2014-2015 Supplemental Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Education |
| |
-
EDU 1131 - Successful Parenting Credits: 1 hr
This course is designed to give an overview of how to be a successful parent. Emphasis is placed on establishing emotional security, enhancing educational development, and developing a positive self-concept.
|
| |
-
EDU 1303 - PRAXIS I: Reading, Writing and Mathematics Credits: 3 hrs
This course is designed to prepare prospective teachers (BK— 12) to take the Pre-Professional Skills Test [PPST] (PRAXIS I examination). The course is also designed to introduce students to the PRAXIS I format, to determine strengths and weaknesses that students may have in the areas of reading, writing and mathematics, and to review previous materials to enhance the learning process. Grade: Pass/Fail.
|
| |
-
EDU 1304 - Freshman Seminar Credits: 3 hrs
This course is designed to acclimate students to Winston-Salem State University and to help students accomplish the goals of liberal learning. The focus will be on helping new students enhance interpersonal relationships, develop a personal identity, explore education as a career, meet the requirements for being admitted to the Department of Education; and begin the process of developing academic and intellectual competence. This is a writing intensive course, which allows students multiple opportunities to engage in formal writing, receive feedback, and improve their writing skills.
|
| |
-
EDU 2104 - Introduction to Education Credits: 1 hr
This course is designed to introduce prospective teacher education students to the teaching profession. There is also a 12- hour field experience component for this course. The students will be able to identify diverse needs of children in the classroom. This is the first level of clinical experience for students.
|
| |
-
EDU 2301 - Advancing the Academic Success of Black Males Credits: 3 hrs
From a critical thinking perspective, this course will interpret and analyze the academic and social inequities affecting Black Males in American P12 schools. Emphasis will be placed on building students’ critical thinking skills as students unpack the current research on Black male academic and social progress as it relates to literacy development and discipline disproportionality. Students will identify culturally relevant practices for supporting the productive development of Black male students in an effort to cultivate more socially just learning environments for all students. GE SLO: Critical Thinking; AK: Social/Behavioral Science; CuT: Diversity
|
| |
-
EDU 2304 - Sociological, Historical and Philosophical Foundations of Education Credits: 3 hrs
This course is designed to provide an understanding of the history, purposes, organization, and administration of the American public school system, with special emphasis on the role of the teacher in the total educational program. In addition, current issues in education are critically examined.
|
| |
-
EDU 2310 - Working with Young Children Credits: 3 hrs
This course is designed to offer the student practical knowledge of activities and materials appropriate to the developmental needs of young children. Emphasis: activities for cognitive and social development; selection and utilization of materials; and techniques for arranging the physical environment for effective learning. Prerequisite(s): Approval of department chair.
|
| |
-
EDU 2320 - Infant Care Credits: 3 hrs
This course is designed to enable the student to master those skills needed by persons who provide care for children ages birth to 18 months. Learning activities and motivational techniques that promote the development of each child are emphasized. Techniques: reading, lecture, audio-visual presentation, discussion, observation. Prerequisite(s): Approval of department chair.
|
| |
-
EDU 2334 - Education, Culture, and Society Credits: 3 hrs.
This course is designed to allow education and non-education majors to acquire a basic understanding of the history, purposes, organization, and administration of schools, to examine various influences of society on schools and vice versa, and to explore and evaluate information to increase their understanding of significant issues and controversies in American education. The course available to all majors. It gives students early exposure to schooling society and addresses contemporary issues that will help students understand their own eductaional experiences. This coursse is designed for students at the sophomore level. It provides an interdisciplinary perspective that focuses on the following issues: the purpose of education, who benefits from education, societal conditions that impact student learning, the organization of schooling, the purposes of assessment, and contemporary issues in education. The course is designed to provide students with a clear understanding of the issues and controversies confronting American education today. The course will examine such questions as the following: (a) What is the role of schools relative to social justice and equity, (b) How do facotrs of race, class, gender, abilities, etc., affect the educational experiences of students both within and across schools? (c) What is the ultimate purpose of education, and how can society best achieve this purpose?
The course will introduce education as influenced by multiple facotrs, including self, child, family, community and society. Students will expand their view of society and the civic role they can play as citizens. This course will assist students in reflecting on how they themselves learn and help bring personal coherence to their understanding of educational theories and practices. As students are engaged in the community outside the university, they will develop a broader picture of where schools fit into the complex social and political system. General Education Course that Satisfies SLO: Information Literacy; AK: Social/Behavorial Science; CuT: Diversity. Prerequisite(s): Sophomore status.
|
| |
-
EDU 3322 - Parent, School Community Relations Credits: 3 hrs
This writing intensive course will provide students with the opportunity to develop an approved written proposal for service learning projects/problem based learning project based on the analysis of a series of complex, real-world problems regarding the social justice for parents and students within a specific low-income, high-need school community. The course emphasizes the ways students can advocate for parents and students in a community and use coummunity agencies and resources to implement a project. This course emphasizes written communication for the purpose of seeking approval of a service learning project and emphasis is placed on working with culturally and linguistically diverse students, parents, schools and the community. Prerequisite(s): Admission to Teacher Education Program. Grade: C or better. Cross-listed as SPE 3322.
