Child and Family Development Courses
CFD 150 Introduction to Child and Family Development
Prerequisite: permission of instructor. The scope of this course is a study of the field of child and family development. Professional opportunities and analysis of personal proficiencies will be the focus. 1(1-0) F,S
CFD 155 Principles of Human Development
General Education Course (Self-Understanding/Social-Behavioral Perspective). Basic principles that govern human development from the prenatal period to death; developmental tasks and interrelations of family members through the life span. 3(3-0) F,S
CFD 160 Principles of Development in Early Childhood
Development of the child from conception through 8 years of age including weekly laboratory experience with preschool children. 3(2-2) F,S
CFD 163 Relationships in Today's Families
Personal and family living in the early stages of family life cycle. Concepts and methods used in initiating, building, maintaining and enriching relationships. 3(3-0) F,S
CFD 197 Introductory Topics in Child and Family Development
Variable content course for introductory concepts in Child and Family Development. May be repeated to a total of 6 hours when topics change. 1-3 D
CFD 250 Parenting in Contemporary Society
Explores parenting and child rearing in today's society. 3(3-0) F
CFD 255 Principles of Development in Infancy
Prerequisite: CFD 160. Child from conception through two years, including prenatal environment. Two hours laboratory experience weekly in infant-toddler child development laboratory. 3(2-2) D
CFD 256 Supervised Experience in the Infant Toddler Center
Experience in applying effective techniques that optimize infant toddler development with 2-hours per week of participation in the infant toddler laboratory. 1(0-2) D
CFD 257 Principles of Development in Middle Childhood
Development of the child from six through twelve years in cognitive, physical, social, emotional aspects. Contact with groups of children in this age range is arranged. 3(3-0) S
CFD 260 Supervised Experience in the Child Development Laboratories
Prerequisite: CFD 160. Experience in applying the most effective techniques for maximum growth in the physical, social, emotional and mental development of the whole child. Influences of a safe and healthful environment upon the child's development. Supplemental course fee. 4(2-4) F,S
CFD 300 Special Topics in Child and Family Development
Prerequisite: permission of department. Selected topics of contemporary interest in Child and Family Development, offered when resources and demand allow. May be repeated to a total of 6 hours when topics change. Variable content course. 1-3 D
CFD 301 Play as Development
A study of play and its relationship to typical and atypical development in the physical, cognitive, language, moral, social, and emotional domains. Factors that influence play such as environment, adults, children, attitudes, and beliefs are discussed. The role of play for all people throughout the lifespan is examined. 3(3-0) S
CFD 303 Service Learning Child and Family Development
Prerequisite: 30 hours and concurrent enrollment in a designated service learning offering within one of the major areas of study in Child and Family Development. A service learning course incorporates a community service experience with classroom instruction to provide an integrative learning experience which addresses the practice of citizenship and promotes awareness of and participation in public affairs/service. Requires 40 hours of service to a community organization, agency, or public service provider. The community service placement and assignment will vary, depending on the specialization area and learning objectives. A list of approved placements will be available from the instructor and the Citizenship and Service Learning Office. Students are required to participate in a service learning training session(s) prior to beginning their service placement. May be repeated. 1 D
CFD 304 Outdoor Play
Provides information on the importance of outdoor play, how to choose materials and equipment, adult roles and current research on outdoor play. Students will learn how to evaluate outdoor play environments. 3(3-0) D
CFD 305 Multicultural Studies in Child and Family Development
A study of multicultural education for young children and their families. Emphasizes communication processes, recognizes cognitive and affective development, presents effective techniques and strategies that meet the needs of young children and families with diverse backgrounds. 3(3-0) D
CFD 306 Separation and Loss
This online course will provide a broad overview of the psychological aspects of separation and loss in our society. Topics include attitudes toward and preparation for death; the understanding of and care for terminally ill patients, burial, mourning, and grief practices, grief counseling, suicide and euthanasia. This course covers how to assist children with loss, great or small, from divorce, moving, hospitalization, trauma or death. Readings and classroom activities will be supplemented by students' self-exploration and writing on feelings, attitudes, and beliefs about separation and loss. 3(3-0) S,Su
CFD 350 Seminar in Child and Family Development
Readings, discussion and analysis of trends and issues in child and family development. 3(3-0) D
CFD 353 Childhood Illnesses, Injuries, Diseases and Disorders
