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Information and Files for Education Students, Staff, and
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Education Courses Portfolio Information and Forms (prior to ePortfolio) Portfolio Information and
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114. Foundations of Education. This course is an introduction to public education and to the profession of teaching. By focusing on the historical, philosophical, and sociological aspects of American public education, the course leads students through a reflective critique of our current educational system and the society of which it is an essential part. The two primary goals of the course are to help students to formulate their own philosophy of education and to provide students with field experiences in the local schools. The latter requires a minimum of ten hours working with a host teacher and his/her students in a nearby elementary school. Three hours. 129T. Orientation to the Teacher Education Program. This orientation program is required of all transfer and re-admit students who seek teaching licensure but who have not been admitted to level I of the Teacher Education Program. The goal is to work with those students to meet the necessary requirements for Level I and to meet some of the requirements for Level II admission. 129T students will be automatically assigned to a designated advisor in the education department. Required of all transfer students, readmit students, DAL students, licensure and/or endorsement only students, and others as required by the Education Department chair. No credit. 165. Human Growth and Development. This course explores typical and atypical growth and development of human beings from conception through adulthood, with an emphasis on birth through adolescence. Relevant research and theory concerning physical, cognitive and social development are examined, especially as they relate to educational issues. Related course topics include learning, cognition, moral development, play, the brain, parenting, identity, motor development, and personality. Cornerstone 3 only for candidates in the teacher licensure program. Three hours. 190. Art as Pedagogy. When integrated with other curriculum areas, the visual and performing arts can provide K-6 students with powerful tools for gaining knowledge and conceptual understanding, analyzing and reasoning, and expressing complex ideas and emotions. This course will focus on: a) the nature of art and its role in the K-6 curriculum; b. methods of integrating the arts with instruction in elementary (science, Mathematics, social studies, language arts/literature); and c. assessment and evaluation of student projects involving art. Cross listed as Art 190. Prerequisites: Education 114, 229. Three Hours. 219. Cooperative Education. 229/529. The Learning Process. This course is an attempt to answer the questions, “What does it mean to learn something?” and “How can we as teachers in the current environment of public education maximize learning for our students both in the classroom and beyond the classroom?” Relying on foundations and current research in educational psychology, the course will concentrate on the interrelationship of development, learning, classroom management, and assessment in the context of understanding and the learning process. Students will spend a minimum of ten hours in the local middle/secondary schools working with a host teacher and his/her students. Prerequisite: Education 114 or Education 501. Three hours. 230. Development of Language and Literacy through Literature. A survey course for prospective teachers dealing with the utilization of literacy materials. Creative drama and oral interpretation of literature will be explored as well as language and literacy acquisition theories. Students will read, explore, analyze, and implement guidelines and suggestions for using literature to enhance the language and literacy acquisition process of preschool through twelfth grade students. Prerequisites: Education 114, 165. Three hours. 231. Introduction to Early Childhood. Historical review, theoretical orientations, contemporary issues, childhood development, and an introduction to developmentally appropriate practices. Students will learn the importance of creating emotionally and physically safe environments that facilitate the developmentally appropriate guidance of young children in the areas of speech, language, cognition, socialization, and motor skills. Prerequisites: Education 114, 165. Three hours. 232M. Math Research. Students conduct an independent research project on math education for students in the elementary grades. Students work closely with the faculty supervisor in the selection of the research topic and throughout the research project. This course may be taken as part of the elementary math endorsement. Two hours. 233. Foundations of Special Education. An introductory course which includes the history, current trends and contemporary issues in special education, basic theoretical and practical approaches for the student with mild disabilities, educational alternatives, implications of federal and state statutes and related services, public policy, and the importance of the multi-disciplinary team in providing appropriate education programming. The age span covers K through twelfth grade. Prerequisite: Education 114, 165. Two hours. 235. Children within Families, Schools and the Community. Application of theories and knowledge of dynamic human roles and relationships within and between families, school, and communities, as well as family systems, cultural diversity, and factors which place families at-risk. Introduces advocacy, legislation, and public policy as they affect children and their families. Links families, based on identified needs, priorities, and concerns, with a variety of resources. Provides communication, problem solving, and help-giving skills necessary in effective collaboration with families and other professionals to support the development, learning, and well-being of children. Prerequisite: Education 114, 165. Two hours. 