Courses By Subject


<< Course Subjects


Education

BTE 4401   SPECIAL METHODS OF TEACHING BUSINESS EDUCATION

credits: 3  
Prerequisite: Admission to Initial Certification. This course is designed to give the in-service business education teacher, on temporary teacher certification, specific theory and methodology most appropriate to this dynamic field. Experiences will reinforce practical applications of current research in the field and provide students with appropriate applied opportunities for learning. 47 contact hours.

BTE 4412   INSTRUCTIONAL METHODS FOR MIDDLE SCHOOL BUSINESS TECHNOLOGY EDUCATION WITH PRACTICUM

credits: 2  

Prerequisite: Admission to Business Technology Education BS program or Initial Certification. This course is designed to give the pre-service and new business teacher specific theory and methodology most appropriate to this dynamic field. This course addresses the required instructional methods, techniques, strategies, resources, and assessment considerations for effective teaching of business technology education. It also incorporates appropriate technology to support understanding of middle school business technology education. This course addresses specific Student Performance Objectives, subject matter competencies and pedagogy pertinent to the discipline and required for certification. This course includes 40 school-based hours. 32 contact hours.

BTE 4413   INSTRUCTIONAL METHODS FOR SECONDARY BUSINESS TECHNOLOGY EDUCATION

credits: 3  

Prerequisite: Admission to Business Technology Education BS or Initial Certification. This course is designed to give the pre-service and new business teacher specific theory and methodology most appropriate to this dynamic field. This course addresses the required instructional methods, techniques, strategies, resources, and assessment considerations for effective teaching of business technology education. It also incorporates appropriate technology to support the learning of business technology education. This course addresses specific student performance objectives, subject matter competencies and pedagogy pertinent to the discipline and required for certification. 47 contact hours.

BTE 4940   INTERNSHIP: BUSINESS TECHNOLOGY EDUCATION 6-12

credits: 12  

Prerequisites: Successful completion of all Business Technology Education BS program requirements and passing General Knowledge and Professional Education Exam. This course requires a teacher candidate to demonstrate competency on the twelve Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full day internship in a public or private school approved by the Dean. The internship also includes a series of mandatory professional leadership seminars. Contact hours: a minimum of 35 hours per week for 15 weeks.

BTE 4946   INSTRUCTIONAL METHODS FOR SECONDARY BUSINESS TECHNOLOGY EDUCATION PRACTICUM

credits: 2  

Prerequisites: EDF 3214 and fourth-year (senior) standing. Corequisite: BTE 4413. This course is designed to give practicum experience to students in public or private school classrooms as approved by the dean. Students will spend a minimum of 40 school-based hours of observation/teaching/assessment in business technology education classrooms. These clinical experiences will be incorporated into BTE 4413: Instructional Methods for Secondary Business Technology Education. 32 contact hours.

BTE 4948   CURRICULUM OVERVIEW IN BUSINESS EDUCATION

credits: 3  

Prerequisite: Full admission to the undergraduate Business Technology Education (BTE) program with at least one-third of content courses completed. This course is designed to provide the new business technology education teacher the opportunity for field-based exploration, observation, and reflection of effective instruction in the BTE classroom, limited interaction with students, structured business/office and school based observations, and of trends and issues affecting business technology education. This class is designed to prepare students for the internship. 40 school-based hours. 47 contact hours.

EDE 3321   APPLYING LOVE AND LOGIC IN THE CLASSROOM

credits: 1  

Prerequisite: Admission into the College of Education or permission from the Dean. This course is designed to provide the student with a thorough understanding of the principles and strategies of “Love and Logic.” Love and Logic is a philosophy that is founded on the premise that logical consequences of behavior are the best lessons for teaching responsible behavior. Love and Logic encourages adults to take care of themselves by setting limits in loving ways and offers powerful strategies that encourage children to own and solve their own problems. 17 contact hours.

EDE 4220   INTEGRATED HEALTH AND RECREATION

credits: 1  

Prerequisite: Admission to the Elementary Education with Infused ESOL and Reading BS program. This course is designed to help the student gain knowledge and competencies necessary to become an effective teacher and leader in the areas of elementary school integrated health and recreation. It develops the theoretical bases for health and recreation learning and teaching; illustrates and applies models for integrating elementary teaching; provides practical experience in curriculum, instruction and assessment. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the disciplines and requirements for certification. 17 contact hours.

EDE 4223   INTEGRATED MUSIC, ART & MOVEMENT FOR ELEMENTARY CHILDREN

credits: 1  
Prerequisite: EDF 3214. This course is designed to help the student gain knowledge and competencies necessary to become an effective teacher and leader in the areas of elementary school integrated music, art and movement. It develops the theoretical bases for music, art and movement learning and teaching; illustrates and applies models for integrating elementary teaching; provides practical experience in curriculum, instruction and assessment. This course addresses specific Sunshine State Standards, subject matter competencies, and pedagogy pertinent to the disciplines and requirements for certification. 17 contact hours.

EDE 4226   INTEGRATED LANGUAGE ARTS, CHILDREN'S LITERATURE &amp; SOCIAL SCIENCES

credits: 2-4  

Topic #1 Prerequisites: EDF 3214, RED 3309, EDE 4304, EDE 4943 and admission to Elementary Education with Reading BS, Exceptional Education with Reading, Elementary Education BS, or Exceptional Education BS. Additional Prerequisites: EDG 3620 for Elementary Education majors and EEX 3241 for Exceptional Education majors. Co-requisite: EDE 4942 OR Topic #2 Prerequisite: Admission to Canadian EPI, Elementary Education EPI, or Exceptional Education EPI. Corequisite: EDE 4942.

This course is designed to help pre-service teachers teach the social sciences through the language arts, children’s literature, and the creative arts. By using an integrated curricular approach, pre-service teachers acquire competencies in subject area content as well as pedagogical strategies for these disciplines. In addition, the course prepares pre-service teachers to teach using a thematic approach so that K-6 learners understand connections across curricular areas. This course is enriched through the creative arts, including art, music, drama, and dance and addresses the Next Generation Sunshine State Standards, and/or Common Core State Standards in these specific areas. 62 contact hours.

EDE 4226 / TOPIC #2: INSTRUCTIONAL STRATEGIES IN ELEMENTARY LANGUAGE ARTS AND SOCIAL STUDIES EPI

Prerequisite: Elementary Education EPI, Exceptional Education EPI and Canadian EPI students only. Corequisite: EDE 4942. This course is designed to help the student gain knowledge and competencies necessary to become an effective teacher and leader in the areas of elementary school language arts, and social studies. The activities in this course are designed to illustrate and apply models of integrating teaching in those areas. Focus of the course is on program planning, assessment, and evaluation in language arts and social studies. 32 contact hrs.

EDE 4304   INTEGRATED MATHEMATICS AND SCIENCE

credits: 3-4  

Undergraduate (4 credit hours) Prerequisite(s): Admission to Elementary Education with Infused ESOL and Reading (K-6) BS, and EDG 3620, and EDF 3214, and Corequisites: EDE 4314 and EDE 4943. Or Admission to Exceptional Student Education with Infused ESOL and Reading (K-12) BS, and EEX 3241, and EDF 3214, and Corequisites: EDE 4314 and EDE 4943. EPI (3 credit hours) Topic # 2 Prerequisite: Admission to Elementary Education EPI or Exceptional Education EPI. Corequisite: EDE 4943. This course is designed to help the student gain knowledge and competencies necessary to become an effective teacher and leader in the areas of elementary school mathematics and science. It develops the theoretical bases for mathematics and science learning and teaching, illustrates and applies models for integrating elementary mathematics and science teaching, provides practical experience in curriculum, instruction and assessment. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, subject matter competencies and pedagogy pertinent to the disciplines and required for certification. 45-62 contact hours.

EDE 4314   MATHEMATICAL CONCEPTS AND PROCEDURES IN THE K-6 CLASSROOM

credits: 1  

Prerequisite: Admission to the Elementary Education with Infused ESOL and Reading (K-6) BS or the Exceptional Student Education with Infused ESOL and Reading (K-12) BS program. Corequisites: EDE 4304 and EDE 4943. This course introduces conceptually and developmentally appropriate mathematics content based on the five content areas identified by the state (Next Generation Sunshine State Standards), and/or Common Core State Standards. Within these content areas, students will learn techniques consistent with the national process standards including problem solving, computation, effective representation, communication, reasoning, and making connections as well as error pattern analysis and research-based procedural strategies. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, subject matter competencies, and pedagogy pertinent to the discipline and required for teacher certification. 17 contact hours.

EDE 4421   EVALUATION IN ELEMENTARY EDUCATION

credits: 2  

Prerequisites: Admission to Elementary Education with Infused ESOL and Reading (K-6) BS, AND EDF 3214, AND EDF 4430, OR Admission to Initial Certification. This course is designed to extend the knowledge base acquired in Measurement, Evaluation and Assessment in Education K-12 to focus on the evaluation of measurement in grades K-6. Teachers learn the principles needed to interpret and understand all types of standardized and non-standardized assessment tools. 32 contact hours.

EDE 4940   INTERNSHIP: ELEMENTARY EDUCATION

credits: 12  

Prerequisites: Successful completion of all Elementary Education BS program requirements and passing of all sections of the General Knowledge and Professional Education Exam. This course requires a teacher candidate to demonstrate competency on the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full time internship in a K-6 school setting as approved by the College of Education. Teacher candidates must assume full-day teaching duties for a minimum of six weeks during the fifteen week internship. The internship also includes mandatory on-campus seminars. Contact hours: a minimum of 35 hours per week for 15 weeks.

EDE 4942   INTEGRATED LANGUAGE ARTS, CHILDREN'S LITERATURE AND SOCIAL SCIENCE PRACTICUM

credits: 1  

Prerequisites: Admission to Elementary Education with Infused ESOL and Reading (K-6) BS, and EDF 3214, and RED 3309 Corequisite: EDE 4226     OR

Admission to Exceptional Student Education with Infused ESOL and Reading (K-12) BS, and EDF 3214, and RED 3309. Corequisite: EDE 4226

Topic #2:

Admission to Elementary Education EPI, or Admission to Exceptional Education EPI and Corequisite: EDE 4226.

