|
|
|
|
|
Course Descriptions
Education (EDUC)
To view the complete schedule of courses for
each semester, go to
Cardinal Students.
EDUC 101: Introduction to Teaching
1
Credits
A one-credit course for any student interested in becoming an early childhood, elementary, or secondary school teacher, or interested in exploring courses available through the Education Studies program. Introduces students to the Catholic University Teacher Education Program's philosophy and requirements. Course content designed to help students clarify whether they have the disposition to be good teachers and want to consider teaching as a career goal.
EDUC 251: Foundations of Education
3
Credits
Introduces candidates to CUA¿s Conceptual Framework as well as to the aims, goals, and functions of schooling within the context of the philosophical, historical, and sociological bases of American education. Develops a relationship between theory and practice through interaction with the professional community and observation experiences in diverse local schools. Candidates become familiar with the multiple community agencies that impact PreK-12 student learning. Designed for Education majors: departmental consent required.
EDUC 261: Human Growth and Development
3
Credits
Introduces candidates to major concepts, principles, theories, and research related to the development of a person from the prenatal period through adulthood. Experiences with observation and other formal and informal assessment methods to learn about children¿s characteristics and needs, and the multiple influences on development and learning. Encourages dispositions characteristic of professional educators including attention to ethical standards. Designed for Education majors: departmental consent required.
EDUC 351: Teaching Early Childhood and Elementary Science, Health and Physical Education (PreK-6th Grade)
3
Credits
Introduces candidates to the theory and practice of teaching science, PE, and health in PreK-6th grade classrooms. Focuses on developing a framework for integrated planning, implementing, and evaluating science, PE, and health thematic units. Explores concept development, subject background knowledge, and teaching strategies. Introduces the appropriate national and state standards for science, health, and physical education and gives candidates an opportunity to develop educational experiences for school settings that reflect knowledge of these standards. Promotes learning activities and curricular sequences to develop positive attitudes towards science, health behaviors, safety practices, and physical fitness. Prerequisite: 251, 261, 361, 570 or permission of instructor. Concurrent: 562. Acceptance into the Teacher Education Program.
EDUC 361: Psychology of Education
3
Credits
Introduces principles of educational psychology. Compares application of knowledge of methods based on research in cognitive science with those based on principles of behaviorism. Topics include creating positive learning environments and supportive relationships for learning, increasing motivation, problem solving, assessment of student performance, and planning instruction to meet the needs of diverse learners. Candidates participate in a tutoring experience in a school as part of course requirements and use CUA¿s Conceptual Framework to reflect on their P-12 students¿ performance. Designed for Education majors: departmental consent required.
EDUC 464: Modern Japan
3
Credits
The aim of this course is to examine cultural and social change over the past one and a quarter centuries; to focus primarily upon literature and language change, cinema, and education as, simultaneously, important indicators of, and factors effecting and shaping, that change; and to explore the complex interactions between ¿traditional¿ and ¿modern¿ factors as Japan has evolved.
EDUC 498: Undergraduate Independent Study for Methods Course
3
Credits
Permission required.
EDUC 503: Human Relations and Interpersonal Communications
3
Credits
This course identifies the myriad factors that influence interpersonal communication and effective human relations. Focus on social perceptions, communicating in relationships, listening effectively, self disclosure, and managing conflict. Emphasis is directed toward communicating ion the workplace and the effect of electronically mediated communication.
EDUC 522: Race, Class, Gender and Disability in Education
3
Credits
Do schools create or perpetuate race, gender, and social class inequalities? Or do they accomplish their mandate to provide equal education for all? What is the role of schooling in relation to problems of racism, sexism, classism, and disability? Includes study of various theoretical perspectives, research, and everyday practice, with primary focus on contemporary American society. Examines methods for eliminating inequalities in schools and classrooms. Open to all upper-division undergraduates and graduate students interested in examining these issues.
EDUC 525: Psychology of Learning for Diverse Populations
3
Credits
This course focuses on behavioral and cognitive science theories of learning and how these theories apply to diverse populations. Once students have been introduced to the theories, they spend considerable time applying the theoretical constructs to problems of curriculum and instruction in school settings. These applications occur through the use of case studies of real school-age children representative of diverse populations, and students with special needs.
EDUC 530: Language and Literacy in Multicultural Contexts
3
Credits
Focuses on social, cultural, linguistic, and psychological processes in literacy, and examines problems associated with these factors in the context of American education today.
EDUC 531: Language and Literacy Development in Children with Disabilities
3
Credits
One of the most persistent characteristics of children at risk of school failure is the difficulty they experience in mastering the written and oral language skills necessary for academic success. In this course we explore multiple sources that can contribute to this difficulty with all children, including linguistic and cultural diversity and additional issues when a child has a disability. The course stresses the importance of balanced instruction that places the functions of oral and written language to represent and communicate meaning at the forefront while providing teachers with the knowledge and skills they need to facilitate children's language and literacy growth.
