School of Education

Overview
Women's College or College of Adult Undergraduate Studies?
Option: B.A.
Elementary Education/Liberal Studies
Secondary Education (Women's College Only)
Option: B.A./M.A.T. (Womens's College Only)
Programs of Study
Elementary Education with Dual Certification in Special Education
Elementary Education with Dual Certification in Early Childhood Education
Secondary Education Certification
Certification in English for Speaker of Other Languages (ESOL)
Physical Education
Elementary Education/Liberal Studies Four-Year Plan
Elementary Education/Liberal Studies and Special Education Certification Four-Year Plan
Elementary Education/Liberal Studies and Early Childhood Education Certification Four-Year Plan
Secondary Education Four-Year Plan
Course Descriptions

Sharon Slear, SSND, Ph.D., Dean of Education
Gary Thrift, Ed.D., Chair of Teacher Education
Cynthia Bowen, Ed.D.
Kelly Byrne Bull, Ph.D.
Bridget Connor, GNSH, Ed.D.
Diane Davis, Ph.D.
Christa de Kleine, Ph.D.
Jean D'Onofrio, Ed.D.
Sarah Eckert, Ph.D.
Danea Farley, M.S.
Mark Fenster, Ph.D.
Mary Fitzgerald, SSND
Robin Hobbs, Ed.D.
Betty Kansler, M.Ed.
Melissa Murphy, Ph.D.
Kathy Corley Murray, M.A.
Lisa Pallet, M.A.
Carol Rabin, M.Ed.
Joan Sattler, Ed.D.
Stephanie Savick, Ph.D.
Ryan Schaaf, M.S.
Angela Snyder, Ph.D.
Evelyn Spratt, Ph.D.
RaeAnn Wuestman, Ph.D.

The School of Education offers full-time and part-time, four-year and five-year programs that integrate academic and professional studies and lead to certification in secondary education, secondary and special education, elementary education, elementary and special education, or elementary and early childhood education. Each program requires the creation of an electronic portfolio throughout the course of study; it is to be completed with each course of study. An ePortfolio license fee of $135 is required.

All B.A. programs in education are designed to provide a balance among liberal arts courses in a variety of academic fields, a planned sequence of professional courses, and practical field experiences which may begin in the first year of college and which culminate in an extended internship experience in the senior year. The School of Education may require a student to take specific courses in addition to those listed as requirements. Each program aims to build competence through appropriate academic and professional course work, and to involve the student in practical classroom internship activities of steadily increasing responsibility. Internship placements are in professional development school environments through collaborative arrangements between Notre Dame and area school systems.

Graduates of the School of Education are educators in virtually every public school district throughout the State of Maryland, as well as in many private, independent and parochial schools. Not only do they ably serve Maryland's students, they are recognized as outstanding leaders. Many have been honored as "Teacher of the Year" in their respective districts; e.g., Anne Arundel County, Baltimore City, Baltimore County, Caroline County, Carroll County, Harford County, St. Mary's County.

To schedule course work effectively, each student is expected to meet regularly each semester with her advisor. Upon declaring a major, the student also must complete the Application for Teacher Education through the School of Education.

To be eligible for the extended teaching internship in a professional development school, a student must attain a 2.8 cumulative grade point average, a 3.0 or higher in methods courses, and a grade of C or higher in each of her professional courses. Students must pass PRAXIS I* prior to enrolling in methods courses. Students in secondary education, art and music education also must have the recommendation of their academic departments. To be eligible for Maryland state certification through one of the approved programs at the University, the student must attain a 3.0 cumulative grade point average, must earn a grade of B or higher during the internship and pass PRAXIS I* and PRAXIS II examinations. PRAXIS I* must be passed prior to enrolling in methods courses; PRAXIS II must be taken during the internship semester and passed before approval for certification.

Note: Taking and passing PRAXIS I: Any student who is actively considering making application to the School of Education to pursue a career in teaching is required to pass the PRAXIS I exam as a condition of admission to the School of Education. Students should take the PRAXIS I as early as possible during their college experience so that they have time to assess and (if need be) remediate any area of concern (reading, writing or mathematics). Participation in methods courses and the student internship will not be permitted until the PRAXIS 1 has been passed. There are a variety of resources available for students who perceive the need for additional support: e.g., texts in the Education Lab, on-line tutorials, PRAXIS prep seminars, etc. For more information regarding testing opportunities and preparation, consult www.ETS.org.

