77 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 1500Foundations of Lesson Planning. This2
course provides application of pedagogical theory and practice that focuses on creating effective lesson plans for teaching. Topics include curriculum and instruction, student diversity and classroom management with emphasis on developmentally appropriate curriculum content, specific instructional strategies, and assessment techniques. This course must be passed as one of the requirements for Admission to the Teacher Education Program for AGS students................................................................
provides an overview of pedagogical theory and practice that accompanies effective teaching. Topics include curriculum and instruction, student diversity and classroom management with emphasis on developmentally appropriate curriculum content, specific instructional strategies, and assessment techniques. Students are expected to complete assignments of the Teacher Education electronic portfolio, and to complete observation hours in public school classrooms and in non-traditional settings that offer diverse student populations .............................
historical, philosophical, and sociological forces that shape the theory and practice of education in the United States today. Traces the development of educational concepts and principles, analyzes culture patterns which affect the learning process, and examines the relationship between the school and society ...........................................................................
designed to prepare teacher candidates to integrate 21st century classroom technologies and multi-media- based technologies into the classroom. Students will develop beginning abilities to promote different learning strategies using various modern technology tools. Ability to utilize a software presentation for use on a computer projection system will be an integral part of the course. Limited to Teacher Education candidates without consent of instructor ................ 2 s.h.
ESL. This is the study of grammar and syntax of the English language as it relates to the teaching of writing to non-native speakers of English. Students will be exposed to principles of phonology, grammar, mechanics, syntax, and composition, enabling them to be effective in adapting course content appropriate for ESL students at varying levels of English proficiency ................................................... s.h. EDUC 3140 Teaching Social Studies PreK-6. Teaching Social Studies PreK-6 is an elective course for those who may be graduating with a minor in education, but without a TN teaching license. This course involves the study of best practices of teaching social studies to diverse populations of elementary school students. Emphases will be implementing current standards for social studies, incorporating literacy (reading, writing, speaking, listening) into engaging lesson plans, developing an awareness of current events, and understanding participatory citizenship. ..................................................
Social Studies PreK-6 is an elective course for those who may be graduating with a minor in education, but without a TN teaching license. This course involves the study of best practices of teaching science to diverse populations of elementary school students. Emphases will be implementing current standards for science into lessons with demonstration, discovery, and inquiry. Safety principles will be coordinated with every science investigation. ................................................
Instructional Materials. Students in this course will develop use of best practices using HQIM. The students will move to mastery of the presented HQIM objectives aligned with the TN state standards .......2 s.h.
Instruction in the Elementary Grades. This course is a survey of traditional literacy development spanning from emerging literacy skills and behaviors in early childhood through intermediate “reading to learn” 266 ................. 2 s.h. ................. 3 s.h. ................
The students in this course will examine assessments in literacy instruction as a basis to inform instruction and interventions for struggling readers. They will plan and implement progress monitoring in order to facilitate explicit and tiered instruction for all learners and analyze best practices for reading assessment and instruction. 20 hours of field experience of direct experience in grade K-5 are required. ......................
This course is a survey of general secondary teaching methods, materials, classroom management, and assessment.................................................................... 3 s.
Music Education. Supervised fieldwork and teaching in elementary music education to accompany Elementary Music Methods ......................................
Instrumental Music Methods. Supervised fieldwork and teaching in secondary instrumental music to accompany Secondary Instrumental Music Methods ........................................................................
is designed to survey materials and methods appropriate for teaching mathematics in elementary schools and to develop instruction and assessment skills and knowledge to meet the needs of learners. Fieldwork, content assessments, e-portfolio, lesson plans, and projects provide opportunities for students to develop skills and knowledge for teaching mathematics in a developmentally appropriate and effective manner ..........................................................
