A one-semester course on a particular topic, established at the request of a faculty member and with the approval of the Academic Affairs Committee. Applies only as elective credit. Go to the Invitation to Teaching Web site.
One-semester course on a particular topic, established at the request of a faculty member and with the approval of the Academic Affairs Committee. Applies only as elective credit.
One-semester course on a particular topic, established at the request of a faculty member and with the approval of the Academic Affairs Committee. Applies only as elective credit. Graduate level only.
The comprehensive examination is a program-wide test of knowledge for eight areas in counseling: human development, social and cultural foundaitons, the helping relationship, group counseling, research and evaluation, appraisal, career and lifestyle development, and professional orientation. Graduate level only.
Students confer on an individual basis with counselor education faculty to gain assistance in constructing a paper or project that contributes to knowledge on a specific topic of the student's choice. Completed projects would meet the standards either for publication in professional journals or for presentation at professional conferences. Graduate level only.
P: S505 or S539. General methods, including techniques related to individualized and interdisciplinary learning in the middle school. Graduate level only.
Teaching or experience in an accredited school, normally within Indiana. Credit will be commesurate with time spent in the instructional setting. Grade: S or F. Graduate level only.
Current problems in human relations and cultural awareness will be examined with emphasis on behaviors and practices that enable teachers and administrators to understand and obtain knowledge about themselves and others. Discriminatory practices involving race, sex, disability, religion, and social class will be studies. Graduate level only.
This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administration.
Legal problems affecting teachers, including state and federal relations to education, church-state issues, teacher liability, employment, contracts, assignment, dismissal, tenure, retirement, teacher rights and welfare, and pupil control. Graduate level only.
P: A500. For teachers and school administrators. Characteristics of the community-school, including multicultural quality of the resources, adapting the educational program to community needs; use of community resources in instruction; planning school-community relations. Graduate level only.
The primary goal is to develop the knowledge, interpersonal and leadership skills that can be applied in the leadership for the improvement of instruction. Models of supervision and evaluation will be examined, but the major focus will be to examine the context for change in today’s schools and apply leadership knowledge to the task of direct assistance, group development, professions development, curriculum development, and action research.
An overview of computer programs for education. Primary emphasis on administrative applications for pupil, staff, facility, program and financial accounting. Graduate level only.
Individual research or study with a school administration faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date and student product(s). Ordinarily, A590 should not be used for the study of material taught ina regularly scheduled course. Graduate level only.
P:A500. Overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation. Graduate level only.
This course engages students in a dialogue around building a professional learning community leading to instructional program coherence committed to the success of all students. Students complete their leadership platform as a part of this course.
P:A500. Includes current problems in school support, costs of education, sources of school revenue, state and federal support, state and local control in school finance, and legal basis of school finance. Graduate level only.
P:A500. The background, present conditions, and future directions of school personnel management; development and implementation of a school personnel management program; and examination of problems and issues. Graduate level only.
P: Consent of instructor. Provides for closely supervised field experience in various areas of school administration.
Individual and group study. One credit hour is offered for each week of full-time work. Graduate level only.
The history and current status of adult education in the United States; the nature, scope, purpose, and historical development of adult education institutions and program areas. Graduate level only.
Methods and materials used in the education of children from three to six years of age. Observation and participation. Final course in endorsement/degree.
Explores the sociological backgrounds of education and surveys subject matter, materials, and methods in the content areas. Public school participation required.
Objectives, philosophy, selection, and organization of science materials and methods. Concept development and use of multidimensional materials in science experiments. Analysis of assessment techniques and bibliographical materials. Public school participation required.
Students will broaden their knowledge base of appropriate instructional strategies to enhance infant-toddler development, caregiving skills, and knowledge of appropriate learning environments, and will apply strategies and knowledge in providing care and educational experiences.
