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2009-11 Marian University Course Catalog, fall 2010 edition

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partially satisfies the general education requirement in the<br />

cultural awareness category. (SPR)<br />

EDU 358<br />

Assessment of Second<br />

Language Learners 3 credits<br />

Prerequisites: 318, 328, ENG 304, 307 or permission. This<br />

course is designed to prepare the prospective teacher of<br />

second language learners for appropriate assessment of<br />

children. Various formal and informal assessments will be<br />

examined and discussed. Cultural and language issues will be<br />

considered as to their impact on assessment. (SUM)<br />

EDU 368<br />

Exceptional Needs Practicum I 2 credits<br />

Prerequisites: 130, 233, and 338; or permission. This<br />

practicum will combine a weekly class meeting with a 40-hour<br />

field experience. Students will observe, interact, and instruct<br />

children with exceptional needs. The student will be<br />

responsible for individual and group lessons, and for relating<br />

classroom knowledge with actual practice. Students will also<br />

review evaluations and complete sample paperwork required<br />

by state and federal laws relating to children with exceptional<br />

needs. (FAL)<br />

EDU 369<br />

Exceptional Needs Practicum II 2 credits<br />

Prerequisites: 130, 233, and 338; or permission. This course<br />

combines teaching strategies and a field experience with<br />

children with disabilities, including moderate mental<br />

handicaps, autism, and orthopedic handicaps. Curriculum<br />

appropriate for these specific disabilities will be discussed.<br />

(FAL)<br />

EDU 439<br />

Collaboration and Consultation 3 credits<br />

Prerequisites: 130, 233, and 338. A major focus of this course<br />

is the study of the changing role of the special educator and<br />

the current status of special education in the schools. The<br />

course examines the special educator’s leadership role<br />

in collaborative consultation. Students begin to develop the<br />

skills necessary to participate in effective collaboration on<br />

behalf of children or adolescents with mild disabilities. (SPR)<br />

EDU 444<br />

Integrated Teaching 3 credits<br />

Prerequisite: 346, which may be taken concurrently. This<br />

course focuses on teaching how to develop units of study for<br />

the elementary classroom by integrating subject matter and<br />

skills from math, language arts, science, and social studies, as<br />

well as art, music, and physical education. Activities are<br />

designed to encourage creativity, decision-making, problemsolving,<br />

and collaboration. Topics covered include integrated<br />

teaching and learning, elements of a brain-compatible<br />

classroom, service learning, consumer education and<br />

establishing a mini-economy, prejudice and discrimination,<br />

geography, global education, educating for the future, values<br />

education, education for underrepresented populations, and<br />

integrating newspapers into education. (FAL)<br />

EDU 446<br />

Creating Positive<br />

Classroom Environments 3 credits<br />

Prerequisite: Successful completion of Phase I. This course<br />

includes organization and management of group and<br />

individual activities for effective learning in classrooms;<br />

maintaining a pleasant, healthy, and functional environment;<br />

understanding and guiding behavior problems; and fostering<br />

home-school cooperation. This course is taken the semester<br />

prior to student teaching. (SEM)<br />

EDU 454<br />

Teaching in the High Schools 3 credits<br />

Prerequisite: Successful completion of Phase I. This course<br />

includes development of curriculum for high school students.<br />

Students study general methods and teaching strategies.<br />

Additional topics include student outcomes; adaptation for<br />

special students, cultural diversity and minorities; reporting<br />

student progress; skill in interpersonal relations, including<br />

parent involvement. This course may include a required<br />

EDU 456<br />

Teaching in the Subject Area 2 credits<br />

Prerequisite: Successful completion of Phase I. Secondary<br />

education students will do in-depth study and application of<br />

methods and techniques appropriate to the subject area and<br />

age level of students. Specific attention is given to lesson<br />

planning, construction of tests, evaluation of learning,<br />

materials and resources, different ability level needs,<br />

selection of appropriate materials and techniques, and<br />

professional growth of a teacher. This course is a field-based<br />

methods class with a high school teacher in the content area.<br />

(FAL)<br />

EDU 457<br />

Middle School Teaching 1 credit<br />

Prerequisites: Successful completion of Phase I and<br />

concurrent enrollment in 458. Also required are 163, 168,<br />

263, 352, PSY 220 or 365, which may be taken concurrently.<br />

This course is designed to assess future middle school<br />

teachers’ knowledge of teaching, curriculum development,<br />

and content for early adolescents. The Phase 2 process for<br />

middle school licensing is embedded. (SPR)<br />

EDU 458<br />

Middle School Content Methods 2 credits<br />

Prerequisites: Successful completion of Phase I and<br />

concurrent enrollment in 457. Also required are 263, 352, PSY<br />

220 or 365, which may be taken concurrently. Middle school<br />

licensing students will do an in-depth study and application of<br />

methods and techniques appropriate to early adolescents<br />

and the content area being licensed. Specific attention is<br />

given to planning, assessments, materials and resources,<br />

adaptations for student differences, classroom management,<br />

89

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