2016-2017 Academic Catalog 
    
    May 28, 2020  
2016-2017 Academic Catalog [Archived Catalog]

Courses


Undergraduate Prerequisites Course Numbering
A “C-” or higher is required in all prerequisite courses 100-299 - Lower division undergraduate
  300-499 - Upper division undergraduate
  500-699 - Graduate
Search Tip 700-799 - Doctoral
Use the asterisk (*) key as a wild card.
Example: Select “Prefix” NURS and enter 6* in the “Code or Number” field to return all Nursing courses at the 600 level.

 

 
  
  •  

    EDUC 305 - Middle Level Practicum Mathematics


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-336

    In conjunction with the special methods class in mathematics, students participate in a practicum in a middle level setting that allows them to plan, implement and evaluate instruction consistent with what is being learned in the methods class.
  
  •  

    EDUC 306 - Middle Level Practicum Eng/Lang Arts


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-374

    In conjunction with the special methods class in English/language arts, students participate in a practicum in a middle level setting that allows them to plan, implement and evaluate instruction consistent with what is being learned in the methods class.
  
  •  

    EDUC 309 - Child Development and Learning


    Credits: Three (3)
    Corequisite: EDUC-200 and EDUC-201

    This course focuses on developmental theories, types of research used in developmental studies, observation and analysis of behavior, the different aspects of development (e.g.: cognitive, physical, moral and social) and application of the content to the real world.Additionally, while much of the material will be academic in nature, students will be encouraged to utilize the content to examine personal perspectives, the perspectives of others in the class and societal perspectives as a means to integrate theory with real life.
  
  •  

    EDUC 310 - Adolescent Development and Learning


    Credits: Three (3)
    This course explores adolescent development and how adolescents relate to instruction. Theory analysis, class presentations and a case study will challengestudents to develop their own understanding of how dimensions of developmental growth affect classroom learning. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment.
  
  •  

    EDUC 313 - Adolescent Development and Learning


    Credits: 3
    Credits: Three (3)
    This course explores adolescent development and how adolescents relate to instruction. Theory analysis, class presentations and a case study will challenge students to develop their own understanding of how dimensions of developmental growth affect classroom learning. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment. 
    Cross-listed: EDUC 513
  
  •  

    EDUC 315 - Educational Developmental Psychology: Learning and Management


    Credits: 3
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 331/531 and EDUC 330 or EDUC 321/521 and EDUC 320

    This course focuses on what we know about how human beings learn and grow and the implications of that for classroom content instruction and management practices. Using classroom observations and inquiries as a foundation, students will demonstrate an ability to appropriately apply theoretical frameworks from brain science, cognitive science, and psychology to their work in the elementary and secondary classroom.
    Cross-listed: EDUC 515
  
  •  

    EDUC 320 - Practicum in Literacy Across the Academic Disciplines


    Credits: 2
    Corequisite: EDUC 321/521

    This practicum experience coincides with EDUC 321 Literacy Across the Academic Disciplines. Teacher candidates are assigned to a practicum placement in middle or high school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the EDUC 321 professor to apply learning from that class to the real-world classroom setting.
    Cross-listed: EDUC 521
  
  •  

    EDUC 321 - Literacy Across Academic Disciplines


    Credits: 3
    Prerequisite: EDUC 200
    EDUC 201

    Students will learn strategies for helping K-12 students become independent readers and writers.  This course emphasizes the application of vocabulary, comprehension, and writing strategies in various content areas (e.g. mathematics, social studies, science, art, and English).  There also is emphasis on applying these strategies to thematic units incorporating technology. 
    Cross-listed: EDUC 521
  
  •  

    EDUC 323 - Early Childhood Development


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-203

    Students will focus on the typical developmental milestones of young children, including how and why children behave and their level of functioning. Observations, skill development and application of information from previous coursework also will be a part of this course.
  
  •  

    EDUC 326 - Special Studies


    Credits: One (1) to Three (3)
  
  •  

    EDUC 328 - Literacy Development


    Credits: Three (3)
    Prerequisite: EDUC-380
    Corequisite: EDUC-384

    This course explores young children’s literacy development, investigating how children learn to read and write. Literacy is examined as a multidimensional complex activity with social, linguistic and psychological aspects. Students learn how young children acquire language including acquisition of non-standard English and English as a second language. Language samples of young children are obtained and analyzed.
  
