Course Descriptions  1
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EDC 341 MIDDLE SCHOOL EDC 501 TEACHING INTERNSHIP. V (1-12) EDC GOTINSTRUCTIONAL DESIGN I. (3)
ia) CURRICULUM AND INSTRUCTION. (3) Supervised practice teaching under competent leadership. Observa- Introduction to the instructional design process from needs assess·
““°P- This course is designed to acquaint teachers of early adolescents with tion, instruction, independent study which parallels Eeld experience, ment and goal definition through evaluation. Each student will design
mk in thc rationale behind the middle school concept, and, in particular, the and conferences with supervising instructor included. This course is prototype instructional materials based on an instructional design
'mqi gcghni ues of teaching as an individual and as a member of an desi ed rimarily for students in Allied Health Professions, Educa- model and/or procedures. The course will also introduce students to
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interdisciplinary team. The development of generic teaching skills tion, Library and Infomation Science, Home Economics, and the field of instructional design and teclmology.
Such ns planning, implementing. managing, and evaluating leaming Social Work. May be repeated to ii maximum of 12 hours. Prereq: EDC 533|N5·|·Ru(;11gNA|_ DE5|(;N||_ (3)
(3) programs is emphasized. Prereq: Admission to Teacher Education EDC 500 or permission of instructor. C,-{rica] matysgs Ofgnsmmional design models and their mw,-mica;
“i¤i5· Pf¤S*'¤m· EDC 513 TEACHING ENGUSH foundations including the impact of various models and perspectives
*8 and gpc 342 STU DENT TEACHING IN ART. (3-12) ASASECOND LANGUAGE. (3) on the practice and the products efinsmictienal design. Prereq: EDC
’” and Designed to give the student practical experience through ohserva- The course will examine the current theories and methods of 607 OY ¤¤¤$¢¤Y 0i`i¤$¤’¤¤'-¤Y·
it and tion. planning, teaching, and evaluating procedures. The student teaching English as a second language. The course will include (1) EDC BOBINTERACTNEMULTIMEDIA
'°" *0 works with children on all grade levels under the guidance of the language leamingtheoryas itrelatestoctherdisciplines; (2) methods RESEARCHAND DESIGN. (3)
siipqwising teacher. Offered on it pass-fail basis only. Prereq: and techniques of contrastive analysis. Prereq: One course in Students integrate theory and practice in the design of interactive
Admission to tl1e Teacher Education Program or pemiission of linguistics or consent of instnictor. (Same as ENG/LlN 513.) multimedia for instruction. Students use a wide range of interactive
` i¤¤¤¤·¤¤¤r- enc 514TESL MATERIALS Amo Mimioos. (2.) $¤:5¤¤¤¤gyma¤51 ¤rgiq·{=l9xistir;zl;¤¤$;¤¤¤iv= program Rcsearvh
EDC 343 THE EARLY ADOLESCENT LEARNER: An extension of ENG/EDC 5 I3, this course will include examination in lflgs m _° NEW l§°'P UWY lc ° *m‘*§“‘°°mPl·"¤' “““"“*l°“
PRACTICUM. (3) and evaluation of published materials designed for teaching English and ¤¤t=r¤¤¤v= ieamlllg °°n°°P'$ BW i*PPh°d U? lm€*'fa°°_d¤$lEn
)n This course is designed to extend and apply knowledge ofthe social, to speakers of other languages. Students will create individualized R"°bl°m$· Students d°$'B“· d°V"|°P and °Vahm° 3 P'°'°*YP° ““°*”a°‘
__ tmriqnii, imeitecnmi, and physical characteristics ofthe early reaching miiwriais and gain practical experience iii iippiyiiig me we i¤r¤gr¤m· Pr¤req¤ EDC 544. EDC 547 ¤r¤¤¤$e¤¤<>f¤¤s¤¤¤¤¤r·
1 rnlolcsccnt leamer through observation and interaction in school methods and using their own materials. Prereq: ENG/EDC 5l3 or EDC610D|SC|PLlNEAND