|
| |
-
EDU 3336 - Educational Media/Computers in Education Credits: 3 hrs
This course focuses on the role of the microcomputer in education. Topics covered include instructional hardware and software, determination of classroom needs, evaluation of instructional materials, sources of assistance to educators on the use of computers, and techniques of applying computerized instruction in the classroom. The course also provides the opportunity for students to learn how to operate educational equipment, e.g., laminating machines, overhead projectors, opaque projectors, cassette recorders, and others. Prerequisite(s): Admission to Teacher Education Program. Grade: C or better.
|
| |
-
EDU 3340 - Measurement and Evaluation in the Classroom Credits: 3 hrs
This course, which is designed for students preparing to teach in grades K-12, addresses the preparation of criterion and noncriterion referenced tests, the selection and use of standardized tests, grading and marking, and using tests to improve instruction. Scoring and interpreting test results, graphical presentation of data, and qualitative assessment will also be considered. Prerequisite(s): MAT 1311.
|
| |
-
EDU 3343 - Cultural Diversity Credits: 3 hrs
This course is designed to help students develop an understanding of the various intra-national cultural groups in our communities (e.g., Hispanics, Native Americans, Asian Americans, etc.). Such an understanding is critical to the development of knowledge, skills and attitudes essential for functioning successfully as leaders and advocates for children in public schools. Topics to be covered in this course include: (1) values and beliefs, (2) family structures and styles, (3) child rearing practices and expectations, (4) learning styles, (5) interpersonal strategies for participating in cross-racial/cultural interactions, and (6) anti-bias techniques for classroom curriculum and teaching. Special attention will be given to developing competencies needed to work effectively with parents and their children to maximize school success.
|
| |
-
EDU 4030 - Independent Study Credits: 1-3 hrs
This course provides an opportunity for a student to design and pursue a project that will further his/her understanding of an aspect of the educational enterprise and/ r develop and refine skills useful in the pursuit of a career in education. Prerequisite(s): Approval of the department chair and a faculty sponsor. Grade: Pass/Fail.
|
| |
-
EDU 4321 - Group Dynamics Credits: 3 hrs
This course is designed to develop an understanding of the dynamics of group behavior and to promote the development of the skills and attitudes essential for functioning effectively as a group member. Topics include the arousal and expression of emotions by group members, decision-making procedures, task orientation of the group, behavior relevant to task completion, power, the problem of intimacy within the group, and the role and procedures of communication within the group. Students may receive credit for only one of the following: EDU 4321, PSY 4321 or SOC 4321.
|
| |
-
EDU 4326 - Adult Education Credits: 3 hrs
Part one of this course deals with the general history, philosophy, organization and administration of adult education. Part two deals with methods of informal instruction, group leadership, conference planning, and techniques in handling various issues of education programs as well as for those preparing to serve as teachers and/or as leaders for various agencies serving adults.
|
| |
-
EDU 4331 - Guidance and Counseling Credits: 3 hrs
This course emphasizes problems the teacher faces in providing individual, small-group, and whole-group guidance. Problems within the area of planning with children, evaluating children, group work, and keeping records are considered. Students must choose two problems and develop a major report. Students may earn credit for only one of the following: EDU 4331, PSY 4331 or SOC 4331. Prerequisite(s): PSY 2301.
|
| |
-
EDU 4333 - Student Teaching Seminar Credits: 3 hrs
This capstone course focuses on culturally responsive pedagogy, professional knowledge, development of reflective practices and positive dispositions. Explicit strategies to assist students in navigating the cultural context of schooling are employed. This course also illuminates best practices, research in teaching and learning, and the application of theory. This course provides a forum for teacher candidates to share, support, and reflect on their developing teacher competence.
|
| |
-
EDU 4334 - Teacher Education Curriculum: Review Seminar Credits: 3 hrs
This course is designed to prepare teacher education majors for the Praxis II Exam. Course activities include test-taking exercises, critical-thinking reading, self-evaluation, and mastery of the exam’s format. More specifically, participants will practice with multiple-choice questions, constructed responses, and time management strategies. Special emphasis is placed on contentarea pedagogical knowledge of specialty areas. Prerequisite(s): Completion of all teacher education courses except student teaching (EDU 4981/2). Grade: C or better.
|
| |
-
EDU 4338 - Psychological Foundations of Education Credits: 3 hrs
This course examines the learning process, reviews aspects of developmental theory, and considers issues related to the teaching of critical thinking and the assessment of learning. Fieldwork is required. Education majors must be admitted to the teacher program. Prerequisite(s): Admission to Teacher Education Program. Grade: C or better.
|
| |
-
EDU 4339 - Integrating Media and Technology in P-12 Settings Credits: 3 hrs.