This online course will provide an overview of the common childhood illnesses, injuries, diseases and disorders for non-medical professionals who work in the health care field. Topics will assist the person in developing the skills and knowledge for working with ill and hospitalized children. This course is an introduction to pediatric care in heath care settings. It is designed to educate non-medical professionals (Child Life Specialists, Social Workers, Chaplains, Patient Advocates, etc.) who will work in the health care field on medical issues. 3(3-0) F,Su
CFD 354 Working with the Hospitalized Child
Prerequisite: CFD 160. Students will learn principles, concepts, techniques, and skills in the provision of programs and services to hospitalized children. Areas of emphasis include: reactions of children to hospitalization, importance of play, planning a play program and preparing children for medical encounters. This course will include a weekly laboratory experience within a Child Life Program of a local hospital. 4(3-2) F
CFD 360 Planning and Implementing Curriculum for Child Development Centers
Prerequisite: CFD 260. Planning and implementing curriculum to meet the cognitive, emotional, physical, creative and social development needs for young children. Using literacy techniques learned and practiced in class and at the Child Development Center, the students will also share information within the community at libraries and in low-income child care facilities. Supporting young children, their families and teachers/caregivers in their environment is the focus of this course. This enhances our mission to encourage literacy in all parts of children's lives. 5(2-6) S
CFD 361 Principles of Family Development
Development trends occurring in family units from premarital interactions to death and/or divorce. Lectures and discussions will apply developmental principles to today's family life styles. 3(3-0) S
CFD 365 Families in Later Life
Prerequisite: PSY 121; and CFD 155 or CFD 163 or 30 hours. Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with GER 365, PSY 366 and SWK 365. Can only receive credit for one of following: CFD 365, GER 365, PSY 366 or SWK 365. 3(3-0) F
CFD 366 Preparation for the Professional Internship
Prepares the Child and Family Development student for an internship and professional practice, including discussion of professional/ethical issues and behavior, choosing professional development sites, setting goals, writing resumes, and interviewing skills and certification. 1(1-0) F,S
CFD 400 Problems in Child and Family Development
Prerequisite: 90 hours and permission. Independent study for those who wish additional work in specific subject areas. 1-3 D
CFD 454 Therapeutic Play Activities for Hospitalized Children
The focus is to develop skills needed for working with ill and hospitalized children in developmental activity programs. This course explores ways in which Child Life Specialists serve children in different developmental stages and from diverse cultural environments including weekly hospital laboratory experience of playroom and bedside activities with hospitalized children and their families. 3(2-2) S
CFD 455 Infants and Toddlers: Development and Program Planning
Prerequisite: CFD 260 and 60 hours. A study of the infant from conception through two years with a 3-hour weekly laboratory in an infant toddler center. Application of developmentally appropriate practice through laboratory participation, portfolios, and curriculum planning. Negative tuberculin test and completion of the Family Care Safety Registry required. 4(3-3) F,S,Su
CFD 466 Internship in Programs for Children, Youth, Adults, and Families
Prerequisite: CFD 366. Supervised active learning experiences with children, youth, or families in human service agencies; observation, discussion, and evaluation of the student's experiences. Advance registration with course instructor required. May be repeated for up to 12 hours credit. 6(0-12) F,S,Su
CFD 499 Practicum in Child and Family Development
Prerequisite: permission of subject matter professor. Off-campus, supervised experience in a cooperative program with business, government, community, or related establishments within any of the specialized areas of child and family development. In addition to the outline agency involvement, the student is (1) required to attend a beginning orientation and a follow-up seminar, and (2) complete assignments appropriate to subject matter specialization. May be repeated up to 12 hours credit. 1-6 D
CFD 500 Issues in Child and Family Development
Prerequisite: permission. Advanced inquiry into specialized areas of study in Child and Family Development. May be repeated to a total of 6 hours when topics change. Variable content course. May be taught concurrently with CFD 600. Cannot receive credit for both CFD 600 and CFD 500. 1-3 D
CFD 532 Family Advocacy
A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children. May be taught concurrently with CFD 632. Cannot receive credit for both CFD 632 and CFD 532. 3(3-0) D
CFD 533 Principles of Family Life Education
Prerequisite: junior standing. A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 633. Cannot receive credit for both CFD 633 and CFD 533. 4(4-0) D
CFD 560 Family Involvement in Early Childhood Programs