limgig ggttings, The course fonnat will include a weekly seminar and a consent of instructor. (Same as ENG/LIN 514.) CLASSROOMMANAGEMENT. (3)
`pm_ Supervised field placement in a middle school setting. Lecture, one EDC 534REAmNGANDSTuDysK|LLs|N ENGUSFL (3) The course is designed to examine the causes of and solutions to
.. · hour; laboratory, six hours per week. Prereq: Admission to Teacher A · · · · disruptive and noncompliant behavior and classroom management
.s in- _ n introductory course for teachers of English. The emphasis is on _ _
im;n· Ed”°“"°" P"°gm'“· developing competencies necessary for teaching reading and study pmblcms that “Y° “"q“" th'? °°"°'°l °f um °|“SS"°°m '°?°h°Y· Th°
intro- EDC 345TEACH|NG MATHEMATICS strategies in the English and humanities curriculum, especially at the °°“'si °?““’“‘;l‘S d°S‘%°d ‘“;°‘{“d ‘W° ?¥_P'°“Th§S: (lL;d:l““fY'&§
aclicr IN THE MIDDLE SCHOOL. (3) juniorand senior high school levels. Lecture, three hours; laboratory, prcva   pm cms an EXP °n"g SP"' _'° s° u mus gm;
A study of theoretical models and methodological strategies for one hour. Prereq: Junior standing, admission to the TEP in English P"°S°m'“g s°I‘i°"d St““°g'°S “’id applymg 'imn iq a V"{°tY °f
(1.3) txachiniigfiiitlilmetif. in;`0Trr}:1al ge0metr%.'an;i zttroduixnry algebra ia; education, or consent of instructor-, ¥;;i:};n¤:$£:¤i:;¥}*l;;$$€:é;;;¤r;¤;`¤¥;;$’5 gzgggigfelg 
. t cnn esc oo eve. ecourse wi inc u eacn ica ana ysiso EDc543V|DEO FORDISTANCE 4 4 · ·· · ·
  i turicty of objectives. instmctional materials and suategies and EDUcA·nONANDMULT|MED|A_ (3) °°mn°““°“ and EDU 20}
um cviiluation techniques. Consideration will be given to addressing the A Variety of Video applications for distance Education and mummb EDC 611 AUTHQRING APPLICATIONS
ized, i“di"‘du“i "“d§ °fi“ d“'°'s° student P°P“|“"°“· Premqi Ad"“$S'°“ dia are diSC\1SSEd. Classroom exercises and projects develop basic ;°RTEC"F‘;?'1gG?"B(fS*E°bt*STRU°uT'9"· 1. . $.3)
hmm H, Tgnchg EducaE3i2:rggt§mi·é1;E}§;ch;>;i;s of undergraduate math- video skins and production experience needed fvf diS¤¤¤¢° °d¤°°*i°“ 'cl; ;;;[;[;5:éli::t_rua;ioi;[Tn3l?;;;qF0p‘;(1n§l§iiill:i;Ii?ft`i;’€;Y`SaI?(i1r
Early °"“*"°S· “"°““ an · course delivery and development and multimedia projects. Topics , . . . ' . .
337, EDC 346TEACHING SOCIAL STUDIES include instructional video research, video equipment, temiinology nomhnqr mfqnmtmnl sgcmmji lnsultinmonélfmcssiigc ssslgm
IN THE MIDDLE SCHOOL. (3) and systems, and message design issues, ;:;:;E§;glg2:u_$f“;;£J:émi;;;J°;Ii; ;;u;;;’nP;;:_.§;$:2i°n"f;;?;;
A study of theoretical models and methodological strategies for EDc544UsEAND INTEGRATION . ’ . ’ _
inciting mini studies at me middie sensor rmi. nic com win ‘""“‘"Y S‘““"f“d ““"‘°""g‘°“"’“'°· P'°'°‘l· EDC 547 ““‘* EDC 607
(3) _ _ ,___ · , · OFINSTRUCTIONALMEDIA (3)
tm.- ·¤¤¤·¤*¤ ¤ ¤¤¤¤¤¤ ¤¤¤*v¤·¤ ¤f ¤ v¤¤¤¤v ef ¤bJ¤¤¤~<=S» ·¤¤¤¤·¤¤·¤¤¤* students use ri ima Ormiiiimi, iiiimciivc, and emerging techno— or °°“s°"' °{'"S"“°'°"
mnicrials and stmtegies, and evaluation techniques for middle school logical imcwcmions in analog and digital {m.mms_ Smdems gain Skill EDC 612 INSTRUCTIONAL DESIGN AND
snciulstudies,C0nsiderationwillbegiventoaddressingtheindividual · · ···· · TECHNOI-0GYF0UNDA“ONS· _ (3)
_ _ _ I in the operation, production, and integration of basic media such as . , . .