Elementary Curriculum. A survey of materials and methods appropriate for teaching of art, music, and physical education in the elementary school curriculum. Emphasis will be placed on integration within the total curriculum. Includes development or materials and participation in physical activities appropriate for school-aged children. Some fieldwork will be expected ........................................................... 3 s.h
equip teachers to foster literacy skill development among students in secondary and middle grades classrooms in all subjects. The course will provide a background in the developmental process of reading, informal reading assessment, corrective, and remedial practices and procedures. Includes content specific fieldwork in secondary classrooms...........................
of the role of assessment and evaluation of student learning and teaching effectiveness. Includes the study of validity, reliability, standardized testing, norm- and criterion-referenced testing, personality and interest inventories, statistical applications, test data interpretations, and test-item construction. Current school accountability practices will be examined. Students will also develop and apply informal assessment strategies ..................................................
Physical Education. In this course, students will develop an understanding of the activities appropriate for elementary school-age children such as physical fitness, rhythmic movement, gymnastics, games, and sports. Includes instructional methods and development of the ability to implement instruction appropriate to developmental level...........................4 s.h. 3 s.h. EDUC 3640 Methods and Materials for Secondary Physical Education. In this course, students will develop an understanding of the activities appropriate for middle school and high school, including physical fitness activities and a variety of individual, dual, and team sports. Includes instructional methods and development of the ability to implement instruction appropriate to developmental level...........................4 s.h.
. A study of the rules, strategies, and performance mechanics of a variety of sports such as basketball, volleyball, soccer, softball, flag football, speedball, golf, tennis, badminton, and racquetball with an emphasis on teaching these sports .............................................
Integrate faculty-led opportunity into education through participation in planned, supervised experiential-learning. Students will apply related skills by following a set of objectives, reflecting on activities, and obtaining feedback from their supervisors. For a complete description of Internships and Cooperative Education, see the Internship/ Cooperative section under the Academic Policies section ............. credit to be arranged
informal methods of assessment of language aptitude and competence of LEP students. Emphasis on various approaches and strategies for LEP students, as well as a review of state and federal requirements .................2 s.h.
Acquisition. Explores ESL theory and practice for inclusion of non-native English speakers in public school classrooms ........................................................ 2 s.h. 268
Selection and development of instructional materials and strategies for instruction of non-native English speakers in bilingual and multilingual classrooms. 2 s.h. 2370 or EDUC 1500
Supervised practicum in assessment and instruction of non-native English speakers in public school classroom during the PreK-12 school year ................................
Materials. This course is a survey of effective methods, skills, strategies of teaching English/ language arts in the middle and secondary grades. Teacher candidates will apply and explore a variety of theoretically grounded and effective strategies, techniques and methods for teaching English based on Tennessee’s Literacy Standards for ELA Middle and Secondary English. It is a requirement of all secondary English candidates .................................................................... 3
course consists of clinical experience featuring observation, co-teaching, and teaching under the supervision of a mentor teacher and university supervisor. Students are placed in local partner schools for their clinical experience. Students must apply for admission to student teaching and be approved before enrolling in this course............................................. 10 s.h. professional level Teacher Education courses
course consists of clinical experience featuring observation, co-teaching, and teaching under the supervision of a mentor teacher and university supervisor. Students are placed in local partner schools for their clinical experience. Students must apply for admission to student teaching and be approved before enrolling in this course............................................. 10 s.h. professional level Teacher Education courses
consists of clinical experience featuring observation, co-teaching, and teaching under the supervision of a mentor teacher and university supervisor. Students are placed in local partner schools for their clinical experience. Students must apply for admission to student teaching and be approved before enrolling in this course....................................................
course is designed to introduce the edTPA process to students who are preparing to student teach. The course will offer an overview of the edTPA process and a review of all rubrics associated with edTPA. A final project in the class will include students assessing their s.h. own teaching episodes using edTPA rubrics ...........
includes discussions of issues related to student teaching and induction into the profession. Students are required to present their final electronic portfolios and to pass all state-mandated PRAXIS II tests to successfully complete this course .............................
Comprehensive Assessment (passing state-required Praxis II Exams or successful portfolio completion and a successful portfolio defense) ...............................
