2019-2020 Academic Catalog & Student Handbooks 
    
    Dec 07, 2023  
2019-2020 Academic Catalog & Student Handbooks [ARCHIVED CATALOG]

Course Descriptions


Course descriptions are listed alphabetically by subject prefix. Each course description begins with a subject prefix followed by a three-digit course number and the course title. If a course includes laboratory or other special activities, that information is contained in the course description. Prerequisites and co-requisites are also listed. A prerequisite is a course, experience, or other required preparation that must be completed before the student will be permitted to enroll in the course. A co-requisite is a course, experience, or other preparation that must be completed at the same time that the student is enrolled in the listed course.

Courses numbered 100 to 199 are primarily for freshmen, 200 to 299 for sophomores, 300 to 399 for juniors and seniors, and 400 to 499 for seniors. Courses numbered 500 and above are reserved for graduate students.

Please note, when searching courses by “Code or Number”, an asterisk (*) can be used to return mass results. For instance, a “Code or Number” search of ” 5* ” can be entered, returning all 500 or graduate-level courses.

 

Software Development

  
  • DEV 430 Web Activity and Engagement


    Credit, three hours.
    Provides a solid foundation of technical skills that students can build upon for the rest of their careers. Students will develop web products that function effectively with multiple platforms (desktop computers, cellphones, tablets, etc.) that integrate client (HTML, CSS and JavaScript/jQuery) and server side (PHP) interfaces with MySQL. Prerequisite(s): DEV 420  
  
  • DEV 450 Web Development and Design


    Credit, three hours.
    This course provides students with an advanced knowledge of website and webpage design (page layout, text formatting, graphics, and multimedia), as well as web development through the use of HTML and CSS code.
  
  • DEV 460 Cybersecurity and Information Systems


    Credit, three hours.
    This course provides students with an overview knowledge of cybersecurity, with attention paid to both the theory and practice of computer communications security and network security, as well as risk assessment and management.
  
  • DEV 470 Advanced Application Development


    Credit, three hours.
    This course provides students with an opportunity to apply the advanced knowledge and techniques acquired throughout the program to design and develop an application of their own, utilizing best practices in project organization, management, and implementation.

Spanish

  
  • SP 101 Elementary Spanish I


    Credit, three hours.
    The first of a series of four semester-long courses that provides an overview of Spanish language communication and cultures for travel, study and missions. Emphasis is on meaningful application of the language at a basic level, and the course is presented in manageable steps. Anyone who has had less than three years of high school Spanish should start with SP 101 as a review and move along with the series. Fall Semester Only.
  
  • SP 102 Elementary Spanish II


    Credit, three hours.
    The second of a series of four semester-long courses that provides an overview of Spanish langauge communication and cultures for travel, study and missions. Emphasis is on meaninful application of the language at a basic level, and the course is presented in manageable steps. Prerequisite(s): SP 101  or the equivalent.
  
  • SP 201 Intermediate Spanish I


    Credit, three hours.
    The third in a series of four semester-long courses that provides an overview of Spanish language communication and cultures for travel, study and missions. Emphasis is on meaningful applications of the language at an intermediate level, with a particular focus on drilling the grammar, writing, and reading skills necessary to bridge the students to a more developed ownership of the language.  Students with four to five year high school Spanish would enter the series at this level. Prerequisite(s): SP 102  or the equivalent. Fall Semester Only.
  
  • SP 202 Intermediate Spanish II


    Credit, three hours.
    The fourth in a series of four semester-long courses that provides an overview of Spanish language communication and cultures for travel, study and missions. Emphasis is on meaningful application of the language at an intermediate level, with a particular focus on synthesizing the elements and skills of all four courses in the series. Students complete the four courses in this semester and may choose to take two 300-level electives in order to fulfill the requirement for a minor in Spanish. Prerequisite(s): SP 201  or the equivalent. Spring Semester Only.
  
  • SP 297 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings. Prerequisite(s): SP 202  or the equivalent.
  
  • SP 298 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings. Prerequisite(s): SP 202  or the equivalent.
  
  • SP 301 Advanced Spanish Composition and Conversation I


    Credit, three hours.
    Emphasis on meaningful communication in Spanish with fluency, as well as more ease and personality on the part of the speaker. Preparation, via a wide variety of exercises, for encountering and engaging Spanish speakers at home and abroad with confidence. Counts towards Spanish minor. Prerequisite(s): SP 202  or equivalent. 
  
