SEL-TEd-Full-Report-for-CASEL-2017-02-14-R1

Table 8 (cont.). Exemplary Courses from the Phase II Scan of the U.S. Teacher Preparation
Programs: Examples Meeting at Least 2 of the 5 Dimensions for Teachers’ SEL
(Listed alphabetically by state)
SUC Plattsburgh (New York)
EDU 130 Ethics, Relationships, and Multicultural Competencies in Education
Investigating, thinking critically, and reflecting on ethics, relationships, and multicultural competencies in education.
Exploration of the ethical and practical dimensions of teaching within the diverse contexts which teachers and their
students bring to the classroom community. Students will be expected to develop an understanding of
multicultural teaching competencies and engage in self-reflection to identify and monitor their strengths and areas in
need of improvement. Field-based component includes series of conversations with allied professionals (e.g.,
reading specialists/literacy coaches, speech-language pathologists, school counselors, school psychologists) as
well as a series of immersion experiences.
Wagner College (New York)
ED 618 Holistic Approaches to Learning: Aesthetic Education & the Curriculum
In this course students will deepen their understanding of educational goals that move beyond mere academic
learning. The theoretical connections between aesthetic education and emotional intelligence will be examined
in the first section of the course. In the second section of the course students will design and experience lessons
geared towards the development of emotional intelligence through the use of `the arts.’ Throughout the course
students will consider what assessment means in an aesthetically and emotionally oriented curriculum. They will
also explore the connections between aesthetic and emotional intelligence and the more academic intelligences.
The notion of multiple intelligences will be examined in terms of the young child, and the practical applications used
throughout the course will focus upon early childhood education. Children with special needs will be considered,
and the ways in which activities might need to be tailored to include all students are also to be examined.
Salve Regina University (Rhode Island)
SCD 320 Curriculum, Methods, and Assessment in the Middle and Secondary School
Knowing what to teach, how to teach it, and how to assess the learning involved are important skills. In light of the
national and state standards for academic content areas, the students in this course will study curriculum planning,
instructional methodology, and assessment. Teacher candidates will learn how to develop clear expectations for
students, help students reach those expectations using a variety of methodologies, and assess student learning
throughout the instructional process using a variety of assessment measures and providing continuous feedback.
Teacher candidates will understand that all students can learn at significantly higher levels if teacher instructional
practices accommodate the diverse learning styles of students. Students need to be more active participants in their
learning since society involves an active engagement with ideas or people. Different instructional models draw upon
the learning dispositions of diverse students and utilize the natural power and skills that such students
possess. This helps motivate students to learn and makes the process more enjoyable. Teachers who utilize a
variety of instructional models will be successful in maximizing the achievements of all students. Teacher
candidates will develop skills in the use of a wide array of teaching models that encourage active student
participation, enhance student self-worth, and energize student excitement in learning. Prerequisite: Acceptance
into the Secondary Education program.
50 To Reach the Students, Teach the Teachers