School of Education

Courses

Education Courses
  • EDUC-A 500 School Administration (3 cr.) Organization and structure of the school system, legal basis of school administration, agencies of administration and control, and standards for administration in the various functional areas. (Summer I)
  • EDUC-A 510 School/Community Relations (3 cr.) For teachers and school administrators. Characteristics of the community school, including the multicultural quality of the community; adapting the education program to community needs; use of community resources in instruction; planning school-community relations programs. (Summer I)
  • EDUC-A 512 Curriculum for K-12 Educational Leaders (3 cr.) For future educational leaders, but appropriate for all educators; provides an overview of the K-12 curriculum; explores principles of curriculum development, design, and evaluation; and examines forces that influence curricular change. (Summer I)
  • EDUC-A 530 Statistical Data for Educational Leaders (3 cr.) This course provides experiences in administering, analyzing, and evaluating standardized tests and their results. Emphasis will be placed on how to provide leadership in using test data to improve classroom instruction. (Spring)
  • EDUC-A 540 Elementary and Secondary Administration (3 cr.) The course will explore the roles and functions of K-12 building level educational leader. Major focus will be on the managerial skills required to improve school effectivness. Through independent research, collaborative class activities and meaningful dialogue, students will exchange ideas and practical information concerning school administration. (Fall)
  • EDUC-A 608 Legal Perspectives on Education (3 cr.) Overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupils' rights, staff- student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation. (Summer II)
  • EDUC-A 670 Supervision of School Instruction (3 cr.) Modern concepts of supervision and the elevation process through which they have emerged. Supervisory work of the principal and supervisor or consultant. Study of group processes in a democratic school system. (Spring)
  • EDUC-A 675 Leadership in Special Education (3 cr.) The purpose of this course is to provide pre-service school principals a general understanding of the educational entitlement and civil rights of children with disabilities, take an in-depth look at federal and state legislation, IDEA 2004 and Revised Article 7; examine specific exceptionalities and their educational implications, and examine the process of cultivating and keeping teachers of the exceptional student. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures and administrative agencies, and interpreted by the courts. It is through the interaction of these various components of the legal system, legislative and judicial, that the field of special education has evolved. The knowledge and skills gained in this course shape the advocacy and ethical dispositions of the building principal. (Summer)
  • EDUC-A 695 Practicum in School Administration (3 cr.) Provides for closely supervised field experience in various areas of school administration. (Fall, Spring)
  • EDUC-E 317 Practicum in Early Childhood Education (4 cr.) P: admission to the Teacher Education Program and EDUC-E 335 P: admission to the Teacher Education Program and EDUC-E 335. Methods and materials used in the education of children from three to six years of age. Observation and participation. Grades: S or F. (As requested)
  • EDUC-E 325 Social Studies in the Elementary Schools (3 cr.) P: admission to the Teacher Education Program and appropriate arts and sciences prerequisites Explores the sociological background of education and surveys subject matter, materials, and methods in the content area. (Fall, Spring)
  • EDUC-E 328 Science in the Elementary Schools (3 cr.) P: admission to the Teacher Education Program and appropriate arts and sciences prerequisites The focus is on developing teacher competencies in writing performance objectives, question asking, evaluation, and sequencing. Those competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children. (Fall, Spring)
  • EDUC-E 339 Methods of Teaching Language Arts (3 cr.) P: admission to the Teacher Education Program and appropriate arts and sciences prerequisites Describes and appraises the materials, methods, and techniques employed for schoolchildren from early childhood through early adolescence in the language arts program. (Fall, Spring)
  • EDUC-E 340 Methods of Teaching Reading I (3 cr.) P: admission to the Teacher Education Program and EDUC-E 339 Examines the basis of, describes, and appraises the methods and techniques employed in developmental reading programs for school children from early childhood through early adolescence. (Fall, Spring)
  • EDUC-E 341 Methods of Teaching Reading II (3 cr.) P: admission to the Teacher Education Program, EDUC-E 339, EDUC-E 340 Describes and appraises the methods, materials, and techniques employed in reading diagnosis and prescription for children from early childhood through early adolescence. (Fall, Spring)
  • EDUC-E 343 Mathematics in the Elementary School (3 cr.) P: admission to the Teacher Education Program and successful completion of MATH-T 101 and MATH-T 102, Completion of MATH-T 103 is recommended Emphasis on the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child. (Fall, Spring)
