Education Course Descriptions
A course designed to provide an introduction to and exploration of teaching as a profession. A Christian philosophical framework is developed to enable the students to critically examine the relevant issues in teaching. Thirty hours of field experience are included in the course so that students have ample opportunity to experience the practical aspects of teaching in a classroom. A major purpose of the field work is to help the student to ascertain possible gifts for teaching and to understand through firsthand experience the nature and magnitude of the task of teaching. Directed field-based experience is required. ( Students who transfer in a course comparable to this one may take this course for one hour. ) Prerequisite: none. $13 fee. three hours.
This course prepares students to integrate technologies in teaching, learning, assessment, and the school curriculum. Students develop competence in planning and designing learning environments and experiences that use technologies, and in using technologies in professional growth and productivity. The course addresses social, ethical, legal and human issues, and assists students in developing a Christian perspective on the use of technology. Prerequisite: at least sophomore standing. Three hours.
The central concern of this course is the question, “How do people learn?” For answering that question, a biblical view of human beings, their behavior, and their relationship to learning is the starting point. Through the biblical framework, the major families of learning theory (behaviorism and cognitive-field psychology) are then examined to determine what things are acceptable and helpful to the Christian teacher. The last part of the course emphasizes the measurement and evaluation of learning. Prerequisite: EDU 121. $6.00 fee. Three hours.
A course providing students with information about categories of student diversity such as race, ethnicity, gender, socioeconomic status, religion, home language, and learning style. Contemporary research and practice related to these areas, drawn from the disciplines of education, history, psychology, anthropology, and sociology, are surveyed and evaluated. A variety of teaching strategies and resources are developed which embody a biblically informed understanding of the teaching-learning process, and which enable students to become effective teachers in heterogeneous classrooms. Directed field-based experience is required. Prerequisite: EDU 121. Three hours.
This course is designed to explore the rich resources of children’s literature. Course participants will consider the value of literature for children, investigate the characteristics of specific genres, and develop criteria for selecting high-quality literature. Participants will consider how a biblical frame of reference informs censorship issues and will read widely across a range of genres and reading levels. Prerequisite: none. Spring semester. $5 fee. Three hours.
A concentrated full-time practicum in a school with opportunity to participate in a variety of classroom activities for a period of two or three weeks. Students write a daily log, work with individuals and groups of students, teach, and engage in other classroom-related experiences. Arrangements are made with the Education Department. Pre-requisite: Edu 121 and sophomore standing. Hours to be determined.
An overview of the purpose and use of language from a Christian perspective forms the framework for this course. Course participants examine how oral and written language develop and investigate goals, instructional strategies, and evaluation tools for teaching the six language arts: reading, writing, speaking, listening, viewing, and visually representing (NCTE). Pre-service teachers will be introduced to second language acquisition principles and learn methods for teaching English Language Learners. Directed field-based experience is required. Prerequisite:TEP approval. Taken in Senior Block. $23 fee. Two hours.
This course is designed to provide a foundation in the teaching of reading. It includes a general survey of approaches to reading instruction along with a critical analysis of those approaches. The content focuses upon those competencies which may be considered essential regardless of the grade level taught. Specifically this course addresses knowledge and skills needed to teach phonological awareness, phonics, fluency, vocabulary, comprehension and motivation within a comprehensive literacy framework. Prerequisites: TEP approval and junior standing. Spring semester. Three hours.
This course is designed to prepare classroom teachers to assess reading performance, identify reading difficulties, to design instruction to remediate weaknesses, and to promote increased reading achievement. Prospective teachers will use informal and formal assessment tools to evaluate students in a real classroom during scheduled field experiences. Prerequisite:TEP approval. Taken in Senior Block. Two hours.
The learner studies instructional procedures, materials, and evaluation in teaching biological and physical sciences in the elementary school. Prerequisite: TEP approval. Taken in Senior Block. $10 fee. Three hours.
This course focuses on the goals, methods, materials, and assessment procedures of mathematics instruction in the early grades. Two hours lecture; two hours laboratory. Directed field-based experience is required. Prerequisite: TEP approval. Taken in Senior Block. $12 fee. Three hours.
The course is an introduction to the theory and practice of teaching social studies in the early grades as a function of “placing social studies in the center” of student content learning. Topics include educational research and practice related to social studies instruction in the early grades; theories about the nature of the learner, the teacher, and the classroom environment as they relate to the teaching of social studies; curriculum content (including Georgia history); planning and implementation of instruction; selection and use of instructional materials; and assessment. Use of both Common Core and Georgia Performance Standards will focus student learning upon the development of an integrative unit plan that is multidisciplinary in nature and uses Lynn Erickson’s Concept-based Instruction as a scaffold. Prerequisite: TEP approval. Taken in Senior Block. Three hours.
A course designed to teach the rudiments of educational theory and practice in the fields of art, music and physical education. Students will focus on the following topics: 1) Art: essential techniques, methods and materials in classroom organization and the operational phases of an art program; 2) Music: instructional methodologies such as Orff, Kodaly and discipline-based Music Instruction; 3) Physical Education: basic motor learning through sequential movement education principles. Prerequisite: TEP approval. Fall semester. $6 fee. Three hours.