Focuses on planning and managing appropriate science and math experiences with children of three to eight years of age. Opportunity for exploring, developing, experimenting, and evaluating instructional materials and their inherent possibilities for children's learning. Planning appropriate inquiry-oriented experiences will be stressed.
This course has a dual focus. First, it is an overview of the field including an historic perspective, program models, goal of early childhood education, and professional organizations. The second focus emphasizes learning observation skills, understanding the characteristics of young children, teacher-child interaction, and classroom management skills.
Includes theories and development of play and how it can be guided. Shows how children use play to develop individually, understand the physical, social, and cognitive environment, and develop physical and motor skill and creative ability. Includes a section on the selection and construction of play materials.
This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences and on planning, utilizing, and evaluating learning environments. Selection of materials and activities and the acquisition of skills for using these to stimulate children's development are major focuses.
Includes the role of the teacher as a professional educator, including professional responsibilities, school and community relations, and involvement in professional organizations. A major emphasis is on parent involvement and parent education.
This course describes and appraises the materials, methods, and techniques employed in an elementary school developmental language arts program. Public school participation required.
This course describes and appraises the methods, materials, and techniques employed in a reading program. Public school participation required.
P: E340. This course describes and appraises the materials, methods, and techniques employed in diagnostic and corrective instruction in reading programs. Public school participation required.
A study of discipline of children in early childhood settings for interaction in teaching and learning environments with an emphasis on working with parents and teachers.
This course describes the development of language and literacy in the early years. Curriculum and instructional strategies in varied early childhood settings are included.
The student will broaden their knowledge of the theoretical base as well as instructional strategies to enhance literacy practices throughout the preprimary and primary childhood years. This course will cover emergent literacy by emphasizing Literacy practices which engage children in integrated, meaningful, and functional activities.
This course focuses on the theory, instructional methods, materials, technology, and assessment strategies related to listening, speaking, reading, and writing for students in grades 3-6. Comprehension, critical analysis, writing, and integration of ideas presented in various print forms across subject matter are emphasized.
Individual research in a given subject area.
P:one course in early childhood education or consent of instructor. The study of different organizational plans for early childhood programs from infancy through age 8. Includes discussion of school philosophy, goals, curriculum, housing, staffing, budget, policies for admission, grouping, health, licensing requirements, and school-community relations. Graduate level only.
Means for improving the teaching of social studies in the elementary school. Graduate level only.
For experienced teachers. Ideas on analysis of problems; curriculum trends and teaching techniques; development of new educational materials; and recent resource materials. Graduate level only.
Individual and group study of problems in nursery-school and kindergarten education. Emphasis on broadening understanding of curriculum problems and their application to teaching in nursery schools and kindergartens. Graduate level only.
P:one course in early childhood education. Curriculum planning, guiding, and evaluating learning experiences, and interpreting values of early childhood education. New approaches to teaching. Graduate level only.
Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum and methods of evaluating it. Graduate level only.
P:A500. Modern concepts of supervision and the evolutionary process through which they have emerged. Supervisory work of the principal, general supervisor, and supervisor of consultant. Study of the group processes in a democratic school system. Graduate level only.
For experienced teachers. Goals and functions of social studies, and underlying principles that influence the teaching of social studies; content, resources, and methodology that facilitate the implementation of these. Graduate level only.
Designed for experienced teachers to gain proficiency in the teaching of science in the elementary school. Individualized learning experiences will be provided for persons interested in middle-school teaching. Graduate level only.
Individual research in a given subject area. Graduate level only.
For experienced elementary teachers. Individual and group study of organizational and teaching problems. Techniques of problem analysis, identification, and use of resources contributing to the alleviation of teaching problems. Graduate level only.
Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Students design a major portion of their work.
Content varies but always involves the investigation in depth of significant topics in education. An interdisciplinary approach is taken.
P: completion of an undergraduate methods course and teaching experience, or permission of instructor. Current methods and materials for secondary school English courses; guiding reading to meet literary, historical, vocational or scientific interests. Graduate level only.