Prerequisite: CFD 260. A study of family involvement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Family Care Safety Registry required. May be taught concurrently with CFD 660. Cannot receive credit for both CFD 660 and CFD 560. 3(2-2) F,S
CFD 562 Prevention of Child Abuse and Neglect
The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families and are required by law to report suspected incidences of child abuse and neglect. May be taught concurrently with CFD 662. Cannot receive credit for both CFD 662 and CFD 562. 3(3-0) F,S
CFD 563 Administration of Programs for Children and Families
Types and purposes of programs for children, youth, and families. Development of leadership and management skills. Includes an overview of office policy and procedure, staff and volunteer management, public relations, budgeting, and quality assurance. 3(2-2) F,S
CFD 600 Issues in Child and Family Development
Prerequisite: permission. Advanced inquiry into specialized areas of study in Child and Family Development. May be repeated to a total of 6 hours when topics change. Variable content course. May be taught concurrently with CFD 500. Cannot receive credit for both CFD 500 and CFD 600. 1-3 D
CFD 632 Family Advocacy
A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children. May be taught concurrently with CFD 532. Cannot receive credit for both CFD 532 and CFD 632. 3(3-0) D
CFD 633 Principles of Family Life Education
A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 533. Cannot receive credit for both CFD 533 and CFD 633. 4(4-0) D
CFD 660 Family Involvement in Early Childhood Programs
A study of family involvement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Family Care Safety Registry required. May be taught concurrently with CFD 560. Cannot receive credit for both CFD 560 and CFD 660. 3(2-2) F,S
CFD 662 Prevention of Child Abuse and Neglect
The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families and are required by law to report suspected incidences of child abuse and neglect. May be taught concurrently with CFD 562. Cannot receive credit for both CFD 562 and CFD 662. 3(3-0) F,S
CFD 701 Orientation to Early Childhood and Family Development
Orientation to the program and examination of seminal reading in the field. 1(1-0) F,S
CFD 702 Community Engagement
Analysis of service-learning/community engagement. The main tenets of community engagement/service learning are analyzed, the community need, the academic enhancement, and reflection. The roles of all involved in community engagement/service learning, the teachers, the students, and the community partners are studies. Ethical, moral, and civic implications of community engagement/service-learning are also explore. 2(2-0) D
CFD 750 Advanced Human Development Studies
Analysis of theories and trends in human development. 3(3-0) F
CFD 761 Advanced Family Studies
Provides students with an understanding of theories used in the study of families; awareness of current demographics and trends of today's families; examines characteristics of various family structures and social influences impacting family functioning. 3(3-0) D
Early Childhood Education Courses
ECE 301 Emerging Literacy and Communication Arts
Prerequisite: permission. This course will focus on the broad areas of emerging literacy and communication arts with particular attention to the early childhood years. The development of listening, oral language, and written comprehension skills as well as an understanding of the contribution of appropriate children's literature to literacy development will be the essential components of this course. Activities, materials, and lessons in these areas will be developed with particular attention to developmentally appropriate methodology. Monthly workshops jointly taught by College of Arts and Letters and College of Education faculty covering content of creative arts will occur. Field experiences including creative arts are a part of the course. 3(3-0) F,S
ECE 302 Social Studies and Sociomoral Development
Prerequisite: permission. This course will combine the concepts found in the sociomoral domain of Project Construct as well as concepts taught in an elementary social studies curriculum. Students will develop activities, materials, and lessons that focus on the building of relationships with adults and peers, negotiating and applying rules, demonstrating confidence and creativity. Additionally, the curriculum sequences for grades Kindergarten through third, including self, home, school community, school and family, neighborhoods, and communities will be part of this course. Monthly workshops jointly taught by College of Arts and Letters and College of Education faculty covering content of creative arts will occur. Field experiences including creative arts are a part of the course. 2(2-0) F,S
ECE 303 Mathematics and Science for Young Children
Prerequisite: permission. This course will teach the student methods for the active involvement of young children in the areas of mathematics and science. Students will develop problem solving experiences and hands-on activities of these two areas. The areas of beginning mathematics concepts such as classification, seriation, and counting, as well as problem solving, applications, communication and reasoning will be part of the course. Additionally, the development of concepts in both physical, biological, and earth/space sciences and active student involvement and discovery will be included. Developmentally appropriate methodology will be presented. Monthly workshops jointly taught by College of Arts and Letters and College of Education faculty covering content of creative arts will occur. Field experiences including creative arts are a part of the course. 3(3-0) F,S