  • SP 302 Advanced Spanish Composition and Conversation II


    Credit, three hours.
    Further emphasis on meaningful communication in Spanish with fluency, as well as more ease and personality on the part of the speaker. Preparation, via a wide variety of exercises, for encountering and engaging Spanish speakers at home and abroad with confidence. Prerequisite(s): SP 301  or permission of the instructor.
  
  • SP 311 Introduction to Spain and Latin America Through History


    Credit, three hours.
    A study of Spanish-speaking culture and its historical development.  Emphasis is placed on the artistic, political, intellectual and economic life of Spain and Latin America. Counts toward the Spanish minor. Prerequisite(s): SP 301   or permission of the instructor.
  
  • SP 312 Intro to Spanish Literature and Culture


    Credit, three hours.
    A study of selections from Spanish-speaking authors of all time periods that introduces students to Spanish literature and within a cultural context. Works of prose, poetry and theater will be studied. Counts towards Spanish minor. Prerequisite(s): SP 301   or permission of the instructor.
  
  • SP 333 Does God Speak Spanish?


    Credit, three hours.
    Si! Spanish For Christians. This course is designed for students who would like to explore their Christian faith via the Spanish language. Students will engage in the Spanish language to approach Bible passages, prayers, songs, and reflections so that they might enjoy the Spanish language in the journey of their spirtiual life with Christ Jesus now and in the future. Counts towards Spanish minor. Prerequisite(s): SP 202 or permission of the instructor.
  
  • SP 397 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily designed for students who wish to study abroad. Prerequisite(s): SP 202  or permission of instructor.
  
  • SP 398 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily designed for students who wish to study abroad. Prerequisite(s): SP 202  or permission of instructor.
  
  • SP 401 Spanish for Business


    Credit, three hours.
    A study of Spanish used in international business and commerce, emphasizing specialized vocabulary, forms, and procedures in commercial communication. Counts towards Spanish minor. Prerequisite(s): SP 301 or permission of instructor.
  
  • SP 412 Teaching Spanish: Methodologies and Best Practices


    Credit, three hours.
    A course designed to support the student who elects to major in education and to minor in Spanish, with the goal of teaching the language in future to non-native speakers of Spanish. Prerequisite(s): SP 301 or permission of the instructor.
  
  • SP 490 Spanish Capstone


    Credit, three hours.
    A senior capstone experience. Options include internships, senior thesis, or special projects as approved by advisor.
  
  • SP 497 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings. Prerequisite(s): SP 202  or the equivalent.
  
  • SP 498 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings. Prerequisite(s): SP 202  or the equivalent.

Success Strategies

  
  • SS 100 Success Strategies


    Credit, one hours.
    An intensive introduction to those skills needed to be successful in college. Attention will be given to developing critical, analytical, and compositional competencies.

Teacher Education

  
  • CSE 326 Critical Professional Components in Special Education


    Credit, three hours.
    This course is an introduction to critical professional components in special education. Topics include ethics, roles, and responsibilities of the special educator, special education law, policies, procedures, inclusion, differentiation, and transition.  Aspects of human development, impact of disabilities on individuals and families, appropriate instruction, and assessment will also be examined.  A minimum of 12 hours of field experience are required for this course. Prerequisite(s): TE 305 
  
  • CSE 338 Behavior Management for Students with Exceptionalities


    Credit, three hours.
    This course is designed to explore best practices of effective classroom management and individual adaptive behavior intervention strategies, including accommodations and modifications where necessary.  Adaptive behavior checklists, functional behavioral analysis, and behavior management plans for individuals will be investigated.  In addition, students will explore individual academic and social needs of students with exceptionalities by exploring correct procedures for positioning and transfer of students across settings.  Crisis intervention training will also be discussed for students in crisis.  A minimum of 20 field experience hours are required for this course.  Prerequisite(s): TE 304, TE 305, CSE 326, and admission into Teacher Education Program
  
  • CSE 344 Assessment of Students with Exceptionalities


    Credit, three hours.
    This course is designed to address the multi-assessment approach related to studying formal and informal assessments.  Participants will learn to administer standardized assessment instruments as well as interpret assessment results for the purpose of writing individualized education programs (IEP) for students.  Participants will explore instruments for assessing intelligence, achievement, behavior, models of classroom-based assessment, and intense intervention for students within the general education setting and special education programming.  Aspects of human development, impact of disabilities on individuals, and professional responsibilities and ethics will also be a focus of this course.  A minimum of 12 field experience hours are required for this course.  Prerequisite(s): TE 304, TE 305, CSE 326, and admission to Teacher Education Program
  