  •  

    EDUC 330 - Practicum in Reading Methods I: Elementary


    Credits: 2
    Corequisite: EDUC 331/531 Reading Methods I

    This practicum experience coincides with Reading Methods I and is generally taken during the fall semester of the junior year. Teacher candidates are assigned to a practicum placement in an elementary school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the Reading Methods I professor to apply learning from that class to the real-world classroom setting.
  
  •  

    EDUC 331 - Reading Methods I


    Credits: Three (3)
    This course involves students in a study of the contemporary concepts of teaching reading at the elementary level. Students discuss and examine concepts such as literacy research, Common Core’s influence on English Language Arts instruction, current trends in reading instruction, and strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness.  Students will also gain a general overview of writing genres, the writing process and writing traits.  This course promotes a balanced approach to literacy.
    Cross-listed: EDUC 531
  
  •  

    EDUC 333 - Integrating the Arts


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-385

    This course is designed to provide methods for the early childhood, elementary and middle school teachers to integrate the Arts (visual, movement, drama, music and physical activities) into the regular classroom disciplines.
  
  •  

    EDUC 335 - Health Of The Child


    Credits: Three (3)
    Prerequisite: EDUC-200
    This course explores data and best practice recommendations for teaching health in schools. Students complete health-related observations of classroom and school, and a comprehensive school/community health survey. Emergency procedures as well as ethical decisions teachers face are addressed.
    Cross-listed: EDUC-535
  
  •  

    EDUC 336 - Math Methods II


    Credits: Three (3)
    Prerequisite: EDUC-236
    Corequisite: EEDUC-305 or EDUC-341

    Following the recommendations of the National Council of Teachers of Mathematics, this methods course emphasizes the math strands of data analysis, geometry and measurement, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary and middle school education majors, continued instruction in lesson planning, differentiation, classroom management, and portfolio work will be included.
  
  •  

    EDUC 338 - Teaching Science: Elem/Middle


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-303 or EDUC-371

    This course uses experiential methods, readings, and class discussions to introduce students to best practices for teaching science to children. Students keep a science journal, conduct an open-inquiry, and master 5Es and learning-cycle lesson models and questioning strategies that support the learning of science concepts through scientific inquiry. The course emphasizes student thinking, inductive lesson design, and student work analysis for quality science instruction in elementary and middle-school classrooms.
  
  •  

    EDUC 339 - Teaching Social Studies: Elem/Middle


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-304 or EDUC-385

    This course provides the prospective elementary and middle school teacher with an understanding of the social studies curriculum in the elementary and middle school along with various models and skills for teaching that curriculum. Special attention is given to the place of geography, economics and culture in the social studies curriculum.
  
  •  

    EDUC 340 - Practicum in Reading/Writing Middle School


    Credits: Two (2)
    Prerequisite: EDUC-200
    This experience in the schools requires that prospective middle level candidates develop key beginning skills in the teaching/ learning processes with special emphasis given to the role of reading and writing as learning tools. Students will prepare, teach and reflect upon lessons in their content areas which incorporate these tools for learning.
  
  •  

    EDUC 341 - Practicum


    Credits: Two (2)
    Prerequisite: EDUC-200
    This experience in the schools offers the teacher education student the opportunity to apply models and strategies learned in a K-12 classroom, reflect upon their effectiveness in meeting the learning needs of children and begin the development of one’s teaching repertoire.
  
  •  

    EDUC 342 - Practicum in Teaching Art: K-12


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-343

    This field experience course requires that prospective art teachers develop key beginning skills in the teaching/learning processes. Candidates will prepare, teach and reflect upon the art lessons using the strategies they are learning concurrently in EDUC 343.
  
  •  

    EDUC 343 - Teaching Art: K-12


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-342

    Prospective art teachers study the principles and techniques of teaching art in the K-12 classroom. The art curriculum K-12 and how it serves the needs of the student is a second focus of the course.
  
