Apr 23, 2024  
2018-2019 Undergraduate Catalog 
    
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2018-2019 Undergraduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

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Dance
  

  • DAN 132 Hip Hop III

    1 Credit(s)
    This advanced level hip hop dance technique class is designed for the student with previous dance experience. Structured exercises and combinations will focus on space, time, and energy. Appropriate dance attire must be worn. This course is repeatable three times for a total of 4 credits. Three hours per week. Prerequisites: DAN 130 , DAN 131 , or permission of Department Chairperson.
  

  • DAN 136 Cyphering Dance

    3 Credit(s)
    This course will explore the act of creating urban movement spontaneously. Through guided direction by the instructor, students will develop skills that create awareness about how the body relates to space, time, and energy. These skills are designed to enhance students’ creativity within the cypher, an area of the dance floor that is open to those who wish to dance in it. This course is designed for students with previous dance training. Appropriate dance attire must be worn. Three hours per week.
  

  • DAN 150 Dance Ensemble I

    3 Credit(s) CEA
    This course is for students with dance experience who are interested in exploring dance as a performing art.  Students will learn choreography that will culminate in a performance at the end of the semester.  Throughout the course students will work in collaboration with each other and the instructor to create a dance piece that will be performed at the end of the semester.  Students are required to attend and participate in crew production hours for various dance presentations on campus.  Required for Dance Concentration and Dance Minors. Three lecture hours per week. Fulfills the Creative Expression and Appreciation general core category. Not open to students who received credit for SMS 179.
  

  • DAN 151 Dance Composition I

    3 Credit(s) CEA
    This course will provide a structured environment for students to explore and experiment with the creative process in dance making and to find personal expression in their own choreography.  Students will learn about and apply various compositional tools and choreographic approaches to expand their movement language and choreographic ideas.  Discussion and feedback on choreographic assignments will develop critical response skills and deepen students’ understanding of the creative process. Readings, video screenings and live performances will provide students with a critical understanding of dance and place their own dance making in a cultural and historical context. Three lecture hours per week. Fulfills Creative Expression and Appreciation general core category. Not open to students who received credit for SMS 240.
  

  • DAN 200 Dance Ensemble II

    3 Credit(s)
    This course is for students with previous dance experience who are interested in exploring dance as a performing art. Students will collaborate to create material that will be integrated into a piece of choreography. Students will learn choreography taught by instructor that will culminate in a performance at the end of the semester. Appropriate dance attire must be worn. Three lecture hours per week. Repeatable one time. Not open to students who received credit for SMS 442.  Prerequisite: SMS 179 or DAN 150 .
  

  • DAN 201 Dance Composition II

    3 Credit(s)
    This course is designed for students who wish to further develop their abilities as a choreographer. Building on previous experience and study, students will continue to develop a movement language to articulate physical expression, and to explore how structure organizes choreographic ideas. Material developed in this class will build towards a finished work. Three lecture hours per week. Repeatable one time. Not open to students who received credit for SMS 443. Prerequisite: SMS 240 or DAN 151 .
  

  • DAN 210 The Dancing Body

    3 Credit(s)
    This course will provide a study of the skeletal and muscular systems of the human body from an experiental and somatic approach as it applies to the dancing body.  Emphasis will be placed on human movement analysis in relation to dance practices.  Appropriate dance attire must be worn. Not open to students who have taken SMS 241. Three lecture hours per week.
  

  • DAN 220 Dance: Context and Cultures

    4.0 Credit(s) W-II
    Through lecture and discussion, this course provides an indepth examination of the cultural context, historical importance, and aesthetic ideologies of various dance forms existing in our multicultural world. An examination of dance as a catalyst for social awareness and change will be explored through choreographic works and dance writings dealing with, but not limited to geopolitics, race, gender and other social structures. Relevant movement and performance experiences serve to illuminate class discussions. Attendance required at dance concerts. Four lecture hours per week. Required for dance majors. Prerequisite: WI or its equivalent.
  

  • DAN 300 Dance Entrepreneurship

    3 Credit(s)
    This course is designed to provide an overview of how to navigate a sustainable lifestyle in the dance field as an artist, teacher, studio owner, and/or arts administrator. Topics include potential careers, portfolio and resume writing, auditioning, marketing, grant writing and development, company management, and community outreach. Three lecture hours per week. Not open to students who received credit for SMS 340.
  

  • DAN 320 Modern Dance History

    3.0 Credit(s) DPDS
    This course focuses on the emergence and development of 20th and 21st century American modem and postmodern dance forms from the confluence of European court dance, African and Caribbean influences, and American cultural dynamics. Readings, performance viewings, class discussions, and movement practicum will illuminate the work of influential choreographers and performers, as well as aesthetic trends in relation to their broader cultural context, with attention to issues of geopolitics, race, gender and other social structures.Three lecture hours per week. Required for dance majors with contemporary modem dance option.   
    Prerequisite: DAN 220
  

  • DAN 330 Hip Hop Dance History

    3 Credit(s) DPDS
    This course will explore hip hop dance history and culture from several points of entry: chronological, political, aesthetic, sonic and geographical. The historical focus of the course locates hip hop dance as a personal, interactive and cultural expression. Students will navigate through the evolution of hip hop from its birthplace in the Bronx, NY through its development into a global phenomenon. The course will discuss the elements of hip hop culture: DJ, B-Boy/Girl, Graffiti Art, MC, and Beat Box, and how they intersect. Students will explore how hip hop influences and is influenced by geopolitics, race, gender and other social structures. Three lecture hours per week. Required for dance majors with a Hip Hop option. Prerequisite: DAN 220
  

  • DAN 400 Teaching Dance

    4 Credit(s)
    This course is designed to provide students with the theories, standards and skills to teach various dance forms in studios and public and private schools. Students will investigate personal beliefs about teaching and learning as well as essential skills needed to become a dance teacher. Topics will include the learning environment, methodology, lesson planning, and assessment. Four lecture hours per week. Not open to students who received credit for SMS 441.
  

  • DAN 401 Teaching Dance II

    3 Credit(s)
    This course explores the multitude of dance educational settings including dance studios, community centers, dance company outreach, and K-12 public and private schools. An emphasis is placed on creating a classroom setting that cultivates community, inclusivity, diversity and access for all to participate. Strategies for teaching various student populations, from children to the elderly, and the disabled 
    and special needs student, are examined. 
    Prerequisite: DAN 400 Teaching Dance
  

  • DAN 410 Capstone Seminar in Dance

    3 Credit(s) W W-III

    This writing-intensive course provides students with an opportunity to reflect broadly upon their education at Salem State University and the dance field. This course emphasizes the connection between theory, research, and practice, as well as how dance connects to the larger society. Final projects include a written paper and a presentation of research and creative work. Three lecture hours per week. Required of and open to junior or senior Dance Majors or permission by Department Chair. Fulfills Written Communication - Level III category.

