34 courses with the subject EDU, 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.
EDU 101Education as Profession2
This hybrid course has as a major component the knowledge, skills, and dispositions necessary for entry into and progress through the UT Southern education program. Prime parts of the course consist of learning about the division of education conceptual framework (REPS: Reflective Educators Preparing for Service), learning to use the student/teacher/administrator management system (i.e. Student Learning and Licensure) for completion and submission of assignments, creating the e-portfolio within Student Learning and Licensure, making application to the UT Southern education program with all the required gateways, preparing for the Praxis exams, writing the program application essay, etc. General topics examined include history and philosophy of education, current learning theories and trends, how public education functions in America, and other ideas and information related to the psychology and practical nature of teaching. Attending one educational meeting (faculty or board) is also a component. Professional dispositions will be assessed. Taking this course does not ensure admittance into the education program.
This course is taken concurrently with EDU 101 . Students qualifying and electing to take the course for honors credit are expected to work at a higher level of Bloom’s Taxonomy in all assignments. Additionally the student(s) will work individually or cooperatively (when more than one is in the same section) with the instructor’s oversight to prepare and present to the class at a designated time a report on an in-depth aspect of an issue or theory covered during the course. Professional dispositions will be assessed.
EDU 201Planning and Procedures for Teacher Education2
This hybrid course has as a major component the knowledge, skills, and dispositions necessary for successful progress through the UT Southern education program. Primary to this course is the writing of an effective writing lesson plan, planning for assessments required by TN Department of Education for licensure, and professional ethics and responsibilities.
EDU 301Integrating Arts and Literature Across the Curriculum3
This course examines research-based strategies for integrating children’s literature and the arts to promote creativity, literacy, and critical thinking across the curriculum in elementary classrooms.
Admittance into the Teacher Education Program Offered: Fall
EDU 302Principles of Teaching and Learning2
This introductory course to Teaching and Learning is designed for the job-embedded teacher. This is the first class for the post-graduate student accepted into the Grissom School of Education. The course is designed to familiarize the student with the lesson planning process, requirements of edTPA (reflections, academic vocabulary, etc.), overview of strategies and assessments used in the classroom, professional standards portfolio, as well as an introduction to classroom management strategies critical to the new teacher.
Employment in an accredited Tennessee Public K-12 school, Admission to Job-embedded program Offered: Fall, Spring, Summer Fees:
EDU 308Psychology of Learning and Cognition3
This course is designed to introduce students to the multiple dimensions of learning and cognition, ranging from the basic processes underlying associative learning to the contexts that promote motivation and engagement. Classic theories, contemporary methodologies, and key empirical research related to learning and thinking will be discussed and analyzed in view of their application to educational and other applied settings.
EDU 313Language Acquisition and Foundational Literacy3
The course addresses the principles and foundations of literacy development, methods and assessment strategies that support literacy development, and classroom practice which emphasizes the organizational and planning aspects of literacy instruction. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the teacher education program Offered: Fall, Spring evening Fees: Fee applies
EDU 314Early Childhood Curriculum & Teaching Methods3
The course presents teaching and learning as an integrated activity taking place through children’s play and activity. The course is primarily designed to acquaint teachers with the principles and guidelines of teaching in the early grades, as stated by the National Association for the Education of Young Children and as stated in the curriculum guides utilized within schools of Tennessee. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the teacher education program Offered: Fall, Spring evening Fees: Fee applies
EDU 315Exceptional Child3
This course covers the foundations of education of exceptional students, including programs, services, technologies, and interventions. Included in the course is coverage of mental retardation, learning disabilities, behavior disorders, communication disorders, disorders of the sensory or physically impaired, and the gifted. There is a focus on use of learning styles, adapting lesson plans, and integration of students into the regular classroom. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the teacher education program Offered: Spring, Summer Fees: Fee applies
EDU 317Children’s Literature in Grades K-53
The course offers pre-service elementary (grades K-5) teachers practical ideas to help their future students read competently and think critically and to encourage students’ enjoyment of reading through multiple instructional strategies, technologies, and language activities based on research and best practices of what works for all children. A variety of reading materials will be explored: new books published in the last five years, reflecting diverse and multicultural standards and competencies; literature based on different topics, themes, content/subject areas, a variety of situations and settings; and various and different types of informational texts as well as more traditional stories, poems, biography, and non-fiction.