  • EDUC-E 518 Workshop in General Elementary Education (3 cr.) Individual and group study of problems within the field ofelementary education. One credit hour is offered for each week of full-time work. Grades S or F. (As needed)
  • EDUC-F 200 Examining Self as a Teacher (3 cr.) Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Student will design a major portion of the work (Fall, Spring, Summer).
  • EDUC-F 401 Topical Explorations in Education (3 cr.) P: MATH-T 101 Help pre-service teachers develop an understanding of mathematics content and pedagogy relevant to be a successful elementary school teacher. Focus is on content and methods that are consistent with recent recommendations about mathematics learning and teaching and the state of Indiana Academic Standards. (Occasionally)
  • EDUC-H 340 Education and the American Culture (3 cr.) The present educational system, its social impact and future implications viewed in historical, philosophical, and sociological perspectives. Special attention is given to minorities and the ethnic and cultural dimensions of the educational system. (Fall, Spring)
  • EDUC-H 520 Education and Social Issues (3 cr.) Identification and analysis of major problems in education and the pluralistic nature of American society. (Occasionally)
  • EDUC-H 637 Topical Seminar (3 cr.) Critical examination of a problem area in history of education or comparative education that has been extensively studied by the instructor.  Includes discussions of how issues of race, class, and gender affect the education of students in the past and present.  Analyzes the political, economic, and social relations in the U.S. that led to changes in perceptions of race, class, and gender.  Discusses multicultural and global perspectives on change that affect education. (Summer)
  • EDUC-K 205 Introduction to Exceptional Children (3 cr.) An overview of the characteristics and identification of exceptional children. The course presents the issues in serving exceptional children as they participate in the educational, recreational, and social aspects of their lives. (Fall, Spring, Summer)
  • EDUC-K 343 Education of the Socially and Emotionally Disturbed (3 cr.) A survey of the literature related to behavioral and emotional disturbances in children, including historical information, theoretical approaches, characteristics, and issues.  (Fall, Spring)
  • EDUC-K 344 Education of the Socially and Emotionally Disturbed II (3 cr.) P: EDUC-K 205 A survey of educational curricula, procedures, and materials for children who are socially and emotionally disturbed.  Development of teaching skills is emphasized.  (Fall, Spring)
  • EDUC-K 352 Education of Children with Learning Problems (3 cr.) P: admission to the Teacher Education Program, EDUC-K 205, EDUC-K 370 Educational programs for optimum growth and development of educable mentally retarded and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials. (Course also includes knowledge of techniques in behavioral control, how to develop and implement prescriptive programs based on diagnostic findings, awareness of referral agencies available for aid to students with learning disabilities.) (Fall, Spring)
  • EDUC-K 370 Introduction to Learning Disabilities (3 cr.) P: admission to the Teacher Education Program, EDUC-K 205 Survey of historical development and current status of definitions, classifications, assessment, and treatment procedures for learning disabled students. (Course also includes discussion of Article 7 requirements for identification of learning disability in Indiana public schools.) (Fall, Spring)
  • EDUC-K 480 Student Teaching Special Education (6 cr.) P: admission to the Teacher Education Program, Completion of all minor requirements Provides experience for each student in the respective area of exceptionality under the direction of a supervising teacher in an educational school setting. (Fall, Spring)
  • EDUC-K 495 Practicum in Special Education (3 cr.) P: admission to Student Teaching, EDUC-K 205 and EDUC-K 370, and must be taken concurrently with EDUC-K 352 and in the TAL program concurrently with EDUC-E 328 and EDUC-E 341 Closely supervised field experience in special education (Fall, Spring)
  • EDUC-K 501 Adapting Computers for the Handicapped (3 cr.) Provides background information and experiences necessary to plan for and integrate special education technology into the curriculum of special education classrooms and for individuals with handicaps in the mainstream situation: software/uses, integration/implementation planning, IEP/ data management, adaptive devices and funding. (Spring)
  • EDUC-K 505 Introduction to Special Education for Graduate Students (3 cr.) Basic special education principles for graduate students with no previous course work in special education. (Fall, Spring, Summer I)
  • EDUC-K 520 Survey of Behavior Disorders (3 cr.) An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children, including historical information, theoretical approaches, characteristics, and issues. (Fall)
  • EDUC-K 525 Survey of Mild Handicaps (3 cr.) An advanced survey of the literature relating to mild disabilities, including historical foundations, definitions, and current issues facing workers in the field. (Fall)