M Us Oy a dwcm, studcm uhmcn pmm . Admission to TE]-:. . . . . .... Provides an in-depth survey ofthe field of instructional design and
(3) mfnplmon cfu hours in 50*:;; Studie; Conair EDC 330 and EDé v'd€°’gmphicsd/ldc0d;sk’and CP`RQMlnm;?nm§°f:1sWm|°na] technology. Topics covered include the history of instructional ·
ry; iii. §i§2i2%i.‘;‘i1{ZJ2;i.ai§‘1§i?§°£..E2,E;,..‘l‘&}$2°ii§`§i4“§EZ2i§L°2i gggggncgggn;;;*;¤g§;gy;n_;·;§;;;g;§;;;l$;;;,¤§;g“;;¤j;;;·gi
and EDC347TEACH|NG ENGLISHAND COMMUNICATION several media documents using available tools and resources. cation and rufcssiungl dcvclc ment ’ '
’ 'N THE M'¤¤'-E $°H°°'-· (3) soc 547 msrnucnoum. comnurmct ` (s) ` P P
“‘°" · · · - · EDC615ADVANCEDINSTRUCTIONALAPPLICATIONS
ident im C°“F° Wl F"Pl°’° Ymcus i*PP*'°a'{h°$ 'U =9¤¤h¤¤a E“$l'sh and Students useinstructionalcomputing applications and understand the FOR1-HE EARLY ADOLESCENT LEARNER (3)
K4. “““'"u“'°“"°“ '“ mc middle $°h°°i wl"' spgcml °“"F‘h“‘s °" nw roles and uses of computers in instruction. Students select and use Th· f -ddl h I h ~   1
wm, nuturc oflanguage development. Prereq; Admission to the TEP and instructional computing hardware and sohwm appropriate to in_ f;;¢il:)¥'S¢ $21111 elge ttm tiacAeriexam?1es ticomp e;n:nu·;
.. 24 hours in English/communicationspecialization, Concur: EDC33O · · · ° °_ i° ygar 0 S ci] ‘ na ysls ° mm   ' asa
mts. d M3 structional goals and settings. Students use electronic networks for cmxuvc lnsmcmnal suawgws to mod the needs mmms and
“" · · instructional purposes. Studentsdemcnstrateskillusingbasicproduc- Chamcwristics of mcse Students will be included   Teéchm,
EDC 348TEACH|NG SCIENCE tivity software through stmctured assignments and collaborative C T · f- ` `
in ·~i+·_5M;¤gL¤s¤q¤¤;-I d h dl . I . ga ¤r··i=¤·S— EB'2I€?2$ii‘EiiTE$§Té§3‘iTSi3‘I‘ iii
mls " "“ Y ° ‘ °°'°"°" "‘° ° S “" "‘°‘ ° ° °g'°“ """°g'°S °’ EDC 54¤lN$TRU¤T¤¤NAL€0MPUTlNG*l- (3) nie ose Omiis come is to mike minute sciiwi rmrim Wim
i   trashing science at the middle school level. This course will include St d Bd I k·u — d d ts nh { d { . pm-P . P . . . .
givin n critical analysis of il variety of objectives, instructional materials th;] niggc ;;€n;i?r;CiiJ:;i ‘;;i:;l:;;;c&:m diglggig ignggmtiigd an T.-qeplh analysis Pfuie chiacicnsllcs Ofciffcfuvc middle Fchwl
and strategies and evaluation techniques for middlc school science. ~ · S d · I fam mes' An cxammmmil 0 mmm uimcu mi in°d°ls’ lisu°s’
HW . _  ’ . . . , . . _ . €0mPU““B €“V“'°“m°m5- tu cms usc Upemmg SY$‘°mF· Earn trends, and exemplary middle schools will compnse the pnmary
wm, Spctml nceds ofindividuals in adtverse middle school population are network administration dmcchnolo Wphmning and work wnh basic , _ .