  • CSE 347 Collaboration and Consultation


    Credit, three hours.
    This course is designed for students to gain an understanding of collaborative teaching and learning strategies across general and specialized educational curricula.  Students will explore culturally responsive strategies including family and community assets, and collaborative strategies for use with educational professionals.  A variety of best practices for correct positioning of students, creating transition plans, and guiding paraprofessional educators will also be explored.  Strategies explored will reflect current research and theory as well as guide students to become resources for colleagues and advocate for students with exceptionalities.  A minimum of 20 field experience hours are required for this course.  Prerequisite(s): TE 304, TE 305, CSE 326, and admission into Teacher Education Program
  
  • CSE 352 Methods, Materials, and Curriculum for Students with Significant Support Needs


    Credit, three hours.
    This course is designed for students to gain knowledge and skills to meet the needs of students with moderate to severe support needs.  Emphasis will focus on exceptional students’ individual interests and needs, as well as address the social/emotional needs of exceptional students including those with autism and other health impairments.  Skills and strategies investigated will include adaptive behavior plans and strategies for assisting students in developing problem-solving and communication skills.  Additional emphasis will include current technology, including augmentative and assistive devices, as well as vocational and lift skill strategies for facilitating normalization and independent living for students with significant needs.  A minimum of 20 field experience hours are required for this course.  Prerequisite(s): TE 304, TE 305, CSE 326, and admission into Teacher Education Program
  
  • CSE 359 Teaching and Learning Strategies for Students with Exceptionalities


    Credit, three hours.
    This course is designed to explore best practices of effective teaching and learning strategies related to students with varied needs.  Emphasis will be given to meet the individual learning needs of students with exceptionalities.  Included are methods for providing accommodations and making modifications for students’ success in the general education curriculum.  The use of feedback to students to assist students in obtaining goals as well as guide further instructional plans will be investigated.  Emphasis will be given in creating proactive, motivational learning environments including consideration of students’ family, community, and cultural assets and how they impact students with disabilities.  Additionally, generalization of skills across curriculums and settings will be explored; technology including augmentative and assistive communication devices and how they benefit students’ communication abilities will be part of this emphasis.  Discussions of adaptive behavioral assessments, behavior intervention plans, and Individual Education Plan compliance, including students in crisis plans, will be included.  A minimum of 12 field experience hours are required for this course.  Prerequisite(s): TE 304, TE 305, CSE 326, and admission to Teacher Education Program
  
  • CSE 365 Practicum in Special Education


    Credit, three hours.
    The overall goal of the practicum experience is for students to participate in field placement in which they will have hands-on opportunities to interact with students with disabilities.  During this practicum, students may participate in classroom activities and interact with special, general, and para educators in a collaborative manner.  Students will explore and evaluate instructional approaches and identify learner supports aligned with academic objectives.  Students will observe and discuss assessment and identification procedures of eligibility and participate in or explore the development, monitoring, and evaluation of IFSP/IEP/ITPs.  Students will assist and teach individual, small, and large groups as assigned by the cooperating teacher/mentor. Students will develop a focus student portfolio and conduct an adaptive behavior plan to include a functional behavioral analysis including data collection, a behavior/academic intervention plan (goals/objectives/strategies), and assessments for the purpose of improving student academic or behavioral needs as determined by the functional behavioral analysis.  A minimum of 20 field experience hours are required for this course.  Prerequisite(s): TE 304, TE 305, CSE 326, and admission into Teacher Education Program
  
  • TE 100 Written and Oral Communication for Teachers


    Credit, three hours.
    Focuses on the informal language patterns that become part of one’s communication practices. Provides opportunities to use standard, professional language skills in practical, professional applications in oral and written presentations. Increases understanding of how students develop inappropriate language structures and how teachers can transition students from non-standard language use to standard usage.
  
  • TE 200 The School Experience


    Credit, three hours.
    Provides the student with an overview of teaching and learning during a professional placement in school settings. This course is an opportunity for students to observe teaching “up close and personal” as they are placed in a Pre-K classroom.
  
  • TE 201 Foundations of Education


    Credit, three hours.
    Involves the prospective teacher in the issues of schooling and education and elucidates the skills and knowledge needed to be a successful professional. Orients the student to teaching and to the school as a social and educational institution. Requires professional field experiences in school settings.  A test fee will be added as a Course Fee to billing.
  