  • EDUC-K 535 Assessment/Remediation of Mildly Handicapped I (3 cr.) Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in such academic areas as reading and mathematics. (Fall)
  • EDUC-K 536 Assessment/Remediation of Mildly Handicapped II (3 cr.) Focuses on the analysis and selection of instructional materials, use of assessment information, and development and implementation of individual educational plans for mildly handicapped children. (Summer I)
  • EDUC-K 543 Education of the Socially and Emotionally Disturbed I (3 cr.) A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, and characteristics: diagnostic and treatment procedures from a psychoeducational point of view. (Spring)
  • EDUC-K 555 Variable Title: Reading Assessment and Instruction for Special Education (3 cr.) Investigates methods employed in reading diagnosis and prescription for students with special needs. (Fall)
  • EDUC-K 595 Practicum in Special Education (3 cr.) P: All checkpoint three criteria must be met. Closely supervised field experience in areas of Mild Interventions.  This course is intended to provide practical application of content taught throughout the mild interventions licensure program. (Fall, Spring)
  • EDUC-L 517 Advanced Study of Content Reading and Literacy (3 cr.) Focuses on advanced senior high/junior high/middle school curriculum, methods and materials for teaching students to read more effectively (with emphasis on appraisal and reflection of methods), and materials and techniques used in developmental reading programs. (Spring)
  • EDUC-M 301 Field Experience (3 cr.) Students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to classroom management. (Fall, Spring)
  • EDUC-M 304 Field Experience (3 cr.) Students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to the diversity of learners. (Fall, Spring)
  • EDUC-M 310 General Methods (3 cr.) P: Admission to the Teacher Education Program An introduction to instructional design, media, and methodology appropriate to all teaching levels. Provides an orientation to classroom management, legal rights and responsibilities of students and teachers, disability awareness, human relations skills, and other general methods concerns. (Fall, Spring)
  • EDUC-M 314 General Methods: Senior High / Junior High / Middle School Teachers (3 cr.) P: admission to the Teacher Education Program General methodology and organization and knowledge about the teaching process, including general methods, instructional media, measurement, curriculum development, organization of the senior high/junior high/middle school, and techniques to promote individualized and interdisciplinary learning. (Spring)
  • EDUC-M 323 The Teaching of Music in the Elementary Schools (2 cr.) P: admission to the Teacher Education Program, Not open to music majors Fundamental procedures of teaching elementary school music, stressing music materials suitable for the first six grades. (Fall)
  • EDUC-M 330 Foundations of Art Education and Methods I (3 cr.) Learning to teach art at the middle school level. (Spring) 
  • EDUC-M 333 Art Experiences for the Elementary Teacher (2 cr.) P: admission to the Teacher Education Program The selection, organization, and guidance and evaluation of art activities, individual and group. Laboratory experiences with materials and methods of presenting projects. (Spring)
  • EDUC-M 425 Student Teaching in the Elementary School (3-16 cr.) P: entrance to the Student Teaching Program Classroom teaching and other activities associated with the work of the full-time elementary classroom teacher. (Fall, Spring)
  • EDUC-M 430 Foundations of Art Education and Methods II (3 cr.) Learning to teach art at the high school level. (Fall) 
  • EDUC-M 441 Methods of Teaching Senior High / Junior High / Middle School Social Studies (3 cr.) P: admission to the Teacher Education Program Develops concepts and theories from social science, humanities, and education into practice of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and repertoire of teaching strategies appropriate for learners. (Spring)
  • EDUC-M 446 Methods of Teaching Senior High / Junior High / Middle School Science (3 cr.) P: admission to the Teacher Education Program Designed for students who plan to teach biology, chemistry, earth / space science, general science, or physical science in the Senior High/Junior High/Middle School. (Fall)
  • EDUC-M 452 Methods of Teaching Senior High / Junior High / Middle School English (3 cr.) P: admission to the Teacher Education Program Methods, techniques, content, and materials applicable to the teaching of English in the Senior High/Junior High/Middle School. (Spring)
  • EDUC-M 457 Methods of Teaching Senior High / Junior High / Middle School Mathematics (3 cr.) P: admission to the Teacher Education Program Study of methodology, heuristics of problem solving, curriculum design, application of instructional computing, professional affiliations, and teaching of daily lessons as related to instructional units appropriate for the Senior High/Junior High/Middle School mathematics classroom. (Spring)
  • EDUC-M 459 Teaching Mathematics 5-12 (1-3 cr.) This course will focus on the curriculum and instruction issues that teachers face every day in the classroom. Specifically, students in the course will examine current theories and apply these theories to instructional practices. (Fall)