  •  

    EDUC 350 - Practicum in Reading Methods II


    Credits: 2
    Corequisite: EDUC 351/551 Reading Methods II - Elementary

    This practicum experience coincides with Reading Methods II, and is usually taken during the spring semester of the junior year. Teacher candidates typically continue in their assigned practicum placement  from the fall semester, working in their assigned school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of increasingly rigorous practice teaching experiences under the direction of the Reading Methods II professor to apply learning from that class in the field.
  
  •  

    EDUC 351 - Reading Methods II: Elementary


    Credits: 3
    Prerequisite: EDUC 331/531
    Credits: Three (3)
    Prerequisite: EDUC-331/351
    This course delves more deeply into the study of the contemporary concepts of teaching reading at the elementary level. Students build upon what they have learned in EDUC 331/531 to discover how to diagnose and address specific issues cause students to struggle with reading. They learn how to use formative and summative assessments effectively to plan for and deliver instruction that enhances the success of all students.
    Cross-listed: EDUC 551
  
  •  

    EDUC 352 - Educ/Psych of Exceptional Children


    Credits: Three (3)
    Prerequisite: EDUC-200
    This course is a survey of the various characteristics that differentiate the child labeled as exceptional. Students look at the effect of these differences upon a child’s physical, social, emotional and cognitive development, as well as methods for accommodating those differences.
    Note: This course is required for all Missouri certificates.
  
  •  

    EDUC 355 - Theory and Practice In Coaching


    Credits: Three (3)
    The study of principles and concepts in coaching. Sport philosophy, motivation, sport management, budget management, and pedagogy will be discussed and analyzed throughout the course. Emphasis will be placed on fundamental instruction, practice organization, communication, and understanding the problems/issues associated with coaching. Students will develop a coaching portfolio that contains the content and methodology to develop the physical, intellectual, and affective skills of athletes.
  
  •  

    EDUC 359 - Coaching Practicum


    Credits: Three (3)
    Prerequisite: EDUC-250 and EDUC-355
    This practicum provides students with the opportunity to apply the theories and practices of coaching at various educational levels.Students will complete 90 hours of active participation in coaching under the guidance and supervision of an approved coach.Students will maintain a log throughout the practicum, and will prepare a coaching portfolio documenting activities, learning, and overall experience.
  
  •  

    EDUC 360 - Practicum in Instructional Interventions in Reading: Secondary


    Credits: 2
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 361/561

    This practicum is designed to facilitate development and application of the pedagogical, research-based instructional interventions learned in EDUC 361/561; these interventions emphasize and support students with reading deficits at the middle and high school level.  Field experiences increase candidates’ ability to observe experienced teachers as they teach and students as they learn.
  
  •  

    EDUC 361 - Instructional Interventions in Reading: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-200
    EDUC 201

    Corequisite: EDUC 360

    Students will analyze common characteristics of students with reading deficits at the middle and high school level.  There is an emphasis on the structure, purpose, and core characteristics of the RTI model.  Candidates will explore examples of core and strategic instructional interventions for reading (Tier I, II).  Candidates will also study strategies for developing partnerships with specialists in the school setting who assist students with intensive (Tier III) intervention needs. 
    Cross-listed: EDUC 561
  
  •  

    EDUC 362 - Middle School Child, Curriculum and Instruction


    Credits: Three (3)
    Prerequisite: EDUC-361
    This course will assist beginning middle level teacher candidates to apply their understanding of diverse methods of providing relevant, challenging integrative and exploratory curriculum to the ways in which culturally diverse early adolescents learn. The integration of a variety of assessment strategies to curriculum and instruction are studied and practiced. Teacher candidates will study and apply different models of instructional unit design, as related to national content and process standards. The application of appropriate technology to instruction and assessment is studied and discussed.
  
  •  

    EDUC 363 - The Middle School Teacher


    Credits: Three (3)
    Prerequisite: EDUC-362
    This course expands teacher candidates’ understanding of their essential role in meeting the developing intellectual, social-emotional and physical needs of culturally diverse early adolescents. It offers many opportunities for pre-service middle level teacher candidates to examine their personal belief system and educational philosophy as they relate to the education of early adolescents.
  
