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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 - Education and Psychology 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, and 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 388 - Comparative Education Systems
Credits: 3
This course explores similarities and differences between educational systems in the United States and England. We will consider how differing beliefs about the purposes of education and a country’s attitudes toward class and racial differences influence teaching, learning, and educational achievement. Additionally, experiences will further inform our understanding of the relationships among politics, regulatory structures, assessment systems, and curriculum in schools. In a final synthesis, students will narrate their experience and discuss how what we have learned will influence their future teaching.
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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 Learners
Credits: Three (3)
Students learn to focus on the essential components of a subject, examine and attend to student differences, use assessment data diagnostically, and modify the content, processes and products of a classroom so as to impact individual student learning.
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 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-421 Teaching English Language 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 English language arts-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-421 Teaching English Language Arts 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-421 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-421 Teaching English Language Arts Methods: Secondary.
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-522
Corequisite: EDUC-420
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EDUC 430 - Setting Up School Experience and Practicum in Teaching Mathematics 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 431 Teaching Mathematics 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 English language arts-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 431 Teaching Mathematics 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 431 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.
Prerequisite: EDUC-200 and 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 additional 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 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-451 Teaching Social 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 English language arts-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-451 Teaching Social 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-451 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-451 Teaching Social Science Methods: Secondary.
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. This course is to be taken with EDUC-450 Practicum in Secondary Social Science.
Cross-listed: EDUC-551
Corequisite: EDUC-450
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EDUC 460 - Early Childhood Curriculum
Credits: Three (3)
This class will utilize a collection of resources from professional organizations in the field of Early Childhood Development. In some cases the students will the resources to conduct their own research on given topics. The following is a list of resources that will be accessed by students throughout the semester.
Cross-listed: EDUC-660
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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
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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 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
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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 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 509 - 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-309
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EDUC 510 - Art Education Issues Seminar
Credits: Three (3)
Cross-listed: EDUC-410
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EDUC 513 - Adolescent Development and Learning
Credits: 3
This course explores adolescent development and how adolescents relate to instruction. Theory analysis, class presentations, and a case study will challenge students to develop their own understanding of how dimensions of developmental growth affect classroom learning. Theories from psychology, educational psychology, and neurophysiology (brain research) will be applied to classroom planning, teaching, and assessment.
Cross-listed: EDUC-313
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EDUC 520 - Economic Geography
Credits: Three (3)
Cross-listed: EDUC-320
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EDUC 521 - 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-321
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EDUC 522 - Teaching 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-421
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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 532 - Teaching Math 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 additional readings and assignments.
Cross-listed: EDUC-431
Corequisite: EDUC-430
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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 542 - Teaching Science Methods: Secondary
Credits: 3
Based in recommendations of the Next Generation Science Standards and Missouri’s science performance standards, this course uses inquiry methods, readings, and class discussions to introduce students to best practices for teaching science in secondary settings. The focus is on student 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 Project/Problem Based Learning. Specific attention is given to the legal and professional responsibilities to ensure student safety, as well as differentiation of instruction and strategies for meeting the needs of English language learners.
Cross-listed: EDUC-441
Corequisite: EDUC-440
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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 their classrooms.
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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 - Education and Psychology 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.
Note: This course is required for all Missouri certificates.
Cross-listed: EDUC-352
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EDUC 553 - 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. This course is to be taken with EDUC-450 Practicum in Secondary Social Science.
Cross-listed: EDUC-451
Corequisite: EDUC-450
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EDUC 561 - 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.
Cross-listed: EDUC-361
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EDUC 562 - Middle School Child, Curriculum and Instruction
Credits: Three (3)
Cross-listed: EDUC-362
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EDUC 563 - Middle School Teacher
Credits: Three (3)
Cross-listed: EDUC-363
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EDUC 566 - Coaching and Mentoring in a School Setting
Credits: One (1) to Three (3)
Cooperating teachers, mentor teachers, or teacher leaders will explore and develop the skills necessary to advance, through coaching and counseling, the practice of preservice, or inservice teachers. Methods, techniques, attitudes, mentoring situations, with an emphasis on reflection, helping skills and peer coaching.
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EDUC 572 - Emergent Mathematics
Credits: Three (3)
This course explores the construction of mathematical knowledge of the Pre-K to 2nd grade child. Emphasis is placed on Piaget’s theory, constructivist theory, related research, and the practical application of these concepts. Additional assignments will be required for candidates taking this course at the masters level.
Cross-listed: EDUC-372
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EDUC 574 - 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-374
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EDUC 576 - Teaching Social Studies: Secondary
Credits: Three (3)
This course examines the social studies curricula, scope and sequence, and other issues in the secondary school. Methods, models, and the role of social studies in the school curricula are examined. The supportive use of technology for the 9-12 social studies curriculum is also explored.
