2022-2023 Academic Catalog [Archived Catalog]
Courses
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Prerequisites:
A “C-” or higher is required for all prerequisite courses. |
Course Numbering:
100-299 - Lower division Undergraduate
300-499 - Upper division Undergraduate
500-699 - Graduate
700-799 - Doctoral |
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Search Tip: Use the asterisk (*) key as a wild card.
Example: Select “Prefix” NURS and enter 6* in the “Code or Number” field to return all Nursing courses at the 600 level.
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Cross-listed courses have the same educational outcome and the course can be used interchangeably for degree requirements. (Ex. HUM-118 and ENGL-118) Related courses have shared attributes, but because they have different expectations and educational outcomes, may not be utilized interchangeably for degree requirements. (Ex. DSCI-303 and DSCI-503) Both types of courses can be offered at the same times, dates, share a classroom and instructors, etc.
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EDUC 100 - Introduction to Schooling
Credits: 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 110 - Multicultural Scholars: Strategies for Success
Credits: 1
Strategies for Academic Success is a one-credit hour elective course that provides Maryville University, Multicultural Scholar First year students, with an introduction to the higher education process. This course is designed to assist students with gaining a self-awareness of their learning styles, personality, talents, and strengths. In addition, students will develop skills, strategies, and techniques that promote academic and personal success.
Prerequisite: Membership in the Multicultural Scholars Program
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EDUC 111 - Multicultural Scholars: Identity and Socialization
Credits: 1
Identity & Socialization is a one credit elective for Maryville University, Multicultural Scholar First year students. This course is designed to assist scholars with gaining a more in depth understanding of social justice concepts by discovering their own and others social identities, cycles of socialization, and systematic barriers. Additionally, scholars will begin to learn and practice nonviolent listening skills that serve as underpinnings for intergroup dialogue work. This is course is an introduction to building an inclusive campus community.
Prerequisite: Membership in the Multicultural Scholars Program
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EDUC 200 - Practicum in School and Society
Credits: 2
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.
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EDUC 201 - School and Society
Credits: 3
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.
Related Courses: EDUC-501
Corequisite: EDUC-200 and EDUC-309
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EDUC 203 - Infant/Toddler Practicum
Credits: 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: 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 210 - Multicultural Scholars: Debunking Cultural Myths through Outings 1
Credits: 1
Debunking Cultural Myths Through Outings 1 is a one-credit hour elective course that provides Maryville University, Multicultural Scholar Sophomore students. This course is designed to assist scholars with identifying the customs and traditions associated with various cultural groups through monthly hands-on experiences and outings in the Saint Louis community.
Prerequisite: Membership in the Multicultural Scholars Program
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EDUC 211 - Multicultural Scholars: Debunking Cultural Myths through Outings 2
Credits: 1
Debunking Cultural Myths through Outings 2 is a one-credit hour elective course that provides Maryville University, Multicultural Scholar Sophomore students. This course is designed to assist scholars with analyzing their values and beliefs in relation to those of their peers through monthly hands-on experiences and outings in the Saint Louis community.
Prerequisite: membership in the Multicultural Scholars Program
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EDUC 220 - Economic Geography
Credits: 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: 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 239 - Fundamentals of Secondary Teaching
Credits: 3
The course offers an introduction to lesson planning, assessment, pedagogy and curricular standards needed to teach secondary students. It builds the capacity for becoming a secondary teacher through the exploration of curriculum and pedagogical practices that foster teaching for conceptual understanding, inquiry skills, 21st Century skills of communication, collaboration, critical thinking and creativity.
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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: 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: 1-4
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EDUC 297 - Special Studies
Credits: 1-4
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: 2-4
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: 2-4
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: 1-3
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 309 - Child Development and Learning
Credits: 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.
Related Courses: EDUC-509
Corequisite: EDUC-200 and EDUC-201
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EDUC 310 - Multicultural Scholars: Developing Skills to Facilitate Difficult Conversations
Credits: 1
Developing Skills to Facilitate Difficult Conversations is a one-credit hour elective course for Maryville University Multicultural Scholar Junior students. This interactive course will further develop student’s understanding and application of nonviolent listening skills to facilitate difficult dialogue while developing a more inclusive campus environment.
Note: This course is reserved for students in the Multicultural Scholars Program.
Prerequisite: Membership in the Multicultural Scholars Program
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EDUC 311 - Multicultural Scholars: Peer Educator – Selecting and Developing a Peer Educator Workshop
Credits: 1
Selecting and Developing a Peer Educator Workshop is a one-credit hour elective course for Maryville University Multicultural Scholar Junior students. In this interactive workshop, students will develop and prepare their group peer educator presentations to facilitate that they will facilitate their senior year to the Maryville University campus community.
