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Course Descriptions

Courses numbered 100-199 are open to freshmen; 200-299 to sophomores; 300-399 to juniors; 400-499 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 200 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 499 is a graduate course.

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.

TEDU 1850
Education in a Changing World [Course] (3)

This course introduces students to education in the contemporary context, with specific attention given to the history of education and the ways that schools and teaching have changed over time; laws governing the education of all students, including special education; the rapidly increasing diversity of students in schools today; the expanding uses of technology; current challenges in education, including closing the achievement gap and meeting the needs of all students; and what it means to enter the teaching profession today. This course provides students an essential foundation for all future classes in education. Education majors will begin the process of creating a professional portfolio. Taken by all education majors.

TEDU 1950
Foundations of Special Education [Course] (3)

This course provides an introduction to special education and exceptionalities as defined in federal and state laws and regulations. Students will develop an understanding of the needs of students with disabilities, and how to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum, consistent with NYS requirements for general and special education teachers. Students will learn the historical perspective, definitions, etiology, characteristics, needs and service delivery systems within each area of exceptionality; the nature and requirements of Individual Education Plans (IEPs); and the ways that the NYS Common Core Learning Standards are addressed for students with disabilities. To be taken concurrently with TEDU 1950 OPE. Taken by all education majors.

TEDU 2350
Curriculum, Instruction and Assessment I [Course] (3)

This course provides an integrated introduction to the processes by which teachers develop curriculum, plan and deliver instruction, and assess student learning in inclusive classroom settings. Students will learn to create lesson and unit plans, identify and use a variety of teaching strategies, monitor and adjust during instruction, and conduct informal and formal assessments. Students will learn multiple ways to use technology to enhance teaching and learning. Students will also learn the importance of adapting instruction to meet students’ learning differences and aligning instruction with the NYS Common Core Learning Standards. To be taken after or concurrently with TEDU 1850 and TEDU 1950. Taken by all Early Childhood/Special Education, Childhood/Special Education, and Adolescence Education majors.

TEDU 2550
Foundations of Language & Literacy [Course] (3)

This course focuses on beginning language users and emergent literacy. It will examine the theories and stages of oral language acquisition, the development of emergent readers and writers, and the developmentally appropriate instructional methods and materials which are used in early childhood and elementary grade classes. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. To be taken after or concurrently with TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors.

TEDU 2600
Learning & Development in Early Adolescence [Course] (3)

This course focuses on early adolescents (ages 10-14), with specific attention to ways of promoting successful learning and healthy development of the whole person, at home, in school, and in the wider community. Students will examine the education of early adolescents, including the history, philosophy and curricula of middle level schooling, and the development of early adolescents across multiple domains, including community-based approaches to enhancing youth development. The course meets requirements for teacher education majors seeking certification at the middle school level, but is also appropriate for other majors who are interested in understanding and working with young people. Taken by Adolescent Education majors (who are not in the 7-12 Special Education Generalist Program). Offered once/year.

TEDU 2940
Integrated Literacy Practices Across Curriculum [Course] (3)

This course is designed to prepare students to teach and integrate literacy in specific content area disciplines. Students will explore ways to collaborate and plan, within an interdisciplinary model of teaching, how to create units that focus on the use of discipline literacy and the importance of developing mediated learning experiences. A “best practices” approach to developing these experiences will also focus on strengthening literacy pedagogy centered on constructing and communicating meaning in the various disciplines. Students will utilize the New York State Common Core Learning Standards in the development of the project based learning activities required for the course. Prerequisites: TEDU 1850 and TEDU 1950. Taken by all Adolescent Education and K-12 Education majors. Offered once/year.