    pim Admission is isi and 24 hours of science, auihomg M_ Sku, it dcmmmgd ,h,,,ug,,·a sm ofpmjm, grgiggmgyxzzggggufogc 6*5 ¤*==¤¤S·=¤*¤f¤¤¤·¤*¤*—
(“"“““ EDC 330 md 343- including development of a technology plan for a specified work
, . _ IN THE TEACHING OF READING. (3)
(3) EDC 349STUDENTTEACHING setting and authorship cfu pmtotype program. Prereq. EDC 547 or A d d f I I h h» h f
  ·~*~¤M·¤¤L¤S¤~¤¤L- <¤-·=> C ¤¤s=¤ ·¤~¤S·¤·=·¤r» s.Tc§i.Z.$“§.$i ii§’i?.Zc.?.;.§.ZsZi°?;?ii§;°.§s'2sY.J§.  
mw Thiscuurseisdcsignedtogivcthestudentexpericnceteachingwithin •EDc 550 EDUCATION INA tional pmcedumsl?-[-he theoretical bases ot-the reading process and
<-><- i ·“·i'<"° 5¤**¤¤* =¤**·¤¤- W==k*v i=·¤·:·¤¤ W"! *>= had *0 d·S¤·m cuLruRAu.v¤¤vERs¤s¤crErv. ut its knowledge ofresearch in ming win be mimi is the design of
mil '““°$ Y°l°"‘{"' “’ thc smdem '°°°h”’ 5 °"P°"°"“· 0¤"f=¤=d °“ “ This course assists future educators in developingstrategies to create Classroom ins;]-uc;i0n_ This come is w become an opmm in Ama 7
ml p2iss·fn1l basis only. Lecture, l hour; laboratory. 30 i10¤¥$ P¢\' W¤¤k· an equitable teaching/leaming environment where all Students fire of both the Elementary and Secondary Standard C€TYii’i0€id0¤ pl’¤·
:,’“'.‘i$ii Must m°°‘ P“bI'sh°d °°"°B° "‘q""`°m°“*$ f°" smdcm validated, stimulated, and nurtured. Course participants explore the gm-ns_ pm-eq; EDQ 330 0,- 339 or 533 or cqujvalu-n_
ci"; mg- rationale for their current belief systems and perceptions of other EM)
(3) 1]EDC 353 STUDENTTEACHING IN ENGLISH. cultures; investigate how and why their personal attitudes, behaviors,   ING (3)
WHS i]EDC 354STUDENTTEACH|NG IN LANGUAGES. “:$1d°"p"‘;‘i°“su?H°‘i; t:;n‘:$;:’§°::Fcypimmsigbsgggzgnigaczf Clinical techniques for the diagnosis of reading disabilities. A course
Th? ° ' mn an y°u · an ° ' ° ‘ desi ed to develop both theoretical understandin s and o mtionai
rich 5iD§E:gig,i§k:$é:,5%1E-ngis (M) tS¤*¤° **5 MS $5*)-) sitiiigiiieiiiiicai diagnosis ¤rmi1i¤gpi¤b1¢ms.ciasim¤m aggiimieii
· rn- Sumviscd experiences in schools; other education ugcncicsv and the EDC 554 CULTURE, EDUCATION of the techniques is discussed. Lecture, two hours; laboratory, two
  mmmmmyl Rcquimd chu Students receiving 8 bachelors degree in ANDTEACHINGABROAD. l _ _ ~(3) hours. Prereq: EDC 330 or 533, or 534 or consentcf mstructor. ·
i ‘° m.».·.tia.y education, Includes new trips, work in schools. and *""°d“°"°“ ‘° ‘h°°'¥ ““d F‘“°"°€ °f‘“‘°'°“‘i‘”"l °°“"“"“‘°““Y’“· EDC 620¤E$lGNAND'MPLEMENTAT'°N 0F
inwlvcmcm in community projects. crotis-culngar (especiilly iritemattonal rexpeneince), and teaclupg READ|N(;|NSTRUc1]0N_ (3)
(3, E¤¤=¤vsr¤¤¤~rr¤»~¤~¤~¤·~M¤s·¤- ew Ii;cgi,°i£;.,E?£§°¥0L“i.§.Z‘£;i$*;;°i.,“‘;1§.&;.§i‘;22.‘H,5;‘.§;..;. °**¤·eL,*¤i*m·¤3;·$i··;¤din*¢f;¢¤;;*·¤;r°;d°f*¤id;,¤gProm;
ih A course primed rar reiiciim who expect to become either instruc» (Same as EPE 554) §?“"° .°Sg“° ° °"° fp ¥" “’ fx? ‘? *’“?°° ‘:'°‘ *:3 .