Prerequisite: EDUC-646
Corequisite: EDUC-647
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EDUC 577 - Teaching Math: Secondary
Credits: Three (3)
This course engages future teachers in current educational
principles, materials and classroom strategies, and technological
applications to develop creative techniques of teaching secondary
mathematics. Emphasis is placed on National Council of Teachers of
Mathematics Standards.
Prerequisite: EDUC-646
Corequisite: EDUC-647
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EDUC 578 - Teaching Science: Secondary
Credits: Three (3)
In a concurrent secondary science classroom placement, students plan and implement science instruction in line with the content and inquiry recommendations of state and national science standards. Cognitive science research frames class discussions and assignments, including presentation of a discrepant event, inquiry lesson design, and extensive video self-analysis. Students complete an evolving classroom-based inquiry project into student conceptions and the effectiveness of their instruction on student learning.
Prerequisite: EDUC-646
Corequisite: EDUC-647
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EDUC 579 - Teaching English: Secondary
Credits: Three (3)
Future English teachers explore the methods of teaching language, literature, and writing using strategies that are research-based and appropriate for meeting the needs of all students. Supportive use of technology and a range of literature from various cultures are explored.
Prerequisite: EDUC-646
Corequisite: EDUC-647
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EDUC 583 - Reading/Writing in the Content Areas
Credits: Three (3) to Four (4)
Cross-listed: EDUC-383
Corequisite: EDUC-300
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EDUC 588 - Comparative Education Systems
Credits: 3
This course explores similarities and differences between educational systems in the United States and England. We will consider how differing beliefs about the purposes of education and a country’s attitudes toward class and racial differences influence teaching, learning, and educational achievement. Additionally, experiences will further inform our understanding of the relationships among politics, regulatory structures, assessment systems, and curriculum in schools. In a final synthesis, students will narrate their experience and discuss how what we have learned will influence their future teaching.
Cross-listed: EDUC-388
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EDUC 590 - Children’s Literature
Credits: Three (3)
Cross-listed: EDUC-390
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EDUC 596 - Independent Study
Credits: One (1) to Four (4)
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EDUC 597 - Independent Study
Credits: One (1) to Four (4)
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EDUC 600 - Special Studies In Education: Social Justice Through Service Learning
Credits: 3
This three hour graduate course at Maryville University will empower teachers to successfully employ Service Learning to improve student performance, create global awareness, inspire critical thinking, and develop leaders for the 21st century. The course will empower practicing teachers to experience education from a global perspective while developing their skills as passionate readers, researchers, and change agents. As a culminating project for the course, participants will develop a curriculum focused on academic performance and social responsibility that can be implemented in their respective classrooms.
Note: Open to graduate students. Undergraduate students must obtain permission of their academic advisor within the School of Education in order to enroll.
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EDUC 615 - Curriculum and Instruction of Gifted
Credits: Three (3)
This course focuses on the development of curriculum for gifted learners grades K-12. Research-based models of curriculum development, accelerative and differentiation methods for multiple abilities, processes including problem-based learning, advanced product options, technology use, conceptual development, and assessment are engaged in within multiple subject areas and levels.
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EDUC 616 - Differentiating for All Learners
Credits: Three (3)
Students learn to focus on the essential components of a subject, examine and attend to student differences, use assessment data diagnostically, and modify the content, processes, and products of a classroom so as to impact individual student learning.
Cross-listed: EDUC-416
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EDUC 617 - Psychology of the Gifted
Credits: Three (3)
This course focuses on the emotional and social needs of gifted students in grades pK-12 with a focus on the connection between school and affect. Topics engaged in are models of intelligence and gifted identification; asynchronous development; moral development; motivation and self-esteem; highly-creative and highly-gifted individuals; group affiliation, friends, and family; multi-exceptionality; underachievement and perfectionism; underrepresented populations; suicide, self-mutilation, and depression; and diversity and gender issues.
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EDUC 618 - Developmental Stages
Credits: Three (3)
This course focuses on human development from birth through adulthood with emphasis on theory followed by application to the classroom. Cognitive, social, psychological, and physical development are studied in an integrated approach.
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EDUC 619 - Educator as Action Researcher
Credits: Three (3)
Educators will develop the knowledge, skills, and dispositions to evaluate educational research and to implement the action research or expert review process within their educational setting. One emphasis is to help educators critique and use high quality educational research to support their decision making. A second emphasis is is to prepare educators to conduct an action research or expert review project during their Capstone course that will impact their teaching and student learning. Students will improve their ability to collect and interpret quantitative and qualitative data, to develop a critical friends network, to utilize valid and reliable educational assessments, and to develop research-based curriculum and instruction. Educators will become familiar with quasi-experimental design, survey techniques, interviewing techniques, naturalistic observation, and the ethics of action research.
