Courses of Study - William Jewell College

Courses of Study – Education
Course Descriptions
A background check is required for all clinical field
work courses.
100. Introduction to Elementary Education. 1 cr.
hr. This course is designed to provide students with
an introduction to a major in elementary education
and to a career in teaching in an elementary school.
101. Introduction to Middle and Secondary
Education. 1 cr. hr. This course is intended as an
introduction, especially for those in their first or
second year who are considering becoming teachers
of middle and/or secondary school. The course
is intended to assist in retention of secondary education
majors. It will allow them to begin teaching
adolescents their first year in college, link them to
the Education Department, and help them realize
their professional goals.
201. Teaching the Expressive Arts: Art. 1 cr. hr.
202. Teaching the Expressive Arts: Music. 1 cr. hr.
203. Teaching the Expressive Arts:
Physical Education. 1 cr. hr. Courses for the
prospective elementary teacher in which the roles
of art, music and physical education in the elementary
school curriculum are analyzed. Major goals
of the courses include (1) understanding the objectives
and methods employed by the specialists in
the respective areas, and (2) developing strategies
for the integration of the expressive arts into the
teaching of the regular classroom subjects. Courses
to be taken concurrently.
205. Educational Psychology. 2 cr. hrs. A survey
of the psychological principles that have special application
to the teaching/learning situation. The major
topics of study include child/adolescent development,
use of educational/psychological research, application
of psychological theories and models to the
teaching/learning process, and classroom dynamics.
211. Techniques of Teaching. 2 cr. hrs. A study
of teaching methods, teacher-pupil relationships
and curriculum in K-12 classrooms. Students
acquire the knowledge and skill to plan, implement
and assess learning effectively in each of four teaching
models. The course must be taken at William
Jewell College concurrently with EDU 212.
212. Clinical Fieldwork. 1 cr. hr. A course in
which the teaching strategies, principles and concepts
introduced in EDU 211 are practiced and
observed in classroom settings through off-campus
field placements.. Background screening and investigation
are required for students engaged in a fieldwork.
Prerequisites: concurrent enrollment in EDU
211 and sophomore standing.
215. Information Technology. 2 cr. hrs. A course
dealing with the design, selection, and utilization of
learning strategies involving audiovisual and
instructional media technologies. Emphasis is
placed on teacher-constructed materials for use in
the classroom. Microcomputer competencies and
the utilization of video and internet resources in the
classroom are among the major goals of the course.
Prerequisite: Declaration of intent to seek teacher
certification at William Jewell College.
234. Psychology and Education of the
Exceptional Child I. 3 cr. hrs. This course is
designed for students seeking certification to teach
in either the elementary or secondary school, but
open to all students interested in exceptionalities in
children. Exceptionalities studied are hearing
impairment, gifted/talented, mentally handicapped,
learning disabled and behaviorally disordered. The
causes, characteristics and teaching strategies identified
with each exceptionality are studied. Student
projects may center on an area of interest.
235. Psychology and Education of the
Exceptional Child II. 1 cr. hr. This course is
designed for students who wish to pursue further
studies in the area of child exceptionalities beyond
EDU 234. Self-designed projects in a chosen area
of exceptionality or in a related field are encouraged
and supported. Prerequisite: EDU 234.
Professional Education Courses
250. Teaching Communication Arts: Writing,
Listening, Speaking. 3 cr. hrs. This course examines
literacy development by exploring language
acquisition, visual representation, speaking (including
drama), listening and writing. Children’s literature
will be studied as models for these practices.
Integration of these literacy skills throughout the
curriculum will be demonstrated as best practice of
the objectives of the elementary school language
arts program. Students will plan, teach and evalu-
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