2017-2018 Academic Catalog 
    
    Jul 06, 2022  
2017-2018 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.

 

 
  
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    EDUC 204 - Intro to Early Childhood Education


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

    This class provides the student with the opportunity to explore early childhood education’s place in American society. The historical, philosophical and social foundations of early childhood education are explored. Students investigate the types of early childhood programs and how they are organized and operated. Governmental and professional standards are discussed.
  
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    EDUC 220 - Economic Geography


    Credits: Three (3)
    This course is intended for pre-service elementary school teachers. Students will be presented with the basic concepts of both economics and geography, as recommended by the National Council on Economic Education and The National Geography Standards Project, and will become familiar with the special relationship between these two disciplines. Students will increase their economic/geographic knowledge/skills, adding breadth and depth to their personal mental maps. They will practice inquiry-learning and problem solving strategies using a variety of graphic representations, resources, and technologies so that they will be able to plan/teach effective, engaging economic-geography lessons.
  
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    EDUC 225 - Math Methods I: Elementary


    Credits: 3
    Corequisite: EDUC 200, EDUC 201, EDUC 309

    Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary education majors, initial instruction in lesson planning, differentiation of instruction, and classroom management will be included.  Strategies for using data to drive instructional decisions will be introduced. Specific attention will be given to strategies for meeting the needs of English language learners.
  
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    EDUC 230 - Practicum in Math Methods II: Elementary


    Credits: 2
    Prerequisite: EDUC 200, EDUC 201
    Corequisite: EDUC 231 Fundamentals of Secondary Schools

    This experience in schools offers the prospective elementary teacher the opportunity to analyze and apply best practices in concept-based mathematics instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners. Other field-based assignments may be expected when appropriate. 
  
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    EDUC 231 - Math Methods II - Elementary


    Credits: 3
    Prerequisite: EDUC 225
    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 education majors, more advanced and in-depth work in lesson planning, differentiation of instruction, classroom management, and working with English language learners will be emphasized. More in-depth work with analyzing assessment data to inform instruction will also be included in the course.
  
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    EDUC 236 - Math Methods I


    Credits: Three (3)
    Corequisite: EDUC-200, EDUC-201, and EDUC-309

    Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for early childhood and elementary education majors, initial instruction in lesson planning, differentiation, and classroom management will be addressed. Specific attention will be given to strategies for meeting the needs of English language learners. Attention will also be given to the development of skills teachers need to analyze assessment data to inform instruction.
  
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    EDUC 240 - Practicum in Fundamentals of Secondary Schools


    Credits: 2
    Corequisite: EDUC 241

    This practicum experience coincides with EDUC 241 Fundamentals of Secondary Schools. Teacher candidates are assigned to a practicum placement in a 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 241 professor to apply learning from that class to the real-world classroom setting.
  
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    EDUC 241 - Fundamentals of Secondary Schools


    Credits: 3
    Prerequisite: EDUC 200, EDUC 201
    Corequisite: EDUC 240

    This course provides the prospective middle and high school teacher with an understanding of the philosophy and organization of secondary schools, current practices of planning for curriculum and instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners.  Special attention is given to implementing strategies to enhance content literacy, which are honed in the co-requisite practicum for this course. Focus is also given to fostering critical thinking and problem-solving in secondary school settings across multiple disciplines. 
  
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    EDUC 250 - Introduction to Prevention and Management of Injuries


    Credits: Three (3)
    Prerequisite: It is recommended that students have prior knowledge in physiology and anatomy, or consent of the instructor.
    This introductory course focuses on the management of acute athletic injuries with a special emphasis on the preventative aspects of athletic injuries. A component of the course will be designed around the American Heart Association modules providing the students with the knowledge and skills necessary to manage emergency situations including becoming CPR certified.Additional information regarding legal and organizational issues will also be addressed.
  
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    EDUC 296 - Independent Study


    Credits: One (1) to Four (4)
  
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    EDUC 297 - Special Studies


    Credits: One (1) to Four (4)
    These courses are offered periodically, based on student interest and needs. The courses focus on skill development on topics of special interest to education scholars and future practitioners.
  
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    EDUC 300 - Practicum in Education


    Credits: Two (2) to Four (4)
    Teacher education candidates (k-12 arts, those exploring secondary teaching, or others) engage in supervised tutorial or group experiences with children or young adults. These experiences are designed to meet the needs of the program emphasis of the candidate.
  
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    EDUC 301 - Practicum in Peer Tutoring


    Credits: Two (2) to Four (4)
    This course provides individualized teaching opportunities to assist students and enhance learning in specific subject areas. Tutors are recommended by faculty and work under supervision with guidelines to communicate basic learning concepts through explanations and examples. The tutor will help strengthen skills necessary to support understanding of theories, ideas, and concepts being taught in a course.
  
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    EDUC 302 - Practicum in Peer Mentoring II


    Credits: One (1) to Three (3)
    This course provides comprehensive information in a systematic format by providing the student the opportunity to mentor a University Experience class with a faculty member. The course provides an understanding of freshman college-age students, group process, presentations, communication, and learning skills.
    Note: Students apply this training in the University Experience class.
  
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    EDUC 303 - Middle Level Practicum in Science


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-338

    In conjunction with the special methods class in science, 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.
  
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    EDUC 304 - Middle Level Practicum Social Studies


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-339

    In conjunction with the special methods class in social studies, 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.
  
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    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.
  
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    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.
  
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    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. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 509
  
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    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.
  
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    EDUC 313 - Adolescent Development and Learning


    Credits: 3
    This course explores the development of adolescents as they progress through the middle and high school years. 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 at these critical stages. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching and assessment. 

