Course Descriptions

Undergraduate Course Descriptions

Graduate Course Descriptions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ED 300 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced and consistent themes and concepts identified. There is a 15-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 301 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in regular and special classroom settings. Exceptionalities studied include all areas identified by national and state mandates. There is a 5-hour service-learning requirement in a PK-12 educational setting.
Offered: Spring Semester All Years

ED 302 EDUCATION IN THE U.S.   3.0 Credit(s)
Discusses current issues in American education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. There is a three-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 341 IRISH ED COMPARATIVE PERSPECTIVES   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Student will be introduced to the students and teachers of Dingle, Ireland and experience the Irish education system up close and personal. Students will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 152 Education in the United States or ED 229 Multicultural Education or it serves as an MAT elective.
Offered: Winter Semester All Years

ED 401 EDUCATIONAL TECHNOLOGY   3.0 Credit(s)
Familiarizes participants with methods for integrating technology to support teaching and learning in the 1-12 curriculum. A variety of software programs will be used that are applicable to a variety of learners as well as to enhance professional productivity. Participants will acquire basic strategies for evaluating and incorporating technology resources into the curriculum and legal, ethical and safety issues regarding technology use will be analyzed. A PC with Microsoft Office® and Internet access is required. A three-hour field experience in a diverse 1-12 educational setting is required.
Offered: Fall & Spring Semesters All Years

ED 402 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, etc. Through classroom presentations, speakers, and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Spring Semester All Years

ED 403 CHILDREN'S LITERATURE   3.0 Credit(s)
Examines a variety of genres of children's literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children's books are included. Multicultural literature and the dramatic arts are emphasized.
Offered: Fall Semester All Years

ED 404 CLASSROOM MANAGEMENT ELEMENTARY   3.0 Credit(s)
Explores teaching strategies for managing the elementary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in an elementary setting.
Offered: Fall Semester All Years

ED 405 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
Explores teaching strategies for managing the secondary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the secondary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in a secondary setting.
Offered: Fall Semester All Years

ED 430 ELEM. METH. SOC STUDIES HEALTH PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.

ED 451 SEC. CURRICULUM: BIOLOGY   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of biology curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to secondary biology. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 452 SEC. CURRICULUM: BUSINESS   3.0 Credit(s)

ED 454 SEC. CURRICULUM: ENGLISH   3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 455 SEC. CURRICULUM: GENERAL SCIENCE   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to general science. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 456 SEC. CURRICULUM: MATH   3.0 Credit(s)
Explores National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 457 SEC. CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 458 SEC. CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 459 METH.TEACH ELEM MATH& SCIENCE   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.

ED 461 SEC. METHOD: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.

ED 462 SEC METHOD: BUSINESS   3.0 Credit(s)

ED 463 SEC METHOD: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.

ED 464 SEC METHOD: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.

ED 465 SEC. METHOD: GEN. SCI.   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.

ED 466 SEC. METHOD: MATH   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.

ED 467 SEC. METHOD: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.

ED 468 SEC. METHOD: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.

ED 471 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 473 STUDENT TEACHING: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Student Teaching the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 474 STUDENT TEACHING: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 475 STUDENT TEACHING: GEN. SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/ work experience. A student teaching fee is assessed.

ED 476 STUDENT TEACHING: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 477 STUDENT TEACHING: SOC.STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 478 STUDENT TEACHING: SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.

ED 496 DSAP SUPERVISION   2.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 497 DSAP SEM. & SUPERVISION SECONDARY   6.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 516 SECONDARY CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 517 SECONDARY CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 523 MULTICULTURAL EDUCATION   3.0 Credit(s)
This course is designed to foster understanding of diversity. Candidates attain problem-solving and listening skills necessary for attitudinal changes for appreciation of diversity. Group process activities are presented to help students understand biases and stereotypical assumptions and how these affect decisions in the classroom. Portions of this course are experiential. There is a 15-hour field experience requirement in which candidates interact with persons of different cultural, linguistic, religious, socioeconomic, and ethnic backgrounds.
Offered: Fall, Spring & Summer Sems All Years

ED 531 SECONDARY METHODS: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 532 SECONDARY METHODS: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 533 SECONDARY METHODS: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 534 SECONDARY. METHODS: GENERAL. SCIENCE   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 535 SECONDARY METHODS: MATHEMATICS   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 536 SECONDARY METHODS: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 537 SECONDARY METHODS: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 541 IRISH EDUCATION COMPARATIVE PERSPECTIVE   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Candidates are introduced to the students and teachers of Dingle, Ireland and experience the Irish educational system in an up-close and personal way. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 523 Multicultural Education, ED 552 Education in the United States, or an MAT elective.
Offered: Winter Semester All Years

ED 542 PRACTICUM:ELEM LANG ARTS & SOC. STUDIES   3.0 Credit(s)
This elective course affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments and design an intervention plan that meets the diverse needs of each student. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering literacy instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 543 PRACTICUM IN ELEMENTARY MATH & SCIENCE   3.0 Credit(s)
This course is designed to provide teachers with opportunities to explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the elementary childhood (grades K - 5) levels. The course will provide a one on one experience for tutoring students in math and science skills. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering math and science instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 544 ELEM CURRIC. & METHDS:: LANGUAGE ARTS   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: As Needed Contact Department

ED 552 EDUCATION IN THE U.S.   3.0 Credit(s)
This course discusses current issues in education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. This course is offered as a hybrid course with a combination of face-to-face and online classes. Includes a three-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 553 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
This course considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified. Includes a fifteen-hour service learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 554 ELEM CURRIC & METH:READ, WRITING, L.A.   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: Fall & Spring Semesters All Years

ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.
Offered: Fall & Summer Semesters All Years

ED 556 ELEM.CURRICULUM & METHODS: MATH & SCI   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.
Offered: Fall & Spring Semesters All Years

ED 557 HUMAN COMP. INTERACTION PK-12   3.0 Credit(s)
This project-based seminar course introduces game theory and investigates the ways that individuals learn from interactive computer environments. The use of digital games in educational contexts is explored. Participants use Web 2.0 technologies, portable applications, and Game Maker® software to design entry-level games that are aligned with the PK-12 curriculum. No prior computer programming or art skills are required. (Online learning)
Offered: As Needed Contact Department

ED 565 CLASSROOM MGMT: ELEM   3.0 Credit(s)
This course explores teaching strategies for managing an elementary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the elementary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 566 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
This course explores teaching strategies for managing a secondary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the secondary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 568 EDUCATION OF THE GIFTED   3.0 Credit(s)
This course examines the identification, educational, and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority populations and populations with disabilities.
Offered: Late Spring & Summer Semesters All Years

ED 569 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
This course focuses on the identification of exceptional students as well as methods of meeting their educational needs in general education and special education classroom settings. Issues surrounding inclusion are considered, as well as inclusive practices, models, and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 571 STORY TELLING SEMINAR   3.0 Credit(s)
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on media. Candidates also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.
Offered: Spring & Summer Semesters All Years

ED 573 PROF. DEVELPMENT PHASE I   3.0 Credit(s)
Candidates will create a field-based professional-development plan in which they interview a district's supervisor or other professional responsible for faculty development at the school level. They will participate in analyzing school performance data and reviewing the literature for establishing a research-based intervention that will address a specific need. The candidate will construct a professional development plan that is connected to improving both teaching and learning at the school level. Schools are at various levels in the staff development process. The process may include the development of school or grade-level data teams. Candidates will create an action plan and present it to the instructor utilizing a PowerPoint presentation. After receiving departmental and school approval of the professional development plan, the candidate moves into the Phase II implementation process. This phase will require an additional semester of work. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 574 PROF. DEVELOPMENT PHASE II   3.0 Credit(s)
Candidates will implement the professional development plan designed in ED 573 through three phases: pre implementation,implementation, and post implementation. Candidates will coordinate and arrange for professionals, paraprofessionals, or community members to participate. Candidates reflect on performance based on feedback from the audience, instructor, and self-reflection. Reflection considers instructional design, instructional delivery, assessment, and integration of technology. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 578 EDUCATION TECHNOLOGY   3.0 Credit(s)
This course emphasizes the integration of technological resources into primary and secondary classroom settings for the purpose of fostering student learning, creativity, and innovation. Legal issues along with the methods for using technology to collect and analyze student data are introduced. A three-hour field experience in a diverse PK-12 educational setting is required. A PC with Microsoft Office® and Internet access is recommended. (Blended or online learning)
Offered: All Semesters All Years

ED 581 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 582 STUDENT TEACHING SEMINAR: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 583 STUDENT TEACHING SEMINAR: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 584 STUDENT TEACHING SEMINAR: GENERAL SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 585 STUDENT TEACHING SEMINAR: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 586 STUDENT TEACHING SEMINAR: SOC. STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 587 STUDENT TEACHING SEMINAR:SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 588 CREATIVITY/TALENTED-GIFTED   3.0 Credit(s)
In this course, students explore comprehensive curriculum for gifted learners including planning, adaptation, process, and integration. The facilitation of creative behavior is explored both experientially and theoretically.
Offered: As Needed Contact Department

ED 589 STUDENT TEACHING SEMINAR: ELEMENTARY   6.0 Credit(s)
Student teaching field experience in elementary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for intern/work experience and twelve weeks for non-intern/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 5892 CHILD ADVOCACY: ACTION FOR CHILDREN  

ED 590 MASTER'S PROJECT   3.0 Credit(s)
This course is designed for candidates who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.
Offered: Fall, Spring & Summer Sems All Years

ED 592 TECHNOLOGY AND CREATIVITY   3.0 Credit(s)
This course provides participants with an in-depth study of the technological resources currently available for use in educational environments. Participants create inquiry based learning activities for the classroom. A three-hour field experience is required in this course. (Blended learning)
Offered: Fall & Spring Semesters All Years

ED 594 CHILD ABUSE&NEGLECT/TREATMEN   3.0 Credit(s)

