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ED 110 INTRODUCTION TO TEACHING (3)
Required of all students seeking elementary or secondary teacher licensure. This course is designed to provide entry-level experiences into the work of the schools, the role of the teacher, and the school environment. Students will study the teaching profession itself and its influences, including political and legal aspects, as well as historical and sociological factors. Students will examine how these factors have shaped, and continue to shape, American education. Students will also study national and state curriculum development in grades K-12 and study curriculum implementation in real classroom settings. Field experience will consist of 20 hours in local public schools. An observational/reflection journal will be documented and maintained by the student. (Fall, Spring)
ED 140 CHILD, FAMILY, AND COMMUNITY STUDIES (2)
The class assists the student in understanding the community relationship to the school. Nurturing parent and family relationships is essential to the classroom teacher. Methods and procedures for organizing and providing public school relations will be emphasized. 10 hours of community field studies. Prerequisite: ED 110, PY 101. (Fall, Spring)
ED 201 EDUCATIONAL PSYCHOLOGY (3)
Human behavior in educational situations presented through various approaches to teaching. Empirical evidence of the development of learning and motivation will be studied, as will the implications of theory and research on educational practice. Emphasis will be placed upon the use of statistics in both descriptive and inferential applications. Prerequisite: ED 110 and PY 101. (Fall, Spring)
ED 230 INSTRUCTIONAL TECHNOLOGY (1)
Instructional Technology introduces prospective teachers to various computer hardware and software that may be used in the classroom to augment resources, enhance learning, and better meet the individual needs of students. Prerequisites: In order to register for this course, the student must have completed the following courses: ED 110 and CS 218. (Fall, Spring)
ED 320 SURVEY OF EXCEPTIONAL CHILDREN (2)
Includes the study of the developmentally-delayed, behaviorally-disordered, communication-disordered, learning-disabled, physically-handicapped and health-impaired, visually-handicapped, and gifted as these affect the teacher in the classroom setting. Prerequisite: ED 201, **. (Fall, Spring)
ED 340 TEACHING READING IN GRADES K-6 (2)
Methods and materials for teaching reading. Field experience, including work with computer technology, is required. Ten (10) hours of field experience are required. Prerequisite: ** and have completed or be enrolled in E/LS 312. (Fall, Spring)
ED 350 LANGUAGE AND LITERACY DEVELOPMENT (3)
The language development of children is the main focus of this course. How children progress through language acquisition and relate it to reading and writing approaches are discussed. Methods of teaching beginning phonics and reading will be presented utilizing a balanced literacy approach. 15 field experience hours in a public school required. Prerequisite: ED 201 **(Fall, Spring)
ED 355 READING IN THE CONTENT AREA (3)
Provides the prospective teacher in grades 7-12 with the basic principles of reading, including diagnosis and remediation, as well as methods for assisting secondary students in better understanding of reading assignments in the content area. Ten (10) hours of field experience are required. Prerequisite: **. (Spring)
M355 MATH FOR ELEMENTARY SCHOOL TEACHERS (3)
This course is a mathematics course, and so the primary goal of this course is to improve, broaden, and deepen student facility with, appreciation for, and understanding of mathematics. The content of the course has been chosen specifically to be of most benefit to those who aspire to be K-6 teachers. Students in the course may be tacitly familiar with many of the topics in the courses, but will be challenged throughout to move their knowledge of these areas toward a pedagogical level—one in which you understand how the mathematical ideas are shattered within school mathematics and within the discipline. This course is NOT a course on “methods for teaching elementary school mathematics,” or on “learning only the mathematics elementary students must know.” However, the student focus, the variety of instructional techniques, and the use of manipulatives will help the student build a solid pedagogical framework for your future mathematics teaching. (fall) Prerequisites: M131, and M132 or equivalent.
