55 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.
This course requires candidates to demonstrate knowledge and skills in using common software, computer hardware, video and audio devices, and Internet resources. The candidates design and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop students’ knowledge, skills, and attitudes. The candidates advocate and model safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. This course is required for all teacher licensure programs. Fall, Spring. Credits 2 424 LMU Undergraduate Catalog
An introduction to teaching and learning that acquaints the candidate with current issues in education. Candidates explore the nature of educational philosophies and society and the impact on education. Candidates will demonstrate leadership by modeling ethical behavior to contribute to positive changes in practice, and advancing their profession. Clinical field experience required. The course is required for all teacher licensure programs. Fall, Spring Credits 3
EDUC 330Integrated Health and Physical Education for the Elementary Classroom
Candidates explore common health issues critical to the physical and mental well-being of elementary students while learning principles of age appropriate healthy life choices. Candidates gain an understanding of relevant principles of brain based learning, movement, and physical education applicable to the design and implementation of healthy living practices for elementary students and how they can be integrated across the content areas. Fall, Spring. Credits 3
This course presents instructional strategies and assessment, including direct instruction, cooperative learning, inquiry, multiple Intelligences theory, and dimensions of learning as tools for creating inclusive learning environments connected to real life. Candidates are teamed with an experienced peer for the first K-12 Partnership teaching experience. Candidates will demonstrate knowledge and skills in social sciences, science, math, and literacy or specialty area in accordance with K-5, 6-12, and K-12 licensure standards. Clinical field experience required. Fall, Spring. Credits 3
EDUC 356Methods of Teaching Elementary Science/Social Studies
This course prepares teacher candidates to design and implement integrated science and social studies instruction for grades K–5, grounded in state and national standards. Emphasis is placed on creating engaging, inquiry-based learning experiences connected to real-life applications and future careers. Candidates develop and teach interdisciplinary lessons in partnership schools, expanding their instructional strategies while incorporating technology, classroom management, and developmental considerations. Content includes life, earth/space, and physical sciences, as well as World History, American History, and Government/Economics. Required for K–5 majors. Offered in Fall. Prerequisite/Corequisite: EDUC 210 and EDUC 290 must be taken prior to or concurrently with EDUC 356. Credits 4
EDUC 360Secondary Instructional Methods and Strategies
Organization, strategies, and responsibilities of teaching grades 6-12. Participatory approach to understanding and teaching students in grades 6-12. For secondary candidates. Clinical field experience required. Prerequisites: EDUC 210, EDUC 290. Fall, Spring. Credits 3
The course explores the analysis and interpretation of data used in the teaching/learning process. The candidate will apply the scientific method, including the use of probability and inferential statistics to make decisions regarding planning and instruction. The candidate will also develop subjective and objective tests. Clinical field experience required. Fall, Spring. Credits 2
This foundational course introduces a comprehensive, evidence-based approach to effective literacy instruction. This course will focus on the theoretical and practical aspects of children’s literacy pedagogy within reading and writing in a developmentally responsive and integrated way. This course will enable candidates to explore the core components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Candidates will examine instructional strategies, technologies, classroom assessments, and evidence-based literacy practices critical to creating capable and confident readers. Candidates will engage in activities to enhance learning and implement explicit instructional strategies designed to meet the needs of all learners. Candidates will be able to create detailed lesson plans connecting theory to practice by providing step-by-step procedures in an evidence-based approach to literacy instruction. Clinical field experience required. Fall, Spring. Credits 3 425 LMU Undergraduate Catalog
EDUC 376XFundamentals of Literacy - Junior SEWS Writing Requirement
Junior SEWS Writing Requirement. This foundational course introduces a comprehensive, evidence-based approach to effective literacy instruction. This course will focus on the theoretical and practical aspects of children’s literacy pedagogy within reading and writing in a developmentally responsive and integrated way. This course will enable candidates to explore the core components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Candidates will examine instructional strategies, technologies, classroom assessments, and evidence-based literacy practices critical to creating capable and confident readers. Candidates will engage in activities to enhance learning and implement explicit instructional strategies designed to meet the needs of all students. Candidates will be able to create detailed lesson plans connecting theory to practice by providing step-by-step procedures in an evidence-based approach to literacy instruction. Fall, Spring. Credits 0