  • TE 212 Early Numeracy for Early Childhood and Elementary Education


    Credit, three hours.
    This course is designed to address the core concepts of teaching and learning mathematics during the early years. Foundational concepts of math, how to implement them in early childhood education, and developmentally appropriate practices are the focus of this course. Building early foundations for mathematical understanding is emphasized. Big ideas of early childhood numeracy covered in this course include: sets, pattern and regularity, number, counting, operations, measurement, data analysis, shapes, and spatial thinking. A total of 12 field experience hours are required for this course.
  
  • TE 297 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings.
  
  • TE 298 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings.
  
  • TE 300 Working with Parents


    Credit, three hours.
    Focuses on rationale for parent involvement in classrooms and on teacher roles in working with parents. Strategies, processes, and programs are examined.
  
  • TE 301 Human Growth and Development


    Credit, three hours.
    Provides the student an overview of human growth and development across the life span. Areas of study include the physical, cognitive, emotional, and social development of the individual across the lifespan. Emphasis is on the historical, sociological and psychological foundations of learning with respect to human growth and development.
  
  • TE 304 Introduction to Exceptional Children and Youth


    Credit, three hours.
    Introduces and surveys areas of exceptionality. Emphasizes cause and effect relationship relating to exceptional children in the classroom. Requires professional field experiences in school settings.
  
  • TE 305 Principles and Ethics of Teaching in the Elementary School


    Credit, three hours.
    Emphasizes the psychological and ethical foundations of education relating to learning and teaching principles and ethics, and design, development, and implementation of media materials for reinforcement of these principles. Surveys the total early childhood and elementary school program. Students must successfully complete this course before enrolling in restricted courses.  A test fee will be added as a Course Fee to billing. Prerequisite(s): TE 201   (WI)
  
  • TE 306 Principles and Ethics of Teaching in Secondary Schools


    Credit, three hours.
    Emphasizes the psychological and ethical foundations of education relating to learning and teaching principles and ethics, and the design, development, and implementation of media materials for reinforcement of these principles. Surveys the total secondary school program. Students must successfully complete this course before enrolling in restricted courses.  A test fee will be added as a Course Fee to billing. Prerequisite(s): TE 201   (WI)
  
  • TE 308 Integrating Arts in Early Childhood and Elementary Education


    Credit, three hours.
    Explores the nature and determinants of creativity and aesthetics in preschool and elementary age children as well as methods of developing these traits. Emphasizes fostering creativity through an interdisciplinary approach to the integration of music, art, dance, literature, and drama across the curriculum. Prerequisite(s): TE 305  
  
  • TE 309 Methods of Teaching Social Studies


    Credit, three hours.
    The course explores the philosophy, content, and teaching methods and materials related to teaching social studies in the PK-6 classroom. An emphasis will be placed on design and development of instruction that includes interdisciplinary teaching and universal design for learning principles. The course requires professional field experiences in an approved school setting. Prerequisite(s): TE 305 ; admission into a teacher education program.
  
  • TE 311 Methods of Teaching Language Arts


    Credit, three hours.
    Emphasizes content and skills for teaching communication skills through the interrelationship of speaking, listening, reading, writing, and spelling. Requires professional field experiences in school settings. Prerequisite(s): TE 305 , admission into a teacher education program.
  
  • TE 312 Methods of Teaching Mathematics


    Credit, three hours.
    Emphasizes content and skills for the teaching of mathematics through the interrelationship of theory and practice. Stresses mathematics as one component in students’ developing abilities to solve problems. Requires professional field experiences in school settings. Prerequisite(s): TE 305 , TE 212  ; admission into a teacher education program.
  
  • TE 313 Composition and Research for Teachers


    Credit, three hours.
    Emphasizes the basic techniques and mechanics involved in the writing process (composition). Includes a study of APA research style as provided in the Publication Manual of the American Psychological Association.
  
  • TE 314 Books for Children and Youth


    Credit, three hours.
    Considers the characteristics of appropriate literature for children and youth, exemplary authors and illustrators, and the place of children’s literature in the school program.
  
  • TE 317 Writing Instruction for Teachers


    Credit, three hours.
    Develops a program to encourage, stimulate, and develop children’s writing skills. Begins with invented spelling and continues through sentence, paragraph, and composition, using the writing process approach.
  
  • TE 318 Observing and Recording Child Behavior


    Credit, three hours.
    Explores principles of observing and interpreting child behavior. Emphasizes typical patterns of development as well as genetic and environmental influences. Utilizes a variety of observational instruments and methods. (WI)
  
  • TE 320 Storytelling, Puppetry, and Creative Drama for Children


    Credit, three hours.
    Emphasizes principles and techniques for constructing puppets, developing story presentation materials, writing scripts, producing puppet shows, and storytelling.
  