ED 370 TEACHING MATHEMATICS AND SCIENCES IN GRADES K-6 (3)
Teaching Mathematics and Sciences in Grades K-6 includes "Methods and materials for teaching mathematics and science." The emphasis is on developing children's problem-solving strategies, skills, and abilities, and on promoting active science and mathematics investigation. Multiple perspectives and approaches to planning, teaching, and assessing science and mathematics in the elementary classroom are explored and practiced. Field experience, including work with computer technology, is required. Prerequisites: Completion of the ACR math and science requirements. (Fall, Spring)
ED 380 MATH, SCIENCE, AND SOCIAL STUDIES METHODS (3)
Materials and methods for teaching math, science, and social studies in a foundational approach will be utilized. Thematic teaching and planning is stressed. Practical experiences with all three subjects are required. Fifteen (15) field experience hours in a public school required. Prerequisite: ED 201 **
ED 385 METHODS OF TEACHING IN GRADES 7-12 (3)
Assists the student seeking secondary certification on developing a personal understanding of general and specific methods for teaching in a secondary school. This course will include a close study of teaching practices and procedures appropriate for each student's specific content area. ED 385 students will complete 15 field experience hours in a local public secondary school classroom and will teach three lessons to these secondary students. Emphases will include aligning lesson plans with national and state curriculum standards as well as meeting the needs of diverse learners in the secondary classroom. (Fall, Spring)
ED 410 METHODS OF INTEGRATING AND TEACHING LANGUAGE ARTS AND
SOCIAL STUDIES ACROSS THE CURRICULUM IN GRADES K-6 (3)
The purpose of this course is to acquaint the learner with the theory, principles, goals, and methods of integrating the elementary curricula using language arts and social studies as the organizing concepts. The IRA/NCTE and NCSS curricular standards serve as the core. Writing workshop, inquiry as a curricular framework, collaborative learning, the use of technology, and sensitivity to multi-cultural differences are stressed. Strategies for meeting the needs of all learners are included. Prerequisite: ** and have completed E/LS 312, ED 230, and ED 340. 15 Field Experience Hours. (Fall, Spring)
ED 419 CLASSROOM MANAGEMENT (2)
Designed to assist the student in developing a personal management philosophy and style based on a study of various classroom management models. Must be taken during the semester immediately prior to student teaching. (Fall, Spring)
ED 420 MANAGING SAFE AND PRODUCTIVE LEARNING ENVIRONMENTS
Classroom management methods for the primary grades are emphasized. Organization and planning center on safety issues in the classroom, playground, field trips, etc...Emphasis will be placed on organizational tools to manage an environment for primary children. Fifteen (15) field experience hours in a public school required. Prerequisite: ED 320, ED 350**
ED 423 MEASUREMENT AND EVALUATION (3)
This course provides an in-depth study of the major concepts related to measurement and evaluation in the classroom. Knowledge of the uses for descriptive and inferential statistics is essential. (Fall)
ED 425 EARLY CHILDHOOD METHODS AND LITERACY ASSESSMENT (2)
Methodologies for assessing language and reading acquisition during the learning process are examined. Actual testing scenarios in the primary grades will be provided utilizing mini case study methods. Fifteen (15) field experience hours in a public school required. Prerequisite: ED 320, ED 350 ** (Fall, Spring)
ED 430 LITERACY ASSESSMENT (2)
Students will examine methods and instruments for assessing learners and literacy development with an emphasis on those learners who are grappling with literacy. The students will also learn how to link the results of assessment with classroom practice. Fifteen (15) hours of field experience are required. Prerequisite: ED 340, ** and completion of ED 340 or ED 355. (Fall, Spring)
ED 433 METHODS OF TEACHING IN KINDERGARTEN (2)
Theories, methods, materials, and procedures as these apply to the education of kindergarten children. Includes pre-student teaching experiences with kindergarten children. Prerequisite: ** and completion of ED 340. 10 Field Experience Hours. (Fall, Spring)
ED 435 POLICIES/LAW (3)
This course will provide a study of the laws related to general education and IDEA (Individuals with Disabilities Education Act) that govern the operation and conduct of their organizations as they face a highly litigious society. The legal principles that affect the operation, organization, and administration of school systems will be discussed. Future teachers in regular or special education will gain knowledge about legal issues that help them in effectively performing their professional duties within the boundaries of current case law while acting en loco parentis (in lieu of the parent) for students. No field service requirement for this class. (spring, summer) Prerequisites: Students enrolling in ED435 will have completed PY 311 and PY 321 and be admitted in the Teacher Education Program (TEP) and an overall required GPA of 2.5.
