Degrees for Education

EDUC 115 Clinical Experience I in the Schools

4 hours

Student works as an observer-aide under a teacher in area school. Concentrated instruction in preparation for these duties plus seminars which accompany the experience. Students taking this course in January must complete application materials in the education department by October 1 of the previous semester. Available in the fall to transfer students and late deciders only. First-year students enroll in EDUC 185 (first-year seminar) offered during January term. All other students enroll in EDUC 115.

EDUC 139, 239, 339, 439 Special Topics

Credit arr.

EDUC 185 First-year Seminar

4 hours

A variety of seminars for first-year students offered each January term.

EDUC 217 Introduction to Music Education

1 hour

An introduction to the music education program at Luther College, music education in elementary and secondary schools and to the profession at large. The course presents a variety of teaching methods and resources used in the K-12 school system. Students will observe in the public schools, hear public school music educators, examine the competencies required for a music education, develop an electronic website and actively participate in class sessions. Prerequisites: MUS 121, 121L.

EDUC 220 Introduction to Education and the Psychology of Learning

4 hours

This course is an introduction to the field of education and to educational psychology. One of the central concerns of every society, education involves the study of human growth and development, especially in the context of schooling. Students will encounter research into how humans learn, how learning environments are structured, and how underlying social assumptions intersect with learning theories. The course will explore such topics as socialization, teacher/student interaction, social and cognitive learning theories, testing and assessment, and ethics and the school. (HBSSM)

EDUC 221 The Diverse and Exceptional Learner

4 hours

This course introduces students to learner differences as they are related to socioeconomic status, culture, ethnicity, language, gender, and disability. Students will explore how these factors influence individual educational performance, experience, and development in the institution of the school. With a major emphasis on human intergroup relations in a pluralistic society, the course will also introduce students to significant legislation, models of service delivery, and instructional modifications. (HB)

EDUC 222 Instructional Strategies with Computer Applications K-6:

4 hours

Study of behavioral objectives, planning, testing, evaluation, classroom management, instructional techniques, learning theory applications, and instructional media. Course objectives are achieved through significant writing instruction and practice using conventional writing tools and computer applications.

EDUC 223 Children’s Literature

4 hours

The study of children’s literature: genre identification, analysis, review, and curriculum integration. Prerequisites: EDUC 115/185.

EDUC 227 Music in Elementary School

2 hours

Designed to assist elementary school teachers in presenting music to children; overview of general music program in the elementary school, including content, methods, and materials; instruction in basic music concepts. Prerequisite: EDUC 222.

EDUC 228 Art in Elementary Schools

2 hours

Introduction to theories of creativity, developmental stages in art and methods of teaching visual art to children K-6. Basics in appreciation and use of materials will also be stressed. Students pursuing a K-6 art academic endorsement or a K-12 art education minor should register for ART/EDUC 228 and ART 228L. ART 228L will consist of a 15 hour clinical placement in an area art classroom. Prerequisite: EDUC 115/185, or consent of instructor. (Same as ART 228.)

EDUC 229 Physical Education in Elementary School

2 hours

A study of curricular experiences in elementary physical education, including lectures and laboratory experiences with current movement education techniques. Prerequisite: junior or preferably senior standing.

EDUC 240 Home, School, and Community

2 hours

This pre-K to 12 course examines the dynamic relationship between families, school, and the community. Evaluation, legal aspects, and services to preschool students with disabilities including the Individualized Family Service Plan (IFSP) will be explored. The course offers continued focus on collaborative team efforts and the importance of establishing strong links between home, school, and other service providers so the learning experiences of students from preschool through transition to the adult life are maximized. Prerequisites: EDUC 115/185.

EDUC 242 Introduction to Learning Disabilities and Behavioral Issues

4 hours

This K-12 introductory course includes a historical perspective to the field of learning disabilities and behavioral issues, characteristics and etiology, definitions and identification procedures, conceptual orientations, treatment and intervention, impact of the disability throughout the lifespan on the individual and family, and current trends and issues. Required of all students seeking the Instructional Strategies II endorsement. Prerequisites: EDUC 115/185.

EDUC 245 Career/Vocational Assessment and Instructional Planning

2 hours

This K-12 course covers the assessment of career/vocational skills and interests, aspects of the Individuals with Disabilities Educational Act (IDEA) which specifically address transition, transition meetings, Individualized Education Programs (IEP), community-based instruction, and the school/community services and service providers who would be involved in student transition. Required of all students seeking the Instructional Strategies II endorsement. Prerequisites: EDUC 115/185.

EDUC 252 Introduction to Teaching Methods: Secondary

2 hours

An introduction to the general methods of secondary teaching. Such topics as objectives, planning, testing, evaluation, classroom management, instructional techniques, educational technology, media and the inclusion of special education students in the regular classroom will be considered. Should be taken as close to EDUC 352 as possible. Required for certification in health. Not required of art, physical education, and music majors. Co/prerequisites: EDUC 115/185, 220, 221.

EDUC 260 Brass Methods

2 hours

Methods and materials of teaching brass instruments to elementary and secondary students. Includes knowledge of and proficiency on brass instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.

EDUC 265 Double Reed Methods

2 hours

Methods and materials of teaching double reed instruments to elementary and secondary students. Includes knowledge of and proficiency on double reed instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.

EDUC 270 String Methods

2 hours

Methods and materials of teaching bowed string instruments (violin, viola, cello and double bass) to elementary and secondary students. Includes knowledge of and proficiency on string instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.

EDUC 275 Flute, Clarinet and Saxophone

2 hours

Methods and materials of teaching these instruments to elementary and secondary students. Includes knowledge of and proficiency on these instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.

EDUC 278 Content Area Reading, Secondary

2 hours

Introduction to the teaching of reading in content areas for secondary teachers: procedures used in recognizing content area reading problems, improving reading by developing literacy strategies in reading, writing, speaking, and listening. Required for all students seeking secondary school licensure, Wisconsin-bound music education students, and students seeking Health certification. Prerequisite: EDUC 115/185.

This course has an additional one-semester hour practicum component. If you are an elementary education major pursuing a Reading endorsement, you will student-teach in a Reading classroom and will not take the practicum component. Other students completing an endorsement that requires this course will need to register for the practicum when they register for student teaching.

EDUC 280 Voice Methods

2 hours

Methods and materials of teaching voice to elementary and secondary students. Includes knowledge of and proficiency with the vocal instrument, proficiency, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure but not required with completion of EDUC 462.

EDUC 285 Percussion Methods

2 hours

Methods and materials of teaching percussion instruments to elementary and secondary students. Includes knowledge of and proficiency with percussion instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.

NOTE: Students may not register for education department courses above the 300 level until they have been admitted to the teacher education program.

EDUC 320 Introduction to Reading

2 hours

This course presents the social, philosophical, and psychological foundations of teaching reading, including language acquisition, in the elementary school. It includes analysis of current reading philosophies including balanced and whole language and phonics approaches to teaching reading. This course may be used to meet the reading requirement for Wisconsin certification. Offered in fall semester for reading endorsements only. Prerequisites: EDUC 115/185, 220, 221, 222.

EDUC 323 Teaching Methods for English Language Learners

2 hours

An introduction to the theory, concepts, and techniques in teaching English to speakers of other languages (TESOL) K-12, including program models in bilingual education, TESOL methodology for learning to read, and content-specific knowledge with an emphasis on the Sheltered Instructional Observational Protocol (SIOP) for developing lesson plans for English language learners.

EDUC 324 Assessment for English Language Learners

2 hours

This K-12 course is an introduction to assessment for English language learners including formal and informal tools, interpretation of assessment data, use of data to inform instruction, and the fundamental technical aspects of assessment.

NOTE: EDUC 325, 326, 327, 328, and EDUC 329 must be taken within one year prior to student teaching.

EDUC 325 Elementary Mathematics Methods

2 hours

This course in an introduction to the pedagogy and curriculum of a NCTM standards-based mathematics program in the elementary school. This course includes the planning, teaching, and evaluation of mathematics lessons within the context of a mathematics unit. Pre-requisites: EDUC 115/185, 220, 221, 222. Co-requisite: MATH 123.

EDUC 326 Elementary Language Arts Methods

2 hours

This course is an introduction to curriculum and pedagogy of a language arts program based on standards established by the International Reading Association and the National Council of Teachers of English, the six components of the language arts, and current learning theories that support teaching language arts in the elementary classroom. This course includes the planning, teaching, and evaluation of language arts using a comprehensive approach that examines language acquisition and development and integrates literature, writing, grammar, spelling, and handwriting. Prerequisites: EDUC 115/185, 220, 221, 222.

EDUC 327 Elementary Education Junior Block Clinical Placement—Methods Practicum

2 hours

As a part of the elementary education methods course sequence the student observes and teaches small and large groups of students in an elementary classroom. During the practicum the student develops and teaches a unit to document the planning, teaching, assessment and reflection protocol. Prerequisites: EDUC 325, 326 (or two of the following: EDUC 325, 326, 328, 329).

EDUC 328 Elementary Social Studies Methods

2 hours

This course is an introduction to curriculum and pedagogy for social studies instruction based on the National Council of Social Studies Standards. Ten thematic strands frame the instructional planning for elementary and middle level curriculum. Students will develop competencies in specific social studies related skills and become acquainted with current directions and research in elementary social studies including instructional technology. This course is designed to assist pre-service teachers in developing appropriate tools for teaching social studies using an interdisciplinary approach. Prerequisites: EDUC 115/185, 220, 221, 222.

EDUC 329 Elementary Science Methods

2 hours

This course is an introduction to the curriculum and pedagogy of a standards-based science program in the elementary school. This course includes hands-on opportunities with the activities that support the inquiry of science as practiced in the elementary school classroom. Pre-requisites: EDUC 115/185, 220, 221, 222.

EDUC 330 Introduction to Early Childhood Education

4 hours

This course is an introduction to early childhood education: the history of the field; educational philosophies for the pre-kindergarten/kindergarten learner; and developmentally appropriate curriculum in language arts, sciences, social sciences, and mathematics. Also included are assessment, and parent involvement programs. Recommended for all elementary education majors and required for all students for certification in kindergarten and early childhood education. Prerequisite: EDUC 222.

EDUC 331 Early Childhood Education II

2 hours

A review of the current research on curricular models, materials, and methodology in early childhood education. Particular attention given to research translation and implementation for working with infants and toddlers. Prerequisite: EDUC 330.

EDUC 332 The Middle School Learner

4 hours

Focuses on the growth and development of the middle school aged student, specifically addressing emotional, physical, social, and cognitive developmental characteristics. A particular emphasis placed on how these factors relate to success in the school setting and how teachers accommodate the learning characteristics of the middle school student. Prerequisite: EDUC 115/185, 220, 221.

EDUC 333 Middle School Methods

4 hours

This course explores the cognitive and social development of early adolescents. The unique organization structures of middle schools are examined. Methods of teaching designed to meet the diverse needs of middle school students are emphasized. Includes a required practicum in the schools. Prerequisites: EDUC 115/185, 220, 221.

EDUC 344 Methods and Strategies for Teaching Students with Learning Disabilities and Behavioral Issues

4 hours

This course provides an exploration of the various methods, techniques, and materials that are used in the education of students who have learning disabilities and behavioral issues in a variety of different settings including the general education classroom. Methods and materials for instruction in mathematics, reading, written language, spoken language, social skills, listening skills, organizational skills, and skills to enhance life/career choices will be addressed. A 15-hour practicum in either elementary, secondary, or both levels will be required. Must be taken during the junior year. Required of all students seeking the Instructional Strategies II endorsement. Prerequisites: EDUC 115/185, 220, 221, 242.

EDUC 346 Classroom Management and Collaboration

4 hours

A K-12 course in individual behavior management, behavioral change strategies and classroom management for working with elementary and secondary students in special education. Methods and strategies for consulting and collaborating with parents, paraprofessionals, classroom teachers, support service personnel, and other individuals involved in the education program will be covered. Required for all students desiring approval for the Instructional Strategist II endorsement. Prerequisite: EDUC 115/185.

EDUC 347 Assessment in Special and Remedial Education

4 hours

This K-12 course is an introduction to the assessment process including formal and informal tools, special education legal guidelines concerning assessment, interpretation of assessment data, the use of assessment data in instructional planning, and the basic technical aspects of assessment. There is significant emphasis on literacy skill evaluation through both formal and informal measures. This course is required of all students seeking the Instructional Strategist II: behavior disorders/ learning disabilities endorsement and/or the reading endorsement. Prerequisites: EDUC 220, 221, and junior standing.

EDUC 352 Advanced Teaching Methods: Secondary

2 or 4 hours

Advanced study of secondary teaching methods for students seeking licensure in art, English, foreign language, Mathematics, science, and social science. Study of special methods used to teach the individual’s major subject area. Teaching methods and professional participation in one’s academic discipline will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. Students spend a minimum of forty contact hours in cooperating school classrooms in addition to on-campus meetings. Must be taken prior to professional semester. Required for certification in art, English, foreign language, mathematics, science, and social sciences. Not required of health, physical education and music majors. The 2-credit option is only for secondary students with two majors and two corresponding licensure areas. Prerequisites: EDUC 252.

EDUC 353 Advanced Methods—World Languages K–12

4 hours

Advanced study of secondary teaching methods for students seeking licensure in foreign languages. Teaching methods and professional participation in the language classroom will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. Students spend forty contact hours in cooperating-school elementary and secondary classrooms, in addition to on-campus class meetings. Must be taken prior to professional semester. Prerequisite: admission into teacher education program.

EDUC 360 Foundations of Music Education

4 hours

Designed to develop a philosophy of music education, concepts of program development and current approaches to music teaching. Role of technology, rehearsal and lesson planning, assessment, and curriculum will be emphasized. Required for all music education majors. Prerequisites: EDUC 217, 220, acceptance into teacher education program or consent of instructor.

EDUC 361 Clinical Experiences in Music Education

2 hours

100 hour clinical practicum that follows Education 360. Student works under the direction of a cooperating teacher and plans, teaches, rehearses and reflects. Course objectives are formulated from the core competencies of the teacher education program and subject matter competencies in music education. Prerequisites: EDUC 217, 220, 360, admission to the teacher education program, MUS 250 (MUS 260, 265, 270, 275, 285 for instrumentalists) or consent of instructor.

EDUC 365 Methods, Elementary and Secondary Physical Education

2 hours

Lesson planning, media, educational technology, methods, and classroom management for teaching elementary and secondary physical education classes. Practicum in working with college skills classes. Consent of instructor required prior to registration. Prerequisite: junior standing.

EDUC 370 Practicum in International Education

2 hours

Students will work as observer-aides in K-12 schools in international settings under the direction of Luther College faculty. Students will attend seminars, and participate in cultural and environmental activities which link to competencies for teacher preparation. This course focuses upon comparative education, professional development, cross-cultural skill development and personal growth through study abroad. Prerequisite: EDUC 115/185, 220, or consent of instructor. Offered in the summer only.

EDUC 376 Readers at Risk

2 hours

This course will explore the developmental nature of the exceptional reader, including underachieving and gifted students. It examines current research on learner characteristics, instructional approaches and principles of effective reading and instruction. Prerequisite: EDUC 320.

EDUC 378 Content Area Reading, Elementary

2 hours

Introduction to the teaching of reading in content areas for elementary teachers: procedures used in recognizing content area reading problems; improving content area reading by developing literacy strategies in reading, writing, speaking, and listening. Required for elementary reading endorsement. Prerequisite: EDUC 115/185 or EDUC 217.

This course has an additional one-semester hour practicum component. If you are an elementary education major pursuing a Reading endorsement, you will student-teach in a Reading classroom and will not take the practicum component. Other students completing an endorsement that requires this course will need to register for the practicum when they register for student teaching.

EDUC 395 Independent Study

1, 2, or 4 hours

EDUC 460 Middle and High School Vocal Methods

2 hours

Students learn physiology and pedagogy of the high school adolescent voice. Included in the curricula are planning, assessment, literature, music literacy, and grading. Students teach private and in-class voice lessons to secondary students. Prerequisite: admission to the teacher education program and EDUC 361.

EDUC 462 General Music Education: Elementary and Middle School

4 hours

Survey of the general music program in the elementary and middle school. Study of the music student, content, materials, and methods of instruction. Includes Orff and Kodaly approaches, the young adolescent, the changing voice, technology, and classroom management. Includes a clinical component in area schools. Required of all vocal music education minors (and needed by instrumental education minors seeking licensure in neighboring states). Prerequisite: admission to the teacher education program and EDUC 361.

EDUC 464 Middle and High School Band Methods

4 hours

A study of the organization, direction and management of the band program in the pubic schools. The course includes the curricula, pedagogy and assessment of marching, jazz and concert bands. It also covers the organization and business management of the band program and instrument repair/maintenance. Laboratory hours include participation with area school bands. Prerequisite: admission to the teacher education program and EDUC 361.

EDUC 466 Middle and High School Choral Methods

4 hours

Students learn choral literature, pedagogy, rehearsal techniques, rehearsal planning, music literacy strategies, assessment and grading, rehearsal management and administration. Prerequisite: admission to the teacher education program and EDUC 361.

EDUC 468 Middle and High School Orchestra Methods

4 hours

A study of the organization, direction and management of the orchestra program in public schools. The course includes the curricula, pedagogy and assessment of the school string program, instrument repair/maintenance, arranging for school orchestra, teaching string instruments, program organization, direction and business management of the orchestra program. Laboratory hours include participation with area school orchestras. Prerequisite: admission to the teacher education program and EDUC 361.

EDUC 484 Educational Foundations: Human Relations in Teaching

1 hour

The psychological and sociological roots of prejudice and conflict in our pluralistic society. Communication and instructional skills necessary for the teacher in a multicultural classroom. This course, together with ANTH 201 or WGST 201, fulfills the Iowa human relations component. Not required for students who entered Luther in the fall of 2007 and after. Corequisite: EDUC 486.

EDUC 486 Teaching Practicum

3-12 hours

Observation and teaching in area schools. Student teaching experiences are offered in each of the following areas: elementary education (includes student teaching in the endorsement areas), secondary education, and K-12 student teaching in art, music, and physical education. Those who do 18 weeks of EDUC 486 to meet the Wisconsin certification requirements will register for 3 additional credits during January term.

EDUC 490 Senior Project

1 hour

EDUC 493 Senior Honors Project

4 hours

A year-long independent research project. Applications are completed on the “Honors Program” form available at the registrar’s office, requiring the signatures of a faculty supervisor, the department head, the honors program director, and the registrar. Interdisciplinary projects require the signatures of two faculty supervisors. The project must be completed by the due date for senior projects. The completed project is evaluated by a review committee consisting of the faculty supervisor, another faculty member from the major department, and a faculty member from outside the major department. All projects must be presented publicly. Only projects awarded an “A-” or “A” qualify for “department honors” designation. The honors project fulfills the all-college senior project requirement.