  • TE 322 The Inclusive Classroom


    Credit, three hours.
    The course explores the philosophy, content, and teaching methods and materials in the inclusive classroom and emphasizes concept development. The course explores educational and behavioral adaptations for exceptional children in the general education classroom. In addition, it explores the collaborative teaching relationship between the general and special education teaching. The course requires professional field experiences in an approved school setting. The course will rely on use of technology during class and for assignments. Prerequisite(s): TE 304 , TE 305 .
  
  • TE 331 Techniques of Grammar


    Credit, three hours.
    An advanced study of various writing techniques and grammatical principles. The course will include practical applications of writing, editing, and advanced grammar in academic composition, as well as the mass media. It will include assignments that consider the Christian ethic and its application to the issues of current interest, as well as how the Christian ethic informs the writer who is concerned with the effects of the printed word on his or her society. Cross-listed as: EN 331  Prerequisite(s): EN 101 , EN 102  and three additional semester hours in English above the freshman level.
  
  • TE 333 Education Law and Ethics


    Credit, three hours.
    Provides a study of the legal aspects of teaching and teachers’ and students’ rights from a practical and application standpoint. Also, the many issues surrounding teacher ethics will be intertwined in the course.
  
  • TE 348 Integrating the Arts in HPE, ECE & ELEM


    Credit, three hours.
    This course explores theory and methods on the nature and determinants of creativity, aesthetics, health, and human movement through guided movement experiences in preschool and elementary age children as well as methods for developing these traits. Emphasis is placed upon fostering creativity through an interdisciplinary and integrative approach with special emphasis on the integration of dance, music, theatre, visual arts, health, and physical education across the curriculum. Instruction and practice of locomotor and non-locomotor skills, manipulative skills, basic rhythmical activities, healthy lifestyles, and everyday living skills will be emphasized.
  
  • TE 372 Introduction to Teaching English as a Second Language


    Credit, three hours.
    A survey of cross-cultural English teaching locally and globally, addressing cultural, academic, and ministry issues related to ESL.  Students are introduced to the foundational principles and hands-on practices of English as a Second Language in meeting the educational, social, and spiritual needs of international students, refugees, and immigrants.  Cross-listed as: CST 372   Fall
  
  • TE 373 Teaching English as a Second Language Research


    Credit, three hours.
    A research-driven investigation into instructional literature, technologies, certification programs, and placement agencies in the field of teaching English as a Second Language. Spring
  
  • TE 374 Teaching English as a Second Language Leadership


    Credit, three hours.
    An in-depth study of the historical, philosophical, legal, and practical issues related to administering an ESL program. Fall
  
  • TE 375 Teaching English as a Second Language Curriculum


    Credit, three hours.
    This course provides practical experience in the development of learning objectives, lesson plans, classroom delivery, and assessments for the ESL teacher. Spring
  
  • TE 376 Teaching English as a Second Language Methods


    Credit, three hours.
    Builds upon all previous coursework in the TESL Minor to prepare the student for observing and participating in local, state domestic, or international ESL settings. There is a course fee for this class. Fee will be determined by the placement location (local, state, domestic, or international setting). Fall
  
  • TE 377 Teaching English as a Second Language Practicum


    Credit, three hours.
    The practicum consists of a semester of supervised ESL teaching in an approved institution. All aspects of ESL teaching will be assessed, including cultural knowledge and sensitivity, lesson development delivery, and classroom management. The practicum will conclude with a supervisor evaluation and student survey. There is a course fee for this class. Fee will be determined by the placement location (local, state, domestic, or international setting). Spring or summer
  
  • TE 400 Methods of Teaching Science


    Credit, three hours.
    Explores the philosophy, content, methods, and materials utilized in the teaching of science. Emphasis placed on student participation and the scientific method. Requires professional field experiences in school settings. Prerequisite(s): TE 305  and admission into the teacher education program.
  
  • TE 403 History and Philosophy of Education


    Credit, three hours.
    Involves the prospective teacher in real issues of schooling and education. Topics include current trends and problems; the development of a personal philosophy of education; classroom management; coping skills; and other relevant issues.
  
  • TE 405 Education and Technology


    Credit, three hours.
    Emphasizes pre-service teachers’ use of technology in the development of problem-solving processes with students in their classrooms. Concepts and skills help develop a more integrated approach to skills improvement throughout the teaching and learning process. The major emphasis of this course is facilitating learning through instructional and technological integration.  Requires professional field experience in a school setting. Prerequisite(s): TE 305  or TE 306 .
  