ED 440 STUDENT TEACHING PK-3
This course is designed to mentor and develop the teacher to work with young children. The experience is designed around preschool and kindergarten aged students and the teachers develop skills and pedagogical background in this area. Prerequisite: Approval from the Teacher Education Committee. Must be taken concurrently with ED 475 (Student Teaching Seminar).
ED 450 STUDENT TEACHING IN GRADES K-6 (12)
Designed to aid the prospective kindergarten, elementary, or middle school teacher in the development of skills and techniques necessary for guiding children in the learning process through practical experience in actual teaching. Experience will be required in kindergarten and a middle grade. Prerequisite: Approval of the Teacher Education Committee**. Must be taken concurrently with ED 475. (Fall, Spring)
ED 451 PRACTICUM IN SECONDARY EDUCATION (3)
Practicum in Secondary Education provides students seeking secondary certification with extensive field experience (20 hours) in a local secondary public school classroom. Students will learn to plan lessons in alignment with NCTE, NCTM, NSTA, or NCSS standards as well as with Tennessee State Curriculum Guidelines, and they will experience teaching at least three of these lessons to secondary students. ED 451 students will maintain a reflective field experience journal. (Fall, Spring)
ED 455 STUDENT TEACHING IN GRADES 7-12 (12)
Designed to aid the prospective secondary teacher in the development of skills and techniques necessary for guiding secondary students in the learning process through practical experience in actual teaching in his or her major area. Experience will be required in two classroom settings. Prerequisite: Approval of the Teacher Education Committee, **. Must be taken concurrently with ED 475. (Fall, Spring)
ED 460 STUDENT TEACHING IN GRADES K-12 (12)
Designed to aid the prospective teacher in the development of skills and techniques necessary for guiding K-12 students in the learning process through practical experience in actual teaching in his or her major field. Experience will be required in two classroom settings. Attendance is required at a weekly campus seminar. Prerequisite: Approval of the Teacher Education Committee**. Must be taken concurrently with ED 475. (Fall, Spring)
ED 475 STUDENT TEACHING SEMINAR (3)
This capstone seminar is designed to accompany and enhance the student teaching experience. Seminar topics and discussions are directly related to the experience. Seminar topics and discussions are directly related to the experiences that student teachers are having in the elementary and secondary school classroom. The seminar meets once a week on campus. Prerequisite: Approval of the candidate's Teacher Education Committee and admission to the Student Teaching Program. Must be taken concurrently with either ED 450, 455, and 460.
PY 101 INTRODUCTION TO PSYCHOLOGY (3)
A comprehensive survey of the field of psychology, defined as the scientific study of behavior; topics include development, personality, social interaction, abnormal behavior, learning, and motivation. PY 101 is a prerequisite for all PY courses numbered 200 or higher. (Fall, Spring)
PY 231 DEVELOPMENTAL PSYCHOLOGY I (3)
Growth and development in children and adolescents, emphasizing intellectual and emotional development and the socialization processes from birth through the teen years; interpretations of developmental theories of physical and personality changes and needs in these life stages. Prerequisite: PY 101 (Fall)
PY 251 DEVELOPMENTAL PSYCHOLOGY II (3)
Advanced study of developmental processes in the stages of adult life—young, middle, and aging; attention is given to theory and research and to the changing experience of aging, illness, and death in our contemporary society. Prerequisite: PY 101 (Spring)
PY 261 SOCIAL PSYCHOLOGY (3)
An analysis of the behavior and experience of individuals in group settings, examining such topics as leadership, conformity, rumor, mass media, and intergroup/intragroup relations. Prerequisite: PY 101 or SO 101. Also listed as SO 261. (Spring)
PY 310 BEHAVIORAL STATISTICS (3)
The student will blend the previous mathematics experience with the conceptual, applicational and interpretational requirements of statistics in behavioral research. Specifically, the student will learn to describe sample data through summarization of data distributions, to draw inferences from sample data about a related population, and will learn to interpret data based on basic parametric statistical analysis.