Admittance into the teacher education program Offered: Spring evening
EDU 321PE for Elementary Teachers3
This course is designed to cover materials and teaching methods for elementary schools. It includes all activities that would promote health and skills from the primary grades to the intermediate level. The methods and organization of a complete program are stressed. These areas include basic games, coordination, rhythms, dancing, and singing games. A 10-hour field experience and fee are associated with the course for licensure students only, and must be completed prior to receiving an end of course grade. Membership in STEA is required for professional commitment, involvement responsibilities, and liability purposes before beginning any field observation. Alternative assignments for the field experience will be given for non-licensure students.
Admittance into the education program or HPPE major Offered: Fall Fees: Fee applies
EDU 331Educational Assessment4
This course will include a consideration of the various types of tests used to evaluate student progress in the educational setting. Development of tests and interpretation of test data are studied. Attention is given to the use of tests both in the classroom and in various guidance processes. Both state assessments and portfolio preparation are components of this course. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the education program Offered: Fall, Summer Fees: Fee applies
EDU 340Foundational Math Literacy/Number Sense3
This course prepares pre-service teachers to develop foundational math literacy and number sense through conceptual exploration of numbers, operations, and mathematical reasoning in preparation for preparing children to engage in problem solving and computational thinking. Fee applies. This course requires field experience in public schools. Field experiences must be completed before a grade is awarded for the course.
Principles and practices related to a classroom setting will be addressed in this course. Topics include models of discipline as set forth by leading educational theorists, learning styles, behavior modification, and reinforcement methods effective in maintaining a safe and orderly classroom. Exploring case studies is a major component of the course. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the teacher education program Offered: Fall evening, Spring Fees: Fee applies
EDU 343Problem Solving K-53
Through this math methods course, prospective K-5 teachers learn to foster a meaningful learning environment where students construct their own understanding of math. Cultivation of critical thinking, reasoning, and problem-solving skills through the use of a variety of math manipulatives, media, and methods is emphasized. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the teacher education program Offered: Spring evening Fees: Fee applies
EDU 345Teaching Science and STEM in the Elementary Classroom3
A methods course focused on inquiry-based elementary science and engineering instruction. Candidates design investigations and engineering challenges aligned to NGSS, integrate science and engirneering practices, and develop strategies for assessment, differentiation, and literacy integration in diverse elementary classrooms. This course requires a field experience in the public schools. Field experiences must be completed before a grade is awarded for the course.
Admittance into the education program Offered: Spring evening Fees: Fee applies
EDU 346Social Studies and Multicultural Education3
This course prepares pre-service teachers to teach the major themes of social studies. Candidates examine instructional strategies and explore theoretical and practical applications of multicultural education. Fee applies. This course requires field experience in public schools. Field experiences must be completed before a grade is awarded for the course.
Admission to Teacher Education Program Offered: Fall
EDU 360Multicultural Education3
This course covers theoretical and practical applications of multicultural issues to learning and teaching in education. Critical issues of self-assessments, case assessment, and considerations of multicultural impact in relation to teaching and learning will be analyzed and evaluated.
This course introduces a variety of technological devices and explores their use in instructional contexts. The main focus of the course is on the integration of computer applications; Internet research; and instructional computer-generated activities, charts, presentations, games, and projects for the K-12 curriculum. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
Admittance into the teacher education program Offered: Fall, Spring Fees: Fee applies
EDU 412Research-based Practices for Teaching Reading and Writing3
The course offers pre-service teachers practical ideas to help students improve reading abilities. The course addresses the main components of a reading curriculum, such as motivating students to read, developing fluency and vocabulary, comprehension, phonemic awareness and phonics, and involving parents. Within each component are teaching strategies, activities, and resources to help students with specific reading problems which can be utilized for reading instruction. Teaching grammar is also the focus of this course. Professional dispositions will be assessed. A 10-hour field experience and fee are associated with the course and must be completed prior to receiving an end of course grade.