  •  

    EDUC 371 - Special Methods Practicum


    Credits: Two (2)
    Prerequisite: EDUC-341
    Corequisite: EDUC-371P

    This course must be taken concurrently with EDUC 338, 380, 335. Students plan, implement and evaluate lessons related to special methods coursework in early childhood and elementary education settings.
  
  •  

    EDUC 372 - Emergent Mathematics


    Credits: Two (2)
    Prerequisite: EDUC-200
    This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts.
    Cross-listed: EDUC 572
  
  •  

    EDUC 374 - Language Arts Methods


    Credits: Three (3)
    Prerequisite: EDUC-200
    Students learn the methods, materials and content for teaching language arts in the elementary and middle schools. The writing process, the use of technology in language arts, and the integration of literature are explored.
  
  •  

    EDUC 380 - Teaching Reading: Elem/Middle


    Credits: Three (3)
    Prerequisite: EDUC-341
    This course involves students in a study of the contemporary concepts of teaching reading at the elementary and middle level. Students discuss and examine concepts such as readiness, developmental reading, individualized differences, reading for enjoyment and assessment of literacy in the school and home settings. A balanced approach to literacy includes instruction in phonics.
  
  •  

    EDUC 381 - Alternative Reading Methods


    Credits: Three (3)
    Prerequisite: EDUC-380
    This course emphasizes alternatives to the direct model for teaching reading/language arts (e.g., a collaborative model). Students learn to organize a literacy environment which meets the needs of children with various abilities and experiential backgrounds while integrating the teaching of reading within integrated content area unit plans.
  
  •  

    EDUC 383 - Reading/Writing in the Content Areas


    Credits: Three (3) to Four (4)
    Prerequisite: EDUC-200
    Students learn strategies for helping K-12 students become independent readers and writers. This course emphasizes the application of vocabulary, comprehension, study and writing strategies in various content areas (e.g., mathematics, social studies, science, art and English). There also is emphasis on applying these strategies to thematic units.
  
  •  

    EDUC 384 - Practicum in Reading


    Credits: Two (2)
    Prerequisite: EDUC-371
    Corequisite: EDUC-384P and EDUC-374

    This course is to be taken concurrently with EDUC 381. Students must spend 60 hours in a school working in the reading/language arts area, where they teach and assess their reading/language arts lessons in cooperation with the regular classroom teacher and the college supervisor. Lessons emphasize application of strategies presented in EDUC 381.
  
  •  

    EDUC 385 - Practicum in Arts/Social Studies


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-333

    In conjunction with the special methods classes in Social Studies and the Arts, students participate in a practicum in an elementary/middle level setting that allows them to plan, implement and evaluate instruction consistent with what is being learned in the methods class.
  
  •  

    EDUC 390 - Children’s Literature


    Credits: Three (3)
    This course includes reading, discussion and critical analysis of literature for children and adolescents. Principles of selection and adaptation to the needs of the child are included. A heavy emphasis is placed upon the study of literature that represents culturally diverse points of view.
  
  •  

    EDUC 399 - August Experience


    Credits: Zero (0)
    Prerequisite: EDUC-200
    This fall field experience is required of all approved spring student teachers. The course allows students to experience the planning and community building facilitated by the teacher at the beginning of the school year.
  
  •  

    EDUC 400 - Student Teaching:


    Credits: 10
    Prerequisite: EDUC-200
    Corequisite: EDUC-404

    Students engage in observation, collaborative planning, co-teaching, and teaching at the appropriate level for a full semester. Student teachers are required to attend a problem-oriented seminar during the student teaching semester. Students also complete the state-required performance assessment tasks (MoPTA) during the student teaching experience.
  
  •  

    EDUC 402 - Student Teaching: K-12


    Credits: Five (5) to Ten (10)
    Prerequisite: EDUC-200
    Corequisite: EDUC-404

    Students engage in observation and teaching at the appropriate level. Student teachers are required to attend a problem-oriented seminar during the student teaching semester. Students should apply in February prior to the academic year they plan to student teach.
    Note: A fee is charged for student teaching.
  