Offered: Summer Semester All Years

ED 599 SEMINAR: SPECIAL TOPICS   3.0-6.0 Credit(s)
This course is designed to satisfy the MAT seminar requirement. Content of the seminar and its subtitle will vary. Recent and continuing topics appear below. Emerging Technologies This graduate course provides participants with opportunities to collaborate and reflect on the ways mobile technologies such as the iPhone®, iPad®, and iPod Touch® can be used to enhance teaching and learning. Participants will explore these technologies through hands-on activities and the assessment of apps. Instructional materials are also created. (Blended learning) Learning to Learn The seminar will examine the latest information on learning theories and how they may be applied to teaching and learning. Through a series of readings, class discussions, and video footage, participants will be engaged in an in-depth study of the following topics: the many facets of learning, cognitive development including information regarding brain structure and function, inquiry-centered learning, conceptual thinking and mapping, multiple intelligences, and the appropriate uses of various kinds of formative and summative assessment models. Legal Issues for Educators This course is designed to help participants become aware of legal issues that affect schools, districts, and individuals within a school setting. Most teachers are unaware of the legal precedents that drive school-related decisions, and of the legal burdens implicit in educating and supervising students. This course will examine the legal standards to which teachers are held, and explore areas where teachers often unwittingly fall short of those standards. Participants will learn skills for avoiding problem areas, thereby saving themselves, their students, and their schools legal problems, money, and heartache. The course will also undertake a review of historical and current civil rights and constitutional issues, as well as current cases concerning educating students with special needs. Public Education as Social Change Agent Many question society's standards, and some claim that schools must play an important role in improving the moral climate. Students in this seminar address the critical issues facing our country and answer the following questions: What kind of society do I want to help create? How can schools and my discipline contribute to my vision of society? Students will also evaluate various approaches to values education.
Offered: Fall & Summer Semesters All Years

ED 600 CHARACTERISTICS-EFFECTIVE SCH   3.0 Credit(s)
Examines the characteristics of effective schools and studies the implications that effective school practices have on improving learning, teaching, and leadership. Research findings, selected readings, and experts in the field who make presentations all contribute to exciting class discussions and stimulating weekly sessions.
Offered: Summer Semester All Years

ED 609 DIFFERENTIATED INSTRUCTION   3.0 Credit(s)
Assists K-12 teachers in recognizing and nurturing the multiple intelligences of their students. Teachers develop strategies to incorporate the recognition and application of multiple intelligences into their classroom practice.
Offered: Late Spring & Summer Semesters All Years

ED 610 THE TEACHER LEADER   3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on cerating cultures in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitatiing conversations sand building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learing).
Offered: Fall Semester All Years

ED 621 LEARNING STATIONS FOR ELEMEN. TEACHERS   3.0 Credit(s)
Practical ideas for the use of Learning Stations in the elementary classroom. Experience in design, construction,record keeping and use in curriculum areas- all standard -based.
Offered: Winter Semester Contact Department

ED 623 ENVIR SCIENCE-ELEM TEACHERS   3.0 Credit(s)
Designed for elementary school teachers, this course introduces the basic scientific principles underlying today's environmental issues. Air, water, and land pollution are discussed.
Offered: Summer Semester All Years

ED 627 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, and more. Through classroom presentations, speakers, and audiovisual materials, candidates gain practical insight and understanding of contemporary issues in adolescent life. Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall, Spring & Summer Sems All Years

ED 638 ASSESSING STUDENT LEARNING ELEMENTARY   3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall & Spring Semesters All Years

ED 639 ASSESSING STUDENT LEARN:SEC   3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction,and assessments.
Offered: Fall & Spring Semesters All Years

ED 641 INQUIRY IN THE ACADEMIC DESCIPLINES   3.0 Credit(s)
Explores the methodologies and investigative techniques used in the humanities, social sciences, and natural sciences. In addition to surveying frameworks of understanding in the academic disciplines relevant to curriculum in the secondary schools, the course relates discipline-specific ways of knowing to what students encounter in their everyday lives.
Offered: Fall & Summer Semesters All Years

ED 642 SPECIAL PROJECTS IN EDUC TECH   3.0 Credit(s)
This research course provides advanced practical experience in the implementation and evaluation of computer technology as it relates to administration, curriculum, and instruction. A field experience enables participants to conduct action research in a diverse PK-12 classroom setting. Methods for data collection and analysis are introduced. (Online learning)
Offered: Spring Semester All Years

ED 657 PROFESSIONAL SEMINAR: ELEMENTARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who will teach at the elementary school level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM).
Offered: Fall & Spring Semesters All Years

ED 658 PROFESSIONAL SEMINAR: SECONDARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who teach at the secondary level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM). Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall & Spring Semesters All Years

ED 663 INSTR SOFTWARE/INSTRUM: K-12   3.0 Credit(s)
Provides an overview of educational software for use in PK-12 education. Methods for aligning developmentally appropriate software with PK-12 content standards are emphasized. Legal issues relating to software licensing are discussed. Assistive technology software for students with special needs is introduced. (Online learning)
Offered: Spring & Summer Semesters All Years

ED 676 SPECIAL TOPICS IN HISTORY   3.0 Credit(s)

Offered: Late Spring Semester All Years

ED 677 ADVANCED PRACT. TEACHING MATH & SCI   3.0 Credit(s)
Extends the pedagogic knowledge of elementary teachers in science, technology, engineering, and mathematics (STEM). Advanced exploration of the development and integration of teaching practices that improve the learning experiences and outcomes of both students and elementary teachers in the STEM disciplines.
Offered: Fall & Summer Semesters All Years

ED 681 HUMAN GROWTH & DEV:ADOL & ADLT   3.0 Credit(s)
This course covers the lifespan from adolescence through late adulthood. It includes readings in psychological theory and literature, videos, discussions, projects, and other assignments, which provide the candidate with theoretical and cultural perspectives in major themes in human growth and development.
Offered: All Semesters All Years

ED 8091 COOPERATING TEACHER TRAINING PROGRAM-ARC  

ED 9154 ADVANCED LEGAL ISSUES (NPLA)  

ED ELEC EDUCATION ELECTIVE   1.0-9.0 Credit(s)

EDR 413 ELEM.CURR&METH:READ,WRITE   3.0 Credit(s)

Offered: Spring & Summer Semesters All Years

EDR 518 READ&LANG ARTS:BALANCED LIT   3.0 Credit(s)
This course examines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary, and comprehension, contextualized within best practices for explicit and data-based small group instruction. (Available on Griswold campus only.)
Offered: As Needed Contact Department

EDR 527 ORGAN, ADMIN,SUPERV:RDG & LA   3.0 Credit(s)
This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the ?eld. Candidates re?ne the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Prerequisite: Take EDR-555;
Offered: Spring Semester All Years

ED 300 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced and consistent themes and concepts identified. There is a 15-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 301 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in regular and special classroom settings. Exceptionalities studied include all areas identified by national and state mandates. There is a 5-hour service-learning requirement in a PK-12 educational setting.
Offered: Spring Semester All Years

ED 302 EDUCATION IN THE U.S.   3.0 Credit(s)
Discusses current issues in American education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. There is a three-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 341 IRISH ED COMPARATIVE PERSPECTIVES   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Student will be introduced to the students and teachers of Dingle, Ireland and experience the Irish education system up close and personal. Students will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 152 Education in the United States or ED 229 Multicultural Education or it serves as an MAT elective.
Offered: Winter Semester All Years

ED 401 EDUCATIONAL TECHNOLOGY   3.0 Credit(s)
Familiarizes participants with methods for integrating technology to support teaching and learning in the 1-12 curriculum. A variety of software programs will be used that are applicable to a variety of learners as well as to enhance professional productivity. Participants will acquire basic strategies for evaluating and incorporating technology resources into the curriculum and legal, ethical and safety issues regarding technology use will be analyzed. A PC with Microsoft Office® and Internet access is required. A three-hour field experience in a diverse 1-12 educational setting is required.
Offered: Fall & Spring Semesters All Years

ED 402 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, etc. Through classroom presentations, speakers, and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Spring Semester All Years

ED 403 CHILDREN'S LITERATURE   3.0 Credit(s)
Examines a variety of genres of children's literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children's books are included. Multicultural literature and the dramatic arts are emphasized.
Offered: Fall Semester All Years

ED 404 CLASSROOM MANAGEMENT ELEMENTARY   3.0 Credit(s)
Explores teaching strategies for managing the elementary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in an elementary setting.
Offered: Fall Semester All Years

ED 405 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
Explores teaching strategies for managing the secondary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the secondary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in a secondary setting.
Offered: Fall Semester All Years

ED 430 ELEM. METH. SOC STUDIES HEALTH PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.

ED 451 SEC. CURRICULUM: BIOLOGY   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of biology curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to secondary biology. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 452 SEC. CURRICULUM: BUSINESS   3.0 Credit(s)

ED 454 SEC. CURRICULUM: ENGLISH   3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 455 SEC. CURRICULUM: GENERAL SCIENCE   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to general science. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 456 SEC. CURRICULUM: MATH   3.0 Credit(s)
Explores National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 457 SEC. CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 458 SEC. CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 459 METH.TEACH ELEM MATH& SCIENCE   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.

ED 461 SEC. METHOD: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.

ED 462 SEC METHOD: BUSINESS   3.0 Credit(s)

ED 463 SEC METHOD: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.

ED 464 SEC METHOD: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.

ED 465 SEC. METHOD: GEN. SCI.   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.

ED 466 SEC. METHOD: MATH   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.

ED 467 SEC. METHOD: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.

ED 468 SEC. METHOD: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.

ED 471 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 473 STUDENT TEACHING: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Student Teaching the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 474 STUDENT TEACHING: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 475 STUDENT TEACHING: GEN. SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/ work experience. A student teaching fee is assessed.

ED 476 STUDENT TEACHING: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 477 STUDENT TEACHING: SOC.STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 478 STUDENT TEACHING: SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.

ED 496 DSAP SUPERVISION   2.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 497 DSAP SEM. & SUPERVISION SECONDARY   6.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 516 SECONDARY CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 517 SECONDARY CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 523 MULTICULTURAL EDUCATION   3.0 Credit(s)
This course is designed to foster understanding of diversity. Candidates attain problem-solving and listening skills necessary for attitudinal changes for appreciation of diversity. Group process activities are presented to help students understand biases and stereotypical assumptions and how these affect decisions in the classroom. Portions of this course are experiential. There is a 15-hour field experience requirement in which candidates interact with persons of different cultural, linguistic, religious, socioeconomic, and ethnic backgrounds.
Offered: Fall, Spring & Summer Sems All Years

ED 531 SECONDARY METHODS: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 532 SECONDARY METHODS: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 533 SECONDARY METHODS: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 534 SECONDARY. METHODS: GENERAL. SCIENCE   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 535 SECONDARY METHODS: MATHEMATICS   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 536 SECONDARY METHODS: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 537 SECONDARY METHODS: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 541 IRISH EDUCATION COMPARATIVE PERSPECTIVE   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Candidates are introduced to the students and teachers of Dingle, Ireland and experience the Irish educational system in an up-close and personal way. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 523 Multicultural Education, ED 552 Education in the United States, or an MAT elective.
Offered: Winter Semester All Years

ED 542 PRACTICUM:ELEM LANG ARTS & SOC. STUDIES   3.0 Credit(s)
This elective course affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments and design an intervention plan that meets the diverse needs of each student. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering literacy instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 543 PRACTICUM IN ELEMENTARY MATH & SCIENCE   3.0 Credit(s)
This course is designed to provide teachers with opportunities to explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the elementary childhood (grades K - 5) levels. The course will provide a one on one experience for tutoring students in math and science skills. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering math and science instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 544 ELEM CURRIC. & METHDS:: LANGUAGE ARTS   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: As Needed Contact Department