In place of PRAXIS I, Maryland will accept the following options:

• SAT taken after 2005, combined math and critical reading scores of 1100;
• SAT taken between 4/95 and 2005, math and verbal composite score of 1100;
• SAT taken prior to 4/95, math and verbal score of 1000;
• ACT composite score of 24

Certification candidates in all programs complete a professional electronic portfolio using guidelines developed by the education department in accordance with Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Approved program graduates benefit from interstate reciprocity agreements in all states.

Teacher education programs are offered in elementary education, elementary and special education, elementary and early childhood education, art N-12, and vocal music N-12. Notre Dame also offers secondary education programs in art, biology, business, chemistry, computer studies, English, ESOL, history, mathematics, modern foreign languages (French, Spanish), physics and social studies.

Students should confer with their School of Education advisor to confirm that they have completed all the requirements for the MSDE approved program(s) as well as the Notre Dame's degree requirements.

Back to top

Women's College or College of Adult Undergraduate Studies?

Although many degrees and majors are offered through both the Women’s College and the College of Adult Undergraduate Studies (CAUS), there are significant differences in their populations and scheduling. To determine whether the Women’s College or CAUS is the most appropriate for you, see the college descriptions under Academic Information.

Back to top

Option: B.A.

The School of Education offers the Bachelor of Arts in Elementary Education/Liberal Studies to students in the Women's College and College of Adult Undergraduate Studies. For students in the Women's College, the School of Education also offers a program of professional courses for certification in secondary education. Additionally, the school offers a sequence of courses in special education and early childhood education that provides the opportunity for elementary education/liberal studies majors to meet certification requirements in special education, early childhood education or ESOL in addition to elementary education. The special education sequence also may be taken by students in a secondary education program. All programs are NCATE accredited and MSDE approved.

Back to top

Elementary Education/Liberal Studies

The elementary education/liberal studies major provides a balanced program of liberal arts courses in a variety of academic fields, a planned sequence of professional courses, and practical field experiences that culminate in an extended teaching internship experience. Completion of the program qualifies graduates for Maryland State Department Certification in elementary education. Each student works closely with an academic advisor to ensure that the student obtains all the credits needed for the degree, as well as the requirements of the State Department of Education for certification in elementary education. All students must complete the Application for Teacher Education through the School of Education prior to methods courses. Women's College students interested in elementary education are encouraged to declare the elementary education/liberal studies major in spring semester of the first year.

For students in CAUS, the practical field experiences, including the teaching internship, are the only parts of the program offered during the day. These must be taken during the academic year when elementary schools are in session. The teaching internship must be completed in the fall semester.

Back to top

Secondary Education

(Women's College only)

A student seeking to be certified in secondary education (e.g., art, biology, chemistry, English, etc.) must major in one of the academic departments offering a Maryland State Department of Education-approved program in secondary education and take the sequence of professional courses listed in the education program listings. Students interested in secondary education declare the minor after acceptance as majors in their academic disciplines, preferably by the end of sophomore year.

Back to top

Option: BA/MAT

(Women's College only)

This option enables a full-time student to complete the bachelor of arts and master of arts in teaching degrees and to fulfill state certification requirements within four or five years. For the elementary education option, students complete the liberal arts major for their baccalaureate degree and the master of arts in teaching in elementary education in the final year. (See liberal arts program listings for a description of the liberal arts major.)

For the secondary education option, students complete a major in an academic discipline for their bachelor's degree and the master of arts in teaching in the final year.

If a student wishes to pursue the four-year B.A./M.A.T. option, she must meet with the advisor of the School of Education at the time of entrance or before beginning the second semester of the first year to plan her program appropriately. In the five-year option, the student meets with the chair in the second semester of the sophomore year.

Back to top

Programs of Study

Back to top

Required Courses for a Major in Elementary Education/Liberal Studies

Liberal arts courses in the major are exclusive of those required for general education.

Literature (6)
American literature and
World literature

American and World History (3)
U.S. History (if world history was selected for general education) or
Non-U.S. History (if American history was selected for general education)

Mathematics (9)

Natural Sciences (8/9)*
Biological science with lab and
Physical science with lab

Social sciences (6)
Geography and
One of economics, psychology, political science or sociology

Fine arts (3)
ART-208 (if music was selected for general education) or
MUS-202 (if art was selected for general education)

*Women's College students take two four-credit science courses; College of Adult Undergraduate Studies students take three three-credit science courses.