PY 311 ABNORMAL PSYCHOLOGY (3)
A study of psychopathology, maladjustment, and abnormal behavior in human beings; their origins in personality development; their characteristic symptoms; and modern methods of treatment. Prerequisite: PY 101 (Spring)
PY 321 THEORIES OF PERSONALITY (3)
A study of the development, organization, and assessment of the normal personality; consideration of the personality theories coming out of the psychoanalytic, behavioristic, and humanistic traditions. Prerequisite: PY 101. (Fall)
PY 331 PHYSIOLOGICAL PSYCHOLOGY (3)
A study of the physical basis of behavior, including the functioning of the nervous system, drug and hormone effects, and sensory processes; principles pertaining to changes in behavior resulting from experience, including reinforcement, punishment, motivation, problem-solving, and social influences; exploring physical and learned origins of abnormal behavior. Prerequisite: PY 101 (Spring)
PY 341 GROUP DYNAMICS (3)
This course is intended to provide the Behavioral Science major generally, and the Psychology major specifically, with some basic understanding of the dynamics involved in all groups. Primarily a course wherein didactic (that is cognitive learning through reading, listening to lectures, discussing with others and thinking) and participative learning provide a shared experience base. Through participative assignments, written evaluations, and shared experiences, students will be able to demonstrate skills and knowledge of group dynamics. Prerequisite: PY 101 (Spring, alternate years)
PY 351 COGNITIVE PSYCHOLOGY
This course is intended to provide a survey of the historical underpinnings and current theories and applications of cognitive psychology. Special attention will be given to topics of perception, attention, memory, and language, as well as to how those processes operate in practical situations (e.g., eyewitness testimony or repressed memories). Neural networks and knowledge structure will also be discussed. Prerequisite: PY 101
PY 355 CONCEPTS OF ORGANIZATIONAL BEHAVIOR (3)
An examination of theory and research dealing with the behaviors of organizations, with emphasis on individual and group behavior. Topics covered include motivation, communication, group dynamics, leadership, stress, personality, perception, attitudes, and organizational development. Also listed as BA 355. Prerequisite: PY 101 (Fall)
PY 411 HISTORY AND SYSTEMS OF PSYCHOLOGY (3)
Opportunities for advanced students and psychology majors to review, evaluate, and integrate key areas of study in the discipline; designed to enable students to identify strong and weak points in their knowledge of psychology and to allow a concentration of individual study in areas of need; includes an overview of the history and current systems of psychology. Prerequisite: PY 101 and 6 s.h. of upper division Psychology (Fall)
PY 412 EXPERIMENTAL PSYCHOLOGY (3)
Detailed study of the application of the scientific method to the study of human behavior; interprets the nature and function of probability statistics and illustrates experiments in perception, motivation, learning, and emotion. Prerequisites: PY 101, M 301 (Fall)
PY 470r RESEARCH AND PRACTICUM IN PSYCHOLOGY (3)
This course gives senior psychology majors an opportunity to undertake independent research with faculty supervision. The student will learn to apply psychological theory and methodology to a real problem of the student’s choice, utilizing skills acquired in previous course work in psychology. Open to senior psychology majors who have completed PY 411, 412. (Spring)
Special Education Courses
SE 325 GIFTED AND TALENTED (3)
Special Education 325 provides program candidates with the knowledge necessary to identify the characteristics of gifted and talented students, offer instructional recommendations to regular education teachers, plan programming and curriculum based on state standards, and understand current legislation related to the development of gifted and talented students. (fall, spring) Ten (10) hours of field experience including proficiency with computer technology is required.
SE 330 NATURE AND CHARACTERISTICS OF INDIVIDUALS WITH MILD/MODERATE DISABILITIES (3)
This course will focus on a historical overview and a look into the current theoretical issues regarding the treatment of learning disabilities and severe behavior disorders. Some of the topics explored include historical perspectives of special education, legal issues, and ethical considerations of labeling individuals, definitions, interventions and current educational models. An overview of the research methods used in treating learning and behavior problems in schools is also offered. Identification of students with mild to moderate disabilities and the descriptions and characteristics of disabilities will be covered. (fall, spring) Ten (10) hours of field experience including proficiency with computer technology is required. Prerequisites: Students enrolling in SE 330 have completed ED 110, ED 201, and PY 231 and PY 251 and maintain a 2.5 GPA.
