Secondary Education – Social Studies

A survey of contemporary psychology, including the topics of conditioning and learning, sensation and perception, psychophysiology, motivation and emotion, memory and cognition, development, social behavior, psychological testing, personality, psychopathology and psychotherapy. Participation in research projects or an alternative exercise is required.

Course Offered: Every Fall, Every Spring

An analysis of development throughout the life-span, with a special emphasis on various theoretical approaches to development. Designed for non-psychology majors. Students taking this course should not take PSYC 214, 216, or Prerequisite: PSYC 110.

Course Offered: Spring of every odd year

A study of the cognitive and affective dimensions of student behavior with an emphasis on the theoretical conceptions of learning which underlie education methods. Professional Education students should register for the section designated for them.

Prerequisite: PSYC 110.     Course Offered: Every Fall

Experiences in teaching in technology, with technology, and through technology by incorporating hands-on work with computers and associated peripherals, the Internet, and content software. Strategies for effective integration of technology and the security and ethical issues associated with technology are included.

Introduction to teaching as a profession with an emphasis on exploring various perspectives on education through dialogue and activities related to current issues relevant to today’s classroom teachers. Topics include teacher dispositions, challenges teachers and schools face, influence of the law on education, standards and assessment, and the global educational context. The field component involves tutoring and/or leading learning activities with children. (10 Hours Field Placement in Schools Required)

Study of teaching, focusing on classroom pedagogical and management strategies, development of objectives, and lesson planning, as well as discussion of the various roles of a teacher. Attention also given to co-teaching and collaboration. The field component involves observation and teaching experience under the guidance of a K-12 mentor teacher. There is a focus on reflections related to planning, pacing, and teaching strategies. (30 Hours Field Placement in Schools Required)

Study of English/Language Arts curriculum, incorporating specific methods to prepare students to teach secondary English/Language Arts. (40 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program.

117 Study of mathematics and science curriculum, incorporating specific methods to prepare students to teach secondary math and science. (20 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program.

Study of Social Studies curriculum incorporating specific methods to prepare students to teach secondary Social Studies. (20 Hours Field Placement in Schools Required)

Prerequisite: Admitted to Education Program

Study of the history of special education incorporating significant legislation, litigation, and trends. Important practices, including the referral process, functional behavior assessments, transition plans, 504 plans, IEPs, and the continuum of classroom services. (30 Hours Field Placement in Schools Required).

Prerequisite: Admitted to Education Program.

Overview of the characteristics and needs of exceptional and diverse learners. This course focuses on the curricular and instructional alternatives that address these needs. Emphasis will be on accommodations and modifications, data collection, assistive technology, and collaboration.

Co-requisites: In the event a teacher candidate is completing coursework leading toward a multi-categorical endorsement SPED 333C and SPED 333F are to be completed concurrently.     Prerequisite: Admitted to Education Program.

Systematic introduction to current theory, research, and practice in the integration of literacy activities across content areas. Student work in cooperative groups to design, publish, and present a unit of study (or unit plan) using literacy strategies to address and assess content standards and objectives. The course involves simulated teaching discussion, position papers, reflective papers, and peer response. (30 Hours Field Placement in Schools Required).

Prerequisite: Admitted to Education Program

Capstone activity in which students work with children in specific and assigned classes in a K-12 school in the licensure content and programmatic area(s), develop action research projects. They will prepare and present a summary of research-related activities and their results.

Prerequisite: Department approval.

Further development of knowledge and skills vital to successful teaching, examination of contemporary issues in education and development of a professional portfolio. This class is taken in conjunction with student teaching.

Corequisites: EDUC 475 and EDUC 481.     Prerequisite: Department approval.     *Satisfies EXSL Core Requirement.

Continuation of the development of the knowledge and skills needed to assess various aspects of teaching and achievement by all learners, the appropriate role of reflection and self-evaluation, the examination of research on assessment, and current reform movements. Also presented will be classroom, program, individual, formative, summative, traditional, and alternative assessment models.

Prerequisite: Senior standing.

A full semester (14 weeks) of teaching experience in specific and assigned classes in a K-12 school in the licensure content and programmatic area(s) under the direct supervision of a cooperating teacher selected by University faculty.

Prerequisite: Department approval.

This course is an introduction to selected topics in American civilization from the colonial period to 1877. The objective of the course is to provide the student with a general but comprehensive understanding of American exploration, colonization, the Independence movement, the birth of American democracy, political party development, industrialization, reform movements, sectionalism, and reconstruction.

Course Offered: Fall of every even year

This course explores the social, cultural, political, intellectual, and economic development of the United States after the Civil War. Specific topics include, but are not limited to: Reconstruction, Industrialization, Immigration, the Labor Movement, the Great Depression, World War II, the Cold War, Civil Rights, the Vietnam War era, and the Conservative Revival of the 1970s and 1980s.

Course Offered: Spring of every odd year

An introduction to the history of the institutions and people of the Appalachian mountain region from the earliest years of exploration to the present.

Course Offered: Every Fall

This course is a broad survey of European political, social, economic and cultural traditions and how those traditions have been spread throughout the world. Stress will be placed on selected problems viewed from conflicting historical interpretations. Students will use primary and secondary sources and make oral and written presentations on the problems they have studied. (only offered every other year)

Course Offered: Spring of every even year

Operations of the American government and their consequences for the population. Policies on management of the economy, defense and foreign policy, poverty, race relations. Roles of the Presidency, bureaucracy, Congress, courts. Nature of elite and mass political ideas and opinions.

A presentation of basic macroeconomic relationships. Topics emphasized are: the determination of income and employment, monetary and fiscal policies, inflation, interest rates and economic growth.

Course Offered: Every Fall, Every Spring

A presentation of basic theories of consumer behavior and of the firm. Other topics include: study of elasticity, firm and industry equilibrium under various market structures and international trade.

Prerequisite: ECON 211     Course Offered: Every Fall, Every Spring

An introduction to the global environment. Topics include world geography, comparative cultures, international conflict and economic interdependence.

Course Offered: Every Fall, Every Spring

Study of grammar and instructional strategies for teaching the conventions of language. Focus is on integrating the teaching of grammar in the context of writing activities. Students will analyze their own writing and develop instructional strategies for incorporating grammar into the K-6 curriculum. Required of all Elementary Education and secondary English majors.