EDUC 532: Practicum in Modification & Adaptation of Curriculum & Instruction for Exceptional Children
3
Credits
This field experience provides an opportunity for candidates to learn to modify curricula for students in K-12 school environments using approaches and other approaches along with methods to achieve enhanced language, literacy, and overall development. Candidates will learn to plan the student¿s instruction using a personalized outcomes perspective based upon the general curriculum. The course is taught using a reflective approach to enable candidates to make critical, interpretive, and technical decisions about learning issues pertaining to students and subject matter. Consent of the instructor required.
EDUC 533: Field Experience in Assessment
3
Credits
This field experience provides an opportunity for candidates to apply assessment strategies with children and adolescents. Candidates will use a variety of assessments including diagnostic tests of children with special needs in their assigned teaching practicum. The course also offers an ecological framework for consultation as well as culturally appropriate assessment processes to enable students to be screened for formal assessment within a school setting. Collaborative, interdisciplinary assessment processes will also be used to apply concepts learned in related coursework. EDUC 635 is a prerequisite. Department Consent required.
EDUC 534: Field Experience: Collaboration, Consultation and Systems Changes
3
Credits
This field experience offers an opportunity for students to integrate core coursework for the purpose of facilitating change for children or adolescents with special needs within the school environment. Students are exposed to a number of models of collaboration, with the purpose of achieving family-centered, culturally-competent, inclusive practices, settings, and placements. The field experience also provides an environment for the student to carry out action research that is individually designed. The course aims to prepare practitioners who can be effective consultants and active change
EDUC 535: Current Trends in Ethical and Legal Issues in Special Education
3
Credits
This course provides an ethical framework in which to understand the history of efforts to educate children and youth with disabilities. The course also offers an in-depth appreciation of current laws that pertain to children who need early intervention services, special education and related services, e.g., the Individuals with Disability Education Act (IDEA) and the Americans with Disabilities Act (ADA), within the context of other Civil Rights legislation. Candidates will examine aspects of current implementation of rules and guidelines from IDEA and other pertinent laws in public and private educational contexts.
EDUC 536: Interpersonal Communication, Consultation & the Process of Change
3
Credits
A course covering intrapersonal and interpersonal issues in communication, the basics of group processes, the elements of change processes and consultation and collaboration in inclusive settings. Emphasizes the communication strategies employed by education, human resource, and therapeutic personnel. Structured experiences give candidates practice in responding in a manner that communicates respect and effects change.
EDUC 537: Introduction to Family Counseling
3
Credits
Examination of the relationship between family members and between family members and the community. Psychological and sociological aspects of family attitudes, behaviors, expectations, and values. Techniques of parent education and other counselor-family contacts.
EDUC 539: Career Development & Vocational Counseling
3
Credits
Exploration of vocational theories, occupational classification, occupational information, work requirements, placement, and employment trends, with special emphasis on multi-career development and use of the above in the counseling relationship. Emphasizes transition to work from school to work for special educators.
EDUC 541: Mental Health Principles
3
Credits
Normality, the problems of adjustment, and adjustment mechanisms. Principles of human growth and personality development. Stress and reactions to stress. Overview of therapeutic methods, personal relations, and problems encountered in developing positive environments.
EDUC 542: Principles & Practices of Counseling
3
Credits
An overview of the history of and approaches to counseling that illustrate the development of counseling services in educational agencies and mental health settings. Principles and practices employed by the counselor in the analysis of the individual and in group counseling. Personal-social, educational, and vocational information in counseling, placement counseling, referral procedures, and current counseling issues and trends. Should be taken as a prerequisite for all courses in counseling.
EDUC 546: Coping with Life Crises
3
Credits
Theories of and approaches to developmental life crises. Special attention to crisis intervention strategies and personal coping behaviors.
EDUC 553: Understanding Learning Disabilities
3
Credits
Introduction to understanding of the concept of learning disabilities from legal, historical, and cognitive-psychological perspectives. Emphasizes an understanding of cognitive, academic, and social-emotional characteristics within the context of a teaching-learning process appropriate for all children. Implications for educational planning, full inclusion, professional consultation, and parent collaboration.
EDUC 554: Instructional Design
3
Credits
An introduction to the process of instructional design. Candidates design, develop, and evaluate a set of instructional materials. Topics include needs assessment, constructing objectives, selecting instructional strategies, designing lessons, and formative and summative evaluation.
EDUC 555: Classroom Management for Regular and Special Needs Children
3
Credits
Candidates use understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Course emphasizes five principles: understanding students' psychological and learning needs; establishing positive interpersonal relations among the teacher, students, and parents; using organizational procedures which maximize on-task behavior; using instructional methods which encourage optimal learning; and using counseling and behavioral methods to examine and change behavior. Principles of formal and informal assessment are discussed. Prerequisite: 251, 261, 361. Acceptance into the Teacher Education Program. Concurrent: 561. An elective for the graduate Special Education Program.
