Education

EDU130. Introduction to Education. (W) 3 hours. F. SP.

A study of existing educational practices, the knowledge base of the program of teacher education, lesson planning using TaskStream, and the foundations of American public education. This course includes a 7-hour field experience. This course includes a significant writing component.

EDU250. Professional Reflective Seminar I. 2 hours. F. SP.

This course is an in-depth study of designing, applying, and evaluating instruction, lesson planning, and lesson presentations to produce effective educators. Emphasis will also be placed on the overall structure, specific terminology, and samples of the edTPA portfolio system. Prerequisite: EDU 130 Introduction to Education.

EDU310. Literacy I:Emergent Lit Meth Across Cont. 3 hours. F. SP.

This is the first course in the sequence of literacy courses. This course will begin to build a knowledge base in regards to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisites: Admission to Teacher Education and successful completion of EDU 250 Professional Reflective Seminar I - Lesson Planning and edTPA or instructor approval to take concurrently.

EDU311. Literacy II: Literature and Literacy. (W) 3 hours. F. SP.

This is the second course in the sequence of literacy courses. This course is an in-depth study of children's literature focused on the needs of elementary school students. Students will be expected to explain theoretical and research-based literacy instructional practices; review a variety of literacy assessments; observe characteristics of a literacy rich environment; and demonstrate positive dispositions in professional behavior, learning, and leadership. As part of this course, students will complete a clinical experience in which they will identify effective teaching strategies, intervention, and materials. This course includes a significant writing component. Prerequisites: Admission to Teacher Education and EDU 310 Literacy I: Emergent Literacy Methods Across Content Areas.

EDU316. Children's Literature Competency. (W) 1 hour. SU.

A study of children's literature with attention to the interests and needs of kindergarten and elementary school students. This course includes a writing component.

EDU320. Technology in the Classroom. 3 hours. F. SP.

A study of methods designed to prepare pre-service teachers to effectively use technology as a learning tool in PreK-12 classrooms. The course emphasis is on technology integration, while attention is given to helping pre-service teachers obtain ISTE Standards for Teachers related skills that will benefit them in their future classrooms. Prerequisite: Admission to Teacher Education.

EDU327. Tests and Measurement. 3 hours. F. SP. SU.

A consideration of the various types of tests used to evaluate student progress and the analysis of test data using statistical techniques. Development of tests and interpretation of test data are included. Attention is given to the use of tests and data in the guidance processes. Prerequisite: Admission to Teacher Education.

EDU330. Teach Math:Methods/Stratgies/Techniques. 3 hours. SP.

A study of methods, strategies, and techniques designed to prepare pre-service teachers to develop a variety of mathematical teaching skills to support student learning. Particular attention will be given to the principles and standards of the National Council of Teachers of Mathematics (NCTM), as well as the Tennessee Academic Standards. Pre-service teachers will explore a variety of research-based strategies for teaching mathematics in alignment with those NCTM and Tennessee Academic Standards. Prerequisite: Admission to Teacher Education.

EDU350. Professional Reflective Sem II. 1 hour. F. SP.

This course is an in-depth study of applying and evaluating instruction through lesson planning and assessment to produce effective educators. Emphasis will also be placed on refining writing tasks, videoing, and submission structure of the edTPA portfolio system. Prerequisite: Must be taken the semester before student teaching concurrently with EDU 428 Classroom Management and EDU 415 Literacy IV: Teaching Methods Across Content Areas or EDU 431A Educational Methods, Strategies, and Techniques, Secondary English; or EDU 431B Educational Methods, Strategies, and Techniques, Secondary Mathematics; or EDU 431C Educational Methods, Strategies, and Techniques, Secondary Social Studies; or EDU 431D Educational Methods, Strategies, and Techniques, Secondary Science; or EDU 431E Educational Methods, Strategies, and Techniques, K-12 Content Areas.

EDU415. Literacy IV:Teaching Meth Across Content. 3 hours. F. SP.

This is the fourth course in the sequency of literacy courses. This course is the culminating course in which students will apply the substantial literacy instruction knowledge base previously developed. Students will be expected to implement their knowledge of theoretical and research-based literacy instructional practices; select, develop, administer, and interpret a variety of literacy assessments; engage students in a literacy rich environment; and reflect on personal professional behavior, learning and leadership. In a clinical setting, they will identify, integrate, and analyze effective teaching strategies, intervention, and materials. Prerequisite: RDG 312 Literacy III: Teaching Literacy. Co-requisites: EDU 350 Professional Reflection Seminar II and EDU 428 Classroom Management. Must be taken the semester before student teaching.

EDU428. Classroom Management. 2 hours. F. SP.

