This course is designed to provide comprehensive college level study skills that apply to academic and career success. Strategies and techniques are presented and integrated with the exploration of motivation and goal setting.

This course is an introduction to teaching and learning in the educational system of the United States of America today. The essential background roles of history, governance, financing, philosophy, and law are set in a multicultural framework that considers the thematic question: What does it mean to be a teacher in a multicultural society? The thematic question is applied to the content topics of (1) culture, pluralism, and equality; (2) class; (3) ethnicity; (4) race; (5) gender; (6) exceptionality; (7) religion; (8) language, and (9) age. Explication of standards for teaching, outcomes-based performance assessment, and documentation of the scholarship of teaching are included. Thirty (30) hours of field experience are required. Students must be available during the public school day (approximately 8am-3pm) once or twice a week for a total of 3 hours per week. Students are responsible for arranging their own transportation to and from their assigned placement. Note: EDUC 201 is a prerequisite for all Education courses.

Teacher candidates of Elementary and Middle School will develop knowledge, understanding, and the ability to use—as appropriate to their own understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary and middle school students. An exploration of culturally bound and created arts in the United States will be examined for their application and implementation into four content disciplines in the elementary and middle school curriculum. An emphasis will be placed on integrative and inclusive approaches to teaching and learning the arts. Prerequisite/corequisite: EDUC 240 or with permission.

This course challenges teacher candidates to develop knowledge, understanding, and the ability to foster the comprehensive nature of students' physical, mental, and social well-being to create opportunities for student development and the practice of skills that contribute to good health. Instructional strategies and skills will focus on health science and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for elementary and middle school students. Emphasis will be placed on instructional activities that promote the development of healthy children. Prerequisite/corequisite: EDUC 240 or with permission.

Educational technology can enrich and enhance instructional experiences for both the teacher and student. This class combines theoretical, technical, and experiential components into a single pragmatic approach using technology in the classroom. The National Educational Technology Standards for Teachers (NETS*T,2007) will be used: (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital-age citizenship and responsibility, and (5) Engage in professional growth and leadership. Prerequisite or Corequisite: EDUC 201.

Introduction to English as a Second Language in Elementary/Middle School is intended for students who plan to teach in a regular classroom setting. This beginning level course examines the world of English as a Second Language (ESL), including linguistics, culture, ESL theories, and ESL methods. Prerequisite or Corequisite: EDUC 201.

This course is designed to introduce the historical, philosophical, and legal aspects of providing instruction for exceptional learners in the elementary and middle school. Diagnosis and assessment of exceptionality and the etiology of differences in learning are included. The rights and responsibilities of parents, students, educators, and other professionals will be studied. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

Students in this course will be introduced to the complex basic tasks involved in being a teacher. This includes: developing objectives, selecting content/curriculum, creating activities, designing lesson plans, organizing unit plans, and preparing assessments. In addition, issues surrounding classroom management, equity, inclusive education, and differentiation will be explored. Students who have completed this course will have the skills and knowledge needed to successfully enter content specific methods courses in their program. Prerequisite/corequisite: EDUC 201.

This course is designed to develop knowledge and understanding of teaching, learning, and assessment of all areas of literacy including reading, writing, speaking, listening, and thinking. Evidence-based best practices are examined through course readings and experiences. Further insights are gained as learning experiences are planned and implemented in the field classroom. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 201

This course is designed to develop knowledge, understanding, and the ability to use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences (such as anthropology, archaeology, economics, political science, psychology, and sociology), and other related areas (such as humanities, law, philosophy, religion, mathematics, science, and technology)—to promote students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

This course is designed for teacher candidates to develop their knowledge and understanding of the major concepts of physical, life, and earth and space science and to apply this knowledge in teaching at appropriate grade levels. Emphasis is directed at utilizing research-backed science teaching strategies to improving understanding of science concepts in elementary and middle school grades. Opportunities are provided to develop instructional materials, practice writing and teaching science lessons and/or units, apply appropriate technologies, and connect science concepts and processes to other areas of the elementary/middle school curriculum. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

This course is designed to provide a broad understanding of the foundations of reading development, instruction, and assessment grounded in scientifically based reading research. Knowledge, skills, and teaching strategies essential in implementing a balanced reading program and creating a literacy-rich classroom environment that supports the literacy development of all students are addressed. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

