College of Education - Curriculum and Instruction (CUAI)

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Courses

Course descriptions are listed in ascending order by course ID number. Each course description is linked to a detailed course syllabus, which can be viewed by clicking on the course ID. For an alphabetical list of syllabi, please visit CUAI Course Syllabi.

Curriculum and Instruction (CUAI)

Foundations of Education (EDFN)

Reading (READ)

Science Education (SCED)

(CUAI) COURSES

CUAI 2440 Computer Applications in Education (3 credit)
Prerequisites: CSCI 1100 (or the proficiency examination).
This course is an examination of the specific ways computer technology contributes to the quality of the educational environment.

CUAI 3221 IDEAS: Integrating Language Arts & Social Studies (3 Credits)
Prerequisites: Students must be admitted to Teacher Education.
This course sets forth an integrated approach to curriculum in which social studies content, literature, and language arts skills are taught through five central themes. These central themes are I-Imagination, D-Discovery, E-Encounters, A-Adventures, and S-Synergy. Language arts skills-listening, speaking, reading, writing, and thinking are integrated into social studies and literature experiences that are based on meaningful content and children's experience. Students are invited to get involved in a variety of creative activities and learning situations that range from individual inquiry to group interactions.

CUAI 3430 Elementary Methods in Mathematics (K-8) (3 credits)
Prerequisites: HDAL 2320, HDAL 3310, SPED 3320, and admission to teacher education.
Designed to explore current methodology for teaching children and youth with a variety of learning and lifestyles. Modern techniques of classroom management are included. Appropriate field experiences are required.

CUAI 4008 Honors Service Learning (1 credit)
Prerequisites: Admission to the College of Education's honors program, HDAL 2008, and PEXS 3008.
Honors service learning in social/cultural agencies and programs related to education.

CUAI 4018 Honors Thesis (3-6 credits)
Open to those in university honor programs only. A capstone experience serving as the culmination of honors curriculum.

CUAI 4210 Integrated Teaching: Language Arts (3 credits)
Prerequisites: MEDA 3570, HDAL 3310, READ 3100, and SPED 2300.
This course is taken concurrently with CUAI 4220, and CUAI 4230. This course focuses on planning for teaching and learning, writing objectives, identifying materials, and defining strategies for teaching listening, speaking, reading, and writing in grades K-8. The emphasis is on planning, implementing, and assessing an integrated program on student learning and effective teaching. (Evaluative level portfolio required)

CUAI 4220 Integrated Teaching: Social Studies (3 credits)
Prerequisites: Admission to teacher education, MEDA 3570, HDAL 3310, READ 3100 and SPED 2300.
This course is to be taken concurrently with CUAI 4210, and CUAI 4230. This course is designed to explore the current methodology and content of early and middle-grade social studies education. Students design and implement learning experiences that incorporate meaningful uses of social studies concepts during field experiences. (Evaluative level portfolio required)

CUAI 4230 Integrated Field Experience I (1 credit)
Prerequisites: Admission to teacher education, MEDA 3570, HDAL 3310, and SPED 2300.
Course is to be taken concurrently with CUAI 4210, and CUAI 4220. This course is a school-based field experience that accommodates the requirements for CUAI 4210, and CUAI 4220. Students participate in planning, implementing, and evaluating integrated instruction appropriate for students of varying background and abilities.

CUAI 4240 Methods and Materials in Curriculum and Instruction (9 credits) Prerequisites: Admission to teacher education and completion of HDAL 3310, MEDA 3570, READ 3200, READ 3000, and SPED 2300; Corequisite: CUAI 4241. This course focuses on methods and materials in grades K-6. Areas of emphasis are planning, implementing, assessing teaching and learning, integrating content and technology, and understanding and applying learning theories in the content areas. Attention is given to diversity, current issues, reflection, problem solving, and the application of content.