A study of various classroom management principles. Must be taken the semester before student teaching. Prerequisite: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 415 Literacy IV: Teaching Methods Across Content Areas or EDU 431A Educational Methods, Strategies, and Techniques, Secondary English; or EDU 431B Educational Methods, Strategies, and Techniques, Secondary Mathematics; or EDU 431C Educational Methods, Strategies, and Techniques, Secondary Social Studies; or EDU 431D Educational Methods, Strategies, and Techniques, Secondary Science; or EDU 431E Educational Methods, Strategies, and Techniques, K-12 Content Areas.

EDU431A. Teaching Methods & Literacy: Sec English. 3 hours. F. SP.

A study of research, methods, instructional design, materials, and media for use in content area 6-12 classroom instruction. Specific focus will be given to content-specific methods and strategies for English-content classrooms. Must be taken the semester before student teaching. Prerequisite: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 428 Classroom Management.

EDU431B. Teaching Methods & Literacy: Sec Math. 3 hours. F. SP.

A study of research, methods, instructional design, materials, and media for use in content area 6-12 classroom instruction. Specific focus will be given to content-specific methods and strategies for mathematics-content classrooms. Must be taken the semester before student teaching. Prerequisite: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 428 Classroom Management.

EDU431C. Teach Methods & Literacy: Sec SS. 3 hours. F. SP.

A study of research, methods, instructional design, materials, and media for use in content area 6-12 classroom instruction. Specific focus will be given to content-specific methods and strategies for social studies-content classrooms. Must be taken the semester before student teaching. Prerequisite: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 428 Classroom Management.

EDU431D. Teaching Method & Literacy: Sec Sciences. 3 hours. F. SP.

A study of research, methods, instructional design, materials, and media for use in content area 6-12 classroom instruction. Specific focus will be given to content-specific methods and strategies for science-content classrooms. Must be taken the semester before student teaching. Prerequisite: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 428 Classroom Management.

EDU431E. Teach Method & Literacy K12 Content Area. 3 hours. F. SP.

A study of research, methods, instructional design, materials, and media for use in non-core content area 6-12/K-12 classroom instruction. Specific focus will be given to content-specific methods and strategies for content taught in non-core 6-12/K-12 licensed educators. Must be taken the semester before student teaching. Prerequisite: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I. Corequisites: EDU 350 Professional Reflection Seminar II and EDU 428 Classroom Management.

EDU444. Student Teaching PreK-3. 12 hours. F. SP.

Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements which may be of unequal periods of duration. One placement will be the PreK-K level and the other will be in a lower elementary level (grades 1-3). Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.

EDU445. Student Teaching Elementary. 12 hours. F. SP.

Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements which may be of unequal periods of duration. One placement will be in the lower level elementary school and the other will be in an upper-level elementary school. Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.

EDU446A. Student Teaching Mid Grades (6-8). 12 hours.

Classroom teaching experience under the supervision of an approved teacher. The student teaching experience will consist of two placements which may be of unequal periods of duration. Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.

EDU446B. Student Teach Middle Grades (Math 6-10). 12 hours.

Classroom teaching experience under the supervision of an approved teacher. The student teaching experience will consist of two placements which may be of unequal periods of duration. One placement will be at the junior high school grade level (grades 6-8), and the other will be in the early secondary level (grades 9-10). Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.

EDU447. Student Teaching Secondary. 12 hours. F. SP.

Classroom teaching experience under supervision of an approved teacher. The student teaching experience will consist of two placements which may be of unequal periods of duration. One placement will be at the junior high school grade level (grades 6-8), and the other will be at the high school grade level (grades 9-12). Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.

EDU448. Student Teaching K-12. 12 hours. F. SP.

Classroom teaching experience under the supervision of an approved teacher. The student teaching experience will consist of two placements which may be of unequal periods of duration. One placement will be at the elementary level (grades K-6) and the other will be at the secondary level (grades 6-12). Prerequisite: Approval for student teaching. Initial start date for the student teaching semester follows school district calendars.

EDU450. Professional Reflective Seminar III. 1 hour. F. SP.

This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout this seminar also with the final submission as well as guest speakers to promote personal and professional growth. Corequisite: Must be taken the semester with student teaching.

RDG312. Literacy III:Teaching Literacy. 3 hours. F. SP.

This is the third course in the sequence of literacy courses. This course will continue to build the knowledge base and will provide more opportunities to apply learning in a clinical setting. Students will be expected to apply their knowledge of theoretical and research-based literacy instructional practices; select, develop, administer, and interpret a variety of literacy assessments; engaging students in a literacy rich environment; and demonstrate positive dispositions in professional behavior, learning, and leadership. In a clinical setting, they will apply effective teaching strategies, intervention, and materials. Prerequisite: Only for Elementary Education (K-5) majors - EDU 311 Literacy II: Literature and Literacy.

RDG321. Teaching Secondary School Literacy. 3 hours. F.

A general study of strategies used in building and reinforcing reading skills in respective content areas of secondary grades. Students will be expected to apply their knowledge of theoretical and research-based literacy instructional practices, engage students in a literacy-rich environment, and demonstrate positive dispositions in professional behavior, learning, and leadership. In a clinical setting, they will apply effective teaching strategies, intervention, and materials. Prerequisites: Admission to Teacher Education and successful completion of EDU 250 Professional Reflection Seminar I.

