Professional Education Sequence
The professional education sequence of courses is listed below. Each course that is part of the program prior to the professional semester must be completed with a grade of C or better as a prerequisite to admission to the student teaching semester. Students must receive a grade of C or better in Education 401 to receive recommendation for licensure.
EDUC 211 (3 credit hours)
211-3 Diversity, Culture, and Education in a Pluralistic Society.
(Advanced University Core Curriculum course) Education 211 is one of the foundational courses required in the Teacher Education Program (TEP). The course fulfills the minimum state certification requirement for diversity in education and Standard 1 of the IPTS. The course introduces students to the philosophical and definitional issues related to pluralistic education. Course focus addresses philosophical positions, the design and implementation of effective teaching strategies that reflect ethnic and cultural diversity, and prepares students to function in a multicultural society.
EDUC 214 (3 credit hours)
214-3 Human Growth, Development, and Learning in a Digital Age.
(Advanced University Core Curriculum course) This course is a requirement in the professional education sequence. This course examines human behavior as individuals and in groups. It includes social science research strategies, human development, individual differences, group dynamics, and principles of learning.
EDUC 301 (1 credit hour)
301-1 Clinical I, Reflective Instructional Practices.
Clinical I, Reflective Instructional Practices is the first clinical field experience course in the TEP for all majors seeking licensure and is taken concurrently with EDUC 313. This field experience consists of five weeks of an introduction to using technology for student engagement and reflective teaching. It also includes 14 weeks of clinical placement in the public school classrooms, where candidates will apply knowledge and skills presented in EDUC 313. Restriction: Admittance to the Teacher Education Program.
302-1 Clinical II, Methods of Instructional Practices.
Clinical II, Methods of Instructional Practices is the second clinical field experience course in the TEP for all majors seeking licensure. This course is taken concurrently with methods courses within the candidate’s major. This field experience consists of five weeks of advanced technology use for student engagement and reflective teaching. It also includes 14 weeks of clinical placement in the public school classrooms, where candidates will apply content and skills presented in content method courses. Prerequisites: EDUC 301 and EDUC 313 with a grade of C or above. Concurrent enrollment in EDUC 319.
EDUC 303 (1 credit hour)
303-1 Clinical III, Advanced Instructional Practices.
Clinical III, Advanced Instructional Practices is the third clinical field experience course in the TEP for all majors seeking licensure. This course is taken concurrently with methods courses within the candidate’s major. This field experience consists of five weeks of practical legal issues for educators and 14 weeks of clinical placement in the public school classrooms, where candidates will apply content and skills presented in content method courses. Prerequisite: EDUC 302 and EDUC 319 with a grade of C or above. Concurrent enrollment in EDUC 308.
EDUC 308 (3 credit hours)
308-3 Characteristics and Methods for Teaching Exceptional Children.
(Same as SPED 408) For pre-service teachers who serve children and youth with disabilities. The course focuses on essential disability characteristics, data-based decision-making, scientifically-based academic and behavioral interventions and strategies to differentiate instruction and accommodate learners with disabilities in general education classrooms. Prerequisites: EDUC 313, EDUC 314 with a grade of C or above. Concurrent enrollment in EDUC 303.
EDUC 312 (1 to 8 credit hours)
312-1 to 8 Field Observation and Participation.
Allows the pre-service teacher candidate to observe and participate in activities and experiences related to their major. Field experiences are correlated with courses in the student’s major department. Enrollment is coordinated by the student’s major department and placement in public school settings is coordinated by the Office of Teacher Education. Prerequisite: EDUC 313 or concurrent enrollment, or permission from instructor or the Director of Teacher Education.
EDUC 313 (3 credit hours)
313-3 Reflective Classroom Planning, Organization and Management.
This course prepares teacher candidates to analyze and use student academic and behavioral data to design instruction that meets the diverse needs of students, and leads to ongoing growth and achievement. The candidates will develop an understanding of principles and techniques of evidence-based instructional practices that enable active student engagement and effective management of classrooms and student behavior. Co-requisite: EDUC 301. Restriction: Admittance to the Teacher Education Program. Minimum grade of C.
EDUC 319 (3 credit hours)
319-3 Language, Culture, and Learning.
This course introduces first and second language development and acquisition, language variation, cultural diversity, bilingual education, and culturally and linguistically responsive instruction. The course will serve as a foundation for methods courses in the teacher education program where teacher candidates will learn best practices to teach ELLs (English language learners), dialect speakers, and other students from diverse cultural and linguistic backgrounds. Prerequisite: EDUC 301 with a grade of C or above. Co-requisite: EDUC 302.
EDUC 400 (6 credit hours)
400-6 Clinical Field Experience III-Special Education.
This clinical field experience is limited to Special Education majors. Concurrent enrollment in SPED 417 and SPED 419 is required. Enrollment is coordinated by the teacher candidate’s major department while placement in public school settings is coordinated by the Office of Teacher Education. Prerequisite: EDUC 313.
EDUC 401 (12 credit hours)
401-12 Clinical Practice/Student Teaching.
EDUC 512 (3 credit hours)
512-3 Doctoral Seminar in Behavioral and Cognitive Foundations of Education.
This seminar is one of two course options for all students pursuing a doctoral degree in Education. The seminar focuses on the critical examination of the psychological basis of pedagogical theory; a review of behavior, cognitive and motivational theories; and a preliminary assessment of empirical research related to psychology of instruction. Restricted to admission to the Ph.D. program in education.
EDUC 510 (3 credit hours)
510-3 Introduction to Doctoral Studies in Education.
This seminar is required of all new students enrolled in the Ph.D. program in Education, to be taken at or near the beginning of their studies. The seminar serves as an introduction to doctoral studies and doctoral-level scholarship in Education. It will emphasize each student’s development as a critically reflective scholar and address the attitudes, assumptions and practices that underlie scholarly inquiry in the Education field.