  • EDUC-M 464 Methods of Teaching Reading (3 cr.) P: admission to the Teacher Education Program Focuses on the Senior High/Junior High/Middle School curriculum, methods and materials for teaching students to read more effectively (with emphasis on description and appraisal of methods), and materials and techniques used in developmental reading programs. (Spring)
  • EDUC-M 469 Content Area Literacy (1-3 cr.) Focuses on middle, junior, and senior high school. Curriculum, methods and materials for teaching students to read and learn more effectively in all content areas. (Spring)
  • EDUC-M 480 Student Teaching in the Secondary School (3-16 cr.) P: entrance to the Student Teaching Program Students assume, under the direction of the supervising teacher, responsibility for teaching in their own subject-matter area in a public school in the state. (Fall, Spring)
  • EDUC-M 483 Teaching Social Studies 5-12 (1-3 cr.) Historical and contemporary roles of social studies will be explored with an emphasis on roles played by history, the social sciences, and the humanities. Particular attention is given to development of skills essential to successful social studies instruction and a resource bank of instructional ideas. (Fall)
  • EDUC-M 501 Laboratory/Field Experience (3 cr.) Field Experience:  Emotional Disabilities.  Supervised field experience in area of emotional disabilities.  M501 must be taken concerrently with K543.  This course is intended to provide practical application of content covered in K543 Education of the Socially and Emotionally Disturbed. (Spring)
  • EDUC-M 550 Practicum (3 cr.) Teaching or experience in an accredited school, usually in Indiana. (S/F graded.) (Fall, Spring)
  • EDUC-P 250 Educational Psychology (3 cr.) P: ENG W131, EDUC-F200, and EDUC-W200 The study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include educational research methods, cognitive and language development; personal, social, and moral development; behavioral learning; motivation; effective teaching; and measurement and evaluation. (Fall, Spring)
  • EDUC-P 345 Academic/Behavioral Assessment of the Mildly Handicapped Child (3 cr.) Instruments used to assess intellectual, educational, and social comptencies of exceptional children. (Fall, Spring)
  • EDUC-P 407 Psychological Measurement in the Schools (3 cr.) P: admission to the Teacher Education Program Application and measurement principles of classroom testing, construction, and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievement, and interests via standardized tests; school testing programs. (Fall)
  • EDUC-P 507 Testing in the Classroom (3 cr.) Construction of classroom tests and other evaluation devices. Teacher's use of standardized tests. Designated for master's-level teacher-training students who had no undergraduate course in measurement. (Fall)
  • EDUC-P 510 Psychology in Teaching (3 cr.) Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems of the teacher's assumptions about human behavior and its development. (Occasionally)
  • EDUC-P 514 Life Span Development: Birth to Death (3 cr.) A survey course of human development from infancy through old age emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages fro birth to death. (Spring)
  • EDUC-P 519 Psychoeducational Assessment of Exceptional Children (3 cr.) Instruments used to assess intellectual, educational, and social competencies of exceptional children. Additional credit for supervised practice in administering those tests to children with visual or acoustical handicaps, cerebral palsy, language impairment, or mental retardation.  (Spring)
  • EDUC-S 490 Research in Secondary Education (1-3 cr.) Individual research. Consent of instructor required prior to enrollment.
  • EDUC-S 508 Problems in Secondary Education (3 cr.) Analysis of a common problem in the field of secondary education. (Fall, Spring)
  • EDUC-S 510 Development of Secondary School Programming (3 cr.) This course is designed to acquaint you with appropriate methods and materials for successful teaching in secondary urban classrooms, covering grades 5-12.  The course will include an overview of the latest research and practice related to urban teaching.  Their implications for planning, delivering and assessing instruction will be discussed.  EDUC-S 510 will acquaint the student with both the philosophies and practices associated with teaching in the urban environment. (Spring)
  • EDUC-S 512 Workshop in Secondary Education (1-6 cr.) Individual and group study of issues or concerns relating to the field ofsecondary education (in workshop format). Grades S or F. (As needed)
  • EDUC-S 517 (EDUC N517) Advanced Study in the Teaching of Secondary School Mathematics (3 cr.) For experienced mathematics teachers. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards and determination of essentials of content. Developing mathematics programs for specific school situations.
  • EDUC-S 518 Advanced Study in the Teaching of Secondary School Science (3 cr.) For science teachers. Improved techniques, current literature, textbooks, and free and low-cost materials. Solutions to specific practical problems confronting science teachers in the classroom and laboratory.
  • EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) For experienced teachers. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations.
  • EDUC-S 655 Supervision of Secondary School Instruction (3 cr.)

