EDU - Education

An introduction to the contemporary issues and trends in public education from historical, sociological and philosophical perspectives. Open to all students.

The course introduces the topic of human development, integrating basic concepts of physical, intellectual, cognitive, psychological, social and emotional development of children, youth and adults at each major life stage, adopting a developmental psychology perspective. Theoretical viewpoints and recent research are considered with respect to the practical application of psychosocial theory emphasizing the interaction of human development and learning. Open to all students.

Students will investigate primary source data for philosophical orientations to teaching that include progressivism, perennialism, essentialism, social reconstructivism and existentialism. Students will apply that data in the process of responding to contemporary teaching/learning scenarios and in developing their own teaching philosophy. Students will also explore teacher-learner relationships and their impact on the quality of learning encounters. Can be used to satisfy an education minor.

This introductory-level course adopts a developmental psychology perspective with an emphasis on the new neuroscience of the exceptional brain. The course presents the types of disability in concert with the nature and needs of children and youth with disability. The course considers the intellectual, cognitive, psychological, developmental, physical, social, emotional and learning characteristics of children and youth with special needs, including gifted and talented children and youth. Children's literature is also used to explore the psychosocial aspects of disability. Can be used to satisfy the education minor.

This is a specialized methods course for secondary English education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

This course is designed to provide teacher candidates with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self. The course includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders.

This course investigates theories and strategies enabling teachers to manage student behavior and solve classroom problems. Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis. Examines frameworks for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community. Areas of emphasis include structuring the classroom for success, planning for instruction, managing materials and equipment, and assessing and managing student and group behavior. The course emphasizes acquiring performance assessment techniques and strategies that measure higher-order thinking skills and identifies strategies, materials and technologies that expand students' thinking abilities.

This course is designed for the teacher candidate to understand the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Teacher candidates will gain substantive knowledge of language structure and function and cognition for each of the five major components of the reading process, including phonemic awareness, phonics, fluency, vocabulary, comprehension and integration of major reading components. Students develop and analyze instructional strategies that promote understanding across all academic disciplines. At the completion of this course, teacher candidates will have a greater understanding of the reading process and will be able to apply this knowledge to maximize instructional effectiveness for students from varying academic backgrounds and diverse cultures. This course requires students to brainstorm, research, present information and engage in draft writing, revise writing and peer editing.

This is a specialized methods course for secondary social studies education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

This course is designed to provide teacher candidates the opportunity to actively spend time in age appropriate classrooms with experienced teachers. During this experience, students will work with small groups of students, teach at least two lessons, critique a video of themselves teaching, receive feedback from the classroom teacher on their teaching, interview teachers about their use of technology, observe students when they participate in specials (PE, music, etc).

This is a specialized methods course for secondary biology education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations.

This is a specialized methods course for secondary mathematics education majors. Topics include teaching methods and processes, evaluation procedures and curriculum development specific to secondary schools. Involves students in teaching simulations. For secondary education majors only.

For elementary education majors. This course provides a framework for synthesizing the Florida Teacher Standards for ESOL Endorsement and the 11 ESOL competencies in order to prepare pre-professional teachers with effective linguistic and cultural classroom-based practices. The focus of this course is on ESOL methods for comprehensible instruction, ESOL materials and curriculum, and ESOL assessment procedures for English language learners (ELLs). The final exam serves as a comprehensive overview of the ESOL components infused in the education program. An ESOL field experience is required for all students (EDU 319).

An examination of the language arts, the cognitive and literacy development of children, methods of instruction in the communication processes, the needs of the diverse learner, and the integration of language arts across the curriculum. A focus is the use of children's literature in teaching by examining genres, student responses and a balanced literacy program.

A comprehensive survey of the basic methods of teaching reading in the elementary school. Examines the methods, materials and basic skills of teaching reading, with a focus on skill development in the intermediate classroom. Field hours required.

This course is designed to provide teacher candidates with the knowledge, skills and dispositions necessary to conduct investigations of ethics and learner diversity, including linguistic diversity with an emphasis on developing anti-bias strategies, curriculum and learning environments, as well as corresponding interaction between teacher and learner. The course provides research-based coverage of diversity and ethics issues while emphasizing contemporary topics such as creating a climate of openness, inquiry and support by practicing classroom strategies of acceptance, tolerance, resolution and mediation. Candidates will become proficient in the areas of diversity and ethics as specified in the Florida Educator Accomplished Practices Competencies. Thus they will acquire knowledge of how to implement scientifically-based research instructional practices to ensure positive impact on student learning in the classroom.

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for diagnosis and correction of mild to moderate reading difficulties with an emphasis on reading instruction guided by assessment. The physical, physiological, cognitive, language, emotional and socio-cultural correlates of reading disabilities are examined to help candidates understand the nature and causes of reading problems in grades K-6. Candidates will gain facility in the selection and use of formal and informal instruments for the early detection and correction of reading difficulties. The diagnostic-prescriptive model will be applied to help candidates acquire expertise in the analysis of children's reading diagnostic data and the implementation of developmentally appropriate instructional methods that address the needs of diverse student populations. Candidates will become proficient in planning and implementing reading instruction as specified in the Florida Reading Endorsement Competencies. Thus they will acquire knowledge of how to implement scientifically based reading research instructional practices in phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure positive impact on student learning in the elementary classroom. Field hours required (Practicum II).

