Degree Requirements

This course covers the fundamental concepts of biology at all levels from cells to organisms to ecosystems as outlined in the Next Generation Science Standards for K-4. The course will illustrate these principles through lecture and laboratory utilizing current pedagogy including hands-on, inquiry-oriented practices.

This course introduces the culture, language, values, methods, and outcomes of chemistry and physics. Important concepts are presented on a framework of contemporary issues and technology such as the energy, consumer products, medicinal drugs, nutrition, and biotechnology and will address the ethical and moral issues associated with these. The structure of the course is inquiry based and utilizes cooperative learning as well as integrating pedagogical content knowledge and math with chemistry content.

This class introduces students to literary expression across the globe. Through an analysis of prose (fiction and nonfiction), poetry, and drama, students will develop and refine their close reading skills, including understanding basic literary terminology. At the same time, the course focuses on writing and thinking critically about stories. Ultimately, this course will offer students an opportunity to "experience" and appreciate literature of the world.

Explores works both inside and outside the Western canon.
Prerequisite: Take FYS or FYWS 125

This course surveys American literature from the early national period to the present, with an emphasis on twentieth-century texts. Students will read a wide variety of texts in different genres, including the essay, the short story, poetry, and the novel. Since the majority of the students enrolled in this course plan to teach at the elementary level, the course will emphasize close reading and other skills that will help the students make complicated ideas understandable and accessible.
Prerequisite: Take FYS or FYWS 125

This course is designed specifically for perspective elementary teachers, to provide a conceptual understanding of the number and operations content to be taught in the elementary mathematics classroom. Topics include problem solving, the base ten number system, fractions, operations, ratio and proportions, and number theory.

This course is designed specifically for prospective elementary teachers, to provide a conceptual understanding of the geometry content to be taught in the elementary mathematics classroom. Topics include defining and problem solving with lines, angles, shapes, solids, concepts of measurement, and the use of dynamic geometry software.

Examines the theoretical foundation of American government, the U.S. Constitution, political behavior, interest groups, political parties, Congress, the presidency, and the Supreme Court.

Introduction to psychology as the science of behavior, focusing on the physiological, cognitive, learning, sociocultural, and psychodynamic bases of behavior.

An in-depth study of developmental and behavioral issues in adolescence. Emphasis is on adjustment to adolescent roles, the search for self-identity, and healthy and unhealthy personality development.
Prerequisite: Take PS 110

The composition of the universe and our place in it, the causes of earthquakes, volcanoes, the formation of the land we live on, weather phenomena, and Earth's major global issues as to cause and effect will be studied. The structure of the course is inquiry based and utilizes cooperative learning as well as integrating pedagogical content knowledge with earth and space science content. For students pursuing licensure and a career in elementary education.

Required for Interdisciplinary Studies majors, this course covers diverse topics from modern physical and political geography to cultural and historical perspectives, including population, migration, and culture. It aims to prepare students for the PRAXIS exam and teaching license state exams and how to integrate geography into lesson plans for advanced education studies.

Examines American development from the period of colonization to the conclusion of the Civil War. Major themes include colonial society, the Revolution, nineteenth-century expansion and economic growth, cultural shifts in the antebellum period, slavery, and the American Civil War.
Prerequisite: Take HI-100 or HI-102 or HI-110 or HI-115

Analyzes United States development from Reconstruction to the present, examining major social, political, economic, and foreign policy developments and their impact on American life.
Prerequisite: Take HI-100 or HI-102 or HI-110 or HI-115

This course provides prospective elementary teachers with a conceptual understanding of algebra, statistics, and probability. Models and manipulatives will be used to justify the reasons "Why?" behind elementary math concepts and procedures.
Prerequisite: Take MA-107

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.

Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in general and special education classroom settings. Exceptionalities studied include all areas identified by national and state mandates.

This seminar is designed to support junior students in the teacher preparation program who will also be placed in a school setting. The focus will be on the scope and spectrum of schooling with a special focus on the diversity found in schools and the influence of democracy on schools and classrooms, both on a macro and micro level (policy and practices). Attention will also be paid to the moral dimensions of teaching and the high-leverage practice of relationship building.

Examines social studies and health 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

This course examines children's language and literacy development from Pre-K to sixth grade. Candidates learn from an interdisciplinary body of scientifically-based research on literacy and issues related to reading and writing as well as sociocultural perspectives that shape literacy instruction. Evidence-based teaching approaches are introduced to support teacher candidates' foundational understanding of the development of word recognition, language comprehension, and writing. Candidates also learn about the role and language and culture on literacy learning with an emphasis on linguistic diversity and culturally and historically responsive instruction.

This is the first of two introductory courses in the study of literacy pedagogy for elementary education candidates focusing on the phases of word recognition development and core components of word recognition instruction in grades PreK-6, including print concepts and the alphabetic principle; the role of systematic phonics instruction in promoting reading development; routines for developing decoding skills; text selection that supports orthographic mapping and meaning making; advanced word analysis instruction; fluency instruction; methods for assessing foundational reading skills and fluency; and evidence-based instruction that supports students with dyslexia.

This is the second of two courses in the study of literacy pedagogy for elementary education candidates focusing on reading comprehension, vocabulary, and writing. 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, analyzing, 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.

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 focuses on creating a positive learning environment. Candidates gain the insight, knowledge, and skills that enable them to create healthy classrooms and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of organization and management that will allow them to move beyond traditional rewards, punishments, bribes, and threats.

This course provides opportunities for elementary teacher candidates to refine their understanding of science concepts, develop their skill in analyzing science curricula, and practice implementing science instruction, all while developing proficiency with ideas and structure of current standards for science instruction, the Next Generation Science Standards. Emphasis is on the learning of children and the role of the teacher as facilitator of science investigation.

In this seminar class, candidates consider current issues in education, explore their historical and philosophical roots, and critically examine possibilities for the future of education in an effort to identify the origins of current educational practices and to interrogate and disrupt Eurocentric perspectives. The high leverage practice of designing a single lesson and sequences of lessons will be introduced and practiced. Candidates will be introduced to learning and language objectives and given opportunities to develop an iterative lesson plan and perhaps a lesson sequence that includes all of the fundamental key components of an effective lesson plan.

Addresses teaching and learning, particularly as they relate to implementing the learning cycle of planning, instructing, assessing, and reflecting. The school-based clinic experience provides candidates with opportunities to practice and apply coursework concepts. Candidates will analyze and consider instructional decisions and appropriate next steps. This seminar class presents a diversity of voices in required readings, reflections, and class discussions so that candidates learn to create culturally responsive learning environments where students' funds of knowledge are invited, centered, and respected.

This course provides a deep exploration of the mathematical concepts essential for teaching elementary students, focusing on developing both content knowledge and pedagogical understanding. The course aligns with Common Core State Standards and Mathematical Practice Standards, preparing future educators to foster mathematical thinking and discourse in their classrooms

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.

Student teaching seminar complements the student teaching experience to address problems of practice, support the enactment of pedagogy and content knowledge into practice, and encourage reflection and collaboration with peers and colleagues in areas of elementary education.
Prerequisite: TAKE ED-491

Student teaching is an immersive clinical practice experience in elementary school education, in conjunction with a weekly student teaching seminar. Student teaching addresses CAEP Standards for Elementary and the InTASC Standards.  A student teaching fee is assessed.
Prerequisite: TAKE ED-490