ECE 304 The Early Childhood Education Professional
Prerequisite: admission to the Teacher Education Program; and admission to the Early Childhood Education Program. Professionalism in the early childhood education field; being a reflective practitioner, formatting and beginning professional materials such as their teaching portfolio, developing their philosophy, and lesson plans; exploring the early childhood professional code of ethics. 1(1-0) F,S
ECE 401 Curriculum For Early Childhood Education
Prerequisite: ELE 302 and ECE 301 and ECE 302 and ECE 303; concurrent enrollment in ECE 402; and admitted to Teacher Education Program. Curriculum for early childhood education; underlying principles and applications; relationship to the skills of reading, writing, numbers, spelling, the creative arts, social studies, science. Field experiences are a part of the course. 3(3-0) F,S
ECE 402 Assessing Young Children
Prerequisite: ELE 302 and ECE 301 and ECE 302 and ECE 303; concurrent enrollment in ECE 401; and admitted to Teacher Education Program required. An overview and analysis of screening and diagnostic techniques and procedures for use by general classroom teachers in determining instructional programs for children from birth-grade three. Procedures for helping teachers develop programs for children from different cultural backgrounds and exceptional students integrated in general classrooms are included. Field experiences are a part of the course. 2(2-0) F,S
ECE 490 Supervised Teaching (Infant/Toddler Settings)
Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; a grade of "C" or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Students will observe and then teach under the supervision of cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and supervisor will be expected. Students will be involved in the development of lessons, materials, and units for infants and toddlers. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee. 6 F,S
ECE 491 Supervised Teaching (Preschool/Kindergarten Settings)
Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; a grade of "C" or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for preschool and Kindergarten children. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee. 6 F,S
ECE 492 Supervised Teaching (Primary Settings)
Prerequisite: all program courses except CFD 560 and CFD 563 which may be taken with or at the completion of supervised teaching; a grade of "C" or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Students will observe then teach under the supervision of the cooperating teacher and university supervisor. Participation in extra-curricular activities and other duties as assigned by the cooperating teacher and university supervisor. Students will be involved in the development of lessons, materials, and units appropriate for children in primary settings. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee. 6 F,S
ECE 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education Program; and grades of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval. This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate masters-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, BSE 499, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493. Supplemental course fee. 4 F,S
ECE 501 Home/School/Community Relationships with Young Children and Their Families
Prerequisite: Elementary Education undergraduate students must take ELE 500 concurrently. This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience. May be taught concurrently with ECE 601. Cannot receive credit for both ECE 601 and ECE 501. 3(3-0) D
ECE 601 Home/School/Community Relationships with Young Children and Their Families
This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience. May be taught concurrently with ECE 501. Cannot receive credit for both ECE 501 and ECE 601. 3(3-0) D
ECE 705 Field Experiences in Early Childhood Education
Students participate in field experiences in area schools and other educational settings. This course will provide field experiences with three different age groups (birth-3; 3-5; 5-8). Course is designated for graduate students needing field experiences to meet certification requirements in Early Childhood Education. Students will attend weekly scheduled class discussion sessions on campus in addition to the required field work of 15 clock hours for every credit hour. May be repeated for a maximum of three hours of credit. 1-3 D
ECE 724 Foundations of Early Childhood Education
Course will focus on the historical, psychological, philosophical, and social foundations of early childhood education. Theories and research are integrated with practical knowledge. Students will examine philosophy, curriculum, methodology, service delivery systems, and family involvement issues. 2(2-0) D
ECE 725 Trends and Issues in Early Childhood Education
A study of current trends, issues and theories related to early childhood education. Emphasis will be given to major developmental theories and research findings related to the education of young children. Included will be the application of theory and research to current practices in early childhood education. 3(3-0) F