CUAI 4241 Performance Assessment in Clinical Settings (3 credits)
Prerequisites: Admission to teacher education, SCED 4321, READ 3200, EDFN 3301, and MEDA 3570; Corequisites: CUAI, 4210, CUAI 4220, CUAI 4310, and READ 4026. This course is a clinical field experience that accommodates the performance-based requirements for the Interdisciplinary Studies in Education major. The course provides opportunities for planning, implementing, and evaluating integrated instruction developmentally appropriate for students of varying backgrounds and abilities. Evaluation and assessment of teaching skills and practices developed in methods and content courses are emphasized. Evaluation and assessment of teaching effectiveness in relation to improvement of student learning is expected. Collection and development of pre-service teacher work samples, as well as work samples from the clinical are evaluated through the Developmental Teaching Portfolio - Evaluative Level and an oral presentation. Reflective thinking, as well as continuous, ongoing improvement in preparation for the profession of teaching are stressed.

CUAI 4310 Integrate Teaching: Mathematics (3 credits)
Prerequisites: Admission to teacher education, CUAI 4210, CUAI 4220 and CUAI 4230.
This course is taken concurrently with SCED 4320 and CUAI 4330. This course addresses methodology and theories for teaching and learning elementary mathematics (K-8) with attention paid to problem solving, diversity, current technologies, assessment (including diagnosis and remediation), current issues in mathematics education, reflective teaching and learning, and the application of mathematics to everyday life. (Evaluative level portfolio required)

CUAI 4330 Integrated Field Experience II (1 credit)
Prerequisites: Admission to teacher education, CUAI 4210, CUAI 4220, and CUAI 4230.
This course is to be taken concurrently with CUAI 4310, and SCED 4320. This course is a school-based field experience that accommodates the requirements for CUAI 4310, and SCED 4320. Students participate in planning, implementing, and evaluating integrated instruction appropriate for students of varying backgrounds and abilities.

CUAI 4407-5407 Integrating the Creative Arts K - 8 (3 credits)
Prerequisites: Completion of the Arts and Artistic Vision requirements in General Education and the Fine Arts coursework in the major.
Strategies for promoting the creative processes in children, K-8, will be studied. Areas of focus will include visual art, music, movement, dance, and theatre and problem solving. The importance of the arts in the development of children and their capacity for expression will be emphasized. This course will foster interdisciplinary study with authentic connections between the arts and other disciplines included in the elementary curriculum.

CUAI 4417-5417 Secondary School Curriculum & Methodology (3 credits)
Prerequisite: Admission to Teacher Education.
Corequisite: Enrollment in CUAI 4427. This course focuses on teaching learning in secondary school and includes the study of curriculum and methodology suitable for a variety of life and learning styles. Offered fall and spring semesters.

CUAI 4427-5427 Secondary School Curriculum & Methodology Field Experience (1 credit)
Prerequisite: Admission to Teacher Education. Corequisite: Enrollment in CUAI 4417.
This field experience provides students with a school setting to implement class activities. Students are required to spend 30 field experience hours working primarily with one mentor and a single class of students. Offered fall and spring semesters.

CUAI 4437-5437 English as a Second Language (ESL) Assessment and Testing (2 credits)
This course is designed to equip participants with the knowledge and skills necessary to use multiple sources of information as they test and assess the English language proficiency of non-native speakers of English, place them for appropriate ESL and academic instruction, and assess their ongoing progress toward native-like proficiency and performance.

CUAI 4447-5447 English as a Second Language (ESL) Reading and Instruction (2 credits)
This course is designed to equip participants with the knowledge and skills necessary to develop appropriate curricula and instructional activities to fit the reading needs of non-English language background students with limitations in English proficiency that negatively affect their comprehension of English in print.

CUAI 4457-5457 English as a Second Language (ESL) Methods and Techniques (K-12) (2 credits)
Prerequisites: CUAI 4437/5437 and CUAI 4447/5447.
This course explores pedagogical approaches to teaching Limited English Proficient (LEP) students in the K-12 arena. Some of the approaches to be explored are: the Natural Approach, Total Physical Response (TPR), Cooperative Learning, the Language Experience, Integrated Language Teaching, Whole Language, and the Cognitive Academic Language Learning Approach (CALLA).

CUAI 4467-5467 English as a Second Language (ESL) Curriculum Development (K-12) (2 credits)
Prerequisites: CUAI 4437/5437 and CUAI 4447/5447.
This course exposes K-12 practitioners to curricular strategies that have been field tested in K-12 classrooms and found to support student learning. The strategies under investigation were developed by teachers and researchers working together to provide an education to children beginning to learn English. Strategies were selected on the basis of their usefulness in making rigorous core curriculum meaningful to students whose knowledge of English might otherwise hinder their academic progress.

CUAI 4517-5517 Math Methods for Early Childhood (3 credits)
Prerequisites: Admission to Teacher Education and completion of all undergraduate math and science requirements. Corequisites: This course is to be taken with SCED 4527/5527 and 4537/5537.
This course is designed to explore current methodology and materials for teaching mathematics to PreK-4 early childhood students. Appropriate field experiences are required.

CUAI 4537-5537 Integrated Field Experience for Early Childhood (1 credit)
Prerequisites: Admission to Teacher Education and successful completion of undergraduate math and science requirements. Corequisites: This course is to be taken with SCED 4527/5527 and CUAI 4517/5517.
This course is a school-based course that builds on earlier field experience in the program and is connected to block of methods courses. Students will be expected to work 30 hours in schools and be involved with planning and implementing instruction for students of varying backgrounds and abilities in the areas of math and science.

CUAI 4547-5547 Emergent Literacy: PreK-4 (3 credits)
Prerequisites: Admission to teacher education. This course is designed to provide undergraduate and graduate students with a foundation for teaching reading and other literacy competencies to children in pre-K through grade four.
Emphasis is on developing and enlarging understanding of the reading process and the teaching of reading. Strategies and protocols for effective reading and writing instruction are presented .

CUAI 4580 Directed Student Teaching (1-12 credits)
Prerequisites: Admission and retention in teacher education and admission to student teaching.
Supervised teaching in the modern public school for elementary (K-8), or secondary (7-12) levels. (Professional level portfolio required)

CUAI 4587/5587 Internship (1-12 credits)
Prerequisites: Admission and retention in teacher education; and approval of the director of student teaching; Corequisite: CUAI 4687.
A supervised teaching experience at kindergarten elementary (1-8), or secondary level. May be repeated for credit as deemed necessary by the director of student teaching.

CUAI 4687/5687 Seminar for Interns (3 credits)
Corequisites: CUAI 4687.
Current issues and problems will be discussed as they relate to the internship experience. May be repeated for credit as deemed necessary by the director of student teaching.

CUAI 4707-5707 Classroom Management and Discipline In Regular Classroom Settings (3 credit)
Prerequisites: EDFN 3300 and EDFN 3310 or teacher licensure.
Major theoretical and empirical approaches to classroom management and discipline, applications of principles to specific routine and non-routine situations in regular K-12 classrooms, and problem-solving strategies.

CUAI 4900 Independent Study (1-6 credits)
Departmental approval required.

CUAI 4957-5957 Topics in Curriculum and Instruction (1-6 credits)
Prerequisites: Dependent on subject matter.
Selected topics of current interest in curriculum and instruction. Offered upon sufficient demand for specific subject matter. May be repeated for different topics. Consultation with the instructor is recommended before enrollment.

CUAI 5110 Elementary Curriculum (3 credits)
Prerequisite: EDFN 5950.
This course is designed to investigate the current issues and trends related to curriculum development in the early elementary grades (K-4). Emphasis is placed on developing teachers' leadership skills for initiating positive change in the school curriculum.
CUAI 5111 Curriculum and Instruction Workshop (1-6 credits) (Periodically)

CUAI 5113 Instructional Excellence in Mathematics (K-8) (3 credits)
Prerequisite: EDFN 5950.
This course is designed to integrate research on the teaching and learning of elementary school mathematics and to address current issues and topics in grades K-8. Students will be required to design an action research project for this course.

CUAI 5114 Instructional Excellence in Science (K-8) (3 credits)
Prerequisite: EDFN 5950.
This course provides elementary teachers (K-8) with innovative approaches to organizing, teaching, and assessing science learning. Emphasis is placed on understanding how students learn science and strategies that enable students to have successful learning experiences.