  •  

    EDUC 403 - Student Teaching: Early Childhood


    Credits: Five (5) to Ten (10)
    Prerequisite: EDUC-200
    Corequisite: EDUC-404

    Students engage in observation and teaching at the appropriate level. Student teachers are required to attend a problem-oriented seminar during the student teaching semester. Students should apply in February prior to the academic year they plan to student teach.
    Note: A fee is charged for student teaching.
  
  •  

    EDUC 404 - Student Teacher: Professional Seminar


    Credits: Three (3)
    Prerequisite: EDUC-200
    Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Students develop professional communication skills for a variety of audiences, and strengthen planning and differentiation skills in planning and instruction. An extensive, semester-long Teacher Performance Assessment and presentation challenges candidates to synthesize what they have learned about teaching throughout their program and demonstrate their proficiency at affecting student learning.
  
  •  

    EDUC 405 - Student Teaching: Middle School


    Credits: Five (5) to Ten (10)
    Prerequisite: EDUC-200
    Corequisite: EDUC-404

    Students engage in observation and teaching at the appropriate level. Student teachers are required to attend a problem-oriented seminar during the student teaching semester. Students should apply in February prior to the academic year they plan to student teach.
    Note: A fee is charged for student teaching.
  
  •  

    EDUC 410 - Art Education Issues Seminar


    Credits: Three (3)
    Students examine current philosophies in art education and factors contributing to their development. Emphasis is placed on understanding the role of art in relation to the aims of education in a multicultural democracy.
  
  •  

    EDUC 420 - Setting Up School Experience and Practicum in Teaching English Language Arts: Secondary


    Credits: 2
    Corequisite: EDUC 421

    This experience in middle-level and secondary schools offers the prospective middle and high school teacher the opportunity to observe, apply and analyze instructional strategies and practices necessary for effective teaching and learning in English/Language Arts:  composition & rhetoric, the writing process, the study of English language and American & world literature.  This course is to be taken concurrently with EDUC 421, Teaching Secondary English/Language Arts.

    This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates  in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.

     

    This practicum also coincides with EDUC 421 Teaching English Language Arts Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 421 professor to apply learning from those classes in the field.

  
  •  

    EDUC 421 - Teaching English Language Arts Methods: Secondary


    Credits: 3
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 420

    This course provides the prospective middle and high school teacher with an understanding of the English/Language Arts curriculum in the secondary school, with a focus on instructional strategies and practices necessary for effective teaching and learning in English/Language Arts:  composition & rhetoric, the writing process, the study of English language and American & world literature. 
  
  •  

    EDUC 430 - Setting Up School Experience and Practicum in Teaching Mathematics Methods: Secondary


    Credits: 2
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 431

    This course provides the prospective middle and high school teacher with an understanding of the mathematics curriculum in the secondary school with a focus on instructional strategies and techniques necessary for effective mathematics teaching and learning of the following domains: Expressions and Equations, Number Systems, Number and Quantity, Statistics and Probability, Geometry, Ratios and Proportions, Functions and Modeling.  Special focus will be given to strategies that focus on the Standards for Mathematical Practice. This course is to be taken with EDUC 430 Practicum in Mathematics.

    This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates  in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.

     

     

    This practicum also coincides with EDUC 431 Teaching Math Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 431 professor to apply learning from those classes in the field.

  
  •  

    EDUC 431 - Teaching Mathematics Methods: Secondary


    Credits: 3
    Corequisite: EDUC 430

     

    Students learn the methods, materials and content for teaching mathematics at the middle and high school levels. Particular attention is given to problem-based learning, hands-on engagement and application, critical thinking, and authentic assessment of student learning.
     

  
  •  

    EDUC 440 - Setting Up School Experience and Practicum in Teaching Science Methods: Secondary


    Credits: 2
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 441

    This practicum in a secondary science classroom offers the prospective middle or high school teacher the opportunity to plan, teach, analyze, and reflect on the instructional strategies, techniques, and assessments in order to teach science well.  Must be is taken concurrently with EDUC 441 Teaching Secondary Science.

    This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates  in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.

     

    This practicum also coincides with EDUC 441 Teaching Science Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 441 professor to apply learning from those classes in the field.

