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Spanish Following certain course descriptions are the designations: F, Sp, Su. These indicate the semesters fall, spring, summer in which the course is normally offered and are intended as an aid to students planning their programs of study. |
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Teacher Education Following certain course descriptions are the designations: F, Sp, Su. These indicate the semesters fall, spring, summer in which the course is normally offered and are intended as an aid to students planning their programs of study.
EDUC 196 is a prerequisite for all subsequent courses with the exception of EDUC 201 or EDUC 202, which may be taken concurrently. |
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EDUC 196 - Foundations of Reflective Teaching
Credits: 3
The first course taken by all education students seeking the baccalaureate degree. This course is designed to introduce students to the profession of teaching and to the philosophical foundation for teacher education at USI—the Reflective Teaching Model. It introduces students to the program requirements for all teacher education programs. The course examines the nature and functions of schools, using philosophical, historical, and sociological perspectives. Students will explore the ways in which the preservice teacher’s beliefs (especially about knowledge, ethics, and human life) influence educational outcomes by helping to shape classroom life. Guided field experience required. Prereq: EDUC 201 , minimum of FR2 status, and 2.6 GPA. Co-Req: Co-registration in EDUC 103 . Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp.
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EDUC 214 - Instructional Technology in Education
Credits: 3
Explores the use of the technology to enhance the teaching and learning process. Students will explore current research, issues, and methodology related to the design, development, and use of technology resources. Emphasis will be placed on the evaluation and selection of Internet resources, educational software, productivity tools, and other emerging technologies in the educational environment. Students will develop skills in the production and effective use of print, projected, and displayed communication using technology tools. Prereq: EDUC 196 . Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp, Su.
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EDUC 373 - Teaching Science in the Elementary School
Credits: 3
Designed to integrate physical, biological, earth/science concepts, and the teaching of science. Experiences in inquiry-based problem solving using primary and integrated science process skills stressed. Age-appropriate science content and teaching methodologies are studied. The course also explores issues regarding safe science, evaluating student comprehension in science, and addressing state and national science standards. Field experiences with children in a school setting required. It is strongly recommended that students have completed seven credit hours of science before enrolling in this course. Prereq: Admission to teacher education. Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp, Su.
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EDUC 381 - Literacy, Language, and Culture
Credits: 3
Candidates will know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support culturally and linguistically diverse learners’ literacy and language development and content area achievement. The course will include such topics as language and identity, bilingualism, code-switching, dialects, heritage languages, language policy, language death, and first and second language learning. Prereq: EDUC 378 .
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EDUC 385 - Teaching and Learning in the Senior High, Junior High, and Middle School
Credits: 3
The nature of teaching and learning, including psychological principles, instructional planning, instructional techniques, curriculum, and evaluation. Prereq: EDUC 202 and admission to teacher education. Guided field experience required. Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp.
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EDUC 412 - Evaluation and Exceptionality: Assessment, Interpretation and Instructional Design
Credits: 3
This course explores the purpose(s) of assessment, selection of criteria, administration techniques, need for accuracy in scoring, determination of validity of interpretation, and application of data for instructional design and implementation. The development of assessment skills, awareness of legal and ethical issues, and collaboration will be emphasized. Prereq: EDUC 315 , EDUC 413 , EDUC 423 and concurrent registration in EDUC 418 and EDUC 421 required. Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp.
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EDUC 423 - Collaborative Partnerships
Credits: 3
This course defines, studies, and applies the skills necessary for teaching collaboratively. It presents a paradigm that adheres to the belief that close working relationships between teachers serving the same students are an absolute necessity. Emphasis will be placed on the need for close communication between professionals, the challenges of scheduling and instructional coordination, and interpersonal problem solving. This course will also examine student transition as it relates to placement in the elementary school, movement from the elementary setting to a middle school placement, movement from the middle school to a high school placement and from the school setting into community environments. It will promote skill development in working with students and their parents to encourage advocacy and self determination. Prereq: EDUC 206 and admission to Teacher Education. Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp.
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EDUC 439 - Classroom Management through Data-based Decision Making
Credits: 6
This is a required course designed to provide preservice and beginning teachers with a basic understanding of the complex set of practices that help to create an environment conducive to learning. This course will help preservice teacher to better understand their own implicit theories behind working with P-12 students in the 21st Century classroom, while helping them to identify effective evaluation practices. This course also acquaints candidates with current controversies and research methods. Co-enrollment in student teaching required. Prereq: Senior status and admission to Synthesis Phase in Teacher Education. Repeatable with change in school setting.
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EDUC 465 - Instructional Technology Integration
Credits: 3
Focuses on the integration of technology into the school curriculum and explores the use of technology to enhance the teaching and learning process. Students will examine issues related to the evaluation, selection, and implementation of technology resources including software, hardware, and peripherals, the emerging technologies and trends in technology education, and various pedagogical approaches. Emphasis is placed on the design and implementation of technology-based instruction for K-12 classrooms. Term(s) Offered (F=Fall, Sp=Spring, Su=Summer): F, Sp, Su.
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EDUC 466 - Authoring Educational Multimedia Resources
Credits: 3
Focuses on the systematic design and development of educational software and multimedia resources. Students plan instructional sequences, then apply computer programming and courseware design skills to the development of informational, instructional, and constructional resources. Internet, laserdiscs, CD-ROM, CD-audio, digitized audio, digitized still and motion video, and scanned images are incorporated into multimedia projects. Interdisciplinary multimedia thematic units also are developed. Prereq: EDUC 214 , EDUC 465 , or equivalent.
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