Learners. This course is an intensive study of exceptional learners. There is focus on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities. Emphasis is placed on how to design and modify learning environments to meet individualized needs while integrating standards into learning experiences. Students interested in pursuing the 269 ...............10 s.h. . 2 s.h. .... 0 s.h.
course is an introduction to the function and means of various practices of educational research. The course will promote understanding of the language of educational inquiry, aims and uses of research, various ways of framing research questions and designing studies, and procedures for obtaining, analyzing, and interpreting qualitative and quantitative data ........ 3 s.h. Dual listed with: EDUC 6010
EDUC 5015Instructional Planning. This course is a3
practical introduction to the lesson planning process that offers ample opportunities for practice and revision. Students will practice framing lessons using district and state curriculum standards, writing measurable objectives, developing, and using formative and summative assessments, and planning for differentiated instruction. Students will also learn how to access prior knowledge of the students in their classrooms, offer guided practice and modeling, foster critical thinking and problem-solving skills, and complete a lesson with intentional closure .............
study of curriculum and instructional design, and instructional strategies consistent with such designs. Students will examine curricula theory and practice on multiple levels in designing responsive curricula. There will be an emphasis on understanding complex processes in learning and in curriculum development ................................................................ 3
course focuses on intrapersonal, interpersonal, and intergroup relations issues in schools. Theory will be blended with practice in the study of instructional, classroom management, and conflict resolution practices. The course will examine the critical issues associated with discipline and management, community building practices, strategies for working with families, transition practices, and practices related to multicultural education. This course also emphasizes teacher self-awareness as a major aspect of . 3 s.h. the human relations approach .................................
This course investigates principles of assessment and evaluation with emphasis on practices applicable to a variety of educational settings. The course focuses on preparing educators to analyze a wide range of data sources and to use that data to initiate and support improvement in K-12 schools ..................................
Education. The focus of this course is culture as a motivating influence in learning, and the ways in which ethnicity, race, social class, gender, and language background affect access to education and economic opportunity and achievement. Social, economic, and political contexts within which schools must function, and values which provide direction for our schools, will be addressed. The course includes an overview of the historical, philosophical, and social influences shaping educational practices, beliefs, and goals through history. Students interested in pursuing the Education Specialist (Eds) in Leadership should take this course at the 6000 level to count toward the EdS program ...................................................... Dual listed with: EDUC 6060
course examines in depth the contributions of psychology to the teaching and learning processes. The theories and applications of psychology applied to cognitive, social, and emotional learning are emphasized. In addition, students will investigate how s.h. behavioral, cultural, and cognitive theories inform effective instruction and classroom management ..3 s.h.
course provides students structured investigation into the planning, teaching, and assessment strategies that are appropriate to their intended teaching area. Specific topics include national standards, scope, and sequence in their subject, and main concepts of the discipline. There will be emphasis on instructional design, media, and methodology as well as recent 270 .. 3 s.h. . 3 s.h. ..................
course provides students structured investigation into the planning, teaching, and assessment strategies that are appropriate to their intended teaching area. Specific topics include national standards, scope, and sequence in their subject, and main concepts of the discipline. There will be emphasis on instructional design, media, and methodology as well as recent developments in content and instructional procedures as they relate to middle and secondary schools ......
Reading Instruction. This course focuses on literacy acquisition as a developmental process and on effective methods of applying research to practice. Emphasis is on the developmental stages of reading, evaluation of materials for reading instructions, diagnostic assessment, and effective reading programs. Students will also investigate instructional techniques regarding how diverse children develop abilities to decode, interpret, and use language to gain content knowledge ................................................................... 3
requires an action research project designed to explore an issue or line of inquiry chosen by the student. Emphasis will be placed on selecting a project relevant to an issue in local schools. This course focuses on the gathering of qualitative and quantitative data, data analysis, interpretation techniques, drawing conclusions, developing an action plan, and preparing a publishable research report ....................................
Technology. This course will further develop students’ technology skills for use in the educative process. A central focus will be research to determine emerging technologies appropriate for use in schools. Students will investigate the use of technology to accomplish data-driven decision-making, and to solve school- based issues effectively and efficiently .....................