     

     
  

  • DAN 415 Advanced Topics in Dance

    3 Credit(s)
    This course offers an in-depth study on rotating topics related to the field of dance. Topics and course content are determined by the instructor of each course offering. This course is repeatable once for a total of six credits on different topics.  Prerequisite: DAN 150 .
  

  • DAN 500 Directed Study in Dance

    1-3 Credit(s)

    This is an independent study in an area of special interest in Dance.  Prior to registration, a proposal must be submitted and approved by the instructor and the Department Chairperson.  DAN 500 can be taken for 1, 2, or 3 credits and is repeatable up to a total of 6 credits of Directed Study.

    Prerequisite: Permission of Department Chairperson.
  

  • FYDA 100 First Year Seminar (DANCE)

    3 Credit(s) FYS
    This course will introduce students to the experience of academic exploration that is at the heart of a liberal arts education.  Through study of one or more compelling questions or topics in a small seminar setting, students will practice creative and critical thinking and will learn to express themselves effectively and appropriately in a college setting. They will develop relationships and practices that allow them to effectively utilize college resources and become members of a community of learners.  The specific topic of the seminar will be developed by individual faculty and will be announced in advance.  First year seminars are required for first-year students and transfer students with fewer than 15 credits.  Not open to students who have received credit for IDS 189  or another first year seminar course.

Economics
  

  • ECO 115 Money Management Skills

    1 Credit(s)
    This course will review personal financial issues that individuals face throughout their lives. It will help students manage their personal finances and make better financial decisions It will cover a series of topics including budgeting, saving for short term goals and for retirement banking the importance of credit and debt investing, taxes and how to avoid common financial mistakes.
    One lecture hour per week. Not open to students who have received credit for ECO 208N.
  

  • ECO 200 Principles and Problems of Economics

    3 Credit(s) DIII Q QR
    This course is an introduction to the basic economic concepts in micro and macroeconomics. Topics analyzed include: scarcity, supply and demand, costs of production, the price mechanism, market structures, national income, money and banking, the public sector, distribution of income and an introduction to alternative economic systems. The influence of political, social, legal, environmental, global, and technological issues are discussed in the process of presenting applications of economic theories. Discussions, basic quantitative and written analysis and evidence based research are encouraged. Three lecture hours per week. Not open to Economics majors or Business Administration majors. Elective for all other majors. Prerequisite: Satisfaction of the Basic Math Competency requirement.
  

  • ECO 201 Principles of Macroeconomics

    3 Credit(s) DIII Q QR CS
    This course employs economic theory and models to study aggregate measures of the economy such as GDP, National income accounting, the role of consumption, savings, investment and government spending, the open economy (exports and imports), that is, our economy’s interactions with the global economy, the functions of money and credits, the banking system and fiscal and monetary policy will be examined from a descriptive and analytical point of view. The economic objectives of growth, price, stability and full employment are reviewed and evaluated in the light of current issues. The influences of political, social, legal, environmental, global, and technological issues are discussed in the process of presenting applications of macroeconomic theories. Discussions, quantitative and written analysis and evidence based research are encouraged. Three lecture hours per week. Required of all Economics majors and Business Administration majors. Elective for all other majors. Prerequisite: Satisfaction of the Basic Math Competency requirement.
  

  • ECO 202 Principles of Microeconomics

    3 Credit(s) DIII Q QR CS
    This course encompasses the economics of the firm, price theory, analysis of demand, supply, elasticity, market structures, income distribution, international trade, foreign exchange, and current issues in microeconomics. The influences of political, social, legal, environmental, global, and technological issues are discussed in the process of presenting applications of microeconomic theories and models. Discussions, quantitative and written analysis and evidence based research are encouraged. Three lecture hours per week. Required of all Economics majors and Business Administration majors. Quantitative Reasoning (QR) elective for all other majors. Prerequisite: Satisfaction of the Basic Math Competency requirement.
  

  • ECO 208N Economics of Personal Financial Decisions

    3 Credit(s) DIII Q
    An examination of the role of the consumer in the United States Economy. Stress is upon the conventional concepts of consumer behavior as well as the contemporary institutional forces which affect the consumer in the market place such as consumer law, governmental regulation and deregulation, the “consumerism” movement, and the state of formal consumer education. Emphasis will also be placed upon the economics of credits, insurance, real estate, investing in the financial market, personal buying decisions, and other household buying decisions. Three lecture hours per week. Elective for Economics majors and minors. Division III elective for all other majors. Not open to students who have received credits for ECO208. This course is offered on a periodic basis. Prerequisite: ECO 200  or ECO 202  or ECO 201 .
  

  • ECO 215 Political Economy I

    3 Credit(s) DIII
    This course deals with the combined economic-political process as related to society’s desire to efficiently allocate scarce resources among competing socially desired goals. Course material will explore the various political economic theories relative to competition, command (power), and change. The merits of these theories will be critically evaluated relative to efficiency, fairness and democracy. The course will focus attention on the economic realities of present day society as it debates the pros and cons of a free market system (capitalism). Three lecture hours per week. No previous study of economics is presumed. Elective for Economics majors and minors. Division III elective for all other majors. Not open to students who have taken ECO101. This course is offered on a periodic basis.
  

  • ECO 300 Economics of Labor and Income Distribution

    3 Credit(s) DIII Q
    Analysis of labor markets and how they function, the functional and personal distribution of income, poverty and low-wage employment and a comparison of theories of labor supply wages and employment with labor market behavior. Discussion of public policy issues; structural unemployment, impact of technical change, and cost-push inflation. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors and minors. Division III elective for all other majors. Prerequisite: ECO 202 .
  

  • ECO 301 Intermediate Macroeconomics

    3 Credit(s) DIII
    Analysis of the status and performance of the U.S. economy. A discussion of the issues that affect the open economy, such as unemployment, inflation and growth, and policies (monetary, fiscal, international and structural) that the government may employ to affect the performance of the open economy both domestically and in its interactions with the global economy. Analysis of various aggregate demand and supply models. Comparison of Classical, Keynesian, Neo-Keynesian macroeconomics models. Emphasis is on static and comparative static analysis of employment, production, and the general price level. The influence of political, social, legal, environmental, global, and technological issues are discussed in the process of presenting applications of macroeconomic theories. Oral discussion, quantitative analysis, reading a current financial newspaper, computer usage and Internet research are encouraged. Three lecture hours per week. Required of all Economics majors-Junior year. Elective for Economics minors. Division III elective for all other majors. Prerequisite: ECO 201 .
  

