College of Education Courses

  • 100 Introduction to Urban Education

    Hours
    4
    Prerequisites
    • Individual and Society
    • US Society course

     Introductory and cross-disciplinary examination of issues related to education in urban America, with particular attention paid to policies and practices impacting diversity and equity in public schools. 4 hours. Field work required. Minimum of one 4-hour morning or afternoon block per week is suggested for the completion of the fieldwork requirement. Students need College approval to concurrently enroll in ED 100 and ED 205. Individual and Society, and US Society course.

  • 135 Child and Youth Policies in Urban America

    Hours
    3

    Examines policies and practices for children and youth in urban America using historical, sociological, psychological and economic frameworks. Integrates disciplinary knowledge of educational policies and practices.  Individual and Society, and US Society course.

  • 151 College Connection I

    Hours
    1
    Prerequisites

    Open only to freshmen and sophomores. Admission to the College of Education.

    Strategies to facilitate the transition from high school to college by helping students develop specific skills and utilize resources that will help lead to success in college. Satisfactory/Unsatisfactory grading only. No graduation credit. Should be taken in the first semester of the freshman year.

  • 152 College Connection II

    Hours
    1
    Prerequisites

    Open only to freshmen and sophomores. Admission to the College of Education.

    A continuation of ED 151 College Connection I which facilitates the transition from high school to college by helping students develop specific skills and utilize resources that will help lead to success in college. Satisfactory/Unsatisfactory grading only. No graduation credit. Should be taken in the second semester of the freshman year.

  • 200 Education Policy Foundations

    Hours
    3
    Prerequisites

     Sophomore standing and approval of the Council on Teacher Education.

     Social, cultural, political, and intellectual forces that influence and shape educational policy in the learning process.

  • 205 Introduction to Race, Ethnicity, and Education

    Hours
    4

    Introductory and cross-disciplinary examination of issues related to race, ethnicity, and cultural diversity in education. 4 hours. Field work required. Minimum of one 4-hour morning or afternoon block per week is suggested for the completion of the fieldwork requirement. Students need College approval to concurrently enroll in ED 100 and ED 205. Individual and Society, and US Society course.

  • 210 Learning and Instruction Across the Lifespan

    Hours
    3

    Psychological factors in learning and instruction. Applications of behavioral psychology, information processing, humanism, and cognitive developmental theory. Special attention to diverse populations. ED 210 is limited to secondary teacher education students.

  • 211 Special Topics in Education

    Hours
    1
    Prerequisites

    Membership in the Honors College or approval of the College of Education.

    Topics vary. Satisfactory/Unsatisfactory grading only. May be repeated to a maximum of 4 hours with approval. Approval to repeat course granted by the college.

  • 222 Introduction to Gender, Sexuality, and Education

    Hours
    3

    Introductory and cross-disciplinary examination of issues related to gender and sexuality in education. Individual and Society, and US Society course.

  • 252 Contemporary Controversies in U.S. Schools

    Hours
    3

    Introductory and cross-disciplinary examination of contemporary controversies related to public education in the United States. US Society course.

  • 258 Bilingualism and Cross-Cultural Issues in a Diverse Society

    Hours
    3
    Prerequisites

    Completion of the English composition requirement.

    Provides an introduction to the key issues and concepts related to the study of bilingualism. Effective instruction of linguistically and culturally diverse students will be discussed. Individual and Society, and US Society course.

  • 294 Special Topics in Education

    Hours
    1
    Prerequisites

    Consent of the instructor

    Introductory exploration of a topic not covered in existing course offerings.
    Course Information: May be repeated if topics vary. Students may register in more than one section per term.

  • 307 Nature and Practices of Natural Sciences

    Hours
    2

     Exploring issues related to the production of scientific knowledge, and designing, conducting, and presenting a scientific research project.

  • 330 Curriculum, Instruction, and Assessment in the Urban Secondary Classroom

    Hours
    4
    Prerequisites

    Admission to an approved teacher certification program in secondary education, and ED 200 and ED 210, and consent of the instructor.

    Developing professional practice that meets the diverse learning needs of students from different backgrounds and experiences. 4 hours. Field experience in urban schools is required.

  • 350 Urban Education Advisory I: Introduction to Fieldwork in Urban Schools

    Hours
    2
    Prerequisites

     Junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in the Elementary Education Program.

    Provides a seminar for students to discuss field experiences during the Fall semester of year 3, and across the different content-area modules. It may take place at the fieldwork site. Field work required.

  • 351 Urban Education Advisory II: Health and Popular Culture in Urban Schools

    Hours
    2
    Prerequisites

    Junior standing or above and admission to the Bachelor of Arts in Urban Education Program, Elementary Education concentration.

     Seminar for students to discuss field experiences during the spring semester of year three, and across the different content-area modules. It may take place at the fieldwork site. Field work required. 

