Courses in the education department are offered annually in either the fall or spring semester.

EDUC 100 Foundations of American Education (3)
An examination of some of the historical, philosophical, sociological, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced and discussed in their relation to the changing mission of schools. Field experience is required. (Fall & Spring)

EDUC 202 Materials for Teaching Reading (3)
Introduces students to a variety of materials to be used for the three purposes of reading. Students will learn how to use materials to support long-term motivation for reading, how to select and evaluate materials, and how to use the expertise of parents and other members of the community to help fulfill the goals of the reading program. Field experience is required. Prerequisite: EDUC 100. MSDE approved. (Fall & Spring)

EDUC 206 Human Development—Children and Youth (3)
Focuses on the psychological, social, emotional, and biological development of individuals from early childhood through the young adult years. Emphasis is placed on the interaction between aspects of human development and the educative process. Field experience is required. (Fall) Prerequisite: EDUC 100.

EDUC 210 Educational Psychology (3)
Examines student characteristics, student diversity, and individual differences. Emphasis is given to learning, classroom atmosphere, and the process of evaluation. Application of research in education and psychology as it pertains to teacher and learner is also addressed. Field experience is required. Prerequisite: EDUC 100. (Spring)

EDUC 228 Processes and Acquisition of Reading (3)
Concerned with the development of language, the processes of skilled reading, and strategies to develop reading acquisition. Focus on the findings of brain research and the impact of phonemic awareness. Field experience is required. Prerequisite: EDUC 100. MSDE approved. (Fall & Spring)

EDUC 303 Behavior Management (3)
Provides students with an understanding and repertoire of tools to sustain positive behavior in students and to reinforce good learning strategies in managing a classroom. Students will gain practical experience in observing and managing student learning behaviors. Attention will be given to the role of the teacher in classroom management. Prerequisite: Acceptance into the teacher education program. (Spring during Internship I)

EDUC/SPED 305 Education of Children with Exceptionalities (3)
An introduction to the academic, behavioral, and psychodevelopmental characteristics of children with exceptionalities and to the processes of their identification and remediation. Emphasis on developing adaptive education strategies for children with exceptionalities who are integrated into the regular education setting and children from diverse cultural backgrounds. Field experience is required. (Fall)

EDUC 313 Instruction of Reading (3)
Emphasizes the fundamentals of developmental literacy instruction (i.e., reading, writing, speaking, and listening), including the effective use of teaching materials and strategies in the elementary classroom. Shows how to use a balanced program of graphophonics, semantics, and syntactics in teaching reading. Prerequisite: Acceptance into the teacher education program. MSDE approved. (Spring during Internship I)

EDUC 316 Technology in the Classroom (3)
Prepares preservice teachers to integrate technology with the teaching/learning process. Students will explore, incorporate, and evaluate the use of computer software, CD-ROMs, the World Wide Web, and multimedia classroom instruction. Field experience is required. (Fall)

EDUC 326 Special Topics (1-3)
Designed to supplement the departmental offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest. (As needed)

EDUC 329 Teaching Mathematics in Elementary Schools (3)
Presents instructional techniques and methods through a variety of approaches. Emphasis on manipulatives, task analysis, assessment, computer and calculator technology in math. Block field experience is required. Prerequisite: MATH 108 and 109 and acceptance into the teacher education program. (Spring during Internship I)

EDUC 330 Teaching Science in the Elementary Schools (3)
Presents methods, techniques, strategies, and materials of teaching science that will enable the student to stimulate children to wonder, to be good observers, to make predictions, and to offer explanations, as well as to help young students construct their own knowledge of scientific principles and concepts. Prerequisite: Acceptance into the teacher education program. (Spring during Internship I)

EDUC 331 Teaching Social Studies in the Elementary Schools (3)
Acquaints the prospective teacher with the themes and content in social studies instruction. Includes modeling and discussions of current instructional methods. A major focus will be on character education and multicultural issues in the classroom. Textbook readings and field experiences in the classroom are important supplements. Prerequisite: Acceptance into the teacher education program. (Spring during Internship I)

EDUC/SPED 400 Assessment in Special Education (3)
Designed to provide for the study, interpretation, and use of a variety of commercial assessment tools used in the field of special education. Students will collect and analyze data obtained in an inclusive classroom or special education setting. The data will be used to construct developmentally appropriate classroom activities. A field component is required. (Summer)

