Focuses on the observation and documentation process as a cycle of inquiry to make learning visible and inform curriculum development; compares methods of assessment with a focus on ecological and family-centered approaches and compares the use of observation and authentic assessment methods to curriculum-based and norm-referenced methods. Offered winter semester. Prerequisite: PSY 301 or PSY 305.
Winter 2025 - Hybrid
Prepares candidates to create and facilitate inclusive learning environments for children birth to age three. Focuses on theories of development, the importance of relationships, elements of quality programs and the use of research-based practices and embedded learning opportunities to help increase growth in cognitive, language, social emotional, and motor development. Offered winter semester. Prerequisite: PSY 301 or PSY 305.
Examines theories and methods for supporting early language and literacy for ages birth to kindergarten. Culturally and developmentally relevant assessment, curriculum, and pedagogy are emphasized. Specific attention paid to the role of oral language, developmental trajectories, and the importance of inclusive language and literacy rich environments. Offered winter semester. Prerequisite: PSY 301 or PSY 305.
Focuses on current theories and methodologies that build, develop, and sustain positive classroom learning environments and maximize productive behaviors for teaching and learning. Emphasis is on understanding personal and learning needs, structuring the environment, and recognizing and responding to children's behavior to meet learning needs. Offered fall and winter semesters. Corequisite: EDI 330.
Winter 2025 - Online
Focuses on understanding the child as a full person deserving of human rights as articulated in the UN Convention on the Rights of the Child treaty. Develops understanding of the social context, child development, needs and rights; diversity, vulnerabilities, methods, and strategies that foster social emotional, physical, and cognitive development. Part of the Human Rights Issue. Offered fall semester. Prerequisite: Junior standing.
Winter 2025 - Hybrid Spring/Summer 2025 - Online
Prepares teacher candidates to engage families in respectful, reciprocal relationships that support learning and child development. Prepares candidates to work with a variety of professionals within school and local communities. Includes field-based assignments. Offered fall. Prerequisite: PSY 301 or PSY 305.
The purpose of this course is to help participants examine theories and practices related to intercultural understanding and develop strategies to teach with a global perspective. All students will participate in a teaching abroad experience. The course aims to prepare preservice teachers in becoming culturally competent through preparation and reflection. Cross-listed with PCK 320. Offered fall and winter semester.
An introductory course for pre-service educators focusing on 7-12 classroom assessment beliefs and practices. Instruction focuses on understanding the learning theories within which the work in classroom assessment occurs, understanding and applying specific assessment methods, and communicating assessment results about 7-12 student achievement. Offered every semester. Prerequisite: Sophomore standing.
Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand.
Winter 2025 - Online Spring/Summer 2025 - Online
The directed teaching experience provides students the opportunity to implement the knowledge, skills, and best practices learned in their coursework related to teaching young children in an early childhood setting that serves infants/toddlers, preschoolers, or K-3 students. It meets the minimum requirements set by the state and accrediting agencies. Offered every semester. Prerequisites: Completion of 15 credits toward the early childhood minor. Instructor permission required.
Independent supervised research and study in special areas of education, prearranged with a faculty sponsor and approved by the director. Offered upon demand.
Theoretical background and content of curricular approaches in early childhood programs. Analysis and evaluation of early childhood curricular materials. Experience in designing and sequencing activities for young children. Offered at least once a year.
This course will include the history of education and research on the care of infants and toddlers, intervention activities for special needs, instructional strategies, developing and establishing collaborative partnerships with families, and designing and implementing developmentally appropriate environments for infants and toddlers (ages: conception through four years of age). Offered every semester.
Focuses on preventing challenging behaviors and promoting prosocial behaviors of children ages birth to five through guidance strategies, relationship and community building, and environmental supports. Reinforces the use of prevent/teach/reinforce model and explores underlying causes of challenging behaviors and strategies to help children be successful. Offered every semester.
Spring/Summer 2025 - Online
Focuses on alternative ways of approaching key issues in children's early years, including issues around play, learning, transitions to school, the impact of trauma and economic adversity, to help professionals learn how to advocate for children and families using research-based best practices in environments that may not be doing so. Offered every semester.
Study of content and instructional pedagogies used in teaching PK through grade 6 mathematics. Consideration of the principles involved in developing a developmentally appropriate mathematics program and determining quality materials for classroom use. Offered at least once a year.
Spring/Summer 2025 - Hybrid
Designed to prepare teachers to teach PK through grade 6 science to all students. Emphasizes planning and teaching science, including laboratory inquiry and hands-on activities. Integration of process and content objectives, engineering, and assessment will be addressed. Offered at least once a year.
Emphasizes instructional methods for teaching and integrating social studies, economics, history, civics, geography, and diversity in elementary and middle schools. Focus is on problem solving, critical thinking, and democratic citizenship with strategies for valuing people with differences in learning styles, race, class, culture, gender, and disability. Offered at least once a year.
This course focuses on theories of development in cognitive, social, physical, and emotional domains as they relate to the education of elementary and secondary students. Offered at least once a year.
Multiple instructional strategies appropriate for teaching and assessing middle and high school curriculum; methods for addressing individual differences, incorporating students' ideas, developing thinking and problem-solving skills, facilitating groups, promoting student responsibility and planning lessons, units, interdisciplinary activities, and experiences that foster achievement of the curriculum. Offered at least once a year.
Study of standardized and authentic assessments used in K-12 classrooms. Students will define intended learning outcomes, select and construct assessment instruments, evaluate reliability and validity of varied instruments, and understand current theory, problems, trends, and issues of assessment. Offered at least once a year.
Study of research-based methodologies related to the establishment of positive school environments that promote academic achievement for all students within a community of learners. Focus on teachers as change agents, leaders, and collaborators. Offered at least once a year.
A study of the various approaches of curriculum construction and organization in the schools. Examination of principles of curriculum improvement, change, and evaluation. Offered at least once a year.
This course prepares students to develop their rationale for differentiation by studying the history of special provisions for talent development and contemporary approaches. It addresses both the cognitive and affective needs of students. Offered at least once a year.
Study of selected topics in education. Offered upon sufficient demand.
Field-based experience designed to provide clinical experience for graduate students. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies and must be approved by the appropriate program personnel. All practica will require seminars. EDI 685A Elementary Education EDI 685B Secondary Education EDI 685C Early Childhood Education EDI 685D Educational Differentiation Candidates must apply separately to the College of Education and Community Innovation by February 15 for spring/summer, May 15 for fall semester, and September 15 for winter semester. Offered at least once a year.
The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: Completion of 27 credit hours, EDF 660, application required (application deadline: fall May 15; winter September 15; spring/summer February 15), and completion of the Responsible Conduct of Research Training within the last three years.
Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: Completion of 27 credit hours, EDF 660, application required (application deadline for fall: May 15, winter: September 15, spring/summer: February 15), and completion of the Responsible Conduct of Research Training within the last three years.
Continuation of work related to the master's project or thesis phase of the graduate student's program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years.
Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed.
