Courses

Education Courses (EDU)

EDU-202   Introduction to Teaching3 credits

An exploration of education that emphasizes multiple perspectives on teaching, students, and the contexts of schooling. Introduces a conceptual framework of the types of knowledge necessary to become a reflective, problem-solving practitioner who scrutinizes conventional wisdom. Involves 10-12 hours of field work in the schools, conducting observations, tutoring, planning, preparing, and teaching a lesson in a K-12 setting.

EDU-253   Language Development and Literacy3 credits

A study of language development, including the interaction between home and school in preparing children to read and write. Emphasis is placed on assessment of emergent literacy, development of literacy, and instructional techniques to promote literacy.

EDU-294   Independent Study1 - 3 credits

Prerequisites: Instructor permission

Individual research including selected reading and assigned writings. See independent study guidelines. See independent study guidelines.

EDU-300   Schools and Society3 credits

This course is concerned with exploring the relationship between school and society. Informed by the disciplines of anthropology and sociology, we will explore the following questions: What purposes do schools serve in contemporary America? How have American schools changed (or remained the same) over time? Why are American public schools organized the way they are? What subcultures are constructed in schools and how do they relate to the larger American culture? What counts as knowledge in schools? How do factors such as race, gender, and ethnicity impact schooling? Whose interests are served by previous and current movements for educational reform?

EDU-301   Foundations of Schooling3 credits

Prerequisites: EDU-202

An exploration of the various disciplines that are foundational in understanding American education. The course is interdisciplinary in that it explores the philosophical, social, political, and historical issues and ideas that have informed the growth and development of education in America.

EDU-304   Literacy Development3 credits

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

A survey of the development of reading in American schools. Students will be introduced to current theories of literacy development as well as gain functional familiarity with methods of teaching reading at both elementary and secondary levels. Involves 20 hours of observation, tutoring, and teaching in a K-12 setting. (These hours are above and beyond actual EDU-304 instruction time.)

EDU-305   Literacy in Content Areas3 credits

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

A study of methods and strategies used to implement reading into content area subjects at elementary and secondary levels. Involves 20 hours of required field work, including observation, tutoring, and teaching a minimum of three lessons in a K-12 setting. (These hours are above and beyond actual EDU-305 instruction time.)

EDU-306   Writing Process and Assessment3 credits

Teacher candidates in the Literacy minor will develop the ability to design writing instruction appropriate to meet the needs of K-12 students and aligned to the common core standards. Candidates will be able to model the writing process and assess student writing.

EDU-350   Literature for Children and Adolescents3 credits

This course includes criteria for selection, an investigation of genres, and reading works by noted authors.

EDU-352   Diagnosis and Remediation3 credits

A study of the principles and procedures for the diagnosis and remediation of reading difficulties.

EDU-398   Practicum in ESL / Bilingual Education1 - 3 credits

Prerequisites: Instructor permission

This practicum extends pre-service teachers' cultural sensitivity, theoretical knowledge of second language acquisition, and skills in ESL (English as a Second Language) and bilingual methods through a professional experience with culturally/linguistically diverse students in a local school setting. The course is a collaborative venture among the college student, a bilingual or ESL teacher, and a college instructor. For each credit earned, participants spend 25 hours with elementary, middle school, or high school student(s) in local schools in addition to 20 hours involved in academic reading, writing, and seminar discussions. This field experience fulfills a requirement for the ENL (English as a New Language) and Bilingual Education endorsements for teacher certification in the State of Idaho. Students must complete an application packet prior to placement in a school. (Cross-listed as MFL-398)

EDU-400   Philosophy of Education2 credits

An introduction to the philosophy of education through the study of selected problems and figures who have influenced schooling. Students will develop their own philosophy of education.

EDU-430   Teaching in a Diverse Society3 credits

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

This course surveys the issues of educating a diverse population in a pluralistic society. Topics of study include the culture of poverty, race and ethnicity, gender, religion, linguistic minority education models, and sheltered instruction. Students in this class will document proficiency for Standard 2 of the InTASC Core Teaching Standards, Learning Differences: "The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential."