EDUC/SPED 409 Special Education Curriculum Design & Application (3)
Students will learn how to modify school curriculum to accommodate for differences in their students’ learning styles. Theoretical bases for curriculum adaptation as well as practical application will be discussed. A field component is required. (Summer)

EDUC/SPED 410 Reading Assessment and Intervention (3)
Concerned with diagnostic techniques and prescriptive procedures useful to the elementary classroom teacher for planning individual and small group instruction. Shows preservice teachers how to use state, local, and classroom assessment data to make ongoing instructional changes. Field experience required. MSDE approved. Prerequisite: EDUC 313. (Fall & Spring)

EDUC/SPED 411 Methods and Management for Inclusive Settings (3)
Designed to run concurrently with EDUC 419/519 Internship/Special Education. Focuses on the study of teaching methods and classroom-management techniques that facilitate the learning of students with special needs. (Fall)

EDUC/SPED 414 Secondary Educational Assessment and Measurement (3)
Provides Secondary Education students with a wide spectrum of tools to assess student learning and teacher effectiveness. Students will gain practical experience in creating classroom assessment devices integrating content areas and technology. Emphasis on secondary school standardized tests, classroom tests, and performance-based assessment such as portfolios and the Maryland School Assessment and High School Assessment programs. Prerequisite: Acceptance into the teacher education program. (Spring during Internship I)

EDUC 417 Teacher Internship—Secondary (10)
Provides the student the opportunity to participate in observation and supervised student teaching in the professional development school. Internship fee applies. In accordance with Maryland State Department of Education policy, teacher internships across all programs will occur in professional development school sites. Prerequisite: Internship I. (Fall)

EDUC 418 Teacher Internship–Elementary (10)
Provides the student the opportunity to participate in observation and supervised student teaching in the professional development school. Internship fee applies. In accordance with Maryland State Department of Education policy, teacher internships across all programs will occur in professional development school sites. Prerequisite: Internship I. (Fall)

SPED 419 Internship/Special Education (10)
Designed to provide the student the opportunity to participate in observation and supervised teacher interning under the mentorship of a special educator, a classroom teacher, a site supervisor, and a college supervisor. Time is allotted within this semester for teacher interns to meet to process their experiences, peer coach, and reflect and discuss the connections between theory and practice in their own teaching and learning. In accordance with Maryland State Department of Education policy, teacher internships across all programs will occur in professional development school sites. (Fall)

EDUC/SPED 421 Professional Seminar (3)
A companion to and taken concurrently with Teacher Internship (EDUC 417, 418 or 419). Provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns’ specific classroom placements. Interns also will focus on career planning and development, resulting in the preparation of a résumé, a philosophy of education, a portfolio, and a videotape. Open only to senior elementary/special education and secondary education majors and post-baccalaureate secondary certification students. Prerequisite: Internship I. (Fall)

EDUC 422 Independent Study (1-3)
Permission of the instructor, department chair, and the dean is required.

EDUC 426 Reading in the Secondary Content Areas I (3)
Provides teachers with an understanding of the essentials of reading processes necessary for secondary students to become proficient readers. Participants gain an understanding of the following five areas: purposes and types of reading, methods of assessing reading, strategies and skills in reading, student-centered reading instruction, and affecting dimensions of reading. MSDE approved. (Spring)

EDUC 427 Reading in the Secondary Content Areas II (3)
Expands on EDUC 426, enabling teachers to apply theories, strategies, and practices in daily classroom instruction. MSDE approved. (Fall)

EDUC 430 Art Methods (3)
Students will become acquainted with the various media, techniques, and principles of art. Designed to provide a basis for understanding, evaluating, and developing students’ artistic abilities in grades K-12. This course is taken during Internship I.

EDUC 436 Content Area Pedagogy (3)
Explores models of instruction and teaching methods that guide and support adolescent and young adult learning. Emphasis given to lesson and unit planning, communication and assessment strategies across the curriculum, and the use of instructional resources. Field experiences are discipline-specific and extend student knowledge of teaching and learning. Prerequisite: Acceptance into the teacher education program. (Spring during Internship I)

[ Back to the Top ]