ECE 726 Programming and Policy Issues for Early Childhood Settings
Analysis of programs, policies and theories appropriate for young children and their families in a variety of early childhood settings. 3(3-0) S
ECE 727 Children and Families in a Diverse Society
Examination of diverse cultures in American society. An analysis of racism, sexism, and other diversity issues within the school and community. Discussion of child development within different cultures and identifying changing family and community structures. 3(3-0) D
ECE 728 The Educational Role of Play
A study of the social, emotional, cognitive, and language development of young children through play. Attention is given to the use of play in the organization and development of the early childhood classroom and curriculum. Current models of early childhood curriculum and their relationship to support of play will be explored. 3(3-0) D
ECE 729 Literacy in Early Childhood
Develops awareness of and support for children's literacy knowledge as it grown and changes in the years from birth through early elementary school. This course emphasizes the supportive nature of the adult's role in young children's literacy learning. Descriptions of relevant, meaningful literacy events and suggestions for classroom or home support will be presented. Current research that has a bearing on methodology will be explored. 3(3-0) D
ECE 730 Family Literacy
Introduction to the philosophy and theory behind family literacy, as well as discussion on the development and implementation of a family literacy program. The four-component model of adult education, early childhood education, parent and child together (PACT), and parenting will be covered, both in theory and practical application. Explores the rationale for and characteristics of comprehensive family literacy, focusing upon the families being served, services being provided, outcomes being achieved, and the role and responsibilities of individuals, organizations, and communities involved. 3(3-0) D
ECE 762 Seminar in Early Childhood and Family Development
Prerequisite: SFR 780 and permission. Guided development of research paper focused on field of Early Childhood and Family Development. 3(3-0) F,S
ECE 771 Proposal Development
Development of proposal for seminar paper. Proposal must be approved prior to data collection. Human subjects review will also be completed. 1(1-0) F,S
Early Childhood and Elementary Education Courses
EEM 305 Field Experiences in Education
Prerequisite: admitted to Teacher Education Program. Student attends scheduled discussion sessions on campus and participates in field experiences at Greenwood Laboratory School and/or area schools. Designed for transfer students who have partially completed the field experiences requirement and students working on a certification which requires a second field experience. 1(0-2) or 2(0-4) F,S
EEM 399 Problems in Education
Prerequisite: admitted to Teacher Education Program and permission of department head. Independent research conducted on topics relevant to the field of education. The student and instructor mutually agree upon the direction and extent of the project. Credited only on the B.S. in Education degrees. May be repeated to a maximum of 3 hours credit. 1-3 F,S
EEM 501 Introduction to Technology-Based Inquiry Instruction
Prerequisite: admitted to Teacher Education Program. Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom web site design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 601. Cannot receive credit for both EEM 501 and EEM 601. 3(3-0) F
EEM 502 Applications of Technology-Based Inquiry Instruction
Prerequisite: admitted to Teacher Education Program; and EEM 501 with grade of C or better. Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, Webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 602. Cannot receive credit for both EEM 502 and EEM 602. 3(3-0) S
EEM 503 Implementing Technology-Based Inquiry Instruction
Prerequisite: admitted to Teacher Education Program; and EEM 501 and EEM 502 with grades of C or better. Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 603. Cannot receive credit for both EEM 503 and EEM 603. 3(3-0) F
EEM 576 Topical Issues in Education
Prerequisite: permission may be required, see schedule. To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable content course. May be taught concurrently with EEM 676. Cannot receive credit for both EEM 676 and EEM 576. 1-5 D. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven (7) seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six (6) of these seminars is required for credit. Participants will receive an "I" grade for the course due to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university. 1(1-0) F
EEM 596 Orientation for Intensive Language and Cultural Experience for Educators
Prerequisite: previous foreign language experience, participation in Hispanic Educational Access Initiative, and permission of instructor; students selected by application and interview process. Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside class are required. May be taught concurrently with EEM 606. Cannot receive credit for both EEM 606 and EEM 596. 1(1-0) S