TEDU 3020
Foundations of Planning-Secondary [Course] (3)

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive secondary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

TEDU 3040
Application of Literacy Strategies [Course] (3)

The course is designed to teach students the importance of strategic teaching and learning. Students gain an understanding of the historical and current concerns about literacy as a basis to knowing the importance of their roles as teachers of literacy. Students demonstrate an understanding of best practices in education by designing lessons that incorporate modern teaching/learning theories into strategic teaching. The course is designed to meet the needs of elementary and secondary teachers. Students will design projects that focus on individual content areas, learning needs and interests. This course is a continuation of the first literacy course, Foundations of Multiple Literacies. Topics will include a historical prospective of literacy, an in-depth study of current teaching and learning theories as they relate to teaching literacy skills, informal literacy assessment, data driven instruction, individualizing instruction, strategic learning, strategic teaching, classroom management and lesson design/implementation. Students will be asked to analyze what they already know about teaching literacy skills and then explore grounded alternatives from best practices of instructional literacy research. 25 OPE hours are associated with this course.

TEDU 3050
Current Trends in Education [Course] (3)

This course explores current and relevant trends in education that impact classroom instruction. As issues change due to changing student populations, research emerges,and specific needs are found across school districts, students will explore them in depth. Not only will students research how the trends emerged, but they will also thoroughly explore how they impact their teaching and students’ learning. The topics explored in this course will vary based on what local school districts are currently addressing in their ongoing professional development with teachers.

TEDU 3070
Assessment for Student Learning [Course] (3)

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with and without disabilities in the general education classroom. The course is designed to examine the various facets of assessment and provides ongoing opportunities for participants to examine, create, critique and revise current assessments used in their own classrooms. Participants will explore various models of effective assessment practices that promote meaningful participation in heterogeneous groups. Participants will examine the role of assessment in developing curriculum and implementing best practices for promoting challenging standards-based education for all students in the general classroom.

TEDU 3180
History & Philosophy of Art Education [Course] (3)

Students in this course will analyze the historical and philosophical underpinnings of past and present art education pedagogy. Specifically, students will learn educational history and philosophy, Christian education history and art education history. Prerequisites: ARTS 1020, 1030, 1040, and 1050. Grade of B- required in TEDU 3180 to advance in the Visual Art Education program.

TEDU 3200
Specialized Teaching Methods-Elementary [Course] (3)

This course includes instruction in the NYS standards, goals, and content of the elementary school curriculum in English Language Arts, Mathematics, Science and Social Studies. The course also addresses various aspects of the teaching-learning process, and the preparation and the use of instructional materials.

TEDU 3260
Relational Skills Training: Neurodevelopmental Differences I [Course/Lab] (1)

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as PSYC 3260 and SOWK 3260.

TEDU 3270
Relational Skills Training: Neurodevelopmental Differences II [Course/Lab] (1)

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as PSYC 3270 and SOWK 3270.

TEDU 3330
Foundations of Lesson Planning-Elementary [Course] (3)

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive elementary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

TEDU 3350
Curriculum, Instruction and Assesment II [Course] (3)

This is the second in a two course sequence designed to help students develop and apply the knowledge, skills, and dispositions necessary to integrate the tools of assessment and curriculum to maximize student learning outcomes through effective instruction for all learners. The course will explore and extend students’ understanding of a variety of concepts, practices, and principles related to the alignment of curriculum development, instruction, and assessment as a cyclical and integrated approach to effective teaching. Prerequisite: TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors

TEDU 3450
Foundations of Lesson Planning II [Course] (3)

This is the second of two courses designed to help students develop and apply the knowledge, skills, and dispositions necessary to plan and deliver instruction in inclusive classroom settings. Students will revisit the critical elements of effective instructional planning, with more attention to how to differentiate instruction and use assessments to drive instructional planning. Students will further hone their lesson planning and unit planning skills by creating lessons and units that are aligned with NYS Common Core Learning Standards.

TEDU 3530
Literacy in Early Childhood Classrooms [Course] (3)

This course will focus on the language and literacy learning of children from birth to second grade. Students will explore instructional strategies, developmentally appropriate materials and activities, and ways to support the families of the children in their care. Topics will include mapping cognitive and language development stages, assessing students’ progress, and creating effective literacy lessons which meet the needs of all students. Additionally, students will learn to modify and adapt instruction for ELL learners and children with developmental delays. The importance of early intervention will be examined. Prerequisites: TEDU 2350, 2550, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3530 OPE. Taken by Early Childhood/Special Education majors.

