Courses
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 Semester All Years
ED 540 MIDDLE SCHOOL METHODS 3.0 Credit(s)
This course explores the teaching pedagogies and standards targeted for the middle school learner. Candidates will prepare lesson plans with active learning techniques, appropriate assessment practices, and Universal Design for Learning (UDL) strategies to ensure the success of all students. Relevant technological tools will be included for the middle school learner. Interdisciplinary connections will also be explored to support the "team" model popular in many middle schools.
Offered: Summer 2 Semester 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.
Offered: Winter Semester All Years
ED 546 EDUCATOR WELL-BEING AND RESILIENCE 3.0 Credit(s)
This course will introduce students to research-based strategies for developing individual and collective professional resilience to build agency to withstand challenges within the education profession. Students will learn educator-specific tools for resilience to support increased well-being, sense of belonging, passion, and engagement in educators' work. They develop a comprehensive toolkit and well-being plan including strategies for self-care, relational resilience, teacher identity, emotional regulation, self-compassion, self-regulation, and an empowering educator mindset.
Offered: Spring Semester All Years
ED 548 SPANISH FOR EDUCATORS 3.0 Credit(s)
This is an introductory course to the Spanish language and culture, tailored especially for educators. Key phrases, basic vocabulary, and other communication skills learned in this course will assist in interacting and engaging with Spanish-speaking students and their parents. The course will also provide insight into the rich cultures of the Spanish-speaking world and reflect on creating culturally responsive classrooms for all students.
Offered: Spring Semester All Years
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 1 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.
Offered: Fall, Spring & Summer 1 Sems All Years
ED 554 Elementary Curriculum & Methods: Reading, Writing & Anguage Arts 3.0 Credit(s)
This course focuses on the study of literacy pedagogy for elementary education candidates. In this course reading comprehension and written composition is examined as a meaning-making process dependent on the reader/writer, the text/genre, the task, and the sociocultural context. Candidates learn evidence-based approaches to reading comprehension, vocabulary, and writing instruction including strategies to support students in comprehending, interpreting, analyzing, evaluating, and composing text across genres including literary texts, informational texts, poetry, and persuasive texts. Candidates learn the role of knowledge building, cognitive strategies, vocabulary knowledge, text structure, and motivation in fostering deep comprehension and strategic and meaningful composition of texts. Candidates apply skills to authentic contexts as they acquire core understandings about literacy pedagogy.
Offered: Fall & Summer Semesters All Years
ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE 3.0 Credit(s)
Examines social studies and health/physical education integration in elementary grades. Focuses on teaching social studies through an inquiry arc across social studies disciplines. Special attention is on lesson and unit planning and skill development in the subject areas. An emphasis will be placed on integrating literacy into rigorous and relevant content instruction that aligns to the Universal Design for Learning framework and state and national content standards.
Offered: Fall Semester All Years
ED 556 ELEMENTARY METHODS SCIENCE 3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of science investigation. This course addresses ACEI standards for science.
Offered: Spring & Summer 2 All Years
ED 560 DSAP SEMINAR II 3.0 Credit(s)
This seminar accompanying DSAP teaching is an integral component of the DSAP experience. Weekly sessions are designed to address salient issues related to the teaching-learning processes and to offer strategies to meet student learning objectives. Issues such as curriculum and instructional planning, teaching methods, evaluation and self-assessment are some of the topics explored both through activities and classroom discussion. The seminar format is designed to respond to the immediate needs of student teachers as they progress through the semester, and to address the competencies of the SHU Conceptual Frameworks and the aligned competencies of the Connecticut Common Core of Teaching. Teachers will complete self- assessments of their progress toward the end of improving their teaching.
Offered: Fall & Spring Semesters All Years
ED 561 SOCIAL JUSTICE PEDAGOGIES 3.0 Credit(s)
Teachers have an opportunity and responsibility to teach students through pedagogies that sustain cultures and develop their students' advocacy for examining issues of social justice and working towards change. This course develops teacher practices of culturally sustaining pedagogies that promote social justice and explores ways to integrate them into academic content area curricula that reduce barriers within and between disciplines. Assignments require students to develop and teach content-based lessons at the intersection of culture and social justice linked to a clinical experience situated in city schools.
Offered: Fall & Spring Semesters All Years
ED 563 STUDENT TEACHING: SECONDARY 6.0 Credit(s)
Student teaching field experience in secondary 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 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. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years
ED 565 CREATING POSITIVE ELEM CLASSRM ENVIRON 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.
Offered: Summer 2 Semester All Years
ED 566 CREATING POS SECONDARY CLASSRM ENVIRON 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.
Offered: Summer 2 Semester All Years