Organizations. Instruction will focus on engaging stakeholders in effectively developing and implementing the school’s vision, mission, and goals; creating a culture conducive to learning throughout the school community; making best use of resources to achieve the school mission; and carrying out responsibilities ethically. The student will understand the challenges of continuous improvement while managing the school and fostering a school culture focused on teaching and learning. Discussions will include methods and procedures for developing programs and instructional staff in addition to assessment strategies applied to both areas. Principles and techniques of effective leadership will be assessed against the legal, moral, and ethical implications of teacher leaders’ actions and beliefs. Concepts and methodologies from learning theory, systems theory, group dynamics, and organizational culture assessments will be applied to collective learning and organizational culture ....................................... Dual listed with EDUC 6220
s.h. Classroom. This course is designed to examine school culture as it relates to creating a learning environment that supports multiculturalism, under-resourced learners, and students with special needs. Participants will investigate research-based instructional strategies that support the academic achievement of diverse learners......................................................
Education. This course is an examination of federal and state constitutional and statutory influences on public schools, with a focus on how judicial interpretation shapes and influences educational policy. Students will analyze ethical and professional decisions affecting stakeholders within the school community .................................................... Dual listed with EDUC 6240
Education. This course is designed to increase knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to 271 .......... 3 s.h. .................... 3 s.h. ...............
Design. Instruction will focus on an overview of past, present, and emerging curriculum trends, to include discussion of educational and curricular philosophy and how philosophy impacts school programs. This course is designed to enhance the teacher leader’s capabilities to manage and direct the development and organization of curriculum and materials. The concepts and skills of curriculum development and application to actual course planning are explored 3 s.h. Dual listed with EDUC 6260
course examines critical issues in education. The focus will be researching, analyzing, and comparing emerging issues to promote scholarly thought within learning communities ................................................
Candidates who are hired as teachers of record in area partner schools are enrolled in this course for one full semester to practice and demonstrate their teaching effectiveness. They will teach under the supervision of a university supervisor and a local mentor/administrator ................................................
Candidates who are hired as teachers of record in area partner schools are enrolled in this course for one full semester following EDUC 5710 to demonstrate their teaching effectiveness. They will teach under the supervision of a university supervisor and a local mentor/administrator .................................................
course will examine the vital role of school and administrator leadership in buildings and the central office. Candidates will develop skills and strategies to assist in maintaining positive relationships with internal and external stakeholders. Candidates will learn and develop effective means of communication, engagement, and collaboration with key community and political stakeholders while keeping a focus on creating a safe school culture where teachers can teacher effectively teach and students can reach higher achievement levels ....................................................... 3 s.h. Dual listed with: EDUC 6720
School Finance and Human Resources are closely related and perform a key role in the functioning and the overall success of individual schools and school districts. Finance helps allocate resources to support an organization’s goals while maintaining a balance between costs and revenue. Human resources advertises, recruits, interviews, hires, assists with development, and motivates personnel to proficiency to advance in their careers ......................................... 3 s.h. Dual listed with: EDUC 6725
Candidates who are hired as teachers of record in area schools or candidates currently seeking administrator credentials are enrolled in this course to support them in the demands and challenges of these positions. Topics include classroom management, student assessment, faculty evaluation, pacing, differentiation and other administrative functions. Corequisite for MEd Curriculum & Instruction students either EDUC 6 s.h. 5710 or 5711 ................................................................. 3 s.h. 272
Exam). Instructional Leadership Licensed administrator school leader (IL) candidates must pass the School Leader’s Licensure Exam (SLLA). This course is Pass/Fail ....................................................... 0 Dual listed with: EDUC 6995
Learners. This course is an intensive study of exceptional learners using data-driving evidence-based strategies to generate higher achievement, social interaction and other experiences. There is focus on extending principles of learning and intellectual, socio- cultural, emotional, and physical development to persons with disabilities. Emphasis is placed on how to design and modify learning environments to meet individualized needs while integrating standards into learning experiences. Major differences between current Federal and state policies for IEP’s, RTI, and/or 504 plans for both students and personnel along with effective strategies to systematically gather input from all stakeholders will be explored. .............................. 3 s.h. Dual listed with: EDUC 5000
course focuses on the function and means of various practices of educational research. The course will promote understanding of the language of educational inquiry, aims and uses of research, various ways of framing research questions and designing studies, and procedures for obtaining, analyzing, and interpreting qualitative and quantitative data. Students will understand the appropriate methodology to select in creating a high-quality study. contemplate and differentiate between bias, limitations, delimitations, and confidentiality. This course will guide each candidate to learn to read, analyze, and develop a basic Review of Literature. The review will be extremely focused, highly organized with sensible themes with connections and transitions between the introduction, literature review and summary.................................. Dual listed with: EDUC 5010 s.h.
