EDUCATION (EDUC)

2301 American Sign Language and Deaf Culture I

Acquisition of the language of signs. The student will develop an appreciation and knowledge of the culture that has developed and uses this type of communication. (Fall)

2302 American Sign Language and Deaf Culture II

Continuation of EDUC 2301, which is the prerequisite. (Spring)

2305 Foundations of Education

This course assists students in assessing their interest in becoming a teacher, acquaints them with responsibilities of teaching, explores options in teaching positions, and introduces the Teacher Education Program at UIW. An examination of the historical, philosophical, theoretical, legal, cultural, and ethical bases of current United States educational systems will be included. This course will also be infused with three Catholic Social Teaching themes: the dignity of the human person, community and the common good, and rights and responsibilities. This course is recommended for interdisciplinary studies majors and education minors in the freshman or sophomore year and is required for application to the Teacher Certification Program. (Fall, Spring)

2361 Families, Schools, and Communities

The interactive role of family, school, and community in the process of education is the focus of this course. Topics include: establishing and maintaining strong school-home relationships, working with parents and primary caregivers to address young children's developmental needs, and parent-teacher relationships with the school. This course is recommended for elementary pre-service teachers in the sophomore year and is a required course in the certification sequence. (Fall, Spring)

2380 Introduction to Intercultural Communication

This course provides an introduction to the field of intercultural communication, enhances the development of intercultural competence (in the participants and indirectly in their students), and explores implications and applications for the teaching and learning of ESL. The course examines theoretical perspectives of language, culture, and worldview; communicative competence, intercultural contact; issues of diversity and commonalities among human beings; implications and applications for the classroom situation and oneself as a language teacher. (As needed)

3300 The Survey of Children in Diverse and Inclusive Settings

This course will introduce the student to laws concerning the rights and responsibilities involved in teaching children with special needs; to the characteristics of various categories of special needs; to specific strategies for adapting the physical and social environment to best meet the needs of each child; to curricular and instructional modifications appropriate for each child; to methods of communicating with families and assisting families in identifying community support services. (Spring)

3305: Law for Early Childhood Administrators

An in-depth examination of current legal bases and practices for organizing and conducting a human service organization, such as a private school, child care center, Head Start Agency, resource and referral organization or family support agency. This course emphasizes court cases, legal liability, legal issues involved in insurance, legal and ethical issues, child abuse, due process, and the rights of children. (As needed)

3310: Finance for Early Childhood Program Administrators

The analysis and application of principles of finance and organization of business management of human service organizations including program budgets, how the budget affects policy, the elements of a quality in a program for children, the design of salary schedules and reward systems, cost analysis, financial tools to monitor and control expenditures, concepts of total quality management and marketing and sources of funds for early childhood programs. (As needed)

3315 Leadership/Human Side of Management

This course provides the learner the knowledge and skills necessary to manage a human service organization such as a child care center, Head Start, private school, resource and referral organization or family support agency in diverse settings. (As needed)

3316 Foundations of Language and Literacy

This course focuses on models and processes of reading, word recognition processes, vocabulary development, various comprehension strategies, and study skills This is the introductory course in reading and is a prerequisite to all other reading courses. This course is required for all interdisciplinary studies majors, for all students seeking a reading minor, and for English majors seeking certification. It may not be repeated for credit. (Fall, Spring)

3317 Languages and Literacy Assessment

This course develops informal, individual, and group assessment procedures including activities and strategies for reading success. Prerequisite: EDUC 3316. (Fall, Spring)

3320: Facilities Operations

Survey of models, policies, and procedures for the effective development, planning, use, and management of early childhood facilities. This course will emphasize federal, state, and local regulatory standards for early childhood program facilities and operations. (As needed)

3340 Technology in Education

This course includes the introduction of preservice teachers to basic software applications used in K-12 classrooms, technology resources, and methods of integration with current curriculum. Strategies for effective implementation in the one computer classroom and in a lab setting will be demonstrated. The use of the computer as a teacher tool will also be addressed. This course should be taken in conjunction with EDUC 4605: Student Apprenticeship. Prerequisite: Acceptance to the Student Apprenticeship Program. (Fall, Spring)