EDUCATION (DESCRIPTIONS AND PREREQUISITES)
EDUC 200 Foundations of Education 3 CR
This course introduces students to the historical, sociological, philosophical, and legal foundations of American education with a focus on educational issues and cross-cultural comparison. Special emphasis is placed on the professional responsibilities of teachers.

EDUC 201 Cooperative Education I 3 CR
Prerequisites: EDUC 200 and any one of the following courses: ART 141, LITE 213, MATH 111, MUSI 141, PEP 290, or PSYC 220. This is a coordinated work experience for education students, and it is recommended that students be enrolled in an education class. The course is designed to provide each candidate with the opportunity for limited professional experience in preschool or K-12 classrooms. Students will meet as a class one hour per week.

EDUC 202 Cooperative Education II 3 CR
Prerequisites: EDUC 201 and instructor approval. A continuation of EDUC 201. Students will meet as a class one hour per week.

EDUC 203 Cooperative Education III 3 CR
Prerequisites: EDUC 202 and instructor approval. A continuation of EDUC 202. Students will meet as a class one hour per week.

EDUC 204 Education of the Exceptional Learner 2 CR
This course covers the historical perspective, legislation and litigation (as well as psychological, academic, social, and cognitive characteristics) associated with specific handicapping conditions. Also covered is assessment and intervention procedures, special education services and programming, the role of family and community, and current issues related to special education.

EDUC 250 College Teaching Internship I 3 CR
Prerequisite: EDUC 200. This unpaid internship is intended to introduce students to the workings of a college and development of knowledge and skills necessary to be an effective educator in higher ed. Activities include attendance at a college board meeting, design of a course and syllabi selection of instructional materials, interviewing strategies, resume writing, and rotations with college faculty including teaching demos.

EDUC 251 College Teaching Internship II 3 CR
Prerequisite: EDUC 250. This unpaid internship intends to continue the student’s experience from EDUC 250 and will include activities such as videotaping of a class demonstration, being able to distinguish between the roles of adjuncts and full-time faculty, technology training (including distance learning), attendance at an external college board meeting, rotations in academic advising and open entry/open exit modalities, and learning about effective instruction.

EDUC 299 Field Experience 1 CR
Prerequisites: EDUC 200 and coordinator approval. This course provides an opportunity for the student interested in the profession of teaching to gain experience in a local school system.

Concordia’s education courses prepare students for a variety of classroom settings.
Courses of interest include:

Microteaching Lab
This course applies the principles of teaching in a peer group setting. Through videotaping and other interactive classroom experiences, students gain insight into purposeful teaching methods.

Curriculum and Assessment
This course introduces students to the New York State Learning Standards, as well as principles for development of curricula, evaluation of students’ progress toward goals and objectives, and interpretation of the results of standardized tests.

Pre-Professional Practicum Experience
Through field experience as a teacher’s aide in the classroom, teacher candidates gain insights into the operation of the learning environments at various and appropriate grade levels. Experiences include motivation, communication, classroom management, and instructional planning.

Religious Education and The Role of the Christian Teacher
Teacher candidates preparing for the teaching ministry of the Lutheran Church—Missouri Synod study the goals, objectives, content, and methods of teaching the Christian faith, as well as the special responsibilities of teachers in Lutheran schools.

Home, School, Church, and Community Relations
This course explores the vital and necessary interrelationships among the four elements present in the overall education of children and adolescents: home, school, church, and community. Consideration of the effects of culture, heritage, and socioeconomic level on a student’s readiness to learn is an important aspect of the course.

The professional education program, leading to a master of science degree in education, provides a curriculum for continuing professional growth. Applicants must hold a baccalaureate degree from an accredited institution of higher education and teaching certification in Connecticut or elsewhere. This program does not lead to the University’s recommendation for teacher certification, but candidates holding a current Connecticut teacher certification may wish to consider designing their professional education program to include courses that will enable them to apply directly to the Connecticut State Department of Education to add a cross-endorsement on their current teaching certificate.

Course Descriptions

Education – Undergraduate Courses

ED 350 Introduction to Education and Field Study (back to previous page)
Prerequisite: Junior or senior status. This course introduces students to the field of education. Students will focus on the Connecticut Teaching Competencies and be given a broad overview of school- related issues, including classroom management skills. In addition, students will be required to complete a five-week field study practicum in a local area school district. 3 credit hours.

ED 450-459 Special Topics (back to previous page)
Special topics of selected or current interest in the study of education. 3 credit hours.

ED 503 Human Growth and Development (back to previous page)
A study of the major aspects of human development from conception through adolescence, presenting the important theories and research methods of the field and tracing the physical, cognitive, psychological, and social development of each chronological division. 3 credit hours.