TEDU 3530
Literacy in Early Childhood Classrooms [OPE] ()

OPE: (25 hours school-based field experience) Students will observe and participate in early childhood classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3530. Taken by Childhood and Special Education majors.

TEDU 3550
Literacy in Childhood Classrooms [Course] (3)

This course focuses on developing an understanding of the reading and writing continuum and learning the best practices for supporting students' growth once they have begun to read. The course will examine the skills of the fluent reader, the connection between reading and writing, differentiated literacy instruction, reading nonfiction, and appropriate assessment tools. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. Prerequisites: TEDU 2350, 2550, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3550 OPE. Taken by Childhood and Special Education majors. Offered once/year.

TEDU 3550
Literacy in Childhood Classrooms [OPE] ()

(25 hours school-based field experience) Students will observe and participate in elementary classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3550. Taken by Childhood and Special Education majors.

TEDU 3570
Literacy in Adolescent Classrooms [Course] (3)

This course is designed for students who are planning to teach in a specific content area at the middle or high school level. It will address the complex nature of reading and writing fluently and the literacy skills students need to be successful in content area classes. Teaching strategies to enhance students’ comprehension will be explored. The role content area teachers must take in supporting their students reading will be addressed and instructional strategies for supporting adolescent readers will be investigated. Prerequisites: TEDU 2350 and admission to the Teacher Education Program. To be taken concurrently with TEDU 3570 OPE. Taken by all Adolescent Education majors. Offered once/year.

TEDU 3570
Literacy in Adolescent Classrooms [OPE] ()

(25 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3570. Taken by all Adolescent Education majors. Offered once/year.

TEDU 3580
Language & Literacy for English Language Learners I [Course] (3)

This course provides foundational knowledge in teaching the literacy skills of listening, speaking, reading, and writing to English language learners as well as native English speakers in early childhood and childhood learning environments. Students will learn to identify strategies and modify resources to meet the varying needs of language learners, particularly language learners with special needs. Throughout the course, attention will be given to how teachers can support students in continuing development of their first language and culture while also providing the tools they will need to be successful in English dominant learning environments. Prerequisites: TEDU 2350, TEDU 2550, and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3580 OPE. OPE setting varies depending on student’s major and career goals.

TEDU 3580
Language & Literacy for English Language Learners I [OPE] ()

OPE setting varies depending on student’s major and career goals.

TEDU 3590
Language & Literacy for English Language Learners II [Course] (3)

This course provides foundational knowledge in literacy instruction for ELLs in secondary settings, with special emphasis on modifying resources to meet the varying needs of language learners in content and language instruction, particularly language learners with special needs. Special care is given to support students in continuing development of their first language and culture while providing the tools to be successful in English dominant learning environments. Prerequisites: TEDU 2350, TEDU 2550, and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3590 OPE.

TEDU 3590
Language & Literacy for English Language Learners II [OPE] ()

OPE setting varies depending on student’s major and career goals.

TEDU 3600
Creating Inclusive Learning Communities [Course] (3)

This course prepares students to create a mutually respectful, safe and supportive learning environment that is inclusive of all students. Students will learn strategies for creating classroom communities focused on learning, including ways to maximize students’ active engagement, promote student motivation, and foster a climate of respect and appreciation for diversity. Students will also learn strategies for supporting students with disabilities in general education settings. Although focused on positive behavior and prevention, appropriate interventions to address student misbehavior will also be addressed. Students will create a classroom behavior management plan. Prerequisites: TEDU 2350. To be taken concurrently with TEDU 3600 OPE. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

TEDU 3600
Creating Inclusive Learning Communities [OPE] ()

OPE: (25 hours school-based field experience) Students will observe and participate in instructional and behavior management processes in local school classrooms. To be taken concurrently with TEDU 3600. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

TEDU 3650
Assessment for Special Education [Course] (3)

