- 102 Introduction to Education (1) F and S.
- This course serves as an introduction to the discipline of education and the teaching profession. As such, it provides the initial framework for subsequent education courses, introducing students to pedagogy and its empirical basis, to issues of curriculum and standards, and to the organization of schools in the United States and beyond. The course affords students the opportunity to relate theory to practice as a companion field experience is a required component of the course. This course must be satisfactorily completed as a condition of program admission. Prerequisite: completion of one semester of college study.
- 202 The Learner in the Educational Context: Development and Diversity (3) F and S.
- This course will help students develop insight into the development of the mind, identity, and perspective of all learners, including multiple domains of diversity and many alternate ways of being, doing, and seeing, including what is typically labeled as “exceptionality.” Students will explore and analyze psychological, physical, social, culture and moral/spiritual facets of development as well as their interplay with the social environment of the learner and their impacts in the classroom. Through lectures, readings, class assignments, a service-learning experience, and a case study, the class will examine psychological, educational, biological, and socio-cultural theory through the lens of a reformed Christian perspective. There is a fifteen hour outside of class field placement required as part of this course. This course must be satisfactorily completed as a condition of program admission. Prerequisite: completion of education 102.
- 236 The Young Child in an Educational Setting (3). F.
- A review and critique of the basic theories of child development. Observation and intensive analysis of the development of a particular child in a preschool setting as related to the major theories and to the appropriate facilitation of development.
Students seeking certification must be admitted to the teacher education program and be in good academic standing before beginning any 300-level course in the department.
- 302 Curriculum and Instruction for Diverse Learners (4) F and S.
- This course will help students develop an increased understanding of the complex issues surrounding learning theory and its impact on instruction in diverse educational contexts. Students will explore how an understanding of the learner, the curriculum, and the context shape instructional practice. They will learn how to engage in a pedagogical cycle that includes planning, implementation, evaluation, and reflection with a focus on meeting the needs of all learners. Students will also explore ways in which new teachers can develop and maintain a transformative vision. All of these areas will be examined through the lens of a reformed Christian perspective. An extensive practicum will assist students in linking theory and practice in a classroom setting. Prerequisites: education 102, 202, admission to the teacher education program. (See the Teacher Education Guidebook for admission requirements.) Must be taken concurrently with education 303.
- 303 Curriculum and Instruction: Practicum (3) F and S.
- Must be taken concurrently with education 302.
- 305 Teaching Social Studies in the Elementary and Middle School (2). F and S.
- A study of perspectives, content, methods, and materials in teaching the social studies in the elementary school. Students will analyze perspectives and determine major goals and themes for teaching the social studies. They will study and analyze the contributions of the various disciplines to the social studies curriculum. Students will examine materials and learn and practice methods for teaching the social studies. Biblical principles, which offer direction for human interactions in society, will be considered. Prerequisites: education 302/303 or permission of the instructor.
- 306 Introduction to Cognitive Impairment (3). F.
- A comprehensive study of the characteristics of persons who have an intellectual disability. Historical and contemporary perspectives on mental retardation will be explored, as will common causes, definitional issues, and interventions. While special attention is given to the needs of persons with retardation as learners, the course examines the entire lifespan and functioning in a variety of settings besides the school, such as the church, workplace, and neighborhood. A Christian view of persons, community, and discipleship, along with the concept of normalization/social role valorization, are integrating elements in the course. Prerequisite: education 202 or permission of the instructor.
- 307 Reading/Literacy in the Content Area (3). F and S.
- This course examines the nature and function of literacy in the secondary curriculum. Specifically this course will examine the reading and writing practices that support the ways of knowing and doing characteristic of secondary school subject areas. The course will include: analysis of the factors which affect comprehension and composition of content area materials; examining pedagogical strategies that support diagnosis as well as instruction in the literacy skills common to all content areas; strategies for supporting full participation and inclusion of students who display the wide range of ability found in the average secondary classroom; exploring the relationship between discipline based inquiry, literacy development, and educational goals and practices. There is a field placement component as part of this class. Prerequisites: education 302/303 or permission of the instructor.
- 309 Teaching Religion to Children and Adolescents (2). F and S.
- A study of perspectives, content, methods, and materials in teaching religion to children and adolescents. This includes pedagogy appropriate for public and non-public schools and other settings and evaluation of methods and materials. Prerequisites: education 302/303, permission of the instructor or declaration of youth ministry minor.
- 310 Assessment in Cognitive Impairment (3). S.
- A study of the foundational concepts and basic terminology needed to assess students with intellectual disability. Skill will be developed in selecting, administering, and interpreting both formal and in-formal, norm-referenced as well as criterion referenced and curriculum-based assessment instruments, for the purpose of developing individualized educational plans. Corequisite: education 347.
- 311 Child Language Development (3). S.
- See Communication Arts and Sciences 311.
- 322 Introduction to Methods of Teaching Reading: Elementary (3). F and S.