  • ECO 302 Intermediate Microeconomics

    3 Credit(s) DIII
    Applied economic analysis of the market decisions of the consumer, firms and labor. Using optimization techniques, the decisions of the participants in various market structures are evaluated both in theory and in case studies. Topics include optimization decisions under conditions of uncertainty, less than perfect competition, and in the presence of externalities. The influence of political, social, legal, environmental, global, and technological issues are discussed in the process of presenting applications of microeconomic theories. Oral discussion, quantitative analysis, Internet research and computer usage are encouraged. three lecture hours per week. Required of all Economics Majors-Junior year. Elective for Economics Minors. Division III elective for all other Majors.
  

  • ECO 304N Statistics for the Social Scientist

    3 Credit(s) DIII Q
    This course is a computer-oriented examination of advanced quantitative techniques as applied to decision making in economics, business and the social sciences. It includes data description, probability, confidence intervals, analysis of variance, chi square analysis, regression and correlation analysis, time series and index number construction. It stresses the development of statistical thinking, the assessment of credibility and value of inferences made from data, by both those who consume and those who produce the information. Statistical inference and data collection and analysis will be used to evaluate statistical studies. Case studies and exercises will draw on real business situations and recent economic events. Not open to students who have taken ECO304. Prerequisite: MAT 108 .
  

  • ECO 305A Money, Banking and Financial Markets

    3 Credit(s) DIII
    A detailed description of the financial markets, instruments and institutions of the U.S. economy. Discussion of the Federal Reserve system and monetary policy formation and implementation. Essentials of the classical theory of money and modern theories of money and income. Emphasis on domestic and international debt and equity markets and foreign exchange. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors and minors. Not open to students who have taken ECO305. Prerequisites: ECO 201 , ECO 202 .
  

  • ECO 306 Comparative Economic Systems

    3 Credit(s) DIII
    An analytical comparison of the ways in which nations organize economic activity. Different systems will be scrutinized with respect to the role of monetary and financial institutions, the organization of industry, agriculture and trade. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors. Prerequisites: ECO 201 , ECO 202 .
  

  • ECO 307 Economic History

    3 Credit(s) DIII HP
    Variations in aspects of American and European History with emphasis upon the role of technological change as related to economic growth will be analyzed and evaluated. A variety of historical materials will be used to suggest desirable alterations in certain economic models. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors.
  

  • ECO 309 Urban Economics

    3 Credit(s) DIII
    A study of both economic theory and the economic institutions characteristic of urban areas. Problems of urban economics, such as poverty, discrimination, housing, pollution, education, transportation and crime are examined in depth. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Distribution III elective for all other majors. Prerequisite: ECO 200  or ECO 201 , ECO 202 .
  

  • ECO 312 International Trade

    3 Credit(s) DIII Q
    An examination of the basis for trade among nations and the implications of trade restricting policies on a nation’s welfare. The open economy and the implications for fiscal and monetary policies in achieving various economic goals. An introduction to international finance and various exchange and payment mechanisms. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors and minors. Division III elective for all other majors. Prerequisites: ECO 201 , ECO 202  or permission of the Department Chairperson.
  

  • ECO 313 Economic Development

    3 Credit(s) DIII V
    This course applies economic development concepts and theories to present world economic development issues and problems. Topics covered include the causes and distributional effects of economic growth; migration and urban unemployment; oppression, the welfare effects of technical change; the role of agrarian institutions in the development process; the impact of alternative development policies and strategies on various populations; and poverty and famine in developing countries. This course will increase awareness of growth issues in the context of a multicultural world. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Prerequisite: ECO 201  or ECO 202  or permission of Department Chairperson.
  

  • ECO 317 Government Finance

    3 Credit(s) DIII Q
    The micro and macro economic roles and responsibilities of government are reviewed and analyzed. Topics discussed are fiscal policy, income distribution, principles of taxation, the taxpayers’ revolt, state and local government finance, revenue sharing, and the fiscal crisis of cities. Current issues are used for analytical purposes. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors. Prerequisite: ECO 200  or ECO 201 .
  

  • ECO 318 Health Economics

    3 Credit(s) DIII
    The organization of health care, the problems associated with various alternate delivery systems, the utilization and availability of physicians and other paramedical personnel, the growth and pressures exerted by third-party payers, and consideration of federal, state, and municipal participation in the delivery of quality medical care under the various alternatives for national health care. Three lecture hours per week. The course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors. Prerequisite: ECO 200  or ECO 201 .
  

  • ECO 319 Environmental and Natural Resource Economics

    3 Credit(s) DIII
    This course will study environmental and natural resource economics. Resource allocation, government regulation, the presence of externalities, economic growth and poverty will be analyzed in terms of their impact on depletion, conversation and restoration of our natural resources. Three lecture hours per week. This course is offered on a periodic basis. Division III elective for all other majors. Prerequisite: ECO 202 .
  

  • ECO 320 Economics of Sports

    3 Credit(s) DIII
    Using examples and applications from the sports industry, this course applies a wide range of economic principles to the study of sports. Industrial organization, public finance, and labor economics represent some of the areas of economics used to analyze the economic impact of the sports industry. Theories related to the issue of profit vs. not for profit companies will be explored. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Prerequisite: ECO 200  or ECO 202 .
  

  • ECO 321 Behavioral Economics

    3-6 Credit(s) DIII
     

    Standard economic theories represent people in ways that are often different from how they actually behave.  This course studies the limits of the traditional economic assumption of rational decision making.  It will use evidence from psychology and consider social, cognitive and emotional factors that influence the decision of individuals and institutions, including consumers, borrowers and investors.  Incorporating these factors can make economic theory and predictions more accurate.  In addition, the course will analyze the impact of behavioral economic concepts on markets, investments, and resources allocation.  Three lecture hours per week.
  

  • ECO 330 Economics of Education

    3 Credit(s)
    This course will use economic tools to analyze a variety of issues related to education These issues include: how and why people make decisions to invest in education; how education affects social and economic outcomes, including inequality; how to evaluate the quality of education at the level of schools or districts as well as for individual teachers: how education is financed in the United States and other countries and the impact of resources on educational quality: and how to design and implement public policies related to education. Three lecture hours per week. Prerequisite: ECO202
  

  • ECO 350 Probability and Game Theory

    3 Credit(s) DIII Q
    Probability is the study of uncertainty using mathematics. Game theory is the use of mathematical models to analyze strategic choice. This course attempts to merge the two in a comprehensive integration of the two fields. Basic topics that will be covered include extensive and normal form games, the Nash equilibrium, dominant and mixed strategies and probability. Advanced topics will include utility and risk, brinkmanship, auctions, elementary calculus, and the theory of moves. Games will be analyzed with and without complete information, in both a static and dynamic context. This course is highly influenced by the field of economics and will include many economic examples of game theory in practice. Other examples will draw from psychology, sociology, history and politics. Three lecture hours per week. Prerequisites: MAT 108  and either ECO 201  or ECO 202 .
  

