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EDUC 100 - Introduction to Schooling
Credits: Three (3)
This course is required for all freshman education students and strongly recommended as an elective for other education majors.
The purpose of this course is to introduce the prospective teacher, and others who may be interested, to the teaching profession through visits and direct observations of a variety of classroom settings. Students will look at the role of teaching in a diverse democratic society as well as define, observe and reflect upon the moral and ethical stewardship role of the teacher.
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EDUC 200 - Practicum in School and Society
Credits: 2
To be taken concurrently with EDUC 201 and 309, students obtain field experiences (observation, tutoring, large and small group instruction) in school settings representative of the diversity of the St. Louis metropolitan area. Students also engage in an in-depth and comprehensive study of the St. Louis community.
Note: This course is required of all students entering teacher education.
Corequisite: EDUC-201, EDUC-309, and EDUC-200P
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EDUC 201 - School and Society
Credits: Three (3)
To be taken concurrently with EDUC 200 and 309, students engage in an exploration of the state of American education today as it reflects the diversity and complexity of the U.S. democratic society. The focus is on how external realities including political and economic decisions in local communities influence schools, curricula, and the work of classrooms. Units on school law and professional ethics are included in the course.
The course emphasizes developing understanding of cultural, ethnic, social, socio-economic, and gender diversities and the ethical responsibility teachers have to meet the needs of all learners. The importance of culturally competent teaching is also addressed.
Consultation and collaboration with practicing teachers and classmates will be a prominent feature of the course as candidates complete a comprehensive Street Project. While completing the Street Project candidates collaboratively explore the cultural, ethnic, and socio-economic diversities throughout the St Louis region. In light of these experiences, candidates reflect on how their personal histories have shaped their assumptions and beliefs, and how their vision of teaching fits within a culturally-competent model.
Corequisite: EDUC-200 and EDUC-309
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EDUC 203 - Infant/Toddler Practicum
Credits: One (1)
This course will provide the student with applied experience in
implementing programs for children from birth through age 3.
Federal, state and local legislation, regulations and professional
standards of appropriate programming for infants and toddlers will
be discussed. Students will actively plan and implement learning
experiences, emphasizing working with diverse families as they and
their children begin the education process.
Prerequisite: EDUC-200
Corequisite: EDUC-323
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EDUC 204 - Intro to Early Childhood Education
Credits: Three (3)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-203
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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
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.
Corequisite: EDUC 200, EDUC 201, EDUC 309
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EDUC 230 - Practicum in Math Methods II: Elementary
Credits: 2
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.
Prerequisite: EDUC 200, EDUC 201
Corequisite: EDUC 231 Fundamentals of Secondary Schools
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EDUC 231 - Math Methods II - Elementary
Credits: 3
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.
Prerequisite: EDUC 225
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EDUC 236 - Math Methods I
Credits: Three (3)
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.
Corequisite: EDUC-200, EDUC-201, and EDUC-309
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EDUC 240 - Practicum in Fundamentals of Secondary Schools
Credits: 2
This practicum experience coincides with EDUC 241 Fundamentals of Secondary Schools. Teacher candidates are assigned to a practicum placement in a middle or highschool 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.
Corequisite: EDUC 241
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EDUC 241 - Fundamentals of Secondary Schools
Credits: 3
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.
Prerequisite: EDUC 200, EDUC 201
Corequisite: EDUC 240
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EDUC 250 - Introduction to Prevention and Management of Injuries
Credits: Three (3)
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.
Prerequisite: It is recommended that students have prior knowledge in physiology and anatomy, or consent of the instructor.
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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)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-338
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EDUC 304 - Middle Level Practicum Social Studies
Credits: Two (2)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-339
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EDUC 305 - Middle Level Practicum Mathematics
Credits: Two (2)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-336
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EDUC 306 - Middle Level Practicum Eng/Lang Arts
Credits: Two (2)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-374
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EDUC 309 - Child Development and Learning
Credits: Three (3)
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
Corequisite: EDUC-200 and EDUC-201
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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 320 - Practicum in Literacy Across the Academic Disciplines
Credits: 2
This practicum experience coincides with EDUC 321Literacy 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 321professor to apply learning from that class to the real-world classroom setting.