  
  •  

    EDUC 441 - Teaching Science Methods: Secondary


    Credits: 3
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 440

    In this course, students will integrate prior coursework in science, education, literacy, and science education research to develop instructional unit(s) that address the Next Generation Science Standards.  Students will practice using narrative, analogies, physical experience, and technology to design effective science instruction, and traditional and performance assessments. In conclusion, the course will explore how international and national contexts influence standards and practices in science teaching. 

     

  
  •  

    EDUC 450 - Setting Up School Experience and Practicum in Teaching Social Science Methods: Secondary


    Credits: 2
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 451

    This experience in secondary schools offers the prospective middle and high school teacher the opportunity to analyze and conduct instructional strategies and techniques necessary for effective social studies teaching and learning for world and US history, geography, economics, political science and the behavioral sciences utilizing strategies in content literacy to ensure successful integration of reading and the language arts.  This course is to be taken with EDUC 451 Teaching Secondary Social Science.

    This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.

     

    This practicum also coincides with EDUC 451 Teaching Social Science  Methods: Secondary. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the EDUC 451 professor to apply learning from those classes in the field.

  
  •  

    EDUC 451 - Teaching Social Science Methods: Secondary


    Credits: 3
    Prerequisite: EDUC 200
    EDUC 201

    Corequisite: EDUC 450

    This course provides the prospective middle and high school teacher with an understanding of the social studies curriculum in the secondary school with a focus on instructional strategies and techniques necessary for effective social studies teaching and learning for world and US history, geography, economics, political science and the behavioral sciences.  Special focus will be given to strategies in content literacy to ensure successful integration of reading and the language arts. This course is to be taken with EDUC 450 Practicum in Secondary Social Science.
  
  •  

    EDUC 460 - Early Childhood Curriculum


    Credits: Three (3)
    Prerequisite: EDUC-200
    This course introduces early childhood curriculum and instructional methods with particular emphasis upon constructivism and developmentally appropriate practices. Course content explores constructivist theory and its relationship and application to developmentally appropriate curriculum and assessment for children with and without disabilities pre-kindergarten through grade three.
    Cross-listed: EDUC-660
  
  •  

    EDUC 461 - Early Childhood Assessment


    Credits: Three (3)
    Prerequisite: EDUC-200
    Students will study the basic concepts of test construction, assessment and the categories of instruments used in screening and diagnosing learning and other aspects of early childhood development for children with and without disabilities. The course prepares students to identify tests and assessment procedures, evaluate them for adequacy and appropriateness and translate the results into developmentally appropriate practice.
    Cross-listed: EDUC-661
  
  •  

    EDUC 465 - Diverse Family Systems/Issues


    Credits: Three (3)
    Through readings, outside speakers and on-site visits, students become aware of various strategies and resources available to the teacher in working with young children and their families. Special attention will be given to understanding the needs of students from diverse racial/ethnic backgrounds as well as those from lower socio-economic environments, and those with and without exceptional learning needs . Students will develop an appreciation for the problems and concerns affecting families, ways in which the school can support families in raising their children in developmentally appropriate ways and how to advocate for families of children with special needs on the local and state level.
    Cross-listed: EDUC 665
  
  •  

    EDUC 471 - Social Science Methods


    Credits: 3


    This course provides the prospective elementary  school teacher with an understanding of the social studies curriculum in the elementary and middle school along with various models and skills for teaching that curriculum. Special attention is given to the place of geography, economics and culture in the social studies curriculum.
  
  •  

    EDUC 480 - Setting Up School Experience & Practicum in Science and Social Science


    Credits: 2
    Corequisite: EDUC 481 - Science Methods
    EDUC 471 - Social Science Methods


    This practicum experience begins the final year of the initial teacher preparation program. and is typically taken in the fall semester of the senior year immediately prior to the student teaching semester. Every effort is made to place teacher candidates  in the classroom where they will student teach so that the placement continues throughout the school year. Teacher candidates are expected to meet with their cooperating teacher (CT) and complete a minimum of 30 hours of work prior to the beginning of the school year for the class where they will be student teaching. These 30 hours should be spent helping the cooperating teacher prepare for the new school year, attending professional development sessions and beginning of the year faculty meetings, planning collaboratively with the CT and his/her colleagues, setting up the classroom to welcome new students, etc. as directed by the CT.