EDUC 556: Practicum in Early Childhood / Elementary Education
3
Credits
Gives candidates additional guided experience observing and working with diverse PreK-6th grade students and their classroom teacher. Candidates create meaningful learning experiences for children. Could be required as a precondition for student teaching. Prerequisite: Permission of instructor.
EDUC 557: Advanced Practicum in Secondary Education
3
Credits
Gives candidates limited and guided experience observing and working as a classroom teacher. Could be required as a precondition for student teaching. Prerequisite: Permission of instructor.
EDUC 560: Practicum in Nonschool Educational Settings
3
Credits
Candidates spend a minimum of 150 hours per semester in a nonschool placement observing and working under the direction of the on-site supervisor to gain practical work experience and insight into the educational implications of the setting. In consultation with the program director, candidates must secure a placement site before the semester begins. Permission of the Coordinator of Education Studies required.
EDUC 561: Practicum Early Childhood/Elementary Education
1
Credits
Taken concurrently with courses in classroom management, curriculum and instruction, and children¿s literature. Candidates try out their knowledge, skills, and dispositions for teaching under the guidance of an experienced teacher. They observe and work with diverse PreK-6th grade students while collaborating with their cooperating teacher and other teacher education candidates. To provide a diversity of experiences, candidates are placed in a variety of grade levels in urban or suburban public, private, Catholic or charter schools. Using CUA¿s Conceptual Framework, candidates analyze the school ethos, the curriculum, instruction, and organizational procedures. Concurrent: 555, 570, 576.
EDUC 562: Practicum in Early Childhood/Elementary Education
1
Credits
Taken concurrently with methods courses in social studies, mathematics, science, health, and physical education. Candidates observe, tutor, and teach lessons including planning, implementing, and evaluating an interdisciplinary, thematic unit and collaborate with their cooperating teacher and their peers. Using CUA¿s Conceptual Framework candidates reflect on their diverse PreK-6th grade students¿ performance. Concurrent: 351, 571, 574, 577.
EDUC 563: Internship in Non-School Setting II
3
Credits
This course is designed for candidates wishing an additional semester in a non-school educational setting. A minimum of 150 hours is required per semester. Candidates observe and work under the direction of the on-site supervisor to gain insight into the education implications of the work experience. Candidates must consult with the program director before the semester begins. Permission of the Coordinator for Education Studies required
EDUC 564: Practicum in Secondary Education
1
Credits
First semester: 564; second semester: 565. Forty-to-fifty hour requirement observing and working in a classroom. Journal assignments based on classroom experiences. Must be taken with 586 or in the semester prior to student teaching.
EDUC 565: Practicum in Secondary Educ.
1
Credits
564 taken first semester; 565 second semester. Forty-to-fifty hour requirement observing and working in a classroom. Journal assignments based on classroom experiences. Must be taken with 586 or in the semester prior to student teaching. Students should have practicum experience at both junior and senior high school levels before student teaching.
EDUC 567: Supervised Internship & Seminar: Early Childhood
4
Credits
EDUC 567, 568 and 569, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (567 and 568) consists of a full-day, fourteen-week semester spent in an early childhood setting in an elementary school through which the candidate gains teaching knowledge and experience. For 567, candidates observe and assume limited teaching responsibility for ten weeks. For 568, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (569) involves attending a weekly seminar, completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 568: Supervised Internship & Seminar: Early Childhood
4
Credits
EDUC 597, 598 and 599, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (597 and 598) consists of a full-day, fourteen-week semester spent in a secondary school through which the candidate gains teaching knowledge and experience. For 597, candidates observe and assume limited teaching responsibility for ten weeks. For 598, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (599) involves attending a weekly seminar, completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 569: Supervised Internship & Seminar: Early Childhood
4
Credits
EDUC 597, 598 and 599, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (597 and 598) consists of a full-day, fourteen-week semester spent in a secondary school through which the candidate gains teaching knowledge and experience. For 597, candidates observe and assume limited teaching responsibility for ten weeks. For 598, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (599) involves attending a weekly seminar, completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 570: Curriculum and Instruction in Early Childhood and Elementary School
3
Credits
Explores orientations to curriculum in the elementary school and examines theoretical and practical bases of approaches to instruction. Three domains of knowledge basic to the course are: organizational, executive, and interactive functions of teaching and schools. Candidates present and continuously reexamine their beliefs about teaching while they plan and implement instruction to meet their diverse PreK-6th grade students¿ needs. As part of the teaching-learning process, candidates use assessment and reflect upon how they impact their PreK-6th grade students¿ learning. Prerequisite: 251, 261, 361. Acceptance into the Teacher Education Program. Concurrent: 561.
EDUC 571: Teaching Early Childhood & Elementary Social Studies (PreK-6th grade)
3
Credits
Acquaints candidates with the theory and practice of teaching social studies to diverse PreK-6th grade students. Opportunities to develop a framework for integrated planning, implementing, and evaluating social studies with other subject matter areas, e.g. reading. Explores concept development, content background knowledge, pedagogical content knowledge, and democratic classrooms. Introduces the appropriate national and state standards for social studies education and gives candidates an opportunity to plan educational experiences for school settings that reflect knowledge of these standards. Emphasizes use of community resources and technology. Prerequisite: 251, 261, 361, 570 or permission of instructor. Concurrent: 562. Acceptance into the Teacher Education Program.