  • TE 406 Early Childhood Curriculum


    Credit, three hours.
    Surveys principles, programs, theories, strategies, developmentally appropriate practices, curricula, and organization in early childhood education. Includes historical, philosophical, psychological, and sociological foundations of early childhood education. Requires  professional field experiences in a school setting. Prerequisite(s): TE 305   Corequisite(s): TE 455   (one hour) (WI)
  
  • TE 409 Problems in Education


    Credit, three hours.
    Provides an intensive study of contemporary problems in education and a review of pertinent research relating to these problems. Intensive reading and action research required. (WI)
  
  • TE 410 Developmentally Appropriate Practice in Early Childhood Education


    Credit, three hours.
    Focuses on developmentally appropriate activities for young children. Provides professional field experiences in approved school settings. Corequisite(s): TE 455  
  
  • TE 411 Methods of Teaching Reading


    Credit, three hours.
    Emphasizes study of developmental skills involved in the reading process with emphasis on methods and materials used for teaching these skills. Research relating to approaches and materials is required. Competency in phonics stressed. Requires professional field experiences in a school setting.  A test fee will be added as a Course Fee to billing. Prerequisite(s): TE 305 , admission into a teacher education program. Corequisite(s): TE 445   (one hour)
  
  • TE 412 Classroom Management


    Credit, three hours.
    Focuses on skills and procedures needed to plan, organize, administer, implement, and maintain an effective classroom management program. Research relating to theories and approaches required.  Requires professional field experiences in a school setting. Prerequisite(s): TE 305  or TE 306  and admission into a teacher education program.
  
  • TE 413 Literacy and the Young Child


    Credit, three hours.
    Examines factors that contribute to the young child’s developing literacy. Focuses on techniques for developing an integrated language program. Requires professional field experiences in school settings. Prerequisite(s): TE 305 , admission into a teacher education program.
  
  • TE 417 Reading Improvement in the Content Areas


    Credit, three hours.
    Provides assessment and instructional strategies for the teaching of reading in content areas. Techniques for teaching word attack, comprehension, study, and rate of reading skills are emphasized. Requires professional field experiences in a school setting.  A test fee will be added as a Course Fee to billing. Prerequisite(s): TE 305  or TE 306 , and admission into a teacher education program.
  
  • TE 419 Diagnostic and Corrective Reading


    Credit, three hours.
    Emphasizes procedures and instruments for evaluating reading proficiency, determining individual reading difficulties, and designing and implementing programs for correction of reading problems. Requires professional field experiences in a school setting. Prerequisite(s): TE 305  and TE 411  or TE 413 , admission into a teacher education program.
  
  • TE 421 Evaluation of Teaching and Learning


    Credit, three hours.
    Considers assessment practices, the preparation and use of informal objective and essay type tests; studies typical standardized tests; and introduces elementary statistical procedures. Requires professional field experiences in school settings. Prerequisite(s): TE 305  or TE 306 , and admission into a teacher education program.
  
  • TE 422 Educational Psychology


    Credit, three hours.
    This course consists of a comprehensive survey of the various applications of psychology to the issues of human learning in the educational environment. Topics studied include dynamics of human behavior, student-teacher interaction, theories and methods of instruction, development, learning theory, motivation and classroom management, individual differences, and the evaluative process. In addition, this course will emphasize the principles of learning and teaching.  Requires professional field experiences in a school setting.  A test fee will be added as a Course Fee to billing. Prerequisite(s): TE 305   or TE 306  and admission to Teacher Education.
  
  • TE 423 Student Teaching and Seminar


    Credit, nine hours.
    Teaching experiences are provided with children and youth through assignment to selected schools. The seminar provides opportunity for discussion, evaluation, and planning for improved teaching effectiveness. Teaching experiences are directed and supervised by an assigned cooperating teacher and university supervisor. Prerequisite(s): TE 305  or TE 306 , admission into a teacher education program Corequisite(s): TE 433  
  
  • TE 431 Independent Study


    Maximum credit, eight hours.
    A student with advanced standing may pursue an independent study or research project in the major area, with the approval of the advisor, instructor, and dean of the School of Education. Prerequisite(s): Completion of eighteen semester hours with a 3.00 GPA or higher in the major. (See independent study contract for requirements and details.)
  
  • TE 432 Independent Study


    Maximum credit, eight hours.
    A student with advanced standing may pursue an independent study or research project in the major area, with the approval of the advisor, instructor, and dean of the School of Education. Prerequisite(s): Completion of eighteen semester hours with a 3.00 GPA or higher in the major. (See independent study contract for requirements and details.)
  