This course is designed to give practical experience to students through school-based experiences in public and approved private school classrooms. Students work directly with elementary classroom teachers and have an opportunity to teach both large and small group activities, particularly children’s literature, language arts and social science. This course is designed to develop competencies relative to program planning instruction, daily schedule, record keeping, evaluation, classroom management, reporting to parents, professional organizations, and teacher ethics. Students spend a minimum of sixty (60) school-based hours in the elementary classroom or a setting pre-approved by faculty member teaching the course. 17 contact hours.

EDE 4943   INTEGRATED MATHEMATICS AND SCIENCE PRACTICUM

credits: 1  

Topic #1 Prerequisite: (EDG 3620 or EEX 3241) and EDF 3214 and admission to Elementary Education with Infused ESOL and Reading BS, Exceptional Student Education with Infused ESOL and Reading BS. Corequisites: EDE 4304 and EDE 4314.

OR Topic #2 Prerequisite: Admission to Elementary Education EPI or Exceptional Education EPI. Corequisite: EDE 4304.

This course is designed to give practical experience to students through school-based experiences in public and approved private school classrooms. Students work directly with elementary classroom teachers and have an opportunity to teach both large and small group activities, particularly Math and Science. This course is designed to develop competencies relative to program planning, instruction, daily scheduling, record keeping, evaluation, and classroom management, reporting to parents, professional organizations, and teacher ethics. Students spend a minimum of sixty (60) school-based hours (SBH) in the elementary classroom. 15 contact hours.

EDE 4943 / Topic #2 Integrated Mathematics and Science Elementary (K-6) Field Experience: EPI 1 credit

Prerequisite: Admission to the Elementary Education EPI or Exceptional Student Education EPI. Corequisite: EDE 4304. This course is designed to give practical experience to students through school-based experiences in public and approved private school classrooms. Students work directly with elementary classroom teachers and have an opportunity to teach both large and small group activities, particularly Math and Science. This course is designed to develop competencies relative to program planning, instruction, daily scheduling, record keeping, evaluation, classroom management, reporting to parents, professional organizations, and teacher ethics. 15 contact hours.

EDF 1005   INTRODUCTION TO EDUCATION

credits: 3  

This course is an introduction to the development and organization of the American educational system and profession. It examines historical, sociological, ethical and philosophical foundations of education. 47 contact hours, plus 15 hours of field experience under the supervision of a K-12 teacher certified in-field. This requires students to pay to be fingerprinted in order to complete the Level II security clearance. A student who has a criminal background precluding him or her from volunteering in a classroom may not be able to complete the field experience and may not receive credit for this course.

EDF 2085   TEACHING DIVERSE POPULATIONS

credits: 3  

This course is designed to introduce prospective teachers to the issues involved in a multicultural approach for American educational systems. It reviews the significance of multicultural worldviews and examines changing demographic patterns which affect school populations, diverse perspectives which impact teaching and learning in educational systems, and effective instructional strategies for working with diverse student populations. 47 contact hours plus an additional 15 hours participation in a variety of multicultural experiences are required. This requires students to pay to be fingerprinted in order to complete the Level II security clearance. A student who has a criminal background precluding him or her from volunteering in a classroom may not be able to complete the field experience and may not receive credit for this course.

EDF 3214   STUDENT DEVELOPMENT AND LEARNING PRINCIPLES K-12

credits: 3  

Prerequisite(s):  Admission to:BSCED-BS, EDST-BS, ELEDR-BS, ESEDR-BS, MGMED-BS, MGSED-BS, MTSED-BS, or ICERT-NO.

This course is designed to cover principles of learning and student development and their applications to learning/teaching situations. Self-concept, motivation, views of intelligence and assessment are examined with opportunities to analyze teaching/learning episodes and to develop a repertoire of teaching approaches. Emphasis is placed on the interaction between the role of the teacher and the needs and learning styles of students at various developmental ages and stages. A minimum of 5 school-based hours of observation/teaching specifically related to principles of learning and development are required. 47 contact hours.

EDF 3660   EDUCATION AND PUBLIC POLICY IN THE UNITED STATES

credits: 3  

Prerequisite: Admission to the Educational Studies BS or Public Policy and Administration BS program. This course is designed to study the relationship between education and public policy at the federal, state, and local levels of government. Emphasis is placed on the social, political, and economic factors that affect the development of educational public policy. 47 contact hours.

EDF 3862   INTERNATIONAL PERSPECTIVES IN EDUCATION

credits: 1-4  
Prerequisite: Admission to the Educational Studies BS Program or permission from the Dean. This course is designed to provide students with a global perspective of important educational issues and themes across cultures. This perspective is gained through travel to an international location that includes structured experiences in the culture. Students will be expected to compare the educational system in the United States with other nations, with a specific focus on cultures, issues, and themes. A final project that reflects on the learning experiences from the study abroad endeavor is required. A minimum of 35 field-based hours of observation/teaching specifically are required. 17-62 contact hours.

EDF 4264   LEARNING THEORY AND INSTRUCTION

credits: 3  

Prerequisite(s): Admission to EPI-CT or ICERT-NO or RCERT-NO. This course is designed to cover principles of learning and student development and their applications to learning/teaching situations. Self-concept, motivation, views of intelligence and assessment are examined with opportunities to analyze teaching/learning episodes and to develop a repertoire of teaching approaches. Emphasis is placed on the interaction between the role of the teacher and the needs and learning styles of students at various developmental ages and stages. Teacher candidates create coherent, meaningful learning experiences using the major philosophical foundations of education to develop learners’ competence in subject matter knowledge. Teacher candidates evaluate the suitability of the content against learner intellectual, social, emotional, and physical characteristics. 47 contact hours.

EDF 4430   MEASUREMENT, EVALUATION AND ASSESSMENT IN EDUCATION K-12

credits: 2  

Prerequisite(s): Admission to BSCED-BS or Admission to MGSED-BS or Admission to DST-BS or Admission to EDST-BS or Admission to ELEDR-BS or Admission to ESEDR-BS or
Admission to MGMED-BS or Admission to MTSED-BS or Admission to ICERT-NO. This course is designed to study advanced principles of measurement, evaluation and assessment. Course content covers knowledge of and competencies for analyzing learner needs, instructional adaptation, differences in learner cognitive, social, linguistic, cultural, emotional and physical needs. 32 contact hours.

EDF 4444   ASSESSMENT IN THE CURRICULUM

credits: 2  

Prerequisite: Admission to Educator Preparation Institute (EPI-CT,) or ICERT-NO, or RCERT-NO.

This course is designed to develop the necessary skills required by teachers to develop a variety of assessments that will help identify gaps in student learning and measure student learning gains. The course will instruct teacher candidates how to design, select, implement, and interpret assessments for P-12 classrooms. Teacher candidates will learn how to analyze P-12 student assessment data and then communicate the results with parents and caregivers. The use of technology to organize and integrate assessment data will also be addressed. 32 contact hours.

EDF 4490   RESEARCH IN EDUCATIONAL STUDIES

credits: 3  
Prerequisites: Admission to Educational Studies BS. This course is designed to provide an introduction to the process of reviewing, evaluating, conducting and disseminating education research. 47 contact hours.

EDF 4632   SOCIOLOGY OF EDUCATION

credits: 3  
Prerequisite: Admission to the Education Studies BS program. This course provides a sociological approach to education, from several theoretical perspectives and their application to current educational issues, to the structure and processes that make education systems work. This course focuses on the role of school in society and how school relates to other systems within the macro system. 47 contact hours.

EDF 4781   EDUCATIONAL ISSUES FOR THE 21st CENTURY

credits: 2  
Prerequisite: Admission to Secondary Science Education BS, Business Technology Education BS, Educational Studies BS, Elementary Education with Reading BS, Elementary Education BS, Exceptional Student Education BS, Exceptional Student Education with Reading BS, Middle Grades Math Education BS, Middle Grades Science Education BS, Secondary Math Education BS or Technology Education BS. This course is a compendium of four concepts to enhance specific professional skills that are necessary for success as an educator: educational law, principles of professional conduct of the education profession in Florida as outlined in The Code of Ethics, character education and teacher resiliency. 32 contact hours.

EDF 4810   COMPARATIVE AND INTERNATIONAL EDUCATION

credits: 3  
Prerequisite: Admission to the Educational Studies BS Program. The Right to Education is a fundamental human right according to the Universal Declaration of Human Rights (Article 26) of the United Nations Educational, Scientific and Cultural Organization (UNESCO). Yet, education is denied to many across the world, particularly women. This course will examine and compare educational systems in their national contexts around the world in the United States of America, United Kingdom, France, the Russian Federation, Mexico, Japan, People's Republic of China, India,and Nigeria. emphasis will be placed on a blend of historical, philosophical, political,cultural,and sociological perspectives on a variety of foundational topics in international education, including the vital interests of developing and developed states; the implications for ethnonationalism, political, economic, environmental and educational relationships. 47 contact hours.

EDF 4930   EPI CAPSTONE SEMINAR

credits: 1  

Prerequisite: Admission to Educator Preparation Institute (EPI) program and EDF 4944. Corequisite: EDF 4949. This is a course for EPI students (teacher candidates) in their final semester. Teacher candidates will complete this course in conjunction with the internship course (EDF 4949) and will be required to demonstrate competency in two of the six Florida Educator Accomplished Practices (FEAPs) at the pre-professional level. This course will focus on the following areas: professional development, ethical conduct, and subject area knowledge.