ED 504 Educational Psychology (back to previous page)
Content emphasizes the application of psychological principles and research results to the teaching-learning process. Includes learning principles, development, planning instruction, evaluating student performance, classroom management, and motivation. Cannot be used as a Psychology elective. 3 credit hours.

ED 508 Child Development (back to previous page)
A study of the physical, cognitive, and social development of children, with special emphasis on major theories and research methods. Cannot be used as a Psychology elective. 3 credit hours.

ED 509 Adolescent Development (back to previous page)
A study of the physical, cognitive, and social development of adolescents, with special emphasis on major theories and research methods. Cannot be used as a Psychology elective. 3 credit hours.

Educational Technology (EDT)

610. Computer-Based Instructional Technologies. The first course in a series of three to familiarize classroom teachers with computer-based instruction technologies as they are applied to educational settings. Students are introduced to the historical and social context within which computer technologies are developed, as well as to the knowledge of computer hardware and software. Students will learn basic skills of microcomputer operation and applications.

620. Current and Emerging Instructional Technologies. The second course in a three-course series designed to provide inservice teachers with knowledge and skills in the use of computing and other new technologies. Prerequisite: EDT 610.

630. Curriculum Integration of Technology. This is the third course in a three-course series designed to provide inservice teachers with knowledge and skills in the use of computing and other new technologies. Prerequisites: EDT 610 and 620.

640. Instructional Design and Technology. This course introduces students to the principles of instructional design. Students will be familiarized with the process of instructional design and various design models. The role of technology in instructional design will also be covered.

641. Instructional Multimedia Authoring. This course teaches students skills for advanced multimedia development. The topics include digital audio and digital video production, CD and DVD creation, multimedia authoring tools, and streaming technologies.

650. Learning, Cognition, and Technology. This course examines the relationship between learning theories and technology. Students will explore the role of technology in supporting various aspects of the learning process and the use of learning theories as a guide to implement technology in educaitonal contexts.

660. E-Learning. This course focuses on e-learning environments. Students will develop the knowledge and skill to design effective e-learning environments and explore conceptual frameworks, various e-learning tools, and strategies.

EDUC 231A. Perspectives on Education: Writing Attentive. This course introduces students to foundational perspectives (anthropological, historical, philosophical, psychological, and sociological) on education and their relations to the realities present in contemporary schools and classrooms. The essential question addressed by the course is: What should be the purpose of education in a democratic society? This first-level course is writing attentive: students write five five-page papers, and have the opportunity for special instruction, editing, and rewriting throughout the writing process. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 18. [W1] Normally offered every year. Staff.

EDUC 231B. Perspectives on Education. This course introduces students to foundational perspectives (anthropological, historical, philosophical, psychological, and sociological) on education and their relations to the realities present in contemporary schools and classrooms. The essential question addressed by the course is: What should be the purpose of education in a democratic society? A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 28. Normally offered every semester. Staff.

EDUC 235. Teaching Math and Science: Curriculum and Methods. This course provides students with a basic foundation for teaching mathematics and science. Students examine curriculum, instruction, and assessment techniques in these disciplines, and compare and contrast national, state, and local standards in math and science. They explore various pedagogical approaches for engaging students in learning and diverse strategies for assessing their progress. Students discuss current educational issues, develop and teach a unit, and assess the degrees to which their students meet the objectives of the unit. A thirty-hour field placement in a local school is required. Recommended background: math or science majors preferred. A previous education class is recommended. Enrollment limited to 18. Normally offered every year. G. Feiss. Concentrations.

AC/ED 238. The Public Work of Academics. This course explores how academic work matters in the world, using various kinds of academic tools, both conventional (historical texts, critical essays, films, and literary work) and experiential (community-based learning or research). Topics include the history of U.S. higher education, questions of academic responsibility to the public welfare, images of academics in film and literature, the vocation of the intellectual, and forms of public scholarship or civic engagement. The course is reading- and writing-attentive and requires thirty hours of community-based learning/research. Enrollment limited to 20. [W2] Normally offered every other year. A. Bartel. Concentrations.

EDUC 240. Gender Issues in Education. This course considers education, especially classroom teaching, in relation to recent theory and research on gender. In addition to providing a feminist philosophical perspective on education, the course explores the implications of gender, race, class, and sexual orientation on ways of knowing, developing, and interacting for K–12 curriculum and classroom practice for both males and females. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every year. H. Regan. Concentrations.

ED/SO 242. Race, Cultural Pluralism, and Equality in American Education. Through historical, political, and philosophical lenses this course explores the question: What would equal educational opportunity look like in a multicultural society? The course compares divergent approaches to the education of distinct racial/ethnic groups within the United States—African Americans, Asian Americans, European Americans, Hispanics, and Native Americans. In light of contextual perspectives in educational thought, the course confronts contemporary debates surrounding how the race/ethnicity of students should affect the composition, curriculum, and teaching methods of schools, colleges, and universities. Specific issues explored include bilingual education, college admissions, curriculum inclusion, desegregation, ethnic studies, and hiring practices. A thirty-hour field experience is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every other year. Staff. Concentrations.

EDUC 245. Literacy in Preschool and Elementary Years. This course examines how literacy is defined and developed through a child’s early and elementary years from a variety of perspectives: social, educational, political, and linguistic. Students connect these theories with practice by exploring various methods and materials that foster literacy development in elementary students and by doing fieldwork in local schools. Working collaboratively with classroom teachers, students design and implement literacy development strategies and projects with elementary students. A thirty-hour field experience is required. Recommended background: Education 231 and Education/Psychology 262. Enrollment limited to 25. [W2] Offered with varying frequency. A. Charles. Concentrations.

EDUC 250. Critical Perspective on Teaching and Learning. This course examines and critiques shifting historical and contemporary notions of good pedagogy, curriculum and assessment through the lens of critical theory. Particular emphasis is given to the ways teaching can contribute to social justice, i.e., teaching that critiques and transforms, that is culturally relevant, and that engages in activism. A thirty-hour field placement is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] Offered with varying frequency. H. Regan. Concentrations.

ED/PY 262. Action Research. Action research often begins with a general idea that some kind of improvement or change is desirable. For example, a teacher who is experiencing discipline problems in a classroom may seek an understanding of this issue with the help of trusted observers. In this course, students collaborate with local teachers or service providers on research projects that originate in their work sites. Class meetings introduce design issues, methods of data collection and analysis, and ways of reporting research. Prerequisite(s): Psychology 218 or Education 231. Enrollment limited to 15 per section. [W2] Normally offered every year. G. Nigro. Concentrations.

DN/ED 265. Teaching through the Arts. This course provides students an opportunity to explore teaching in and through the arts. The class addresses education theory and policy, practical aspects of using the arts as teaching practice, and considers career options. Class sessions include large and small group work, participatory experiences, lectures, group discussions, and student-led activities and presentations. Through a thirty-hour field placement in community schools, students experience the challenges and delights of using the arts in teaching. Enrollment limited to 18. Offered with varying frequency. N. Salmon. Concentrations.

EDUC 270. Educating for Democracy. Troubling voter turnout rates and levels of civic participation in the United States raise questions about the health of our democracy. Youth, in particular, express a sense of alienation from government and formal political processes. What does this say about education for democracy? If education is vital to the success of democratic governance, what might be done in schools and other educational institutions to better engage young people in public life? This course explores the relationship between education and democracy and various approaches to civic and citizenship education. A thirty-hour field experience is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. Offered with varying frequency. Staff.

ED/WS 280. Globalization and Education. We live in an era characterized by global flows of ideas and information, commodities, and people. In this course students examine the impacts of globalization upon educational policy and practices. Students explore how these transformative forces influence the educative process in different geographical, national, and cultural contexts. Topics address a set of concerns with enduring resonance to the field of educational studies, including social inequity and change; relations of power; and constructions of race, gender, and social class. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 28. [W2] Normally offered every other year. P. Buck. Concentrations.

EDUC 320. Community Education/Community Action. Education at its best builds on the strengths and actively addresses the needs of communities and neighborhoods. This guiding philosophy is manifested in the development of full-service community schools, after-school programs, adult and cooperative learning programs, and grassroots efforts to educate for social change. This course offers an introduction to the theory and principles of community education as well as engagement in community capacity building through service-learning projects. The course is well-suited to students committed to service-learning and centers on partnerships with schools and a variety of organizations in the community. A thirty-hour field placement is required. Enrollment limited to 15. Normally offered every year. P. Buck.

ED/WS 330. Gender, Power, and Leadership. This course examines classic and contemporary conceptualizations of gender, power, and leadership; the interactions among them; and the implications of these interactions for the practice of leadership in education and other fields of student interest. A thirty-hour field placement is required. Prerequisite(s): a combination of any two courses from education, politics, sociology, or women and gender studies. Not open to students who have received credit for Education/Women and Gender Studies s29. Not open to students who have received credit for ED/WS s29. Enrollment limited to 18. [W2] Offered with varying frequency. H. Regan.

EDUC 343. Learning and Teaching: Theories and Practice. Students explore learning and teaching with an emphasis on reflective practice. They consider various theories and research on learning and motivation, educational philosophies, and current issues, such as the standards movement and standardized testing. This knowledge serves as a basis for critically examining curriculum development, classroom practice, and the roles of teachers and students in today’s schools. Students apply what they learn by creating and teaching a mini-curriculum unit in a local classroom. The teaching fulfills part of the required thirty-hour field experience for the course. Recommended background: Education 231, Psychology 101. Enrollment limited to 15. Offered with varying frequency. Staff. Concentrations.

