. Within this course, candidates will explore inquiry-oriented investigations preparing them to engage future students in learning about their world. A field experience component is embedded. Co-reqs: EDUC 325 and EDUC 421 .
|
| |
-
EDUC 329 - The Science Curriculum (6)
Study of the materials and methods used in teaching science, math, social studies, and technology. Emphasis on curriculum development, construction of knowledge, problem-solving techniques, and practical application to promote optimum teaching and learning. Emphasis also on reflective decision-making and integrated- teaching/learning strategies within the framework of a multicultural educational and special needs setting. Methodologies utilized include discussion, lab experience, case studies, lecture, field experience, and curriculum (unit/lesson) development. Designed for elementary and early childhood education majors contemplating a P-6 teaching career.
|
| |
-
EDUC 330 - Curriculum Application (2)
Elementary field experience as a prelude to the professional semester. Emphasis on curriculum development and implementation to promote optimum teaching and learning. Emphasis also on reflective decision-making and integrated-teaching/ learning strategies within the framework of a multicultural educational and special needs setting. Designed for elementary and early childhood education majors contemplating a P-6 teaching career.
|
| |
-
EDUC 331 - Curriculum Applications in Diverse Secondary Classrooms (3-4)
This course is designed to provide prospective secondary teachers opportunities to apply conceptions of curriculum, instruction, classroom management and discipline, multimedia, and human resources, and assessment in the context of an actual classroom. Prospective secondary education teachers design and teach a mini-unit using problem-based learning techniques, and analyze assessment data collected in the field to determine the effectiveness of their teaching. Emphasis is upon developing reflective classroom practitioners who consider a wide array of classroom variables in analyzing a particular educational context. Prereqs: EDUC 315 .
|
| |
-
EDUC 373 - Practical Classroom Experience (1)
Intensive clinical experiences in a public or private school classroom, focusing on methodologies and strategies for successful classroom performance. Designed for P-12 teacher education majors.
|
| |
-
EDUC 402 - Methods & Strategies for Teaching Students with Disabilities in the P-6 Classroom (3)
This course is designed for prospective teachers of children from preschool through grade six. The course focus is given to the principles of early childhood special education and elementary collaborative teaching. Emphasis is placed on teaching methods and strategies appropriate for meeting individual needs of students with disabilities. Case studies, seminars with community and educational leaders, and technology will serve as vehicles for reflection and, in addition, will provide opportunities to develop decision-making skills necessary to make appropriate curricular and instructional choices for children with diverse needs. Prereqs: EDUC 302 and EDUC 303 . Co-req: EDUC 403 .
|
| |
-
EDUC 403 - Educational Practices for Teaching Students with Disabilities in the P-6 Classroom (4)
The purpose of this course is to prepare prospective P-6 teachers to facilitate student learning by providing opportunities to apply sound educational practices within clinical settings in a variety of special education settings. Emphasis is given to developing the ability of prospective teachers to become reflective decisionmakers and problem solvers in the classroom as they practice the adaptation, implementation and assessment of lessons for special needs children. Prospective teachers are also provided with experiences in inclusive and collaborative settings and opportunities to apply problem-based learning and classroom management techniques. Prereqs: EDUC 302 and EDUC 303 . Co-req: EDUC 402 .
|
| |
-
EDUC 407 - Cross-Cultural Practicum (1-4)
Practicum experience involving a sustained-direct relationship with people of different cultural groups. Students complete assigned tasks under supervision, after making a thorough study of the culturally different groups. See advisor.
|
| |
-
EDUC 408 - Curricular Applications in Educational Missions (3)
This course is designed to provide undergraduate teacher education candidates the opportunity to create educational curricula to be used in a local mission setting. Candidates will be placed in local nonprofit organizations serving K-6 children and will be required to develop an educational program to provide educational outreach. Samford’s Christian mission will be evident in this course as candidates will be encouraged in their intellectual development, faith, and service to others.
|
| |
-
EDUC 409 - Meeting Success in a Diverse World (3)
Examination of the richness of cultural differences evidenced by students in a pluralistic modern society and of the ways these differences may be utilized in instruction to bring about achievement of all students. See advisor.