Education. The focus of this course is culture as a motivating influence in learning, and the ways in which ethnicity, race, social class, gender, and language background affect access to education and economic opportunity and achievement. Social, economic, and s.h. political contexts within which schools must function and values which provide direction for our schools, will be addressed. The course includes an overview of the historical, philosophical, and social influences shaping educational practices, and goals through history. Students will investigate how political agendas and power struggles influence what students are expected to learn and how school leaders navigate these situations. Current issues affecting schools, teachers, students, families, and communities will be examined and discussed throughout the course .....3 s.h. Dual listed with: EDUC 5060
research project designed to explore an issue or line of inquiry chosen by the student. Emphasis will be placed on selecting a project relevant to an issue in local schools. This course focuses on the gathering of qualitative and quantitative data, data analysis, interpretation techniques, drawing conclusions, developing an action plan, and preparing a publishable research report. This project has the potential to serve as a forerunner leading into a dissertation for a doctoral program and should be chosen with this in mind ..........................................................
Education. This course is an examination of federal and state constitutional and statutory influences on public schools, with a focus on how judicial interpretation shapes and influences educational policy. Students will analyze ethical and professional decisions affecting stakeholders within the school community. The use of school resource officers and pertinent case law, statutory law, local policy will be studied as it relates to local districts ......................... 3 Dual listed with: EDUC 5240
Design. Instruction will focus on an overview of past, present, and emerging curriculum trends, to include discussion of educational and curricular philosophy and how philosophy impacts school programs. This course is designed to enhance the teacher leader’s capabilities to manage and direct the development and organization of curriculum and materials. The concepts and skills of curriculum development and application to actual course planning are explored. School-level factors most likely to promote student learning and how the beginning school administrator can implement along with what skills or responsibilities are best suited for various levels of change needed for school studies are studied..........3 s.h. Dual listed with: EDUC 5260
course will examine the vital role of school and administrator leadership in buildings and the central office. Candidates will develop skills and strategies to assist in maintaining positive relationships with internal and external stakeholders. Candidates will learn and develop effective means of communication, engagement, and collaboration with key community and political stakeholders while keeping a focus on creating a safe school culture where teachers can effectively teach and students can reach higher achievement levels. Candidates will establish a vision and goals for proactive and collaborative leadership in schools, school districts, and for all stakeholders. Discussion and assignments will help candidates identify strengths and weaknesses of collaborative family-school-community efforts and create systematic thinking in relation to local policy at the political level and how that impacts the day-to-day operation of their school. ........................................................ Dual listed with: EDUC 5720
School Finance and Human Resources are closely related and perform a key role in the functioning and the overall success of individual schools and school s.h. districts. Finance helps allocate resources to support an organization’s goals while maintaining a balance between costs and revenue. Human resources advertises, recruits, interviews, hires, assists with development, and motivates personnel to proficiency to advance in their careers. Students will be able to define differences between school system designated budgeting, discretionary budgeting, full site-based autonomous budgeting, and partial site-based budgeting ...................................................... Dual listed with: EDUC 5725 274 ................... 3 s.h. ............... .3 s.h.
and School Leadership. This course includes discussions of issues related to leadership and the introduction into a future career for beginning school or administrator leaders. Candidates are required to present their final electronic portfolios ...................
Comprehensive Assessment SLLA (0 s.h.) Summary of Total Credits Major Requirements .............................. 24-30 s.h.* Minimum to Earn EDs ............................ 24-30 s.h. *Course will be waived for those who successfully completed this course at the 6000 level while in the Master of Education in Curriculum and Instruction at King University and subsequently had the Master of Education in Curriculum and Instruction degree conferred. Those students will subsequently earn 24-27 hours in the Education Specialist degree program.