EDF 4932   SENIOR CAPSTONE FOR EDUCATIONAL STUDIES

credits: 4  
Prerequisite: EDF 4490 and admission to Educational Studies BS and senior standing. This course is to be taken during the student’s last semester in the College of Education. This multidisciplinary course is the culminating experience with a focus on critical analysis designed to broaden students’ perspectives within the social sciences, including Education. This course helps students seeking careers in non-school settings develop a more thorough understanding of the issues confronting institutions from a national or global perspective. Students will integrate knowledge and skills developed during the Educational Studies program to create an independent study such as a research project, case study, grant application, improvement plan, service learning project, etc. to explore a specific issue or problem. 62 contact hours.

EDF 4944   EPI PRACTICUM

credits: 3  

This course is designed to give practical experience in public school classrooms to teacher candidates. Candidates work directly with classroom teachers in the field where they wish to become certified. Through a coaching model, the candidates will develop competencies relating to instruction, evaluation, classroom management, professional behaviors, and teacher ethics. Students spend a minimum of sixty (60) school-based hours (SBH) in the classroom in the area of certification. 45 contact hours.

EDF 4949   EPI INTERNSHIP

credits: 6  

Prerequisites: Successful completion of all EPI-CT program requirements and Pass all sections of the General Knowledge and Professional Education Exam and Corequisite: EDF 4930. This course requires a teacher candidate to demonstrate competency on four Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during eight weeks of full day internship in a Prekindergarten through twelfth grade (P-12) setting. Contact hours: 35 hours per week for 8 weeks. 

EDG 1319   PROFESSIONAL TECHNIQUES FOR CHILDHOOD DEVELOPMENT

credits: 1  

This course is a series of topics, each of specific interest to early childhood professionals. The topics offerred are Unit Blocks, Musical Activities, and Play As Learning. 16 contact hours per topic per credit. A maximum of 3 credit hours per session. May be repeated for credit with a different topic. 

EDG 3341   EFFECTIVE STRATEGIES FOR UNDERACHIEVING STUDENTS

credits: 2  
Prerequisites: Admission to Secondary Science EPI, Secondary Math EPI, Middle Grades Science EPI, Middle Grades Math EPI or Initial Certification. The purpose of this course is to examine the complexities of teaching in schools that qualify for free or reduced-priced meals, have high rates of teacher turnover and produce low gains in student achievement. The course will address these issues by examining historical materials and contemporary understanding of the impact of these variables on attitude, motivation, and learning. This course will engage students in both learning and teaching in that preservice teachers will acquire knowledge about teaching strategies tailored for this type of school environment and have opportunities to practice them as part of their field experience in these neighborhood schools. Field experiences required. 32 contact hours.

EDG 3410   CLASSROOM MANAGEMENT AND COMMUNICATION K-12

credits: 2  

Topic #1 Prerequisite: (Admission to Middle Grades General Science BS, Secondary Science Education BS, Business Technology Education BS, Educational Studies BS, Elementary Education with Reading BS, Exceptional Education with Reading BS, Elementary Education BS, Exceptional Education BS, Middle Grades Math Education BS, Secondary Math Education BS, or Technology Education BS, and (EDF 3214 or DEP 3305)) or admission to Initial Certification. OR Topic #2 Prerequisite: (Admission to Initial Certification, Canadian EPI, Elementary Education EPI, Exceptional Education EPI, Secondary Math EPI, Middle Grades Math EPI, Middle Grades Science EPI, or Secondary Science EPI.)

This course covers basic skills and knowledge for creating a learning environment that encourages positive social interaction and effective communication among members of the learning community. The course emphasizes attitudes, language patterns, values, and behaviors for eliciting and maintaining student learning as well as on-task behaviors. The course also includes methods and strategies for consulting with other school professionals and parents. 32 contact hours.

EDG 3410 / Topic 2: Managing Behavior for Effective Learning EPI

Prerequisite: Admission to Initial Certification, Canadian EPI, Elementary Education EPI, Exceptional Education EPI, Secondary Math EPI, Middle Grades Math EPI, Middle Grades Science EPI, or Secondary Science EPI. This course addresses the skills and behaviors for establishing a positive learning environment that encourages positive, meaningful communication among member of the learning community. The course focuses on interpersonal and intrapersonal communication as they affect student learning. 32 contact hours.

EDG 3620   CURRICULUM AND INSTRUCTION

credits: 3  
Prerequisite: Admission to Educational Studies BS, Elementary Education BS, Elementary Education with Reading BS, Canadian EPI, or Initial Certification. This course is an introduction to major concepts, assumptions, debates, processes of inquiry, and ways of knowing within the school curriculum. Preservice teachers create coherent, meaningful learning experiences using the major philosophical foundations of education to develop learners’ competence in subject matter knowledge. Preservice teachers evaluate the suitability of the content against learner intellectual, social, emotional, physical characteristics. This course is writing intensive. 47 contact hours.

EDG 4322   PAIDEIA II

credits: 1  
This course is a special session centering around a specific topic designed to enhance specific professional skills. PAIDEIA is the ancient Greek word for education. It is the process of acquiring knowledge. It is also the result of that process, that is, learning and culture. A common cultural tradition is created and renewed by generations of persons who have learned. SPC’s College of Education recognizes that life in community depends on centuries of shared wisdom. Professional seminars include readings, discussion, and presentations in “mental toughness” with the aim of helping future teachers manage themselves, their circumstances and students in effective ways. 17 contact hours.

EDG 4343   COGNITIVE STRATEGIES INSTRUCTION IN THE CLASSROOM

credits: 3  

Prerequisite: (DEP 3305 or EDF 3214 and admission to the Middle Grades Math Education BS or Middle Grades Science Education BS and Corequisite: EDG 4943.) OR (Admission to Middle Grades Math EPI or Middle Grades Science EPI and Corequisite: EDG 4943.) This course is designed for middle grades pre-service teachers to develop reflective practice in the areas of communication, planning, instruction, and assessment. In this course, pre-service teachers will learn how to help middle grade learners (grades 5-9) acquire essential meta-cognitive strategies and responsible behaviors to prepare them for high school. 47 contact hours.

EDG 4419   BUILDING CLASSROOM MANAGEMENT AND DISCIPLINE

credits: 3  

This course focuses on principles and strategies for developing and maintaining an effective classroom environment for diverse learners. Strategies for whole class management as well as management of challenging behaviors will be explored. This course includes Positive Behavior Supports, Response to Intervention and Functional Behavior Analysis as fundamental components of effective classroom management. Participants will design a classroom management plan as well as conduct a functional behavior analysis.  Contact hours: 47 blended.

EDG 4943   COGNITIVE STRATEGIES INSTRUCTION IN THE CLASSROOM PRACTICUM

credits: 1  

Prerequisite: (DEP 3305 or EDF 3214 and admission to the Middle Grades Math Education BS or Middle Grades Science Education BS and Corequisite: EDG 4343) OR (Admission to Middle Grades Math EPI or Middle Grades Science EPI and Corequisite: EDG 4343). This course is designed to give practical experience to students through school-based experiences in public and approved private school classrooms. Students work directly with middle and high school teachers in grades 5-9 and have an opportunity to teach both large and small group activities, particularly in the content areas of math and/or science. This course is designed to develop competencies relative to program planning, instruction, daily scheduling, record keeping, evaluation, communication, classroom management, reporting to parents, professional organizations, and teacher ethics. Students spend a minimum of sixty (60) school-based hours (SBH) in a middle or high school classroom. 17 contact hours.

EEC 1223   OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD

credits: 3  

Corequisite: EEC 1603 with a minimum grade of C. This course is a study of the theory and practice of observation and assessment of young children. Emphasis is on the use of various types of informal measurements along with the appropriate use of standardized assessments. Issues of professionalism including confidentiality, absence of bias, and ethical behaviors are addressed. This course requires 15 field experience hours in early childhood care and education settings. 

EEC 1308   EARLY CHILDHOOD PLANNING AND MANAGEMENT

credits: 3  

Prerequisite or corequisite: EEC 1603. This course is designed to give students practice in lesson planning, scheduling, and evaluating the activities of young children in early childhood care and education settings. This course requires 15 field experience hours in early childhood care and education settings. 47 contact hours.

EEC 1512   INFANT/TODDLER EDUCATION

credits: 3  

Corequisite: EEC 1603 with a minimum grade of C.  This course is the study of the developmental needs of infants and toddlers ages birth to three. Emphasis is on developing appropriate environments, curriculum activities and policies that support young children and their families. Five (5) hours of field experience in an infant/toddler professional care setting required. 47 contact hours.

EEC 1600   GUIDING THE YOUNG CHILD

credits: 3  

Corequisite: EEC 1603 with a minimum grade of C. This course is designed for parents and professionals who care for and work with young children. It examines the range of appropriate and acceptable behaviors, consistent limits, communication patterns and styles, and simple rules that clearly define behavioral approaches employed to guide young children in a variety of settings. This course requires 15 field experience hours in early childhood care and education settings. 

EEC 1603   EARLY CHILDHOOD DEVELOPMENT

credits: 3  

Prerequisites: ENC 0015 with a minimum grade of C and REA 0007 with a minimum grade of C. This course is the study of the physical, cognitive, and social-emotional developmental processes of children from conception to age eight. Emphasis is twofold: on understanding the sequential dynamics of growth, development, behavior and understanding the uniqueness of each child. 47 contact hours.

EEC 2002   FOUNDATIONS OF CHILD CARE AND EDUCATION ADMINISTRATION

credits: 3  

This course is designed to meet Florida educational requirements for the Initial Child Care and Education Director Credential, Level I and Level II. The course content emphasizes the development of skills and a knowledge base for problem solving, planning, implementing and evaluating a quality child care and education program for child care administrators. 

EEC 2271   INTRODUCTION TO WORKING WITH YOUNG CHILDREN WITH SPECIAL NEEDS

credits: 3  

Corequisite: EEC 1603 with a minimum grade of C. This course introduces the student to the study of young children, birth through five years of age, with special needs. The content includes an overview of historical and legal perspectives; assessment and evaluation of young children; strategies for collaboration between families and professionals and developmentally appropriate environments, curriculum and interventions. The course requires 5 hours of field experience in an early childhood setting and the completion of field experience assignments. 47 contact hours.