  • 360 Education and Community Transformation

    Hours
    4

    Enables students to understand how community activism contributes to change in the sociopolitical landscape in the United States and abroad with particular attention to education policies and social justice issues. 4 hrs. Field work required. Recommended background: ED 100, ED 135 or ED 205.

  • 375 Perspectives on Health Disparities/Pathways to Careers in the Health Professions

    Hours
    3
    Prerequisites

    ENGL 161 or the equivalent and consent of the instructor. Recommended background: Sophomore or Junior standing; and participation in the Urban Health Program Learning Community.

    Addresses health inequities, cultural competence, and opportunities/pathways to traditional and paraprofessional careers in health care. Implications of health inequities for educational outcomes are also covered. Extensive computer use required. Field work required. Participation in an interdisciplinary case study project.

  • 394 Special Topics in Education

    Hours
    4
    Prerequisites

    Consent of the instructor.

    Exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term.

  • 396 Independent Study

    Hours
    4
    Prerequisites

    A written proposal for faculty approval and junior standing.

    For students who wish to do independent study on specific educational processes or independently to carry on projects related to education or extensive reading assignments. May be repeated to a maximum of 8 hours.

  • 398 Directed Research in Education

    Hours
    1
    Prerequisites

    Sophomore standing and consent of the instructor

    Students carry out directed research under the mentorship of a College of Education faculty member.
    Course Information: Satisfactory/Unsatisfactory grading only.
    May be repeated to a maximum of 16 hours.

  • 402 Philosophy of Education and Urban School Policy

    Hours
    3

    Selected social and education philosophies and their impact on urban school curriculum design, school organization and control.

  • 403 Policy Issues in the History of American Education

    Hours
    3

    Political, economic, and cultural influences shaping the development of American education policy; emphasis on issues of education theory and practice in their historical settings.

  • 416 Practical Inquiry I: Teacher Competencies and Performance-Based Assessment

    Hours
    3

    Introduction to examining teaching through practitioner inquiry, including teacher performance assessment, as a way of learning to teach and beginning a lifelong process of professional development.

  • 417 Practical Inquiry II: Teacher Competencies and Performance-Based Assessment

    Hours
    3

    A developing examination of teaching through practitioner inquiry, including teacher performance teacher assessment, as a way of learning to teach and fostering a lifelong process of professional development.

  • 421 Advanced Educational Psychology

    Hours
    3

    Examines current theory and research on the teaching-learning process with particular attention to general learning and curriculum-relevant problem solving skills. Prerequisite(s): ED 210 or graduate standing.

  • 422 Advanced Developmental Psychology and Educational Processes

    Hours
    3
    Prerequisites

     PSCH 100 and any one from ED 210, PSCH 259, PSCH 320; or graduate standing and consent of the instructor.

    Focuses on cognitive and social development from birth to adolescence. Examines relations between development, learning, and educational processes. Same as PSCH 422.

  • 424 Social and Emotional Learning: Research, Practice, and Policy

    Hours
    3
    Prerequisites

    PSCH 343 or equivalent; or consent of the instructor.
    Recommended background: Experience working with children or adolescents.

    Research, theory, educational practices, and federal/state policies that promote the social, emotional, and academic competence of students who are in preschool, middle school, or high school.
    Course Information:

    • Same as PSCH 424.
    • 3 undergraduate hours. 4 graduate hours.
  • 430 Curriculum and Teaching

    Hours
    3
    Prerequisites

    Admission to graduate study in Education, or consent of the instructor.

     Introduction to curriculum and teaching as areas of inquiry; implications of these areas of inquiry for educational practice; related contemporary problems and issues. Credit is not given for ED 430 if the student has credit for CI 428.

  • 431 Improving Learning Environments

    Hours
    3
    Prerequisites

    Graduate standing or consent of the instructor.

     Analysis of structural, normative, and social dimensions of learning environments and their relationships to student learning. Exploration of change processes to improve those environments.

  • 432 Instruction and Assessment in the Urban Secondary Classroom

    Hours
    5
    Prerequisites

    Completion of education core courses in Graduate Teacher Certification Program: Ed 402 or ED 403 and ED 445.

     Learning to teach, how to plan for diverse learners, design differentiated instruction, assess student learning and develop classroom discipline. Field experience in urban schools is required.

  • 445 Adolescence and the Schools

    Hours
    3
    Prerequisites

    ED 210 or the equivalent, or graduate standing.

    Physiological, intellectual, and social development of adolescence. Relations between aspects of adolescent development and the academic and social demands of secondary schools.

  • 450 Student Teaching in the Urban Elementary Classroom I

    Hours
    9
    Prerequisites

    Senior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education.

    A year-long experience of the program, student teaching in an urban elementary classroom. This is the pre-student teaching practicum that has teacher candidates in classrooms three days a week with a weekly seminar.