Helps experienced teachers gain further insight into the development of the English language and how best to teach language arts. Emphasizes basic communication skills and significant trends and materials. Graduate level only.
Studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing. Graduate level only.
P: G502. Restricted to counseling majors. Analysis of major humanistic and existential counseling theories emphasizing didactic and experiential activities designed to model application of processes, procedures, and techniques of theories being studied. Graduate level only.
P: G503. Restricted to counseling majors. Analysis of major behavior and family counseling theories emphasizing didactic and experiential activities designed to model application of processes, procedures and techniques of behavior and family approaches to professional practice. Graduate level only.
P:G504. An analysis of statistical, psychometric, sociometric, and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnic, sex, cultural, and individual differences will be examined. Graduate level only.
P:G503, G504, with minimum B in each. Restricted to counseling majors. Closely supervised counseling practice with clients in the department's counseling laboratories or approved field sites in school or agencies. Intensive supervision. Graduate level only.
P:G524. Restricted to counseling majors. Supervised use of individual, couples, and/or group counseling techniques with emphasis on more complex and difficult client situations. May be repeated for credit with the advice of counselor education program faculty. Graduate level only.
P:G503, G504. Restricted to counseling majors. Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups. Graduate level only.
P:G524, G525, and permission of instructor. Counseling experience in actual school or agency situations. Under direction and supervision of the counselor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. Graduate level only.
Graduate level only.
An introduction to career-developmental theory, psychological assessment for career planning, and sources and uses of career information for counseling. Graduate level only.
Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling. Developmental counseling. Program development, implementation and evaluation. Consultation. Principles, practices and applications of needs assessment. Provides an overall understanding of the organization of schools and the function of counselor and counseling program. Graduate level only.
Foundations and contextual dimensions of mental health counseling. Program development, implementation, and evaluation. Principles, practices, and applications of community needs assessment. Ethics. Examination of professional issues. Administration, finance and management of mental health counseling services. Graduate level only.
P:G504. Analysis of historical context, theoretical formulations, counseling techniques/strategies, research findings, treatment issues, and ethical/social concerns in marriage and family counseling. Graduate level only.
P:G502 or permission of instructor. This is an introductory graduate-level course dealing with all areas of human sexuality that a person might encounter in day-to-day living. Topics will include sexual terminology, the human body, expressing one's sexuality, heterosexuality, homosexuallity, pornography, sex education, sex offenses, sexual dysfunction, and sex therapy. Graduate level only.
This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research and practice. General cross-cultural dynamics as well as specific target populations are studied. Graduate level only.
P:G502 or consent of instructor. An intensive study of theory and research of selected topics in counseling. Graduate level only.
P:consent of instructor. Individual research. Graduate level only.
P:G502 or permission of instructor. Introduction to etiology and symptomology of drug/alcohol abuse and methods of prevention or remediation. Includes dynamics of adult children of alcoholics/abusers and families of abusers. Graduate level only.
P:G524. Introduction to counseling supervision theory, methods, and techniques. Special attention to ethical and legal obligations. Closely directed experience in supervising beginning graduate students. Graduate level only.
The present educational system, its social impact and future implications viewed in historical, philosophical, and sociological perspective.
Selected developments and problem areas in the history of education in the Western world studied in light of their relation to other social institutions, forces, and basic movements in Western civilization. Graduate level only.
A study of education, both informal and institutional, in American history, leading to an understanding of present educational theory and practice. Designed for graduate students who seek to develop an historical perspective of education in America. Graduate level only.
Identification and analysis of major problems set for education by the pluralistic culture of American society. Graduate level only.
The course will aid students in chronicling gender bias in schools and in providing theoretical, practical, and creative solutions to past and current injustices. The class will also help participants understand historical, sociaological, and comparative issues facing the schooling of women and girls. Past solutions, current dialogues, and future possibilities for women and girls will be the central thematic approach in discussing school-related issues. In addition, class members will acquaint themselves with feminist methodological approaches to research. Graduate level only.