ED 552 EDUCATION IN THE U.S.   3.0 Credit(s)
This course discusses current issues in education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. This course is offered as a hybrid course with a combination of face-to-face and online classes. Includes a three-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 553 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
This course considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified. Includes a fifteen-hour service learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 554 ELEM CURRIC & METH:READ, WRITING, L.A.   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: Fall & Spring Semesters All Years

ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.
Offered: Fall & Summer Semesters All Years

ED 556 ELEM.CURRICULUM & METHODS: MATH & SCI   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.
Offered: Fall & Spring Semesters All Years

ED 557 HUMAN COMP. INTERACTION PK-12   3.0 Credit(s)
This project-based seminar course introduces game theory and investigates the ways that individuals learn from interactive computer environments. The use of digital games in educational contexts is explored. Participants use Web 2.0 technologies, portable applications, and Game Maker® software to design entry-level games that are aligned with the PK-12 curriculum. No prior computer programming or art skills are required. (Online learning)
Offered: As Needed Contact Department

ED 565 CLASSROOM MGMT: ELEM   3.0 Credit(s)
This course explores teaching strategies for managing an elementary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the elementary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 566 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
This course explores teaching strategies for managing a secondary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the secondary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 568 EDUCATION OF THE GIFTED   3.0 Credit(s)
This course examines the identification, educational, and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority populations and populations with disabilities.
Offered: Late Spring & Summer Semesters All Years

ED 569 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
This course focuses on the identification of exceptional students as well as methods of meeting their educational needs in general education and special education classroom settings. Issues surrounding inclusion are considered, as well as inclusive practices, models, and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 571 STORY TELLING SEMINAR   3.0 Credit(s)
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on media. Candidates also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.
Offered: Spring & Summer Semesters All Years

ED 573 PROF. DEVELPMENT PHASE I   3.0 Credit(s)
Candidates will create a field-based professional-development plan in which they interview a district's supervisor or other professional responsible for faculty development at the school level. They will participate in analyzing school performance data and reviewing the literature for establishing a research-based intervention that will address a specific need. The candidate will construct a professional development plan that is connected to improving both teaching and learning at the school level. Schools are at various levels in the staff development process. The process may include the development of school or grade-level data teams. Candidates will create an action plan and present it to the instructor utilizing a PowerPoint presentation. After receiving departmental and school approval of the professional development plan, the candidate moves into the Phase II implementation process. This phase will require an additional semester of work. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 574 PROF. DEVELOPMENT PHASE II   3.0 Credit(s)
Candidates will implement the professional development plan designed in ED 573 through three phases: pre implementation,implementation, and post implementation. Candidates will coordinate and arrange for professionals, paraprofessionals, or community members to participate. Candidates reflect on performance based on feedback from the audience, instructor, and self-reflection. Reflection considers instructional design, instructional delivery, assessment, and integration of technology. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 578 EDUCATION TECHNOLOGY   3.0 Credit(s)
This course emphasizes the integration of technological resources into primary and secondary classroom settings for the purpose of fostering student learning, creativity, and innovation. Legal issues along with the methods for using technology to collect and analyze student data are introduced. A three-hour field experience in a diverse PK-12 educational setting is required. A PC with Microsoft Office® and Internet access is recommended. (Blended or online learning)
Offered: All Semesters All Years

ED 581 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 582 STUDENT TEACHING SEMINAR: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 583 STUDENT TEACHING SEMINAR: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 584 STUDENT TEACHING SEMINAR: GENERAL SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 585 STUDENT TEACHING SEMINAR: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 586 STUDENT TEACHING SEMINAR: SOC. STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 587 STUDENT TEACHING SEMINAR:SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 588 CREATIVITY/TALENTED-GIFTED   3.0 Credit(s)
In this course, students explore comprehensive curriculum for gifted learners including planning, adaptation, process, and integration. The facilitation of creative behavior is explored both experientially and theoretically.
Offered: As Needed Contact Department

ED 589 STUDENT TEACHING SEMINAR: ELEMENTARY   6.0 Credit(s)
Student teaching field experience in elementary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for intern/work experience and twelve weeks for non-intern/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 5892 CHILD ADVOCACY: ACTION FOR CHILDREN  

ED 590 MASTER'S PROJECT   3.0 Credit(s)
This course is designed for candidates who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.
Offered: Fall, Spring & Summer Sems All Years

ED 592 TECHNOLOGY AND CREATIVITY   3.0 Credit(s)
This course provides participants with an in-depth study of the technological resources currently available for use in educational environments. Participants create inquiry based learning activities for the classroom. A three-hour field experience is required in this course. (Blended learning)
Offered: Fall & Spring Semesters All Years

ED 594 CHILD ABUSE&NEGLECT/TREATMEN   3.0 Credit(s)

Offered: Summer Semester All Years

ED 599 SEMINAR: SPECIAL TOPICS   3.0-6.0 Credit(s)
This course is designed to satisfy the MAT seminar requirement. Content of the seminar and its subtitle will vary. Recent and continuing topics appear below. Emerging Technologies This graduate course provides participants with opportunities to collaborate and reflect on the ways mobile technologies such as the iPhone®, iPad®, and iPod Touch® can be used to enhance teaching and learning. Participants will explore these technologies through hands-on activities and the assessment of apps. Instructional materials are also created. (Blended learning) Learning to Learn The seminar will examine the latest information on learning theories and how they may be applied to teaching and learning. Through a series of readings, class discussions, and video footage, participants will be engaged in an in-depth study of the following topics: the many facets of learning, cognitive development including information regarding brain structure and function, inquiry-centered learning, conceptual thinking and mapping, multiple intelligences, and the appropriate uses of various kinds of formative and summative assessment models. Legal Issues for Educators This course is designed to help participants become aware of legal issues that affect schools, districts, and individuals within a school setting. Most teachers are unaware of the legal precedents that drive school-related decisions, and of the legal burdens implicit in educating and supervising students. This course will examine the legal standards to which teachers are held, and explore areas where teachers often unwittingly fall short of those standards. Participants will learn skills for avoiding problem areas, thereby saving themselves, their students, and their schools legal problems, money, and heartache. The course will also undertake a review of historical and current civil rights and constitutional issues, as well as current cases concerning educating students with special needs. Public Education as Social Change Agent Many question society's standards, and some claim that schools must play an important role in improving the moral climate. Students in this seminar address the critical issues facing our country and answer the following questions: What kind of society do I want to help create? How can schools and my discipline contribute to my vision of society? Students will also evaluate various approaches to values education.
Offered: Fall & Summer Semesters All Years

ED 600 CHARACTERISTICS-EFFECTIVE SCH   3.0 Credit(s)
Examines the characteristics of effective schools and studies the implications that effective school practices have on improving learning, teaching, and leadership. Research findings, selected readings, and experts in the field who make presentations all contribute to exciting class discussions and stimulating weekly sessions.
Offered: Summer Semester All Years

ED 609 DIFFERENTIATED INSTRUCTION   3.0 Credit(s)
Assists K-12 teachers in recognizing and nurturing the multiple intelligences of their students. Teachers develop strategies to incorporate the recognition and application of multiple intelligences into their classroom practice.
Offered: Late Spring & Summer Semesters All Years

ED 610 THE TEACHER LEADER   3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on cerating cultures in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitatiing conversations sand building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learing).
Offered: Fall Semester All Years

ED 621 LEARNING STATIONS FOR ELEMEN. TEACHERS   3.0 Credit(s)
Practical ideas for the use of Learning Stations in the elementary classroom. Experience in design, construction,record keeping and use in curriculum areas- all standard -based.
Offered: Winter Semester Contact Department

ED 623 ENVIR SCIENCE-ELEM TEACHERS   3.0 Credit(s)
Designed for elementary school teachers, this course introduces the basic scientific principles underlying today's environmental issues. Air, water, and land pollution are discussed.
Offered: Summer Semester All Years

ED 627 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, and more. Through classroom presentations, speakers, and audiovisual materials, candidates gain practical insight and understanding of contemporary issues in adolescent life. Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall, Spring & Summer Sems All Years

ED 638 ASSESSING STUDENT LEARNING ELEMENTARY   3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall & Spring Semesters All Years

ED 639 ASSESSING STUDENT LEARN:SEC   3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction,and assessments.
Offered: Fall & Spring Semesters All Years

ED 641 INQUIRY IN THE ACADEMIC DESCIPLINES   3.0 Credit(s)
Explores the methodologies and investigative techniques used in the humanities, social sciences, and natural sciences. In addition to surveying frameworks of understanding in the academic disciplines relevant to curriculum in the secondary schools, the course relates discipline-specific ways of knowing to what students encounter in their everyday lives.
Offered: Fall & Summer Semesters All Years

ED 642 SPECIAL PROJECTS IN EDUC TECH   3.0 Credit(s)
This research course provides advanced practical experience in the implementation and evaluation of computer technology as it relates to administration, curriculum, and instruction. A field experience enables participants to conduct action research in a diverse PK-12 classroom setting. Methods for data collection and analysis are introduced. (Online learning)
Offered: Spring Semester All Years

ED 657 PROFESSIONAL SEMINAR: ELEMENTARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who will teach at the elementary school level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM).
Offered: Fall & Spring Semesters All Years

ED 658 PROFESSIONAL SEMINAR: SECONDARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who teach at the secondary level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM). Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall & Spring Semesters All Years

ED 663 INSTR SOFTWARE/INSTRUM: K-12   3.0 Credit(s)
Provides an overview of educational software for use in PK-12 education. Methods for aligning developmentally appropriate software with PK-12 content standards are emphasized. Legal issues relating to software licensing are discussed. Assistive technology software for students with special needs is introduced. (Online learning)
Offered: Spring & Summer Semesters All Years

ED 676 SPECIAL TOPICS IN HISTORY   3.0 Credit(s)

Offered: Late Spring Semester All Years

ED 677 ADVANCED PRACT. TEACHING MATH & SCI   3.0 Credit(s)
Extends the pedagogic knowledge of elementary teachers in science, technology, engineering, and mathematics (STEM). Advanced exploration of the development and integration of teaching practices that improve the learning experiences and outcomes of both students and elementary teachers in the STEM disciplines.
Offered: Fall & Summer Semesters All Years

ED 681 HUMAN GROWTH & DEV:ADOL & ADLT   3.0 Credit(s)
This course covers the lifespan from adolescence through late adulthood. It includes readings in psychological theory and literature, videos, discussions, projects, and other assignments, which provide the candidate with theoretical and cultural perspectives in major themes in human growth and development.
Offered: All Semesters All Years