    The roles and functions of supervisors, the modern concept of supervision, techniques of supervision, improvement of teaching procedures, and new trends in the organization of instruction.

  • EDUC-T 550 Cultural/Community Forces and the Schools: (variable title) (3 cr.)

    Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops and seminars, culturally focused readings, direct residential participation in community-related activities, and site-based culture/strategies reports. (Summer I)

  • EDUC-W 200 Using Computers in Education (3 cr.) Introduction to instructional computing, educational computing literature, and BASIC programming. Review of and hands-on experience with educational software packages and commonly used microcomputer hardware. (Fall, Spring, Summer I)
  • EDUC-W 505 Professional Development Workshop (3 cr.) Master's Capstone Seminar.  This seminar is designed as a capstone experience in which candidates will select artifacts and develop rationales for teaching decisions.  Through the portfolio, students will demonstrate their knowledge and skills related to the Lead Teacher conceptual framework. (Fall, Spring, Summer)

     

  • EDUC-W 531 Computers in Education (3 cr.)

    Introduction to instructional computing, educational computing literature, and BASIC programming.  Review of and hands-on experience with educational software packages and commonly used microcomputer hardware. (Fall, Spring)

  • EDUC-Y 520 Strategies for Educational Inquiry (3 cr.)

    Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry. (Fall)

  • EDUC-Q 200 Introduction to Scientific Inquiry (3 cr.)