EDU 313 and admittance into the teacher education program Offered: Spring, Summer Fees: Fee applies
EDU 415Teaching Reading in Grades 6-123
The course offers pre-service secondary (grades 6-12) teachers practical ideas to help their future students improve their reading abilities across content areas particularly in nonfiction adolescent literature. The course addresses the main components of reading instruction, such as motivating students to read and developing fluency, vocabulary, and comprehension. Within each component are teaching strategies, activities, and resources for helping students with specific reading problems to draw upon their sociocultural backgrounds. The material will include works by female authors and authors from various ethnic groups. Professional dispositions will be assessed.
Admittance into the teacher education program Offered: Spring evening
EDU 422Strategies for Teaching K-12 PE3
This course is a study of research, methods, instructional design, materials, and media as they pertain to the physical education program at the K-12 level inclusive. Included will be the use of technology for teaching K-12 physical education. Professional dispositions will be assessed. Additionally, a minimum of 40 hours of field experience and fee are required during this course. Students are required to observe 16 hours in grades K-5 and 24 hours in grades 6-12 (observing classes with diversity is expected).
Admittance into the teacher education program Offered: Fall Fees: Fee applies
EDU 425Strategies for Teaching Grades 6-123
This hybrid course is a study of research, methods, instructional design, materials, and the use of technology and media as they pertain to the secondary classroom in the major fields of biology, English, business, history, and math. Each candidate will focus all assignments and presentations in the specific program of study. Professional dispositions will be assessed. Additionally, 50 hours of field experience and required during this course.
Admittance into the teacher education program Offered: Fall evening Fees: Fee applies
EDU 444Differentiated Instruction and Behavior3
This course prepares completers to design and implement differentiated instructional practices that support diverse learner needs and behaviors. Candidates examine proactive, evidence-based strategies for addressing academic, social, and behavioral differences within inclusive learning environments. A 10-hour field experience is required.
Admission to Teacher Education Program Offered: Spring
EDU 452Clinical Practice in Elementary Grades K-511
Each student teaches a full day in a public elementary classroom for fifteen (15) weeks. Students are admitted to this course through a stringent screening process conducted by the Teacher Education Committee. No student is permitted to student teach unless that student has completed all degree requirements, made application, and been approved for clinical practice. Those applying for clinical practice must demonstrate accomplishment through professional dispositions, grades, quality points, and completion of field experiences. Upon successful completion of clinical practice and the edTPA portfolio, a letter grade is given, and a recommendation for teacher licensure will be given.
Completion of all course work in the major, admittance into the Elementary Education Program, successful complettion of Praxis II exams, and approval for clinical practice by the Teacher Education Committee
Corequisite
EDU 453 Offered: Fall, Spring Fees: Fee applies
EDU 453Clinical Practice Seminar, K-51
This seminar is held in conjunction with EDU 452 , and offers an opportunity for student teachers to participate in small group discussions. The focus of discussion is on problems and issues associated with clinical practice. Topics include classroom management, discipline, parent teacher conferences, and working cooperatively with colleagues and administrators. Other subjects discussed include instructional methods, multicultural education, inclusion, and related topics that student teachers may encounter in schools. The development of the professional portfolio is a major component of this course.
Admittance into the Elementary Education Program and approval for EDU 452
Corequisite
EDU 452CLIN Offered: Fall, Spring
EDU 456Clinical Practice in Secondary Grades 6-1211
Each student will teach a full day under the supervision of an approved teacher in an accredited public or private secondary classroom for fifteen (15) weeks. Students shall have two placements of 7-8 weeks duration each, with one in grades 6-8 and the other in grades 9-12. When 6-8 placement is not available, two 9-12 placements will be made in different schools. Students are admitted to this course through a stringent screening process conducted by the Teacher Education Committee. No student is permitted to student teach unless that student has completed all degree requirements, made application, and been approved for clinical practice. Those applying for clinical practice must demonstrate accomplishment through professional dispositions, grades, quality points, and completion of field experiences. Upon successful completion of clinical practice and the edTPA portfolio, a letter grade and a recommendation for teacher licensure will be given.