This course emphasizes assessment as a multi-faceted tool for special educators. Students will investigate IEP procedures (screening, pre-referral interventions, eligibility determinations, and classification based upon assessment data). Students will develop the ability to make instructional decisions based upon norm-referenced, criterion-referenced, and informal/formal classroom assessments. Students will learn how to utilize curricular and assessment models to develop alternate assessments. These include authentic assessments, growth-based assessments, performance-based assessments and portfolios. Students will also increase understanding of contemporary issues and practices, including: Response to Intervention (RTI); Functional Behavioral Assessment (FBA); culturally responsive assessment; and testing accommodations. Prerequisite: TEDU 2350. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/ 7-12 Special Education Generalist majors. To be taken concurrently with TEDU 3650 OPE by Adolescent Education/ 7-12 Special Education Generalist majors.

TEDU 3650
Assessment for Special Education [OPE] ()

OPE: (25 hours school-based field experience) Students will observe and participate in secondary classrooms. Taken by Adolescent Education/7-12 Special Education Generalist majors only.

TEDU 3720
Early Childhood Curriculum (Birth to K) [Course] (3)

This course includes an overview of growth and development of young children from birth to 5 with an emphasis on formulating developmentally appropriate practices, including the importance of play and collaboration with families and caregivers. Topics include models of early childhood education, observation, evaluation, working with community agencies, and the New York State Common Core Learning Standards for inclusive Pre-K classrooms. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3720 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education majors.

TEDU 3720
Early Childhood Curriculum (Birth to K) [OPE] (3)

(25 hours school-based field experience) Students will observe and participate in early childhood classrooms. To be taken concurrently with TEDU 3720. Taken by Early Childhood/Special Education majors.

TEDU 3730
Elementary Curriculum & Methods (Grades 1-3) [Course] (3)

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 1-3; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3730 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education and Childhood/Special Education majors.

TEDU 3730
Elementary Curriculum & Methods (Grades 1-3) [OPE] ()

OPE: (25 hours school-based field experience) Students will observe and participate in grades 1-3 classrooms. To be taken concurrently with TEDU 3730. Taken by Early Childhood/Special Education majors and Childhood/Special Education majors.

TEDU 3740
Elementary Curriculum & Methods (Grades 4-6) [Course] (3)

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 4-6; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3740 OPE. Can be taken before or after, but not concurrently with, TEDU 3720 or TEDU 3730. Taken by Childhood/Special Education majors.

TEDU 3740
Elementary Curriculum & Methods (Grades 4-6) [OPE] ()

OPE: (25 hours school-based field experience) Students will observe and participate in grades 4-6 classrooms. To be taken concurrently with TEDU 3740. Taken by Childhood/Special Education majors.

TEDU 3820
Methods of Instruction & Assessment for ESOL [Course] (3)

This course provides foundational knowledge into theories of language and cultural acquisition and development while learning evidence-based practices and strategies for planning, implementing, and assessing English language and content-area instruction. Special attention is given to how teachers can support their students in continuing the development of their first language and culture while providing them with tools to be successful in English dominant learning environments. Issues in the assessment of English language learners, including the identification of ELLs with disabilities, are addressed. Prerequisites: TEDU 2350 and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3820 OPE.

TEDU 3820
Methods of Instruction & Assessment for ESOL [OPE] ()

(25 hours school-based field experience) Students will observe ESOL teachers and participate in ESOL classrooms. To be taken concurrently with TEDU 3820. Taken by ESOL majors. OPE setting varies depending on student’s major and career goals.

TEDU 3850
Secondary Content Methods [Course] (3)

This course focuses on the pedagogical content knowledge Adolescent Education majors need to be effective secondary teachers within in their academic subject area. Attention is given to developmentally appropriate practices that will engage and challenge all students to meet or exceed the New York State Common Core Learning Standards. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. The course is team taught by faculty with expertise in curriculum and instruction, special education, and various academic disciplines. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3850 Secondary Content Methods OPE. Taken by all Adolescent Education majors. Open only to juniors and seniors.

TEDU 3850
Secondary Content Methods [OPE] ()

OPE:(25-50 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be expected to prepare and deliver a lesson in their content area appropriate for the particular students and curriculum being observed. To be taken concurrently with TEDU 3850. Taken by Adolescent Education majors.

