/ School of Arts & Sciences / Department of Education /

Course Descriptions

Courses in the B.A. in Education

EDU201 / Fundamentals of Education [3-0, 3 cr.]

This course is an introduction to the field of education providing a comprehensive examination of the historical, philosophical, and social foundations of education. It discusses characteristics of effective educational institutions as well as trends in education and their impact on society.

EDU203 / Reading across the Curriculum [3-0, 3 cr.]

This course provides prospective teachers with research-based reading comprehension strategies applicable to grades K to 6 in language and content areas. Modern trends and issues in the teaching of reading are examined with emphasis on practical work to acquaint students with the processes of reading and to improve their competency in this field.

EDU204 / Educational Psychology [3-0, 3 cr.]

This course is an introduction to the field of educational psychology, addressing the psychological foundations of pedagogy. Topics include intelligence, memory, knowledge representation, cognitive and social development, learning, motivation and their educational implications.

EDU205 / Safety and Health [3 – 0. 3 cr.]

This course covers the developmental needs of children from birth to 8 years of age. Students learn to ensure the safety and health of children in early childhood programs, and to establish developmentally appropriate learning environments for young children. Students examine opportunities of ongoing professional development for teachers and caregivers of young children. This course also discusses policy issues in safety and health and their implications on children’s well-being.

EDU208 / Teaching Diverse Learners [3-0, 3 cr.]

This course is a study of diversity in learning and its implications for inclusive teaching practices. Specific emphasis will be on student learning styles and modalities; exceptionalities, such as learning disabilities, giftedness, and emotional and behavioral problems, gender equity, and the challenges of teaching non-native speakers of the language of instruction.

EDU209 / English for Elementary Teachers

This course addresses the content required to teach English in the elementary grades (1-3). It emphasizes the development of the English content present in the 1-3 curriculum and on deepening the content knowledge of future teachers.

EDU211 / Math for Elementary Teachers [3-0, 3 cr.]

This course addresses the content required to teach math in the elementary grades with focus on the first cycle. It emphasizes the development of conceptual understanding of the mathematics content present in the curriculum and on deepening the pedagogical content knowledge of future teachers. Topics include problem solving, reasoning, number, and numeration, operations, geometry and fractions and early concepts of measurement, probability and statistics.

EDU300 / Practicum 1: Early Childhood [3-0, 3 cr.]

This course has two components, a seminar and a field practicum. It is designed to provide prospective teachers with opportunities to study under the auspices of experienced cooperating teachers at the early years level. This initial experience requires students to develop and demonstrate competence in focused observation, instructional planning, classroom teaching, and other collaborative and professional practices meeting the needs of a diverse student population. A minimum of 60 hours practicum is required.

Note: To be placed in schools, students must have a cumulative GPA in major courses that meet graduation requirements.

EDU301 / School Counseling [3-0, 3 cr.]

It is a study of the principles of the theory and practice of guidance and counseling. Emphasis is on intervention techniques that assist educators in dealing with a range of educational, personal and vocational issues and concerns at school.

Prerequisites: PSY 201 or PSY 202 or with special permission.

EDU302 / Practicum 1: Elementary [3-0, 3 cr.]

This course has two components, a seminar and a field practicum. It is designed to provide prospective teachers with opportunities to study under the auspices of experienced cooperating teachers at the elementary level. This initial experience requires students to engage in focused observation of classroom practices, instructional planning, classroom teaching, and other collaborative and professional practices while meeting the needs of a diverse student population. A minimum of 60 hours practicum is required. Note: To be placed in schools, students must have a cumulative GPA in major courses that meet graduation requirements.

EDU308 / Multilingualism in the Classroom [3-0, 3 cr.]

This course is designed to provide prospective teachers with an awareness of diversity in students’ language backgrounds in particular the common phenomena of multilingualism in modern societies. Challenges of teaching students from diverse linguistic backgrounds are addressed.

EDU310 / Computers in Education [3-0, 3 cr.]

This course is designed to provide prospective teachers with broad knowledge and practical skills in various instructional applications of computers and related educational theories. Topics include productivity tools for teachers as well as the evaluation, selection, and integration of educational software and Web resources in teaching and learning.

EDU330 / Management of Learning Environments [3-0, 3 cr.]

This course provides prospective teachers with the current thinking on managing learning environments. Emphasis is given to grounding the management of student and group behavior in sound instructional decisions and selection of materials.

EDU332 / Educational Assessment [3-0, 3 cr.]

This course is designed to develop the conceptual and technical skills required by teachers to help them identify their educational goals and implement meaningful instructional strategies for effective teaching and learning. The course will specifically outline procedures for designing, selecting, administering and interpreting, a variety of assessment measures used in the k-12 classrooms.

EDU342 / Pedagogical Content Knowledge/Math [3-0, 3 cr.]

This course addresses the knowledge and skills required to teach math in the upper elementary grades. It emphasizes the development of conceptual understanding of the mathematics content present in grades 1-6 curriculum and aims at deepening the pedagogical content knowledge of future teachers. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU343 / Pedagogical Content Knowledge/Science [3-0, 3 cr.]

This course aims to develop student understanding of key scientific concepts, the skills of scientific thinking and understanding of the nature of science required to teach science in the elementary grades (1-6). The course also introduces students to the goals of elementary science education, typical scientific misconceptions present among elementary grade students and how to approach the teaching of science as inquiry. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU340 / Literacy for Early Years [3-0, 3 cr.]