EDUC 574: Methods and Materials in Modern Elementary Mathematics
3
Credits
Introduces candidates to the theory and practice of teaching mathematics to diverse PreK-6th grade students. Promotes content proficiency, concept development, pedagogy based on cognitive and developmental theories, and wise use of modern mathematics curriculum materials and manipulatives. Introduces the appropriate national and state standards for mathematics education and gives candidates an opportunity to plan educational experiences for school settings that reflect knowledge of these standards. For junior teacher education candidates only. Prerequisite: 251, 261, 361, 570 or permission of instructor. Concurrent: 562. Acceptance into the Teacher Education Program.
EDUC 576: Children's Literature in Curriculum
3
Credits
Introduces students to the field of children's literature. Students read and become familiar with major works in each of the genres, learn the characteristics that distinguish quality children's literature, and become familiar with reference materials that are useful for selecting literature for specific purposes. Helps students understand the way literature and children's librarians can support the school curriculum. Prerequisites: 251, 261, 361 or permission of instructor.
EDUC 577: Reading and Language Arts in the Elementary School
3
Credits
Introduces candidates to the theory and practice of teaching reading and language skills necessary in the early and elementary school years. Stresses the interrelationship between oral and written language skills and the role of literature in developing these skills. Promotes concept and skill development, pedagogy based on cognitive and developmental theories. Gives candidates an opportunity to plan educational experiences for diverse early childhood and elementary students. For junior teacher education candidates only. Prerequisite: 251, 261, 361, 555, 570 or permission of instructor. Concurrent: 562. Acceptance into the Teacher Education Program.
EDUC 578: International and Multicultural Education
3
Credits
Examines the historical, philosophical, educational, and sociological basis for the education of language minority students, including differences in learning styles. Study of crosscultural communication skills using simulation exercises.
EDUC 580: Teaching English in Secondary Schools
3
Credits
Acquaints students with issues and research in the curriculum and methods of English education. Focuses on development of strategies for guiding diverse learners in the writing process and in response to a variety of literary texts. Students develop personal philosophies of language arts instruction and link content and pedagogical knowledge in planning and implementation of lessons and in assessments of learning. Field-based practicum required.
EDUC 581: Educating Diverse Learners
3
Credits
This interactive course provides an overview of the origins of special education, the laws governing special education, and current best practices in the education of diverse learners. Diverse learners include students with disabilities, gifted and talented as well as at-risk students, and students from diverse ethnic, linguistic, and racial backgrounds. Candidates learn state-of-the-art instructional practices grounded in research enabling them to include and successfully educate all students.
EDUC 582: Reading in the Content Areas: Learning to Learn from Text
3
Credits
Focuses on theory and research related to reader-text interactions and strategies for enhancing text comprehension. Candidates consider multiple literacies and processes of reading and writing that enable learners to construct meaning from print and non-print texts. Candidates develop a unit of instruction that is responsive to learner needs in a case study approach.
EDUC 583: Models in Early Childhood Education
3
Credits
Candidates learn about the history of and current issues in early childhood education with emphasis on understanding young children¿s characteristics and needs as well as multiple interacting influences on development and learning. Candidates visit several different program models like Reggio Emilia, Head Start, Montessori, and use the CUA Conceptual Framework to reflect on and critically evaluate different curriculum options. Candidates learn about the goals and uses of assessment in each model and the role that parents and communities play in each approach. As part of an emphasis on becoming an early childhood professional, candidates develop and defend their own philosophy of teaching. Field-based placement required in conjunction with this course or permission of instructor. Prerequisites for undergraduates: 251, 261, 361, or equivalent.
EDUC 584: Curriculum and Strategies in Early Childhood Education
3
Credits
Candidates learn about content areas and instructional strategies in early childhood education including language arts, science, mathematics, community studies, art, and music. Candidates use this knowledge to design and evaluate an integrated curriculum unit that promotes positive development as well as respectful relationships with families. Candidates develop a child portfolio to practice documenting and assessing behavior and using available resources to promote supportive interactions with children and their families. Attention is given to learning a continuum of teaching strategies for developmentally effective approaches and to identifying oneself as an early childhood professional. Field-based placement required in conjunction with this course or permission of instructor. Prerequisites for undergraduates: 251, 261, 361, or equivalent.
EDUC 585: Teaching Social Studies in Secondary Schools
3
Credits
Acquaints candidates with various approaches to social studies education and the major controversies in the field. Candidates develop a philosophy of social studies education, plan instruction, and critique curriculum materials.