3350 Emergent Literacy

This course examines literacy learning from an emergent perspective, acknowledging the child's previous literacy experiences as a foundation for further literacy development in the classroom. Prerequisites: EDUC 3316. (Fall, Spring)

3351 Reading, Writing, and Study Skills in the Content Areas

Application of current theory and practice in the areas of reading, writing, and study skills in content areas of both elementary and secondary schools. Vocabulary development, text structure, comprehension strategies, and interactive instructional methods are included. This course is required for all interdisciplinary majors, for all students seeking a reading minor, and for English majors seeking certification. Prerequisites: EDUC 3316 (Fall, Spring)

3352 Practicum in Reading

Guidance in applying theory and methodology. Work on specific lesson plans for teaching word recognition, comprehension with emphasis on interpretive skills, and critical and creative responding. Lessons designed by class members are taught with feedback in the practicum. Prerequisites: EDUC 3316 and 3317 (Individually arranged)

3360 Early Childhood/Kindergarten Curriculum

Developmentally appropriate practices in early childhood curriculum (ages 3-8) and integrating the language arts, mathematics, science, health, fine arts, and social studies. The role of the teacher and the learning environment will also be discussed. (As needed)

3364 History and Philosophy of Early Childhood Education

Students in this course will experience a study of the pertinent learning theories of early childhood: Piaget, Vygotsky, Montessori, the Reggio Emilia Approach, Multiple Intelligences, etc. The concept of developmentally appropriate practice will be studied. This course is recommended for students in the senior year. (Spring)

3370 Teaching Diverse Populations

Examination of divergent communities and education through cultural categories. This course will utilize current research and innovative strategies to address the needs of students from diverse populations. Supervised and directed participation in an EC-4 school setting will be a major component. This course is recommended for students in the senior year. Prerequisites: Admission to the Teacher Certification Program and EDUC 3375 (Spring)

3373 Learning Theories

Introduces the various theories of Human learning: behaviorist, cognitive, social, and constructivist. This course will emphasize cognitive processes but not ignore other means in which we process information, especially that which is relative to diverse and culturally distinct populations. The field of learning is ever dynamic and changing and will influence course content. Supervised and directed participation in an EC-4 school setting will be a major component. This course is recommended for students in the senior year. Prerequisites: Admission to the Teacher Certification Program. (Fall)

3375 Teaching the Young Child I

Developmentally appropriate curriculum practices in elementary education (EC-4th Grade), classroom teaching skills, management and guidance techniques; models of teaching, the lesson planning process, and instructional planning for both small and large groups. Supervised and directed participation in an EC-4 school setting will be a major component. Prerequisites: Admission to the Teacher Certification Program. (Fall)

3377 Teaching the Young Child II

An examination of the total elementary (EC-4th Grade) classroom, best practice and the variety of approaches for implementing best practice including providing choices and integrating the curriculum. Supervised and directed participation in an EC-4 school setting will be a major component. Prerequisites: Admission to the Teacher Certification Program and EDUC 3375 (Spring)

3379 Instruction and Assessment

Provides opportunities for the analysis, interpretation and application of a variety of assessment procedures. Emphasis on the interrelationship of curriculum, instruction, and assessment in classroom situations. Supervised and directed participation in an EC-4 school setting will be a major component. Prerequisites: Admission to Teacher Education (Fall)

3380 Pedagogy for the Secondary and Middle School

This course is a professional development course leading to Texas secondary certification (grades 8-12) or all level certification (early childhood-grade 12). This course, designed for prospective teachers, encompasses various categories of knowledge related to professional skills, values, and decision-making. Observation hours in secondary school settings will be a major component. Prerequisites: Admission to Teacher Certification Program. (Fall)

3383 Integrative Pedagogy for the Secondary and Middle School

This course is a professional development course leading to Texas secondary certification (grades 8-12) or all level certification (early childhood-grade 12). This course, designed for prospective teachers, will include curricular unit development and management, technology integration, teaming, and thematic unit development, managing middle and secondary school extracurricular activities and maintaining effective faculty and administrative relationships, community involvement and professional responsibilities. Observation hours in secondary school settings will be a major component. Prerequisites: Admission to the Teacher Certification Program and EDUC 3380 (Spring)