Note: This course is reserved for students in the Multicultural Scholars Program.
Prerequisite: Membership in the Multicultural Scholars Program
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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.
Related Courses: EDUC-513
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EDUC 315 - Educational Developmental Psychology: Learning and Management
Credits: 3
This course focuses on effective classroom management and instructional practices based in psychological, educational, and neuroscience research. Students explore the importance of academic mindset, trauma-informed practices, implicit bias, Universal Design for Learning, and the role of language and relationships in classrooms. Using texts, classroom observations, and individual inquiries, students create unique projects to demonstrate their ability to appropriately apply theoretical frameworks to their future work in classrooms. This course taken at the graduate level requires additional readings and assignments.
Related Courses: EDUC-515
Prerequisite: EDUC-201
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EDUC 320 - Practicum in Literacy Across the Academic Disciplines
Credits: 2
This practicum experience coincides with EDUC-321 Literacy Across the Academic Disciplines. Teacher candidates are assigned to a practicum placement in middle or high school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the EDUC-321 professor to apply learning from that class to the real-world classroom setting.
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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.
Related Courses: EDUC-521
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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: 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.
Related Courses: EDUC-523
Prerequisite: EDUC-200
Corequisite: EDUC-203
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EDUC 326 - Special Studies
Credits: 1-3
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EDUC 328 - Literacy Development
Credits: 3
Literacy Development 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.
Related Courses: EDUC-528
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: 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.
Related Courses: EDUC-531
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EDUC 333 - Integrating the Arts
Credits: 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.
Related Courses: EDUC-533
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EDUC 335 - Health of the Child
Credits: 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.
Related Courses: EDUC-535
Prerequisite: EDUC-200
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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.
Related Courses: EDUC-551
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EDUC 352 - Education and Psychology of Exceptional Children
Credits: 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.
Related Courses: EDUC-552
Prerequisite: EDUC-200
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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, EDUC-561
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EDUC 361 - Instructional Interventions in Reading: Secondary
Credits: 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.
Related Courses: EDUC-561
Prerequisite: EDUC-200, EDUC-201
Corequisite: EDUC-360
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EDUC 372 - Emergent Mathematics
Credits: 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, Number Talks, related research, assessment, and the practical application of these concepts. The importance of learning through play is stressed throughout the course.
Related Courses: EDUC-572
Prerequisite: EDUC-200
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EDUC 374 - Language Arts Methods
Credits: 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
Related Courses: EDUC-574
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EDUC 383 - Reading/Writing in the Content Areas
Credits: 3-4
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.
Related Courses: EDUC-583
Prerequisite: EDUC-200
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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.
Related Courses: EDUC-588
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EDUC 390 - Children’s Literature
Credits: 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: ENGL-390
Related Courses: EDUC-590
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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 404 - Student Teacher: Professional Seminar
Credits: 3
Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Students develop professional communication skills for a variety of audiences and strengthen differentiation skills in planning and instruction. The seminar specifically addresses legal and ethical aspects of teaching. Students also engage in extensive professional collaboration and consultation within the class as they analyze and work to resolve authentic problems of practice encountered during the student teaching experience. An extensive, semester-long Teacher Performance Assessment and presentation challenges candidates to synthesize what they have learned about teaching throughout their program and demonstrate their proficiency at affecting student learning.
Related Courses: EDUC-504
Corequisite: EDUC-400
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EDUC 410 - Multicultural Scholars: Professional Seminar and Peer Educator Workshop
Credits: 1
Professional Seminar and Peer Educator Seminar is a one-credit hour elective course for Maryville University Multicultural Scholar senior students. In the fourth year of the curriculum, students are now peer educators and will facilitate workshops focused on diversity, inclusion, and social justice to educate the campus community. Examples of past workshop opportunities include the First-Year Seminar Courses and campus departmental and student organizations training. Students will also serve as mentors to first year students using the MSP Peer Mentor Program Curriculum while focusing on professional development components like resume workshops, mock interviews, and networking.
Prerequisite: Membership in the Multicultural Scholars Program
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EDUC 411 - Multicultural Scholars: Personal Seminar and Peer Educator Workshop
Credits: 1
Multicultural Scholars: Personal Seminar & Peer Educator Workshop is a one-credit hour elective course for Maryville University Multicultural Scholar senior students. This seminar will provide students an opportunity to reflect and apply what they have learned in the program through the completion of an e-portfolio geared toward the program learning outcomes. In addition, students will participate in discussions around personal development to prepare them for life after graduation including budgeting, setting personal boundaries, and having a healthy lifestyle through nutrition.
Prerequisite: Membership in the Multicultural Scholars Program
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EDUC 416 - Differentiation for All Learners
Credits: 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.