TEDU 3900
Collaboration for Learning [Course] (3)

This is the third in a sequence of courses that prepares students to be effective teachers for all students across the continuum of educational settings. The course emphasizes the value and importance of collaborative and collegial partnerships with families, other teachers, related service provides, paraprofessionals, and others. Students will develop effective coping strategies and problem resolution skills related to contemporary demands of public education. Students will improve their ability to write and implement standards-based Individualized Education Programs (IEPs). Prerequisite: TEDU 3650. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/7-12 Special Education Generalist majors. Open only to juniors and seniors.

TEDU 3940
Culturally Responsive Teaching [Course] (2 - 3)

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

TEDU 4000
Early Childhood Education Student Teaching A [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4400 concurrently with TEDU 4000, TEDU 4001. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4001
Early Childhood Education Student Teaching B [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4400 concurrently with TEDU 4000, TEDU 4001. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4010
Elementary Student Teaching A [Practicum] (2 - 6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4011
Elementary Student Teaching B [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4020
Adolescence Education Student Teaching A [Practicum] (2 - 6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiveing frequent and regular appraisals from the master teacher and the College supervisor. This is course is the first in a two course placement. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4420 concurrently with TEDU 4020, TEDU 4021. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4021
Adolescence Education Student Teaching B [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiveing frequent and regular appraisals from the master teacher and the College supervisor. This is course is the first in a two course placement. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4420 concurrently with TEDU 4020, TEDU 4021. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4030
Music Student Teaching I [Practicum] (5)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4031
Music Student Teaching II [Practicum] (5)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4040
Art Student Teaching I [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4041
Art Student Teaching II [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

TEDU 4050
Physical Education Student Teaching I [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU and PEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

TEDU 4051
Physical Education Student Teaching II [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU and PEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

TEDU 4060
ESOL Student Teaching I [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the first in a two course placement. Prerequisites: successful completion of all required TEDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all OPE hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take TEDU 4460 concurrently with TEDU 4060 and TEDU 4061. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

TEDU 4061
ESOL Student Teaching II [Practicum] (6)

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the second in a two course placement. Prerequisites: successful completion of all required TEDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all OPE hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take TEDU 4460 concurrently with TEDU 4060 and TEDU 4061. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

TEDU 4210
Contemporary Issues in Art Education Methods [Course/Lab] (3)

This course analyzes current prospective instructional trends in art education. Course objectives focus on helping students execute learning experiences, conceptualized around the national standards of art education. This course presents instructional knowledge and techniques to integrate discursive views on art education while making educated instructional decisions in devising culturally responsive instruction. Also listed as ARTS 4210. Prerequisites: ARTS 3190 with a minimum grade of B-.

TEDU 4400
Early Childhood Education Student Teaching Seminar [Course] (2)

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken by Early Childhood/Students with Disabilities majors concurrently with Student Teaching TEDU 4000 and TEDU 4001.

TEDU 4410
Childhood Ed Student Teaching Seminar [Course] (1 - 2)

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken concurrently with Student Teaching TEDU 4010 and TEDU 4011. Offered every semester.

TEDU 4420
Adolescence Education Student Teaching Seminar [Course] (1 - 2)

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken by Adolescence Education majors concurrently with Student Teaching TEDU 4020 and TEDU 4021.

TEDU 4460
ESOL Student Teaching Seminar [Course] (2)

This seminar is taken concurrently with student teaching. Students will increase their understanding of teaching and learning and enhance their skills through shared reflection on their classroom experiences. Attention will be given to specific topics, such as classroom management, learning standards and assessments, school organizations, and hiring and interviewing processes, in response to students' experiences and needs. Students will also complete professional portfolios suitable for presentation to potential employers. Taken by ESOL majors concurrently with Student Teaching TEDU 4060 and TEDU 4061.

TEDU 4950
Independent Study [Course] (1 - 3)

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

TEDU 4980
Undergraduate Research [Course] (1 - 3)

Students conduct laboratory research in education under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar