Undergraduate Educational Foundations
2020 Spring Term
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Educational Foundations 212
This course is designed primarily for secondary school teachers. Among the areas considered are the psychology of teaching, learning theories, memory, development, intelligence, creativity, individual differences, motivation, and classroom management.
PORTFOLIO DEVELOPMENT I
Educational Foundations 214
This course is designed to enable students to develop their Foundations Block portfolio, which is a requirement for admission to Professional Education.
Educational Foundations 222
A developmental study of the child from conception to the onset of puberty, including physical, psychosocial and cognitive growth.
INTRODUCTION TO HUMAN DEVELOPMENT
Educational Foundations 230
The focus of this course is the study of human development and change throughout the entire lifespan from psychological, sociological, and biological perspectives.
YOUTH CULTURE FORMATION: RACE, GENDER, AND SEXUALITY
Educational Foundations 241
This course explores how various U.S. institutions construct "youth" as a social category, how those constructions are primarily interlocked with race and ethnicity, and how those constructions subsequently shape youth cultures in multi-faceted, intersectional cultural contexts such as music, gaming, sports, and media.
FOUNDATIONS OF EDUCATION IN A PLURALISTIC SOCIETY
Educational Foundations 243
This course is designed to prepare students to understand and teach in school settings with diverse populations. Attention will be directed to major educational issues, the experiences of students from diverse backgrounds, and the role of the teacher in a pluralistic society.
PARADOXES AND PROMISES: CRITICAL ISSUES IN URBAN EDUCATION
Educational Foundations 341
This course introduces students to critical issues and policies that influence urban schools, and by extension American society. It provides a deeper understanding of paradoxes and promises we collectively face in making American schools truly equitable institutions, particularly for marginalized communities of color. Trips to regional cities are an enhanced feature of the course and are covered by course fees.
DIVERSITY, SERVICE-LEARNING, AND LEADERSHIP IN THE CITY
Educational Foundations 342
This course uses the city as a laboratory to explore major course themes such as intersectionality, youth, power, and cultural relevance. In addition to academic coursework, the course gives students the invaluable opportunity to learn about, learn from, and work with diverse communities in the region through a hands-on, 50 hour fieldwork component. Transportation/additional trips are included via associated fees.
MEASUREMENT AND EVALUATION IN THE ELEMENTARY SCHOOL
Educational Foundations 424
This class is designed for special education, communicative disorders, and elementary education majors. It includes testing, measurement, and evaluation of student progress in multiple contexts. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems.
MEASUREMENT AND EVALUATION IN THE SECONDARY SCHOOL
Educational Foundations 425
This class is designed for special education, communicative disorders and secondary education majors. It includes testing , measurement, and evaluation of student progress in multiple contexts and subject areas. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems specific to the secondary school setting.
UNDERSTANDING AND DEALING WITH DISRUPTIVE CLASSROOM BEHAVIOR
Educational Foundations 475
Designed to give students an opportunity to discuss the various theoretical approaches to handling disruptive behavior in the classroom and to apply these approaches to actual problem situations. Emphasis will also be placed on the prevention of behavior problems through the development of effective classroom procedures. Recommended for all Education majors.
HUMAN ABILITIES AND LEARNING
Educational Foundations 481
This course is designed to help educators comprehend and apply the fundamental psychological principles underlying the teacher-learning process. Among the areas considered are motivation, classroom management, instructional applications, individual differences and creativity.
Educational Foundations 482
This course is designed for students at the senior or graduate level who find it necessary to be an educated consumer of statistical information. This is designed to be a first course on this topic. Major areas of study include gathering/organizing data, probability, inferential techniques (t-test, ANOVA, follow-up tests, correlation, and repression), non-parametric techniques (chi-square test), and single subject designs.
Educational Foundations 498
Study of a selected topic or topics under the direction of a faculty member. Repeatable.