- A study of reading theory and reading research, the nature of early reading acquisition, and instructional stategies in lanuage arts for K-8. The teacher candidates are involved in extensive tutoring and interactions in the school that help them understand how children’s cultural and cognitive development influence their learning and how reading and writing are coundational to all learning. May be take concurrently with education 302-303.
- 326 Reading/Language Arts in the Elementary School (3).
- F and S. This course will present reading as a language art and demonstrate the relationship of language arts to the various subjects in the elementary school. Students will learn strategies and techniques for assessing and differentiating instruction to meet the wide range of reading and writing levels found in elementary classrooms. Prerequisite: education 322 or permission of the instructor.
- 330 Curriculum and Instruction: Cognitive Impairment (4). F.
- A study of the various curricula, instructional materials, and teaching methods appropriate for learners who have mental impairments. researchbased general principles of instruction are reviewed as well as specific methods for teaching domestic, vocational, community living, recreation/leisure, and functional academic skills. Strategies are learned for generating curriculum, evaluating published curricula, and for developing individualized education programs. Includes a practicum of two halfdays per week in local school programs serving students with cognitive impairment. Prerequisites: education 202, 302/303, and 306 or permission of the instructor.
- 337 Curriculum Theory and Development: Early Childhood Education (3). S.
- An evaluation of the major approaches to development of a curriculum for early childhood education (up to age eight), the underlying assumptions of each approach, and the appropriateness of each approach for children. Included is a model for curriculum development and opportunity to implement the model for early education. Prerequisite: education 302/303.
- 339 Current Issues in Early Childhood Education (3). S.
- An examination of support systems for the young child, including developing relationships; issues and trends in child advocacy public law and policy; administration and organization of early childhood programs; and assessment issues.
- 343 Early Childhood Education: Preschool Field Experience (3). F and S.
- A field experience in a preschool setting that meets state requirements for the endorsement. Provides for analysis of teaching methods, materials, and classroom organization as they relate to the early childhood setting. Prerequisites: education 236, 337, 339, and Sociology 304.
- 344 Early Childhood Education: Kindergarten Field Experience (3). F and S.
- A field experience in a kindergarten setting that meets state requirements for the endorsement. Provides for analysis of teaching methods, materials, and classroom organization as they relate to the early childhood setting. Prerequisites: education 236, 337, 339, and Sociology 304.
- 345 Directed Teaching: Elementary (12). F and S.
- Students participate in a full-time supervised student teaching experience . Prerequisites: GPA of 2 .5, passing scores on the Michigan Test for Teacher Certification—Basic Skills, completion of education courses, and appropriate recommendations from the education and major/minor departments . See the Teacher Education Program Guidebook for additional requirements. Includes a weekly seminar.
- 346 Directed Teaching: Secondary (12).
- Students participate in a full-time supervised student teaching experience in their major. Secondary history and physical education students student teach during the fall or spring semester. Secondary mathematics and science students (all of the sciences) student teach only during the fall semester. All other secondary students student teach during the spring semester. Prerequisites: GPA of 2 .5, passing scores on the Michigan Test for Teacher Certification-Basic Skills, completion of education courses, appropriate recommendations from the education and major/minor departments, and concurrent enrollment in a departmental Seminar, education 359. See the Teacher Education Program Guidebook for additional requirements.
- 347 Directed Teaching: Cognitive Impairment (12). S.
- Full-time, supervised student teaching in a school program serving students with mild or moderate levels of cognitive impairment. A minimum of ten weeks, including at least 360 clock hours of observation and participation, is required. Includes a biweekly seminar, which engages students in critical reflection on their experience in applying theory to practice in the student teaching context. Prerequisites: Good standing in the teacher education program, passing scores on the Michigan Test for Teacher Certification-Basic Skills, completion of all required education courses, and appropriate recommendations. See the Teacher Education Program Guidebook for additional requirements.
- 398 Integrative Seminar: Intellectual Foundations of Education (3). F. and S.
- In this course students examine education in its context as a life practice. It involves inquiry into and critique of the philosophical assumptions, historical developments, and social settings that shape the beliefs and practices informing schools as social institutions and education as cultural practice. Throughout the course, students are completing their own faith-based philosophy of education. Prerequisites: junior or senior standing; education 302/303; biblical foundations I or theological foundations I, developing a Christian mind, and philosophical foundations.
- IDIS 205 Societal Structures and Education (3). F and S.
- An examination of the interaction between education and the other systems and institutions (e.g. , political, economic, and cultural) that shape society. This course will examine how education is shaped by and is reshaping these systems and institutions. Particular attention will be given to the impact of race, class, and gender on schooling and society. Community-based research projects will challenge students to examine these issues in real-life contexts as well as introducing them to social science research methodology. Christian norms, such as social justice, will shape this critical analysis of the interaction between education and society. This class is appropriate for all students who are interested in education and society and meets a core requirement in the societal structures category.