CUAI 5115 Instructional Excellence in Social Studies (K-8) (3 credits)
Prerequisite: EDFN 5950.
This course is designed to investigate the current trends and issues that affect methodology and content in a social studies curriculum (K-8).

CUAI 5199 Teaching in a Diverse Society (3 credits)
Prerequisite: EDFN 5950 and a minimum of 30 graduate semester hours.
This course is to be taken in the final semester of the program. Through a broadening of the students' knowledge base on issues related to diversity, this course will prepare teachers for the changing demographics of U.S. society. The course will examine and synthesize theories of teaching and how they can be applied to diverse student populations. This course will enable students to become effective action researchers.

CUAI 5200 Middle School/Junior High Curriculum (3 credits)
Study of the Middle School/Junior High curriculum (6-8).

CUAI 5210 Curriculum Development (3 credits)
Study of the total school curriculum (K-12) with emphasis on development and organization.

CUAI 5215-6215 Documenting the Scholarship of Teaching I (3 credits)
Corequisite: ELPA 6555.
Documenting the Scholarship of Teaching I has been designed to address theoretically and pragmatically the process of collecting, recording, and reflecting on teaching as a scholarly, creative, and research activity.

CUAI 5216/6216 Documenting the Scholarship of Teaching II (3 credits)
Prerequisites: CUAI 5215 and 6555. Corequisite: ELPA 6556.
Documenting the Scholarship of Teaching II has been designed to address the development and presentation of the professional portfolio. The coursework includes identification, selection, and reflection about artifacts, mapping the plan for the portfolio, self-assessment of artifacts and design, designing, selecting and reflecting about appropriate media and technology, putting the portfolio together, and presenting the portfolio.

CUAI 5220 Secondary School Curriculum (3 credits)
Study of the secondary school curriculum (7-12).

CUAI 5427 Secondary School Curriculum and Methodology Field Experience (1 credit)
Prerequistes: Admission to Teacher Education. Corequisite: Enrollment in CUAI 4417/5417 Secondary School Curriculum and Methodology.
This field experience provides students with a school setting to implement class activities. Students are required to spend 30 credits working primarily with one mentor and a single class of students. Offered fall and spring.

CUAI 5415 Block I: Communications (6 credits)
Prerequisites: Admission to Teacher Education or permission of M.A.T. coordinators; EDFN 5405 and EDFN 5411. Corequisite: CUAI 5419.
This course focuses on the objectives, materials, and techniques for teaching, reading, writing, listening, and speaking in grades K-8 with emphasis on planning, implementing, and evaluating an integrated program. This course incorporates the analysis and evaluation of children's literature, including multicultural literature, and its use in language arts and across the curriculum.

CUAI 5416 Block II: Reasoning (6 credits)
Prerequisites: Admission to Teacher Education or permission of M.A.T. program coordinator; Corequisites: CUAI 5421 and CUAI 5420.
The reasoning methods block is an integrated set of learning experiences that encompasses content, process skills, and issues drawn from mathematics, science, and social studies. The course is designed to explore common and unique characteristics of these subjects as they are taught in 1-8 schools.

CUAI 5419 Block I: Communications Field Experience (1 credit)
Prerequisites: Admission to Teacher Education or permission of M. A. T. coordinators: EDFN 5405 and EDFN 5411. Corequisite(s): CUAI 5415.
This course is a school-based field experience that focuses on methods used to teach a holistic language arts program. In this experience students will learn to use teaching techniques that will permit the integrating of language arts components with children’s literature as they cross the curriculum into varied content areas.

CUAI 5420 Elementary and Middle School Curriculum (K-8) (1 credit) Prerequisites: Admission to Teacher Education or permission of M. A. T. program coordinators; CUAI 5405 and CUAI 5411. Corequisites: CUAI 5421 and CUAI 5416. This course is designed to introduce students to the characteristics of both the elementary and middle school program. Students examine the structure and development of the changing nature of the early-grades (K-4) and middle-grades (5-8) curriculum.