ED 8091 COOPERATING TEACHER TRAINING PROGRAM-ARC  

ED 9154 ADVANCED LEGAL ISSUES (NPLA)  

ED ELEC EDUCATION ELECTIVE   1.0-9.0 Credit(s)

EDR 413 ELEM.CURR&METH:READ,WRITE   3.0 Credit(s)

Offered: Spring & Summer Semesters All Years

EDR 518 READ&LANG ARTS:BALANCED LIT   3.0 Credit(s)
This course examines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary, and comprehension, contextualized within best practices for explicit and data-based small group instruction. (Available on Griswold campus only.)
Offered: As Needed Contact Department

EDR 527 ORGAN, ADMIN,SUPERV:RDG & LA   3.0 Credit(s)
This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the ?eld. Candidates re?ne the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Prerequisite: Take EDR-555;
Offered: Spring Semester All Years

ED 300 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced and consistent themes and concepts identified. There is a 15-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 301 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in regular and special classroom settings. Exceptionalities studied include all areas identified by national and state mandates. There is a 5-hour service-learning requirement in a PK-12 educational setting.
Offered: Spring Semester All Years

ED 302 EDUCATION IN THE U.S.   3.0 Credit(s)
Discusses current issues in American education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. There is a three-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 341 IRISH ED COMPARATIVE PERSPECTIVES   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Student will be introduced to the students and teachers of Dingle, Ireland and experience the Irish education system up close and personal. Students will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 152 Education in the United States or ED 229 Multicultural Education or it serves as an MAT elective.
Offered: Winter Semester All Years

ED 401 EDUCATIONAL TECHNOLOGY   3.0 Credit(s)
Familiarizes participants with methods for integrating technology to support teaching and learning in the 1-12 curriculum. A variety of software programs will be used that are applicable to a variety of learners as well as to enhance professional productivity. Participants will acquire basic strategies for evaluating and incorporating technology resources into the curriculum and legal, ethical and safety issues regarding technology use will be analyzed. A PC with Microsoft Office® and Internet access is required. A three-hour field experience in a diverse 1-12 educational setting is required.
Offered: Fall & Spring Semesters All Years

ED 402 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, etc. Through classroom presentations, speakers, and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Spring Semester All Years

ED 403 CHILDREN'S LITERATURE   3.0 Credit(s)
Examines a variety of genres of children's literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children's books are included. Multicultural literature and the dramatic arts are emphasized.
Offered: Fall Semester All Years

ED 404 CLASSROOM MANAGEMENT ELEMENTARY   3.0 Credit(s)
Explores teaching strategies for managing the elementary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in an elementary setting.
Offered: Fall Semester All Years

ED 405 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
Explores teaching strategies for managing the secondary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the secondary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in a secondary setting.
Offered: Fall Semester All Years

ED 430 ELEM. METH. SOC STUDIES HEALTH PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.

ED 451 SEC. CURRICULUM: BIOLOGY   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of biology curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to secondary biology. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 452 SEC. CURRICULUM: BUSINESS   3.0 Credit(s)

ED 454 SEC. CURRICULUM: ENGLISH   3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 455 SEC. CURRICULUM: GENERAL SCIENCE   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to general science. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 456 SEC. CURRICULUM: MATH   3.0 Credit(s)
Explores National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 457 SEC. CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 458 SEC. CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 459 METH.TEACH ELEM MATH& SCIENCE   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.

ED 461 SEC. METHOD: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.

ED 462 SEC METHOD: BUSINESS   3.0 Credit(s)

ED 463 SEC METHOD: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.

ED 464 SEC METHOD: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.

ED 465 SEC. METHOD: GEN. SCI.   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.

ED 466 SEC. METHOD: MATH   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.

ED 467 SEC. METHOD: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.

ED 468 SEC. METHOD: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.

ED 471 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 473 STUDENT TEACHING: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Student Teaching the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 474 STUDENT TEACHING: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 475 STUDENT TEACHING: GEN. SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/ work experience. A student teaching fee is assessed.

ED 476 STUDENT TEACHING: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 477 STUDENT TEACHING: SOC.STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 478 STUDENT TEACHING: SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.

ED 496 DSAP SUPERVISION   2.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 497 DSAP SEM. & SUPERVISION SECONDARY   6.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 516 SECONDARY CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 517 SECONDARY CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 523 MULTICULTURAL EDUCATION   3.0 Credit(s)
This course is designed to foster understanding of diversity. Candidates attain problem-solving and listening skills necessary for attitudinal changes for appreciation of diversity. Group process activities are presented to help students understand biases and stereotypical assumptions and how these affect decisions in the classroom. Portions of this course are experiential. There is a 15-hour field experience requirement in which candidates interact with persons of different cultural, linguistic, religious, socioeconomic, and ethnic backgrounds.
Offered: Fall, Spring & Summer Sems All Years

ED 531 SECONDARY METHODS: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 532 SECONDARY METHODS: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 533 SECONDARY METHODS: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 534 SECONDARY. METHODS: GENERAL. SCIENCE   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 535 SECONDARY METHODS: MATHEMATICS   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 536 SECONDARY METHODS: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 537 SECONDARY METHODS: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 541 IRISH EDUCATION COMPARATIVE PERSPECTIVE   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Candidates are introduced to the students and teachers of Dingle, Ireland and experience the Irish educational system in an up-close and personal way. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 523 Multicultural Education, ED 552 Education in the United States, or an MAT elective.
Offered: Winter Semester All Years

ED 542 PRACTICUM:ELEM LANG ARTS & SOC. STUDIES   3.0 Credit(s)
This elective course affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments and design an intervention plan that meets the diverse needs of each student. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering literacy instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 543 PRACTICUM IN ELEMENTARY MATH & SCIENCE   3.0 Credit(s)
This course is designed to provide teachers with opportunities to explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the elementary childhood (grades K - 5) levels. The course will provide a one on one experience for tutoring students in math and science skills. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering math and science instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 544 ELEM CURRIC. & METHDS:: LANGUAGE ARTS   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: As Needed Contact Department

ED 552 EDUCATION IN THE U.S.   3.0 Credit(s)
This course discusses current issues in education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. This course is offered as a hybrid course with a combination of face-to-face and online classes. Includes a three-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 553 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
This course considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified. Includes a fifteen-hour service learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 554 ELEM CURRIC & METH:READ, WRITING, L.A.   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: Fall & Spring Semesters All Years

ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.
Offered: Fall & Summer Semesters All Years

ED 556 ELEM.CURRICULUM & METHODS: MATH & SCI   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.
Offered: Fall & Spring Semesters All Years

ED 557 HUMAN COMP. INTERACTION PK-12   3.0 Credit(s)
This project-based seminar course introduces game theory and investigates the ways that individuals learn from interactive computer environments. The use of digital games in educational contexts is explored. Participants use Web 2.0 technologies, portable applications, and Game Maker® software to design entry-level games that are aligned with the PK-12 curriculum. No prior computer programming or art skills are required. (Online learning)
Offered: As Needed Contact Department

ED 565 CLASSROOM MGMT: ELEM   3.0 Credit(s)
This course explores teaching strategies for managing an elementary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the elementary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 566 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
This course explores teaching strategies for managing a secondary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the secondary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 568 EDUCATION OF THE GIFTED   3.0 Credit(s)
This course examines the identification, educational, and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority populations and populations with disabilities.
Offered: Late Spring & Summer Semesters All Years

ED 569 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
This course focuses on the identification of exceptional students as well as methods of meeting their educational needs in general education and special education classroom settings. Issues surrounding inclusion are considered, as well as inclusive practices, models, and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 571 STORY TELLING SEMINAR   3.0 Credit(s)
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on media. Candidates also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.
Offered: Spring & Summer Semesters All Years

ED 573 PROF. DEVELPMENT PHASE I   3.0 Credit(s)
Candidates will create a field-based professional-development plan in which they interview a district's supervisor or other professional responsible for faculty development at the school level. They will participate in analyzing school performance data and reviewing the literature for establishing a research-based intervention that will address a specific need. The candidate will construct a professional development plan that is connected to improving both teaching and learning at the school level. Schools are at various levels in the staff development process. The process may include the development of school or grade-level data teams. Candidates will create an action plan and present it to the instructor utilizing a PowerPoint presentation. After receiving departmental and school approval of the professional development plan, the candidate moves into the Phase II implementation process. This phase will require an additional semester of work. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 574 PROF. DEVELOPMENT PHASE II   3.0 Credit(s)
Candidates will implement the professional development plan designed in ED 573 through three phases: pre implementation,implementation, and post implementation. Candidates will coordinate and arrange for professionals, paraprofessionals, or community members to participate. Candidates reflect on performance based on feedback from the audience, instructor, and self-reflection. Reflection considers instructional design, instructional delivery, assessment, and integration of technology. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 578 EDUCATION TECHNOLOGY   3.0 Credit(s)
This course emphasizes the integration of technological resources into primary and secondary classroom settings for the purpose of fostering student learning, creativity, and innovation. Legal issues along with the methods for using technology to collect and analyze student data are introduced. A three-hour field experience in a diverse PK-12 educational setting is required. A PC with Microsoft Office® and Internet access is recommended. (Blended or online learning)
Offered: All Semesters All Years

ED 581 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 582 STUDENT TEACHING SEMINAR: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 583 STUDENT TEACHING SEMINAR: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 584 STUDENT TEACHING SEMINAR: GENERAL SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 585 STUDENT TEACHING SEMINAR: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 586 STUDENT TEACHING SEMINAR: SOC. STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 587 STUDENT TEACHING SEMINAR:SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 588 CREATIVITY/TALENTED-GIFTED   3.0 Credit(s)
In this course, students explore comprehensive curriculum for gifted learners including planning, adaptation, process, and integration. The facilitation of creative behavior is explored both experientially and theoretically.
Offered: As Needed Contact Department

ED 589 STUDENT TEACHING SEMINAR: ELEMENTARY   6.0 Credit(s)
Student teaching field experience in elementary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for intern/work experience and twelve weeks for non-intern/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 5892 CHILD ADVOCACY: ACTION FOR CHILDREN  

ED 590 MASTER'S PROJECT   3.0 Credit(s)
This course is designed for candidates who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.
Offered: Fall, Spring & Summer Sems All Years

ED 592 TECHNOLOGY AND CREATIVITY   3.0 Credit(s)
This course provides participants with an in-depth study of the technological resources currently available for use in educational environments. Participants create inquiry based learning activities for the classroom. A three-hour field experience is required in this course. (Blended learning)
Offered: Fall & Spring Semesters All Years

ED 594 CHILD ABUSE&NEGLECT/TREATMEN   3.0 Credit(s)