Completion of all course work in the major, admittance into the Elementary Education Program, successful complettion of Praxis II exams, and approval for clinical practice by the Teacher Education Committee
Corequisite
EDU 457 Offered: Fall, Spring Fees: Fee applies
EDU 457Clinical Practice Seminar, 6-121
This seminar is held in conjunction with EDU 456 and offers an opportunity for student teachers to participate in small group discussions. The focus of discussion is on problems and issues associated with clinical practice. Topics include classroom management, discipline, parent-teacher conferences, working cooperatively with colleagues and administrators, instructional methods, multi-cultural education, inclusion, and related topics that student teachers may encounter. The development of the professional portfolio is a major component of this course.
Admittance into the Secondary Teacher Education Program and approval for EDU 456
Corequisite
EDU 456CLIN Offered: Fall, Spring
EDU 458Clinical Practice in PE Grades K-1211
Each student will teach a full day under the supervision of an approved teacher in an accredited public or private secondary classroom for fifteen (15) weeks. Students shall have two placements of 7-8 weeks duration each, with one in elementary PE classes (grades K-5) and the other in secondary PE classes (grades 6-12). Students are admitted to this course through a stringent screening process conducted by the Teacher Education Committee. No student is admitted to clinical practice unless that student has completed all degree requirements, made application, and been approved for clinical practice. Those applying for clinical practice must demonstrate accomplishment through grades, quality points, and completion of field experiences. Upon successful completion of clinical practice and the edTPA portfolio, a letter grade and a recommendation for teacher licensure will be given.
Completion of all course work in the major, admittance into the Education Program, successful completion of Praxis II exams, and approval for clinical practice by the Teacher Education Committee
Corequisite
EDU 459 Offered: Fall, Spring Fees: Fee applies
EDU 459Clinical Practice Seminar, K-121
This seminar is held in conjunction with EDU 458 and offers an opportunity for student teachers to participate in small group discussions. The focus of discussion is on problems and issues associated with clinical practice. Topics include classroom management, discipline, parent-teacher conferences, working cooperatively with colleagues and administrators, instructional methods, multicultural education, inclusion, and related topics that student teachers may encounter.
Admittance into the appropriate education program and approval for EDU 458
Corequisite
EDU 458CLIN Offered: Fall, Spring
EDU 460Job-Embedded Practicum3
This course is taken during the final semester of the job-embedded program. This semester will showcase the application of the candidate’s knowledge, skills, professional and ethical practice. Candidate will complete the professional portfolio. Collaboration among the job-embedded teacher, mentor and university supervisor will be critical during this semester. Lesson plans, reflections and observations will be required.
Continued employment in an accredited Tennessee Public K-12 school, Completion of required coursework Offered: Fall and Spring
EDU 461Internship I3-6
This course is the practical application of coursework into a public school classroom with supervision by the mentor teacher and the university supervisor. Candidates will practice and develop their teaching techniques using coursework and experiential learning opportunities. They will plan and deliver lessons, develop curriculum materials, and adapt teaching strategies to meet the diverse needs of students. Grades will be determined through lesson plans, reflections, observations/MicroTeach. This meets the first half of the required year-long internship.
Admission to the Educator Preparation Program (EPP) and permission of the Director of Teacher Education Offered: Fall
EDU 462Internship II3-5
This course is the continuation of Internship I. Candidates will also register for the appropriate Seminar to be completed in conjunction with this course (see advisor). The course continues with the practical application of coursework and practice in the classroom. Candidates will plan lessons, deliver lessons, develop materials needed for the classroom, and adapt teaching strategies to meet the needs of diverse learners. Candidates will be observed by the LEA using the approved teacher evaluation instrument and by the university supervisor using the TEAM Instrument. Grades will be determined through lesson plans, observations, dispositions, and final presentation/capstone. This meets the second half of the required year-long internship.
Admission to the Educator Preparation Program (EPP), satisfactory completion of Internship I, and permission of the Director of Teacher Education Offered: Spring
EDU 499Selected Topics and Readings in Education1-3
This course covers selected topics and readings that are related to the student’s area of study. Permission of the instructor is required before registration.