  • ECO 360 Economics and Religion

    3 Credit(s) DIII V CS
    The interplay between religion and economics has always been important, and the events of the past several years have only served to strengthen the need to understand these links. This course employs economic theory and methods to study religious beliefs, behavior, and institutions. By combining economic concepts and real-world data, we will address the issues and questions listed in the outline of topics. We will also study the social, political, and economic correlates of religion. Like other socio-scientific approaches to the study of religion, the economic study of religion does not seek to evaluate the truth of religious claims, nor does it promote one religion over another. Three lecture hours per week. Prerequisite: ECO 202  or permission of Department Chairperson.
  

  • ECO 400 Econometrics

    3 Credit(s) DIII Q
    This is an Econometrics seminar on single variable regression, multiple regression, functional form analysis and alternative specifications to assess whether findings are robust. Emphasis will be placed on empirical real world examples to foster the understanding of how regression analysis can provide credible estimates of causal effects. Additional topics include: omitted variable bias, sampling variability, econometric inference (estimation, testing, confidence intervals), specification errors, residual diagnostics and time series analysis. Empirical analysis is done using SPSS or a similar statistical package. Major requirement for BS degree in Economics. Three lecture hours per week. Prerequisites: ECO 301 , ECO 302  and ECO 304N  or ODS 262  or MAT 147 .
  

  • ECO 401 Economic Research

    3 Credit(s) DIII W W-III
    Economic research methods, problem solving techniques, formulation of the problem, selection and use of methods for gathering evidence, analysis and interpretation of data, and reporting will be covered. Students demonstrate their understanding and mastery of the economic research methods studied in this course by discussing, researching and writing about a relevant economic problem. Statistical inference and econometrics are employed to formulate and research a hypotheses. A poster presentation of the final research to a faculty forum is required. Three lecture hours per week.
    Prerequisites: ECO 304N  or ODS 262  or MAT 147  and either   or ECO 302 .
  

  • ECO 403 Economics Study Travel Seminar

    3 Credit(s)

     

     

    A study/travel course that focuses on selected economic issues related to a country or region, followed by travel and field study in the area concerned.  Topic varies.  May be repeated for credit with permission of Department Chair.  Three lecture hours per week.  Prerequisites: Permission from Department Chair.
  

  • ECO 485 Internship in Economics

    3 Credit(s)
    This course provides an opportunity for experiential learning in the field of Economics. The student will present a proposal, secure an advisor to supervise the experience, keep a detailed weekly journal of the work experience and write a research paper on a topic which has been approved by the advisor. 120 hours of work experience. Prerequisites: ECO 201  and ECO 202 .
  

  • ECO 501 Directed Readings in Economics

    3 Credit(s) DIII
    The purpose of this course is to provide students an opportunity to accelerate the reading and/or research in their fields or interest. Emphasis is placed on independent scholarship and individualized direction. May be taken in lieu of ECO 401  or ECO 400  with approval of the Department Chairperson. Prerequisites: ECO 301 , ECO 302 .

Education
  

  • EDC 115 Exploring Education

    3 Credit(s) CS
    Through active engagement in school and non-school settings linked to course readings, students will explore contemporary issues in education and reflect on their own experience as learners. Using film, observations, experiential activities and readings we will look at education in the U.S. through multiple lenses–historical, philosophical, sociological, political, and personal. We will ask questions about the purpose of schools in a democracy, what it means to “learn” something, and what makes an “educated” person. We will explore problems of educational access and equity and consider the climates and conditions that support or limit learning and the work of educators. Three lecture hours per week. 15 hours of field work required.  Not open to students who have received credit for EDU115.
  

  • EDC 205 Educational Psychology

    3 Credit(s)
    This course applies psychological principles to teaching-learning contexts, and includes a study of factors affecting learning, attention, motivation, behavior, individual differences, creativity and group interaction. Students will use theory and research to explore instructional questions and inform their practice in educational planning.  Three lecture hours per week.
  

  • EDC 210 Introduction to Community Education

    3 Credit(s)
    This course engages students in exploring teaching and learning environments outside the school setting and beyond the traditional role of the classroom teacher. Students will explore the ways in which community organizations support and augment the work of schools by providing innovative spaces and programs to ignite the imagination of children and adults about the possibilities of their own lives. Students will be introduced to the variety of community educator roles and contexts and examine issues of reciprocity and cultural competence, with links to academic work. They will begin the practice of community education by engaging in projects in field sites; e.g., out-of-school and after-school programs; community centers; cultural, environmental and social service agencies; faith-based programs; LGBT organizations. Three lecture hours per week. Requires at least 15 hours of fieldwork. Required for the B.S. in Education: Educational Studies-Community Education concentration. Prerequisite: EDC 115 .
  

  • EDC 315 Policy and Practice in Community Education

    3 Credit(s)
    This course addresses purpose, policy and socio-political contexts in community education, and their implications for practice. Students will investigate programs that support the formal and informal learning of individuals and groups in community organizations with educational missions and support the development of the community itself. They will research and analyze community needs, apply theories of community education and development to policy and programming, and reflect on their roles vis-a-vis the community and as developing education professionals. Topics include ways that community education promotes civic engagement, group empowerment and social change. 30 hours of fieldwork in community-education settings required. Three lecture hours per week. Prerequisites: EDC 115 , EDC 210 .
  

  • EDC 325 Program Planning and Evaluation in Education

    3 Credit(s) W-II

    This course introduces students to knowledge and practice in educational program design and evaluation in community organization settings. In consultation with community stakeholders and organizational staff, students will identify needs, plan programs that address those needs, and explore ways to evaluate program effectiveness. Course content will also include in-depth writing assignments, field-based activities, and class discussions/activities that focus on formative and summative evaluation, program impact, legal and ethical issues, sources of funding, and grant-writing. The course includes a culminating project that participants will develop for and with a community-based organization. Three lecture hours per week. A minimum of 15 hours of fieldwork is required. Prerequisites: EDC 115 , EDC 205 , ENL 110  or equivalent, PSY 218 , PSY 251 , PSY 252 , or PSY 322  or equivalent.