|
| |
-
EDUC 412 - Assessment for the Elementary Classroom (2)
This course is designed to introduce prospective teachers to the importance of utilizing assessment strategies to inform instruction. This course develops prospective teachers’ understanding of assessment strategies, uses and planning. Students in this course will develop an understanding of the diverse abilities, experiences, and backgrounds of elementary students as well as identify appropriate learning outcomes. Co-reqs: EDUC 321 , EDUC 322 , EDUC 326 , and EDUC 413 .
|
| |
-
EDUC 413 - Classroom Management (2)
This course establishes a foundation of content and application relative to classroom management and discipline. There is an emphasis on reflective decision-making and integrated- teaching/learning strategies. Methodologies utilized include discussion, lecture, field experiences, projects and research. Designed for elementary and early childhood education majors contemplating a P-6 teaching career. Co-reqs: EDUC 321 , EDUC 322 , EDUC 326 , and EDUC 412 .
|
| |
-
EDUC 414 - Reading, Writing, and Assessment across the Curriculum Areas (2)
Introduction to a variety of teaching strategies that encourage reading and writing across the curriculum areas. Includes assistance with identification of problems related to educational assessment, strategies for effective measurement of teacher performance, and an understanding of standardized testing, including selection, administration, scoring, and interpretation of instrumentation.
|
| |
-
EDUC 415 - Technology across the Curriculum (2-3)
This course is designed to prepare teacher education candidates for lifelong learning and service as a teacher by developing knowledge and skills related to the use of technology inside and outside of the classroom. The course includes some technology training as well as methods of integrating technology into education. Candidates will be required to demonstrate ways in which technology can be used effectively in the classroom to teach a wide variety of curriculum content and to meet the needs of diverse learners. Candidates are expected meet state and national standards, demonstrating competence in the use of available resources and keeping current with the constantly changing technological environment.
|
| |
-
EDUC 416 - The Professional Educator (2)
Review of major issues related to becoming a professional educator. Students explore and reflect on expectations of, and relationships with, principals, parents, and teaching colleagues. Course also serves as a culmination of the teacher education focus on problem-based learning, including exploration of the role of facilitator in a problem-based learning classroom. Students facilitate cases with other students entering the teacher education program and design and teach an open-ended problem in a classroom. Co-reqs: EDUC 413 , EDUC 417 , and EDUC 418 .
|
| |
-
EDUC 417 - Educational Practices in Action (6)
Application of sound educational practices within clinical settings as a means to facilitate student learning. Emphasis on developing the ability of prospective teachers to become reflective decision-makers and problem-solvers in the classroom as they practice the adaptation, implementation, and assessment of lessons for children with special needs. Includes experiences in inclusive and collaborative settings and opportunities to apply problem-based learning and classroom management techniques. Co-reqs: EDUC 413 , EDUC 416 , and EDUC 418 .
|
| |
-
EDUC 418 - Collaboration in Educational Practices (4)
Study of the principles of early childhood special education and elementary collaborative teaching. Emphasis on communication and involvement with families of children with special needs, avenues by which prospective teachers can access community and family resources, and teaching strategies appropriate for meeting individual needs of children. Case studies, seminars with community and educational leaders, and technology serve as vehicles for reflection and provide opportunities to develop decision-making skills necessary to make appropriate curricular and instructional choices for children with diverse needs. Designed for prospective teachers of children from infancy through grade six. Co-reqs: EDUC 413 , EDUC 416 , and EDUC 417 .
|
| |
-
EDUC 421 - Advanced Teaching, Learning, and Planning (4)
This course is designed to advance the knowledge of pre-service teachers in instructional design and implementation. This course furthers candidate understanding of individual learners and how to select and design appropriate instruction, select and implement appropriate strategies, select appropriate resources, and synthesize this knowledge to create an instructional content unit. Candidates in this course will develop the ability to think conceptually about content and make informed decisions regarding instructional design. This course will be integrated to include university instruction and clinical experiences in the field within a variety of settings. Prereq: EDUC 321 . Co-reqs: EDUC 325 and EDUC 327 .