Offered: Summer Semester All Years

ED 599 SEMINAR: SPECIAL TOPICS   3.0-6.0 Credit(s)
This course is designed to satisfy the MAT seminar requirement. Content of the seminar and its subtitle will vary. Recent and continuing topics appear below. Emerging Technologies This graduate course provides participants with opportunities to collaborate and reflect on the ways mobile technologies such as the iPhone®, iPad®, and iPod Touch® can be used to enhance teaching and learning. Participants will explore these technologies through hands-on activities and the assessment of apps. Instructional materials are also created. (Blended learning) Learning to Learn The seminar will examine the latest information on learning theories and how they may be applied to teaching and learning. Through a series of readings, class discussions, and video footage, participants will be engaged in an in-depth study of the following topics: the many facets of learning, cognitive development including information regarding brain structure and function, inquiry-centered learning, conceptual thinking and mapping, multiple intelligences, and the appropriate uses of various kinds of formative and summative assessment models. Legal Issues for Educators This course is designed to help participants become aware of legal issues that affect schools, districts, and individuals within a school setting. Most teachers are unaware of the legal precedents that drive school-related decisions, and of the legal burdens implicit in educating and supervising students. This course will examine the legal standards to which teachers are held, and explore areas where teachers often unwittingly fall short of those standards. Participants will learn skills for avoiding problem areas, thereby saving themselves, their students, and their schools legal problems, money, and heartache. The course will also undertake a review of historical and current civil rights and constitutional issues, as well as current cases concerning educating students with special needs. Public Education as Social Change Agent Many question society's standards, and some claim that schools must play an important role in improving the moral climate. Students in this seminar address the critical issues facing our country and answer the following questions: What kind of society do I want to help create? How can schools and my discipline contribute to my vision of society? Students will also evaluate various approaches to values education.
Offered: Fall & Summer Semesters All Years

ED 600 CHARACTERISTICS-EFFECTIVE SCH   3.0 Credit(s)
Examines the characteristics of effective schools and studies the implications that effective school practices have on improving learning, teaching, and leadership. Research findings, selected readings, and experts in the field who make presentations all contribute to exciting class discussions and stimulating weekly sessions.
Offered: Summer Semester All Years

ED 609 DIFFERENTIATED INSTRUCTION   3.0 Credit(s)
Assists K-12 teachers in recognizing and nurturing the multiple intelligences of their students. Teachers develop strategies to incorporate the recognition and application of multiple intelligences into their classroom practice.
Offered: Late Spring & Summer Semesters All Years

ED 610 THE TEACHER LEADER   3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on cerating cultures in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitatiing conversations sand building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learing).
Offered: Fall Semester All Years

ED 621 LEARNING STATIONS FOR ELEMEN. TEACHERS   3.0 Credit(s)
Practical ideas for the use of Learning Stations in the elementary classroom. Experience in design, construction,record keeping and use in curriculum areas- all standard -based.
Offered: Winter Semester Contact Department

ED 623 ENVIR SCIENCE-ELEM TEACHERS   3.0 Credit(s)
Designed for elementary school teachers, this course introduces the basic scientific principles underlying today's environmental issues. Air, water, and land pollution are discussed.
Offered: Summer Semester All Years

ED 627 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, and more. Through classroom presentations, speakers, and audiovisual materials, candidates gain practical insight and understanding of contemporary issues in adolescent life. Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall, Spring & Summer Sems All Years

ED 638 ASSESSING STUDENT LEARNING ELEMENTARY   3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall & Spring Semesters All Years

ED 639 ASSESSING STUDENT LEARN:SEC   3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction,and assessments.
Offered: Fall & Spring Semesters All Years

ED 641 INQUIRY IN THE ACADEMIC DESCIPLINES   3.0 Credit(s)
Explores the methodologies and investigative techniques used in the humanities, social sciences, and natural sciences. In addition to surveying frameworks of understanding in the academic disciplines relevant to curriculum in the secondary schools, the course relates discipline-specific ways of knowing to what students encounter in their everyday lives.
Offered: Fall & Summer Semesters All Years

ED 642 SPECIAL PROJECTS IN EDUC TECH   3.0 Credit(s)
This research course provides advanced practical experience in the implementation and evaluation of computer technology as it relates to administration, curriculum, and instruction. A field experience enables participants to conduct action research in a diverse PK-12 classroom setting. Methods for data collection and analysis are introduced. (Online learning)
Offered: Spring Semester All Years

ED 657 PROFESSIONAL SEMINAR: ELEMENTARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who will teach at the elementary school level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM).
Offered: Fall & Spring Semesters All Years

ED 658 PROFESSIONAL SEMINAR: SECONDARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who teach at the secondary level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM). Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall & Spring Semesters All Years

ED 663 INSTR SOFTWARE/INSTRUM: K-12   3.0 Credit(s)
Provides an overview of educational software for use in PK-12 education. Methods for aligning developmentally appropriate software with PK-12 content standards are emphasized. Legal issues relating to software licensing are discussed. Assistive technology software for students with special needs is introduced. (Online learning)
Offered: Spring & Summer Semesters All Years

ED 676 SPECIAL TOPICS IN HISTORY   3.0 Credit(s)

Offered: Late Spring Semester All Years

ED 677 ADVANCED PRACT. TEACHING MATH & SCI   3.0 Credit(s)
Extends the pedagogic knowledge of elementary teachers in science, technology, engineering, and mathematics (STEM). Advanced exploration of the development and integration of teaching practices that improve the learning experiences and outcomes of both students and elementary teachers in the STEM disciplines.
Offered: Fall & Summer Semesters All Years

ED 681 HUMAN GROWTH & DEV:ADOL & ADLT   3.0 Credit(s)
This course covers the lifespan from adolescence through late adulthood. It includes readings in psychological theory and literature, videos, discussions, projects, and other assignments, which provide the candidate with theoretical and cultural perspectives in major themes in human growth and development.
Offered: All Semesters All Years

ED 8091 COOPERATING TEACHER TRAINING PROGRAM-ARC  

ED 9154 ADVANCED LEGAL ISSUES (NPLA)  

ED ELEC EDUCATION ELECTIVE   1.0-9.0 Credit(s)

EDR 413 ELEM.CURR&METH:READ,WRITE   3.0 Credit(s)

Offered: Spring & Summer Semesters All Years

EDR 518 READ&LANG ARTS:BALANCED LIT   3.0 Credit(s)
This course examines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary, and comprehension, contextualized within best practices for explicit and data-based small group instruction. (Available on Griswold campus only.)
Offered: As Needed Contact Department

EDR 527 ORGAN, ADMIN,SUPERV:RDG & LA   3.0 Credit(s)
This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the ?eld. Candidates re?ne the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Prerequisite: Take EDR-555;
Offered: Spring Semester All Years

ED 300 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced and consistent themes and concepts identified. There is a 15-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 301 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in regular and special classroom settings. Exceptionalities studied include all areas identified by national and state mandates. There is a 5-hour service-learning requirement in a PK-12 educational setting.
Offered: Spring Semester All Years

ED 302 EDUCATION IN THE U.S.   3.0 Credit(s)
Discusses current issues in American education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. There is a three-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 341 IRISH ED COMPARATIVE PERSPECTIVES   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Student will be introduced to the students and teachers of Dingle, Ireland and experience the Irish education system up close and personal. Students will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 152 Education in the United States or ED 229 Multicultural Education or it serves as an MAT elective.
Offered: Winter Semester All Years

ED 401 EDUCATIONAL TECHNOLOGY   3.0 Credit(s)
Familiarizes participants with methods for integrating technology to support teaching and learning in the 1-12 curriculum. A variety of software programs will be used that are applicable to a variety of learners as well as to enhance professional productivity. Participants will acquire basic strategies for evaluating and incorporating technology resources into the curriculum and legal, ethical and safety issues regarding technology use will be analyzed. A PC with Microsoft Office® and Internet access is required. A three-hour field experience in a diverse 1-12 educational setting is required.
Offered: Fall & Spring Semesters All Years

ED 402 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, etc. Through classroom presentations, speakers, and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Spring Semester All Years

ED 403 CHILDREN'S LITERATURE   3.0 Credit(s)
Examines a variety of genres of children's literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children's books are included. Multicultural literature and the dramatic arts are emphasized.
Offered: Fall Semester All Years

ED 404 CLASSROOM MANAGEMENT ELEMENTARY   3.0 Credit(s)
Explores teaching strategies for managing the elementary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in an elementary setting.
Offered: Fall Semester All Years

ED 405 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
Explores teaching strategies for managing the secondary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the secondary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in a secondary setting.
Offered: Fall Semester All Years

ED 430 ELEM. METH. SOC STUDIES HEALTH PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.

ED 451 SEC. CURRICULUM: BIOLOGY   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of biology curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to secondary biology. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 452 SEC. CURRICULUM: BUSINESS   3.0 Credit(s)

ED 454 SEC. CURRICULUM: ENGLISH   3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 455 SEC. CURRICULUM: GENERAL SCIENCE   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to general science. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 456 SEC. CURRICULUM: MATH   3.0 Credit(s)
Explores National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 457 SEC. CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 458 SEC. CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 459 METH.TEACH ELEM MATH& SCIENCE   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.

ED 461 SEC. METHOD: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.

ED 462 SEC METHOD: BUSINESS   3.0 Credit(s)

ED 463 SEC METHOD: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.

ED 464 SEC METHOD: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.

ED 465 SEC. METHOD: GEN. SCI.   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.

ED 466 SEC. METHOD: MATH   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.

ED 467 SEC. METHOD: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.

ED 468 SEC. METHOD: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.

ED 471 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 473 STUDENT TEACHING: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Student Teaching the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 474 STUDENT TEACHING: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 475 STUDENT TEACHING: GEN. SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/ work experience. A student teaching fee is assessed.

ED 476 STUDENT TEACHING: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 477 STUDENT TEACHING: SOC.STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 478 STUDENT TEACHING: SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.