CUAI 5421 Block II: Reasoning Field Experience (1 credit)
Prerequisites: Admission to Teacher Education or permission of M. A. T. program coordinators; CUAI 5420. Corequisite: Enrollment in CUAI 5416.
The reasoning field experience is a field-based course designed to give prospective teachers an opportunity to plan, teach, and develop educational materials for diverse student groups and instructional settings.

CUAI 5430 Secondary Curriculum - Development, Practice, and Assessment (3 credits)
Prerequisite: Admission to Teacher Education. Corequisite: Enrollment in CUAI 4427/5427 Secondary School Curriculum and Methodology Field Experience.
This course focuses on teaching and learning in secondary schools and includes the study of curriculum and methodology suitable for a variety of life and learning styles. Offered fall and spring.

CUAI 5437 English as a Second Language (ESL) Assessment and Testing (2 credits)
This course is designed to equip participants with the knowledge and skills necessary to use multiple sources of information as they test and assess the English language proficiency of non-native speakers of English, place them for appropriate ESL and academic instruction, and assess their ongoing progress toward native-like proficiency and performance.

CUAI 5447 English as a Second Language (ESL) Reading and Instruction (2 credits)
This course is designed to equip participants with the knowledge and skills necessary to develop appropriate curricula and instructional activities to fit the reading needs of non-English language background students with limitations in English proficiency that negatively affect their comprehension of English in print.

CUAI 5457 English as a Second Language (ESL) Methods and Techniques (K-12) (2 credits)
Prerequisites: CUAI 4437/5437 and CUAI 4447/5447.
This course explores pedagogical approaches to teaching Limited English Proficient (LEP) students in the K-12 arena. Some of the approaches to be explored are: the Natural Approach, Total Physical Response (TPR), Cooperative Learning, the Language Experience, Integrated Language Teaching, Whole Language, and the Cognitive Academic Language Learning Approach (CALLA).

CUAI 5467 English as a Second Language (ESL) Curriculum Development (K-12) (2 credits)
Prerequisites: CUAI 4437/5437 and CUAI 4447/5447.
This course exposes K-12 practitioners to curricular strategies that have been field tested in K-12 classrooms and found to support student learning. The strategies under investigation were developed by teachers and researchers working together to provide an education to children beginning to learn English. Strategies were selected on the basis of their usefulness in making rigorous core curriculum meaningful to students whose knowledge of English might otherwise hinder their academic progress.

CUAI 5517 Math Methods for Early Childhood (3 credits)
Prerequisites: Admission to Teacher Education and completion of all math requirements. Corequisites: This course is to be taken with CUAI 4527/5527 and 4537/5537.
This course is designed to explore current methodology and materials for teaching mathematics to PreK-4 early childhood students. Appropriate field experiences are required.

CUAI 5537 Integrated Field Experience for Early Childhood (1 credit)
Prerequisites: Admission to Teacher Education and successful completion of undergraduate math and science requirements. Corequisites: This course is to be taken with SCED 4527/5527 and CUAI 4517/5517.
This course is a school-based course that builds on earlier field experience in the program and is connected to block of methods courses. Students will be expected to work 30 hours in schools and be involved with planning and implementing instruction for students of varying backgrounds and abilities in the areas of math and science.

CUAI 5547 Emergent Literacy: PreK-4 (3 credits)
Prerequisite: Admission to teacher education.
This course is designed to provide undergraduate and graduate students with a foundation for teaching reading and other literacy competencies to children in pre-kindergarten through grade four. Emphasis is on developing and enlarging understanding of the reading process and the teaching of reading. Strategies and protocols for effective reading and writing instruction are presented.

CUAI 5580 Enhanced Student Teaching for M. A. T. (9 credits)
Prerequisites: Completion of all methods courses and permission of advisor. Corequisite: Enrollment in EDFN 5400: Seminar in Issues, Problems, and Innovations in Education.
This course provides a supervised student teaching experience at the elementary (K-8) or secondary level.

CUAI 5647 Job Analysis and Curriculum Organization (3 credits)
An introduction to the systematic and orderly processes of identifying and organizing instructional materials for occupational training and curriculum development. Experience in writing job descriptions, preparing and performing analyses, and sequencing selected course content.