|
| |
-
EDUC 425 - Teaching of Reading II (3)
This course is designed for elementary and early childhood education majors interested in a P-6 teaching career. The purpose of the course is to establish a foundation of content and application relative to an arts-based P-6 curriculum emphasizing reflective decision making and integrated teaching/learning strategies. Methodologies utilized will include discussion, lecture, field experiences, case studies, problem solving sessions, projects and research. Prereq: EDUC 325 .
|
| |
-
EDUC 426 - The Professional Secondary English/Language Arts Teacher (3)
Field-based advanced preparation of secondary level language arts/English teachers as professional educators who work collaboratively with fellow teachers, principals, and supervisors within an assigned secondary level school environment in their content area. Emphasis on establishing professional habits that ensure lifelong growth as language arts/English teachers.
|
| |
-
EDUC 427 - The Professional Secondary Mathematics Teacher (3)
Field-based advanced preparation of secondary level mathematics teachers as professional educators who work collaboratively with fellow teachers, principals, and supervisors within an assigned secondary level school environment in their content area. Emphasis on establishing professional habits that ensure lifelong growth as mathematics teachers.
|
| |
-
EDUC 428 - The Professional Secondary History/Social Science Teacher (3)
Field-based advanced preparation of secondary level history/social science teachers as professional educators who work collaboratively with fellow teachers, principals, and supervisors within an assigned secondary level school environment in their content area. Emphasis on establishing professional habits that ensure lifelong growth as history/social science teachers.
|
| |
-
EDUC 429 - The Professional Secondary French/German/Spanish Teacher (3)
Field-based advanced preparation of secondary level French, German, or Spanish teachers as professional educators who work collaboratively with fellow teachers, principals, and supervisors within an assigned secondary level school environment in their content area. Emphasis on establishing professional habits that ensure lifelong growth as French, German, or Spanish teachers.
|
| |
-
EDUC 443 - Creative Classroom Materials (3)
Development of creative teaching materials that may be used in the preschool, elementary, or secondary school classroom. See advisor.
|
| |
-
EDUC 473 - Internship for K-6 Elementary Education (12)
Supervised clinical internship for prospective teachers of elementary students, grades K-6. The internship experience is designed to provide a capstone learning opportunity of approximately15 weeks for teacher education candidates in the professional semester. The internship is intended to be a full-time teaching experience. See the Teacher Education Handbook for additional information.
|
| |
-
EDUC 474 - Student Teaching in the ESEC (12)
Supervised clinical internship for prospective teachers of early childhood students, elementary students, and students with special needs in both early childhood and elementary grades. The internship experience is designed to provide a capstone learning opportunity of approximately15 weeks for teacher education candidates in the professional semester. The internship is intended to be a full-time teaching experience. See the Teacher Education Handbook for additional information.
|
| |
-
EDUC 475 - Student Teaching Grades 6-12 (12)
Supervised clinical internship for prospective teachers of middle and secondary students, grades 6-12. The internship experience is designed to provide a capstone learning opportunity of approximately15 weeks for teacher education candidates in the professional semester. The internship is intended to be a full-time teaching experience. See the Teacher Education Handbook for additional information.
|
Education - Graduate (CURR Dept) The courses listed below represent only a portion of the graduate-level education courses available. See the Department of Educational Leadership for additional courses that may apply to programs offered through the Department of Curriculum and Instruction. NOTE: Courses numbered 600 and above are open to post-master’s degree students. |
| |
-
EDUC 500 - Teaching Math in Today’s Elementary Classroom (3)
This course is designed to provide the elementary teacher opportunities to deepen math knowledge, examine effective instructional strategies, conduct action research to inform instructional decisions, and demonstrate school leadership in the area of mathematics. Candidates will gain insight into relevant mathematical concepts and principles, the impact of real-life mathematical contexts and accompanying models, and the role of choosing and developing rich mathematical tasks to develop the necessary habits of mind for mathematical success (de Lange, 2003). Offered: Spring.
|
| |
-
EDUC 501 - Assessment and Instruction for Elementary Reading/Literacy (3)
This course is designed for teachers and/or administrators seeking the master of science in education degree in elementary/early childhood education. The content focuses on critical training in diagnosing and correcting a wide range of specific and general reading disabilities. Offered: Fall.