EEC 2300   DEVELOPING COGNITIVE ACTIVITIES FOR YOUNG CHILDREN (MATH, LANGUAGE ARTS, SCIENCE, SOCIAL STUDIES, HEALTH)

credits: 3  

Corequisite: EEC 1603 with a minimum grade of C. This course focuses on developing appropriate cognitive teaching and learning strategies for children from infancy to age eight. The student will examine methodological principles from the following curricula areas: mathematics, language arts, science, social studies, and health. This course requires 15 field experience hours in early childhood care and education settings. 47 contact hours.

EEC 2312   DEVELOPING CREATIVE ACTIVITIES FOR YOUNG CHILDREN

credits: 3  

Corequisite: EEC 1603 with a minimum grade of C. This course focuses on developing appropriate creative teaching/learning strategies for children from infancy to age eight. The student will examine creative teaching/learning strategies from the following curricula areas: art, music/movement, language arts and socio-dramatic play. This course requires 15 field experience hours in early childhood care and education settings. 47 contact hours.

EEC 2523   LEADERSHIP AND MANAGEMENT OF CHILD CARE PROGRAMS

credits: 3  

Prerequisites: Program Administrator Approval. This course is designed to meet the Florida requirements for one of four required courses child care administrators may take to earn an Advanced Level Child Care and Education Director Credential. It also meets the requirement to renew the Director Credential. Course design emphasizes the development of administrators’ skills and knowledge related to organizational leadership and management. Course content includes staff development, evaluation, and retention; personnel policies and relationships; leadership, ethics, professionalism; and organizational structure and dynamics. 47 contact hours.

EEC 2907   EARLY CHILDHOOD EDUCATION INTERNSHIP

credits: 3  

Prerequisites: This course must be taken during the student's last term in the program after completion of EEC 1603, EEC 1223, EEC 2300, EEC 2312EEC 1308, EEC 1600, EEC 2271 and program administrator approval. This course is a practicum experience in an early childhood care and education setting. Emphasis is on student interaction with young children under the supervision of the classroom teacher or center director. Class meets two hours per week in the classroom and a minimum of 60 hours in the child care setting is required. 90 contact hours.

EEC 3005   CHILD GROWTH AND DEVELOPMENT: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to the Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is the study of child growth and development from conception to age eight. The focus is on cognitive, social, physical, and emotional development of the young child. Course content will include theories of child development, the means through which young children learn, and the role of adults in children's development. 47 contact hours.

EEC 3009   FOUNDATIONS OF EARLY CHILDHOOD CARE AND EDUCATION: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. In this course students will explore the historical, social, political, economic and philosophical foundations of early education, early intervention models and approaches, the role of early childhood education in children's lives, relevant learning theories and their application to early education and public policy, governance and advocacy issues. The course provides a context for a dialogic process that encourages reflective inquiry and collaborative thinking. 47 contact hours.

EEC 3204   CURRICULUM IN EARLY CHILDHOOD EDUCATION: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is a study of the components of developmentally appropriate curriculum. Students will evaluate learning environments, analyze classroom schedules and write age appropriate lesson plans for young children, birth to age eight. This course requires 10 field experience hours in an early childhood setting. 47 contact hours.

EEC 3403   YOUNG CHILDREN WITH SPECIAL NEEDS: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course introduces the student to the study of young children, birth through eight years of age, with special needs. The content includes an overview of historical and legal perspectives; the family-based model of service delivery; the importance of early identification and strategies for teaching young children with special needs including the preparation of the learning environment and curriculum design. This course requires 5 field experience hours in an early childhood setting. 47 contact hours.

EEC 3413   WORKING WITH DIVERSE FAMILIES IN EARLY CHILDHOOD EDUCATION: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is designed to provide students with a general knowledge of how to serve families they will meet, not only in their early childhood setting, but in the community at large. It will explore issues of human rights, multiculturalism, and also variations in family lifestyles. This course will provide both an historical and current context for cultural understanding in an atmosphere of open dialogue and reflective inquiry. This course requires 5 field experience hours in an early childhood setting. 47 contact hours.

EEC 3731   HEALTH, SAFETY AND NUTRITION FOR THE YOUNG CHILD: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course will prepare students to manage the diverse issues related to health, safety and nutrition, specifically as applied to children from birth to age eight. The course examines existing early childhood health, safety, disease control and nutritional policies; explores development of health and nutrition standards for children ages birth to eight based on current public policy; investigates healthy and safe school environment practices for children ages birth to eight; researches materials and methods for teaching health, safety and nutrition in primary elementary education. 47 contact hours.

EEC 4207   ASSESSMENT AND EVALUATION OF YOUNG CHILDREN: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is designed to increase the student’s effective use of assessment and evaluation procedures in early childhood and primary education settings. The student will review appropriate observation and documentation procedures. Students will also compare, analyze and interpret assessments and results to plan curriculum that is responsive to and supports the development and learning of young children, birth to age 8. This course requires 10 field experience hours in an early childhood setting. 47 contact hours.

EEC 4210   INTEGRATED CURRICULUM I FOR PRE-KINDERGARTEN/PRIMARY EDUCATION

credits: 3  

Prerequisite: EEC 3204 and admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. Corequisite: EEC 4940. This course is designed to increase understanding of creative experiences for children three to eight years of age (prekindergarten to grade three). Emphasis is placed on creating and adapting meaningful, challenging and engaging developmentally supportive learning experiences in art, music, movement and physical skills, and drama. The course promotes methods to incorporate creativity into all aspects of the curriculum. 47 contact hours.

EEC 4211   INTEGRATED CURRICULUM II FOR PRE-KINDERGARTEN/PRIMARY EDUCATION

credits: 3  

Prerequisite: EEC 3204 and admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. Corequisite: EEC 4941 This course will focus on exploring sequential math development, identifying how concepts are developed and acquired, and promoting young children’s concept development through problem solving, and assessing the child’s developmental level. It will also focus on teaching science strategies using concept development, process of inquiry, planning for fundamental concepts in science including activities for young children at the appropriate stages of cognitive development, while utilizing appropriate technology to support teaching and learning. 47 contact hours.

EEC 4212   MATH, SCIENCE AND TECHNOLOGY FOR PRESCHOOL EDUCATION: BIRTH TO AGE 4

credits: 3  

Prerequisite: EEC 3204 and admission to Educational Studies BS. Corequisite: EEC 4942. This course presents the process of introducing science, technology, and math for young children to age 4. It includes planning and implementation of appropriate activities and development of methods and techniques of delivery, fostering an exploration of methods and materials for teaching young children math and science concepts and process skills through discovery and play. 47 contact hours.

EEC 4227   CREATIVE ARTS FOR PRESCHOOL EDUCATION

credits: 3  

Prerequisite: EEC 3204 and admission to Educational Studies BS. Corequisite: EEC 4944. This course is designed to increase understanding of the development of creativity and the importance of creative experiences from birth through four years of age. Emphasis is placed on creating and adapting meaningful, challenging, engaging and developmentally supportive learning experiences in art, music, movement, and dramatics. The course incorporates methods to promote creativity into all aspects of the curriculum. 47 contact hours.

EEC 4274   EARLY CHILDHOOD ASSESSMENT AND INTERVENTION FOR CHILDREN WITH EXCEPTIONAL NEEDS

credits: 3  

Prerequisite: Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is designed to provide students with a critical understanding of developmentally appropriate assessment and intervention processes and procedures for young children with special needs age three to grade three. Students will develop the knowledge, skills, and strategies needed to interpret multi-disciplinary evaluation information and to develop and administer formal and informal performance-based assessments for the purpose of designing and implementing interventions that will guide instruction. This course requires 47 contact hours.

EEC 4314   SOCIAL/EMOTIONAL COMPETENCE, CLASSROOM MANAGEMENT, AND GUIDANCE OF YOUNG CHILDREN

credits: 3  

Prerequisite: Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is designed to present foundations of knowledge about social and emotional development. The content will enable students to acquire the background knowledge and skills necessary to analyze developmental theories as they apply to young children's social and emotional development. Additionally, this course will examine appropriate and developmentally sensitive strategies for managing behavior in typically and atypically developing children birth to eight years of age. Performing functional analysis of behavior and collaboration with support specialties will be discussed. The importance of consistency and proactive strategies will be stressed. In addition to class meetings, a minimum of 10 hours of observation and participation in an early childhood setting are required. The course requires 47 contact hours.

EEC 4408   FAMILY, TEACHER, COMMUNITY RELATIONS IN EARLY CHILDHOOD EDUCATION: BIRTH TO AGE 8

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. This course is designed to prepare the student to acquire an understanding of diversity within families and the development of positive relationships between teachers and families. Implications from this knowledge will guide the development of systems and programs that promote sustained collaboration between families and schools for children, birth to age 8. This course requires 5 field experience hours in an early childhood setting. 47 contact hours.

EEC 4706   EARLY AND EMERGENT LITERACY IN PRESCHOOL EDUCATION

credits: 3  
Prerequisite: Admission to Educational Studies BS. This course is designed to increase understanding of the emergence of human language and the fundamentals of early literacy development in children from birth to four years of age. Communication ranging from prenatal interactions through the preschool years will be explored along with the understanding that communication is a whole process in which speaking, listening, using written symbols and reading symbols are closely connected. Language, communication, literacy theory and current research are used to encourage the development of informed practices that are developmentally appropriate for the age of the child. This course requires 15 field experience hours in an early childhood setting. 47 contact hours.

EEC 4940   PRE-KINDERGARTEN/PRIMARY EDUCATION PRACTICUM I

credits: 1  

Prerequisites: Admission to Educational Studies - Preschool Education (Birth To Age 4) Subplan BS, and EEC 3204, or admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading, and EEC 3204. Corequisite: EEC 4210. This course is designed to provide field experiences and support related to the early childhood education courses in which the student is concurrently enrolled. The practicum focuses on language arts and emergent literacy, providing activities to stimulate language acquisition and reading readiness through dramatic play and a print- rich environment. Content builds upon generic competencies studied in education and emphasizes the Florida Educator Accomplished Practices (FEAPS) at the pre-professional level. This course will enable the student to demonstrate knowledge of developmentally appropriate curriculum and environment for young children. Field work required will provide first-hand experience implementing course work in a public school setting. This experience will be monitored by a representative from the College of Education. The practicum also includes a series of mandatory professional leadership seminars. Contact hours: 15, with a minimum of 4 hours per week of field based experience, for a total of 60 field based hours per semester.