il lots nr supervisors of music in the public schools. Obscrvulion. i iagnosm assmom app icmmn 0 C msuiumona pmc mts is
UO" leaching work on research problems md conferences with the EDC 565 MODERN EDUCATIONALPROBLEMS. discussed, Lecture, two hours; laboratory, two hows. Prereq; EDC
uic tupcrvising teacher included. Oiferedi on a pass·i`aiI basis only. (GENERALcURR|cULuM)' (3) 6l9‘ Dr consent Ofinsuiucmn
  Vrvrcqz Admission to the Teacher Education Program or pennission EDC 575, 576 MODERN EDUCATIONAL PROBLEMS. EDC 621 LINGUISTIC AND COGNITNE
m ofinstructor. (UNCLASSIFIED). (3 sa,) FOUNDATIONS OF READING IN EARLYCHILDHOOD. (3)
~ · ' based process with an emphasis
EDC 421 sunvev or secoumnv enc sac imnonucriou T0 eirrso Eoucanon. is) A my °f ”t‘d'“g “‘ “ "?“g““¥? , , .
(3) MATHEMATICS ¢;uRR|cu|_uM_ (s) This course reviews the historical development cfand the theoretical gafm d::§lE*:;£°b;:;H;;;;aLsiggsd;?ss?;s  lid sg;;v,,,mi,;n
W This course will examine the content of the mathematics curriculum and empirical support for differentiated educational programs for cnvzonmcnt to mid mes: needs Pm   339 oglgimissinn 0%
Lis Gi the secondary school and issues related to that curriculum. gihed and talented children. Specific issues addressed include detin- insmcmr ' ml' P
`gc Students are expected to demonstrate competency in this content. ing and identifying gihedness, teacher competencies and mining, EDc631;wATHEMAncsPEDAG°GY
Ob; EDC 433 STUDENTTEACHING providing differentiated cumcula and program evaluation. (Same as IN THE SECONDARY SCHOOL 0-3
— - INTHE Ei.smEmARvscuooi.. (3-12) EDP 580-) · _ _ ( )
Lil .
A Course designed to give the student experience with and practice EDC 602 CURRICULAAND PROGRAMMING wlsgigsmszusgnlg sc:g°:cb?:ig;;?l:nm$é;;Tg§:EnT:EJ;a?£
in the r iciiimii 5 rmi Amar work with criiium i=0R*rt-ieGu=·rE¤. (ai ° ° fi S Y S P P. , B
- pmgmm ° an ° ry C ' . . . . make decisions about planning instruction and develop assessment
(3) *¤ ¤U Icuming situations is the basic part of the course. A required Students in this course will examine and evaluate cumcular models based on 8 Sound kmwled e base for a I . comcm materials,
md WQ¤k|y Seminar will include sessions on: beginning teacher intem· appropriate of gihed students,and will considermethods for adapting and methods (including cgucammal teggnggiy) appmpmm for
on >h1p.schoollawandstudents‘rights,odminisuativeorganization,and existing curricula to meet the needs of gihed students. The design, hi h h I mdems Ma be rc umd [O E muxiémm of I
Pmiessional development. Offered on a pass/fail basis only. Prereq: implementation and evaluation of program delivery models will be g . sc °° S ' y P _
ual Must meet th bl` hed ll ‘ ts f r student teachin discussed Prere ‘ EDC/EDP 580 and teacher certification or crcdlu Lccmm I`3 hom; l°b°m°ry’ 3-6 hom per week Pmmi
ro- ’ ° P" " °° °g° '°‘l“"°‘“°“ ° g· mmm Omstmggr · Admission to me 1vi.A./Ms. in Education(lnitia1 cmineatiuii op.
the ` tion-Secondary Education).
`
KEY # = new course * = course changed 1 = course dropped 1 = course removed from Bulletin due to inactivity