|
| |
-
EDUC 502 - Assessment Strategies to Impact Student Achievement (3)
This course is designed to develop knowledge, skills, and essential professional dispositions necessary for teachers to understand the nature and application of assessment strategies, to create and employ valid and reliable classroom-based assessments of student learning, and to enable teachers to be effective consumers of standardized and commercially-produced assessments and assessment results. The course emphasizes the integration of assessment into the core professional responsibilities of teaching. Emphasis is placed upon accurate, systematic collection, organization, and reporting of student assessment data so that all students are given supportive feedback for academic growth. Offered: Summer.
|
| |
-
EDUC 503 - Principles and Application of Curriculum and Instruction (3)
This course presents a comprehensive overview of curricular design-principles, foundations, issues, and procedures for developing, implementing, and evaluating curriculum. Graduate candidates will determine effective strategies to plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and standards. This course will provide practical knowledge for blending content areas to maximize student learning and prepare teachers to meet the needs of all students across the curriculum. Candidates will demonstrate the ability to integrate and apply knowledge for instruction, adapt to diverse students, promote critical thinking and problem solving, and active engagement in learning. Offered: Jan Term.
|
| |
-
EDUC 504 - Teaching in the Diverse Classroom (3)
This class prepares candidates to look at the factors that make students diverse and the instructional implications for teaching them. Teachers will gain formidable skills in building their students’ resiliency, teaching to students’ learning styles, and minimizing the effects of poverty on student achievement. This course will provide candidates with realistic approaches, strategies, and practices for improving their students’ academic performance in the classroom. Teachers will come away with the ability to identify biases that affect student learning and modify their instructional practices for working with students at risk of failure including English language learners and students from poverty. Offered: Spring.
|
| |
-
EDUC 505 - Independent Study (1-3)
Individual research project carried out under the supervision of a faculty advisor. Course may be taken for 1, 2, or 3 credit hours and repeated for a maximum of 6 credit hours total. See faculty advisor for course requirements. Offered: Every semester.
|
| |
-
EDUC 506 - Teaching Thinking Skills in the Elementary Classroom (3)
This course explores the concepts, theories, and research regarding creative and critical thinking. Candidates participate in activities/experiences designed to foster understanding of creative and critical thinking skills, and methods/techniques/strategies appropriate for the development and nurturing of these skills in elementary students. “Thinking Skills” is a general term that includes a variety of cognitive thinking processes, including critical thinking and creative thinking. Critical thinking involves distinguishing valid from invalid reasoning primarily by identifying assumptions, determining their validity, seeing them from varying perspectives, and taking action based on valid reasoning. Creative thinking allows for going beyond our normal modes of thinking to generate new approaches to problem solving, to see the world from varying perspectives, and to create new/novel solutions. Offered: Summer.
|
| |
-
EDUC 507 - Inquiry-Based Instruction in the Elementary Classroom (3)
R.L. Moore’s (1996) assumption that “students learn the most when they are told the least” is the foundation for the design of this course. Candidates will be provided opportunities to deepen understanding regarding the practice of inquiry and its classroom implications and explore the meaning and importance of inquiry as it pertains to not only science and math but to all elementary content. Inquiry will be investigated as a way of “seeking truth” rather than a methodology. Offered: Summer.
|
| |
-
EDUC 508 - Concepts of Christian Education and Missions (3)
This course is designed to introduce graduate candidates to the aims, methods and principles of Christian education, with regard to teaching in the mission field: locally, nationally, and internationally. This course is designed to support the practicing teacher who desires to participate in short term missions. Offered: Summer.
|
| |
-
EDUC 509 - Advanced Techniques for the Diagnosis and Remediation of Reading Problems (3)
Designed for teachers and/or administrators seeking the master of science in education degree in elementary/early childhood education. Focus on critical training in diagnosing and correcting a wide range of specific and general reading disabilities.
|
| |
-
EDUC 510 - Instructional Adaptation for Student Diversity (3)
Exploration of current legal requirements, best practice in program delivery, and services for students with special needs. Special emphasis on attitudes, knowledge, and skills needed by regular education teachers for working effectively with special needs populations in the regular classroom.