EEC 4941   PRE-KINDERGARTEN/PRIMARY EDUCATION PRACTICUM II

credits: 1  

Prerequisite: Admission to Educational Studies - Preschool Education (Birth To Age 4) Subplan BS, and EEC 3204, or Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading, EEC 3204. Corequisite: EEC 4211. This course will focus on: exploring number concepts, how concepts are developed and acquired, and promoting young children’s concept development through problem solving, and assessing the child’s developmental level. Science teaching strategies will use concept development, inquiry and curiosity, with an emphasis on exploration and discovery in sensory hands-on experiences, providing first-hand activities for young children at the appropriate stages of cognitive development. Appropriate technology will be utilized to support teaching and learning. Content builds upon generic competencies studied in education and emphasizes the Florida Educator Accomplished Practices (FEAPS) at the pre-professional level. This course will enable the student to demonstrate knowledge of developmentally appropriate curriculum and environment for young children. Field work required will provide first-hand experience implementing course work in a public school setting. This experience will be monitored by a representative from the College of Education. The practicum also includes a series of mandatory professional leadership seminars. Contact hours: a minimum of 4 hours per week for a total of 60 hours per semester.

EEC 4942   PRESCHOOL EDUCATION PRACTICUM II EARLY CHILDHOOD EDUCATION PRESCHOOL (BIRTH TO AGE 4)

credits: 1  

Prerequisite: EEC 3204 and Admission to the Educational Studies BS Program. Corequisite: EEC 4212. This course is designed to provide field experiences and support related to the early childhood education courses in which the student is concurrently enrolled. The practicum will focus on: exploring number concepts, how concepts are developed and acquired, promoting young children’s concept development through problem solving, and assessing the child’s developmental level. Science teaching strategies will use concept development, inquiry and curiosity, with an emphasis on exploration and discovery in sensory hands-on experiences, providing first-hand activities for young children at the appropriate stages of cognitive development. Appropriate technology will be utilized to support teaching and learning. This course will enable the student to demonstrate knowledge of developmentally appropriate curriculum and environments for young children. Field work required will provide first-hand experience implementing course work in a licensed childhood center. This experience will be monitored by a representative from the College of Education. The practicum also includes a series of mandatory professional leadership seminars. Contact hours: a minimum of 4 hours per week for a total of 60 hours per semester. This course requires 60 hours of field-based experience

EEC 4944   PRESCHOOL EDUCATION PRACTICUM I: BIRTH TO AGE 4

credits: 1  

Prerequisite: EEC 3204 and Admission to the Educational Studies Program. Corequisite: EEC 4227. This course is designed to provide field experiences and support related to the early childhood education courses in which the student is concurrently enrolled. The practicum focuses on language arts and emergent literacy, providing activities to stimulate language acquisition and reading readiness through dramatic play and a print-rich environment. This course will enable the student to demonstrate knowledge of developmentally appropriate curriculum and environments for young children. Field work required will provide first-hand experience implementing course work in a licensed early childhood setting. The practicum also includes a series of mandatory professional leadership seminars. This course requires 60 hours of field-based experience. Contact hours: 15

EEC 4945   SENIOR CAPSTONE FOR PRESCHOOL EDUCATION (BIRTH TO AGE 4)

credits: 4  

Prerequisite(s): Admission to Educational Studies and Subplan B: Preschool Education (Birth to Age 4) BS program and successful completion of all program requirements. This course requires students in the Preschool Education (Birth To Age 4) BS program to demonstrate competency on the five standards for Early Childhood Professional Preparation from National Association for the Education of Young Children (NAEYC). This capstone may be performed at a licensed early childhood center, which may be the student’s employment site. This program provides a non-certification degree, focusing on professional training for employment not requiring teacher certification. The capstone also includes a series of mandatory professional leadership seminars. 

EEC 4946   INTERNSHIP: EARLY CHILDHOOD EDUCATION PREKINDERGARTEN/PRIMARY

credits: 4-12  

Prerequisites: (Admission to the Educational Studies BS program Prekindergarten/Primary Education Studies Track OR Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS) and successful completion of all program requirements. This course requires students to demonstrate competency on the twelve Florida Educator Accomplished Practices (FEAPs) and the five Standards for Early Childhood Professional Preparation from National Association for the Education of Young Children (NAEYC) at the pre-professional level. Students are required to complete an internship based on their program of study as described below:


Topic 1: Contact hours: a minimum of 12 hours per week for thirteen weeks in a licensed childhood center or a public school setting.

Topic 2: Contact hours: a minimum of 35 hours per week for fifteen weeks in a public school setting.

Course Topics:
1
EDST-BS students take this topic for 4 credits

2
PKPED-BS students take this topic for 12 credits

EEX 2010   INTRODUCTION TO EXCEPTIONAL EDUCATION

credits: 3  
This course provides a survey of the challenges inherent to educating children and adults with special needs. It is also intended to help prospective teachers understand and be sensitive to the circumstances faced by exceptional learners and their families. Etiology, characteristics, identification, and adaptive teaching methods will be presented for individuals with: learning disabilities, brain injuries, communication disorders, behavioral/emotional disorders, hearing loss, mental impairment, visual impairments, and multiple/severe disabilities. The special needs of gifted and talented students will also be covered. Three credit hours weekly plus 15 hours of participation/observation in special education settings are required.

EEX 3012   NATURE AND NEEDS OF EXCEPTIONAL STUDENTS K-12

credits: 2-3  

Prerequisite(s): Admission to Elementary Education with Infused ESOL and Reading (K-6) BS, OR Exceptional Student Education with Infused ESOL and Reading (K-12) BS, OR Middle Grades General Science Education (5-9), OR Science Teacher Education Biology Teacher Education (6-12) BS, OR Middle Grades Mathematics Education (5-9) BS, OR Secondary Mathematics Education (6-12) BS, OR Educational Studies BS. This survey course uses common characteristics of students with exceptionalities to assist the teacher candidate to implement differentiated teaching strategies, accommodations, and modifications in the classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including the current Response to Intervention initiative. This course includes a minimum of 10 school-based hours of experiences with students who have disabilities. 47 contact hours.

EEX 3012 / Topic #2: TEACHING IN THE INCLUSIVE CLASSROOM: IMPACT

This course is designed to prepare teacher candidates for an inclusive classroom which serves a variety of students, including those with disabilities. Candidates will review topics including terminology, assessment, classification, prevalence, history, behaviors, characteristics, and educational approaches of exceptional students. 32 contact hours.

EEX 3101   SURVEY OF NORMAL/ABNORMAL LANGUAGE AND SPEECH DEVELOPMENT

credits: 1  
Prerequisites: (EEX 3012 and admission to Exceptional Student Education with Reading BS, Exceptional Student Education BS) or admission to Exceptional Student Education EPI. This course is a survey of normal language and speech development, an overview of major communication disorders and supportive strategies for classroom teachers. 17 contact hours.

EEX 3241   ORGANIZATION, CURRICULUM AND INSTRUCTION FOR EXCEPTIONAL STUDENTS

credits: 2  

Prerequisite: Admission to Exceptional Student Education with Infused ESOL and Reading (K-12) BS, OR Educational Studies BS. This course is an assessment of organization, curriculum materials, effective strategies, and technologies available to teach exceptional students. 32 contact hours.

EEX 3280   CAREER/VOCATIONAL ASSESSMENT AND INSTRUCTIONAL PLANNING

credits: 1  

Prerequisite: EEX 3012 and Admission to Exceptional Student Education with Reading BS, Exceptional Student Education BS, or Exceptional Student Education EPI. This course will give prospective teachers an understanding of how exceptional students move successfully from the school and work environment to the community environment which best meets their needs. 17 contact hours.

EEX 4034   EXCEPTIONAL LEARNERS IN THE SECONDARY INCLUSIVE CLASSROOM

credits: 3  

Prerequisite: Permission of the Dean. This course is an overview of secondary exceptional education students. The course covers the characteristics of disabilities covered under the Individuals with Disabilities Education Act (IDEA), the laws that govern the instruction of exceptional students and the special education service models used in the secondary setting. 47 contact hours.

EEX 4084   DIFFERENTIATED INSTRUCTION OF EXCEPTIONAL & DIVERSE STUDENTS

credits: 3  

Prerequisite: Admission to EPI-CT or RCERT-NO. This course is designed to introduce teacher candidates to the categories and characteristics of exceptional students served in the public school setting and how these classifications impact curriculum and instruction. Teacher candidates will review the concepts of differentiated instruction and inclusionary classroom practices for exceptional and diverse students.

EEX 4094   NATURE AND DIAGNOSTIC ASSESSMENT OF AUTISM

credits: 3  

Prerequisite: Students must be in the AUTISM-NO program. This course is an introduction to the nature of autism which surveys the history of Autism Spectrum Disorders (ASD) and gives an overview of the characteristics of children on the autism spectrum. Students will study the assessment and diagnosis of autism and examine research-based best practices for children on the autism spectrum. 47 contact hours.

EEX 4221   EDUCATIONAL ASSESSMENT OF EXCEPTIONAL STUDENTS

credits: 3  

Prerequisites: EDF 4430, and EEX 3012, and admission to ELEDR-BS or ESEDR-BS, or ICERT-NO. This course is a study of theory and practice of informal and formal assessment of behavior and/or learning problems. Practice with evaluation instruments and strategies is a key component of the course. Use of assessment information in designing academic K-12 curriculum plans is taught. 47 contact hours.