Professional Courses

CST-110 Technology for Instruction and Management (3)
EDU-103 Elementary Reading Materials (3)
EDU-207 Processes and Acquisition of Reading (3)
EDU-252 Clinical Field Experience: Elementary (3)
EDU-301 Educational Psychology (3)
EDU-307 Social Studies in the Elementary School (3)
EDU-309 Instruction in Reading (3)
EDU-310 Mathematics in the Elementary School (3)
EDU-312 Science in the Elementary School (3)
EDU-402 American Education in Historical Perspective (3)
EDU-411 Internship: Teaching in the Elementary School (Internship teaching fee required.) (10 or 16)
EDU-460 Assessment of Reading (3)
SPE-326 Special Education for the Classroom Teacher (3)
PSY-203 Child and Adolescent Development (3)

Transportation is required for methods labs, field experiences and internships.

Back to top

Elementary Education with Dual Certification in Special Education

Required Courses

The following courses are available to the student seeking to meet the course requirements for Maryland certification in special education in addition to certification through the approved program in elementary education. The student interested in pursuing this option is advised to begin coursework in the first year and to follow carefully the sequence outlined by her advisor. Students working toward dual certification will use special education courses in place of electives. They will take the liberal studies and elementary education courses listed previously and an additional 24 credits in special education. The student teaching experience can be accomplished during the same semester as the elementary education student teaching. More than 120 credits are needed to graduate with dual certification.

Professional Courses

SPE-237 Communication Skills for the Special Educator (3)
SPE-321 Methods of Teaching Students with Special Needs (3)
SPE-344 Assessment in Special Education (3)
SPE-373 Field Experience in Special Education (3)
SPE-421 Elementary Curriculum Design and Adaptation (3)
SPE-422 Secondary Curriculum Design and Adaptation (for students seeking secondary certification only) (3)
SPE-475 Student Teaching in Special Education (Student teaching fee required) (6)

Transportation is required for method labs, field experiences and internships.

Back to top

Elementary Education with Dual Certification in Early Childhood Education

Required Courses

The following courses are available to the student seeking to meet the course requirements for Maryland certification in early childhood education in addition to certification through the approved program in elementary education. The student interested in pursuing this option is advised to begin coursework in the sophomore year and to follow carefully the sequence outlined by her advisor. Students working toward dual certification will use early childhood education courses in place of electives. They will take the liberal studies and elementary education courses listed previously and the following courses in early childhood education:

Professional Courses

EDU-315 Curriculum/Methods and Materials for the Young Child (3)
EDU-410 Internship: Teaching in Early Childhood Education (6)
Internship fee required.

Back to top

Secondary Education Certification

Required Courses

Students preparing for certification in secondary education subject areas will major in one of the academic departments offering an approved program and will meet the requirements for that department. In addition, the student takes the following professional courses

Professional Courses

CST-110 Technology for Instruction and Management (3)
EDU-301 Educational Psychology (3)
EDU-344 Teaching Reading and Writing in the Secondary School Content Areas I (4)
EDU-363 Field Experience in Secondary Education (variable)
EDU-376 Clinical Field Experience: Secondary (3)
EDU-402 American Education in Historical Perspective (3)
EDU-451 Teaching Reading and Writing in the Secondary School Content Areas II (3)
SPE-326 Special Education for the Classroom Teacher (3)
PSY-203 Child and Adolescent Development (3)

The following courses in the required sequence are taken in the education semester, the first semester of senior year. Since no other courses may be taken during this time, the student needs to plan her departmental program accordingly.

Education Semester Courses

Methods in the student's area of concentration selected from:
EDU-430 Art N-12 (3)
EDU-431 English in the Secondary School (3)
EDU-432 Modern Foreign Language in the Secondary School (3)
EDU-433 Mathematics in the Elementary and Secondary School (3)
EDU-437 Science in the Secondary School (3)
EDU-439 Social Studies in the Secondary School (3)
MUS-305 Methods of Teaching Music in the Elementary School (3)
EDU-412 Internship: Teaching Elementary Art (Internship fee required (variable)
EDU-413 Internship: Teaching in the Secondary School (Internship fee required) (12)
EDU-417 Internship: Elementary Vocal Music (Internship fee required) (variable)
EDU-418 Internship: Secondary Vocal Music (Internship fee required) (variable)
EDU-419 Internship: Secondary Art (Internship fee required) (variable)
Transportation is required for methods and teaching internship.