EDU-441   Curriculum and Instruction3 credits

Prerequisites: EDU-202, EDU-305, PSY-221, Senior standing, and full or provisional admission to the teacher education program

An overview of school curriculum design and instructional strategies for K-12 teachers. Emphasis is placed upon the process of curricula design for K-12 classrooms; identification of the basic principles of teaching and learning and their application for effective instruction; application of those principles in K-12 classrooms; micro teaching using various instructional strategies. A minimum of 20 hours in a K-12 classroom is required.

EDU-442   Teaching Exceptional Children3 credits

Prerequisites: EDU-202, PSY-221, and full or provisional admission to the teacher education program.

This is a survey of learning disabilities and learning styles. Emphasis is placed on the methods demonstrated to be most effective in mainstreamed classrooms. Laws dealing with special education and Section 504 accommodations will be reviewed.

EDU-444   Second Language Acquisition Theory and Practice3 credits

An analysis of second language acquisition theory and practice. The course includes review of textbooks, preparation of units of instruction, microteaching of lessons, and class visitations. (Cross-listed as MFL-444)

EDU-445   Foreign Language, ESL and Bilingual Methods3 credits

Prerequisites: MFL-444 strongly recommended.

This course reinforces and extends students' knowledge of second language acquisition theory and practice in the context of standards-based language education. Course content also includes cross-cultural awareness and discussion of sociological issues pertaining to minority student education. Students will utilize ESL, bilingual, and foreign language methods in lesson planning and microteaching, visit language classes, and create a theme-based unit that incorporates the multiple methods and strategies presented. (Cross-listed as MFL-445)

EDU-446   Linguistics for Language Teachers3 credits

Prerequisites: Junior or Senior standing.

A study of the central concepts of linguistic theory. Includes the theoretical areas of pragmatics, semantics, syntax, morphology, and phonology; and the applied areas of language variation, first language acquisition, second language acquisition, and written language. Students will acquire the International Phonetic Alphabet (IPA) as an essential tool for disciplined examination of linguistic phenomena. Issues of sociolinguistics will be addressed as students wrestle with the relationship between language, thought, and culture, and the nature of the cognitive and brain systems that relate to language learning, language teaching, and language use.(Cross-listed as ENG/MFL-446)

EDU-447   Theoretical Foundations for Bilingual Educations and ESL3 credits

Prerequisites: Junior or Senior standing.

An overview of legal mandates and an analysis of the models and typologies of bilingual education and second / foreign language programs that aim to achieve bilingualism and biliteracy in a multicultural society. The course examines the sociocultural issues surrounding linguistic minority education from a historical perspective as well as from a contemporary and local perspective. The course explores the design, implementation, and adaptation of curriculum and instruction to meet the needs of the community in its demographic context.(Cross-listed as MFL-447)

EDU-448   Teaching Academic Content to English Learners3 credits

Prerequisites: Junior or Senior standing with a strong foundation in pedagogy.

The course prepares mainstream teachers to work effectively with culturally and linguistically diverse students in content area classrooms. Readings and discussions will explore best practices for students from the culture of poverty. Participants will develop lessons and units of study that incorporate the critical components of sheltered instruction for English learners.(Cross-listed as MFL-448)

EDU-451   Practicum in Reading3 credits

Prerequisites: EDU-352

A closely supervised program that provides students with experience in reading centers in elementary schools, under the guidance of the reading teacher and the college instructor. Five hours per week in field work during Fall or Spring semester or ten hours per week in Winter session.

EDU-494   Independent Study1 - 3 credits

Prerequisites: Instructor permission

Individual research including selected reading and assigned writings. See independent study guidelines. See independent study guidelines.

EDU-497   Internship1 - 3 credits

Prerequisites: Instructor permission

Individually arranged internships appropriate for those who plan to enter the teaching profession. See internship guidelines. See internship guidelines.