EDUC 586: Curriculum and Methods in Adolescent Education
3
Credits
Explores the nature of teaching and learning in secondary school settings. By focusing on the decisions and dilemmas teachers face concerning curriculum, students, and their institutional context, helps prospective teachers become competent and reflective in their professional roles. Emphasizes planning and classroom management for diverse populations. Field experience and microteaching required for prospective teachers. Prerequisites: 251, 361, and permission of instructor.
EDUC 587: Teaching Internship
4
Credits
Taken concurrently; this series involves both teaching and action research in the classroom. The teaching internship (587 and 588) consists of a full-day, fourteen-week semester spent in an early childhood, elementary, or secondary school where the intern has primary responsibility for the classroom. Teaching Internship Seminar (589) involves attending weekly seminar sessions at the university on teaching as well as completing an action research project related to the classroom experience. Only one other course may be taken with the student-teaching experience. Prerequisite: Permission of Director of Teacher Education.
EDUC 588: Teaching Internship
4
Credits
Taken concurrently; this series involves both teaching and action research in the classroom. The teaching internship (587 and 588) consists of a full-day, fourteen-week semester spent in an early childhood, elementary, or secondary school where the intern has primary responsibility for the classroom. Teaching Internship Seminar (589) involves attending weekly seminar sessions at the university on teaching as well as completing an action research project related to the classroom experience. Only one other course may be taken with the student-teaching experience. Prerequisite: Permission of Director of Teacher Education.
EDUC 589: Teaching Internship
4
Credits
Taken concurrently; this series involves both teaching and action research in the classroom. The teaching internship (587 and 588) consists of a full-day, fourteen-week semester spent in an early childhood, elementary, or secondary school where the intern has primary responsibility for the classroom. Teaching Internship Seminar (589) involves attending weekly seminar sessions at the university on teaching as well as completing an action research project related to the classroom experience. Only one other course may be taken with the student-teaching experience. Prerequisite: Permission of Director of Teacher Education.
EDUC 590: Reflective Teaching Tutorial
1
Credits
A one-credit, pass/fail course for early childhood and elementary education majors to be taken in conjunction with student teaching. Credit for this course involves successful completion of an electronic portfolio and an action research project linked to student teaching. This capstone project is designed to help candidates address most of the standards of the NAEYC and ACEI specialized professional associations as they design, implement and evaluate their efforts to positively impact the learning of children in grades PreK through 6th grade.
EDUC 591: Student Teaching and Seminar: Elementary
4
Credits
EDUC 591, 592, and 593, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (591 and 592) consists of a full-day, fourteen-week semester spent in an elementary school through which the candidate gains teaching knowledge and experience. For 591, candidates observe and assume limited teaching responsibility for 10 weeks. For 592, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (593) involves attending a weekly seminar and completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 592: Student Teaching and Seminar: Elementary
4
Credits
EDUC 591, 592, and 593, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (591 and 592) consists of a full-day, fourteen-week semester spent in an elementary school through which the candidate gains teaching knowledge and experience. For 591, candidates observe and assume limited teaching responsibility for 10 weeks. For 592, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (593) involves attending a weekly seminar and completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 593: Student Teaching and Seminar: Elementary
4
Credits
EDUC 591, 592, and 593, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (591 and 592) consists of a full-day, fourteen-week semester spent in an elementary school through which the candidate gains teaching knowledge and experience. For 591, candidates observe and assume limited teaching responsibility for 10 weeks. For 592, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (593) involves attending a weekly seminar and completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 594: Independent Study
1
Credits
Candidates pursue independent study project in their field of study or interest, with approval of adviser and instructor.
EDUC 595: Independent Study
3
Credits
Candidates pursue independent study project in their field of study or interest, with approval of adviser and instructor.
EDUC 596: Independent Study
3
Credits
Candidates pursue an independent study project in their field of study or interest, with approval of adviser and instructor.
EDUC 597: Student Teaching and Seminar: Secondary Education
4
Credits
EDUC 597, 598 and 599, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (597 and 598) consists of a full-day, fourteen-week semester spent in a secondary school through which the candidate gains teaching knowledge and experience. For 597, candidates observe and assume limited teaching responsibility for ten weeks. For 598, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (599) involves attending a weekly seminar, completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience.
EDUC 598: Student Teaching and Seminar: Secondary Education
4
Credits
EDUC 597, 598 and 599, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (597 and 598) consists of a full-day, fourteen-week semester spent in a secondary school through which the candidate gains teaching knowledge and experience. For 597, candidates observe and assume limited teaching responsibility for ten weeks. For 598, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (599) involves attending a weekly seminar, completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 599: Student Teaching and Seminar: Secondary Education
4
Credits
EDUC 597, 598 and 599, taken concurrently, involve student teaching, conducting action research in the classroom, and completing an electronic portfolio. The student teaching experience (597 and 598) consists of a full-day, fourteen-week semester spent in a secondary school through which the candidate gains teaching knowledge and experience. For 597, candidates observe and assume limited teaching responsibility for ten weeks. For 598, candidates assume full responsibility for a minimum of four weeks of the semester. Student teaching seminar (599) involves attending a weekly seminar, completing an action research project as well as an electronic portfolio designed to meet professional and departmental standards. Only one other course may be taken with the student teaching experience. Prerequisites: Successful completion of program requirements; permission of Director of Teacher Education; senior or graduate status.