This course is designed to develop knowledge, understanding, and the ability to use major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data. Emphasis is directed at improving understanding of mathematical concepts in elementary and middle school grades while utilizing effective teaching strategies. Opportunity to develop materials, practice writing and teaching mathematics lessons and/or units, and apply mathematics-related technology for the classroom. Development of a personal philosophy of mathematics instruction, awareness of current issues and trends in mathematics and applications of mathematics in the world. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

This course has been designed to assist the teacher in communication with children whose language and cultural backgrounds differ from the majority culture. The course offers practice in adjustment of teaching practices to accommodate differences in cultural values, in selection of teaching materials and techniques most appropriate for reading instruction, and in the development of positive and strong self concepts in children. A variety of cultures are studied, including African-American, Native American, Asian American, and Hispanic-American groups. Prerequisite: EDUC 240.

This course focuses on various genres of children’s literature appropriate for integration in the elementary and middle school curriculum. Practical applications and experiences for extending literature will be provided. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

The theoretical and practical aspects of the development of young children, focusing on different learning theories and the needs of children from birth through age eight. The important educational roles and challenges of a professional educator and significant historical roots and current practices of different early childhood education programs will be studied in order to gain the knowledge, skills, and insights necessary to confidently and appropriately attain the goal of being a leader in educating young children, parents, and families. Prerequisite or Corequisite: EDUC 201 or with permission.

A study of the curriculum and instructional materials for young children from three through age eight. Special focus is given to planning developmentally appropriate curriculum and practice in which child-centered and integrated curriculum are used to support children’s meaningful learning in sociomoral, cognitive, representational, and physical development. Prerequisite EDUC 310 or with permission.

This clinical experience integrates knowledge and skills with professional practice in the elementary/secondary classroom.

This clinical experience integrates knowledge and skills with professional practice in the elementary/secondary classroom.

This course provides teacher candidates the opportunity to further define their role as teachers of adolescents in the middle and high school classroom. Through designing curriculum focused on big ideas that span time and culture, engaging, rigorous units will be constructed. Students will learn and use traditional, as well as authentic and performance-based assessment, as a way to teach diverse student populations. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 201

Building on the knowledge and skills gained in EDUC 345, teacher candidates will learn how to address literacy issues, as well as how to tier and differentiate instruction in a well-managed middle/high school classroom. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 201

This course will focus on the special issues facing middle and secondary school students. Motivation, classroom management techniques and test design are included within the framework of three approaches to adolescent psychology: behaviorism, cognitivism, and humanism. Discussion of several leading theories of moral development, cultural differences, and multicultural concepts will be covered. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 201.

The primary purpose of this course is to examine the application of psychological theory to the teaching/learning process. Teacher candidates will study typical physical, social, emotional, and cognitive characteristics, various developmental stage theories, types of motivation, learning theories, teaching methodologies, and classroom management strategies that have developed from them, as well as methods of measurement and evaluation. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite:EDUC 201.

The focus of this course is on instructional strategies that meet the learning needs of the middle and high school student with disabilities. Special education legislation, programming, and the role of the general education teacher in providing interventions will be emphasized. The use of assessment information in order to provide appropriate services is a topic of discussion. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 201.

This course focuses on teaching and managing the learning environment for students with mild disabilities. Legal regulations regarding the implementation of functional behavioral assessment will be examined. Students will explore the specific components of this assessment and its use in formulating behavioral intervention plans, as well as strategies that foster and teach social skills to students with mild disabilities. Field experience will require a semester-long field experience. (3 hours rotation is required) Prerequisites: EDUC 201.

This course focuses on the referral and placement process for students with mild disabilities. Multiple forms of assessment and the mild disability teacher's role in administration will be examined. Emphasis will be placed on the selection, use and interpretation of various instruments, and use of assessment information in the identification and placement of students with mild disabilities. Exploration of the assessment process in relation to Individualized Educational Plans will be a specific focus. Field experience will require a semester-long field experience (3 hours per week.) Transportation is required. Prerequisites: EDUC 201.