236. Language and Communication. This course introduces linguistic foundations of language and communication as they apply to the learning process. Students will gain knowledge about language development and acquisition, and the variations related to culture and linguistic diversity. Emphasis is on a thorough, researchbased understanding of phonology, morphology, semantics, syntax and pragmatics. Students learn ways to use the information to strengthen reading and language arts instruction. Prerequisites: Education 114, 165. Three hours. 240. Instructional Technology. This course is designed for future educators to enhance their understanding and appreciation for educational technology. The focus of this course is for all students to participate in the exploration and sampling of instructional technology. The term “technology” has many meanings, but a premise of this course is “how to use computers effectively in the classroom to enhance teaching and learning.” Students will explore, evaluate, and use technology-based materials, including: applications, computer software and associated documentation that will influence pedagogy and curriculum. Emphasis will be on demonstrating introductory knowledge, skills, competencies, and understanding of concepts related to instructional technology. Participants will develop the “art and science” of teaching with technology. Prerequisites: Education 114 and Admission to the Teacher Education Program. Three hours. 241. Field Experience in Education. Students reflect on theories of learning and reading strategies, and apply these to classroom observations and experiences. Music, physical education, some transfer students, and some students so directed by the Education Department chair are required to complete this Field Experience in Education. Prerequisite: Education 114. Three hours. 242. Elective Field Experience in Education. This field experience gives Simpson College education students the opportunity to work with teachers in classroom settings. Students will explore the teaching profession as they work with large and small groups of students, do individual tutoring, and assist the classroom teacher in a broad variety of authentic educational tasks. These activities will give Simpson students the opportunity to relate their study of human development as well as of the foundations of education, to authentic experiences in the classroom. Prerequisite: Education 114. Three hours. 290. Special Topics in Education. 300. Reading and Language Arts Education: Preschool through Middle School with Required Practicum. Integrated literacy methods course focusing on the theories, strategies, trends, materials, technologies, assessment instruments, and issues related to the instruction and development of reading, writing, speaking and listening behaviors in preschool through middle school learners. An introduction to Reading Recovery is included in the course. A practicum experience will provide opportunities to observe, assist, and facilitate literacy learning. Prerequisites: Education 114, 165, 229/509, 230. Four and one-half hours. 300P. Reading and Language Arts Education: Preschool through Middle School Practicum. 303. Science/Health Education: Preschool through Middle School with Required Practicum. A review of proficiency in content areas in science and health in addition to a study of the philosophies, methods, and materials utilized in the teaching of elementary science and health at its various levels. While the course focuses on actively experiencing “hands-on” science, it also includes a survey of recent professional literature addressing contemporary and relevant topics pertinent to science and health education. A practicum experience will provide opportunities to observe, assist, and facilitate learning in the area of science and health education. Prerequisites: Education 114, 165, 229/509. Three and one half-hours. 303P. Science/Health Education: Preschool through Middle School Practicum. 304. Math Education: Preschool through Middle School with Required Practicum. This course includes a review of proficiency in content areas in mathematics in addition to a study of the philosophies, methods, and materials utilized in the teaching of elementary mathematics at its various levels. The course includes a survey of recent professional literature addressing such topics as manipulatives, writing and math, constructivism, cooperative learning, problem solving and alternative means in learning assessment. A practicum experience will provide opportunities to observe, assist, and facilitate learning in math education. Prerequisites: Education 114, 165, 229/509. Three and one half-hours. 304P. Math Education: Preschool through Middle School Practicum. 305. Social Studies Education: Preschool through Middle School with Required Practicum. This course is based on three overarching beliefs: 1) Quality social studies instruction and learning are quite often best if integrated with other subjects and skills, e.g. language arts; 2) social studies instruction and learning are most fruitful if framed by a set of standards that amplify deep learning and essential knowledge; and 3) classroom instruction is confirmed and enhanced by real-life experiences in the classroom. Students will review key concepts in the social studies content, examine and practice strategies geared to quality social studies instruction; work with and assess social studies materials and related technology, observe and facilitate learning in a real classroom setting, and review professional literature discussing citizenship, history, geography, current events, and other social studies topics. A practicum experience will provide opportunities to observe, assist, and facilitate learning in social studies education. Prerequisites: Education 114, 165, 229/509. Three and one- half hours. 305P. Social Studies Education: Preschool through Middle School Practicum. 