EDUC 600: Supervised Teaching for Classroom Teachers
4
Credits
This course meets the requirements for supervised teaching for candidates currently teaching in K-12 classrooms. This supervised teaching experience involves (1) participation in weekly seminar for teachers/student teachers, (2) development of an action research project and electronic portfolio, (3) full-time teaching for a fourteen-week semester in the teacher¿s own classroom in an early childhood, elementary, or secondary school, (4) teaching evaluation by school personnel (two administrative observations required) and (5) supervision by university faculty (minimum two observations by a Department of Education supervisor).
EDUC 615: Governance and Community Relations
3
Credits
An analysis of the relationship between the school and the community in terms of understanding the theory and its implementation in public and nonpublic education. Attention to political dynamics, special interest agendas, and the skills for developing support for education.
EDUC 633: Introductory Statistics for the Behavioral Sciences
4
Credits
Descriptive and inferential statistics, including central tendency, variability, correlation, sampling distributions, probability hypothesis testing, one and two group tests, and an introduction to the analysis of variance. Includes a requirement in learning and using the computer program SPSS.
EDUC 635: Psychological Measurement
3
Credits
This course introduces formal and informal assessment techniques for analyzing learning and behavior in classroom contexts. Students examine basic principles of measurement, validity, reliability, and norms, and consider ethical issues in the assessment process. School aptitude and achievement tests, behavior rating scales and developmental inventories are critiqued. Applying models from educational psychology, informal procedures to analyze how students learn are introduced as are the principles and procedures to conduct functional analyses of behavior. Concurrent with EDUC 533. Department Consent required. Equivalent To: PSY 635.
EDUC 637: Curriculum and Program Evaluation
3
Credits
Lecture Introduction to evaluation models; designing and analyzing evaluation studies; overview of data gathering and assessment techniques; and discussion of problems associated with educational evaluation. Students will design a major evaluation project.
EDUC 639: Human Growth and Development
3
Credits
A consideration of the various aspects of growth and development across the life span. Special focus on development as it applies to education and schooling.
EDUC 640: Adolescent Psychology
3
Credits
The social, psychological, and physical characteristics of growth and development, with emphasis given to the particular problems and stresses involved in the transition from childhood to adulthood, and the application of research to educational settings.
EDUC 652: Psychology of Learning: Implications for Instructional Design
3
Credits
This course focuses on the basic cognitive structures and processes that underlie learning and memory. Attention is given to neurological structures and their relation to cognitive processing. Additionally, the course introduces concepts such as attention, perception, memory, thought, language, and higher level cognition (e.g., problem solving, decision making). Prerequisite: EDUC 525 or its equivalent. Permission of the instructor is required.
EDUC 668: Rdng Probs in Classroom
3
Credits
no description available
EDUC 672: Contemporary Issues in DSM-IV Diagnosis, Treatment Goals and Intervention in School Settings
3
Credits
Provides a foundation for professional involvement of teachers, administrators, and school counselors in the process of identification through the DSM-IV. Understanding of how diagnosis determines treatment plans and the appropriate interventions required by school personnel. Considers theories, models and concepts from education, mental health, medical conditions, and psychosocial and environmental factors.
EDUC 676: Lang Dev-Intervention
3
Credits
no description available
EDUC 699: Introduction to Educational Research
3
Credits
Principles of educational research and evaluation, including research methodology, methods of analyzing and evaluating research, a review of current practices in educational research, and development of research design.
EDUC 701: Philosophical Foundations of Education
3
Credits
A help to discover, formalize, and deepen the student's philosophy of education and of life, and to discern and understand the philosophy of others by studying basic principles and the relationship between philosophy and education.
EDUC 702: Advanced Foundations of Education
3
Credits
Provides graduate students an advanced analysis of the purposes, structures, and functions of American education. Promotes insight into the complex relationship between underpinning philosophies of education, the history of education, theories of education, and ensuing practice. Students develop a reflective practice perspective on the integration of theory into the context of schooling.
EDUC 704: History, Mission, and Practice of Catholic Education
3
Credits
Presents the historical context that created American Catholic education as the primary non-public school system. Considers the unique mission of the Catholic school within the Church that evolved into traditional American Catholic school culture. Describes the practices implied and used by the culture of Catholic education and schooling.
EDUC 707: Contemporary Issues in Catholic Educational Policy and Practice
3
Credits
Issues of current interest to practitioners in Catholic education are discussed. Suggested topics include teacher recruitment and retention, multiculturalism, special education, and governance. Specialists in the topic areas will present recent research and practical implementation.
EDUC 708: Education Policy Analysis
3
Credits
This course introduces students to the development, implementation, influence, and structures that shape educational policy. Students will become familiar with the history of educational policy as a feature of American local governance. This course will familiarize students with notable educational policies and assess their influence on educational practice. Contemporary educational policy will be investigated as students put analysis into practice.
