EDU 1107 Foundations of Education I (Introduction to Education & Human Development and Learning)
Four credit hours. An introduction to the study of public and non-public education systems, past, and present, in the United States and in other countries. Emphasis on problems, issues, and trends in contemporary American education as viewed from historical, sociological, psychological, and economic perspectives will be examined. This course will also serve as a prologue to comprehensive classroom management.
EDU 2210 Foundations in Special Education
Two credit hours. This is a major requirement that included Florida Exceptional Student Education Competencies K-12 as required by the Florida Department of Education. A study of the various exceptionalities found among children in public and private school, including the history, characteristics, etiology, terminology, incidence, eligibility guidelines and issues related to assessment, behavior management, and academic programming. Field-based activities are required in this course.
EDU 2235 Technology Infused Teaching, and Educational Assessments and Measurements
Four credit hours. Students in this course explore technology infused teaching, learning and assessment in the broad context of educational foundations and learning theories. A clinical experience is a major component of the course.
EDU 2240 Teaching Language Arts Level I
Four credit hours. Preprofessional teachers will master the theoretical and practical foundations for teaching the six language arts within the context of a culturally diverse and technologically complex environment. They will engage in cooperative analysis of classroom presentations, develop teaching strategies and master the teaching vocabulary of the language arts as well as integrating technology in the development of their lesson plans.
EDU 3279 Foundations of ESOL I
Four credit hours. Planning, implementing, and evaluating developmentally appropriate methods and unique experiences to meet the needs of children who speak a language other than English. Characteristic of second language learner. Second language acquisition processes, and oral language development. Discussions of major trends in ESOL teaching, as well as appropriate resources in ESOL methodologies. Exploration of various social contexts that maximize language and literacy development for second language learners such as collaborative groups and teacher-student conferencing. Focus on instructional strategies that effective teachers use to promote literacy development in all students.
EDU 3333 Foundations of Education III (Classroom Instructional Strategies and Classroom Management)
Two credit hours. An introduction to the study of public and non-public education systems emphasizing the philosophical foundations of education trends in contemporary American education, educational psychology and classroom management.
EDU 3339 Instructional Methods I (Mathematics in the Elementary School)
Four credit hours. In this course the student will use 21st century technology tools to promote the engaged teaching and learning of concepts in elementary mathematics. The emphasis will be on the real number system and its subsystems, relating these systems to basic concepts of algebra and geometry.
EDU 3343 Children’s Literature (and Developmental Literacy)
Four credit hours. The pre-service teacher/candidate will master theoretical and practical foundations for teaching Children’s Literature and Developmental Literacy within the context of a culturally diverse and technologically complex environment. They will apply these concepts in a laboratory setting.
EDU 3347 Teaching Language Arts II
Four credit hours. Pre-professional teachers master theoretical and practical foundations for teaching the Language Arts within the context of a culturally diverse and technologically complex environment. Engaging in the systematic problem-solving process, they will demonstrate understanding on how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students.
EDU 3370 Differentiated Instruction of Reading for Elementary Students (Foundations of Teaching Reading)
Four credit hours. Preservice teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process and implement learned practices in a field based setting.
EDU 4407 Instructional Methods II (Social Studies in the Elementary School)
Four credit hours. Admission into the Teacher Education Program. The content, materials, skills, and evaluation procedures in teaching social studies will be examined and emphasized.
EDU 4409 Instructional Methods III (Science in the Elementary School)
Four credit hours. Admission into the Teacher Education Program. The content, materials, methods and practices in the teaching of science will be examined and emphasized. The understanding of the scientific processes and how to teach these to children will be presented with each of the sciences.
EDU 4454 Special Methods in Education
One credit hour. This course is designed to prepare for teaching in the secondary subject areas of Biology, Mathematics, English, Social Sciences, Art, Music, and Physical Education using a variety of research-based techniques, materials (including instructional technology), and teaching strategies. Special emphasis is given to the research based on effective teaching behaviors.
EDU 4457 Reading and Writing in the Content Areas in the Secondary School
One credit hour. This course will focus on ways in which reading, writing, speaking, and listening are developed and used in the content areas in conjunction with the strategies and skills appropriate to the developmental levels and attitude typical of secondary school students. The course will involve lesson planning and design as well as group presentation, discussion, and critique.
EDU 4478 Applied Linguistics – ESOL II
Four credit hours. The structure of the English language will be surveyed
identifying areas that cause problems for non-native speakers. The various sources of these problems will be identified, including interferences, acquisition strategies, and inherent complexity. Because the class is designed for K – 12 ESOL teachers, it will focus on the sound system, vocabulary system, and the grammatical system as they apply to students. In addition to practical information concerning the structure of English, participants will learn various principles of second language acquisition and apply those principles to the teaching of English a second language. ESOL Endorsement only.