A study of representative topics in the philosophy of education. Graduate level only.
Theory of instruction and critical assessment of reflective thinking as in (1) problem-solving and (2) the process of discovery. Graduate level only.
A study of representative topics in the sociology of education. Graduate level only.
Introduction to comparative method in the study of educational systems in different societies. Provides students with conceptual and methodological tools from the field of education and related disciplines, such as sociology, political science, anthropology, and economics, for studying societal school systems in depth and making international and cross-cultural comparisons. Graduate level only.
Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.
Students will crically examine several approaches to individualizing instruction. Emphasis in on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12). Graduate level only.
Students will examine the purpose and several approaches to using small-group instruction in the classroom. Emphasis is on learning how to improve the quality of interaction and integrate small-group instruction into the basic curriculum. Graduate level only.
Diagnosis and definition of learning styles and design of tasks appropriate to the varied styles of learning of children. Graduate level only.
This course is designed to provide an overview of the many complex issues related to special education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities; an exploration of the options available for instructing exceptional children in public school settings; and discussions of the many important topics and issues related to planning and implementing special education in American public schools.
P: K201. This course will focus on curriculum and instructional methods for teaching students with diverse abilities and disabilities. Specifically, students will learn about the historical and legal precedents in special education, student-centered assessment and planning strategies, learning styles, curricular adaptions, individualized instruction, teaming strategies, building classroom communities, and planning for transitions, career exploration, and adult outcomes.
P: K205 or K206. Theoretical concepts and models of intellectual, emotional-social, and sensory-motor characteristics of the exceptional individual. Effect of these characteristics on cognitive, affective, and psychomotor development.
Knowledge, attitudes, and skills basic to the education of exceptional learners (students who are handicapped as well as gifted and talented in the regular elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, a responsive curriculum, teaching and management strategies, teachers as persons and professionals.
This course includes an overview of the skills and knowledge necessary for effective instruction of students with disabilities in inclusive secondary programs.
This course prepares future teachers to work with students with diverse abilities in inclusive settings. Participants learn to use learning modalities, varied rates, and complexity of instruction, and to make use of individual interests and preferences. Additionally, differentiating, and/or individualizing instruction for all learners and developing classroom management skills are emphasized.
P: K205 or K206. A basic survey of the field of mental retardation. Definitions, classifications, diagnostic and treatment procedures are discussed from medical, psychological, sociological, and educational points of view.
P: K205 or K206. Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.
P: K205 or K206 or K300. Definitions, classifications and diagnosis and treatment procedures from medical, psychological, sociological and educational points of view.
P: K205 or K206. Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning disabled students.
P: K205 or K206. Emphasizes assessment and remediation procedures addressing reading and math problems of mildly handicapped students.
P: W200. Provides knowledge and experience for the student to integrate special-education computer technology into the educational process of the self-contained classroom and mainstream environments: Computer Assisted Instruction (CAI), data management, and telecommunications software; adaptive devices for communication, learning, and environmental control; and other related experiences.
P: K205 or K206 or permission of instructor. Provides students with an overview of current movement in the field of special education. Major emphasis is on application and implication of principles mandated by P.L. 94-142 and Section 504 of the Rehabilitation Act of 1973.
P: K205 or K206. Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record and change academic and social behavior.
P: K205 or K206. Reviews methods of implementing service delivery systems; consulting with professionals and parents; designing in-service training programs; and developing referral systems, curricular and personnel resources, and evaluation techniques used in special education programs.
Basic special education principles for graduate students with no previous coursework in special education. Students cannot receive credit for both K205, K201/K206 and K505. Graduate level only.
The study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in elementary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress (growth) in writing. Graduate level only.
P:completion of an undergraduate methods course and teaching experience, or permission of instructor. Principles, practices, problems and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching advanced levels. Separate sections as needed for teachers of French, German, Russian and Spanish. Graduate level only.