This course is designed to provide teacher candidates with the opportunity to participate in more than 45 hours of ESOL field experience. Candidates will plan and implement ESOL-relevant instruction in one-to-one, small-group and large-group settings. This course introduces the Florida Teacher Standards for ESOL Endorsement in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL.

This course is designed to provide teacher candidates with knowledge of classroom assessment techniques needed to allow for continuous improvement for students and self.  The course specifically includes knowledge related to the creation of traditional and alternative testing techniques, the review of student assessment data, the assessment of teaching impact for reflecting on personal teaching experiences and the communication of student progress to stakeholders. For secondary education majors only.

Involves study and practice in elementary physical education methods. Examines and evaluates subject matter, methods and source materials for health programs. Field hours required.

This course investigates theories and strategies enabling secondary teachers to manage student behavior and solve classroom problems.  Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis at the secondary level.  Examines frameworks for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community in the 6-12 classroom.  Areas of emphasis include structuring the classroom for success, planning for instruction, managing materials and equipment, and assessing and managing secondary student and group behavior.  The course emphasizes acquiring performance assessment techniques and strategies that measure higher order thinking skills in the 6-12 classroom and students’ thinking abilities.  This course requires students to brainstorm, free-write, research, draft writing, revise writing, present information, and peer-edit. For secondary education majors only.

The Methods of Secondary Instruction course discusses how to teach effectively in today’s secondary schools.  This course develops an understanding of various learning modes, learning styles, multiple intelligence, questioning techniques, and other instructional strategies to engage students and be effective in today’s secondary school classroom.  This course demonstrates how to use effective lesson plan design as well as various assessment techniques.  The course is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about, and develop skills in instructional methods while applying and practicing these methods in a collaborative and constructive setting.  Major topics include characteristics of effective and intentional teaching; student diversity, social justice and how understanding students influences learning; planning for instruction; creating effective lessons using a variety of approaches & technologies; classroom management; assessment of student learning; and professional development. For secondary education majors only.

Required for all secondary majors, this ESOL methods course introduces the Florida Teacher Standards for ESOL Endorsement in the following five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, and testing and evaluation of ESOL. The final exam serves as a comprehensive overview of the ESOL components infused in the education program. An ESOL field experience is required for all students (EDU 319).

This course provides an in-depth coverage of the various curricular models and developmentally appropriate teaching methods common at the elementary level in physical education. Students will be placed at a school to observe and teach physical education under the supervision of a licensed physical education teacher. Field study required.

This course is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.

The focus of this course is the design, development and evaluation of learning experiences using the Internet. Instructional design and development applied to multimedia instruction. Instructional strategies for higher-order learning, including problem solving. Alternative design and development methodologies. Essential multimedia production tools and techniques. Students form design and development teams to create an engaging online-based learning experience. Students create and evaluate learning activities using the Web; creation of personal learning portal.

This course is designed to provide elementary education teacher candidates with the knowledge, skills and dispositions necessary for the teaching of mathematics content in the elementary school curriculum. Candidates will become proficient in planning, implementing and evaluating mathematics instruction as specified in the Florida Elementary Education Subject Area Competencies. Thus they will acquire knowledge of how to implement scientifically based instructional practices in the following curricular areas: knowledge of numbers and operations, knowledge of geometry and measurement, knowledge of algebra, knowledge of data analysis, and knowledge of instruction and assessment in mathematics.

Pre-internship for elementary education and secondary education majors. An intensive study involving the application of theoretical, philosophical and pedagogical principals for grades K-12. Required is a 120-hour minimum field experience for which extensive, fully planned lessons are developed and implemented in the classroom. Lectures and seminars about curriculum and instruction issues are presented at the University. Field experience placements are assigned by the Department of Education.

A course taken concurrently with Teaching Practicum IV: Final Internship. Topics include reflective inquiry, classroom management, the diverse classroom, lesson and unit planning, ethics and continued professional growth. Students will develop a professional portfolio as part of their evaluation.

A full semester of 14 weeks provides practical application and practice in a classroom under the direction of a certified teacher. Seminars and lectures on campus are required throughout the semester. The internship is graded on a satisfactory/unsatisfactory basis. Students enrolling are advised that the internship is a full-time endeavor. Interns are advised against outside employment and may not enroll in additional courses concurrently without permission of the Clinical Education Committee.

Taken concurrently with EDU 413 Practicum IV: Final Internship and EDU 410. Topics include reflective inquiry, classroom management, the diverse classroom, lesson and unit planning, ethics, and continued professional growth. Upon successful completion of a ten week internship (EDU 413), the remaining weeks of the internship will be completed in Northern Ireland. Seminars and lectures on campus are required throughout the first seven semester weeks. The internship is graded on a satisfactory/unsatisfactory basis.