This course explores and integrates pedagogical and assessment practices in secondary curricula and focuses on application in content area classrooms. Students will develop their conceptual understanding of disciplinary literacy, as well as learn and apply specific strategies and frameworks for successfully incorporating effective literacy practices in their secondary subject areas. Particularly, secondary education candidates will learn in this course how to create, facilitate, and assess relevant learning experiences in their respective content areas that have opportunities and supports for secondary students to be able to learn how to read, write, think, and talk like an expert in their field. Clinical field experience required. Pre-Requisite:
This course introduces students to key principles of human learning and development, with an emphasis on applying these concepts in real-world educational settings. Students will examine major learning theories in conjunction with cognitive and emotional development, as well as factors that influence motivation and engagement. A central focus is learning how to teach effectively by understanding how students learn. The course also explores strategies for meeting the needs of learners with a wide range of experiences, abilities, and perspectives. It provides a strong foundation for developing thoughtful, flexible teaching practices that support academic success for all students. Credits 2
EDUC 414Research and Technical Writing in Education
This course is designed to enable candidates to understand and apply basic research principles to promote reflection, self- assessment, and commitment to continuous learning and improvement. Candidates will learn principles of information literacy and utilize the APA style for source-based work. Candidates will learn how to use research strategies and resources to improve teaching and promote student learning and/or professional practice. Required of K-5 majors only. Pre-requisites: EDUC 210, EDUC 290. Fall, Spring. Credits 1
EDUC 414ZResearch and Technical Writing in Education - Senior SEWS Writing Requirement
Senior SEWS Writing Requirement. This course is designed to enable candidates to understand and apply basic research principles to promote reflection, self-assessment, and commitment to continuous learning and improvement. Candidates will learn principles of information literacy and utilize the APA style for source-based work. Candidates will learn how to use research strategies and resources to improve teaching and promote student learning and/or professional practice. Required of K-5 majors only. Pre-requisites: EDUC 210, EDUC 290. Fall, Spring. Credits 0 426 LMU Undergraduate Catalog
This course focuses on evidence-based reading intervention strategies to develop candidates’ competencies and understanding of the components associated with the theoretical and practical aspects of reading and diagnostic assessment. Candidates will examine the administration and interpretation of diagnostic instruments necessary to evaluate students’ strengths and weaknesses for word recognition, phonics and word analysis, fluency, and vocabulary. Candidates will explore the symptoms, causes, and effects of reading disabilities, recommending research-based strategies that provide appropriate interventions to meet student needs. Candidates will create case reports detailing the data-driven decision- making process of diagnosis and originating a course of differentiated corrective and remedial instruction. Course requirements include field experience and clinical practice under the instructor's supervision. To observe classroom behaviors occurring in a naturalistic environment and to provide an authentic learning experience with diagnosing and correcting reading problems. Pre-requisite: EDUC 210, EDUC 290. Co-requisite: EDUC 440. Fall, Spring. Credits 3
EDUC 440Teaching Literacy in the Elementary School
The focus of this course includes major theoretical foundations, principles, procedures, and practices that center around teaching elementary literacy-reading, writing, grammar, speaking, listening, spelling, viewing, and visual representation. Candidates will learn how to integrate different instructional strategies, methods and resources into curriculum they design to help elementary students develop and reinforce their literacy skills. Candidates will become familiar with a variety of instructional resources including phonics, language experience, basal readers, and other literature in helping to develop cognition, reading, and comprehension skills. Candidates will also obtain skills in creating, administering, and evaluating formal and informal classroom-based assessments to identify reading strengths and weaknesses. Clinical field experience required. Pre-requisite: EDUC 210, EDUC 290. Fall, Spring. Credits 3
EDUC 450Methods of Teaching Elementary Mathematics
Current trends, techniques, methods, materials and evaluation of elementary mathematics programs. This course focuses on constructivist approaches to hands-on discovery learning. Pre-requisite: EDUC 210, EDUC 290. Fall, Spring. Credits 3
EDUC 460Methods of Instruction in Secondary Schools3