Cross-listed: EDUC 521
Corequisite: EDUC 321/521
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EDUC 321 - Literacy Across Academic Disciplines
Credits: 3
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
Prerequisite: EDUC 200
EDUC 201
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EDUC 322 - Literacy for the SLP
Credits: 3
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 and the relationship of language with literacy development. Intervention strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness are studied. Students will also gain a general overview of the writing process. This course promotes a balanced approach to literacy instruction and intervention. Participants will learn how language and literacy are intertwined and the role of the speech-language pathologist in assessing and treating patients with literacy disorders and the professional role they play within the school setting.
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EDUC 323 - Early Childhood Development
Credits: Three (3)
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
Prerequisite: EDUC-200
Corequisite: EDUC-203
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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)
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.
Prerequisite: EDUC-380
Corequisite: EDUC-384
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EDUC 330 - Practicum in Reading Methods I: Elementary
Credits: 2
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.
Corequisite: EDUC 331/531 Reading Methods I
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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, current trends in reading instruction, and strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness. Specific attention will be given to assessing student progress and using data to differentiate instruction to meet the needs of all learners. Effective practices for working with English language learners will be introduced. This course promotes a balanced approach to literacy.
Cross-listed: EDUC 531
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EDUC 333 - Integrating the Arts
Credits: Three (3)
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
Prerequisite: EDUC-200
Corequisite: EDUC-385
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EDUC 335 - Health Of The Child
Credits: Three (3)
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
Prerequisite: EDUC-200
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EDUC 336 - Math Methods II
Credits: Three (3)
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.
Prerequisite: EDUC-236
Corequisite: EEDUC-305 or EDUC-341
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EDUC 338 - Teaching Science: Elem
Credits: Three (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 classrooms. Specific attention will be given to strategies for meeting the needs of English language learners.
Prerequisite: EDUC-200
Corequisite: EDUC-303 or EDUC-371
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EDUC 340 - Practicum in Reading/Writing Middle School
Credits: Two (2)
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.
Prerequisite: EDUC-200
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EDUC 341 - Practicum
Credits: Two (2)
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.
Prerequisite: EDUC-200
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EDUC 342 - Practicum in Teaching Art: K-12
Credits: Two (2)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-343
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EDUC 343 - Teaching Art: K-12
Credits: Three (3)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-342
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EDUC 350 - Practicum in Reading Methods II
Credits: 2
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 theirassignedpracticum placement from the fall semester, working in their assignedschool 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.
Corequisite: EDUC 351/551 Reading Methods II - Elementary
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EDUC 351 - Reading Methods II: Elementary
Credits: 3
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 assess literacy skills in the areas of language acquisition, phonological/phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students learn how to use formative and summative assessments effectively to plan for and deliver instruction that enhances the success of all students. Students will learn classroom best practices to differentiate and support students who have learning gaps in these literacy areas. Students will continue to explore strategies to address the needs of English language learners. 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)
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
Prerequisite: EDUC-200
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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)
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.
Prerequisite: EDUC-250 and EDUC-355
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EDUC 360 - Practicum in Instructional Interventions in Reading: Secondary
Credits: 2
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.
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 361/561
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EDUC 361 - Instructional Interventions in Reading: Secondary
Credits: Three (3)
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
Prerequisite: EDUC-200
EDUC 201
Corequisite: EDUC 360
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EDUC 362 - Middle School Child, Curriculum and Instruction
Credits: Three (3)
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.
Prerequisite: EDUC-361
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EDUC 363 - The Middle School Teacher
Credits: Three (3)
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.
Prerequisite: EDUC-362
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EDUC 371 - Special Methods Practicum
Credits: Two (2)
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.
Prerequisite: EDUC-341
Corequisite: EDUC-371P
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EDUC 372 - Emergent Mathematics
Credits: Two (2)
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, Number Talks, related research, assessment, and the practical application of these concepts. The importance of learning through play is stressed throughout the course.
Cross-listed: EDUC 572
Prerequisite: EDUC-200
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EDUC 374 - Language Arts Methods
Credits: Three (3)
Students learn the methods, materials and content for teaching language arts to early childhood and elementary aged students. The reciprocal and developmental process of language acquisition and its implications for teachers of young children will be emphasized. The course will also discuss the development of writing skills, phonics, spelling, the writing process, writing genres, 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
Cross-listed: EDUC 574
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EDUC 380 - Teaching Reading: Elem/Middle
Credits: Three (3)
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.
