The request to create EDUC 1100

Date: November 21, 2013
To: College of Education
From: Office of Academic Affairs
Approved On: October 24, 2013
Approved by: Undergraduate Course and Curriculum Committee
Implementation Date: Fall 2013

Note: Deletions are strikethroughs. Insertions are underlined.

Catalog Copy

EDUC 1100. Foundations of Education and Diversity in Schools-Prospect Curric. (4) For freshmen students interested in the field of education and the teaching professions. Provides a foundational introduction to education including the social, historical, and philosophical foundations, the organization and various levels of schools, and major issues in American education. 12 hours of field-based activities in school and non-classroom settings are required. Includes the university Prospect engagement curriculum. Students who have earned credit for EDUC 2100 may not take EDUC 1100. (Fall only)

Changes to Courses

DANC 4227. Dance Education Methods I. (3) Prerequisite: DANC 1201, DANC 1209, DANC 1217, DANC 1280, DANC 2216, DANC 2228, DANC 3221 or DANC 3222, EDUC 1100 or EDUC 2100, SPED 2100, meet requirements for the Praxis Core Test, Criminal Background Check, and accepted application to the College of Education, or permission of instructor. Corequisite: DANC 4227L. Examination of dance, movement, pedagogic and assessment philosophies, theories and practices toward lesson planning, curriculum development, and classroom management for elementary education.

KNES 3221. Elementary Physical Activity and Health Education. (3) Prerequisites: EDUC 1100 or EDUC 2100 and SPED 2100 with grades of C or above; Elementary Education, Special Education, or Special Education/Elementary Education Dual Licensure major. Integrating physical activity and health education with elementary school curriculums.

MDSK 3151. Instructional Design and Technology Integration. (3) Prerequisites: MDSK 2100 [SECD students only] or EDUC 1100 or EDUC 2100 and SPED 2100 [MDLG students only], and admission to Teacher Education. Pre- or corequisite: SECD 4140 or MDLG 3130. Planning for instruction and evaluation of learning in the 21st century classroom. Emphasis on writing learning objectives and instructional plans for various domains of learning. An introduction to the systematic process of planning for effective classroom instruction and assessment. Emphasis on setting goals and objectives for instruction, planning activities and assessments based on cognitive, social, affective, and psychomotor factors and designing appropriate means of assessing those learning objectives. Special attention given to the related use of technology in the development of effective and systematic learning environments, including capabilities and limitations of technology, evaluating programs and technological resources, and the effective use of emerging technologies in the classroom. It is expected that students enter the course with basic recognition of computer hardware and software. 15-hour clinical requirement.

MDSK 3160. Learning and Development: Birth through Adolescence. (3) Prerequisites: EDUC 1100 or EDUC 2100, SPED 2100, and admission to Teacher Education. Theories of learning and development and a systematic examination of childhood and adolescence, with particular attention to biological, social, and cognitive areas of child development. Includes 10 hours of field experiences.

MDSK 3161. K-12 Curriculum Studies. (3) Prerequisites: EDUC 1100 or EDUC 2100, SPED 2100, and admission to Teacher Education. Curriculum planning and development skills with emphasis on relating school content and skills to societal and individual needs, designing and implementing integrated activities, and examining the nature and functions of schools.

SPED 2100. Introduction to Students with Special Needs. (3) An introduction for preservice teachers in both general and special education to learners with disabilities as well as those with academic gifts. This required teacher education course assists future teachers in understanding the nature of disabilities and special gifts, their impact on learning and other life outcomes, and appropriate educational programming. Since an increasing number of learners with special needs are served in the general education classroom, all teachers have a responsibility to provide effective educational programs for all students. This course, along with EDUC 1100 or EDUC 2100, contributes to preservice teachers’ understanding of learners in American schools.

SPEL 3100. Introduction to Special Education and Dual Program. (3) Prerequisites: Admission to Teacher Education, admission to Dual Program, EDUC 1100 or EDUC 2100, and SPED 2100. Introduces students to the dual program and examines legislation and litigation that govern and/or influence services for individuals with disabilities. Scrutinizes the IEP process and investigates IEP objectives that reflect the general curriculum standards. Examines one’s personal philosophy of education, which reflects the diversity of students with disabilities. Identifies services, networks, organizations, and publications that serve or are relevant to individuals with disabilities. Identifies and critiques instructional implications of published research.

THEA 4165. Methods of Facilitating Learning in Theatre Arts. (3) (W) Prerequisites: THEA 1860, THEA 2460, and EDUC 1100 or EDUC 2100; Junior standing or permission of instructor. Exploration of pedagogical methodologies in theatre arts and the application of theory to the classroom setting. Includes instructional planning and competencies for theatre arts courses. Includes clinical experience.

Changes to Degree Programs

B.A. in Middle Grades Education

EDUC 2100 An Introduction to Education and Diversity in Schools (3)*
or EDUC 1100 Foundations of Education and Diversity in Schools-Prospect Curriculum (4)*

SPED 2100 Introduction to Students with Special Needs (3)*

*Corequisite courses SPED 2100 and either EDUC 1100 or EDUC 2100 should be taken no later than a student’s Sophomore year