Back to top

Certification in English for Speakers of Other Languages (ESOL)

Women's College students in elementary and secondary education programs who also wish to earn certification in ESOL complete the following additional courses:

Courses

EDU-253 Clinical Field Experience: ESOL (3)
EDU-308 Issues in ESOL (3)
EDU-346 Methods and Materials ESOL (3)
EDU-347 Assessing Second Language (3)
EDU-360 Techniques of Teaching Reading and Writing to Students with Limited English Proficiency (3)
EDU-409 Internship: Teaching ESOL K-12 (16)
EDU-440 English Grammar for ESOL Teachers (3)

The following additional professional preparation courses also are required:
CST-110 Technology for Instruction (3)
EDU-207 Processes/Acquisition of Reading (3)
EDU-301 Educational Psychology (3)
EDU-402 American Education in Historical Perspective (3)
PSY-203 Child and Adolescent Psychology (3)
SPE-326 Special Education for the Classroom Teacher (3)

Back to top

Physical Education

Melissa Falen, M.A., Coordinator

The physical education program is an integral part of a liberal arts education. Physical education is designed to encourage the student's knowledge, interest, participation and competence in physical activities. Courses are offered in two areas: theory and skill-based classes. Emphasis is on developing and maintaining comprehensive wellness, including physical fitness and personal well being, by enjoying leisure activities and developing leadership skills through building self-confidence.

Requirements

All physical education courses fulfill the 1-credit general education requirement in physical education. Students may choose either a skill (100-level) or theory (200/300-level) course. Students may take up to 3 credits of physical education toward the 120 graduation credit total. Students may opt to take more than 3 credits of physical education credits as electives that do not count toward the 120 credit minimum.

The general education requirement may be fulfilled through participation on a University varsity athletic team in accordance with University policy. Policy information is available in the physical education office, the athletic department and from the registrar.

Back to top

Elementary Education/Liberal Studies Four-Year Plan

Sample program of study for the Women's College liberal studies/elementary education major. Students should select courses with the assistance of a faculty advisor. (See course descriptions for a list of required courses and description of course and program options.)

This program also requires that students complete courses during the Winterim session
First-Year Winterim: History
Second-Year Winterim: EDU-252 Clinical Field Experience: Elementary
Third-Year Winterim: CST-110 Technology for Management and Instruction

Back to top

Elementary Education/Liberal Studies and Special Education Certification Four-Year Plan

Sample program of study for the Women's College student enrolled in the elementary education/liberal studies with special education certification major. Students should select courses with the assistance of a faculty advisor. (See course descriptions for a list of required courses and description of course and program options.)

This program requires that students complete courses during the Winterim session:
First-Year Winterim: CST-110 Technology for Management and Instruction
Second-Year Winterim: EDU-252 Clinical Field Experience: Elementary
Third-Year Winterim: SPE-373 Field Experience: Special Education
Fourth-Year Winterim: Philosophy 300- or 400-level course

Back to top

Elementary Education/Liberal Studies & Early Childhood Education Certification Four-year Plan

Sample program of study for the Women's College student enrolled in the elementary education/liberal studies with early childhood education certification major. Students should select courses with the assistance of a faculty advisor.

See course descriptions for a list of required courses and description of course and program options.

This program also requires that students complete courses during the Winterim session:
First-year Winterim: CST-110 Technology for Management and Instruction
Second-year Winterim: EDU-252 Clinical Field Experience: Elementary

Back to top

Secondary Education Four-Year Plan

Women's College students seeking certification in secondary education complete an academic major in one of the following: art, biology, business, chemistry, computer studies, English, foreign language (French, Spanish), history, mathematics, physics or social studies, and the professional program outlined below:

EDU-301 may be taken in spring of sophomore year.
PSY-203 may be taken in spring of sophomore year.
SPE-326 may be taken in spring of sophomore year.