Prerequisite: EDUC-341
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EDUC 381 - Alternative Reading Methods
Credits: Three (3)
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.
Prerequisite: EDUC-380
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EDUC 383 - Reading/Writing in the Content Areas
Credits: Three (3) to Four (4)
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.
Prerequisite: EDUC-200
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EDUC 384 - Practicum in Reading
Credits: Two (2)
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.
Prerequisite: EDUC-371
Corequisite: EDUC-384P and EDUC-374
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EDUC 385 - Practicum in Arts/Social Studies
Credits: Two (2)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-333
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EDUC 390 - Children’s Literature
Credits: Three (3)
Engage in reading, discussion, creative responses, and critical analysis of literature for children and adolescents in this course. Differentiation for the needs of the learner are discussed along with strategies for expanding vocabulary, reading comprehension, and writing processes. An emphasis is placed upon issues of social justice and diverse points of view.
Cross-listed: EDUC 590
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EDUC 399 - August Experience
Credits: Zero (0)
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.
Prerequisite: EDUC-200
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EDUC 400 - Student Teaching:
Credits: 10
Students engage in observation, collaborative planning, co-teaching, and teachingat 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.
Prerequisite: EDUC-200
Corequisite: EDUC-404
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EDUC 402 - Student Teaching: K-12
Credits: Five (5) to Ten (10)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-404
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EDUC 403 - Student Teaching: Early Childhood
Credits: Five (5) to Ten (10)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-404
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EDUC 404 - Student Teacher: Professional Seminar
Credits: Three (3)
Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Classroom management, resume writing, and interview preparation will be stressed. Communication, consultation, and collaboration with students, staff, and parents will be stressed. The ethical and legal aspects of working with students, staff, and parents will also be explored and discussed. Students will complete Artifacts 1, 2, and 3 for state certification as they prepare for their Senior Presentation.
Cross-listed: EDUC 504
Prerequisite: EDUC-200
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EDUC 405 - Student Teaching: Middle School
Credits: Five (5) to Ten (10)
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.
Prerequisite: EDUC-200
Corequisite: EDUC-404
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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
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.
Corequisite: EDUC 421
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EDUC 421 - Teaching English Language Arts Methods: Secondary
Credits: 3
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
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 420
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EDUC 430 - Setting Up School Experience and Practicum in Teaching Mathematics Methods: Secondary
Credits: 2
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 MathMethods: 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.
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 431
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EDUC 431 - Teaching Mathematics Methods: Secondary
Credits: 3
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
Corequisite: EDUC 430
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EDUC 440 - Setting Up School Experience and Practicum in Teaching Science Methods: Secondary
Credits: 2
This practicum occurs in the final year of the initial teacher preparation program and serves two purposes.
During the Setting-Up-School Experience, the teacher candidate experiences how to set up a classroom and begin the school year. This experience begins when teachers report to the district where the candidate will student-teach. 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.
Once the regular semester begins at Maryville, the candidate attends two afternoons a week for a practicum experience that coincides with EDUC 441 Teaching Science Methods: Secondary.
During the Setting-Up-School experience, teacher candidates are expected to complete a minimum of 30 hours in the classroom where they will student teach, even if that placement differs from their fall science-methods placement. Under the direction of the cooperating teacher (CT), the candidate helps prepare for the new school year, assists in setting-up the classroom, attends professional development sessions and beginning of the year faculty meetings, plans collaboratively with the CT and his/her colleagues, etc. Candidates learn how the CT establishes rules, routines, and procedures and observes how the CT welcomes students and establishes expectations for the classroom.
This practicum also coincides with EDUC 441 Teaching Science Methods: Secondary. During the Maryville semester, the teacher candidate plans, teaches, analyzes, and reflects on lessons that apply instructional models, strategies, techniques, and assessments under the direction of the EDUC 441 professor. Other activities include assisting the CT with individual/small/whole group instruction, co-teaching, building rapport with students and other educators in the building, etc.
Must be taken concurrently with EDUC 441 Teaching Secondary Science.
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 441
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EDUC 450 - Setting Up School Experience and Practicum in Teaching Social Science Methods: Secondary
Credits: 2
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 candidatesin 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 ScienceMethods: 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.