EEM 597 Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 596 and permission of instructor. Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 607. Cannot receive credit for both EEM 607 and EEM 597. 4(3-2) Su
EEM 598 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 596 and EEM 597 and permission of instructor. Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared. May be taught concurrently with EEM 608. Cannot receive credit for both EEM 608 and EEM 598. 1(1-0) F
EEM 601 Introduction to Technology-Based Inquiry Instruction
Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom web site design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 501. Cannot receive credit for both EEM 601 and EEM 501. 3(3-0) F
EEM 602 Applications of Technology-Based Inquiry Instruction
Prerequisite: EEM 601 with grade of C or better. Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 502. Cannot receive credit for both EEM 602 and EEM 502. 3(3-0) S
EEM 603 Implementing Technology-Based Inquiry Instruction
Prerequisite: EEM 601 and EEM 602 with grades of C or better. Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 503. Cannot receive credit for both EEM 603 and EEM 503. 3(3-0) F
EEM 606 Orientation for Intensive Language and Cultural Experience for Educators
Prerequisite: permission. Students selected by application and interview process. Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside class are required. May be taught concurrently with EEM 596. Cannot receive credit for both EEM 596 and EEM 606. 1(1-0) S
EEM 607 Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 606 and permission. Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 597. Cannot receive credit for both EEM 597 and EEM 607. 4(3-2) Su
EEM 608 Post-Travel Seminar for Intensive Language and Cultural Experience for Educators
Prerequisite: EEM 606 and EEM 607 and permission. Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared. May be taught concurrently with EEM 598. Cannot receive credit for both EEM 598 and EEM 608. 1(1-0) F
EEM 676 Topical Issues in Education
Prerequisite: permission. To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. A maximum of 3 hours may be used on a degree program. Variable Content Course. Approved recurring course topic: B.E.A.R.S. Seminars. 1(1-0) F. A series of seven (7) seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six (6) of these seminars is required for credit. Participants will receive an "I" grade for the course due to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university. Variable Content Course. May be taught concurrently with EEM 576. Cannot receive credit for both EEM 576 and EEM 676. 1-5 D
EEM 796 Problems in Education
Specific problems in education related to needs and interests of the student. May be repeated to a total of 3 hours. 1-3 D
EEM 799 Thesis
Prerequisite: ELE 711 and SFR 780 and permission. May be repeated to a maximum of 6 hours credit. 1-6 D
Elementary Education Courses
ELE 300 Service Learning in Elementary Education
Prerequisite: EDC 150 and completion of 30 hours; and concurrent registration in an ELE course designated as a service learning offering. This service component for an existing course incorporates community service with classroom instruction in Elementary Education to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of an participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service Learning Office. May be repeated. 1 D
ELE 302 Introduction to Elementary Education and Clinical/Field Experience
Prerequisite: attempted CBASE exam. An overview of elementary school organization, management techniques, and personalized teaching styles for use with children including those from various cultural backgrounds and exceptional children who are mainstreamed in regular classrooms. Students will participate in a 30 clock hour field experience at Greenwood Laboratory School and/or area elementary schools. A grade of "C" or better is required in this course to enroll in supervised teaching. 3(2-2) F,S
ELE 400 Elementary Integrated Methods and Practicum
Prerequisite: concurrent enrollment in KIN 400 required when enrolling in ELE 400 for 2 hours; and SPE 310; and concurrent enrollment in ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education Program. Comprehensive practicum application of techniques and materials for promoting learning in the arts and physical education with language arts, mathematics, science, social studies, in area school classrooms where students will plan, teach, and assess integrated learning opportunities in the elementary core and integrated arts curriculum. 2-3(1-3) D
ELE 410 Teaching and Learning in the Elementary Classroom
Prerequisite: admitted to Teacher Education Program. This course introduces approaches to instruction and assessment and supporting learning and motivation theories; physical, social, emotional, and cognitive characteristics of children; methods of designing instruction to meet diverse learner needs; and educator's professional code of ethical conduct. Required first portfolio checkpoint will occur in this course. 3(3-0) F,S
ELE 425 Methods of Teaching Communication Arts in Elementary Schools
Prerequisite: RDG 318; and 6 hours of English; and admitted to Teacher Education Program; and permission of department head. A study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs. 3(3-0) D
ELE 429 Methods of Teaching of Mathematics in Elementary Schools