CUAI 5700 Portfolio Development (3 credits)
Prerequisites: Student should have completed a minimum of thirty (30) credit hours in the course of study prior to enrolling in the course or have permission of the instructor.
Presents an overview of the portfolio as an authentic assessment to document the scholarship of teaching and learning. It introduces educators to use of artifacts/products/teacher work samples as evidence of effective teaching and expands to include student work samples as supportive evidence of that effectiveness.

CUAI 5747 Instructional Management in Industrial Education (3 credits)
Prerequisites: Student should have completed a minimum of thirty (30) credit hours in the course of study prior to enrolling in the course or have permission of the instructor.
The processes involved in developing a physical learning environment for teaching laboratory courses. Utilizing the teacher and the advisory committee in layout of facilities that reflect efficiency of use, safe working conditions, and industrial orientation. The same criteria will be applied in identifying co-op training stations in the community.

CUAI 5767 Coordinating of Student Clubs and Leadership (3 credits)
Coordination of formal student groups, such as VICA and TSA. A study of the management, operation, and planning of these organizations. Leadership activities and exercises.

CUAI 5787 Methods of Teaching Vocational/Technology Education (3 credits)
Prerequisites: Upper-division standing or permission of instructor, and admission to Teacher Education; for students seeking teaching certification in the applied sciences and technology.
Introduction to basic instructional processes appropriate for vocational/technology education. Criteria for selecting instructional method. Emphasis on establishing measurable goals and objectives as well as individualized instruction. Types and utilization of instructional technology materials.

CUAI 5900 Independent Study (1-6 credits)

CUAI 5910 Assessment Techniques in the Classroom (3 credits)
An introduction to assessment at the classroom level. Overview of models for planning and implementing classroom assessment projects. Identification of effective classroom assessment techniques. Implementation, data collection, analysis and reporting of results, and classroom assessment projects.

CUAI 5957 Topics in. . . (1-6 credits)
Prerequisite: Dependent on subject matter.
Selected topics of current interest in curriculum and instruction. Offered upon sufficient demand for specific subject matter. May be repeated for different topics. Consultation with the instructor is recommended before enrollment.

CUAI 5990 Readings and Research (1-3 credits)
Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).

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(EDFN) COURSES

EDFN 2100 Orientation to the Profession of Education (1 credit)
This course will provide the student interested in the teaching profession with an overview of the opportunities, problems, and realities of teaching. Students will learn about matters concerning the requirements that must be met in order to complete the teacher education program at ETSU.

EDFN 2300 Foundations for Teaching (2 credits)
Prerequisites: EDFN 2100 and students must have met one of the state mandated test score requirements.
This course is an introduction to the roles of the professional teacher, teaching as a career, and the teaching/learning process. Particular attention will be given to educating teachers as leaders for the 21st century. Field experience is required, 30 hours.

EDFN 3301 Issues in Education (3 credits)
Prerequisites: EDFN 2100 and EDFN 2300; or FACS 2120.
Foundation of Early Childhood (if appropriate.) Students must also be admitted to the Teacher Education Program prior to enrolling in this course. Issues in education are examined in the context of historical, philosophical, and sociocultural foundations of teaching. Issues of gender, social class, and ethnicity are discussed. Field experience is required.

EDFN 4581 Seminar in Education (3 credits)
Corequisite: Enrollment in Student Teaching.
This seminar is designed to address issues of importance to student teachers. Seminar participants will focus on issues such as formal and informal assessment for instructional and motivational purposes, classroom management and discipline, skills in observing, analyzing, critiquing teaching for improvement, and practical application of principles to specific routine and non-routine situations in K-12 classroom. Field assignments will be completed during student teaching.

EDFN 5000 History and Philosophy of Education (3 credits)
Study of the historical and philosophical foundations of education with emphasis on how major theories and historical events have influenced education in public schools of today.

EDFN 5010 Interdisciplinary Seminar (1 credit, may be repeated for a total of 3 credits credit)
This course is required of all M. Ed. candidates in the College of Education. Current topics pertaining to the profession of education will be presented by local, state, regional, and national authorities. Issues that directly impact education such as political, economic, legal, sociological, health, and psychological will be discussed.