SE 357 INCLUSIVE CLASSROOM (3)
This course is designed for educators that wish to work with and understand concepts and terms related to educating students concerning inclusion. The course helps teachers learn about the continuum of placement strategies school systems can use in providing special education services to students with disabilities. The course helps future teachers to understand the federal definition of students entitled to special education services, as well as the procedures used to determine whether the students can be educated in the regular classroom. The course also identifies and describes the roles and responsibilities of special and general educators in providing special education services to students placed in the least restrictive environment (LRE). (fall, spring) Ten (10) hours of field experience including proficiency with computer technology is required. Prerequisites: Students enrolling in SE 357 must have completed PY 231 and PY 251 and maintain a 2.5 GPA.
SE 360 BEHAVIOR INTERVENTION/MANAGEMENT (3)
Behavior interventions are an integral part of the preventative strategies designed to support students through a three-tiered system of primary, secondary, and tertiary plans of prevention. Tier I, or the primary prevention, utilizes school-wide procedures as a basic level of behavioral support for all students in all settings in the school. Tier II and III reveal additional support through a secondary prevention or targeted group support plan. This course will center its behavior interventions on the RTI or Response to Intervention plans the state of Tennessee now utilizes in its classrooms. This course will present the practices for supporting students who require the highest most intensive level of individualized support within a school-wide system. This includes a) describing the features of the intensive level of support for individual students b) procedures currently being used to provide comprehensive supports to high need students, and c) strategies for addressing challenges to the implementation of intensive individual supports. (fall, spring) No field service requirement for this class.
SE 390 COLLABORATION/PLANNING (3)
This course is designed for educators that plan and implement academically sensitive educational programs for children and adolescents with disabilities. Opportunities for the comprehensive study of characteristics of such programs, assessment techniques, and strategies essential to meeting the needs of students with learning problems will be provided. The special and unique problems of students with learning problems will be provided. The special and unique problems will be aligned with models, materials, teaching strategies, and transition requirements for students with disabilities. A particular emphasis will be placed on planning strategies across all content areas. (fall, spring) Ten (10) hours of field experience will be required.
SE 401 ADAPTIVE ENVIRONMENT (3)
Special Education 401 is to provide program candidates with the knowledge necessary to utilize applications of technology that support Universal Design for the curriculum for students with disabilities. The goal is for the future teacher to understand all adaptive materials and technologies to support the classroom student. The teacher candidate will meet twice a week with the SE 401 professor and one day a week with a certified American Sign Language instructor. (fall, spring) Ten (10) hours of field experience including proficiency with computer technology is required.
SE 415 SPECIAL EDUCATION METHODS (3)
Special Education 415 will examine teaching methodologies and approaches for making accommodations and modifications for students with mild to moderate learning differences. This class will explore classroom organization and management methods that will enhance student learning. The teacher candidate will understand methods for establishing a positive learning environment while implementing students’ IEPs. There will be a strong emphasis on the mastery of the regular education curriculum, skills development, and planning for transition from school into the work environment. Ten (10) hours of field experience including proficiency with computer technology is required. (fall, spring) Prerequisites: Must be admitted into the Teacher Education Program (TEP) and maintain an overall GPA. of 2.5.
SE 424 ASSESSMENT(3)
This course will provide future teachers with the foundation and understanding of the assessment process. It will prepare teachers to be professionals and leaders in the field of special education. TWC students will focus on the educational assessment methods and procedures used in decision making and program planning for students with exceptional learning needs. TWC students will acquire the aspects of the assessment process that represent commitment, integrity, intellectual acuity, justice and stewardship for special needs students. The TWC student will familiarize themselves with all current reliable, valid, formal, and informal assessment instruments. Ten (10) hours of field experience will be required. (fall, spring) Prerequisites: Students enrolling in SE 424 have completed ED 110, ED 201, ED 330, ED 357, and must be admitted in the Teacher Education Program (TEP) and must maintain an overall GPA of 2.5.