EDUC 712: Fiscal Issues and Policy in Education
3
Credits
Financial issues and models with an emphasis on Catholic school administration and planning at both the school and diocesan levels. Public policy programs and issues which impact all schools with an emphasis on Catholic schools. Major educational policy issues related to the above.
EDUC 713A: Organizational Theory in Education
3
Credits
Nature of and administration within diocesan structures. Theory and practice of leadership and administration as they apply at the Diocesan level. Models for decision-making, conflict management, organizational development and team building at the system level. Examination of special topics such as urban issues, staffing, governance, and other major current issues of interest to Catholic educational leaders.
EDUC 713B: Administration of School Systems
3
Credits
Broad-based exploration of the history, nature and research base of administration, organization and leadership theories and practice as a framework for understanding educational administration at the school system level, public and private.
EDUC 714: Teaching and Learning: Focus on Religious Educ (Catechetics)
3
Credits
Examines teaching/learning issues in religious education within various contexts: catechumenate, adult education, secondary and college teaching. Introduces students to research on learning styles and effective teaching practice. Provides practical suggestions for planning, conducting, and evaluating instruction. Reinforces relationship between theory and practice through interaction with resource persons and observation experiences. Same as TRS751a.
EDUC 715: Building Faith Community
3
Credits
The course will identify the underlying theological and educational principles necessary for building a school faith community that promotes knowledge of the faith, participation in worship, moral formation and commitment to social consequences of the demands of the gospel. These principles will be drawn from official Church documents such as The Religious Dimension of Education in a Catholic School and General Directory for Catechesis.
EDUC 720: Emerging Leadership Theory
3
Credits
Substantive contributions of earlier and current authors to leadership theory. New developments in communications, decision making, conflict resolution, goal setting, and leadership research.
EDUC 723: Personnel Administration
3
Credits
Basic elements in personnel administration, including techniques of classification, recruitment, training, placement, and evaluation.
EDUC 724: Education Supervision
3
Credits
Familiarizes students with the role of supervision, collaboration, and consultation in school leadership and professional development. Emphasizes theories of planning, analysis, evaluation and the use of technology by school administrators in both private and public school systems.
EDUC 729: Administrative Internship
3
Credits
Administrative internship experience in cooperating institutions, organizations, and agencies with an educational mission. Required for student concentrating in education administration.
EDUC 730: Seminar in Education Administration
3
Credits
Overview of education administration. Administrative roles in the several categories of institutions. Theoretical and historical perspective as well as current practice.
EDUC 732: Issues in Memory and Cognition II: Complex Cognitive Processes
3
Credits
Investigates current models of memory and cognitive processes within the domain of cognitive science. Topics include knowledge representation, conceptions of working memory, neurological correlates of cognition, and applications of these topics to school learning. Prerequisite: 652
EDUC 733: Experimental Design
3
Credits
Essential characteristics of experimental design, single- and multi-factor techniques for analysis of variance and covariance, simultaneous interference procedures, and applications to problems in the behavioral sciences. Prerequisite: 633 or equivalent.
EDUC 734: Applications of Multivariate Analysis
3
Credits
Introduction to matrix theory, multivariate analysis of variance and covariance, principal components, discriminant analysis, canonical correlation, and factor analysis.
EDUC 735: Theory and Construction of Assessment Instruments
3
Credits
Theory and practice in the construction of assessment instruments. Introduction to psychometric theory, including scaling models, norm-referenced and criterion-referenced tests, item analysis, validity, and reliability.
EDUC 737: Applied Regression Analysis
3
Credits
Development of the one-predictor, two-predictor, and n-predictor models; partial and semi-partial correlations; trend analysis; polynomial regression; regression with categorical and continuous variables. Computer applications. Prerequisite: 633 or equivalent.
EDUC 751: Educational Administration Lyceum
1
Credits
This course introduces graduate students to a variety of contemporary educational policy issues through lectures, informal discussions and other demonstrations conducted by leading policy makers and educational leaders who are affiliated with national agencies in the D.C. metro area.
EDUC 759: Internship in Educational Supervision
3
Credits
Internship providing experience in supervision of student teachers. Interns visit student teachers weekly to conduct clinical supervision. In addition, the intern keeps an activity and reflection log charting the student teacher's progress and the intern's personal advancement in the role. Faculty.
EDUC 760: Internship in Educational Supervision
3
Credits
Internship providing experience in supervision of student teachers. Interns visit student teachers weekly to conduct clinical supervision. In addition, the intern keeps an activity and reflection log charting the student teacher's progress and the intern's personal advancement in the role. Faculty.
EDUC 765: Principles of Curriculum
3
Credits
An examination of selected curriculum concepts regarding philosophy and goals, objectives, learning opportunities, organization, implementation, teaching and evaluation, and their appropriate application to educational situations. Emphasis on a critical analysis of the literature in the field.