This course provides prospective E.C.E. teachers with a foundational knowledge-base about children’s literacy development. Students learn to observe and assess children’s reading abilities and develop a repertoire of teaching strategies that reflect a balanced approach to literacy instruction. This course involves planning, implementing and evaluating experiences for children (ages 3-6) and assesses the role of specific content in teaching and learning in a variety of settings. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU341 / Numeracy for Early Years [3-0, 3 cr.]

This course provides prospective E.C.E. teachers with a foundational knowledge-base about children’s numeracy emergence and development. Students learn to observe and assess children’s numeracy concepts and develop a repertoire of teaching strategies that reflect a balanced approach to numeracy instruction. This course involves planning, implementing and evaluating experiences for children (ages 3-6) and assesses the role of specific content in teaching and learning in a variety of settings. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU344 Pedagogical Content Knowledge/English [3-0, 3 cr.]

This course addresses the knowledge and skills required to teach English in the elementary grades (4-6). It emphasizes the development of the English content present in grades 4 to 6 curriculum and on deepening the content knowledge of future teachers. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU345 / Pedagogical Content Knowledge/Social Studies 1 [3-0, 3 cr.]

This course examines school curricula in social studies for grades 1-6. Students will explore the content of history, geography and civics and compare this to national and international standards set for the subject and specific grade levels. Special emphasis is given to values and character education. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU348 / Performing Arts for Children [3-0, 3 cr.]

This course is designed to introduce the performing arts to early childhood prospective teachers. It explores the development of creativity in young children and creative expression through art, music, dramatic play and movement. It allows prospective teachers to gain the necessary knowledge and skills to plan and implement age appropriate activities for young children. A practicum component of 15 hours is required.

Prerequisite: Junior standing

EDU420 / Practicum II (E.C.E.) [3-0, 3 cr.]

This course provides the chance of being responsible for guiding the learning of students in the classrooms to which they have been assigned under the competent supervision of a mentor teacher at the preschool level. The student is expected to assume the responsibility and perform the duties of a classroom teacher. A seminar is held on campus weekly whereby current issues experienced by students in their practice are discussed. A practicum component of 60 hours is required.

Prerequisite: Senior standing

EDU424 / Practicum II (Elementary Homeroom Teaching) [3-0, 3 cr.]

This course provides the chance of being responsible for guiding the learning of students in the classrooms to which they have been assigned under the competent supervision of a mentor teacher at the elementary level. The student is expected to assume the responsibility and perform the duties of a classroom teacher. A seminar is held on campus weekly whereby current issues experienced by students in their practice are discussed. A practicum component of 60 hours is required.

Prerequisite: Senior standing

EDU499 / Senior Study in Education [3-0, 3 cr.]

This course engages prospective students with education as a field of inquiry. It encourages prospective teachers to become researcher practitioners. Students conduct a capstone project where they combine research skills with instructional practice.

Prerequisite: Senior standing

Courses in the Teaching Diploma (TD) Program

EDU204 / Educational Psychology [3-0, 3 cr.]

EDU310 / Computers in Education [3-0, 3 cr.]

EDU330 / Management of Learning Environments [3-0, 3 cr.]

EDU332 / Educational Assessment [3-0, 3 cr.]

This course is designed to develop the conceptual and technical skills required by teachers to help them identify their educational goals and implement meaningful instructional strategies for effective teaching and learning. The course will specifically outline procedures for designing, selecting, administering and interpreting a variety of assessment measures used in the K-12 classrooms.

EDU450 / Educational Development Seminar [3-0, 3 cr.]

This course examines the field of education through exposure to the nature of education-related work in various civil society organizations, including NGOs, UN organizations and governmental initiatives. This course also considers various areas of public policy that impact the education sector at different levels. The seminar will host several guest lecturers from diverse professions in education to provide students with wider exposure and knowledge base about different topics of interest in the field.

EDU460 / Internship 1 [1-2, 3 cr.]

This is the first segment of a 9-credit internship as part of the TD-option2 course fulfillment. This internship allows students to work in and learn more about working with infants, children and families in a diverse set of professional contexts. The internship will allow students to get hands-on and in-depth understanding of growth, change and development of children and families within a multi-contextual and family systems approach. Field internship locations are assigned by the Program Coordinator, in collaboration with relevant faculty, based upon the best possible match between the internship platform and students’ needs and interests.

EDU461 / Internship 2 [1-5, 6 cr.]

This is a continuation of the Internship 1 course. This course gives interns an additional opportunity for learning as they work with issues involved in the field of education in a variety of contexts with direct supervision. This segment allows interns additional time to help discover and develop critical thinking skills, and implications of the work being done in the education sector as a whole while growing confidence and gaining valuable experience. The emphasis is on gaining expertise through practical professional involvement.

EDU600 / Seminar in Teaching and Learning [3-0, 3 cr.]

This course introduces students to big ideas in teaching and learning through seminal and classic texts. Emphasis is given to various theories of teaching and learning. The course is run as a seminar where reading, discussion and written reflection on the writings of prominent theorists are the adopted modes of learning.

EDU610 / Advanced Topics in Education [3-0, 3 cr.]

This course addresses topics of current concern in education at an advanced level. The topics can be different on different occasions when the course is taught. Regardless of topic, students will be engaged through the topic’s theoretical underpinnings and the relevant empirical research. Advanced academic literacy skills are emphasized.

EDU611 / Teaching of Arabic (Intermediate and Secondary) [3-0, 3 cr.]

This course addresses the knowledge and skills needed to teach Arabic at the intermediate and secondary levels. Students are introduced to the teaching of Arabic, the goals of intermediate and secondary Arabic language education and the organization of curricula. In addition, students begin to develop the skills of lesson planning, appropriate methods selection, instructional strategies, application and assessment of students’ Arabic language learning. A practicum component of 15 hours is required.