Essentials of Instruction is designed to introduce the preservice teacher to professional knowledge and skills of planning with Common Core and Georgia Performance Standards. Instructional activities focus teacher learning upon the place and role of instructional planning on large and small scales – inclusive of curriculum design methodology using Lynn Erickson’s Concept-based Instruction to develop a multidisciplinary integrated unit plan, lesson plans, and affiliated assessments. Research based best practices for planning, managing for learning, assessment, and differentiation will inform principle and practice in the course. Prerequisites: TEP approval and junior standing. Spring semester. Three hours.
A course designed to introduce students to Charlotte Mason, a latter 19th and early 20th century British educator. Masons’ ideas spawned an educational movement in England, and through the correspondence school, to thousands around the world. Recently her ideas have enjoyed a revival among Christian schools and homeschools in the United States. Students will study her ideas within their historical, philosophical, and theological contexts. Prerequisite: none. Three hours.
A course designed to introduce legal definitions and clinical characteristics of categories of exceptional children, with an emphasis on etiology, identification, assessment, and the provision of educational services, including services mandated by federal law. Topics include mental retardation, learning disabilities, physical disabilities, emotional problems, and giftedness. Directed field-based experience is required. Prerequisite: TEP approval. Three hours.
A course designed to provide an overview of the leading ideas and institutional developments that have shaped the character of American education. Of particular interest are the influence of Puritanism on education, the rise of the public school movement, the legacy of John Dewey and the Progressive Movement, and the Christian school movement. Students will look at educational developments within their social, intellectual, and political contexts. (Students who transfer in a course comparable to this one must take this course for one unit.) Prerequisites: TEP approval and junior standing or instructor approval.Fall semester. $6 fee. Three hours. ‘W’
See EDU 296 for description. Prerequisite: EDU 121 and sophomore standing. Hours to be determined.
This course offers opportunities for study in various topics of interest within the field of education. These may be short-term courses offered during the semester or during the summer term. Topics will be decided upon by the Education Department faculty as need and interest arise. Some topics may be appropriate for the continuing education of teachers in the field. Hours to be determined.
The Senior Field Experience is designed to integrate theory and practice. Students spend 140 hours in supervised fieldwork in classrooms where planned activities apply Senior Fall Block course content in formal and informal ways. Prerequisites: TEP approval and Early Childhood major. Taken in Senior Fall Block. Pass/Fail. One hour.
A course designed to introduce the basic theory and practice of educational assessment. Topics will include a general perspective of assessment in schools and society; the development of traditional, performance, and product assessments; affective assessment; and standardized assessments. Course participants will reflect on current trends and practices in a high-stakes, standards-based environment using a biblical frame of reference. Prerequisite: TEP approval. Taken in Senior Block. One hour.
Organization and Management encourages students to develop knowledge, skills, and dispositions necessary for a structured, but caring classroom community of learners in the elementary school years. Special emphasis will be placed on the role of the Responsive Classroom model to inform and pattern understanding of the developmental, personal, and societal aspects of the world of children with practical implications for building classroom community, problem-solving for behavioral issues, and interacting around classroom values and rules, procedures, and scheduling. Students will draft a management plan based upon the principles and practices of the Responsive Classroom model. Prerequisite: TEP approval. Taken in Senior Block. Two hours.
Required of all elementary education majors, this course includes a review of literature and the preparation of a paper that demonstrates personal and practical application of a Christian philosophy of education to the classroom processes of teaching and learning. Prerequisite: TEP approval. Taken during the Student Teaching semester. Two hours.
491. Student Teaching Seminar: Secondary Education
This course integrates practical approaches and theory to real-life situations experienced during the student teaching experience. Content areas include school culture and classroom learning environment, classroom management, lesson design, implementation, and reflection, and legal and ethical issues related to teaching. Taken concurrently with Teaching Practicums I and II. Pass/fail grading only. One hour.
497-498. Teaching Practicum I and II: Secondary Education
The professional semester is divided into two teaching practicums. Actual teaching experience is gained on a full day basis during these practicums. Pass/fail grading only. Prerequisite: approval to student teach given by the Teacher Application Committee. $20 fee for EDU 495 and 497. Fifteen hours. ‘S’
(click column title to sort)
|EDU||480||Senior Integration Paper||Pennington, Becky|
|EDU||495||Tchng Prac I Elem Education|
|EDU||498||Tchng Prac II Sec Education|
|EDU||497||Tchng Prac I Sec Education|
|EDU||496||Tchng Prac II Elem Education|
|EDU||491||Student Teaching Seminar: Sec||Horton, Phil|
|EDU||490||Student Teaching Seminar:MidGr||Horton, Phil|
|EDU||489||Student Teaching Seminar: Elem||Bagby, Amy|
|EDU||361||Education of Except Children||M||1900||2145||Smisson, Susan|
|EDU||121||Introduction to Teaching||MWF||1300||1350||Kaufmann, Steve|
|EDU||266||Literature For Children||MWF||0900||0950||Pennington, Becky|
|EDU||315||Tchng Reading in Early Grades||MWF||1000||1050||Pennington, Becky|
|EDU||121F||Intro to Teach Field Placement||R||0800||1050||Kaufmann, Steve|
|EDU||121F||Intro to Teach Field Placement||T||0800||1050||Kaufmann, Steve|
|EDU||222||Educational Psychology||TR||0930||1045||Young, Bruce|
|EDU||342||Ess of Inst Early Grades||TR||1300||1415||Beckman, Jack|
|EDU||215||Technology for Educators||TR||0800||0915||Young, Bruce|
|EDU||234||Tchng in a Pluralistic Society||TR||1430||1545||Haddad, Daphne|