    Specific attention will be given to expanding teacher candidates’ understanding of their essential role in meeting the developing intellectual, social-emotional and physical needs of culturally diverse students as they proceed from early adolescence through young adulthood. The course offers many opportunities for pre-service middle and high teacher candidates to examine their personal belief systems and educational philosophy as they relate to the education of adolescents.

    Specific attention will also be given to characteristics of the young adolescent and how middle school philosophy and organization has developed to specifically address the needs of these students in this phase of their development.

    This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 513

  
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    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. Effective classroom management practices based in sound psychological and educational research will be the major emphasis of the course. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 515
  
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    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
  
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    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. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 521
  
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    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. The acquisition of language as a developmental process and implications for teachers of young children will be emphasized throughout the course. Observations, skill development and application of information from previous coursework also will be a part of this course.
    Cross-listed: EDUC 523
  
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    EDUC 326 - Special Studies


    Credits: One (1) to Three (3)
  
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    EDUC 328 - Literacy Development


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

    Literacy Development, EDUC 328, will explore young children’s literacy development, investigating how children learn to read and write.  The course also explores how young children acquire language.  This course focuses upon the literacy development of and instructional strategies for supporting preschool through third grade children.  Another focus in this course is organizing and managing a literacy environment that meets the needs of struggling readers with various abilities and experiential backgrounds. 
  
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    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.
  
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    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. Specific attention will be given to strategies for differentiating instruction to meet the needs of all learners, and effective practices for working with English language learners will be introduced. Students will also gain a general overview of writing genres, the writing process and writing traits.  This course promotes a balanced approach to literacy. This course taken at the graduate level requires additional readings and assignments.

     
    Cross-listed: EDUC 531
  
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    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 and elementary teachers to integrate the Arts (visual, movement, drama, music and physical activities) into the regular classroom disciplines. The use of technology tools to design lessons that enhance student learning is an integral part of the course. A considerable amount of time will be spent using the Maker Space to develop activities designed to engage students in creative and innovative learning experiences. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 533
  
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    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. Significant attention is given to effective classroom management techniques to create a classroom environment conducive to learning. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC-535
  
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    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.
  
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    EDUC 338 - Teaching Science: Elem


    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 classrooms. Specific attention will be given to strategies for meeting the needs of English language learners.
  
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    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.
  
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    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.
  
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    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.
  
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    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.
  
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    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.
  
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    EDUC 351 - Reading Methods II: Elementary


    Credits: 3
    Prerequisite: EDUC 331/531
    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. Students will continue to explore strategies to address the needs of English language learners. They learn how to use formative and summative assessments effectively to plan for and deliver instruction that enhances the success of all students. This course taken at the graduate level requires additional readings and assignments.

     
    Cross-listed: EDUC 551
  
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    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. Special attention will be given to differentiation of instruction within the regular classroom to provide the least restrictive environment for all learners. This course taken at the graduate level requires additional readings and assignments.
     
    Note: This course is required for all Missouri certificates.
    Cross-listed: EDUC 552
  
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    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.
  
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    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.
  
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    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.
  
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    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. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 561
  
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    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.
  
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    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.
  
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    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.
  
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    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
  
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    EDUC 374 - Language Arts Methods


    Credits: Three (3)
    Prerequisite: EDUC-200
    Students learn the methods, materials and content for teaching language arts to early childhood and elementary aged students. The acquisition of language as a developmental process and its implications for teachers of young children will be emphasized. The course will also discuss the development of writing skills and the writing process, the use of technology in language arts, and the integration of literature. Strategies to enhance understanding of academic language for English language learners will also be addressed. This course taken at the graduate level requires additional readings and assignments.
  
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    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.
  
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    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.
  
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    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.
  
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    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.
  
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    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.
  
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    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. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 590
  
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    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.
  
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    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.
  
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    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.
  
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    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.
  
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    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. The seminar specifically addresses legal and ethical aspects of teaching. Students also engage in extensive professional collaboration and consultation within the class as they analyze and work to resolve authentic problems of practice encountered during the student teaching experience. 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. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 504
  
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    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.
  
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    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.
  
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    EDUC 416 - Differentiation for All


    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.
    Cross-listed: EDUC-616
  
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    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. Specific attention will be given to assessing student progress to differentiate instruction to meet the needs of all students. Special attention will also be given to developing strategies for meeting the needs of English language learners. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 521
  
  •  

    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. Specific attention will be given to assessing student progress to differentiate instruction to meet the needs of all students. Special attention will also be given to developing strategies for meeting the needs of English language learners. This course taken at the graduate level requires addtional readings and assignments.
    Cross-listed: EDUC 531

  
  •  

    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 Secondary Science Methods


    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. The course will explore how international and national contexts influence standards and practices in science teaching. Specific attention will be given to differentiation of instruction and specific strategies for meeting the needs of English language learners. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 541
  
  •  

    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. Specific attention will be given to assessing student progress to differentiate instruction to meet the needs of all students. Special attention will also be given to developing strategies for meeting the needs of English language learners. This course is to be taken with EDUC 450 Practicum in Secondary Social Science. This course taken at the graduate level requires additional readings and assignments.
    Cross-listed: EDUC 551
  
  •  

    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 468 - Behavior Management


    Credits: Three (3)
    This course is designed to examine classroom organization and behavior management techniques and programs in the early childhood and early childhood special education environment. The overall focus of this course will be on the teacher as the decision-maker in the design and implementation of strategies for the everyday applications of individual and group behavior management programs. Emphasis on functional assessment and positive behavior supports will be addressed.
    Cross-listed: EDUC-668
  
  •  

    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. Specific attention will be given to differentiation of instruction and specific strategies for meeting the needs of English language learners.
     
  
  •  

    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. Specific attention will be given to differentiation of instruction and strategies for meeting the needs of English language learners.
  
  •  

    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
 

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