Department of Secondary Education

Prerequisite(s): ED 302.

Corequisite(s): ESE 306.

Requires Teacher Education Program eligibility. Provides an introduction to all aspects of appropriate curriculum planning for respective secondary education teaching fields, addresses differentiation of instruction needed for effective teaching in the diverse classroom, and explores learning differences that make varied instructional strategies necessary.

Prerequisite(s): ED 302.

Corequisite(s): ESE 304.

Requires Teacher Education Program eligibility. Provides for the integration of appropriate instructional planning, engaging instructional strategies, appropriate technologies, and incorporation of respective Secondary Education teaching field standards through the use of in-the-field observations and experiences. The course consists of a 100-hour practicum with associated assignments.

This course addresses the stages of physical, cognitive, and social-emotional development of adolescents at the middle and high school levels from a global and multicultural perspective as well as the range of behaviors exhibited by adolescents during the secondary school years in order to facilitate better decision-making by educators related to the appropriate developmental and behavioral expectations for students at the secondary level.

Requires Teacher Education Program eligibility. This course encompasses both theory and practice associated with general content literacy as well as the use of content-specific literacy strategies in the various Secondary Education teaching fields, which support student understanding. Based on sound educational theory, classroom practices are designed to enable learners to become better readers, writers, thinkers, collaborators, and communicators.

Prerequisite(s): ESE 304 and ESE 306.

Corequisite(s): The appropriate section of ESE 485.

Requires Teacher Education Program eligibility. In addition, students are encouraged to complete 90% of all program courses prior to enrollment in this course. Materials and methods of teaching mathematics at the secondary level.

Prerequisite(s): ESE 304, ESE 306.

Corequisite(s): The appropriate section of ESE 485.

Requires Teacher Education Program eligibility. In addition, students are encouraged to complete 90% of program courses prior to enrollment in this course. Materials and methods of teaching history and other social sciences at the secondary level.

Prerequisite(s): ESE 304, ESE 306.

Corequisite(s): The appropriate section of ESE 485.

Requires Teacher Education Program eligibility. In addition, students are encouraged to complete 90% of program courses prior to enrollment in this course. Materials and methods of teaching English language arts at the secondary level.

Prerequisite(s): ESE 304, ESE 306.

Corequisite(s): The appropriate section of ESE 485.

Requires Teacher Education Program eligibility. In addition, students are encouraged to complete 90% of program courses prior to enrollment in this course. Materials and methods of teaching natural and physical sciences at the secondary level.

Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.

Reviews the history of numerous regions around the world that are outside of the North American/European frame, considers the importance of these regions independently and collectively through historical and current lenses, reviews the middle and high school education standards related to the teaching of world regions and history. Considers research-based, best practices for teaching various world history content as well as incorporating these practices when teaching other history and/or social studies content that requires the inclusion of some world history.

Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.

This course reviews the history and structure of various government types through both historical and current lenses, considers the impact and influence of economics and geography on human history, reviews the middle and high school education standards related to the teaching of government, economics, and geography. Considers research-based, best practices for these subjects as well as incorporating these practices when teaching a variety of history and/or social studies courses that require the inclusion of government, economics, and geography.

Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.

This course reviews the history of North America over the past 500 years, including the history of the United States of America, considers the importance of the region and the interconnectedness of the various regions and peoples of North America independently and collectively through historical and current lenses, and reviews the middle and high school education standards related to the teaching of US and World History. This course considers research-based, best practices for teaching historical content as well as incorporating these practices in the teaching field of middle and high school history.

Prerequisite(s): HY 101 and HY 102 or HY 111 and HY 112, and HY 201 and HY 202.

This course covers the history of influential regions and cultures around the world beginning with earliest humans and going through 1500 CE, considers the importance of these regions and cultures independently and collectively through historical and current lenses, and reviews the middle and high school education standards related to the teaching of ancient world regions and cultures. Considers research-based, best practices for teaching historical content as well as incorporating these practices in the teaching of middle and high school history.

Prerequisite(s): ESE 304 and ESE 306.

Requires Teacher Education Program eligibility. Additionally, students are encouraged to complete 90% of all program courses prior to enrollment in this course. Materials and methods of teaching computer science at the secondary level.

Prerequisite(s): EH 101, EH 102, and EH 141; EH 201 and EH 202 or EH 203 and EH 204 or EH 231 and EH 232.

This course is designed to expose pre-service English language arts teachers to critical theory, history, and standards, which are embedded in the multiple roles of teaching literature in middle and high schools. Opportunities for students to examine and evaluate current issues, research, as well as the integration of diverse instructional strategies in all program coursework will be explored.