Emphasis in this course is placed on teaching strategies that are shown to be successful with students who need mild curricular and instructional interventions. Multisensory Structured Language Education aligned with elements of scientifically based reading research will be a focus. Interventions in other content areas will be addressed with a highlight on evidence-based approaches. Field experience will require a semester-long field experience (3 hours per week.) Transportation is required. Prerequisites: EDUC 230, EDUC 240.

This course engages the preservice teacher in the study of education in Great Britain and Ireland with appropriate discussions and lectures. Visits will be made to schools and teaching centers in Ireland, Scotland, and England. Conducted as a special summer offering only. Prerequisite: EDUC 201.

An experimental, student or faculty initiated course on a topic not covered in detail in the regular curriculum. May be repeated. Prerequisite: EDUC 201.

The course focuses on evidence-based best practices related to content area literacy. Teacher candidates will develop a thorough understanding of the comprehension and analysis of informational and persuasive texts. Integration of reading and writing, critical reading, assessment, related literature, intervention and extension strategies, and ongoing progress monitoring will be emphasized. Prerequisite: EDUC 201.

This course is designed to enable teacher candidates to identify pupils who have difficulty reading regular class material and to prescribe an appropriate course of action for the remediation of the pupils' skills. Emphasis will be placed on the reading process and teaching methodologies, causes of reading difficulties, utilization of diagnostic materials and remedial techniques for all children. Spring semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 240.

This course provides preservice teachers the opportunity to further define their role as teachers in a multicultural society. The course is based in the premise that when we understand our own culture, we can better understand the cultural backgrounds of our students. With that understanding in place, we can connect to our students and the community. Through the use of experiential learning in a setting beyond the Saint Mary’s College community, students will have active, unscripted interactions with people and settings outside of their lived experience, interpreted through class discussions informed by course readings, guest speakers, and film. Prerequisite: EDUC 201.

This clinical experience integrates knowledge and skills with professional practice in the elementary/secondary classroom.

Taken as HCC 365 at Holy Cross College. The course introduces the historical and cultural contexts of ESL/BBE, theories of second language acquisition (SLA), and resulting models of SLA, ESL, and BBE, with particular attention to current models, such as Dual Language Instruction. Students will examine successful ESL/BBE program elements. The teacher candidate must complete a pedagogical Standard American English (SAE) grammar component and an SAE phonology component at satisfactory levels. Analysis and evaluation of language samples of an ESL or a BBE student are also required. Spring semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Pre or Co-requisites: ENLT 304, and one of the following: COMM 350, ICS 201, ANTH 141, or ANTH 253.

Taken as HCC 365 at Holy Cross College. In this course, teacher candidates learn about and practice effective methods of instructional delivery for ESL/BBE students. They analyze commercially prepared materials and engage in materials design, and teaching with those materials. They explore assessment issues in the ESL/BBE context. They find out various ways to enhance communication with ESL and BBE parents and communities. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Fall semester only. Pre or Co-requisite EDUC 430

This course focuses on communication and collaborative partnerships that will contribute to success for the exceptional child across the full spectrum of services available for mild intervention. Emphasis is placed on the teacher's interaction with parents, other professionals, and agencies in the community. The components of effective team meetings for the purposes of assessment, evaluation, and programming will be explored. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisites: EDUC 201.

This course provides an orientation to teaching techniques, learning strategies, and curriculum development for secondary social studies. Emphasis is placed on the subject matter content areas of social studies. Peer teaching, planning, and field work experiences offer the student occasions to create and facilitate learning opportunities; select, integrate, and adapt curriculum; analyze and evaluate primary and secondary resources from print and non-print media; and develop and practice teaching skills in specific content areas(s). Fall semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 346.

The course focuses on the methodology of content-based second language instruction. It provides background in second language acquisition research, elaborates upon the concept of content-based second language instruction and presents methods and activities designed to develop language skills within a content-based instruction paradigm. Fall semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 346.

This course provides teacher candidates the opportunity to specifically apply their content knowledge in English to adolescents in the middle school and/or high school classroom. Through immersion in the design of curriculum units, instructional strategies, including reading, and traditional, as well as alternative and authentic assessments, they will learn to create effective learning experiences for diverse student populations. Fall semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 346.