ED 496 DSAP SUPERVISION   2.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 497 DSAP SEM. & SUPERVISION SECONDARY   6.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 516 SECONDARY CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 517 SECONDARY CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 523 MULTICULTURAL EDUCATION   3.0 Credit(s)
This course is designed to foster understanding of diversity. Candidates attain problem-solving and listening skills necessary for attitudinal changes for appreciation of diversity. Group process activities are presented to help students understand biases and stereotypical assumptions and how these affect decisions in the classroom. Portions of this course are experiential. There is a 15-hour field experience requirement in which candidates interact with persons of different cultural, linguistic, religious, socioeconomic, and ethnic backgrounds.
Offered: Fall, Spring & Summer Sems All Years

ED 531 SECONDARY METHODS: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 532 SECONDARY METHODS: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 533 SECONDARY METHODS: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 534 SECONDARY. METHODS: GENERAL. SCIENCE   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 535 SECONDARY METHODS: MATHEMATICS   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 536 SECONDARY METHODS: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 537 SECONDARY METHODS: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 541 IRISH EDUCATION COMPARATIVE PERSPECTIVE   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Candidates are introduced to the students and teachers of Dingle, Ireland and experience the Irish educational system in an up-close and personal way. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 523 Multicultural Education, ED 552 Education in the United States, or an MAT elective.
Offered: Winter Semester All Years

ED 542 PRACTICUM:ELEM LANG ARTS & SOC. STUDIES   3.0 Credit(s)
This elective course affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments and design an intervention plan that meets the diverse needs of each student. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering literacy instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 543 PRACTICUM IN ELEMENTARY MATH & SCIENCE   3.0 Credit(s)
This course is designed to provide teachers with opportunities to explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the elementary childhood (grades K - 5) levels. The course will provide a one on one experience for tutoring students in math and science skills. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering math and science instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 544 ELEM CURRIC. & METHDS:: LANGUAGE ARTS   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: As Needed Contact Department

ED 552 EDUCATION IN THE U.S.   3.0 Credit(s)
This course discusses current issues in education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. This course is offered as a hybrid course with a combination of face-to-face and online classes. Includes a three-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 553 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
This course considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified. Includes a fifteen-hour service learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 554 ELEM CURRIC & METH:READ, WRITING, L.A.   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: Fall & Spring Semesters All Years

ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.
Offered: Fall & Summer Semesters All Years

ED 556 ELEM.CURRICULUM & METHODS: MATH & SCI   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.
Offered: Fall & Spring Semesters All Years

ED 557 HUMAN COMP. INTERACTION PK-12   3.0 Credit(s)
This project-based seminar course introduces game theory and investigates the ways that individuals learn from interactive computer environments. The use of digital games in educational contexts is explored. Participants use Web 2.0 technologies, portable applications, and Game Maker® software to design entry-level games that are aligned with the PK-12 curriculum. No prior computer programming or art skills are required. (Online learning)
Offered: As Needed Contact Department

ED 565 CLASSROOM MGMT: ELEM   3.0 Credit(s)
This course explores teaching strategies for managing an elementary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the elementary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 566 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
This course explores teaching strategies for managing a secondary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the secondary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 568 EDUCATION OF THE GIFTED   3.0 Credit(s)
This course examines the identification, educational, and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority populations and populations with disabilities.
Offered: Late Spring & Summer Semesters All Years

ED 569 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
This course focuses on the identification of exceptional students as well as methods of meeting their educational needs in general education and special education classroom settings. Issues surrounding inclusion are considered, as well as inclusive practices, models, and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 571 STORY TELLING SEMINAR   3.0 Credit(s)
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on media. Candidates also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.
Offered: Spring & Summer Semesters All Years

ED 573 PROF. DEVELPMENT PHASE I   3.0 Credit(s)
Candidates will create a field-based professional-development plan in which they interview a district's supervisor or other professional responsible for faculty development at the school level. They will participate in analyzing school performance data and reviewing the literature for establishing a research-based intervention that will address a specific need. The candidate will construct a professional development plan that is connected to improving both teaching and learning at the school level. Schools are at various levels in the staff development process. The process may include the development of school or grade-level data teams. Candidates will create an action plan and present it to the instructor utilizing a PowerPoint presentation. After receiving departmental and school approval of the professional development plan, the candidate moves into the Phase II implementation process. This phase will require an additional semester of work. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 574 PROF. DEVELOPMENT PHASE II   3.0 Credit(s)
Candidates will implement the professional development plan designed in ED 573 through three phases: pre implementation,implementation, and post implementation. Candidates will coordinate and arrange for professionals, paraprofessionals, or community members to participate. Candidates reflect on performance based on feedback from the audience, instructor, and self-reflection. Reflection considers instructional design, instructional delivery, assessment, and integration of technology. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 578 EDUCATION TECHNOLOGY   3.0 Credit(s)
This course emphasizes the integration of technological resources into primary and secondary classroom settings for the purpose of fostering student learning, creativity, and innovation. Legal issues along with the methods for using technology to collect and analyze student data are introduced. A three-hour field experience in a diverse PK-12 educational setting is required. A PC with Microsoft Office® and Internet access is recommended. (Blended or online learning)
Offered: All Semesters All Years

ED 581 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 582 STUDENT TEACHING SEMINAR: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 583 STUDENT TEACHING SEMINAR: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 584 STUDENT TEACHING SEMINAR: GENERAL SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 585 STUDENT TEACHING SEMINAR: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 586 STUDENT TEACHING SEMINAR: SOC. STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 587 STUDENT TEACHING SEMINAR:SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 588 CREATIVITY/TALENTED-GIFTED   3.0 Credit(s)
In this course, students explore comprehensive curriculum for gifted learners including planning, adaptation, process, and integration. The facilitation of creative behavior is explored both experientially and theoretically.
Offered: As Needed Contact Department

ED 589 STUDENT TEACHING SEMINAR: ELEMENTARY   6.0 Credit(s)
Student teaching field experience in elementary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for intern/work experience and twelve weeks for non-intern/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 5892 CHILD ADVOCACY: ACTION FOR CHILDREN  

ED 590 MASTER'S PROJECT   3.0 Credit(s)
This course is designed for candidates who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.
Offered: Fall, Spring & Summer Sems All Years

ED 592 TECHNOLOGY AND CREATIVITY   3.0 Credit(s)
This course provides participants with an in-depth study of the technological resources currently available for use in educational environments. Participants create inquiry based learning activities for the classroom. A three-hour field experience is required in this course. (Blended learning)
Offered: Fall & Spring Semesters All Years

ED 594 CHILD ABUSE&NEGLECT/TREATMEN   3.0 Credit(s)

Offered: Summer Semester All Years

ED 599 SEMINAR: SPECIAL TOPICS   3.0-6.0 Credit(s)
This course is designed to satisfy the MAT seminar requirement. Content of the seminar and its subtitle will vary. Recent and continuing topics appear below. Emerging Technologies This graduate course provides participants with opportunities to collaborate and reflect on the ways mobile technologies such as the iPhone®, iPad®, and iPod Touch® can be used to enhance teaching and learning. Participants will explore these technologies through hands-on activities and the assessment of apps. Instructional materials are also created. (Blended learning) Learning to Learn The seminar will examine the latest information on learning theories and how they may be applied to teaching and learning. Through a series of readings, class discussions, and video footage, participants will be engaged in an in-depth study of the following topics: the many facets of learning, cognitive development including information regarding brain structure and function, inquiry-centered learning, conceptual thinking and mapping, multiple intelligences, and the appropriate uses of various kinds of formative and summative assessment models. Legal Issues for Educators This course is designed to help participants become aware of legal issues that affect schools, districts, and individuals within a school setting. Most teachers are unaware of the legal precedents that drive school-related decisions, and of the legal burdens implicit in educating and supervising students. This course will examine the legal standards to which teachers are held, and explore areas where teachers often unwittingly fall short of those standards. Participants will learn skills for avoiding problem areas, thereby saving themselves, their students, and their schools legal problems, money, and heartache. The course will also undertake a review of historical and current civil rights and constitutional issues, as well as current cases concerning educating students with special needs. Public Education as Social Change Agent Many question society's standards, and some claim that schools must play an important role in improving the moral climate. Students in this seminar address the critical issues facing our country and answer the following questions: What kind of society do I want to help create? How can schools and my discipline contribute to my vision of society? Students will also evaluate various approaches to values education.
Offered: Fall & Summer Semesters All Years

ED 600 CHARACTERISTICS-EFFECTIVE SCH   3.0 Credit(s)
Examines the characteristics of effective schools and studies the implications that effective school practices have on improving learning, teaching, and leadership. Research findings, selected readings, and experts in the field who make presentations all contribute to exciting class discussions and stimulating weekly sessions.
Offered: Summer Semester All Years

ED 609 DIFFERENTIATED INSTRUCTION   3.0 Credit(s)
Assists K-12 teachers in recognizing and nurturing the multiple intelligences of their students. Teachers develop strategies to incorporate the recognition and application of multiple intelligences into their classroom practice.
Offered: Late Spring & Summer Semesters All Years

ED 610 THE TEACHER LEADER   3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on cerating cultures in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitatiing conversations sand building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learing).
Offered: Fall Semester All Years

ED 621 LEARNING STATIONS FOR ELEMEN. TEACHERS   3.0 Credit(s)
Practical ideas for the use of Learning Stations in the elementary classroom. Experience in design, construction,record keeping and use in curriculum areas- all standard -based.
Offered: Winter Semester Contact Department

ED 623 ENVIR SCIENCE-ELEM TEACHERS   3.0 Credit(s)
Designed for elementary school teachers, this course introduces the basic scientific principles underlying today's environmental issues. Air, water, and land pollution are discussed.
Offered: Summer Semester All Years

ED 627 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, and more. Through classroom presentations, speakers, and audiovisual materials, candidates gain practical insight and understanding of contemporary issues in adolescent life. Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall, Spring & Summer Sems All Years

ED 638 ASSESSING STUDENT LEARNING ELEMENTARY   3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall & Spring Semesters All Years

ED 639 ASSESSING STUDENT LEARN:SEC   3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction,and assessments.
Offered: Fall & Spring Semesters All Years

ED 641 INQUIRY IN THE ACADEMIC DESCIPLINES   3.0 Credit(s)
Explores the methodologies and investigative techniques used in the humanities, social sciences, and natural sciences. In addition to surveying frameworks of understanding in the academic disciplines relevant to curriculum in the secondary schools, the course relates discipline-specific ways of knowing to what students encounter in their everyday lives.
Offered: Fall & Summer Semesters All Years

ED 642 SPECIAL PROJECTS IN EDUC TECH   3.0 Credit(s)
This research course provides advanced practical experience in the implementation and evaluation of computer technology as it relates to administration, curriculum, and instruction. A field experience enables participants to conduct action research in a diverse PK-12 classroom setting. Methods for data collection and analysis are introduced. (Online learning)
Offered: Spring Semester All Years

ED 657 PROFESSIONAL SEMINAR: ELEMENTARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who will teach at the elementary school level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM).
Offered: Fall & Spring Semesters All Years

ED 658 PROFESSIONAL SEMINAR: SECONDARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who teach at the secondary level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM). Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall & Spring Semesters All Years

ED 663 INSTR SOFTWARE/INSTRUM: K-12   3.0 Credit(s)
Provides an overview of educational software for use in PK-12 education. Methods for aligning developmentally appropriate software with PK-12 content standards are emphasized. Legal issues relating to software licensing are discussed. Assistive technology software for students with special needs is introduced. (Online learning)
Offered: Spring & Summer Semesters All Years