  • TE 433 edTPA Professional Development Seminar


    Credit, three hours.
    edTPA is a performance assessment of readiness to teach.  This portfolio assessment is designed with a focus on student learning.  As a performance-based assessment, edTPA is designed to engage teacher candidates in demonstrating their understanding of teaching and student learning.  In this class, pre-service candidates complete tasks and commentaries within a portfolio relevant to their program.  A test fee will be added as a Course Fee to billing. Corequisite(s): TE 423  
  
  • TE 445 Early Childhood Internship


    Credit, one hour.
    Teaching experiences are provided with children ages 5-8 years old through assignment to selected schools. The internship provides opportunity for discussion, evaluation, planning, and assessment for improved teaching effectiveness. Teaching experiences are directed and supervised by an assigned cooperating teacher and a university supervisor. Prerequisite(s): Admission to Teacher Education; Corequisite(s): TE 311  , TE 312  , and TE 411  
  
  • TE 455 Pre-K Internship


    Credit, one hour.
    Teaching experiences are provided with children ages birth-4 years old through assignment to selected schools. The internship provides opportunity for discussion, evaluation, planning, and assessment for improved teaching effectiveness. Teaching experiences are directed and supervised by an assigned cooperating teacher and a university supervisor. Prerequisite(s): Admission to Teacher Education; Corequisite(s): TE 410  
  
  • TE 470 Secondary School Teaching: Concepts, Strategies, and Methods


    Credit, two hours.
    This course explores the use of strategies, methods, and materials pertinent for teaching in a middle or high school setting. The student will gain knowledge in working with adolescents and will develop skills in planning, organizing, and critical thinking - all essential components of successful secondary teaching. This course is offered only in the Spring academic period (semester). Requires professional field experiences in a school setting. Prerequisite(s): TE 306 , admission into a teacher education program, and students must also be enrolled in TE 471 , TE 472 , TE 473 , or TE 474  during the same academic period (semester). Failure to successfully complete one of these classes will prohibit a student from passing TE 470 .
  
  • TE 471 Clinical Methods in Teaching Secondary School - English/Language Arts


    Credit, one hour.
    Students will observe, assist, tutor students, complete assignments, and teach lessons in an English/Language Arts classroom in a middle or high school setting under the direction of the regular classroom teacher and university supervisor. Students will be in the cooperating classrooms for field experience. Prerequisite(s): TE 306 , admission into a teacher education program, and students must be enrolled in TE 470  during the same academic period (semester). Failure to successfully complete TE 470  will prohibit a student from passing TE 471 as well.
  
  • TE 472 Clinical Methods in Teaching Secondary School - Mathematics


    Credit, one hour.
    Students will observe, assist, tutor students, complete assignments, and teach lessons in a mathematics classroom in a middle or high school setting under the direction of the regular classroom teacher and university supervisor. Students will be in the cooperating classrooms for field experience. Prerequisite(s): TE 306 , admission into a teacher education program, and students must be enrolled in TE 470  during the same academic period (semester). Failure to successfully complete TE 470  will prohibit a student from passing TE 472 as well.
  
  • TE 473 Clinical Methods in Teaching Secondary School - Science


    Credit, one hour.
    Students will observe, assist, tutor students, complete assignments, and teach lessons in a science classroom in a middle or high school setting under the direction of the regular classroom teacher and university supervisor. Students will be in the cooperating classrooThis course is offered only in the Spring academic period (semester). Prerequisite(s): TE 306 , admission into a teacher education program, and students must be enrolled in TE 470  during the same academic period (semester). Failure to successfully complete TE 470  will prohibit a student from passing TE 473 as well.
  
  • TE 474 Clinical Methods in Teaching Secondary School - Social Science


    Credit, one hour.
    Students will observe, assist, tutor students, complete assignments, and teach lessons in a social science classroom in a middle or high school setting under the direction of the regular classroom teacher and university supervisor. Students will be in the cooperating classrooms for field experience. Prerequisite(s): TE 306 , admission into a teacher education program, and students must be enrolled in TE 470  during the same academic period (semester). Failure to successfully complete TE 470  will prohibit a student from passing TE 474 as well.
  
  • TE 497 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings. Prerequisite(s): Admission into a teacher education program.
  
  • TE 498 Study in Selected Topics


    Credit, one to six hours.
    Courses offered to provide opportunities for competent students to study in areas of interest other than those elsewhere defined. This series is primarily a classroom function, either seminar or lecture, permitting flexibility in course offerings. Prerequisite(s): Admission into a teacher education program.
  