EEX 4242   DIFFERENTIATED INSTRUCTION AND ASSESSMENT FOR SECONDARY EXCEPTIONAL LEARNERS

credits: 3  

Prerequisite: Permission of the Dean. This course is designed to offer secondary content teachers understanding and strategies of how to teach and assess students with disabilities in a secondary inclusion setting. Teachers will learn the concept of differentiated instruction, inclusionary classroom practices, content-specific instructional strategies, and how to effectively assess students with disabilities in a secondary setting. 47 online contact hours.

EEX 4261   CURRICULUM AND INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH BEHAVIORAL DISORDERS AND SPECIFIC LEARNING DISABILITIES

credits: 1 - 4  

Prerequisites: EEX 3012, and EEX 3241, and EEX 4221, and EEX 4604 and admission to Exceptional Student Education with Reading BS or Exceptional Student Education BS. This course addresses curriculum, materials, effective strategies and technologies available to teach students with mild or moderate disabilities. Learning theory and strategies are analyzed and applied. This course emphasizes basic knowledge and skills for establishing and maintaining order in the classroom, problem-solving, and developing social skills. It includes a minimum of fifteen (15) school-based hours of observation/teaching in an exceptional educational setting(s). 62 contact hours.

EEX 4261 / TOPIC 2: DIFFERENTIATED INSTRUCTION: EPI  1 credit

Prerequisite: EEX 3012 and admission to the Exceptional Student Education EPI Program. This course addresses curriculum, materials, effective strategies and technologies available to teach students with behavioral disorders and specific learning disabilities. Learning theory and strategies are analyzed and applied. 17 contact hours.

EEX 4291   EFFECTIVE LEARNING ENVIRONMENTS FOR AUTISM THROUGH DESIGN, ASSESSMENT, BEHAVIOR MANAGEMENT AND PBS

credits: 3  
Prerequisite: Admission to the AUTISM-NO program. This course offers instruction regarding behavior management of and classroom management supports for children with autism. Class members will examine various behavior analysis techniques, positive behavior and classroom supports for children with Autism Spectrum Disorders (ASD). Class members will evaluate behavior assessments and construct instructional planning for children with autism. 47 contact hours.

EEX 4604   BEHAVIOR MANAGEMENT OF EXCEPTIONAL STUDENTS

credits: 3  

Prerequisites: EEX 3012. Admission to Elementary Education with Reading BS, or Exceptional Student Education with Reading BS, or Elementary Education BS, or Exceptional Student Education BS, or Middle Grades General Science Education BS, or Middle Grades Mathematics Education BS or Elementary Education EPI or Exceptional Student Education EPI Program. This course is designed to prepare teachers for the educational management of exceptional students with emphasis on behavior management and consultation skills. Students will gain a basic knowledge of how to create and maintain an on-task, safe and healthy environment for learning in the exceptional education classroom as well as the inclusive classroom. 47 contact hours.

EEX 4606   BEHAVIOR MANAGEMENT OF SECONDARY EXCEPTIONAL LEARNERS

credits: 3  

Prerequisite: Permission of the Dean. This course is designed to prepare inservice teachers for managing the behavior of secondary exceptional education earners (6-12) with an emphasis on positive behavioral supports and collaboration skills. Teachers will learn how to create and maintain a positive and supportive environment for learning in a secondary inclusive classroom. 47 contact hours.

EEX 4761   COMMUNICATION, ASSESSMENT, STRATEGIES, AND ASSISTIVE AND INSTRUCTIONAL TECHNOLOGY FOR STUDENTS WITH AUTISM

credits: 3  

Prerequisite: Students must be in the AUTISM-NO program. The course will examine the potential usefulness of Alternative and Augmentative Communication (AAC) supports to increase, maintain or improve functional communication skills of children with Autism Spectrum Disorder (ASD) in community and school settings. Students will develop the awareness and the necessary skills to conduct informed observations of communication abilities and to identify AAC supports that match the individual's learning style. Students will learn strategies to collaborate with teachers, family members and related professionals to increase communication amongst stakeholders. 47 contact hours.

EEX 4764   TECHNOLOGY AND TRANSITION FOR SECONDARY EXCEPTIONAL LEARNERS

credits: 3  

Prerequisite: Admission to Business Technology Education BS, Educational Studies BS, Elementary Education with Reading BS, Exceptional Education with Reading BS, Elementary Education BS, Exceptional Education BS, Middle Grades Math Education BS, Middle Grades Science Education BS, Secondary Math Education BS, Secondary Science Education BS, Technology Education BS, Elementary Education EPI, Exceptional Education EPI, Secondary Math EPI, Middle Grades Math EPI, Middle Grades Science EPI, or Secondary Science EPI, or Initial Teaching Certification, or Recertification. This course is designed to prepare inservice teachers to incorporate assistive and instructional technology in inclusive secondary classrooms. The emphasis is on using available technologies to support the behavior and academic learning of exceptional learners. The transition process and its connection to academic success are also covered. 47 online contact hours.

EEX 4940   INTERNSHIP: EXCEPTIONAL STUDENT EDUCATION

credits: 12  

Prerequisites: Successful completion of all Exceptional Student Education BS program requirements and passing of all sections of the General Knowledge and Professional Education Exam. This course requires a teacher candidate to demonstrate competency on the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full time internship in a K-6 school setting as approved by the College of Education. Teacher candidates must assume full-day teaching duties for a minimum of six weeks during the fifteen week internship. The internship also includes mandatory on-campus seminars. Contact hours: a minimum of 35 hours per week for 15 weeks.

EEX 4941   NATURE AND DIAGNOSTIC ASSESSMENT OF AUTISM FIELD EXPERIENCE

credits: 1  

Prerequisite: Students must be in the AUTISM-NO program. Corequisite: EEX 4094. This course is a companion course to the Nature of Autism course. Students will spend time in a classroom with children who have Autism Spectrum Disorders (ASD) in order to apply the knowledge gained in the paired theory course. Assignments and peer discussion relating to the observed application of material covered in the companion course will be submitted. 30 clock hours spent with child or children diagnosed with ASD in a school setting. 15 contact hours.

EEX 4942   EFFECTIVE LEARNING ENVIRONMENTS FOR AUTISM THROUGH DESIGN, ASSESSMENT, BEHAVIOR MANAGEMENT AND PBS FIELD EXPERIENCE

credits: 1  

Prerequisite: Students must be in the AUTISM-NO program. Corequisite: EEX 4291. This course is a companion course to the Effective Learning Environments for Students with Autism course. Students will spend time in a classroom with children who have Autism Spectrum Disorders (ASD) in order to apply the knowledge gained in the paired theory course. Assignments and peer discussion relating to the observed application of material covered in the companion course will be submitted. 30 clock hours spent with child or children diagnosed with ASD in a school setting. 15 contact hours.

EEX 4943   COMMUNICATION ASSESSMENT, STRATEGIES, AND ASSISTIVE AND INSTRUCTIONAL TECHNOLOGY FOR STUDENTS WITH AUTISM FIELD EXPERIENCE

credits: 1  

Prerequisite: Students must be in the AUTISM-NO program. Corequisite: EEX 4761. This course is a companion course to the Communication with Students with Autism, Families and Other Professionals course. Students will spend time in a classroom with children who have Autism Spectrum Disorders (ASD) in order to apply the knowledge gained in the paired theory course. Assignments and peer discussion relating to the observed application of material covered in the companion course will be submitted. 30 clock hours are required with a child or children diagnosed with ASD in a school setting. 15 contact hours.

EME 2040   INTRODUCTION TO EDUCATIONAL TECHNOLOGY

credits: 3  

This is a survey level course designed to introduce preservice teachers to the proper methods for using technology in contemporary education settings. 47 contact hours. 

LAE 2000   LANGUAGE AND LITERACY DEVELOPMENT IN YOUNG CHILDREN

credits: 3  

Prerequisites: EEC 1603. This course is an introductory study of speech and language development from birth to eight years of age. Emphasis is on the application of language arts activities in early childhood settings. This course requires 15 field experience hours in early childhood care and education settings. 47 contact hours.

LAE 4414   LANGUAGE ARTS FOR PRE-KINDERGARTEN/PRIMARY EDUCATION

credits: 3  

Prerequisite: Admission to Educational Studies BS. Pre- or corequisite EEC 3204. This course is designed to increase the student’s understanding of the fundamentals of early literacy, early reading skills and reading development in children three to eight years of age (prekindergarten to grade three.) Literacy development will be explored along with the understanding that communication is a whole process in which speaking, listening, using written symbols and reading symbols are closely connected. The course explores activities that foster a balanced, positive, constructive and appropriate attitude towards literacy in young children as reflected in college classroom performance and practical application. The course requires 15 field experience hours in an early childhood setting. 47 contact hours.

LAE 4416   INTERMEDIATE LITERACY 3-6: WRITING AND THINKING

credits: 2  

This course is an introduction to writing instruction and the best methods to use with students in grades three through six. This course will examine the development of writing instruction over the past thirty years and provide knowledge about those who have been most influential in its evolution. This course will examine, among many other things, the writing process, the use of a daily writing workshop for instructional purposes, materials to use for instructing and assessing writing, the place of literature in the writing classroom and ways to use writing to enhance thinking throughout all curriculum areas. 30 contact hours.

MAE 3320   INTERACTIVE MIDDLE SCHOOL MATHEMATICS PROJECTS

credits: 3  

Prerequisite : Admission to :Middle Grades Mathematics Education (5-9) BS, OR Secondary Mathematics Education (6-12) BS, OR ICERT-NO, OR RCERT-NO; Corequisite: MAE 3941. This course is designed for students who are majoring in mathematics education. In this course students learn principles of effective curriculum design and assessment and apply these principles by designing and developing interactive mathematics curriculum projects for middle school students. This course is offered concurrently with the one credit hour practicum, Interactive Middle School Mathematics Projects. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the discipline and required for certification. 47 contact hours.

