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EDUCATION
EDUC 1300 - LEARNING FRAMEWORK
A study of research and theory in the psychology of learning, cognition, and motivation, factors that impact learning, and application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of the college-level student academic strategies.
Students use assessment instruments (e.g. learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.
A study of research and theory in the psychology of learning, cognition, and motivation, factors that impact learning, and application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of the college-level student academic strategies. Students use assessment instruments (e.g. learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.
Upon completion, students will be able to:
Strengthen academic performance by identifying key components of the successful student.
Develop self-awareness and career goals within an academic atmosphere.
Evaluate the quality and conclusions of the research to which they are exposed, which can simultaneously influence human thought, emotion and behavior.
Analyze and gain an understanding of historical, biological, psychological, and socio-cultural dimensions of learning and developmental psychology, dimensions that can simultaneously influence human thought, emotion, and behavior.
Describe the research and theory in the psychology of learning, cognition, and motivation.
Compose writing assignment(s) using Standard American English and basic computer skills.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0
EDUC 1301 - INTRODUCTION TO THE TEACHING PROFESSION
An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields.
The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student populations and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms.
Course content should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards; and the course must include a minimum of 16 contact hours of field experience in P-12 classrooms.
An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student populations and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms. Course content should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards; and the course must include a minimum of 16 contact hours of field experience in P-12 classrooms.
Upon completion, students will be able to:
Identify current issues influencing the field of education and teacher professional development.
Analyze the culture of schooling and classrooms from the perspectives of language, gender, socioeconomic, ethnic, and disability-based academic diversity and equity.
Provide examples from classroom observations and course activities that demonstrate understanding of educational pedagogy and professional responsibilities of teachers.
Evaluate personal motivations, educational philosophies, and factors related to educational career decision making.
Recognize the various multiple intelligences/learning styles in order to be able to implement instructional practices that meet the needs of all students.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0
External Learning/Field/Skills/Practicum Hours: 16.0
EDUC 2301 - INTRODUCTION SPECIAL POPULATIONS
An enriched, integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning.
The course provides students with opportunities to participate in early field observations of P- 12 special populations and should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards.
Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special population.
An enriched, integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning. The course provides students with opportunities to participate in early field observations of P- 12 special populations and should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special population.
Upon completion, students will be able to:
Describe the characteristics of exceptional learners (e.g. Learning Disabilities, Gifted and Talented), including legal implications.
Describe and analyze characteristics of diverse learners (e.g. language, gender, sexual orientation, race, and ethnicity) and how diversity impacts learning.
Describe the impact of socio-economic status on learning and creating equitable classrooms.
Demonstrate an understanding of the benefits and challenges of racial, ethnic, and other types of cultural diversity in the classroom.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0
External Learning/Field/Skills/Practicum Hours: 16.0
Prerequisites:
EDUC 1301 - INTRODUCTION TO THE TEACHING PROFESSION
TECA 1303 - FAMILY, SCHOOL & COMMUNITY
A study of the child, family, community, and schools, including parent education and involvement, family and community lifestyles, child abuse, and current family life issues.
Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight.
Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. The course includes a minimum of 16 hours of field experiences.
A study of the child, family, community, and schools, including parent education and involvement, family and community lifestyles, child abuse, and current family life issues.
Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. The course includes a minimum of 16 hours of field experiences.
Upon completion, students will be able to:
Identify characteristics and issues relating to diverse cultures and caregiving lifestyles.
Analyze ways in which factors in the home and community (e.g. parent expectations, availability of community resources, community issues) impact learning, including an awareness of social and cultural factors to enhance development and learning.
Identify and apply strategies to maintain positive, collaborative relationships with diverse families (e.g. families with children with disabilities, poverty, single parent, cultural, homelessness, and dual-language learners).
Investigate community/educational resources (e.g. dentist on wheels, library programs, GED programs, family education programs, Early Childhood Intervention Strategies) to empower families to support children’s development.
Recognize signs of abuse and neglect and describe ways to work effectively with abused and neglected children and their families.
Explain the importance of family involvement/home-school relationships in education.
Explain the importance of maintaining codes of ethical conduct and legal issues when working with families, colleagues, and community professionals.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0
External Learning/Field/Skills/Practicum Hours: 16.0
TECA 1311 - EDUCATING YOUNG CHILDREN
An introduction to the education of the young child, including developmentally appropriate practices and programs, theoretical and historical perspectives, ethical and professional responsibilities, and current issues.
Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight.
Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations and the course includes a minimum of 16 hours of field experiences.
An introduction to the education of the young child, including developmentally appropriate practices and programs, theoretical and historical perspectives, ethical and professional responsibilities, and current issues. Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations and the course includes a minimum of 16 hours of field experiences.
Upon completion, students will be able to:
Identify the features of a quality developmentally appropriate program for young children.
Explain contributions of historical and contemporary professionals and theorists to the field of early childhood education.
Analyze various early childhood programs and curricular models that have influenced practice.
Describe current and future trends and issues in the field of education.
Apply classroom observation and assessment skills to identify developmentally appropriate programs in diverse early childhood educational settings.
Describe and adhere to professional code of legal and ethical requirements for educators.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0
External Learning/Field/Skills/Practicum Hours: 16.0
TECA 1318 - WELLNESS OF THE YOUNG CHILD
A study of the factors that impact the well-being of the young child including healthy behavior, food, nutrition, fitness, and safety practices. Focuses on local and national standards and legal implications of relevant policies and regulations.
Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth to age eight.
Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. Course includes a minimum of 16 hours of field experiences.
A study of the factors that impact the well-being of the young child including healthy behavior, food, nutrition, fitness, and safety practices. Focuses on local and national standards and legal implications of relevant policies and regulations. Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth to age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. Course includes a minimum of 16 hours of field experiences.
Upon completion, students will be able to:
Describe the relationship between health, safety and nutrition.
Describe the basic principles of healthy behavior and guidance practices that influence health promotion, safe practices and disease prevention for young children.
Analyze principles of nutrition and the application to nutritional assessment.
Identify policy and regulatory requirements for nutrition.
Describe the role of physical fitness as it contributes to healthy behavior.
Evaluate and make recommendations for modifications of regulations regarding child’s safety, safety procedures, and children’s environments for safety.
Describe how physical, social, and emotional environments influence a child’s health.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0
External Learning/Field/Skills/Practicum Hours: 16.0
TECA 1354 - CHILD GROWTH & DEVELOPMENT
A study of the physical, emotional, social, and cognitive factors impacting growth and development of children through adolescence.
A study of the physical, emotional, social, and cognitive factors impacting growth and development of children through adolescence.
Upon completion, students will be able to:
Summarize principles of growth and development.
Identify typical stages of cognitive, social, physical, language, and emotional development.
Compare, contrast and apply theories of development in practice.
Discuss the impact of developmental processes on educational practices.
Identify the stages of play development (i.e. from solitary to cooperative) and describe the important role of play in young children’s learning and development.
Demonstrate skills in practical application of developmental principles and theories, observation techniques, assessment, and recognition of growth and development patterns.
Grade Basis: L
Credit Hours: 3
Lecture hours: 48.0