A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquistion, language pedagogy, program models, cultural influences, teacher training, and research directions. Graduate level only.
P: Consent of instructor. Individual and group study of special topics in the field of language education. Updating and improving the teaching of English, English as a second or foreign language, foreign languages, and reading. Graduate level only.
Emphasizes the use of trade books in language and reading in elementary classrooms. Graduate level only.
Co-requisites: EDUC E337, EDUC P249, EDUC W200. Laboratory or field experience for freshmen. May be repeated.
Co-requisites: EDUC P250, EDUC P253, EDUC P254. Laboratory or field experience for sophomores. May be repeated.
Laboratory or field experience for juniors. May be repeated.
P: MUS Z241. Not open to music majors. Fundamental procedures of teaching elementary school music, stressing music materials suitable for the first six grades.
P: VART T255. The selection, organization, guidance, and evaluation of art activities, individual and group. Laboratory experiences with materials and methods of presenting projects. Public school participation required.
Co-requisites: EDUC M443, EDUC M447. Laboratory or field experience for seniors. May be repeated.
Classroom teaching and other activities associated with the work of the full-time elementary classroom teacher. Additional fee.
Public school participation required.
Public school participation required.
P: 35 credits of science. Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in junior high, middle, or secondary schools.
Teaching or experience under the direction of an identified cooperating teacher with university-provided supervision in the endorsement or minor area, and at the level appropriate to the area, and in an accredited school within the state of Indiana unless the integral program includes experience in an approved and accredited out-of-state site. The practicum may be full or part-time. The amount of credit granted will be commensurate with the amount of time spent in the instructional meeting. Grade: S or F.
Students assume, under the direction of the cooperating teacher, responsibility for teaching in their subject-matter area in a public school in the state. Additional fee.
Full-time supervised student teaching in music at the elementary, junior high/middle school, and/or high school level in an accredited school within Indiana. Additional fee.
This seminar is linked to courses and field experiences included in the Transition to Teaching (T2T) program. It will allow for collaboration among school-based mentors, university-based instructors and T2T candidates in offering academic content appropriate to the program. The seminar will provide a technology-rich and performance-based professional experience. This course has a fee attached.
Special topics in methods and materials for improving the teaching of social studies in middle, junior high, and high school. May be repeated. Graduate level only.
Emphasizes the developmental nature of mathematical ideas and processes and the role of mathematics in the elementary school curriculum. Public school participation required.
P:completion of an undergraduate methods course and teaching experience, or permission of instructor. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of content essentials. Developing mathematics programs for specific school situations. Graduate level only.
Means for improving the teaching of mathematics in the elementary school. One credit is offered for each week of full-time work. Graduate level only.
Designed to help the experienced teacher improve the teaching of mathematics. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs. Graduate level only.
Focuses on the cognitive, social, affective, and physical development of the child during the early years of life. The goal of understanding the growing child from multiple perspectives guides the study of theory and research on child development. Theoretical study is integrated with observations of, and experiences with, children in a way that increases the insights and competence of the teacher of young children. The unique developmental problems of special groups of children: handicapped, economically deprived, and minority groups: are addressed.
P: W200. The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. Public school participation required.
P: W200. The application of psychological concepts to school learning and teaching in the perspective of development from childhood through pre-adolescence. Special attention is devoted to the needs of the handicapped. Public school participation required.
P: W200. The application of psychological concepts to school learning and teaching in the perspective of development during the pre-adolescent period. Public school participation required.
P: P250. The application of psychological concepts to school learning and teaching in the perspective of development from pre-adolescence through adolescence. Special attention is devoted to the needs of the handicapped. Public school participation required.
P: W200. The application of psychological concepts to school learning and teaching in the perspective of development from childhood through adolescence. Special attention is devoted to the needs of the handicapped. Public school participation required.