    This course provides education majors an opportunity to think and explore science through active participation.  Students will plan investigations and formulate working explanations using questions, data, claims, and evidence based on their own experiences and appropriate resources.  The course emphasizes developing the practice of critical thinking and argument-based science inquiry. (Fall, Spring)

  • EDUC-M 501 Laboratory/Field Experience (3 cr.) Field Experience:  Mild Disabilities.  Supervised field experience in area of mild disabilities.  M501 must be taken concurrently with K535.  This course is intended to provide practical application of content covered in K535 Assessment/Remediation of Mildly Handicapped I. (Fall)
  • EDUC-M 501 Laboratory/Field Experience (3 cr.) Field Experience in Urban Classrooms.  Supervised field experience in urban education. This course is designed to acquaint students with concepts and practices that are appropriate for successful urban teaching. The course will focus on Critical pedagogy in theory and practice.  The seminar will accompany the hours spent in an urban secondary school.  it is the intent of this course to integrate urban strategies with content methods.
  • EDUC-P 570 Managing Classroom Behavior (3 cr.)

    An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupil’s problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules and group processes. Designed for teachers, administrators and pupil personnel workers. (Summer II)

  • EDUC-F 500 Topical Exploration in Education: Fundamentals of Online Course Design, Delivery, and Curriculum Planning (3 cr.) This course focuses on the study and application of fundamentals of course navigation, layout, and content design, and methods of curriculum planning for online courses including the study of appropriate workload by course level and subject. yes
  • EDUC-F 500 Topical Exploration in Education: Engaging Students in Active, Collaborative, and Innovative Online Learning (3 cr.) This course explores the methods of creative active, collaborative, innovative learning assignments and activities using a Learning Management System as well as other web-based learning tools like audio, video, and interactive games. yes
  • EDUC-P 506 Topic Workshop in Educational Psychology: Assessing and Managing Learning in Online Environments (3 cr.) This course is designed to explore the methods of managing effective and supportive online learning environments by using various communication tools and approaches to student issues.  In addition, teachers will explore formative and summative assessment strategies for ongoing evaluation of student performance and progress, modifying instructlonal strategies as needed from assessment data.   
  • EDUC-W 505 Professional Development Workshop: Capstone-Designing an Online Course (3 cr.) This course is designed to be a capstone experience that culminates with the teacher created online course (TCOC)  The TCC will demonstrate and exemplify the knowledge and abilities of research-based and national standards-based online course design.  

     

  • EDUC-H 637 Topical Seminar : Research and Future Trends in K-12 Online Learning (3 cr.) This course provides teachers with an opportunity to use educational enquiry to explore new learning opportunities in online learning environments.  Teachers will review, evaluate, and critique educational research in online learning envirnoments to inform policy, theory, and prctices as well as learn how to safeguard student privacy.
  • EDUC-F 203 Engaging in Academic Discussion (3 cr.) Acknowledging the research centered on common challenges that face incoming freshman, this course was designed to assist you in navigating the process of critical literacies such as academic discourse both oral and written.  As incoming students, you may encounter advanced expectations in reading, writing, and reasoning, that you feel unprepared for, when you consider the level to which they are expected to think and write about topics in various disciplines.  This course provides you with opportunities to analyze written documents by examining the issues(s), perspectives, and supporting statements, thereby evaluating the article's intellectual merit by its use of claims and evidence.  You will engage in the construction of your own argument on topics that are relevant and timely.  Finally, this course provides opportunities for you to critically analyze your peers' arguments in class and within an online discussion forum. (Fall, Spring)
  • EDUC-U 100 Threshold Learning Community (3 cr.) Opportunities for students to better understand their personal development, to learn and utilize human relation skills, to assess humanistic issues in both personal and societal terms, and to establish goals for the future.  Class emphasis will vary, depending upon student needs and specific topics to be addressed. (Fall, Spring)
  • EDUC-R 503 Application of Instructional Media and Technology (3 cr.)

    Surveys the characteristics of widely used types of audiovisual media (e.g. video, sound recordings, internet) and technologies (e.g. social networking, blogs, gaming, on-line learning).  Provides guidelines for selection of media and techniques.  Develops media presentation skills. (Fall)

  • EDUC-J 511 Methods of Individualizing Instruction (3 cr.) Students will critically examine several approaches to individualizing instruction.  Emphasis is on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12).  Course project is development of classroom instructional materials, in-service program design, or proposal for research.  (Spring)

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