     
  

  • EDC 345 Directed Field in Community Education

    3.0 Credit(s)
    This course is designed to provide the student with an intensive guided experience in community education. The student will observe, assist and analyze his/her experience in an approved community education organization. Support will be provided by both an on-site professional and a Salem State University instructor/supervisor. A minimum of 75 total hours per semester of fieldwork and a bi-weekly seminar are required. 1.5 lecture hour per week. Prerequisites: EDC 115 Exploring Education and EDC 210 Introduction to Community Education.
  

  • EDC 399 Special Topics in Educational Studies

    3 Credit(s)

    This course provides an in-depth examination of a critical topic related to the field of education in its varied contexts related to and beyond traditional PreK-12 school settings. The specific content and topic of the course will be designated by the instructor(s) and vary
     when offered. The course may be repeated once for additional credit with a different topic. Three lecture hours per week.

    Prerequisite: EDC115

     

     
  

  • EDC 400 Literacy Development I

    3 Credit(s) W-II
    This course focuses on language and literacy development for diverse learners from preschool to elementary school, including English language learners.  The processes involved in reading and writing development, using children’s literature in support of literacy development and approaches to teaching reading and writing will be explored.  This course emphasizes writing literacy case studies, as well as writing regular reflections to connect field observations to course concepts.  Includes 1-3 hours of field experience weekly. Prerequisites:  EDC 115  or EEC 105 , and ENL 110  or equivalent W-I course.
  

  • EDC 401 Introduction to Lesson Planning

    1.5 Credit(s)
    This course provides student with a foundation in the skill of writing lesson plans. Anchored in the Backward Design approach to lesson planning, this course will guide students towards an in-depth understanding of the various components of lesson plans. Students will also gain familiarity and facility with the state and national standards that are relevant to their intended discipline or grade range. One lecture hour per week. Prerequisite: Admission to a 4+1 program in education.
  

  • EDC 404 Introduction to Teaching and Assessment

    3 Credit(s)
    This course uses a professional learning community model to help students understand instructional strategies appropriate for the needs of diverse learners and varied subject matters. It introduces the design of curriculum, instructional units, lesson plans, assessment techniques, and teaching strategies. Core tasks include working as part of a professional learning community, giving and receiving useful feedback, and exploring the context of teaching and facing issues of equitable educational practice. Three lecture hours per week. Field-based assignments are required. Prerequisite: EDC 115 .
  

  • EDC 405 Culturally Responsive Teaching

    3 Credit(s)
    Students will explore and reflect upon the challenges and opportunities they will encounter teaching students from diverse backgrounds. This course provides an introduction to the goals of multicultural education, strategies of culturally responsive teaching and the habits of mind needed to become effective educators. Students will gain an understanding of the ways in which culture impacts and informs teaching, learning and classroom climate. Issues to be addressed include ethnicity, race, socioeconomic status, gender, sexual orientation, language and other facets of identity. Includes current theory and research, as well as effective strategies to promote learning, intercultural relations, and self-esteem among all learners. Three lecture hours per week. Includes 1-3 hours of field experience weekly. Prerequisite: EDC 115  or EEC 105 , or ENL 110 , or equivalent.
  

  • EDC 406 Literacy Development II

    3 Credit(s) W-III
    This second course in the literacy sequence focuses on ways to assess children’s literacy development, including; formative and summative reading and writing assessments. Students apply knowledge learned in the course and in Literacy Development I to assess, design and implement instruction for an individual child in a designated early childhood or elementary setting. Students will begin to develop a repertoire of instructional approaches, resources and materials that will increase as they progress through the methods courses and student teaching. Students keep records of tutoring lesson, construct materials, and select and use children’s literature as well as print and digital resources in support of instruction. This course emphasizes writing and revision with required initial and final tutoring reports as well as regular written reflections. Field-based assignments are required. Prerequisite: EDC 400 .
  

  • EDC 415 Teaching Students with Exceptional Learning Needs

    3 Credit(s)
    All teachers teach all students; therefore all teachers must prepare to work with students with exceptional learning needs (ELN), This course will develop participants’ understanding of collaborative roles of professionals who work with children with ELN. The focus of the class will be on how to develop an inclusive, welcoming classroom environment where all learners thrive through the use of differentiated instruction, universal design for learning, and the appropriate application of assistive and adaptive technologies. Topics include IEPs, 504 plans, and gifted education emphasizing teaching methodologies and tools appropriate to inclusive, welcoming environments: universal design for learning, differentiation, and the use of adaptive and assistive technologies. Includes 15 hours of field experience during the semester. Not open to students who have received credit for EDU203. Prerequisite: EDC 115  or EEC 105 .
  

  • EDC 416 Assessment Methods

    3 Credit(s)
    This course is designed to provide licensure track students with the knowledge and skills needed to utilize assessment as a tool to enhance their own teaching as well as the engagement and learning of their PK-12 students. Through readings, observation, and work in their fieldwork classrooms, candidates will examine their own and society’s stances towards assessment while they are learning to craft, interpret, and utilize a variety of assessment tools geared to their content area(s) and the needs of the diverse range of students they will be working with as professional educators. Three lecture hours per week. Field-based assignments are required. Prerequisites: EDC 115 , EDC 405 , and acceptance into the licensure program.
  

  • EDC 431 Fieldwork Seminar I: Critical Issues and Effective Practices in the Early Primary Grades

    1.5 Credit(s)
    This fieldwork seminar provides an introduction to critical issues and effective practices in early childhood education (ECE). Topics include findings from developmental science that inform early instruction, how to use play to advance children’s learning, an overview of prominent models of ECE curriculum, and exposure to instructional strategies that effectively promote children’s learning and development. This seminar will provide a forum for students in this cohort-based program to process what they are seeing in their field placements. Includes required weekly field experiences in an ECE setting. Prerequisites: EDC 115 . Admission to the combined undergraduate/graduate licensure program.
  

  • EDC 432 Fieldwork Seminar II: Critical Issues and Effective Practices in the Early Primary Grades

    1.5 Credit(s)
    This fieldwork seminar provides an introduction to critical issues and effective practices in early childhood education (ECE). Topics include findings from developmental science that inform early instruction, how to use play to advance children’s learning, an overview of prominent models of ECE curriculum, and exposure to instructional strategies that effectively promote children’s learning and development. This seminar will also provide a forum for students in this cohort-based program to process what they are seeing in their field placements. Includes required weekly field experiences in an ECE setting. Prerequisites: EDC 115 . Admission to the combined undergraduate/graduate licensure program.
  