MAE 3823   CONNECTIONS THROUGH ALGEBRAIC THINKING

credits: 4  

Prerequisite: Admission to Middle Grades Mathematics Education (5-9) BS, and DEP 3305, OR ICERT-NO, OR RCERT-NO. This course is designed to develop a background for the middle school mathematics teacher that will enable the teacher to understand the relationship between the brain and learning, the meaning of conceptual change, some of the history of symbolic language, the geometric terms used for shapes and simple relationships, the significance of readiness for abstract thought and the importance of variety in teaching through presentations that utilize technology and connections to out-of-school experiences. The course will emphasize the constructivist approach and the teaching of solving problems mathematically. The course will utilize Next Generation Sunshine State Standards (NGSSS), and/or Common core State Standards in problem solving in algebraic and geometric applications as well as applications with basic numerical operations. 62 contact hours.

MAE 3941   INTERACTIVE MIDDLE SCHOOL MATHEMATICS PROJECTS PRACTICUM

credits: 1  

Prerequisite(s): Admission to Secondary Math Education BS or Middle Grades Math Education BS. Corequisite(s): MAE 3320. This course is designed for students who are majoring in mathematics education. This practicum accompanies Interactive Middle School Mathematics Projects. Students spend a minimum of sixty (60) school-based hours in the middle school classroom. 17 contact hours.
 

MAE 4330   INSTRUCTIONAL METHODS IN SECONDARY MATHEMATICS WITH TECHNOLOGY

credits: 3  

Prerequisite: Admission to Secondary Math Education OR Secondary Math EPI, and Corequisite MAE 4942 with a minimum grade of C. This course is designed for students who are majoring in secondary mathematics education or middle grades math education and is offered concurrently with Instructional Methods in Secondary Mathematics with Technology Practicum. This course addresses the required instructional methods, techniques, strategies, resources, and assessment considerations for effective teaching of secondary mathematics. It also incorporates appropriate technology to support the learning of mathematics. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the discipline and required for certification. 47 contact hours.

MAE 4642   ASSESSING COGNITIVE AND AFFECTIVE ISSUES IN LEARNING MATHEMATICS

credits: 2  

Prerequisites: Admission to : Middle Grades Mathematics Education (5-9) BS, and EDF 3214 or DEP 3305 OR Secondary Mathematics Education (6-12) BS, and EDF 3214, OR DEP 3305, OR ICERT-NO, OR RCERT-NO. This course is designed for students who are majoring in mathematics education and who will be obtaining teacher certification in grades 5 -12. This course assesses research-based evidence of cognitive and affective factors that impede or enhance learning (e.g., learner characteristics, what makes learning a particular concept difficult, teaching methodologies for specific areas of content) and applies this evidence to the teaching of mathematics. It emphasizes pedagogical reflection and problem solving by means of active learning strategies, physical and visual materials, print and electronic resources and effective questioning and communicating. This course addresses specific subject matter competencies and pedagogy pertinent to the discipline and Common Core State Standards and required for certification. 32 contact hours.

MAE 4940   INTERNSHIP: SECONDARY MATHEMATICS EDUCATION 6-12

credits: 12  

Prerequisites: Successful completion of all Secondary Mathematics Education BS program requirements and passing of all sections of the General Knowledge and Professional Education Exam. This course requires a teacher candidate to demonstrate competency on the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full time internship in a 6-12 school setting as approved by the College of Education. Teacher candidates must assume full-day teaching duties for a minimum of six weeks during the fifteen week internship. The internship also includes mandatory on-campus seminars. Contact hours: a minimum of 35 hours per week for 15 weeks.

MAE 4942   INSTRUCTIONAL METHODS IN SECONDARY MATHEMATICS WITH TECHNOLOGY PRACTICUM

credits: 1  

Prerequisite: Admission to MTSED-BS, MGMED-BS; Corequisite(s): MAE 4330. This course is designed for students who are majoring in mathematics education and is offered concurrently with Instructional Methods in Secondary Mathematics with Technology. This course provides students with opportunities to apply the knowledge of teaching methods, techniques, and strategies learned in Instructional Methods in Secondary Mathematics with Technology. There are sixty (60) school-based hours of teaching/observation required and will be coordinated with in-service high school teachers and their curriculum schedules and needs. 17 contact hours

MAE 4943   INTERNSHIP: MIDDLE GRADES MATHEMATICS EDUCATION 5-9

credits: 12  

Prerequisites: This course requires a teacher candidate to demonstrate competency on the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full time internship in a 5-9 public or private school setting as approved by the Dean College of Education. Teacher candidates must assume full-day teaching duties for a minimum of six weeks during the fifteen week internship. The internship also includes a series of mandatory professional leadership on-campus seminars. Contact hours: 525

RED 3309   EARLY AND EMERGENT LITERACY K-2

credits: 3  

Prerequisite: Admission to Educational Studies BS, or Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Initial Certification. This course is designed to increase understanding of early literacy development and the conditions which promote total literacy for children birth to second grade. Language theory and current research are used to shape informed practices regarding literacy development. Connections are made among all aspects of literacy learning, including reading, writing, listening and speaking. The course explores research-based best practices in teaching literacy to young children. It includes a minimum of 15 school based hours of participation/observation of reading in educational setting(s).  47 contact hours.

RED 4009   EMERGENT LANGUAGE AND LITERACY

credits: 3  

Prerequisite: Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. The purpose of this course is to promote the understanding of the developmental trajectory of emergent literacy through oral language/vocabulary, phonemic/phonological awareness, concepts of print, listening comprehension and writing for preschool children ages 0-5. Oral language theories, current emergent reading research and developmentally appropriate assessments align language development to best practice for emergent literacy learning. The role of emergent language and literacy learning: reading, writing, listening, speaking and thinking are explored while addressing the social, emotional, physical and creative development for young children. The course explores and develops many related activities to foster a balanced, differentiated, positive and constructive approach towards literacy learning for all young children. It includes a minimum of 15 school-based hours of observation/teaching/assessing reading in educational setting(s). This course is writing intensive. 47 contact hours.

RED 4014   READING/WRITING & LANGUAGE ARTS SKILLS IN ELEMENTARY SCHOOL, K-6

credits: 3  

Prerequisite: Admission to EPI-CT. The design of this course is to promote an understanding of the stages of literacy development from emergent to mature readers through a balanced literacy model for diverse learners in grades K-6. Language theories, current reading research, assessment, and remediation/interventions through diagnostic evaluation are used to shape informed practices regarding literacy development. Connections are made among all aspects of literacy learning: reading, writing, listening, speaking and motivation/attitude development through lectures and field experiences that enable teacher candidates to practice and demonstrate the five essential components of effective reading instruction (oral language/phonemic awareness, phonics, fluency, vocabulary and comprehension.) The course explores and develops many related activities to foster a balanced, differentiated, positive, constructive approach towards literacy learning for diverse learners, with an emphasis on struggling readers. It includes a minimum of 15 school-based hours of observation/teaching/assessing reading in educational settings. This course is writing intensive. 47 contact hours.

RED 4043   READING WITHIN THE DISCIPLINES 5-12

credits: 3  

Prerequisite: Admission to EPI-CT or ICERT-NO or RCERT-NO. This course examines the fundamentals of teaching reading including comprehension, fluency, and vocabulary within various disciplines in the secondary grades. The major emphasis of the course is teaching reading as a process to enhance metacognition and support understanding of more complex text, including informational and narrative forms. In addition, a major focus area is using informal and formal reading assessment to guide instruction. This course is blended. 47 contact hours.

RED 4304   EARLY LITERACY LEARNING AND ASSESSMENT PRE-K - GRADE 3

credits: 3  

Prerequisite: Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (PKPED-BS). The design of this course is to increase the understanding of the stages of early literacy development from the emergent to fluent level and the conditions that promote total literacy for all children Pre-K through 3rd grade. Language theories, current reading research, assessment, remediation/ interventions through diagnostic evaluation are used to shape informed practices regarding literacy development. Connections are made among all aspects of literacy learning: reading, writing, listening, speaking and attitude development. The course explores and develops many related activities to foster a balanced, differentiated, positive, constructive approach towards literacy learning for all young children. It includes a minimum of 15 school-based hours of observation/teaching/assessing reading in educational setting(s). This course is writing intensive.”

RED 4324   READING IN THE MIDDLE SCHOOL

credits: 3  
Prerequisite: Admission to Middle Grades Math Education BS, Middle Grades Science Education BS, Middle Grades Math EPI, Middle Grades Science EPI or Initial Certification. This course is designed for middle grades teachers who need developmental reading/literacy and assessment strategies for adolescents. The major emphasis of the course is placed on current theories, practical strategies, development of teaching techniques, and materials used in reading/literacy instruction to improve both academic and recreational reading. The emphasis is placed on the key No Child Left Behind literacy areas of Fluency, Vocabulary, and Comprehension for both content understanding and diagnosis of reading difficulties at that level. Lecture, discussion, simulated teaching, and field work constitute different course activities. 47 contact hours. 20 school-based hours required.

RED 4335   READING IN THE CONTENT AREA

credits: 3  

Prerequisite:

Admission to Secondary Science Education BS, OR
Middle Grades Math Education BS, OR
Middle Grades Science Education BS, OR
Secondary Math Education BS, OR
Initial Certification.

This course is designed to promote the effective teaching of literacy skills across the curriculum. The major emphasis of this course is placed on current theories, methods, and materials used in content area literacy instruction. Lecture, discussion, simulated teaching, and field work constitute different course activities. 47 contact hours

RED 4335 / Topic #2: READING ACROSS THE CURRICULUM: EPI

Prerequisite: Must be in the EPI programs. This is a two-credit course designed to promotes effective teaching of literacy skills. Through lecture, discussion, and simulated teaching, students learn to apply appropriate strategies and assessments for diverse learners, employ exemplary practices and create learning environments that promote and build literacy across the curriculum. 32 contact hours.