  • TE 504 Introduction to Exceptional Children and Youth


    Credit, three hours.
    Introduces and surveys areas of exceptionality.  Emphasizes cause and effect relationships relating to exceptional children in the classroom. Provides professional laboratory experiences in school settings. Lecture Cross-listed as: TE 304   Prerequisite(s): TE 525  
  
  • TE 505 Computer-Based Technology


    Credit, three hours.
    This course emphasizes the interdependence of technology with educational systems in a historical and social context.  It provides opportunities for the acquisition of knowledge of computer and telecommunication software systems in educational settings.  This course also facilitates skill development using word process, spreadsheet and database, and presentation software programs. Lecture Cross-listed as: TE 405   Prerequisite(s): TE 525  
  
  • TE 508 Instructional Technologies for the Early Childhood and Elementary Classroom


    Credit, three hours.
    This course emphasizes instructional technologies and the integration of those technologies in lessons taught in the early childhood and elementary classroom.  Students will focus on the instructional design process including analysis, design, development, implementation, and evaluation. Students will research a variety of instructional design models that support technology integration and apply one of those models when designing instruction. 

     

  
  • TE 509 Strategies for the Inclusive Classroom


    Credit, three hours.
    The focus of this course is planning for students with diverse needs, identifying learner supports, and monitoring students within inclusive classroom settings.  Additional emphasis will be on the effective use of differentiated instruction, interventions, and collaborative strategies to increase student engagement in the general education classroom.   This course will rely on the use of technology during class and for assignments.  Prerequisite(s): TE 525  
  
  • TE 510 Curriculum Development


    Credit, three hours.
    Provides a study of the nature of curriculum; examination of factors affecting curriculum; and the relation of design, implementation, and evaluation to curriculum development. On-line class.
  
  • TE 511 Contemporary Issues in Teaching


    Credit, three hours.
    A study of issues in education. A research-based course emphasizing critical examination of contemporary issues and various proposals for improving American education in the 21st century.
  
  • TE 517 History of Education


    Credit, three hours.
    Provides a comprehensive study of the history of education with emphasis on American education.
  
  • TE 519 The Law and the Schools


    Credit, three hours.
    Provides a study of constitutional and common law as they pertain to educational issues in the United States.
  
  • TE 520 Evaluation and Research in Education


    Credit, three hours.
    Designed to develop skills for evaluating current research procedures and results in education with an emphasis on APA writing style guidelines.  A test fee will be added as a Course Fee to billing.
  
  • TE 523 Internship


    Credit, three hours.
    Full-time teaching experiences are provided with early childhood and/or elementary pupils through assignment in selected schools. Experiences will progress gradually to the exercise of full responsibility of the teacher for at least twenty days. Teaching experiences are directed and supervised by a cooperating teacher and college supervisor. A seminar is provided for discussion, planning, and evaluation. Cross-listed as: TE 423   Corequisite(s): TE 533  
  
  • TE 525 Curriculum and Teaching in the Elementary School


    Credit, three hours.
    This course emphasizes the psychological and ethical foundations of eduation relating to learning and teaching principles and ethics, and the design, development, and implementation of media materials for reinforcement of these principles.  (WI)  A test fee will be added as a Course Fee to billing. Lecture.
  
  • TE 533 edTPA Professional Development Seminar


    Credit, three hours.
    edTPA is a performance assessment of readiness to teach.  This portfolio assessment is designed with a focus on student learning.  As a performance-based assessment, edTPA is designed to engage teacher candidates in demonstrating their understanding of teaching and student learning.  In this class, pre-service candidates complete tasks and commentaries within a portfolio relevant to their program.  A test fee will be added as a Course Fee to billing. Cross-listed as: TE 433   Corequisite(s): TE 523  
  
  • TE 597 Evaluation of Teaching and Learning


    Credit, three hours.
    The focus of this course is developing formative and summative assessment practices that inform and guide instruction.  Emphasis is placed on developing competencies in creating different types of test formats in order to create valid and reliable assessment procedures.  Effective assessment development and implementation is the first step toward data-based decision making that guides instruction in order to meet the needs of diverse learners.  Prerequisite(s): TE 525  
  
  • TE 598 Comprehensive Examination/Portfolio


    Credit, none (no hours).
    Constitutes an integrated comprehensive examination of the M.A. in Education Programs. It consists of a written examination and is graded as either “Pass” or “Fail”. Students in the traditional fifth-year M.A. program in education are also required to successfully complete and submit a portfolio that includes Alabama State Department of Education mandated technology standards.
 

Page: 1 <- Back 107 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17