312/512. Education and Collaboration for Students with Special Needs. An introductory course for teacher education students to become acquainted with the characteristics of students who exhibit a wide range of special needs in the regular school classroom. This course will familiarize students with the psychological principles, legal bases, educational strategies, collaborative strategies, and community resources helpful in providing learning experiences for children with special needs. Prerequisites: Education 114, 165, 229/509. Three hours. 315/515. Assessment and Diagnosis of Reading Difficulties. This course focuses on the overall diagnostic and remediation process, with particular attention to the selection, purposes, reliability, validity, administration, interpretation, and appropriate uses of assessment instruments designed to identify preschool through middle school students who are developmentally delayed and/or who have reading disabilities. Students will learn how assessment and diagnosis provide the foundation and guidance for developing appropriate instruction in remedial reading programs. Prerequisites: Education 114, 165, 229/509. Must be taken after, or concurrent with, Education 300. Three hours. 316/516. Secondary Education. This course is designed to serve students hoping to teach at the middle and/or high school levels, focusing on strategies and concerns common to most subjects at those levels. The students will build upon, expand, and apply their understandings of cognition, communication, motivation, management, research-based teaching strategies, and assessment. It involves an extensive practicum of at least 25 hours. In that practicum students will examine and practice a variety of evidence based teaching strategies, including teaching at least one lesson; use and evaluate educational technology; and apply techniques used to assist secondary-level students read in the content areas. This course must be taken concurrently with or prior to taking a course in the Educ 340 series. Prerequisites: Education 114, 165, 229/509. Three hours. 317/517. Corrective and Remedial Reading Education. This course provides an in-depth study of assessments, methods, and materials for preschool through middle school students who are experiencing academic difficulties in the areas of reading and writing. Education 317P Corrective and Remedial Reading Tutoring must be taken concurrently with this course. Prerequisites: Education 114, 165, 229/509, 300, 315. Five hours. 317P/517P. Corrective and Remedial Reading Tutoring Lab. This course focuses on practical experiences in assessment, diagnosis, and instructional decision-making for children with academic difficulties in the areas of reading and writing. Based on informal individual assessments, tutors will plan, implement, and evaluate literacy lessons for second through fifth grade children enrolled in the Simpson Reading Club. This practicum must be taken concurrently with Education 317. Prerequisites: Education 114, 165, 229/509, 300, 315. No Credit. 318. Assessment, Diagnosis, and Programming for Students with Special Needs. A study of the appropriate use of informal and formal assessment procedures and instruments necessary to monitor the development of children and to plan and evaluate curriculum and teaching practices to best meet individuals’ needs of children. Includes the collection and use of academic and behavioral data for educational diagnosis, assessment, prescriptive programming, and evaluation of students with mild handicaps in levels K to Grade 6. Prerequisites: Education 114, 165, 229/509, 233 (or may be taken concurrently with 233 with the permission of the Special Education Coordinator). Two hours. 320. Reading and Writing in the Content Areas. A course that explores how students comprehend and learn with text and how teachers assist them in these processes. This course will provide in –depth study in critical components of the reading process related to content area reading: knowledge of text structure, the dimensions of content area vocabulary and various forms of comprehension (e.g., literal, interpretive, critical and evaluative.) Teacher-candidates will learn research-based teaching methods and technology focusing on the abilities to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum. Prerequisites: Education 114,165, 229, 300 (or concurrent), 300P. Three hours. 321/521. Human Relations in Teaching. Students will become aware of and understand the various values, life styles, history, and contributions of various identifiable subgroups in our society. They will recognize and deal with dehumanizing biases such as sexism, racism and classism among many types of prejudice, and discrimination, and become aware of the impact that such biases have on interpersonal relations. Ultimately students will translate their knowledge of human relations into attitudes, skills, and techniques that will result in effective teaching and learning experiences. Prerequisites: Education 114, 165, 229/509. Cornerstone 6 for students in the Teacher Licensure Program only. Three hours. 322. Early Childhood Programs: Development, Organization, and Supervision. Development, organization, and administration of early childhood (birth through third grade) programs including: federal and state standards, rules, and regulations; designing physical facilities based on exemplary program models; policies and procedures; child and family health and nutrition; staff and program development; budgets; and supervision and evaluation of support staff. Prerequisites: Education 114, 165, 229/509, 231. Two hours. 323. Early Childhood Curricula and Methodology. A focus on the characteristics of young children ages birth through eight years, with an emphasis on the primary years (kindergarten through 3rd grade). Students study curricula and methodology for early childhood education in the areas of language, mathematics, science, social studies, health, safety, nutrition, visual and expressive arts, social skills, and higher thinking skills within the overall context of multicultural, nonsexist, developmentally appropriate practices. Other topics include the creation of positive learning environments and classroom management with a focus on quality instruction and prevention of discipline problems. Prerequisites: Education 114, 165, 229/509, 231. Three hours. 