EDFN 5050 Social and Political Influences on Schools (3 credits)
Students will analyze the social and political contexts surrounding schools with emphasis on increasing diversity and multiculturalism within schools. The impact of local, regional, national, and global contexts will be studied. Particular emphasis will be given to the philosophical and cultural influences that shape thinking about schooling and how these influences impact on informal and formal leadership roles in the school.

EDFN 5400 Seminar in Issues, Problems, and Innovations in Education (3 credits) Corequisite: Enrollment in CUAI 5580.

The course is designed for the Master of Arts in teaching program taught in conjunction with student teaching. Contemporary issues and problems confronted by public school teachers are analyzed by the students. Current innovations are studied as they develop.

EDFN 5405 The Profession of Teaching (1 credit)

Prerequisites: Admission to teacher education or permission of the M. A. T. program coordinators. Corequisite: Enrollment in EDFN 5411.

This is the initial course for students entering the M. A. T. program and focuses on teaching as a career, including the roles and responsibilities of a teacher, teacher professionalism and teacher leadership.

EDFN 5410 Foundations of Education (3 credits)

History and philosophy underlying development of the American education system.

EDFN 5411 Exploring Schools (3 credits)

Prerequisites: Admission to teacher education or permission of the M. A. T. program coordinators. Corequisite: Enrollment in EDFN 5405.

Students in this class will observe, identify, analyze, and reflect on classroom practice in a variety of settings. Field experience in area schools is required.

EDFN 5950 Methods of Research (3 credits)

This course includes the study of research as an approach to problem solving, methods of conducting qualitative and quantitative research, research designs, statistics used in experimental and descriptive research, principles of research interpretation, and the effective communication of research results. The course includes the preparation of a research prospectus or action research plan.

EDFN 6730 Foundations: Historical and Philosophical Foundations of Education (3 credits)

Designed to offer an overview of the historical and philosophical foundations of education and implications for educational practice today.

EDFN 6906 Independent Study in Foundations of Education (3 credits)

This course provides for independent study under the direction of an appropriate faculty member. Significant research required.

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(READ) COURSES

READ 3000 Current Issues in Literacy (1 credit)
This course explores international, national, and regional sociopolitical issues in literacy to meet the standards required of the Interdisciplinary Studies in Education major. This course examines, analyzes, and discusses current controversies in the teaching of literacy. Critical thinking, problem solving, and close textural analysis of readings in professional literature will be emphasized. Development of a professional voice in the discipline of literacy and literacy education will be encouraged through composition and oral presentations.

READ 3100 Early Literacy (3 credits)

The activities and study in this course focus on the research-oriented theoretical knowledge base concerning early language development. Emphasis is placed on both socio-environmental, physical growth and development, and academic forces contributing to early language and reading achievement.

READ 3200 Expanding Literacy (3 credits)

Prerequisites: Admission to teacher education; Completion of READ 3000 and READ 3100.

Study of theories relating to enhancement of literacy competencies for established readers. Theoretical models studied include content area reading, general reading for development, reading motivation, and recreational reading. A field-based assignment (10 hours) required.

READ 4026 Assessment and Enhancement of Literacy (3 credits)

Prerequisites: READ 3000, READ 3100, and READ 3200. Corequisites: CUAI 4210, CUAI 4220, CUAI 4310, and CUAI 4241.

Study of theoretical foundations for the assessment of reading proficiency and models for building reading competencies. Targets for study include evidence-based components of reading processes.

READ 4027/5027 Diagnostic and Remedial Procedures in Reading (3 credits)

Emphasis on case study procedure, direct contact with children in diagnostic situations. Formal and informal procedures for diagnosing reading skills, abilities, aptitudes, and methods and materials for the correction or improvement of diagnosed reading difficulties. Students desiring graduate credit will have requirements beyond normal course expectations and learning. The course focuses on developing oral delivery skills and applying storytelling to stimulate imagination and create lifelong learners.