Through hands-on activities, this course introduces students to the use and applications of various modes of information technology to teaching and learning. Emphasis is laid on the ability of the student to demonstrate effective use and integration of various technologies into instruction in the classroom. It explores computer hardware and software; computer configurations, operation and maintenance (DOS/Windows and Macintosh platforms); various system and application software packages (Windows and Mac platform), digital imaging, development and use of multimedia in the classroom; communication, networks (LAN & WAN) and the Internet; media streaming; development of instructional web pages; legal, ethical and social issues; technology integration strategies; etc.
|
| |
-
EDU 4352 - Principles of Teaching Mathematics Credits: 3 hrs
This course is designed for students preparing to teach secondary school mathematics. Innovative techniques used in the teaching of mathematics will be discussed and developed. Prerequisite(s): Admission to Teacher Education Program. Grade: C or better.
|
| |
-
EDU 4353 - Principles and Methods of Teaching English I Credits: 3 hrs
This course is designed to provide the prospective teacher of English in the senior high and middle school with the needed competencies to select, organize, and effectively use materials for strengthening the communication skills of students. Special attention will be given to the examination of textbooks and to the evaluation of instruction within the area. Credit will not be allowed for work of less than C quality. Prerequisite(s): An average of C or better in English courses and admission to the Teacher Education Program.
|
| |
-
EDU 4354 - Principles and Methods of Teaching Social Studies Credits: 3 hrs
This course involves the prospective secondary and middle grades social studies teacher in classroom and field work designed to produce competent teachers who can select worthwhile materials from various sources and organize individualized, small-group and large-group lesson plans and teaching units so secondary pupils may acquire the social concepts, skills, and values necessary for adult life. Prerequisite(s): Admission to the Teacher Education Program, completion of application for student teaching and completion of RED 4364 and PSY 3336. Grade: C or better.
|
| |
-
EDU 4355 - Principles and Methods of Teaching Science Credits: 3 hrs
This course combines methods of teaching with a survey of subject matter in the areas of science. Emphasis will be placed upon principles, techniques, and procedures that will form an articulate bridge between the learner and the competencies to be developed and the attitudes and appreciations to be gained. The problems and challenges in methodology will be treated objectively. Methods and their adaptations to scientific situations will be presented, discussed, and demonstrated. Effective methods that have been handed down through the ages, as well as current practices, will be noted. Prerequisite(s): Admission to Teacher Education Program. Grade: C or better.
|
| |
-
EDU 4356 - Principles and Methods of Teaching Foreign Languages in the Secondary School Credits: 3 hrs
This course is designed to examine the principles of teaching modern foreign languages. All current methodological and pedagogical theories and applications will be examined. Emphasis will be placed on innovative techniques used in the teaching of Spanish at the junior and senior high levels. Special attention will be given to the development of competencies needed to select, organize, and effectively use materials for enhancing the fundamental language skills of students. Lesson planning, micro-teaching, the examination of textbooks, professional organizations and the evaluation of instruction within the discipline will be introduced. Attention will also be paid to the role of proficiency testing. Prerequisite(s): An average of 25 or better in foreign language courses and admission to the Teacher Education Program.
|
| |
-
EDU 4357 - Principles and Methods of Teaching Foreign Languages in the Elementary Schools Credits: 3 hrs
This course is designed to examine the principles of teaching modern foreign languages. All current methodological and pedagogical theories and applications will be examined. Emphasis will be placed on innovative techniques used in the teaching of Spanish at the elementary school level. Special attention will be given to the development of competencies needed to select, organize, and effectively use materials for enhancing the fundamental language skills of students. Lesson planning, micro-teaching, the examination of textbooks, professional organizations, and the evaluation of instruction within the discipline will be introduced. Attention will also be paid to the role of proficiency testing. Prerequisite(s): An average of 25 or better in foreign language courses and admission to the Teacher Education Program.
|
| |
-
EDU 4981 - Observation, Student Teaching, and Practicum Credits: 9 hrs
This course deals with the application of theory to teaching situations in the school. Proficiency in handling typical classroom situations is developed. This course is required for all teacher education majors. Prerequisite(s): Admission to Teacher Education Program Approval by the Teacher Education Committee and the major department.
|
| |
-
EDU 4991 - Cooperative Education Field Experience: Alternating Plan Credits: 9 hrs
This course offers students an opportunity to prepare for their chosen careers by combining academic theory and actual work experience. The work experience is to be full-time paid work for approximately 15 weeks. The Cooperative Education staff, the employer, the student, and the student’s major department must agree on the employment terms and the learning experience to be gained. The academic grade (either Pass-Fail, or A, B, C, D, F) is the responsibility of the student’s major department, with due consideration given to the employer’s evaluation of the student. The student may enroll in this course in two non-consecutive semesters for a total of 12 credit hours. These hours or any part thereof can count toward the student’s degree, or may be additive, at the discretion of the student’s major department. Prerequisite(s): Approval of the student’s major department and the staff of Cooperative Education.
|
| |
|
Print this Page