Prerequisite: ELE 410 and MTH 320 and MTH 360 and RDG 420 and RDG 421; and admitted to Teacher Education Program. Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs. 3(3-0) F,S
ELE 434 Methods of Teaching Science in Elementary Schools
Prerequisite: ELE 410 and RDG 420 and RDG 421; and 8 hours of science (one biology and one physical science); and admitted to Teacher Education Program. Recommended Prerequisite: concurrent enrollment in GRY 240. Current issues and approaches in teaching elementary school science to children, including exceptional children who are mainstreamed in regular classrooms. 3(3-0) F,S
ELE 438 Methods of Teaching Social Studies in Elementary Schools
Prerequisite: ELE 410 and RDG 420 and RDG 421; and 8 hours of history and/or social science; and admitted to Teacher Education Program. Emphasis upon teaching social studies, skills generalizations, attitudes, and values and the development and use of appropriate learning materials and evaluation instruments for elementary and middle school programs. 3(3-0) F,S
ELE 440 Classroom Management and Assessment in the Elementary Classroom
Prerequisite: concurrent enrollment in ELE 429 and/or ELE 434 and/or ELE 438; and admitted to Teacher Education Program. Planning, constructing, using, and analyzing a variety of assessment practices to support reflective decision making in the elementary classroom. Theoretical foundations of current approaches and application of best practices in classroom management including management of time, space, transactions and activities effectively with an emphasis on approaches to prevent and/or manage disruptive behavior. A 30 hour field experience in area school classrooms is required as a part of this course. 2(1-2) D
ELE 458 Theory Into Practice
Prerequisite: concurrent enrollment with ELE 495. Experiences to integrate knowledge of methodology in practical teaching situations. Individual experiences designed to supplement previous coursework will be provided. Professional development plans, placement activities and sources of professional assistance will be examined. 2(2-0) F,S
ELE 495 Supervised Teaching (Elementary)
Prerequisite: a grade of "C" or better in all professional education courses; current pre-professional liability insurance; and approval for supervised teaching. Student observes then teaches under the direction of the cooperating teacher and university supervisor. Students participate in extra-curricular activities and attend both individual and group conferences. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee. 6 F,S
ELE 496 Supervised Teaching (Elementary)
Prerequisite: concurrent enrollment in ELE 495 or SEC 493 or SPE 495. Student observes then teaches under the direction of the cooperating teacher and university supervisor. Student participates in school-related activities and attends both individual and group conferences. In order to receive a grade in this course, the student's professional portfolio must meet or exceed final criteria. Course will not count toward the major GPA. Supplemental course fee. 5-6 F,S
ELE 499 Clinical Experiences in Teaching II
Prerequisite: EDC 199; and admitted to Teacher Education Program; and grades of "C" or better in all professional education courses; and completion of portfolio checkpoints 1 and 2; and current pre-professional liability insurance; and program approval. This course is designed to meet HB 1711 for student's experience as a Teacher's Aide or Assistant Rule (Rule 5 CSR 80-805.040), to that of conventional student teachers within the same program. It is also designed to support completion of additional clinical requirements within that program including: seminars and workshops, required meetings, school related activities appropriate to the assignment, demonstrated mastery of the MOSTEP quality indicators and completion and overall assessment of a Professional Preparation Portfolio. This course is credited only on B.S. in Education or appropriate masters-level certification programs. Can only receive credit for one of the following: AGE 499, AGT 499, ART 469, BSE 499, COM 493, ECE 499, ELE 499, ENG 434, FCS 498, HST 499, KIN 498, MCL 491, MID 499, MTH 496, MUS 499, SCI 499, SEC 499, SPE 499, THE 493. Supplemental course fee. 4 F,S
ELE 500 Current Issues and Applications in Elementary Education
Prerequisite: ELE 429 and ELE 434 and ELE 438 and RDG 420 and RDG 421. Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, English language learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 600. Cannot receive credit for both ELE 600 and ELE 500. Supplemental course fee. 3-5 F,S
ELE 510 The Reflective Practitioner
Prerequisite: ELE 429 and ELE 434 and ELE 438 and RDG 420 and RDG 421; and concurrent enrollment in ELE 500. Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 605. Cannot receive credit for both ELE 605 and ELE 510. 2(2-0) F,S
ELE 600 Current Issues and Applications in Elementary Education
Prerequisite: permission. Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, English language learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 500. Cannot receive credit for both ELE 500 and ELE 600. Supplemental course fee. 3-5 F,S
ELE 601 Communication Arts Instruction in the Elementary School
Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office. Study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only. 3(3-0) F,S