ED 676 SPECIAL TOPICS IN HISTORY   3.0 Credit(s)

Offered: Late Spring Semester All Years

ED 677 ADVANCED PRACT. TEACHING MATH & SCI   3.0 Credit(s)
Extends the pedagogic knowledge of elementary teachers in science, technology, engineering, and mathematics (STEM). Advanced exploration of the development and integration of teaching practices that improve the learning experiences and outcomes of both students and elementary teachers in the STEM disciplines.
Offered: Fall & Summer Semesters All Years

ED 681 HUMAN GROWTH & DEV:ADOL & ADLT   3.0 Credit(s)
This course covers the lifespan from adolescence through late adulthood. It includes readings in psychological theory and literature, videos, discussions, projects, and other assignments, which provide the candidate with theoretical and cultural perspectives in major themes in human growth and development.
Offered: All Semesters All Years

ED 8091 COOPERATING TEACHER TRAINING PROGRAM-ARC  

ED 9154 ADVANCED LEGAL ISSUES (NPLA)  

ED ELEC EDUCATION ELECTIVE   1.0-9.0 Credit(s)

EDR 413 ELEM.CURR&METH:READ,WRITE   3.0 Credit(s)

Offered: Spring & Summer Semesters All Years

EDR 518 READ&LANG ARTS:BALANCED LIT   3.0 Credit(s)
This course examines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary, and comprehension, contextualized within best practices for explicit and data-based small group instruction. (Available on Griswold campus only.)
Offered: As Needed Contact Department

EDR 527 ORGAN, ADMIN,SUPERV:RDG & LA   3.0 Credit(s)
This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the ?eld. Candidates re?ne the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Prerequisite: Take EDR-555;
Offered: Spring Semester All Years

ED 300 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced and consistent themes and concepts identified. There is a 15-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 301 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in regular and special classroom settings. Exceptionalities studied include all areas identified by national and state mandates. There is a 5-hour service-learning requirement in a PK-12 educational setting.
Offered: Spring Semester All Years

ED 302 EDUCATION IN THE U.S.   3.0 Credit(s)
Discusses current issues in American education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. There is a three-hour service-learning requirement in a PK-12 educational setting.
Offered: Fall Semester All Years

ED 341 IRISH ED COMPARATIVE PERSPECTIVES   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Student will be introduced to the students and teachers of Dingle, Ireland and experience the Irish education system up close and personal. Students will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 152 Education in the United States or ED 229 Multicultural Education or it serves as an MAT elective.
Offered: Winter Semester All Years

ED 401 EDUCATIONAL TECHNOLOGY   3.0 Credit(s)
Familiarizes participants with methods for integrating technology to support teaching and learning in the 1-12 curriculum. A variety of software programs will be used that are applicable to a variety of learners as well as to enhance professional productivity. Participants will acquire basic strategies for evaluating and incorporating technology resources into the curriculum and legal, ethical and safety issues regarding technology use will be analyzed. A PC with Microsoft Office® and Internet access is required. A three-hour field experience in a diverse 1-12 educational setting is required.
Offered: Fall & Spring Semesters All Years

ED 402 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, etc. Through classroom presentations, speakers, and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Spring Semester All Years

ED 403 CHILDREN'S LITERATURE   3.0 Credit(s)
Examines a variety of genres of children's literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children's books are included. Multicultural literature and the dramatic arts are emphasized.
Offered: Fall Semester All Years

ED 404 CLASSROOM MANAGEMENT ELEMENTARY   3.0 Credit(s)
Explores teaching strategies for managing the elementary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in an elementary setting.
Offered: Fall Semester All Years

ED 405 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
Explores teaching strategies for managing the secondary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course initially focuses on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates gain the insight, knowledge, and skills that enable them to cope with classroom disruptions and incorporate a variety of techniques that are appropriate for the secondary level. Candidates explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. Includes a five-hour service-learning experience in a secondary setting.
Offered: Fall Semester All Years

ED 430 ELEM. METH. SOC STUDIES HEALTH PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.

ED 451 SEC. CURRICULUM: BIOLOGY   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of biology curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to secondary biology. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 452 SEC. CURRICULUM: BUSINESS   3.0 Credit(s)

ED 454 SEC. CURRICULUM: ENGLISH   3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 455 SEC. CURRICULUM: GENERAL SCIENCE   3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to general science. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 456 SEC. CURRICULUM: MATH   3.0 Credit(s)
Explores National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 457 SEC. CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 458 SEC. CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.

ED 459 METH.TEACH ELEM MATH& SCIENCE   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.

ED 461 SEC. METHOD: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.

ED 462 SEC METHOD: BUSINESS   3.0 Credit(s)

ED 463 SEC METHOD: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.

ED 464 SEC METHOD: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.

ED 465 SEC. METHOD: GEN. SCI.   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.

ED 466 SEC. METHOD: MATH   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.

ED 467 SEC. METHOD: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.

ED 468 SEC. METHOD: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.

ED 471 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 473 STUDENT TEACHING: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Student Teaching the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 474 STUDENT TEACHING: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 475 STUDENT TEACHING: GEN. SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/ work experience. A student teaching fee is assessed.

ED 476 STUDENT TEACHING: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 477 STUDENT TEACHING: SOC.STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.

ED 478 STUDENT TEACHING: SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Secondary Education the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.

ED 496 DSAP SUPERVISION   2.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 497 DSAP SEM. & SUPERVISION SECONDARY   6.0 Credit(s)

Offered: Fall & Spring Semesters All Years

ED 516 SECONDARY CURRICULUM: SOCIAL STUDIES   3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 517 SECONDARY CURRICULUM: SPANISH   3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer Semesters All Years

ED 523 MULTICULTURAL EDUCATION   3.0 Credit(s)
This course is designed to foster understanding of diversity. Candidates attain problem-solving and listening skills necessary for attitudinal changes for appreciation of diversity. Group process activities are presented to help students understand biases and stereotypical assumptions and how these affect decisions in the classroom. Portions of this course are experiential. There is a 15-hour field experience requirement in which candidates interact with persons of different cultural, linguistic, religious, socioeconomic, and ethnic backgrounds.
Offered: Fall, Spring & Summer Sems All Years

ED 531 SECONDARY METHODS: BIOLOGY   3.0 Credit(s)
This course explores the methodology of teaching biology in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore biology with peers. This course is intended to bridge the gap between theories of education, biology content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 532 SECONDARY METHODS: CHEMISTRY   3.0 Credit(s)
This course explores the methodology of teaching chemistry in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore chemistry with peers. This course is intended to bridge the gap between theories of education, chemistry content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 533 SECONDARY METHODS: ENGLISH   3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 534 SECONDARY. METHODS: GENERAL. SCIENCE   3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 535 SECONDARY METHODS: MATHEMATICS   3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 536 SECONDARY METHODS: SOCIAL STUDIES   3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 537 SECONDARY METHODS: SPANISH   3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall & Summer Semesters All Years

ED 541 IRISH EDUCATION COMPARATIVE PERSPECTIVE   3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Candidates are introduced to the students and teachers of Dingle, Ireland and experience the Irish educational system in an up-close and personal way. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs, the course counts in lieu of ED 523 Multicultural Education, ED 552 Education in the United States, or an MAT elective.
Offered: Winter Semester All Years

ED 542 PRACTICUM:ELEM LANG ARTS & SOC. STUDIES   3.0 Credit(s)
This elective course affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments and design an intervention plan that meets the diverse needs of each student. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering literacy instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 543 PRACTICUM IN ELEMENTARY MATH & SCIENCE   3.0 Credit(s)
This course is designed to provide teachers with opportunities to explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the elementary childhood (grades K - 5) levels. The course will provide a one on one experience for tutoring students in math and science skills. Working under the direct supervision of trained faculty, candidates acquire first-hand experience in delivering math and science instruction to diverse populations, while engaging in shared self-reflection. Following tutoring sessions, teacher candidates participate in collaborative problem solving and shared self-reflection to discuss their practice.
Offered: Fall, Spring & Summer Sems All Years

ED 544 ELEM CURRIC. & METHDS:: LANGUAGE ARTS   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: As Needed Contact Department

ED 552 EDUCATION IN THE U.S.   3.0 Credit(s)
This course discusses current issues in education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. This course is offered as a hybrid course with a combination of face-to-face and online classes. Includes a three-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 553 EDUCATIONAL PSYCHOLOGY   3.0 Credit(s)
This course considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified. Includes a fifteen-hour service learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 554 ELEM CURRIC & METH:READ, WRITING, L.A.   3.0 Credit(s)
A prerequisite to EDR 505 and 507. A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension into a research-based literacy framework for beginning teachers. This course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.
Offered: Fall & Spring Semesters All Years

ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE   3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.
Offered: Fall & Summer Semesters All Years

ED 556 ELEM.CURRICULUM & METHODS: MATH & SCI   3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.
Offered: Fall & Spring Semesters All Years

ED 557 HUMAN COMP. INTERACTION PK-12   3.0 Credit(s)
This project-based seminar course introduces game theory and investigates the ways that individuals learn from interactive computer environments. The use of digital games in educational contexts is explored. Participants use Web 2.0 technologies, portable applications, and Game Maker® software to design entry-level games that are aligned with the PK-12 curriculum. No prior computer programming or art skills are required. (Online learning)
Offered: As Needed Contact Department

ED 565 CLASSROOM MGMT: ELEM   3.0 Credit(s)
This course explores teaching strategies for managing an elementary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the elementary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 566 CLASSROOM MANAGEMENT-SECONDARY   3.0 Credit(s)
This course explores teaching strategies for managing a secondary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the secondary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: All Semesters All Years

ED 568 EDUCATION OF THE GIFTED   3.0 Credit(s)
This course examines the identification, educational, and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority populations and populations with disabilities.
Offered: Late Spring & Summer Semesters All Years

ED 569 INTRODUCTION TO EXCEPTIONALITIES   3.0 Credit(s)
This course focuses on the identification of exceptional students as well as methods of meeting their educational needs in general education and special education classroom settings. Issues surrounding inclusion are considered, as well as inclusive practices, models, and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476. Includes a five-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer Sems All Years

ED 571 STORY TELLING SEMINAR   3.0 Credit(s)
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on media. Candidates also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.
Offered: Spring & Summer Semesters All Years