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 451
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EDUC 451 - Teaching Social Science Methods: Secondary
Credits: 3
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
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 450
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EDUC 460 - Early Childhood Curriculum
Credits: Three (3)
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
Prerequisite: EDUC-200
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EDUC 461 - Early Childhood Assessment
Credits: Three (3)
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
Prerequisite: EDUC-200
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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 fromdiverse racial/ethnic backgrounds as well asthose from lower socio-economic environments, and thosewith 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
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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
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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.
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EDUC 480 - Setting Up School Experience & Practicum in Science and Social Science
Credits: 2
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.
Corequisite: EDUC 481 - Science Methods
EDUC 471 - Social Science Methods
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EDUC 481 - Science Methods
Credits: 3
Based in recommendations of the Next Generation Science Standards and Missouri’s science performance standards, this course uses experiential methods, readings, and class discussions to introduce students to best practices for teaching science to children. The focus is on children’s thinking, and teaching for understanding using models and strategies essential to quality science learning. Students master the 5Es instructional model, practice questioning strategies, conduct in-depth student-work analyses, and explore powerful resources for science teaching and learning including Problem/Project Based Learning, Project Lead the Way, and MySci. Specific attention is given to differentiation of instruction and strategies for meeting the needs of English language learners.
Prerequisite: EDUC 200
EDUC 201
Corequisite: EDUC 440
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EDUC 496 - Independent Study
Credits: One (1) to Four (4)
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EDUC 497 - Special Studies
Credits: One (1) to Ten (10)
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EDUC 501 - School and Society
Credits: Three (3)
Cross-listed: EDUC-201
Corequisite: EDUC-200
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EDUC 504 - Student Teaching: Professional Seminar
Credits: 3 (three)
Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Classroom management, resume writing, and interview preparation will be stressed. Communication, consultation, and collaboration with students, staff, and parents will be stressed. The ethical and legal aspects of working with students, staff, and parents will also be explored and discussed. Students will complete Artifacts 1, 2, and 3 for state certification as they prepare for their Senior Presentation.
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EDUC 510 - Art Education Issues Seminar
Credits: Three (3)
Cross-listed: EDUC-410
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EDUC 520 - Economic Geography
Credits: Three (3)
Cross-listed: EDUC-320
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EDUC 523 - Early Childhood/Perceptual Motor Development
Credits: Three (3)
Cross-listed: EDUC-323
Corequisite: EDUC-203
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EDUC 528 - Literacy Development
Credits: Three (3)
Cross-listed: EDUC-328
Prerequisite: EDUC-380
Corequisite: EDUC-384
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EDUC 531 - 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, current trends in reading instruction, and strategies for teaching vocabulary, fluency, phonics, comprehension, and phonemic awareness. Specific attention will be given to assessing student progress and using data to differentiate instruction to meet the needs of all learners. Effective practices for working with English language learners will be introduced. This course promotes a balanced approach to literacy.
Cross-listed: EDUC 331
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EDUC 533 - Integrating the Arts
Credits: Three (3)
Cross-listed: EDUC-333
Prerequisite: EDUC-200
Corequisite: EDUC-385
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EDUC 535 - Health Of The Child
Credits: Two (2)
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
Prerequisite: EDUC-200
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EDUC 543 - Teaching Art: K-12
Credits: Three (3)
Cross-listed: EDUC-343
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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 requiredfor candidates pursuing the Certificate in STEM Education.
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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 theirclassrooms.
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EDUC 551 - Reading Methods: II Elementary
Credits: 3 (three)
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 assess literacy skills in the areas of language acquisition, phonological/phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students learn how to use formative and summative assessments effectively to plan for and deliver instruction that enhances the success of all
students. Students will learn classroom best practices to differentiate and support students who have learning gaps in these literacy areas. Students will continue to explore strategies to address the needs of English language learners. This course taken at the graduate level requires additional readings and assignments.
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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
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EDUC 560 - Electives for Certificate in STEM Education: Course Title To Be Determined Each Summer
Credits: 1
STEM electives are hands-on, practical courses that change annually to provide teachers with the most up-to-date tools, technologies, and methods to prepare their students for the future. STEM electives focus on integrating elements of STEM into the classroom. Electives may be taken on their own or as part of the STEM Education Certificate. This is an elective course in the STEM Education Certificate Program.
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