8 courses with the subject EDUS, 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.
EDUS 200Foundations of Education Lec. 3./ Credit 3
Students develop an understanding of the historical, philosophi- cal, and sociological foundations underlying the role, development and organization of public education in the United States. Atten- tion is given to the legal status of teachers and students, includ- ing federal and state laws and regulations, school as an organiza- tion/ culture, and contemporary issues in education. Students also explore the foundations of instructional design based on assess- ment data. This course also discusses the origin of special educa- tion from a historical perspective including major contributors that laid the foundation for the growth and improvement of knowledge and practice in the field. Additionally, applicable laws, rules and regulations, procedural safeguards, program standards and ethical considerations regarding the education of students with disabili- ties including screening, referral and placement procedures and non-biased evaluation and diagnosis techniques will be explored.
Lec. 3./Cln. 1./Credit 3. Students develop an understanding of the principles of learning; teaching methods tailored to promote student academic progress; the relationships among assessment, instruction, and monitor- ing student progress; and methods of improving communication between schools and families. Students shall also complete study in child abuse recognition and intervention. Hampton University 2018-2020
Lec. 3/Cln. 1./Credit 3. Students gain an understanding of the physical, social, emotional, speech and language, and intellectual development of children and the ability to use this understanding in guiding learning expe- riences. The interaction of children with individual differences – economic, social, racial, ethnic, religious, physical, and mental – is incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to but not limited to attention deficit disorders, gifted education including the use of multiple criteria to identify gifted students, substance abuse, child abuse, and family disruptions. Educational strategies including instructional and curricular modifications and collabora- tive options appropriate for students with exceptionalities identi- fied in the Individuals with Disabilities Education Act (IDEA) will be explored.
Lec. 3./Cln. 1./Credit 3. This course is designed to expose students to foundational aspects of reading instruction and the understanding of the com- plex nature of language acquisition and reading. This course will focus on understanding of sound/symbol relationships, explicit phonics instruction, syllables, phonemes, morphemes, decoding skills, word attack skills, and a knowledge of phonics, syntax, and semantics interact. Additional skills will include proficiency in a variety of comprehension strategies, as well as the ability to fos- ter appreciation of a variety of literature and independent reading. Course emphasis includes reading theories, related research, bal- anced reading approaches systematic explicit phonics instruction, techniques and materials for planning, designing, and conducting reading instruction in grades K-8.
Elementary Schools Credit 12. A culminating experience that involves students assuming full responsibility for the management and instruction of classes in a elementary school under close clinical and University supervision. Students will be assessed using the format and criteria designed by the department.
Lec. 3./Credit 3. Students develop skills that contribute to an understanding and application of classroom and behavior management techniques and individual interventions, including techniques that promote emotional well-being and teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the edu- cational environment. The class addresses diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice. Hampton University 2018-2020
Lec. 3./Credit 3. Students shall meet each of the six ISTE standards for applying technology in educational settings, including: 1) demonstrating a sound understanding of technology operations and concepts, 2) planning and designing effective learning environments and expe- riences supported by technology, 3) implementing curriculum plans that include methods and strategies for applying technology to maximize student learning, 4) applying technology to facilitate a variety of effective assessment and evaluation strategies, 5) using technology to enhance their productivity and professional practice, and 6) understand the social, ethical, legal, and human issues sur- rounding the use of technology in PK-12 schools and apply those principles in practice. EMSM (Emergency Medical Systems)