The purpose of this course is to develop the necessary skills and techniques to become effective secondary science teachers. Teacher candidates will acquire a variety of: (1) foundational skills and concepts related to technology; (2) instructional strategies to adapt and plan instruction to meet student needs; (3) laboratory and field-based learning activities; (4) classroom management techniques to establish and maintain an environment conducive to learning science; and (5) techniques for assessing student outcomes. Fall semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 346.

This course is designed to discuss current developments in contemporary mathe­matics, identify and apply principles of learning mathematical concepts and use a variety of methods in teaching mathemat­ics at the secondary level. Teacher candidates will (1) plan instruction for a variety of ability levels; (2) plan a mathematics program for a multicultural setting; (3) locate and use a variety of materials for secondary mathematics; (4) write, teach, and evaluate mathematical concepts; (5) discuss a variety of alternative assessment methods and (6) participate in profes­sional organizations. The course follows guidelines for the preparation of teaching of mathematics set forth by NCTM and MAA. Fall semester only. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite: EDUC 346.

In the ongoing dialogue on climate science and climate change, it’s crucial that women’s voices be heard. An understanding of how gender roles influence how people experience, communicate, and practice climate change science is important if we are to capitalize on the abilities of women to be impactful agents of good climate stewardship. With this in mind, EDUC 466 is designed for undergraduate students interested in improving their conceptual understanding of climate science and climate change through engaging in activities, demonstrations and discussions, while also developing their science communication skills to advance the public’s climate literacy. The course will combine science content, active teaching and learning methods based on how people learn, and how to engage in effective interactions. Students will have opportunities to address issues of gender and gender bias in STEM and examine how their individual talents in STEM might be harnessed to support women around the world as they communicate climate science and/or experience the effects of climate change. no prerequisites.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Student teaching is a semester-long experience under the supervision of qualified cooperating teachers and a college supervisor. The experience includes observation, participation, full time teaching, and conferences. Student teachers will follow the calendar of the host school. The Education Portfolio is required. Submission of application for instructional license in the state of Indiana is recommended. Student teaching fee required. Graded S/U.

Students will investigate current research and practical issues in the field of early childhood education. Synthesizing experiences and implementing the information from investigations will be the focus of the teacher candidates’ learning. Course structure allows for maximum individualization of learning, permitting them to pursue areas of interest within the field of study. Prerequisite EDUC 201 & EDUC 310 or by permission.

This course engages teacher candidates in investigations of recent research in the field of reading as well as policies and legislation that affect reading programs. Professional learning and leadership in reading will be a focus as candidates develop leadership skills that will enable them to collaborate effectively with others in promoting equity in access to literacy and in advocating for groups and individuals in the area of literacy. Course structure will allow for individualization of learning permitting students to pursue areas of interest within the field of study. Prerequisite EDUC 201 & EDUC 240.

Teacher candidates will have the opportunity to assess young children’s academic readiness, abilities, and needs in order to plan, implement, and evaluate developmentally appropriate curriculum and instructional strategies in early childhood settings. Practicum settings provide candidates with opportunities to work with early childhood professionals, parents and various community resources to learn to teach the young children of our develop­mentally and culturally varied environment. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite EDUC 201 & EDUC 310 '& EDUC 311 or by permission.

Teacher candidates will participate in planning and adapting instructional strategies and learning experiences to challenge and meet the diverse needs of all students. The use of assessment to inform differentiated instruction will be a focus. Scientifically based reading research including the role of phonemic awareness, phonics, vocabulary, fluency, and comprehension in reading development will be considered as well as evidence-based instructional practices that integrate literacy skills with content areas. Field experience will require a semester-long field experience (5 hours per week.) Transportation is required. Prerequisite EDUC 201 & EDUC 240.

This practicum experience will offer teacher candidates the opportunity to integrate knowledge gained from course work and field experiences as they work with professionals in a practicum setting. Prerequisite: Admission to the Education Department, application, or permission of instructor. May be repeated.

Students may carry independent study with an approved instructor. Content is dependent on student need and interest. Prerequisite: Approval of department chair. May be repeated.

Practical off-campus experience with an approved Internship. Jointly supervised by a faculty member and a representative from the sponsor. Graded S/U. Prerequisites: Permission of department chair. May be repeated.