This is a practicum course taken in conjunction with EDU 413 Final Internship Practicum IV for elementary education majors.  Programs seeking the Reading Endorsement through the Florida Department of Education are required to include a reading practicum as part of the final capstone teaching experience.  Through this culminating practicum, teacher candidates will demonstrate knowledge of the components of reading, as well as assessment and data analysis, to implement a comprehensive research-based reading plan of instruction from all students. Teacher candidates will engage in the systematic problem solving process.

A study and practice in methods pertinent to middle school and secondary physical education. Field hours required.

The course consists of directed readings and research projects on a topic of interest to the student. Content covered must be different from that included in current courses in the major. Independent studies may be taken with any full-time professor in education programs and require consent of the department chair. Subject matter must be determined through student-faculty consultation.

This course is a capstone exam that provides a framework for students to synthesize the subject area competencies and skills (SACS). A final comprehensive exam serves as an overview of subject area components infused in the education program.

Provides in-service and teachers in training with fully accredited education coursework that satisfies Florida Department of Education certification and continuing education certification requirements.

Innovation, entrepreneurship, technology and grant writing are key resources for education and school reform initiatives. They not only provide an avenue to access 21st-century learning and teaching practices, but also define and shape the way schools operate. Managed properly, innovations are a primary source of competitive advantage for school systems; they also enhance the educational well-being of a nation and anchor its global know-how. The challenge of how best to manage educational innovation has expanded beyond its traditional home in departments like instructional technology or media centers, to the point where it now permeates nearly every aspect of teaching and learning in modern schools. Schools are increasingly turning to creative innovations as funded through entrepreneurship and grants to enable new forums of engaging with knowledge; to change the way we think of teacher-learner roles; to improve quality and school/home/community communication patterns; and to create and retain student motivation. In addition, teachers now face an accelerating pace of changes supporting the processes involved in school management, assessment and instruction. This course will explore the strategic role of innovation and how to promote innovation through entrepreneurial activity and grant writing in the survival and success of schools and schooling. This course is delivered 100% online.

For graduate students only. This is a 4 credit hour 100% online course. The goal of Social Justice Education (SJE) is to prepare educational leaders who can promote social diversity and social justice in educational settings through the development of theoretical and practical knowledge, empirical research, and the use of effective social justice education practices. This course focuses on the integration of SJE as pedagogy and SJE as content to promote youth engagement and transformative education across learning environments. Its purpose is to help students develop a combination of historical, theoretical, conceptual, scientific, and pedagogical foundation for SJE in youth-based settings such as schools and community-based organizations. this course is delivered 100% online. Graduate two-week intensive summer course.

Effectively using technology across all functions of a school system is, in itself, significant systemic reform. There is a wealth of evidence showing that facilitating change in schools, and especially maintaining that change, depends heavily on capable leadership. It is imperative, therefore, that we in higher education focus on leadership for technology in schools if we are to optimize its benefits in learning, teaching and school operations.

This 4-credit hour online (100% online) course is designed to examine social emotional learning and teaching and to explore how pro-social centered education impacts various aspects of school climate and culture. This course is unique in that it utilizes a partnership of developmental theory and classroom practice with a central focus on the study of Social Emotional Learning (SEL). In this course candidates will examine the who, what, where, why, and how of the significance of emotions and social skills and why teaching and learning these skills matters profoundly. The course consists of twelve (12) learning modules including a preview of applicable pro-social developmental theory addressing the promotion of social awareness, social competence, and social action in children. This course is delivered 100% online.

This course provides an overview of the five areas pertinent to teaching English language learners (ELLs) in order to a) promote an understanding of first and second language acquisition processes; b) facilitate the development of culturally and linguistically appropriate instructional and assessment skills; and c) present effective means for modifying curricula. The five areas are 1) applied linguistics and second language acquisition; 2) cross-cultural communication and understanding; 3) methods in teaching English to speakers of other languages (ESOL); 4) curriculum and materials development; and 5) testing and evaluation of ESOL. This course meets the 60-hour ESOL education requirement for Category II teachers and administrators as determined by the Florida Department of Education.

This is a clinical tutorial-based course that will provide students with additional, individualized and alternative curricula knowledge, skills and experiences to further develop the performance of teacher education candidates within the department of education.

Developing effective grant writing skills is essential to acquiring competitive funding from government agencies and private foundations. Writing a successful grant proposal is a blend of art and science. It requires content knowledge, writing proficiency, strong research skills, creativity, organizational ability, patience and a great deal of luck. This course will provide students with the background necessary to develop a competitive funding proposal endeavor.

The course consists of directed readings and research projects on a topic of interest to the student. Content covered must be different from that included in current courses in the major. Independent studies may be taken with any full-time professor in education programs and require consent of the department chair. Subject matter must be determined through student-faculty consultation.