EDUC 792: Qualitative Methods in Educational Research and Evaluation
3
Credits
This course provides a working introduction to the nature of qualitative inquiry, with an emphasis on its use in educational settings. Attention is given to studying the various historical traditions that have shaped qualitative inquiry and to learning basic skills necessary for conducting qualitative research projects.
EDUC 793: Advanced Methods in Qualitative Research
3
Credits
This course provides students with the opportunity to refine concepts and skills in qualitative research through the participation in a collaborative qualitative study. In addition to the active participation in a research project, students read widely about current issues in qualitative methodology. Prerequisite: 792 or equivalent.
EDUC 828: Seminar: Administration and Organization Behavior
3
Credits
Doctoral students in Educational Administration may take up to three semesters of this seminar. Discussion considers recent theoretical developments on selected topics for qualitative and quantitative research in administration and organization behavior. Emphasis is placed on the relation of theory to doctoral dissertation proposal development. Illustrative topics include policy analysis, accreditation, leadership and change, and human resource development.
EDUC 832: Seminar: Issues in Educational Psychology
3
Credits
Considers recent theoretical developments on the topic and covers the variety of methods used in the research domain. Some discussion centers on the relationship between theoretical issues and instructional implications. Seminar topics may include spatial cognition, models of reading comprehension, learning from text, knowledge representation, conceptions of intelligence, problem solving, and skill acquisition. Prerequisites: 652, 732, 733 or instructor approval.
EDUC 833: Seminar Issues in Educational Psychology
3
Credits
Considers recent theoretical developments on the topic and covers the variety of methods used in the research domain. Some discussion centers on the relationship between theoretical issues and instructional implications. Seminar topics may include spatial cognition, models of reading comprehension, learning from text, knowledge representation, conceptions of intelligence, problem solving, and skill acquisition. Prerequisites: 652, 732, 733 or instructor approval.
EDUC 834: Seminar Issues in Educational Psychology
3
Credits
Considers recent theoretical developments on the topic and covers the variety of methods used in the research domain. Some discussion centers on the relationship between theoretical issues and instructional implications. Seminar topics may include spatial cognition, models of reading comprehension, learning from text, knowledge representation, conceptions of intelligence, problem solving, and skill acquisition. Prerequisites: 652, 732, 733 or instructor approval.
EDUC 850: Interdisciplinary Seminar on Research
3
Credits
This course is intended for Ph.D. students who have an emerging notion of an issue they wish to study as a potential dissertation topic. Some students may reach this point prior to comprehensive exams, others afterwards. The course is designed to guide students along a developmental trajectory from inception of a topic idea or question through full conception of a research proposal. Students will enter at different points and will contract for their outcome based on their entry point. This course is not designed to substitute for individual dissertation guidance. Rather it provides a forum, in which doctoral students can share ideas and familiarize themselves with issues not covered in depth in the course, Educ 699: Introduction to Educational Research and other courses in methodology.
EDUC 851: Interdisciplinary Seminar on Research
3
Credits
This course is intended for Ph.D. students who have an emerging notion of an issue they wish to study as a potential dissertation topic. Some students may reach this point prior to comprehensive exams, others afterwards. The course is designed to guide students along a developmental trajectory from inception of a topic idea or question through full conception of a research proposal. Students will enter at different points and will contract for their outcome based on their entry point. This course is not designed to substitute for individual dissertation guidance. Rather it provides a forum, in which doctoral students can share ideas and familiarize themselves with issues not covered in depth in the course, Educ 699: Introduction to Educational Research and other courses in methodology.
EDUC 860: Seminar: Research on Catholic Schools
3
Credits
Inquiry into problems and issues related to Catholic elementary and secondary schools. Discussion of major research studies concerning Catholic schools.
EDUC 890: Independent Study
2
Credits
no description available
EDUC 891: Independent Study
1
Credits
Students may contract with a member of the faculty to pursue an independent study project in their field of study or interest.
EDUC 892: Independent Study
1
Credits
Students may contract with a member of the faculty to pursue an independent study project in their field of study or interest.
EDUC 893: Independent Study
3
Credits
Students may contract with a member of the faculty to pursue an independent study project in their field of study or interest.
EDUC 894: Independent Study
3
Credits
Students may contract with a member of the faculty to pursue an independent study project in their field of study or interest.
EDUC 926: Directed Study in Research
3
Credits
Mentoring approach to individual and group research in administration and organization behavior. Proposal development as goal-oriented research design; related aspects of measurement, evaluation, and accountability.
EDUC 993: Directed Research
3
Credits
Faculty.
EDUC 994: Directed Research
3
Credits
Faculty.
EDUC 995: Master's Thesis Guidance
0
Credits
no description available
EDUC 996: Master's Thesis Guidance
0
Credits
no description available
EDUC 997: Doctoral Dissertation Guidance
0
Credits
no description available
EDUC 998: Doctoral Dissertation Guidance
0
Credits
no description available
|
|