RED 4511   INTERMEDIATE LITERACY 3-6: READING, WRITING AND THINKING

credits: 3  

Prerequisite: Admission to Elementary Education with Infused ESOL and Reading, AND RED 3309 and EDG 3620 OR Admission to Exceptional Student Education with Infused ESOL and Reading, AND RED 3309 and EEX 3241. This course is an intermediate reading and writing course that combines the study of theory and practice in the teaching of developmental reading, writing and critical thinking in grades 3-6. The major emphasis of the course is on current theories, methods, and materials used in reading/literacy and writing instruction. Lecture, discussion, simulated teaching and fieldwork constitute different course activities. 47 contact hours.

RED 4519   DIAGNOSIS AND INTERVENTION IN READING

credits: 3  

Prerequisites: RED 3309 and RED 4511 and admission to Elementary Education with infused ESOL and Reading BS, or Exceptional Student Education with infused ESOL and Reading BS, or Elementary Education EPI, or Exceptional Student Education EPI. This course is designed to focus on formal and informal reading assessments (e.g., formal-norm-referenced/criterion-referenced assessments, and informal-reading inventories). Students will complete diagnostic case studies to demonstrate their ability to interpret pre-existing data reports, select and administer appropriate assessments and analyze data to inform reading instruction. Topics include quantitative and qualitative assessments that address elements of reading (e.g., comprehension, word recognition, phonemic awareness, phonics, fluency, vocabulary, oral language and writing.) The major emphasis of the course is on diagnosis of reading problems, administration of the assessments, evaluation of results, and planning instruction/interventions for remediation. Lecture, discussion, simulated assessment practice, and an actual diagnostic case study, constitute different course activities. 20 school- based hours. 47 contact hours.

RED 4940   FINAL READING INTERNSHIP

credits: 1  

Prerequisite: (Admission to Elementary Education BS and corequisite EDE 4940 with a minimum grade of C) or (Exceptional Student Education BS and corequisite EEX 4940 with a minimum grade of C) or (Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS and corequisite EEC 4946 with a minimum grade of C). This course is designed as a supervised reading portion of the final internship to give practical experience in reading for the pre-service teacher. This course aligns directly to the Florida Reading Competencies, which include language development, cognition, research-proven best practices, and differentiated instruction. Students will work directly with PreK-12 teachers and students in the public schools in large group, small group, and individual settings to connect all aspects of theoretical, campus-based literacy instruction to classroom practice. This course is designed to demonstrate specific skills and strategies in reading relative to program planning, instruction, daily scheduling, record keeping, evaluation, classroom management, communication, ethics, and professional development. Contact hours: Students will spend a minimum of 5 hours per week for 15 weeks. 

SCE 3030   SCIENCE MATTERS

credits: 2  

Prerequisite: None. This course is designed to promote an awareness of how teachers can engage teenage students in learning and make science matter to them. Course topics include readings and discussions pertinent to Next Generation Sunshine State Standards, and/or Common Core State Standards and pedagogy for teaching science. A central theme of the course is the connections between fields of science, and applications to modern life. Class activities will provide opportunity for students to review and explore topics from biology, physical science, astronomy, ecology and earth science. The course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards and pedagogy pertinent to the discipline and required for certification, and will serve as a fundamental science content review in preparations for teaching, and for taking Florida Subject area exams, as well as exploring the fundamental concepts of science literacy for all students. 32 contact hours.

SCE 3420C   PHYSICAL SCIENCE FOR MIDDLE SCHOOL TEACHERS

credits: 4  

Prerequisites: CHM 1025 or passing the chemistry pretest administered by SPC Natural Science department. This course is a study of the fundamental concepts of physical science as part of preparation for teaching science in grades 5-9. General topics will include: Newtonian mechanics, force, motion, energy, momentum, magnetism, electricity, light, sound and gravity. Chemistry topics will include the nature of elements, compounds, and mixtures; chemical and physical properties of matter; chemical reactions and nuclear processes. Although knowledge of basic algebra and mathematical skills are required, the course is focused on the conceptual understanding of physical principles rather than on mathematical manipulations. An integrated laboratory component will stress the importance of evidence, observations, experimentation, logic, and argument, and provide students with the knowledge and skills necessary for conducting demonstrations and laboratory investigations in the middle school setting. This course is designed for majors in the Middle School General Science, 5-9 program, and addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards and pedagogy pertinent to the discipline and required for certification. 92 contact hours.

SCE 3941   SECONDARY SCIENCE FIELD EXPERIENCE (6-8)

credits: 1  

Prerequisite: Admission to:

Middle Grades General Science (5-9) BS, OR
Science Education Biology (6-12) BS or initial certification.

Corequisite: SCE 3945. This course is designed for students who will be obtaining science teacher certification. Students will spend 60 school based hours in a middle school science classroom, working with a mentoring teacher. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards and pedagogy pertinent to the discipline and required for certification. 17 contact hours.

SCE 3945   INTERACTIVE PROJECTS THAT PROMOTE LEARNING IN SCIENCE

credits: 3  

Prerequisite:  Admission to Secondary Science Education BS or Middle Grades Science BS OR, initial certification or recertification teacher status. Corequisite: SCE 3941. Topics for this course include; cognitive needs of middle school students, objective based lesson planning, Inquiry science, effective communication, and classroom management. This course is designed to integrate science coursework with practical experience for students preparing to in a middle school science classroom, and students must be enrolled in the field based co-requisite course SCE 3941. The course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the discipline and required for certification. 47 contact hours

SCE 4330   SECONDARY SCHOOL SCIENCE AND ASSESSSMENT WITH TECHNOLOGY

credits: 3  

Prerequisite: Admission to Science Education-Biology Emphasis BS or Middle Grades Science Education BS or Initial Certification or recertification. Corequisite: SCE 4940. This course provides instruction in the knowledge and skills needed for students to become effective teachers of high school science. Topics for this course include: cognitive needs of high school students, objective based lesson planning with assessment, effective instructional communication and questioning techniques, multimedia instruction, and use of technology. Practical experience in planning, implementing, assessing, and evaluating science instruction will be provided. This course is designed to integrate science coursework with practical experience for students preparing to teach in a secondary school science classroom. Students must be enrolled in the field based co-requisite course SCE 4940. The course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the discipline and is required for certification. 47 contact hours.

SCE 4940   INSTRUCTIONAL METHODS IN SECONDARY SCIENCE AND ASSESSMENT WITH TECHNOLOGY PRACTICUM

credits: 1  

Prerequisite: Admission to Secondary Science Education BS or Middle Grades Science Education BS or Initial Certification. Corequisite: SCE 4330. This course is designed for students who will be obtaining teacher certification in secondary science. Students spend a minimum of 60 school-based hours in science classroom grade 9-12. The course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the discipline and required for certification. 17 contact hours.

SCE 4942   INTERNSHIP: SECONDARY SCIENCE EDUCATION 6-12

credits: 12  

Prerequisites: Successful completion of all Secondary Science Education program requirements and passing of all sections of the General Knowledge and Professional Education Exam. This course requires a teacher candidate to demonstrate competency on the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full time internship in a 6-12 public or private school setting as approved by the College of Education. Teacher candidates must assume full-day teaching duties for a minimum of six weeks during the fifteen week internship. The internship also includes mandatory on-campus seminars. Contact hours: 525

SCE 4943   INTERNSHIP: MIDDLE GRADES GENERAL SCIENCE EDUCATION 5-9

credits: 12  

Prerequisites: Successful completion of all Middle Grades General Science, 5-9 Education BS program requirements and passing of all sections of the General Knowledge and Professional Education Exam. This course requires a teacher candidate to demonstrate competency on the Florida Educator Accomplished Practices (FEAPs) at the pre-professional level during one semester of full time internship in a 5-9 school setting as approved by the College of Education. Teacher candidates must assume full-day teaching duties for a minimum of six weeks during the fifteen week internship. The internship also includes mandatory on-campus seminars. Contact hours: a minimum of 35 hours per week for 15 weeks.

TSL 3080   ESOL ISSUES: PRINCIPLES AND PRACTICES I K-12

credits: 3  

Prerequisite:

Admission to Secondary Science Education BS, or
Educational Studies BS, or
Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS, or
Elementary Education with Infused ESOL and Reading BS, or
Exceptional Student Education with Infused ESOL and Reading BS, or
Middle Grades Mathematics Education BS, or
Middle Grades Science Education BS, or
Secondary Mathematics Education BS, or
Elementary Education EPI, or
Exceptional Education EPI, or
Secondary Math EPI, or
Middle Grades Math EPI, or
Middle Grades Science EPI, or
Secondary Science EPI, or
Initial Certification.

This course is an introduction to the issues, principles, and practices of teaching English to speakers of other languages. It provides the foundation of knowledge necessary to meet the instructional needs of linguistically and culturally diverse students. Students will have 15 hours of field experience. The five ESOL Domains will be assessed in this course. Students will have 15 hours of field experience. 47 contact hours.

TSL 4081   ESOL ISSUES: PRINCIPLES AND PRACTICES II K-12

credits: 3  

Prerequisites: TSL 3080 and

Admission to Educational Studies BS, or
Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS, or
Elementary Education with Infused ESOL and Reading BS, or
Elementary Education with Infused ESOL BS, or
Exceptional Student Education with Infused ESOL and Reading BS, or
Elementary Education EPI, or
Exceptional Student Education EPI, or
Secondary Math EPI, or
Middle Grades Math EPI, or
Middle Grades Science EPI, or
Secondary Science EPI.

This course is designed to serve as the culminating experience in the teaching of English to speakers of other languages (ESOL) for the education major. Its main goal is to make the connection between theory and practice. Special attention will be given to the areas of cross-cultural communications, second language acquisition theory and methods of teaching English language learners (ELLs).The 5 ESOL Domains are comprehensively covered throughout this course. 15 hours of field experiences. 47 contact hours.

TSL 4140   CURRICULUM DEVELOPMENT IN ESOL

credits: 3  

Prerequisite: Admission to EPI-CT or ICERT-NO or RCERT-NO. This course will survey cross-cultural communication and understanding, testing and evaluation, curriculum, and methods of teaching ESOL to meet the needs to Limited English Proficiency students. Students will have 15 hours of field experience. Contact hours: 47

 


<< Course Subjects