     

    This practicum also coincides with Social Science Methods and Science Methods. Once the regular semester begins at Maryville, teacher candidates will spend two afternoons per week in their respective practicum placements. Teacher candidates should spend this time assisting the CT with individual/small/whole group instruction, co-teaching, observing, building rapport with students and other educators in the building, etc. Teacher candidates will also complete a series of practice teaching experiences under the direction of the professors in Science Methods and Social Science Methods to apply learning from those classes in the field.

  
  •  

    EDUC 481 - Science Methods


    Credits: 3
    This course uses experiential methods, readings, and class discussions to introduce students to best practices for teaching science to children. Students keep a science journal, conduct an open-inquiry, and master 5Es and learning-cycle lesson models and questioning strategies that support the learning of science concepts through scientific inquiry. The course emphasizes student thinking, inductive lesson design, and student work analysis for quality science instruction in elementary school classrooms.
  
  •  

    EDUC 496 - Independent Study


    Credits: One (1) to Four (4)
  
  •  

    EDUC 497 - Special Studies


    Credits: One (1) to Ten (10)
  
  •  

    EDUC 501 - School and Society


    Credits: Three (3)
    Corequisite: EDUC-200

    Cross-listed: EDUC-201
  
  •  

    EDUC 510 - Art Education Issues Seminar


    Credits: Three (3)
    Cross-listed: EDUC-410
  
  •  

    EDUC 520 - Economic Geography


    Credits: Three (3)
    Cross-listed: EDUC-320
  
  •  

    EDUC 523 - Early Childhood/Perceptual Motor Development


    Credits: Three (3)
    Corequisite: EDUC-203

    Cross-listed: EDUC-323
  
  •  

    EDUC 528 - Literacy Development


    Credits: Three (3)
    Prerequisite: EDUC-380
    Corequisite: EDUC-384

    Cross-listed: EDUC-328
  
  •  

    EDUC 533 - Integrating the Arts


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-385

    Cross-listed: EDUC-333
  
  •  

    EDUC 535 - Health Of The Child


    Credits: Two (2)
    Prerequisite: EDUC-200
    This course explores data and best practice recommendations for teaching health in schools. Students complete health-related observations of classroom and school, and a comprehensive school/community health survey. Emergency procedures as well as ethical decisions teachers face are addressed. Additional research into a topic of choice is required. Requires a school placement.

    Cross-listed: EDUC-335
  
  •  

    EDUC 543 - Teaching Art: K-12


    Credits: Three (3)
    Cross-listed: EDUC-343
  
  •  

    EDUC 548 - STEM Education for the 21st Century


    Credits: 1
    This  introductory course provides an overview of the challenges facing educators in the 21st century and discusses how problem-based learning, technology and innovation characterize successful schools of today and tomorrow. This course is required for candidates pursuing the Certificate in STEM Education.
  
  •  

    EDUC 549 - STEM Education Certificate Capstone


    Credits: 1
    This course is the culmination of the STEM Education Certificate. Candidates apply what they have learned throughout the certificate program to design learning opportunities for students in their classrooms.
  
  •  

    EDUC 552 - Educ/Psych Exceptional Child


    Credits: Three (3)
    This course is a survey of the various characteristics that differentiate the child labeled as exceptional. Students look at the effect of these differences upon a child’s physical, social, emotional and cognitive development, as well as methods for accommodating those differences.
    Note: This course is required for all Missouri certificates.
    Cross-listed: EDUC-352
  
  •  

    EDUC 560-01 - Integrating Science, Art and Engineering into Math


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-02 - Film-making in the Classroom


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-03 - Makerspace Movement


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-04 - Robo Basics With LEGO Robotics


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-05 - STEAM Up Your Classroom with Theater


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-06 - Problem-Based Learning


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-07 - Design Thinking


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 560-08 - App Development for Teachers


    Credits: 1
    This is an elective course in the STEM Education Certificate Program.
  