EDUC 355. Adolescent Literacy. This course examines various perspectives on and issues in adolescent literacy in today’s middle and high schools, focusing primarily on sociocultural frameworks for the study of current practices and beliefs. Topics include not only “what” we mean by literacy, but also “how” youths today make meaning within various discourse communities and contexts. Topics include multiple literacies, literacy across the curriculum, the influence of complex technologies, diverse learners, and current policies and paradigms influencing instruction. This course interweaves theory with practice through a required thirty-hour field placement in a local middle or high school. Recommended background: Education 231. Enrollment limited to 25. [W2] Offered with varying frequency. A. Charles. Concentrations.

EDUC 360. Independent Study. Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff.

EDUC 362. Basic Concepts in Special Education. Students learn the legal requirements (IDEA, ADA) for providing special services to and the characteristics of students who need additional support to learn. They explore a variety of strategies and modifications teachers can use to help students with various learning differences, styles, and abilities succeed in the mainstream classroom. They critically examine how differences in students’ gender, cultural, socioeconomic, racial, and ethnic backgrounds affect the quality of the education they receive. A thirty-hour field experience is required. Because this course is required for certification as a teacher in Maine, it is also required for Bates students pursuing the minor in Teacher Education. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every year. A. Dodd. Concentrations.

EDUC 365. Special Topics. A course or seminar offered from time to time and reserved for a special topic selected by the department. Staff. Concentrations.

AN/ED 378. Ethnographic Approaches to Education. This course provides an introduction to fieldwork for those planning to conduct qualitative research for a thesis in the social sciences. Ethnography focuses on the daily lives and meaning-making processes of people who associate regularly in local networks, institutions, or communities. Ethnographers observe, interview, and participate in the routine activities of the people they study. They also explore the connections between locally situated activity and broader realms of symbolic meaning and social organization. This course introduces students to interpretive methods with which to examine the webs of meaning that give shape to educational spaces. Through active engagement in empirical research in educational settings across the Lewiston-Auburn community, students grapple with theoretical assumptions, procedures, and standards of quality in ethnographic research. A thirty-hour field experience is required. Enrollment limited to 15. [W2] Normally offered every year. P. Buck. Concentrations.

ED/SO 380. Education, Reform, and Politics. The United States has experienced more than three centuries of growth and change in the organization of public and private education. The goals of this course are to examine 1) contemporary reform issues and political processes in relation to the constituencies of school, research, legal, and policy-making communities and 2) how educational policy is formulated, implemented, and evaluated. The study of these areas emphasizes public K–12 education but includes postsecondary education. Examples of specific educational policy arenas include governance, school choice (e.g., charter schools, magnet schools, and vouchers), school funding, standards and accountability, and parental and community involvement. A research-based field component of at least thirty hours is required. Recommended background: one or more courses in education and sociology. Enrollment limited to 15. Instructor permission is required. Offered with varying frequency. Staff. Concentrations.

EDUC 447. Curriculum and Methods. This course continues study of the concepts needed to understand curriculum design and program evaluation, and helps students develop the skills needed to design and teach curriculum units in their subject area. The course is part workshop: students plan, develop, teach, and evaluate their own curriculum units. At the same time, students read about and reflect on classic questions in curriculum and instruction, such as: To what extent are teachers responsible for developing their own curriculum? Should curriculum and instruction focus on transmitting established knowledge, developing individuals’ talents, or preparing successful members of society? Can teachers assess students’ knowledge in ways that allow them to learn from the assessments? What particular teaching methods are appropriate for the different disciplines? Students develop a repertoire of methods to use in student teaching and in future teaching. Prerequisite(s): Education 231 and 460. Corequisite(s): Education 448 and 461. Normally offered every year. A. Charles, A. Dodd.

EDUC 448. Senior Seminar in Teacher Education: Reflection and Engagement. The seminar helps students reflect on and engage with their experiences as teachers. Students are encouraged to develop their own philosophies of education and to use these philosophies in planning and teaching their classes. The seminar also addresses three areas of practice—technology, community-based, and interdisciplinary approaches—and helps students incorporate these into their teaching. Prerequisite(s): Education 231, 362, and 460. Corequisite(s): Education 447 and 461. Instructor permission is required. Normally offered every year. A. Dodd, A. Charles.

EDUC 450. Seminar in Educational Studies. Required of all students in the educational studies minor, this seminar helps students to reflect upon and synthesize their previous education courses, courses in related fields, and their field experiences. Students produce and present a culminating project. A thirty-hour field placement is required. Prerequisite(s): Education 231 and three additional courses in education. New course beginning Fall 2009. Normally offered every year. H. Regan.