This course focuses on the physical, cognitive, social, affective, and moral development of children from birth through adolescence, as well as contexts that impact development. Understanding the growing child from multiple perspectives based on research and theory while integrating observations of and experiences with children is a key component.
This course will analyze theoretical and practical applications of various models of classroom leadership and management. Students will understand how to involve families as partners in supporting the school both inside and outside the classroom. The role of teachers in building relationships with community members and agencies to enhance the development and learning of children through grade 6 will be explored.
Problems in statistical analysis, taken from education and psychology, including computation and interpretation of averages, variance, coefficients of correlation; introducation to hypothesis testing. Graduate level only.
Methods and procedures in educational research. Graduate level only.
Application of measurement principles in classroom testing; construction and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievements, and interests via standardized tests; school testing programs. Graduate level only.
Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems and of the teacher's assumptions about human behavior and it development. This course is intended for those working towards the master's degree who currently are or are planning to be classroom teachers. Graduate level only.
A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages from birth to death. Graduate level only.
Major theories and finding concerning human development from birth through the elementary years as they relate to education. Topics include physical development, intelligence, perception, language, socio-emotional development, sex-role development, moral development, early experience, research methods, and socio-developmental issues relating to education. Graduate level only.
Characteristics of growth and development in adolescents, including physical, psychological, social, cognitive, and emotional, are studied. Emphasis is given to relevance for the educational practitioner and potential for future research. contemporary issues such as drug and alcohol abuse, sexuality, vandalism are examined. Minority and handicapped youths' problems are studied. Graduate level only.
Survey of theoretical positions in learning and cognition, with emphasis on their relevance for the design of classroom learning situations. Graduate level only.
Current approaches to the study and measurement of emotions as they relate to developmental theory, particularly stage theory. Relationships of affect and cognition. The relevance of the affective domain for teaching, parenting, and counseling/therapy. Graduate level only.
An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupils' problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules, and group processes. Designed for teachers, administrators, and pupil-personnel workers. Graduate level only.
Theory and techniques of humanistic psychology as they relate to the helping professions. A variety of readings and experiences emphasize applications in human-relations skills, self-image, values, and stress management. Course assignments include applications to both personal and professional life. Graduate level only.
Course provides the elementary education major with background in the process skills of science, with emphasis on the integration of these skills and science concepts.
For preservice and experienced teachers. Ideas on curriculum trends and instructional techniques coupled with current national and international topics in environmental education; new resource materials and related bibliographies. An examination of a holistic scheme for teaching/learning about the environment.
Topical workshops on selected media/technology. Emphasis on demonstrations and hands-on experience. Content will vary: e.g., multi-image, microcomputers, simulations/games. Graduate level only.
The practical development of compentencies in such components of instructional technology as administration, evaluation of materials, production, and instructional development. The practicum can be taken for 1-6 credit hours. One credit hour requires about 48 periods of laboratory and individualized work. Graduate level only.
Selection and use of major types of audio-visual materials; use of projection and audio equipment; and preparation and use of bulletin and flannel boards. Graduate level only.
C:R523. Discusses principles and practices in organizing , facilitating, and integrating the use of audio-visual materials in various school curricula and educational programs of youth and adult groups. Graduate level only.
Laboratory practice in applying such techniques as letterins, coloring, and mounting to illustrations and other materials in the preparation of pictures, maps, charts, posters, and graphs for prjected and nonprojected use. Graduate level only.
Basic principles, materials, and processes of photograpy and their application to problems of communication and the development of instructional materials. Graduate level only.
P: a basic course in an area such as psychology or sociology. Reviews motivation, perception, and learning theory in terms of the communication and learning process, and examines the role and contributions of audio-visual communications and materials in teaching situations. Graduate level only.
P: R543 and R566 or consent of instructor. Design and production of videotaped instruction for education and training. Includes taping of original squences, assembling, editing, field testing, and revision of resulting programs. Graduate level only.