  • 451 Student Teaching/Internship in the Urban Community II

    Hours
    15
    Prerequisites

    ED 450 and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education and senior standing.

    A year-long experience of the program, student teaching in an urban elementary classroom. This is the full-time student teaching practicum that has teacher candidates in classrooms four and one-half days a week with a weekly seminar. Field work required.

  • 461 Political and Socio-Cultural Perspectives on Special Education

    Hours
    3

     Students will examine issues of access and equity through legislation, litigation, and socio-cultural perspectives and be introduced to major theoretical frameworks that influence special education programs. Same as SPED 461. Field work required.

  • 470 Educational Practice with Seminar I

    Hours
    12
    Prerequisites

    Good academic standing in a teacher education program, completion of 100 clock hours of pre-student-teaching field experiences, and approval of the college or department of specialization.

     The first half of a two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades six through twelve. Graduate credit only with approval of the college.

  • 471 Educational Practice with Seminar II

    Hours
    12
    Prerequisites

    Good academic standing in a teacher education program, completion of 100 clock hours of pre-student-teaching field experiences, credit or concurrent registration in ED 470, and approval of the college or department of specialization.

    The second half of a two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades six through twelve. Graduate credit only with approval of the college.

  • 472 Promoting Academic and Prosocial Behavior I

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor.

    The importance of school-wide and classroom structure and climate in the educational process. Strategies to promote academic success and desired social behavior. Same as SPED 472. Field work required.

  • 473 Teaching Math and Science with Adaptations

    Hours
    3
    Prerequisites

    SPED 461 or ED 461 or the equivalent or consent of the instructor.

    Provides prospective teachers with assessment strategies and a range of adaptations, modifications, and interventions in math and science for students with disabilities. Same as SPED 473. Field work required.

  • 500 Philosophical Foundations of Educational Inquiry

    Hours
    4
    Prerequisites

    Admission to the Ph.D. in Education program or consent of the instructor.

    Philosophical foundations of various forms of educational inquiry. Epistemological and ethical dimensions of different research approaches. 

  • 501 Data and Interpretation in Educational Inquiry

    Hours
    4
    Prerequisites

    Admission to the Ph.D. in Education program or consent of the instructor.

    Data, interpretation, reliability, validity, accuracy, stability, and generalizability from different methodological perspectives; how research design, data collection, and interpretation vary with different philosophical approaches.

  • 502 Essentials of Qualitative Inquiry in Education

    Hours
    4
    Prerequisites

    Admission to the Ph.D. in Education program or consent of the instructor.

    Surveys methods for conceptualizing, gathering, managing, and interpreting qualitative data. Various ethnographic, historical, and narrative forms of inquiry are reviewed, as are the corresponding methods associated with each. Extensive computer use required. Field work required.

  • 503 Essentials of Quantitative Inquiry in Education

    Hours
    4
    Prerequisites

    Admission to the Ph.D. in Education program or consent of the instructor.

     Introduces theory and assumptions behind parametric statistics. Also provides hands-on experience in conducting basic quantitative research (t-test, correlation, regression, analysis of variance). Same as EPSY 503.

  • 504 Urban Contexts and Educational Research

    Hours
    4
    Prerequisites

    Admission to one of the PhD programs in the College of Education or consent of the instructor.

    A multidisciplinary approach for understanding research on learners and learning, schools and schooling, families, and communities in urban contexts. Extensive computer use required.

  • 505 Introduction to Educational Research: Paradigms and Processes

    Hours
    4
    Prerequisites

    Admission to one of the PhD programs in the College of Education or consent of the instructor.

    Offers a survey introduction to the history, contexts, paradigms and orientations, ethics, and processes of educational research. Extensive computer use required.

  • 506 Introduction to Educational Research: Designs and Analyses

    Hours
    4
    Prerequisites

    ED 505 and admission to one of the PhD programs in the College of Education or consent of the instructor.

    Offers researchers an introduction to research in the field of education. It is the second of a two-course sequence and will introduce students to different types of research designs and analyses in the field of education. Extensive computer use required.

  • 543 Research on Teaching

    Hours
    4
    Prerequisites

    ED 490 or ED 503 or CIE 578; and consent of the instructor.

    Review and analysis of history, paradigms, methods, and findings of research on teaching. Focus on the development of research questions and strategy. 

  • 580 Colloquium on Diversity in Secondary Education

    Hours
    2

    Designed to provide candidates with opportunities to interact with experts who deal with various issues of diversity in education, to discuss those issues with their cohorts, and to explore ways of meeting students' diverse needs. Satisfactory/Unsatisfactory grading only.

  • 594 Special Topics in Education

    Hours
    4
    Prerequisites

    Consent of the instructor.

    Exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term.

  • 596 Independent Study

    Hours
    4
    Prerequisites

    Consent of the advisor.

    Students independently study related topics not covered by course, under faculty supervision. May be repeated. Students may register in more than one section per term.