  • EDC 451 Fieldwork Seminar I: Critical Issues and Effective Practices in the Elementary Grades

    1.5 Credit(s)
    Fieldwork Seminar I is the first of a two-part yearlong seminar. In this seminar, the elementary cohort will begin to come together as a cohesive group. As a group, the teacher candidates will explore topics in elementary education as they emerge in their elementary-level field placement. Students will begin an exploration of topics relevant to elementary teachers, different models of structuring elementary schools and classrooms, and ways that elementary teachers can connect with students and families. Students will begin to develop their skills as reflective practitioners. Includes weekly fieldwork. Prerequisites:EDC 115 . Admission to the combined undergraduate/graduate licensure program.
  

  • EDC 452 Fieldwork Seminar II: Critical Issues and Effective Practices in the Elementary Grades

    1.5 Credit(s)
    Fieldwork Seminar II is the second of a two-part yearlong seminar. The seminar provides the place for the elementary cohort to come together as a cohesive group. As a group, the teacher candidates will explore topics in elementary education as they emerge in their elementary grade field placement. Course topics will  include an introductory survey of the motivation to become an elementary school teacher, changes elementary students face, and strategies to address students’ diverse needs. Cohort members will develop reflective practitioner skills in a culturally responsive setting. Includes weekly fieldwork. Prerequisites: EDC 451 . Admission to the combined undergraduate/graduate licensure program.
  

  • EDC 461 Fieldwork seminar I: Critical Issues and Effective Practices for Secondary and Specialist Teachers

    1.5 Credit(s)
    This fieldwork seminar provides an introduction to critical issues and effective practices in secondary and specialist education and a forum for students in this cohort-based program to process what they are seeing in their field placements Includes weekly field experiences in their content area setting. 1.5 lecture hours per week .
    Prerequisites: EDC 115. Admission to the combined undergraduate/graduate licensure program
  

  • EDC 462 Fieldwork seminar II: Critical Issues and Effective Practices for Secondary and Specialist Teachers

    1.5 Credit(s)
    This fieldwork seminar continues to provide an introduction to critical issues and effective practices in secondary and specialist education and a forum for students in this cohort-based program to process what they are seeing in their field placements, Includes weekly field experiences in their content area setting. 1.5 lecture hours per week.
    Prerequisites: EDC 115. Admission to the combined undergraduate/graduate licensure program.
  

  • EDC 526CE Capstone Seminar in Community Education

    3 Credit(s) W-III

    This capstone seminar provides intensive guidance to students in planning implementing,and assessing educational experiences for learners in community-based organizations (CBOs).  A weekly seminar assists students in making the connection between their academic work and their concomitant internship in the educational work of a CBO. The course will be organized around focused written assignments geared to different audiences and purposes such as organizational planning, needs assessment, evaluation, and reflective
    journals Through faculty critiques and peer review of their professional writing students will enhance their knowledge in these areas as well as their skills in effective written communication.  Co-requisite, Internship in Community Education, EDC 527CE. Restricted admission.

    Pre-/Co-Requisites:  Completion of all Educational Studies-Community Education concentration requirements concurrent enrollment in the Capstone Seminar in Community Education, EDC 527CE, and permission of department chairperson.
  

  • EDC 527CE Internship in Community Education

    3 Credit(s)

    This supervised internship provides intensive guidance in actively contributing to the planning, implementing, and assessing of educational experiences for youth in community-based organizations (CBOs). Through direct participation in the education work of the
    CBO students will bridge the gap between theory and practice as well as between academic and experiential learning. Requires a minimum of twelve hours/week of fieldwork in an approved CBO with a minimum of 150 hours total for the semester. 

    Prerequisites: Completion of all Educational Studies-Community Education concentration requirements, concurrent emollment in the Capstone Seminar in Educational Studies, EDC526CE and permission of department chairperson.

     

     
  

  • EDU 100 The Premise of the School

    3 Credit(s)
    An examination of the philosophical, social, psychological, and historical premises upon which schooling and child care in America have been established. Those premises and practices which have proven to be dysfunctional as well as those which have been especially successful will be analyzed with particular care as cautions and models for continued practice in child care and school settings. Three lecture hours and one hour fieldwork per week. Required for Education Majors, Elementary concentration.
  

  • EDU 105 The Premise of the School and Child Care

    3 Credit(s)
    An examination of the philosophical, social, psychological, and historical premises upon which schooling and child care in America have been established. Those premises and practices which have proven to be dysfunctional as well as those which have been especially successful will be analyzed with particular care as cautions and models for continued practice in child care and school settings. Three lecture hours and one hour fieldwork per week. Required for Education majors, Early Childhood concentration.
  

  • EDU 110 Contemporary Middle School

    3 Credit(s)
    Introduction to the philosophical, social, and psychological foundations of education for early adolescence and the structure of the middle school. Topics will include characteristics of today’s middle school population, middle school curriculum, co-curricular programming, and effective instructional strategies. Three hours of lecture per week and two hours guided observation in a local middle school. Required of Education majors, Middle School concentration.
  

  • EDU 203 Principles and Fundamentals of Special Education

    3 Credit(s)
    This course prepares students to effectively teach children with special needs including both high and low incidence disabilities. Students will learn teaching and assessment methods appropriate to inclusive classrooms.  Students will develop the skills to collaborate successfully with special education teachers and related service providers.  Students will understand their role in identifying children in need of further services, participating in meetings, and collecting needed data.  Three lecture hours and one hour of fieldwork per week. Required of all Education majors, Early Childhood, Elementary and Middle School concentrations.
  

  • EDU 206 Emotional Literacy and Counseling

    3 Credit(s)
    This highly interactive course introduces students to basic emotional literacy and related counseling concepts. Students will be expected to move quickly from theory to practice and learn by doing. Outside of class listening sessions with classmate will be required. Recommended for students interested in counseling, teaching, and other helping professions. Elective. Three lecture hours per week.
  

  • EDU 208A Teaching, Learning and Assessment

    3 Credit(s)
    This course will focus on the skills and strategies of classroom teaching. Topics include learning and teaching styles; motivation; teacher-student relationships; classroom management; assessment; models of curriculum; and materials, resources, learning tools and technologies. Three lecture hours a week. Required of all Education majors with Early Childhood and Elementary concentrations. Prerequisite: EDU 100  or EDU 105 .
  