  •  

    EDUC 561 - Introduction to Middle School


    Credits: Three (3)
    Cross-listed: EDUC-361
  
  •  

    EDUC 562 - Middle School Child, Curriculum and Instruction


    Credits: Three (3)
    Cross-listed: EDUC-362
  
  •  

    EDUC 563 - Middle School Teacher


    Credits: Three (3)
    Cross-listed: EDUC-363
  
  •  

    EDUC 566 - Coaching and Mentoring in a School Setting


    Credits: One (1) to Three (3)
    Cooperating teachers, mentor teachers or teacher leaders will explore and develop the skills necessary to advance, through coaching and counseling, the practice of preservice or inservice teachers. Methods, techniques, attitudes, mentoring situations, with an emphasis on reflection, helping skills and peer coaching.
  
  •  

    EDUC 572 - Emergent Mathematics


    Credits: Three (3)
    This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts. Additional assignments will be required for candidates taking this course at the masters level.
    Cross-listed: EDUC-372
  
  •  

    EDUC 574 - Language Arts Methods


    Credits: Three (3)
    Prerequisite: EDUC-380
    Corequisite: EDUC-384

    Cross-listed: EDUC-374
  
  •  

    EDUC 576 - Teaching Social Studies: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    This course examines the social studies curricula, scope and sequence, and other issues in the secondary school. Methods, models and the role of social studies in the school curricula are examined. The supportive use of technology for the 9-12 social studies curriculum is also explored.
  
  •  

    EDUC 577 - Teaching Math: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    This course engages future teachers in current educational principles, materials and classroom strategies, and technological applications to develop creative techniques of teaching secondary mathematics. Emphasis is placed on National Council of Teachers of Mathematics Standards.
  
  •  

    EDUC 578 - Teaching Science: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    In a concurrent secondary science classroom placement, students plan and implement science instruction in line with the content and inquiry recommendations of state and national science standards. Cognitive science research frames class discussions and assignments, including presentation of a discrepant event, inquiry lesson design, and extensive video self-analysis. Students complete an evolving classroom-based inquiry project into student conceptions and the effectiveness of their instruction on student learning.
  
  •  

    EDUC 579 - Teaching English: Secondary


    Credits: Three (3)
    Prerequisite: EDUC-646
    Corequisite: EDUC-647

    Future English teachers explore the methods of teaching language, literature and writing using strategies that are research-based and appropriate for meeting the needs of all students. Supportive use of technology and a range of literature from various cultures are explored.
  
  •  

    EDUC 583 - Reading/Writing in the Content Areas


    Credits: Three (3) to Four (4)
    Corequisite: EDUC-300

    Cross-listed: EDUC-383
  
  •  

    EDUC 590 - Children’s Literature


    Credits: Three (3)
    Cross-listed: EDUC-390
  
  •  

    EDUC 596 - Independent Study


    Credits: One (1) to Four (4)
  
  •  

    EDUC 597 - Independent Study


    Credits: One (1) to Four (4)
  
  •  

    EDUC 600 - Special Studies In Education


    Credits: One (1) to Three (3)
    Note: Open to graduate students only.
  
  •  

    EDUC 611 - Culture, Language and Learners


    Credits: Three (3)
    Understanding the need to prepare students for participation in a social/political democracy and the belief that all students must have access to knowledge and learning opportunities that meet their needs, participants will explore where culture, language and learning intersect as they develop culturally responsive classrooms. Explore the dynamics of cross-cultural interactions and strategies for advocating and collaborating on behalf of students from diverse economic, cultural, and language backgrounds through school/home partnerships.
  
  •  

    EDUC 615 - Curriculum and Instruction of Gifted


    Credits: Three (3)
    This course focuses on the development of curriculum for gifted learners grades K-12. Research-based models of curriculum development, accelerative and differentiation methods for multiple abilities, processes including problem-based learning, advanced product options, technology use, conceptual development, and assessment are engaged in within multiple subject areas and levels.
  
  •  

    EDUC 616 - Differentiating for All Learners


    Credits: Three (3)
    Students learn to focus on the essential components of a subject, examine and attend to student differences, use assessment data diagnostically, and modify the content, processes and products of a classroom so as to impact individual student learning.
 

Page: 1 <- 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12Forward 10 -> 20