*EDUC 460 is taken by those candidates whose major does not include a content specific methods course. Note: Candidates in secondary licensure programs are not required to adhere to transitions; however, they must meet the same requirements for full admissions. Total Credits 40 English As Second Language The infused ESL program of study provides candidates who serve English language learners (ELLs), particularly in grades K- 5, with competency in supporting diverse students with appropriate accommodations and modifications within an evidence- based instructional framework. By choosing one of two tracks, candidates may either (1) select to obtain certification in ESL in addition to an elementary teaching license in order to be qualified to design and implement appropriate language instruction as ESL teachers in a variety of settings, or (2) select ESL preparation without ESL certification in order to master differentiation tools and strategies suitable for increasing ELLs English language skills and provide ELLs and other diverse students with access to the same robust curriculum designed for all students. BS in Education: K-5 and English Language Learners Concentration
Candidates are introduced to different classroom learning environments and the impact on student self-concept, social interaction, behavior, teaching, and learning. In addition, candidates are introduced to various classroom management models and implementation. Candidates will reflect on K-12 clinical field experiences and demonstrate an understanding of instructional design, implementation, student assessment, classroom learning environments and management, and self- assessment. Clinical field experience required. Pre-requisites: EDUC 210, EDUC 290. Co-requisites: EDUC 414/Z. Fall, Spring. Credits 2
This course investigates the historical, philosophical, psychological, and sociological foundations influencing American education policies and practices. This course also examines the history of literacy beliefs and practices and special education services beliefs and practices in America to contextualize current national, state, and local literacy trends and practices. Controversial educational issues are explored, and personal philosophies of education are formulated. This course is a core requirement for MEd EL, IL and IP. Credits 3
SPED-565 EDUC 575 or SPED 560 Transition/Employment Students 3 with Disabilities SPED-547 or SPED-573 3 EDUC-583 or SPED-577 3-3 Showcase ePortfolio Summative Evaluation: Comps Total Credits 33 EDUC 574 or SPED 545 Elective Credits 3 Item # Title Credits
This course examines research methodologies and basic statistical approaches. Research skills including but not limited to information retrieval, critical evaluation, report organization, and statistical methodology are developed and reflected in formal research proposals related to improved literacy instructional practices. Core requirement for M.Ed. candidates. Credits 3
This course focuses on school functions, strategies, and support that encourage the highest level of student learning and academic achievement, with an emphasis on literacy practices and achievement across subjects. These school functions, strategies, and support include improving instruction through support of teachers, curriculum development, staff development based on current research and best practices, professional learning communities, evaluation of teachers, and action research. Credits 3
This course is an overview of early childhood and adolescent development designed for K-12 licensure and masters candidates. The cognitive, social/ emotional, and physical domains will be studied in relation to planning, implementing, and assessing developmentally appropriate K-12 curriculum. Research will focus on the work of theorists who have shaped current child development educational theory. Existing developmental expectancies as well as individual differences will be examined throughout the course. Credits 3
This course provides teacher candidates with an evidenced-based foundation in literacy and language development through cognitive, linguistic, and pedagogical theory, research, and practice based in the science of reading. Candidates will begin their instructiona skills development in the areas defined by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Topics include understanding reading research, the reading process, language development, the sequence of learning to read, the essential components of reading instruction and assessment. Credits 3
The Phonological Awareness and Phonics course presents the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics through evidence-based methodologies. Candidates learn sound-symbol/phoneme-grapheme correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process through the Simple View of reading. Credits 3 229
This course examines research-based reading assessment (screening/diagnosis) and intervention for elementary classrooms. Candidates will build foundational knowledge of and essential skills in developmentally appropriate practices in reading assessment and intervention. Candidates will work with wide-ranging reading assessments, emphasizing the universal screening process, reading-readiness, curriculum-based measurement, progress-monitoring procedures and diagnostic assessment protocols. This course highlights assessment as l part of the multi-tiered, problem-solving process of the Response to Intervention protocol, stressing early identification of and support for struggling readers. Candidates will develop instructional skills, addressing (1) phonological awareness; (2) phonics; (3) fluency; (4) comprehension; and (5) vocabulary development. Candidates will observe reading assessment and instruction in elementary classrooms and develop lesson plans using current standards and evidence-based strategies. Candidates will conduct action research to investigate assessment, progress monitoring, and differentiated-instruction for reading instruction with learners in the elementary grades. Credits 3