  • EDU 250A Language and Literacy Development

    3 Credit(s)
    This introductory course focuses on language and literacy development for children from preschool through elementary school. Emergent literacy skill, including oral language, phonemic awareness and concepts of print, will be explored. The processes involved in the reading and writing development of a first or second language learner, including vocabulary knowledge, word analysis, fluency and reading comprehension, will be emphasized.  In addition, students will learn to use children’s literature, technology, and other materials in support of children’s reading and writing development.  Three lecture hours per week. Required for all Education majors with Early Childhood and Elementary concentrations. Prerequisite: EDU 100  or EDU 105 .
  

  • EDU 252A Contemporary Secondary School

    3 Credit(s)
    Introduces the historical, philosophical, social, political, and psychological foundations of the contemporary US/Massachusetts middle and high school. Various administrative structures, social settings, and contemporary issues are examined. Topics include approaches to secondary education, best practices, curriculum organization, national/state education reforms and curriculum frameworks. Three lectures per week; all students will complete and document 15 hours of pre-practicum fieldwork in a middle and/or high school setting. Required for students in the secondary education minors.
  

  • EDU 254A Teaching the Adolescent (Pre-Practicum)

    3 Credit(s)
    Introduces students to an array of instructional strategies appropriate to the needs of diverse learners and subject matter with emphasis on standards-based design and alignment with curriculum frameworks. Topics include pedagogical approaches, lesson planning, assessment, classroom management, and learning theory as they apply to adolescent learners in general and to those with specfic learning needs. Three lecture hours per week plus 25 hours of field experience. Required of all students in the Bachelor of Science in Education: Middle School concentration and for Secondary Education minors. Prerequisite: EDU 110  or EDU 252A .
  

  • EDU 255 The Early Adolescent in Middle School Settings

    3 Credit(s)
    Addresses the characteristics of early adolescents in general, and, in particular, cultural, social, and familial settings, as well as responsive programs. Some topics include transition between childhood and adolescence; cognitive styles; sex and cultural differences; moral development; teacher-student relationships; and the effect of school organization, curriculum and support services. Three lecture hours per week. Required of Educational Studies Majors in the Middle School concentration.
  

  • EDU 255A Instructional Technology for the Secondary School

    3 Credit(s)
    This course will demonstrate the contemporary array of technological assistance available to the secondary school teacher in today’s high school. With an emphasis on how to enhance secondary school instruction the student will learn how to use a wide variety of audio, visual, multimedia, print and non-print instructional technology. Special attention will focus on the latest in computer-based instructional technology. Three lecture hours per week plus lab/field experiences. Required of all students in Secondary Education minors.
  

  • EDU 256A Responding to Diversity in Contemporary Secondary Schools

    3 Credit(s) V
    Addresses the significance of cultural, linguistic, socioeconomic, gender, family style and cognitive differences in the school experience of secondary students. Topics include academic achievement, intercultural relations, school/family/community partnerships and research-based pedagogical/policy responses effective with diverse groups. Course emphasizes the legal, moral and professional responsibilities of teachers and students. Required of students with Secondary Education minors. Three lecture hours plus one hour of field experience per week. Prerequisites: EDU 252A  and PSY 252 .
  

  • EDU 260A Reading and Writing Strategies in Secondary Education

    3 Credit(s)
    Students learn strategies for assisting secondary students with reading and writing in the academic disciplines. Topics include instruction and assessment of literacy skills; the use of textbooks, trade books, and electronic texts; comprehension strategies, vocabulary development, the writing process, study skills, and first and second language and literacy processes. Three lecture hours per week. Required of Education majors with Middle School concentration and Secondary Education minors. Prerequisite: EDU 110  or EDU 252A .
  

  • EDU 300 Reading, Writing, and Children’s Literature in the Elementary School with Field Experiences

    3 Credit(s) W
    This course emphasizes strategies for teaching reading, writing, and literature to all children in a multi-cultural setting. Students will learn contemporary, evidence-based strategies for teaching literacy, including encoding and decoding skills, comprehension, vocabulary, writing and independent reading. Writer’s workshop, discussion, fostering motivation to read, and the role of literacy assessment in differentiating instruction will be emphasized.  Through writing and revision, students learn to express themselves effectively as future professionals.  Three lecture hours per week plus field experiences. Required for Education majors, Elementary concentration. Prerequisites: EDU 100 , EDU 208A , EDU 250A  and acceptance into Licensure Program.
  

  • EDU 305 Connecting Math You Teach to Math You Know

    3 Credit(s)
    This course will delve into the connections between national and state mathematics standards for elementary students and teachers.  Participants will gain an understanding of how teacher content knowledge and pedagogical techniques intertwine to enhance quality practice in the mathematics classroom.
  

  • EDU 307E Fundamentals of Teaching English as a Second Language

    3 Credit(s)
    This course will introduce students to contemporary theory and approaches in teaching English as a Second Language (ESL). It will also  prepare students with knowledge and skills to help ELLs at varying stages of proficiency to acquire both English language skills and content. The ways that first and second languages are learned will be explored and students will become familiar with an interactive approach to language pedagogy. Topics include:  second language acquisition, linguistic awareness, sheltered English immersion, and contemporary methods and approaches to teaching language.   Three lecture hours per week.
    Prerequisite: ENG 102, ENL 102   ENG 102 ESL,  , ENG 103, ENL 103 , ENG 106H, or .       
     
  

  • EDU 308 Teaching Strategies in the Multicultural Classroom

    3 Credit(s) V
    This course examines the impact of culture on teaching, learning, and classroom climates. Issues of ethnicity, race, gender, linguistic style, family style, and cognition will be addressed. Includes current theory and research, as well as effective strategies to promote learning, intercultural relations and self esteem. Three lecture hours and one hour of fieldwork per week. Required for Education majors, Early Childhood, Elementary and Middle School concentrations.
  

  • EDU 309 Social Studies in the Elementary School with Field Experiences (Pre-Practicum)

    3 Credit(s)
    The course is a hands-on, inquiry approach to best practices in social studies methods and strategies, exemplifying how to sustain elementary students’ sense of wonder and curiosity about their world, their country, and their neighborhood.  It is intended to open new vistas of exploration for youngsters as they investigate the physical contours of their planet and the delicate relationships among people through study and research of all nations and peoples. Special emphasis throughout is placed on civic engagement and critical thinking. Three lecture hours per week plus field experiences. Required for Education, Elementary Concentration.
    Prerequisites: EDU 100 , EDU 208A , EDU 250A .
  

  • EDU 310 Urban Education

    3 Credit(s)
    This course provides an analysis of the societal and institutional processes and problems, which have a bearing upon the education of children in urban settings. A multi-disciplinary approach is used, supplemented by lectures, guided readings, films, and appropriate fieldwork. Three class hours per week. Offered as needed. Elective.
  