P:R523 or consent of instructor. Introduction to the development of instructional systems. Topics surveyed include needs assessment, learner analysis, instructional analysis, specification of instructional objectives, selection of instructional strategies and media, and formative evaluation. Each student will develop and pilot-test a prototype instructional product. Graduate level only.
Individual research. Graduate level only.
The course provides future middle and junior high teachers with an understanding of how early adolescent students and school structures impact curriculum, instruction and classroom management decisions. The course meets the middle/junior high school endorsement requirement for elementary school majors.
Individual research in a given subject area.
Designed to provide an overview for the teacher of the basic theories underlying the secondary-school curriculum and an examination of the subject areas, problems, trends, challenges for the future, and significant research in the field. Graduate level only.
Role of the junior high school and middle school in American education. Total program: philosophy, functions, curriculum, guidance, activities, personnel, and administration. Not open to students who have taken EDUC S486. Graduate level only.
P:completion of an undergraduate methods course and teaching experience, or permission of instructor. Improved techniques, current literature, textbooks, free and low-cost materials, solutions of specific practical problems confronting science teachers in the classroom and laboratory. Graduate level only.
Re-studying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social-studies programs for specific school situations. Graduate level only.
P:S505, junior-high or middle-school teaching experience, or instructor's consent. The educational program especially designed for pre- and early adolescents, with emphasis on analysis, planning, organization, and evaluation of junior-high/middle-school curriculum and special attention to specific subject areas. Graduate level only.
Individual research in a given subject area. Graduate level only.
P:A500. The role and function of supervisors; the modern concept of supervision; techniques of supervision; improvement of teaching procedures; and new trends in organization of instruction. Graduate level only.
Introduction to instructional computing, educational computing literature, and BASIC programming. Review and hands-on experience with educational software packages and commonly used microcomputer hardware.
P: W200 or consent of instructor. Students achieve facility in BASIC at the intermediate level; are introduced to social, moral, and technical issues relating to educational computing; and examine a variety of educational software.
P: W210. Students will study the methods for teaching programming, application of pedagogical and technical principles of software design, software evaluation, and staff development techniques in the area of computer-based education.
P: W310. Either 6 weeks of full-time fieldwork or 12 weeks of half-time fieldwork in an educational setting that incorporates instructional computing.
Develops and understanding of the nature and needs of gifted and talented individuals. Emphasizes gifted and talented identification and selction strategies, characteristics, and educational opportunities. Graduate level only.
Concentrates on the teaching techniques that benefit the gifted learner. Teacher and learner styles are discussed as well as those skills necessary to deal adequately with these students. The course also examines selection, development, and evaluation of materials for use with the gifted student. Graduate level only.
Use of a variety of problem-solving processes designed to develop creative thinking and leadership in teachers and their students. Participants learn about their own abilities and the development of student abilities through associated instruction. Graduate level only.
P: at least two courses in education for the gifted. Intensive study of selected topics pertaining to gifted and talented education. May be repeated for credit. Graduate level only.
P: at least two courses in education for the gifted. Provides supervised field experience with gifted and talented learners. Partipants will plan, direct, and evaluate activities for gifted students. Graduate level only.
Aids elementary and secondary teachers in the development of instructional strategies which assist students in the comprehension, critical analysis, and integration of ideas presented in literature of various subject-matter areas. Public school participation required.
P: X516 or X545. Analysis of causes of reading disabilities among students, diagnostic procedures, types of treatment, and case histories. Graduate level only. Graduate level only.
Means for improving the teaching of reading in the elementary school. Graduate level only.
For secondary teachers. The developmental reading program in secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant and retarded readers. Graduate level only.
P:X504, X516 or X545, and consent of instructor. Observation and participation in the reading clinic. Diagnostic testing, remedial teaching, compiling clinical records, and reporting to parents and schools. Graduate level only.
P:instructor's permission. Individual and group study of special topics in reading. Means for improving the teaching of reading. Graduate level only.
Review of developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction. Graduate level only.