|
| |
-
EDUC 511 - Classroom Management Techniques for the Elementary Teacher (3)
Emphasis on modern classroom discipline and management techniques.
|
| |
-
EDUC 512 - Contemporary Legal Issues for the Classroom Teacher (2-3)
Special emphasis on current legal issues that affect a variety of phases of public and private schools.
|
| |
-
EDUC 513 - Instructional Design for Optimal Student Learning (3)
Investigation of instructional planning as related to student achievement in a seminar setting.
|
| |
-
EDUC 514 - Social Dynamics and Student Learning (3)
Discussion of social issues as related to their impact on the child and the learning process.
|
| |
-
EDUC 515 - Standards-Driven Teacher Leadership (3)
Design and implementation of classroom and school improvement plans with emphasis on “best practices” for increasing student achievement in the elementary school.
|
| |
-
EDUC 516 - Instructional Design for Active Learning (3)
Discussion of current research linking active learning strategies to authentic learning and retention of knowledge. Focus on implementing active learning strategies in the classroom.
|
| |
-
EDUC 517 - Effective Curriculum Design (3)
Development of teachers who are able to make reflective decisions about the design, development, and implementation of curricula, including creation of learning environments that support learning for all students to a high degree of proficiency.
|
| |
-
EDUC 518 - Action Research: Theory and Techniques (3)
Designed to provide graduate students an opportunity to formulate a research proposal, and implement and evaluate a special research project which focuses upon improving teaching and learning in diverse early childhood and elementary classrooms.
|
| |
-
EDUC 519 - Field-Based Action Research (3)
Implementation of action research and evaluation of a special research project–based on data collected for the research proposal developed in EDUC 518 - which focuses upon improving teaching and learning in diverse early childhood and elementary classrooms. Prereq: EDUC 518 .
|
| |
-
EDUC 524 - Curriculum Design for P-12 Instructional Leaders (3)
Provides a forum where students will reflect upon the context, student, and content factors that influence curriculum design. Cross-listed with EDLD 524 . Offered: Fall, Jan Term, Spring, and Summer.
|
| |
-
EDUC 529 - Program Design for School Improvement (3)
Identification of strategies that successfully address barriers to learning, and implementation of these strategies in diverse K-12 classrooms.
|
| |
-
EDUC 531 - Child Growth and Learning within the Educational Culture (6)
Integrated course of study within historical educational periods regarding interrelationships among educational systems, developmental concerns, and the learning domain culminating in the use of a case study to help train teachers to be better problem-solvers.
|
| |
-
EDUC 532 - Early Childhood and Elementary Education Programs (6)
Emphasis on the study of exemplary early childhood and elementary programs. Examination of developmentally appropriate curricula design, implementation, and assessment for infant and toddler, preschool, kindergarten, primary and elementary programs.
|
| |
-
EDUC 533 - The Arts: Curriculum and Instruction in the Early Childhood and Elementary Grades (8)
Integrated course of study dealing with the teaching of reading, diagnosis, and remediation of reading problems, language arts, and fine arts.
|
| |
-
EDUC 534 - The Sciences: Curriculum and Instruction in the Early Childhood and Elementary Grades (6)
Integrated course of study dealing with the teaching of mathematics, natural and physical sciences, and social studies. Primary components include curriculum design, educational assessment, case studies, and media/technology.
|
| |
-
EDUC 535 - Current Issues in Education (4)
Review of emerging issues impacting schools and classrooms, and how to acquire the skills needed to participate effectively in creating an effective educational improvement. Focus on educational reform and restructuring, the impact of technological change on the classroom of the future, the impact of the standards movement on classroom instruction, dealing with controversial issues and special interest groups, reflective decision-making with a multicultural emphasis, and legal issues that affect the classroom teacher.
|
| |
-
EDUC 546 - Teaching Reading in the Content Area (3)
Overview of philosophies and methods of teaching reading skills in the middle and high school. Music education majors only. Co-req: EDUC 329
|
| |
-
EDUC 574 - Differentiating Instruction and Teaching the Gifted in the Regular Classroom (3)
Emphasis on developing differentiated curriculum and instructional strategies for meeting the needs of gifted learners in general education classrooms.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 25 |
Print this Page