  • EDU 318 Diagnostic and Prescriptive Teaching for Students with Special Needs with Field Experiences

    3 Credit(s)
    This course provides instruction in the strategies used in including special needs children through individualizing and modifying classroom organization and methods of teaching. Students observe the mainstreaming process in practice in school programs two hours each week. Attention is focused on the role of the classroom teacher in implementing the mandate of Chapter 766, the Comprehensive Special Education Law. Three lecture hours plus one 2-hour laboratory per week. Elective.
  

  • EDU 319A Day Care Teaching and Administration with Field Experiences

    3 Credit(s)
    Comprehensive and practical day care organization, teaching, and administration are examined as essential elements in stimulating optimal development of the child. Learning through exploration and inquiry in a warm, family-oriented environment places the welfare of the child at the center of an educational process involving the child and his/her parents. A regular feature of this course will be guest lectures and demonstrations by successful professional educators in day care. Three lecture hours per week and occasional field experiences. Satisfies Mass. Department of Early Education requirements for teacher-director.
  

  • EDU 320 Literature for Early Childhood

    3 Credit(s)
    One of the best ways to motivate the child in beginning reading is to share with him/her interesting and exciting literature. This course acquaints the student with what is good and appealing in children’s books, and shows ways to present this material to young children in a creative and imaginative manner. Literature programs and books for children are among the required reading for this course. Three lecture hours per week. Elective.
  

  • EDU 324 Language Arts and Social Studies in the Middle School with Field Experience (Pre-Practicum)

    3 Credit(s)
    Review and practice in the teaching of English/Language Arts and Social Studies in middle school and their interrelatedness. Topics include, using literature, writing across the curriculum, group process and research skills, designing interdisciplinary thematic units and teaching strategies for heterogeneous classroom. Three lecture hours per week. Pre-practicum field experience. Required of Education majors in the Middle School concentration. Prerequisites: EDU 110 , EDU 255 , EDU 260A .
  

  • EDU 325 Math, Science and Technology in the Middle School (Pre-Practicum)

    3 Credit(s)
    Review and practice in the teaching of Math, Science and Technology in middle school and their interrelationships. Topics include problem solving, communication, reasoning and connections, the changes in curriculum brought about by technological advances, the design and implementation of thematic units, and strategies for teaching heterogeneous groups. Three lecture hours per week. Pre-practicum field experience included. Required of Education majors in the Middle School concentration. Prerequisites: EDU 110 , EDU 255 , EDU 260A .
  

  • EDU 326E Museum Education

    3 Credit(s)
    Drawing on literature from the fields of history and education, this course will offer an overview of the field of museum education. Particular focus will be given to the educational role of museums, the specifics of museum learning, exhibit design, and the use of technology. This course may contain a field work component with a local museum. Students may not complete both HST326 and EDU326E for credit. Three lecture hours per week
  

  • EDU 334 Literature for Children in the Elementary Grades

    3 Credit(s)
    Students study classic and contemporary literature for children in grades one through six. Emphasized in this study are the origins and genres of children’s literature; literary elements; strategies for teaching children’s literature; and key issues in the field, such as cultural and gender stereotyping and the treatment of sensitive subjects. Three lecture hours per week. Students may receive credits for ENL 334  or EDU334 but not both. Not open to students who have received credit for EDU 321 . Prerequisite: ENL 102 , ENL 103 , or ENL 110H .
  

  • EDU 335 Secondary School Curriculum Materials and Methods-English (Pre-Practicum)

    3 Credit(s)
    This course surveys a general study of the background and philosophies of teaching English, focuses on methods and materials in the classroom, investigates curriculum issues and professional concerns, analyzes the teaching/learning processes, and responds to social, political, and cultural issues of concern to the NCTE. Three lecture hours per week with integrated pre-practicum field experience of at least 25 hours. Prerequisites: EDU 252A , EDU 254A , EDU 256A , EDU 260A ; permission of the department chairperson and acceptance into Secondary Education minor/licensure track.
  

  • EDU 337M Secondary School Curriculum Materials and Methodology in Mathematics (Pre-Practicum)

    3 Credit(s)
    This course culminates pre-practicum courses required for licensure in teaching math at the middle and high school levels. It prepares the student to effectively teach a modern math curriculum and emphasizes the philosophy and psychological foundations of math education. Current texts and materials are considered, as are strategies, the use of media including computer-assisted instruction, and the relationship of math to societal issues. Three lecture hours and two hours of pre-practicum fieldwork per week (at least 25 hours total). Prerequisites:EDU 252A , EDU 254A , EDU 265A , EDU 260A ; Permission of the department chairperson and acceptance into Secondary Education minor/licensure track.
  

  • EDU 337S Secondary School Curriculum Materials & Methodology in Science (Pre-Practicum)

    3 Credit(s)
    This course culminates pre-practicum courses required for certification in teaching science at the high school level. It prepares the student to teach effectively a modern science curriculum by emphasizing the philosophy and psychological foundations of science education, the current texts and materials, lab approaches, practical strategies, use of media including computer assisted instruction, and the relationship of science to societal issues. Students are required to test out their own theories of science instruction by fieldwork in local high schools. Three lecture hours per week plus two hours of fieldwork per week. Prerequisites: BIO302T and permission of supervising Department Chairperson.
  

  • EDU 338A Teaching Art As a Special Subject (Pre-K-8)

    3 Credit(s)
    An exploration of curriculum development utilizing art-learning experiences previously formulated. Students examine and develop units of learning directed toward one specific concept of art or art history. Open only to and required of all Art majors in the Art Education concentration (Pre-K-8). A field component is included requiring classroom observation in local schools. Three lecture hours per week. Not open to students who have received credits for EDU338. Prerequisite: ART307 or ART 307A .
  

  • EDU 339N Teaching Methods in Theatre & Speech Communication (Pre-Practicum)

    3 Credit(s)
    This course introduces a broad spectrum of methods and materials for teaching Theatre & Speech in the schools. On-site examination of Theatre & Speech programs in local schools will be part of this course. Elements of theatre production and speech curriculum will be addressed. Three lecture hours with at least two hours of fieldwork per week. Not open to students who have received credits for EDU339. Prerequisite: Acceptance into Licensure Program.
  

  • EDU 341 Teaching History and the Social Sciences (Pre-Practicum)

    3 Credit(s)
    Required for licensure as a teacher of history. Course covers educational philosophy, classroom theory and practice. Three lecture hours per week with integrated pre-practicum field experience of at least 25 hours. Prerequisites: EDU 252A , EDU 254A , EDU 256A , EDU 260A  ; permission of the department chairperson and acceptance into Secondary Education minor/licensure track.
 

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