READ 4147/5147 Basic Storytelling (3 credits)

Study of and practice in storytelling. Uses of storytelling in various setting including classrooms, libraries, churches, and homes as public events.

READ 4437/5437 Reading Instruction in Middle and Secondary Schools (3 credits)

Prerequisites: Admission to teacher education.

This course addresses reading strategies needed for various content areas. Developmental, corrective and remedial practices and procedures at the middle and secondary levels, and the role of language in learning subject matter content. Students desiring graduate credit will have requirements beyond normal course expectations.

READ 4626 Materials for Children's Literacy (3 credits)

Prerequisites: Admission to Teacher Education.

A study of children's literacy materials with emphasis on quality children's literature, including multicultural literature. Involves reading and evaluating literature of various genres, as well as children's periodicals and software.

READ 4817/5817 Practical Applications of Storytelling: National Storytelling Festival Experience (1 credit)

This course provides the student with training in planning, directing, and administering a storytelling festival; Festival activities introduce the student to various storytelling styles and content.

READ 4827/5827 Storytelling Resource Evaluation (1-6 credits)

This course is designed to prepare the student to organize and participate in a storytelling festival.

READ 4900 Independent Study in Reading (1-3 credits)

By approval from the program coordinator.

READ 4957/5957 Topics in Reading (1-6 credits)

Prerequisites: Dependent on subject matter.

Selected topics of current interest in reading. Offered upon sufficient demand for specific subject matter. May be repeated for different topics. Consultation with the instructor is recommended before enrollment.

READ 5007 Workshop in Reading (1-4 credits)

Specific course content determined in advance of the course based on the needs of the group involved. Content will stress recent developments in field. May be repeated providing specific content is different. (summer)

READ 5027 Diagnostic and Remedial Procedures in Reading (3 credits)

Emphasis on case study procedure; direct contact with children in diagnostic situations; formal and informal procedures for diagnosing reading skills, abilities, and aptitudes; methods and materials for the correction or improvement of diagnosed reading difficulties.

READ 5120 Teaching Reading (3 credits)

Current methods and theories of teaching: phonics, other word recognition and analysis skills, comprehension.

READ 5147 Basic Storytelling (3 credits)

Study of and practice in storytelling. Use of storytelling in various settings including classrooms, libraries, churches, homes, and as public events.

READ 5170 Materials for Reading and Language Arts (3 credits)

Selection and use of materials in reading and other language arts; the development of teacher- and pupil-made materials.

READ 5190 Linguistics of Reading (3 credits)

Relationships of local dialects to reading; alphabets; phonology; morphology, syntax, and semantics as related to reading; aspects of psycholinguistics which are primarily linguistic.

READ 5200 Contemporary Issues in Storytelling (1-3 credits)

This course addresses current issues and developments in the discipline of storytelling. Subjects range from artistic and practical aspects of performance to specialized uses of storytelling in the professions. The focus is on advanced performance techniques, technological advances and/or uses of storytelling in various venues such as education, business, health occupations, etc.

READ 5210 Psychology of Reading (3 credits)

Psychological bases of reading readiness; learning theories applied to reading; visual and auditory perception in reading; elements of psycholinguistics which are primarily psychological.

READ 5230 Advanced Storytelling (3 credits)

An in-depth study of specific, advanced techniques of storytelling in both delivery and use. Includes an analysis of nationally known tellers and current issues in storytelling.

READ 5231 Advanced Diagnostic Procedures (3 credits)

Prerequisites: READ 5027.

Supervised individual and group diagnostic procedures in reading and other language arts; may be repeated.

READ 5241 Practicum (1-3 credits)

Prerequisites: 12 graduate credits in reading.

Supervised individual and/or group teaching or storytelling activity; may be repeated for a maximum of (up to) six semester hours of credit.

READ 5437 Reading Instruction in Middle and Secondary Schools (3 credits)Organization of middle school and secondary school level reading programs; developmental, corrective, and remedial practices and procedures at the middle and secondary school levels; reading skills needed for various content areas.

READ 5817 Practical Applications of Storytelling: National Storytelling Festival Experience (1 credit)