This course examines research-based theory, foundations, principles, procedures, and practices centering on teaching elementary literacy—reading, writing, grammar, speaking, listening, spelling, viewing, and visual representation. Candidates will build knowledge of, and essential skills in developmentally appropriate practices in literacy instruction. Candidates will integrate differentiated instructional strategies, methods, and resources into curriculum they design to help elementary students develop and reinforce their literacy skills. Candidates will develop an understanding of literacy as a system of cultural competencies including reading and writing, synthesis, and critical analysis, along with 21st century literacies within a global arena. Candidates will conduct action research to investigate evidenced-based assessment and instruction for literacy instruction in the elementary grades, creating literacy lesson plans for elementary students. Credits 3
l This methods course prepares candidates to design and implement integrated STEM instruction aligned with the Tennessee Academic Standards for Mathematics and Science. Candidates will develop mathematical proficiency through conceptual understanding, procedural fluency, and problem-solving, emphasizing NGSS Disciplinary Core Ideas, Science and Engineering Practices, and crosscutting concepts. This course fosters innovation and real-world applications to inspire student engagement and mastery of STEM disciplines. Credits 3
The MEd Educational Leadership candidates will complete a Capstone Electronic Portfolio during their three semesters and will complete a Summative Evaluation Comprehensive Exam before the end of their third semester. Total Credits 33 Master of Education, Instructional
This course provides full-time teaching experience in a public PK-12 classroom setting under the direction of a mentoring classroom teacher and a university supervisor. Placement will be arranged by the Program Director in consultation with faculty. Bi-monthly seminars are required. Student teaching is required for all candidates seeking licensure through the Master of Education-Initial Licensure program. Before registering for this course, candidates must have completed and passed EDUC 570/ 571, passed all required Praxis exams and taken and passed all undergraduate courses required for licensure. This course is Module III in the Master of Education - Initial Licensure program. Credits 6
This course provides full-time teaching experience in a Tennessee public or state-approved classroom setting under the direction of the building level administrator and a university supervisor. Placement is completed by a partner school district’s human resources department with the input of the Lincoln Memorial University Program Director in consultation with faculty. Candidates completing the Job Embedded clinical practice shall spend the school year in direct teaching activities. The Job Embedded clinical practice will include classroom teaching, observation, coursework, and seminars, the Job Embedded clinical practice will occur in a state approved school. During the field experiences the candidate will have direct teaching experiences with students with a variety of learning needs and varied backgrounds. This course is taken two semesters for a total of 6 credit hours. Credits 3 -6
This course will address a topic of interest enriching the existing course offerings and expanding candidate learning and experiences. Topics will be developed by an assigned faculty member as approved by the Dean of the School of Education. The course will be offered as required.
This course focuses on supervised application of skills that approximate employment as a school principal. Field- based experiences are completed which are related to courses required in the Leadership program. A total of 9 semester hours is required. Leadership program candidates only.
This course provides a foundational understanding of content and pedagogical knowledge of literacy instruction, the progression of literacy development, and the cultivation of a literacy-rich learning environment that is responsive to all learners. Emphasis is given to foundational and disciplinary literacy and the use of evidence-based practices and scaffolds and supports matched to individual students’ strengths and needs while maintaining grade- appropriate rigor and alignment to Tennessee Academic Standards. Credits 3
EDUC 611Clinical Practice for Instructional Leaders
This is the companion practicum for EDUC-609. Candidates will design a professional development project for teachers and staff related to literacy. Co-requisite: EDUC 609. Credits 3
This course explores the Action Research Model and the vital role of educational literature in action research, and culminates in a scholarly team project designed to improve educational practice and empower educators; specifically, topics around literacy achievement and improvement for diverse learners are discussed. Prerequisites: EDUC 511 or an approved education research course. Credits 3
EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade. Credits 1
EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade. Credits 1
This course will address a topic of interest enriching the existing course offerings and expanding candidate learning and experiences. Topics will be developed by an assigned faculty member as approved by the Dean of the School of Education. The course will be offered as required.