Related Courses: 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.
Related Courses: 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.
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.
Related Courses: EDUC-553
Corequisite: EDUC-450
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EDUC 460 - Early Childhood Curriculum
Credits: 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.
Related Courses: EDUC-660
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EDUC 461 - Early Childhood Assessment
Credits: 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.
Related Courses: EDUC-661
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EDUC 465 - Family Systems/Issues
Credits: 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.
Related Courses: EDUC-665
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EDUC 468 - Behavior Management
Credits: 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.
Related Courses: 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.
Note: 1 to 3 variable credits with Program Director approval.
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: 1-4
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EDUC 497 - Special Studies
Credits: 1-10
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 504 - Student Teaching: Professional Seminar
Credits: 3
Taken concurrently with student teaching, this course helps students develop a final skill set as they transition to their own classrooms. Students develop professional communication skills for a variety of audiences and strengthen differentiation skills in planning and instruction. The seminar specifically addresses legal and ethical aspects of teaching. Students also engage in extensive professional collaboration and consultation within the class as they analyze and work to resolve authentic problems of practice encountered during the student teaching experience. An extensive, semester-long Teacher Performance Assessment and presentation challenges candidates to synthesize what they have learned about teaching throughout their program and demonstrate their proficiency at affecting student learning.
Related Courses: EDUC-404
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EDUC 509 - Child Development and Learning
Credits: 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.
Related Courses: EDUC-309
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EDUC 513 - 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.
Related Courses: EDUC-313
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EDUC 515 - Education and Developmental Psychology: Learning and Management
Credits: 3
This course focuses on effective classroom management and instructional practices based in psychological, educational, and neuroscience research. Students explore the importance of academic mindset, trauma-informed practices, implicit bias, Universal Design for Learning, and the role of language and relationships in classrooms. Using texts, classroom observations, and individual inquiries, students create unique projects to demonstrate their ability to appropriately apply theoretical frameworks to their future work in classrooms. This course taken at the graduate level requires additional readings and assignments.
Related Courses: EDUC-315
Prerequisite: EDUC-201
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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.
Related Courses: EDUC-321
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EDUC 522 - 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.
Related Courses: EDUC-421
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EDUC 523 - Early Childhood/Perceptual Motor Development
Credits: 3
Related Courses: EDUC-323
Corequisite: EDUC-203
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EDUC 528 - Literacy Development
Credits: 3
Literacy Development 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.
Related Courses: EDUC-328
Prerequisite: EDUC-531
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EDUC 531 - Reading Methods I
Credits: 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.
Related Courses: 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.
Related Courses: EDUC-431
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EDUC 533 - Integrating the Arts
Credits: 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.
Related Courses: EDUC-333
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EDUC 535 - Health of the Child
Credits: 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.
Related Courses: EDUC-335
Prerequisite: EDUC-200
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EDUC 542 - Teaching Secondary Science Methods
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.
Related Courses: EDUC-441
Corequisite: EDUC-440
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EDUC 551 - 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.
Related Courses: EDUC-351
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EDUC 552 - Education and Psychology of Exceptional Children
Credits: 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.
Related Courses: 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.
Related Courses: EDUC-451
Corequisite: EDUC-450
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EDUC 561 - Instructional Interventions in Reading: Secondary
Credits: 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.
Related Courses: EDUC-361
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EDUC 572 - Emergent Mathematics
Credits: 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.
Related Courses: EDUC-372
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EDUC 574 - Language Arts Methods
Credits: 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
Related Courses: EDUC-374
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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.
Related Courses: EDUC-388
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EDUC 590 - Children’s Literature
Credits: 3
Related Courses: EDUC-390
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EDUC 596 - Independent Study
Credits: 1-4
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EDUC 597 - Special Studies
Credits: 1-4
These courses are offered periodically based on the interests of our students and faculty. More information can be requested from the department.
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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 616 - Differentiating for All Learners
Credits: 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.
Related Courses: EDUC-416
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EDUC 619 - Educator as Action Researcher
Credits: 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 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, and 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, and 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 650 - Language Acquisition and Development
Credits: 3
This course will include theory, research, and effective practice for facilitating first and second language acquisition for students K-12. The course will include language acquisition for students with physical, psychological, and cognitive disabilities. The focus will be on interrelationship between language development and the teaching of literacy strategies.
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EDUC 652 - Analysis and Correction of Reading Disabilities
Credits: 3
Students will learn how to use and interpret informal and norm-referenced assessment instruments with students who have various literacy problems. Students will learn how to provide appropriate instruction in phonemic awareness, phonics, word analysis, vocabulary, spelling, fluency, comprehension, metacognition and writing strategies for struggling readers and writers.
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