May also be offered at 250, 350 and 450 levels.

Based on the premise ?we teach who we are,? students analyze their own experiences, biases, assumptions and values in relation to the history of the philosophy of education in the West beginning with Socrates and continuing through the Liberation Pedagogues. Students consider how the roles and responsibilities of teachers and learners have been shaped and thus how they might be transformed. This course requires 8 hours of field work. Fulfills arts/humanities and evaluating systems and environments requirements (2019).

An interdisciplinary approach drawing heavily upon theories of developmental psychology. This course provides a foundation for understanding the classroom as an instructional system. Theories of knowledge, development and learning provide a context for field experiences in schools. Psychology. A minimum of five hours of fieldwork in the public schools is required. Prerequisite: PSY 224 or may be taken concurrently with PSY 224.

A broad survey of US Educational History is employed to guide an analysis of contemporary social, cultural and political issues in education within an historical context. Ethnographic research based on 20 hours of fieldwork is required. Prerequisite: historical perspectives. Fulfills social science requirement (1998). Social/ behavioral science (2019).

Introduction to elementary school mathematics and its fundamental underlying concepts and structure with emphasis on problem-solving, logical thinking, use of conjecture and exploration with concrete materials. Does not count toward the major. Restricted to education studies majors.Prerequisite: passing score on Guilford?s Quantitative Literacy test, passing grade in MATH 110 Mathematics for the Liberal Arts, or another math course approved by the Department of Education Studies. Fulfills quantitative literacy requirement (1998). Numeric/symbolic engagement requirement (2019).

Special Topics: Offered in 12 and 3 week courses.

May also be offered at 360 and 460 levels.

1-4. May also be offered at the 390 level.

Provides an introduction to the terminology, identification, and issues commonly encountered when addressing the needs of diverse students with disabilities. In addition to reflecting on and learning about themselves as learners, which is a critical component when working with others, students will cover four major areas in this course: (1) Foundations of special education, (2) Characteristics of diverse learners, (3) Assessment and evaluation of student learning, and (4) Instructional planning for students with disabilities. Assignments may include up to 20 hours of school-based observation and participation, as applicable. Prerequisites: Developmental Psychology, a letter of recommendation from student advisor and/or instructor permission. Students also need access to reliable transportation. Fulfills social/behavioral science requirement (2019).

Combines coursework with 50-hour of cross-cultural fieldwork to support students in developing a pedagogical cultural identity and critical cultural competency skills. Students may choose from a variety of approved local or international field sites to complete the cross-cultural fieldwork requirement. Special arrangements may be made to complete some work requirements prior to overseas. Students are encouraged to seek advisement early to plan Prerequisite: EDUC 203 and Historical Perspectives.

May be taken separately from or in combination with the EDUC 307, EDUC 308 and EDUC 309 block. This course is designed to prepare prospective educators to teach science using a hands-on/minds-on pedagogical approach. Students will be required to attend at least one all-day science education workshop. They may be required to attend the regional professional conference, depending on where it is held. Prerequisites: successful completion (a grade of C or better) in EDUC 201, EDUC 202 OR EDUC 203; completion of natural science and math requirement or an equivalent lab science.

Candidates receive instruction in the teaching of reading, including oral and written language. Students practice research based assessment and diagnosis of reading in their clinical internships and across elementary grade levels. Corequisites: EDUC 308, 309, and clinical internship.

Candidates observe, analyze and practice positive classroom management and behavioral strategies; understand professional roles and responsibilities; learn the expectations for student performance based on State and Local Standards; and participate in the process of identification of students with special needs. Corequisites: EDUC 307, 309, and clinical internship.

Candidates practice instructional planning which includes UDL and differentiation as well as general, research ?based best practices in instruction; assessment and evaluation strategies and theories and apply these in all elementary content areas. Corequisites: EDUC 307, 308, and clinical internship. Fulfills the reflection seminar II requirement for the CQ.

Study of school structures and curricula; study and practice of methodologies in appropriate to specialty areas and to integrated curricula. A focus on instructional planning, pedagogy and assessment. Candidates focus on planning, instruction and assessment in accordance with the expectations of edTPA and State Standards, which includes identifying and supporting students with special needs, integration of technology and differentiation. Corequisite: EDUC 313 or instructor permission.

Students observe, analyze, and practice skills and knowledge of research-based planning, instruction and assessment in a 50 hour clinical internship under the supervision of a clinical educator and field supervisor in a partner school. Emphasis is placed on expanding professional knowledge and skills required of educators and the expectations for student performance based on State and local standards. Corequisite: EDUC 312. Prerequisite: Admission to the program. 40 hours of fieldwork in a clinical internship required.

Offered in Spring 3 weeks for Candidates who complete their 12 week internship.

Integrated with student teaching (EDUC 440), the seminar provides collaborative reflection on and support for student teacher cohorts. Seminar topics derive from cohort next steps. The seminar also serves to guide candidates in completion of their edTPA portfolio. Corequisite: EDUC 440. Prerequisite: Admission to the Teacher Licensure Program(S) EDUC 410 designates the Elementary Licensure Seminar. EDUC 420 Designates the Secondary and Comprehensive Licensure Seminar. Fulfills the apply requirement for the CQ.

Integrated with student teaching (EDUC 440), the seminar provides collaborative reflection on and support for student teacher cohorts. Seminar topics derive from cohort next steps. The seminar also serves to guide candidates in completion of their edTPA portfolio. Corequisite: EDUC 440. Prerequisite: Admission to the Teacher Licensure Program(S) EDUC 410 designates the Elementary Licensure Seminar. EDUC 420 Designates the Secondary and Comprehensive Licensure Seminar. Fulfills the apply requirement for the CQ.

Under the supervision of a clinical educator and field supervisor candidates complete the second half of their clinical internship as student teachers. Clinical educators will be designated in cooperation between the partner school principal and field supervisor. Student teaching requires candidates to be in the classroom and teaching full time for one semester. Student teaching is the culmination of the candidate?s studies at the College and requires that the candidate operationalize the skills, dispositions and knowledge they have studied, as well as be reflective and responsive practitioners who are capable of innovation. Student teaching takes place at the beginning of the school year.

Special Topics for Student Teachers. Offered in 3 weeks at the beginning of Fall Semester.

4-8. In order to be eligible and write a thesis for departmental honors in Education Studies, a student must have an overall GPA of 3.30 and a GPA of 3.50 or higher in an Education Studies major. Once approved to write a thesis, the student needs a thesis advisor (in the department) and the thesis committee must include two additional faculty members, one of whom should be from outside the department (or outside the college as applicable), as approved by the thesis adviser. Additionally, the student will submit a written thesis to the full committee and make a public presentation (e.g., GUS, other).