324. Curricula and Methodology for Students with Special Needs. A K through sixth grade methods and strategies course that includes a review of numerous models for providing curricular and instructional methodologies utilized in the education of students with mild disabilities. Focuses on the planning, implementation, and continuous evaluation sequence essential to designing developmentally appropriate curricular goals, content, teaching practices, and adaptations and accommodations necessary to meet individual needs of children. Prerequisites: Education 114, 165, 229/509, and 233. Education 318 is recommended prior to 324. Three hours. 328. Classroom Management. This course is appropriate for all educators of students PK through twelfth grade who seek to understand the broad issues involved in effective classroom management. A theoretical foundation of key concepts associated with classroom management will be explored in its relationship to students’ basic personal and psychological needs. This course will cover methods for creating learning environments that facilitate positive student behavior. In addition, the course will develop skills in behavioral change strategies and individual behavior management techniques. An emphasis will be placed on working with students exhibiting special behavioral needs. Prerequisites: Education 114, 165, 229/509. Three hours. 331. Remedial Math for Elementary Students. An in-depth study of curricular models, methodology, strategies, and materials effective in the correction and remediation of math difficulties for preschool through sixth grade students. Prerequisites: Education 114, 165, 229/509, 304. Two hours. 332M. Math Practicum. The experience involves spending 30 hours in the K-6 school setting. Students will work cooperatively with an elementary level practitioner to facilitate elementary students’ mathematical development. Prerequisites: Education 114, 165, 229/509, 304. One to two hours. 341/541. Secondary Language Arts Education Seminar and Practicum. This course introduces and develops best practices in the facilitation of learners’ receptive and expressive communication skills. It builds upon and has integral links with the “Secondary Education” course. It also creates a strong awareness of the professional body standards in the discipline and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required of all students seeking secondary level endorsements in English, speech/theatre, or journalism. Prerequisites: Education 114, 165, 229/509. Must be taken after, or concurrent with, Education 316/516. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours. 342/542. Foreign Language Education Seminar and Practicum: Preschool through High School. Although this seminar is primarily an opportunity to practice successful teaching strategies, it also examines the history of foreign language in the public schools, the issue of foreign language instruction in the elementary school, and the role of instructional technology. These are examined in the context of the National Standards in Foreign Language. It also creates a strong awareness of the professional body standards in the discipline and the need and use of long range planning. An extensive practicum is included in which the student will be actively involve, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required for all students seeking preschool through high school endorsements in foreign languages. Prerequisites: Education 114, 165, 229/509. Must be taken after, or concurrent with, Education 316/516. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours. 343/543. Secondary Social Studies Education Seminar and Practicum. This course introduces and develops best practices in the facilitation of all areas of social studies taught commonly in the middle- and high schools. It builds upon national standards and emphasizes a “deep learning” approach, and the need and use of long range planning. An extensive practicum is included in which the student will be actively involve, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required for all students seeking secondary-level endorsements in the social sciences, history, and government. Students seeking an endorsement in economics may take this course or Education 346/546. Prerequisites: Education 114, 165, 229/509. Must be taken after, or concurrent with, Education 316/516. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours. 44/544. Secondary Science Education Seminar and Practicum. This seminar examines successful teaching strategies, content, curricular development, laboratory and instructional technology in the context of the National Academy of Science’s National Science Education Standards, and the need and use of long range planning. An extensive practicum is included in which the student will be actively involve, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required of all students seeking secondary level endorsements in the natural sciences. Prerequisites: Education 114, 165, 229/509. Must be taken after, or concurrent with, Education 316/516. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours. 345/545. Secondary Mathematics Education Seminar and Practicum. The focus of this seminar is on the practice of successful teaching strategies, content, curricula, and the role of instructional technology in mathematics education. These will be examined within the context of the National Council of Teachers of Mathematics’ Standards (1989) and the need and use of long range planning. An extensive practicum is included in which the student will be actively involve, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required of all students seeking secondary level endorsement in mathematics. Prerequisites: Education 114, 165, 229/509. Must be taken after, or concurrent with, Education 316/516. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours. 346/546. Secondary Business Education Seminar and Practicum. An introduction to business education content, curriculum, strategies, and methodology for the middle through high school levels. It also creates a strong awareness of the professional body standards in the discipline and the need and use of long range planning. An extensive practicum is included in which the student will be actively involved, including the teaching of at least one lesson. Students will be expected to arrange their weekly schedules to accommodate the hours required by the practicum. Required for all students seeking secondary level endorsements in any business area. Students seeking an endorsement in economics may take this course or Education 343/543. Prerequisites: Education 114, 165, 229/529. Must be taken after, or concurrent with, Education 316/516. It is strongly recommended that undergraduates take Educ 316 prior to this course. Two hours. 376. Introduction to Computer Programming Using LOGO This course introduces computer programming using the LOGO programming language, a dialect of Lisp widely used in K-12 education worldwide. LOGO, developed by Seymour Papert at MIT, is primarily used for promoting mathematical literacy and general problem solving while teaching the fundamentals of computer programming. LOGO is designed to have a “low threshold and no ceiling,” i.e., it is accessible to novices, including young children, and also supports complex explorations and sophisticated projects by experienced users at the middle and high school levels. Prerequisite: Education 304. One hour. 380. Independent Study in Education 390. Special Topics in Education. Note: Undergraduates must successfully pass C-BASE and be admitted to IB to register for 300 level education courses. Graduate Program in Secondary Education 501. Graduate Groundings in Education. This course focuses on three major areas. The first of these areas is the philosophical, sociological, historical, and legal foundations of the American schools and education system. The second is developmental psychology-particularly that of pubescence and adolescence- and associated issues such as the needs, frustrations, and problems faced by middle school and high school-aged students. The third is the methodology associated with action research as it is commonly conducted by teachers in their own classrooms. Action research is a required component of the Master’s Project that culminates the M.A.T. There is a ten-hour field experience requirement and a significant amount of discussion will be conducted electronically as well as weekly traditional class sessions and some Saturday sessions. 6 hours. 509. The Learning Process. Course on cognition and motivation as they relate to formal learning. Includes 10 hours of daytime classroom field experience. Prerequisite: Educ 501. 3 hours. 512. Education and Collaboration for Students with Special Needs. Course focuses on the characteristics and needs of students who exhibit a wide range of special needs in the regular school classroom, and strategies to meet these needs. Includes 10- hours of daytime classroom field experience. Prerequisites: Educ 501 and 509. 3 hours. 516. Secondary Education and Practicum. Course focuses on instructional strategies and techniques well supported by research in the field of middle school and secondary education. Includes 25-hours of daytime classroom field experience where the student will teach one lesson or more. Prerequisites: Educ 501 and 509. 3 hours. 521. Human Relations in Teaching. Students will become aware of and understand the various values, life styles, history, and contributions of various identifi able subgroups in our society. They will recognize and deal with dehumanizing biases against such groups, particularly in the school setting. Prerequisites: Educ 501 and 509. 3 hours. 541-546. Content-Specific Strategies and Practicum. These are a series of courses aimed at strategies specifically applied to the students’ endorsement areas and taught by master teachers of those content areas. Students pursuing additional endorsements must take all of the appropriate sections of Educ 541, 542, 543, 544, 545 and 546. Includes 25- hours of daytime classroom practicum in the school where the respective master teacher works. The student will teach one lesson or more. Prerequisites: Educ 501 and 509; Educ 516 must be taken prior to or concurrent with this course. 2 hours. 588. Student Teaching. Students will work for at least 14 weeks with a secondary or middle school teacher in the student’s major endorsement area and possibly in other endorsement areas if the student is seeking an additional endorsement. Prerequisites: Educ 501, 516, 512, 521, and one or more of the Educ 540 series. 14 or more hours, full-time. 589. Student Teaching Seminar. Students will meet to discuss topics of interest from their student teaching and to apply their previous instruction to the student teaching experience. Prerequisites: Educ 501, 516, 512, 521, and one or more of the Educ 540 series. 1 hour. 573. Masters Project. * Students will work with both Education faculty and faculty from their major subject areas to design and satisfactorily complete a project that weds content area scholarship with skills and understandings arising from pedagogical coursework. Students complete this course after they are licensed and teaching. Prerequisites: All courses leading to licensure. For MAT candidates only. 5 - 6 hours. * Note: Some students may have a major endorsement in one subject area, but gain employment in a second field endorsement. In that case, student will be required to complete their Masters Project in the subject area in which they are employed for the majority of their contact hours. For example, a person may pick a major endorsement in psychology, but also gain an additional field endorsement in economics. If that person were hired to teach economics for three periods and psychology for two, that person would need to do her or his Master’s Project in the area of economics and its pedagogy. |