4305 Student Apprenticeship/Internship Seminar

This course is required for Texas teacher certification and is taken during the final semester of study.. This course is designed to examine the experiences faced in the student apprenticeship/internship. Examination, analysis, and practice of the Texas Examination of Educator Standards (TExES). This course must be taken in conjunction with EDUC 4605: Student Apprenticeship. Prerequisite: Acceptance to the Student Apprenticeship Program. (Fall, Spring)

4321 Special Classroom and Behavior Management

Major approaches to behavior management and to meeting the needs of students with emotional, social, and behavior problems in a variety of settings; special attention to establishing supportive relationships with significant individuals in the learner's various environments and communities. 15 hours of practicum required. (As needed)

4323 Testing for Teaching

Curriculum based assessment. Alternatives for assessing status in academic subjects and adaptive functioning and intervention strategies for remediation of academic and adaptive functioning. Norm. Referenced and informal testing. (As needed)

4324 Seminar in Specific Learning Problems

Study of individuals identified as learning disabled, history of the field, various intervention approaches and service delivery models. 15 hours of practicum experience required. (As needed)

4325 Vocational Training and Independent Living

Alternatives for post-secondary vocational and living arrangements are researched. Particular attention is given to development of Individual Transition Plans and the cooperative arrangements between schools and other agencies. Thirty-hour practicum in a rehabilitation setting is required. (As needed)

4326 Vocational Assessment and Rehabilitation

Research into the available assessment instruments for determining vocational intervention and programming. Special consideration to the application of the assessment data in intervention. (As needed)

4310 Literacy Across the Curriculum

This course presents a transactional view of reading and addresses methods content area teachers can use to enhance the reading abilities of their students. It emphasizes the important role content area teachers play in helping students become active readers who link the words on a page with their growing knowledge of a subject. (As needed)

4345 Creative Play and Play Environments

This course is an introduction to the study of the role of play and creative expression through the visual arts, music, creative drama and other play activities. Theoretical frameworks of play, the characteristics of play, the importance of play, the stages of social and cognitive play, types of playgrounds, outdoor environments for children of different ages and with diverse needs, play materials, and learner centered play will be studied. This course is part of the early childhood sequence for pre-service teachers. It cannot be repeated for credit. This course is required for all interdisciplinary studies majors and all-level education minors. Fee. (Fall for IDS majors seeking certification, Spring for all-level education minors and non-certification IDS majors)

4371 Survey of Exceptionalities

The types and characteristics of potentially handicapping conditions including causative factors, models of service delivery, investigation of all federal and state laws and regulations affecting special education. (As needed)

4372 Cognitive Structures and Language Development

A survey of major cognitive and behaviorist theories of learning, Particular emphasis on applications to the language, cognitive and social development of children and youth with disabilities and to the development of a second language. This course cannot be repeated for credit. (Spring)

4373 Methods and Materials for Teaching Learners with Disabilities

Models and approaches to meeting the needs of students with handicaps in a variety of instructional settings; specific instructional methods and techniques; locating, evaluating, selecting and/or creating/adapting instructional materials and technology. 15 hours of practicum required. (As needed)

4380 TESOL Practicum

This course provides guidance in applying theory and methodology as well as observation in order to gain insights to the needs of second language learners and to develop strategies to facilitate their learning. This will be accomplished through fieldwork, regular class meetings, and journals. Prerequisites: ENGL 2383 and 4360. (As needed)

4605 Student Apprenticeship/Internship

This course is required for Texas teacher certification and is taken during the final semester of study. It requires a full time commitment by the prospective teacher during the normal school day (7:30 AM-4:00 PM) and takes place ON SITE in a school assigned by the Field Placement Coordinator and the Director of Teacher Education. Because of the scheduling differences between Texas school calendars and the UIW calendar, students will be required to begin/end this course at times not coinciding with the UIW schedule. Students must attend teacher in-service meetings, faculty meetings, as well as all other required meetings and/or extracurricular events required by the mentor teacher or the school administration. This course must be taken in conjunction with EDUC 4305: Student Apprenticeship Seminar. Prerequisite: Acceptance to the Student Apprenticeship Program. Fee. (Fall, Spring)

EDUCATION (EDUC)