ED 573 PROF. DEVELPMENT PHASE I   3.0 Credit(s)
Candidates will create a field-based professional-development plan in which they interview a district's supervisor or other professional responsible for faculty development at the school level. They will participate in analyzing school performance data and reviewing the literature for establishing a research-based intervention that will address a specific need. The candidate will construct a professional development plan that is connected to improving both teaching and learning at the school level. Schools are at various levels in the staff development process. The process may include the development of school or grade-level data teams. Candidates will create an action plan and present it to the instructor utilizing a PowerPoint presentation. After receiving departmental and school approval of the professional development plan, the candidate moves into the Phase II implementation process. This phase will require an additional semester of work. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 574 PROF. DEVELOPMENT PHASE II   3.0 Credit(s)
Candidates will implement the professional development plan designed in ED 573 through three phases: pre implementation,implementation, and post implementation. Candidates will coordinate and arrange for professionals, paraprofessionals, or community members to participate. Candidates reflect on performance based on feedback from the audience, instructor, and self-reflection. Reflection considers instructional design, instructional delivery, assessment, and integration of technology. This course serves as part of the culminating requirement for advanced MAT non-licensure candidates-practicing teachers.
Offered: Fall, Spring & Summer Sems All Years

ED 578 EDUCATION TECHNOLOGY   3.0 Credit(s)
This course emphasizes the integration of technological resources into primary and secondary classroom settings for the purpose of fostering student learning, creativity, and innovation. Legal issues along with the methods for using technology to collect and analyze student data are introduced. A three-hour field experience in a diverse PK-12 educational setting is required. A PC with Microsoft Office® and Internet access is recommended. (Blended or online learning)
Offered: All Semesters All Years

ED 581 STUDENT TEACHING: BIOLOGY   6.0 Credit(s)
The student teaching field experience in secondary biology, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 582 STUDENT TEACHING SEMINAR: CHEMISTRY   6.0 Credit(s)
Student teaching field experience in secondary chemistry, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 583 STUDENT TEACHING SEMINAR: ENGLISH   6.0 Credit(s)
Student teaching field experience in secondary English, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of English (NCTE) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 584 STUDENT TEACHING SEMINAR: GENERAL SCI.   6.0 Credit(s)
Student teaching field experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Science Teachers Association (NSTA) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 585 STUDENT TEACHING SEMINAR: MATH   6.0 Credit(s)
Student teaching field experience in secondary mathematics, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council of Teachers of Mathematics (NCTM) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 586 STUDENT TEACHING SEMINAR: SOC. STUDIES   6.0 Credit(s)
Student teaching field experience in secondary social studies, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses National Council for the Social Studies (NCSS) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/work experience and twelve weeks for non-interns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 587 STUDENT TEACHING SEMINAR:SPANISH   6.0 Credit(s)
Student teaching field experience in secondary Spanish, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses American Council on the Teaching of Foreign Languages (ACTFL) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for interns/ work experience and twelve weeks for noninterns/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 588 CREATIVITY/TALENTED-GIFTED   3.0 Credit(s)
In this course, students explore comprehensive curriculum for gifted learners including planning, adaptation, process, and integration. The facilitation of creative behavior is explored both experientially and theoretically.
Offered: As Needed Contact Department

ED 589 STUDENT TEACHING SEMINAR: ELEMENTARY   6.0 Credit(s)
Student teaching field experience in elementary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for a field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is ten weeks for intern/work experience and twelve weeks for non-intern/work experience. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years

ED 5892 CHILD ADVOCACY: ACTION FOR CHILDREN  

ED 590 MASTER'S PROJECT   3.0 Credit(s)
This course is designed for candidates who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.
Offered: Fall, Spring & Summer Sems All Years

ED 592 TECHNOLOGY AND CREATIVITY   3.0 Credit(s)
This course provides participants with an in-depth study of the technological resources currently available for use in educational environments. Participants create inquiry based learning activities for the classroom. A three-hour field experience is required in this course. (Blended learning)
Offered: Fall & Spring Semesters All Years

ED 594 CHILD ABUSE&NEGLECT/TREATMEN   3.0 Credit(s)

Offered: Summer Semester All Years

ED 599 SEMINAR: SPECIAL TOPICS   3.0-6.0 Credit(s)
This course is designed to satisfy the MAT seminar requirement. Content of the seminar and its subtitle will vary. Recent and continuing topics appear below. Emerging Technologies This graduate course provides participants with opportunities to collaborate and reflect on the ways mobile technologies such as the iPhone®, iPad®, and iPod Touch® can be used to enhance teaching and learning. Participants will explore these technologies through hands-on activities and the assessment of apps. Instructional materials are also created. (Blended learning) Learning to Learn The seminar will examine the latest information on learning theories and how they may be applied to teaching and learning. Through a series of readings, class discussions, and video footage, participants will be engaged in an in-depth study of the following topics: the many facets of learning, cognitive development including information regarding brain structure and function, inquiry-centered learning, conceptual thinking and mapping, multiple intelligences, and the appropriate uses of various kinds of formative and summative assessment models. Legal Issues for Educators This course is designed to help participants become aware of legal issues that affect schools, districts, and individuals within a school setting. Most teachers are unaware of the legal precedents that drive school-related decisions, and of the legal burdens implicit in educating and supervising students. This course will examine the legal standards to which teachers are held, and explore areas where teachers often unwittingly fall short of those standards. Participants will learn skills for avoiding problem areas, thereby saving themselves, their students, and their schools legal problems, money, and heartache. The course will also undertake a review of historical and current civil rights and constitutional issues, as well as current cases concerning educating students with special needs. Public Education as Social Change Agent Many question society's standards, and some claim that schools must play an important role in improving the moral climate. Students in this seminar address the critical issues facing our country and answer the following questions: What kind of society do I want to help create? How can schools and my discipline contribute to my vision of society? Students will also evaluate various approaches to values education.
Offered: Fall & Summer Semesters All Years

ED 600 CHARACTERISTICS-EFFECTIVE SCH   3.0 Credit(s)
Examines the characteristics of effective schools and studies the implications that effective school practices have on improving learning, teaching, and leadership. Research findings, selected readings, and experts in the field who make presentations all contribute to exciting class discussions and stimulating weekly sessions.
Offered: Summer Semester All Years

ED 609 DIFFERENTIATED INSTRUCTION   3.0 Credit(s)
Assists K-12 teachers in recognizing and nurturing the multiple intelligences of their students. Teachers develop strategies to incorporate the recognition and application of multiple intelligences into their classroom practice.
Offered: Late Spring & Summer Semesters All Years

ED 610 THE TEACHER LEADER   3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on cerating cultures in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitatiing conversations sand building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learing).
Offered: Fall Semester All Years

ED 621 LEARNING STATIONS FOR ELEMEN. TEACHERS   3.0 Credit(s)
Practical ideas for the use of Learning Stations in the elementary classroom. Experience in design, construction,record keeping and use in curriculum areas- all standard -based.
Offered: Winter Semester Contact Department

ED 623 ENVIR SCIENCE-ELEM TEACHERS   3.0 Credit(s)
Designed for elementary school teachers, this course introduces the basic scientific principles underlying today's environmental issues. Air, water, and land pollution are discussed.
Offered: Summer Semester All Years

ED 627 SOCIETAL ISSUES IN ADOLESCENCE   3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, and more. Through classroom presentations, speakers, and audiovisual materials, candidates gain practical insight and understanding of contemporary issues in adolescent life. Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall, Spring & Summer Sems All Years

ED 638 ASSESSING STUDENT LEARNING ELEMENTARY   3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall & Spring Semesters All Years

ED 639 ASSESSING STUDENT LEARN:SEC   3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction,and assessments.
Offered: Fall & Spring Semesters All Years

ED 641 INQUIRY IN THE ACADEMIC DESCIPLINES   3.0 Credit(s)
Explores the methodologies and investigative techniques used in the humanities, social sciences, and natural sciences. In addition to surveying frameworks of understanding in the academic disciplines relevant to curriculum in the secondary schools, the course relates discipline-specific ways of knowing to what students encounter in their everyday lives.
Offered: Fall & Summer Semesters All Years

ED 642 SPECIAL PROJECTS IN EDUC TECH   3.0 Credit(s)
This research course provides advanced practical experience in the implementation and evaluation of computer technology as it relates to administration, curriculum, and instruction. A field experience enables participants to conduct action research in a diverse PK-12 classroom setting. Methods for data collection and analysis are introduced. (Online learning)
Offered: Spring Semester All Years

ED 657 PROFESSIONAL SEMINAR: ELEMENTARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who will teach at the elementary school level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM).
Offered: Fall & Spring Semesters All Years

ED 658 PROFESSIONAL SEMINAR: SECONDARY   3.0 Credit(s)
This seminar fulfills the culminating activity in the MAT program for students seeking teacher certification. For candidates who teach at the secondary level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating an engaging classroom environment, planning and instructing for active learning, and assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education's Teacher Education and Mentoring program (TEAM). Also offered as a blended option with a combination of face-to-face and online classes.
Offered: Fall & Spring Semesters All Years

ED 663 INSTR SOFTWARE/INSTRUM: K-12   3.0 Credit(s)
Provides an overview of educational software for use in PK-12 education. Methods for aligning developmentally appropriate software with PK-12 content standards are emphasized. Legal issues relating to software licensing are discussed. Assistive technology software for students with special needs is introduced. (Online learning)
Offered: Spring & Summer Semesters All Years

ED 676 SPECIAL TOPICS IN HISTORY   3.0 Credit(s)

Offered: Late Spring Semester All Years

ED 677 ADVANCED PRACT. TEACHING MATH & SCI   3.0 Credit(s)
Extends the pedagogic knowledge of elementary teachers in science, technology, engineering, and mathematics (STEM). Advanced exploration of the development and integration of teaching practices that improve the learning experiences and outcomes of both students and elementary teachers in the STEM disciplines.
Offered: Fall & Summer Semesters All Years

ED 681 HUMAN GROWTH & DEV:ADOL & ADLT   3.0 Credit(s)
This course covers the lifespan from adolescence through late adulthood. It includes readings in psychological theory and literature, videos, discussions, projects, and other assignments, which provide the candidate with theoretical and cultural perspectives in major themes in human growth and development.
Offered: All Semesters All Years

ED 8091 COOPERATING TEACHER TRAINING PROGRAM-ARC  

ED 9154 ADVANCED LEGAL ISSUES (NPLA)  

ED ELEC EDUCATION ELECTIVE   1.0-9.0 Credit(s)

EDR 413 ELEM.CURR&METH:READ,WRITE   3.0 Credit(s)

Offered: Spring & Summer Semesters All Years

EDR 518 READ&LANG ARTS:BALANCED LIT   3.0 Credit(s)
This course examines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary, and comprehension, contextualized within best practices for explicit and data-based small group instruction. (Available on Griswold campus only.)
Offered: As Needed Contact Department

EDR 527 ORGAN, ADMIN,SUPERV:RDG & LA   3.0 Credit(s)
This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the ?eld. Candidates re?ne the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Prerequisite: Take EDR-555;
Offered: Spring Semester All Years