SPE240. Special Education Foundations. (W) 3 hours. F. SP.

An introductory course concerning the education of gifted children and children with disabilities. Requires clinical observations. May be taken prior to admission to teacher education. This course includes a significant writing component. Prerequisite/Corequisite: EDU 130 Introduction to Education.

SPE347. Practical Application Special Education. 3 hours. SP.

This course focuses on learners with mild to moderate disabilities in K-8 inclusive type settings. Special topics of focus include issues in assessment and identification, instruction and placement (IEP), learners with intellectual and developmental disabilities, learning disabilities, etc. In addition, this course is designed for the K-8 interventionist licensure pathway. Same SPE546

SPE351. Literacy Interventions. 3 hours. SP.

This course provides an overview of literacy, including diverse cultural and diverse backgrounds, the science of reading, and typical and atypical language development. Evidence-based strategies and interventions for students with language delays, developmental disabilities, and learning disabilities (i.e., dyslexia) will be emphasized. Same as SPE 551.

SPE362. Characteristics Needs Exceptional Child. 3 hours. F.

This course is a study of etiology, characteristics, and educational needs of individuals with high incidence disabilities (i.e., learning disabilities, intellectual disabilities, behavior disorders) and low incidence disabilities (i.e., hearing impaired). Discussions and practical applications of educational methods, strategies, and techniques will also be incorporated. Same as SPE 562.

SPE425. Student Teaching Special Education. 12 hours. F. SP.

Classroom teaching experience with exceptional children, including mental, physical, behavioral, and learning disabilities. The student teaching experience will consist of placement in at least two different levels (i.e., elementary, middle, high school) and in a variety of formats (i.e., resource room, self-contained classroom, regular classroom, teacher collaboration, consultation). Students will do their student teaching in the modified area (mild disabilities) or in the comprehensive area (moderate and severe disabilities) or in a combination of the two. Prerequisite: Approval for student teaching. Note: Initial start date for the student teaching semester follows school district calendars.

SPE441. Differentiated Instruction/Intervention. 3 hours. SP.

This course is designed to help equip special education and general education teachers with the skills, strategies, and dispositions to teach all children. An emphasis on children with disabilities, children from diverse cultural backgrounds, and English Language Learners within the context of the regular classroom will be the focus. Same as SPE541

SPE444. Manage Behavior Students w/Special Needs. 3 hours. F.

This course is designed to acquaint students with the origin of inappropriate behavior on the part of children with special needs. An emphasis is placed on understanding the social and emotional aspects of behavior and how behavior impacts academic achievement. Students will also gain an understanding of evidence-based strategies, tiered behavioral supports, effective techniques and approaches to deal with inappropriate behavior in the classroom and increase desirable behaviors in the classroom. Attention will also be given to understanding of how trauma impacts student behavior, at-risk behaviors in children and how those behaviors impact learning. Same as SPE 544.

SPE447. Assessment in Special Education. 3 hours. F.

This course focuses on appropriate assessment instruments and procedures for students with disabilities or suspected of having disabilities. Provides training in the administration and interpretation of psycho-educational tests. Attention will be given to use of appropriate assessments to drive specialized instruction, data-driven behavioral supports, and the use of tiered behavioral supports. Requires practicum experience. Same as SPE 547.

SPE448. Consultation School/Family & Community. 3 hours. SP.

Focuses on the development of skills in communicating and collaborating with parents, general education teachers, school administrators, support service personnel in the school, and with other service agencies in the community. Includes topics such as: special education resources, laws and regulations, professional ethics, licensure requirements, and professional organizations, and successful strategies for parent interaction. Same as SPE 548.

SPE449. Transitional and Vocational Education. 3 hours. F.

This course is designed to provide students with knowledge, strategies, and recourses necessary to prepare adolescents and young adults with disabilities for the transition from school to future careers, continuing education, and independent living. Students will develop knowledge and skills about the context within which adolescence occurs, transition assessment/planning strategies, transition-related content/instruction strategies (including student-focused skill development strategies), and strategies for interacting and collaborating with families and community-based agencies in the transition process. Same as SPE 549.

SPE483. Teaching Students w/ Moderate/Severe Dis. 3 hours. SP.

This course focuses on educating students with severe and multiple disabilities including physical disabilities, multiple disabilities, sensory disabilities, and other special health care needs. Emphasis will be placed on building trauma-informed classrooms, designing collaborative educational services, partnering with parents and families, designing and adapting the curriculum, educating students with physical disabilities and multiple disabilities, sensory disabilities, and other special health care needs. This course requires clinical observation and practicum experience of a classroom that serves students with severe and multiple disabilities. This course is designed for the K-12 comprehensive licensure pathway. This course also requires the student to obtain First Aid/CPR Certification. Same as SPE 583.