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EDUC 620 - Gifted Education Programming, Development, and Evaluation
Credits: Three (3)
This course focuses on the principles of program design and development for gifted learners. The planning, administration, and implementation of gifted services are examined. Participants practice program evaluation and policy writing.
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EDUC 626 - Adolescent Developmental Issues
Credits: Three (3)
Designed for teachers, counselors, parents, or anyone who works with adolescents, this course explores the seemingly contradictory, bizarre, and counterproductive behavior of the adolescent child. Through discussions, readings, and interaction with adolescents, participants analyze developmental issues and develop strategies of understanding and working to meet the needs of these youngsters.
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EDUC 627 - Survey of Gifted and Talented Education
Credits: Three (3)
This course provides participants with the history of gifted education and an overview of gifted education in the U.S. and abroad. Current legal and political trends and issues in gifted education are discussed, along with advocacy and local, state, and national policies.
Prerequisite: EDUC 200
EDUC 201
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EDUC 629 - Creativity, Problem Solving, and Critical Thinking
Credits: Three (3)
Models, concepts, and processes in creativity, problem solving, and critical thinking are engaged in with hands-on practice with a focus teaching gifted learners in multiple K-12 formats and subjects. In particular, course participants are introduced to the concept of creativity, characteristics of the creative individual, and school-based applications of creativity across domains.
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EDUC 634 - Clinical Experience with Students Experiencing Reading Difficulties: Elementary
Credits: 3
The purpose of the summer practicum is to assist graduate candidates in learning the strategies necessary to take on the role of literacy coach or reading specialist in an elementary setting. The three major roles of the literacy coach/reading specialist will be emphasized: a) the role of literacy teacher who can diagnose and remediate the literacy problems of children at all levels, b) the role of literacy leader who can implement effective and engaging professional learning for teachers, and for other literacy leaders, and c) the role of the literacy coach who can help support the goals of reading educators.
Prerequisite: EDUC-652, and EDUC-654
Corequisite: EDUC-635
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EDUC 635 - Clinical Experience with Students Experiencing Reading Difficulties: Secondary
Credits: 3
The purpose of the summer practicum is to assist graduate candidates in learning the strategies necessary to take on the role of literacy coach or reading specialist in a secondary setting. The three major roles of the literacy coach/reading specialist will be emphasized: a) the role of literacy teacher who can diagnose and remediate the literacy problems of children at all levels, b) the role of literacy leader who can implement effective and engaging professional learning for teachers, and for other literacy leaders, and c) the role of the literacy coach who can help support the goals of reading educators.
Prerequisite: EDUC-634, EDUC-652, and EDUC-654
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EDUC 636 - Educational Theory and Instructional Practices in Secondary Schools
Credits: 3
This course investigates educational theories related to secondary schools. This will be the first course in the program and will lay the foundation of pedagogical best practices in secondary education. Throughout this course students will study instructional best practices for various disciplines and search for commonalities that connect the disciplines. Students will explore the unique needs of academic and social-emotional theories and practices related to pre-adolescent and adolescent learners. Students will also study various theories related to meeting the needs of diverse students.
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EDUC 645 - Secondary School in Today’s Society
Credits: Three (3)
Students will explore the history and current purposes of public
secondary schools and the school systems of the United States,
focusing upon the diversity and complexity of American society. The
place of the schools in the fashioning of an informed citizenry
will be examined. A study of the ways in which secondary
curriculum, school organization, control and governance of
education, and the nature of teaching and learning produce many
tensions will be studied in light of the school settings in which
students are placed.
Corequisite: EDUC-646
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EDUC 646 - Curriculum Design that Supports Literacy in Content Areas - Focus on Secondary Schools
Credits: Three (3)
This course is focused on the elements of curriculum design that ensures all students have the necessary literacy skills to access curriculum in all content areas. The students will learn the various components of curriculum design including outcomes, assessments, and instructional practices that are appropriate for various contents and settings. The curriculum design will be based upon knowledge of the purpose of school and the development of preadolescent and adolescent learners. Students will explore best practices to embed discipline literacies and to provide appropriate differentiation within the curriculum. Students will become skilled at selecting appropriate texts related to their discipline as well as strategies to help students be able to use the texts to deepen their understanding of the content.
Corequisite: EDUC-645
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EDUC 647 - Secondary Internship I
Credits: Three (3)
In conjunction with the coursework in methods of teaching reading
and methods of teaching the content areas, students will spend an
extended time in a secondary setting teaching lessons, gaining
feedback, and improving effectiveness in teaching diverse high
school students.
Prerequisite: EDUC-646
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