ELE 602 Social Studies Instruction in the Elementary School
Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office. Current issues and approaches in teaching elementary school social studies to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching. Course limited to certification students only. 3(3-0) F,S
ELE 603 Mathematics Instruction in Elementary Schools
Prerequisite: ELE 302 and permission of Director of Graduate Program in consultation with the Teacher Certification and Compliance Office. Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only. 3(3-0) F,S
ELE 604 Science Instruction in the Elementary School
Prerequisite: ELE 302; and 10 hours of science (one course in biology, one course in physical science and one course in earth science); and permission of Director of Graduate Program in consultation with Teacher Certification and Compliance Office. Current issues and approaches in teaching elementary school science to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching. Course limited to certification students only. 3(3-0) F,S
ELE 605 The Reflective Practitioner
Prerequisite: permission; and concurrent enrollment in ELE 600. Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 510. Cannot receive credit for both ELE 510 and ELE 605. 2(2-0) F,S
ELE 710 Elementary School Curriculum
The purpose of this course is to analyze the philosophical and theoretical frameworks that guide elementary curriculum for the assumptions that each makes with regard to teaching and learning. Students will be introduced to the development of curriculum and curriculum materials for use in elementary educational settings. Students will examine the social, political and institutional contexts in which curriculum is developed and used, curriculum development methods and process, and various methods for the implementation, evaluation and distribution of curriculum materials. 3(3-0) F
ELE 711 Contemporary Issues in Elementary Curriculum
Contemporary issues confronting the modern elementary school; current problems, innovations and proposed changes which affect the total elementary school program. Trends and issues that are developing at the national level. 3(3-0) S,Su
ELE 713 Advanced Theory and Practice in the Teaching of Communication Arts
Materials, methods and procedures for effective classroom presentation of communication arts. Selection, organization and development of content materials; current issues and trends in the field. 3(3-0) F
ELE 714 Advanced Theory and Practice in the Teaching of Social Studies
Materials, methods and procedures for effective classroom presentation of social studies. Selection, organization and development of content materials; current issues and trends in the field. 3(3-0) S
ELE 715 Advanced Theory and Practice in the Teaching of Mathematics
Materials, methods and procedures for effective classroom presentation of elementary mathematics. Selection, organization and development of content materials; current trends and issues in the field. 3(3-0) S
ELE 716 Advanced Theory and Practice in the Teaching of Science
Materials, methods and procedures for effective classroom presentation of elementary science. Emphasis is placed on teaching science as inquiry and experimentation. Selection, organization and development of content materials; current trends and issues in science education. 3(3-0) F
ELE 717 Advanced Theory and Practice in the Teaching of Economic Education
Materials, methods, and procedures for effective classroom presentation of economic education. Selection, organization, and development of curriculum materials, current issues and trends in the field of economics. Presents students with a framework for proper scope and sequencing of economics concepts to develop an awareness of appropriate benchmarks for economic education instruction. 3(3-0) F
ELE 720 Advanced Theory and Practice in Student Assessment and Evaluation
Materials, methods, and procedures for effective assessment and evaluation of students. Planning, selection, construction, use, and analysis of a variety of assessment practices including formal and informal approaches. Application of knowledge learned throughout course will help students make judicious and reflective decisions while teaching. 3(3-0) S
ELE 721 Standards-Based Integrated Curriculum, Learning, and Teaching
Analysis and application of current theories and research on integrated curriculum and learning, performance assessment, and standards-based education. Develop classroom, school-wide and/or district-wide curricula based on state standards. Focus is on deciding what is essential to teach and on improving learners' math and literacy skills across the curriculum. 3(3-0) F
ELE 722 Differentiated Instruction for Early Childhood, Elementary, and Middle School
Materials, methods, and procedures for effective differentiation of instruction and evaluation of students. Planning, selection, construction, use and analysis of a variety of differentiate instructional practices across grade levels and disciplines, paying close attention to elementary and middle school learners. Application of knowledge learned throughout course will help students made judicious and reflective decisions while teaching. 3(3-0) S
ELE 772 Research Seminar in Elementary Education
Prerequisite: ELE 711 and SFR 780. Guided development of a research paper or a creative project. 3(1-4) F,S