Prerequisite(s): EH 101, EH 102, and EH141; EH 201 and EH 202 or EH 203 and EH 204 or EH 231 and 232.

This course is designed to expose English language arts students to critical theory, history, and standards, which are embedded in the multiple roles of teaching writing in middle and high schools. Practical instructional strategies in teaching writing through traditional and new literacies will be explored.

Prerequisite(s): Requires Teacher Education Program eligibility.

This course provides an introduction to the major theories related to classroom management and diversity with appropriate application of these theories to a Middle Level learning environment. Incorporation of appropriate classroom management and student diversity considerations will be addressed to ensure students are able to design instruction and a classroom environment which reflect intentional responsiveness to young adolescents' histories, experiences, languages, and identities.

Develops a broad understanding of the student diversity in secondary schools in the United States. Various approaches to multicultural education will be employed to equip Teacher Candidates with teaching a diverse student population.

Requires Teacher Education Program eligibility. This course encompasses the development and use of appropriate formative and summative assessments of teaching/learning aligned with identified student learning targets in respective secondary education teaching fields. Assessments will be analyzed to improve student learning outcomes based on feedback provided on student work samples.

Prerequisite(s): MS 126 and junior status.

The course aims to advance students' mathematical knowledge in Algebra and Functions in the context of quantitative reasoning. Moreover, this course will advance students' critical thinking and problem-solving by engaging them in the mathematical modeling process which encompasses the practices standards for teaching mathematics. The course addresses topics for middle school and high school such as systems of linear equations, quadratic, exponential, absolute value, linear piecewise functions, and sequences.

Prerequisite(s): MS 126 and junior status.

This course aims to advance candidates' mathematical knowledge in Geometry in the context of quantitative reasoning. Moreover, this course will advance students' critical thinking and problem-solving skills by engaging them in the mathematical modeling process and modeling mathematics which encompasses the practices standards for teaching mathematics. The course addresses topics for middle schools and high school such as Euclidian and non-Euclidian geometry (e.g. Spherical and Taxi-Cab Geometries).

Prerequisite(s): Requires Teacher Education Program eligibility.

This course provides an introduction to the major theories related to classroom management and diversity with appropriate application of these theories to a Secondary Education learning environment. Incorporation of appropriate classroom management and student diversity considerations will be addressed to ensure candidates are able to design instruction and a classroom environment which reflect intentional responsiveness to adolescents' histories, experiences, languages, and identities. This course will also equip candidates with various strategies to teach and manage diverse student populations in the Secondary Education classroom.

Provides an introduction to the major educational theories/theorists related to classroom management and appropriate practical application of these theories into diverse secondary school environments.

Prerequisite(s): ESE 304.

Corequisities: The appropriate special methods course ESE 420-424. Students are encouraged to have 90% of all program courses completed prior to enrollment in this course. A 150 clock-hour, supervised Level III clinical experience in Grades 6-12. Requires Teacher Education Program eligibility.

Prerequisite(s): ED 302.

This course focuses on factors of diversity that impact decisions middle-level educators must make regarding the design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners. Incorporation of student diversity considerations will be addressed to ensure students are able to cultivate classroom cultures that support the learning and development of young adolescent learners.

Prerequisite(s): ED 302 and SPE 300.

Corequisite(s): MLE 350 and RDG 330.

Requires Teacher Education Program eligibility. Young adolescents experience rapid and significant developmental changes during this distinct period of growth. This course examines the unique developmental characteristics of early adolescent including emotional, intellectual, moral/ethical, and social domains and the implications for classroom instruction and building a positive and inclusive classroom community. It explores methods for maximizing student success by engaging students in a positive, developmentally appropriate learning environment. Topics include building positive relationships with students, cultivating a culturally congruent classroom environment, fostering a productive classroom community, engaging and motivating students, working effectively with students’ parent/family, safety in the middle school classroom, optimizing your classroom’s physical arrangement, responding to student behaviors, and conflict resolution.

Prerequisite(s): ED 302 and SPE 300.

Corequisite(s): MLE 330 and RDG 330.

Requires Teacher Education Program eligibility. The middle school philosophy addresses the unique developmental needs of young adolescents. There are specific elements associated with successful teaching of this age group including for example interdisciplinary teaching, teaming and planning, advisor/advisee, differentiated instruction, learning communities, appropriate extracurricular activities, community involvement, and others. This course introduces these elements to the teacher candidate.