Focuses on development of an understanding and ability to apply critical thinking and reading skills as effective tools for academic, career and personal growth. Students explore issues from multiple perspectives, generate and organize ideas, apply knowledge to situations, crtically evaluate the logic and validity of information, analyze real life situations, recognize how attitudes and values shape opinions, and evaluate their own learning. (3 crs.)

This course is designed to introduce the computer software and hardware necessary to develop an electronic portfolio. Students will learn how to use a variety of software (LiveText, word processing, spreadsheet, PDF, the Internet, etc.) and hardware (computer, scanners, camera, etc.) to organize an electronic portfolio, which will be based on national and state teaching standards. The candidate’s electronic collection and presentation of portfolio artifacts throughout the course are organized comprehensively to demonstrate knowledge, skills, and dispositions. Prerequisite: Accumulation of 15 credits (3 crs.)

This course is designed to acquaint undergraduate students with basic concepts of multicultural education with emphasis on developing a culturally responsive classroom. The focus is on developing a classroom and school environment that enables all children, regardless of race, ethnicity, gender, socioeconomic status, language, religion, age, region and disability, to achieve academic success. After an overview of leading multicultural education theories of James A. Banks, Paul Gorski and others, students will study culture in the United States. Special emphasis will be placed on how each cultural element interacts with teaching and learning. Multicultural curricula and instructional strategies will also be addressed. This course will include self-examination of students' values, beliefs, and stereotypical beliefs that must be addressed to assist all students' success in school and understand one's responsibility within a global society. (3 crs.) Fall, Spring and Summer

This course is designed to provide the learner with fundamental knowledge, skills and concepts for applying technology in the P-12 educational setting. The course focuses on current technologies (such as computers, mobile devices, and online tools) and how to effectively incorporate them into the instructional setting. The class emphasizes building knowledge, increasing technological skills, understanding best practices and application of learning in an educational setting. (3cr.)

SUPPORTING THE ENGLISH LANGUAGE LEARNER - This course examines research-based English Language Learner (ELL) teaching and learning methods in K-12 mainstream classrooms. The major theories of second language acquisition will be reviewed and their implications for the second language classroom will be discussed. The primary goals of this course are (a) to familiarize teacher candidates with major theoretical issues and research-based methods in second language learning in formal and informal situations; (b) to provide teacher candidates with opportunities to develop communication strategies that will support their students learning; (c) to assist teacher candidates in becoming skillful at making appropriate teaching decisions that will nurture language learning among culturally and linguistically diverse students, in order to promote and increase academic achievement in the classrooms. Prerequisites: EDE 200 or ELE 200 or ELM 200 or ESP 301 or SEC 150 or SEC 210 or TED 100 or ECE 200. (3 crs.) Fall and Spring.

This course is only for those students who are student teaching overseas or through another college or university. (Variable crs.)

This course is only for those students who are student teaching overseas or through another college or university. (Variable crs.)

This course is only for those students who are student teaching overseas or through another college or university. (Variable crs.)

This course is only for those students who are student teaching overseas or through another college or university. (Variable crs.)

Provides a specialized field experience for students desiring to learn about inner-city schools and urban education. Emphasis includes the learning development of children and adolescents, effective instructional and management strategies, characteristics of community and family involvement, and community volunteer work. Schools selected will be in urban environments. Field assignments will be based on student major and areas of interest. Prerequisite: Minimum GPA 2.5

The purpose of this course is to help the prospective teachers in all initial certification areas develop an understanding of how to modify mainstream course materials and instructional strategies so that English language learning students can engage in course content while simultaneously developing their new language. (3 crs)