This program also requires that students complete courses during the Winterim session:
Third-Year Winterim: EDU-376 Clinical Field Experience: Secondary
Fourth-Year Winterim: EDU-451 Teaching Reading and Writing in the Secondary School Content Areas II

Back to top

Course Descriptions

EDU-103 ELEMENTARY SCHOOL READING MATERIALS
Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. [3 credits]

EDU-207 PROCESSES AND ACQUISITION OF READING
Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. [3 credits]

EDU-252 CLINICAL FIELD EXPERIENCE: ELEMENTARY
Offers a direct instructional field experience in an assigned area elementary public school for three weeks, all day. Includes instruction in school organization, curriculum, characteristics and diverse needs of children, and issues in teaching and learning. Classroom observation and participation seminars. Permission required. (Offered in Winterim. Three-week session, full school days.) [3 credits]

EDU-253 CLINICAL FIELD EXPERIENCE: ESOL
Provides opportunities for supervised classroom observation and participation in ESOL in a Baltimore area school. Assigned by the education department in cooperation with the local school systems. Three-week session, full school days. (Offered in Winterim.) [3 credits]

EDU-273 FIELD EXPERIENCE IN EDUCATION
Provides opportunities for classroom observation and participation in area schools. Assigned by the education department in cooperation with local school systems. Permission required. [3 credits]

EDU-301 EDUCATIONAL PSYCHOLOGY
Examines stages of the cognitive, affective and physical domains of student development. Includes analysis and discussion of basic theories of learning and teaching and their applications to classroom situations including diversity and individual differences as factors influencing student learning (including socioeconomic diversity, cultural diversity and the needs of special education students, gifted and talented education and English Language Learners), motivation and classroom management. Assessment issues including formal and informal assessment, norm referenced and criterion referenced testing, and the implications of assessment measures (such as the Maryland Common Core Curriculum Standards) for learning and teaching are also examined. Includes student-centered approaches to learning (including service-learning activities). Recommended prerequisite: PSY-203. [3 credits]

EDU-307 SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
Provides a conceptual and analytical approach to teaching and learning social studies in the elementary school. Emphasis on integration of content and process through use of experimental, activity and inquiry approaches to meet the needs of diverse learners. Includes information related to selecting instructional resources, developing curriculum materials and integrating concepts, skills and values. Requires construction of learning materials and peer teaching. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

EDU-308 ISSUES IN ESOL
Introduces students to the field of ESOL and provides an overview of the different types of instructional programs and approaches for teaching English as a second language to students from K-12 to post-secondary level, including bilingual education. Special emphasis is placed on the role of cultural background in language development and academic achievement in the U.S. classroom. We will discuss legal and political trends as they pertain to ESOL students in various educational settings, and we will explore the impact of the "No Child Left Behind Act" on ESOL students and instructional programs in general. [3 credits]

EDU-309 INSTRUCTION IN READING
Increases the participant's familiarity with a representative array of research-based instructional techniques and strategies in reading. Participants will learn age-appropriate instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension). Throughout the course candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing models, using the Common Core Reading Standards and reviewing the research in support of those approaches. Prerequisite: PRAXIS I. [4 credits]

EDU-310 MATHEMATICS IN THE ELEMENTARY SCHOOL
Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis on National Council of Teachers of Mathematics (NCTM) Standards and implementation of the Common Core Mathematics standards in instruction. Focus on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

EDU-312 SCIENCE IN THE ELEMENTARY SCHOOL
Integration of basic concepts of physical, life, earth and space sciences. Emphasis on discovery of concepts through demonstrations and investigations. Addresses the three domains of science education: knowledge, skills and attitudes. Attention given to National Standards, the Common Core Science Standards and the use of indicators in planning, instruction and assessing. Includes preparation of a science unit and microteaching experience. Permission required. Prerequisite: PRAXIS I, EDU-301, 309, 310. [4 credits]

EDU-315 CURRICULUM/METHODS AND MATERIALS FOR THE YOUNG CHILD
Presents curriculum, methods and materials for early childhood programs, preschool through primary grades. Family and community involvement strategies. Instruction in planning, implementation and assessment of interdisciplinary activities to stimulate cognitive, linguistic, social and motor development to meet the diverse needs of learners. Prerequisite: EDU-301. [4 credits]

EDU-330 EMERGING LITERACY: READING AND THE YOUNG CHILD
Explores the concept of emergent literacy and the process of teaching beginning reading and writing. Approached from a developmental, diagnostic perspective with attention to individual student differences in cognitive, emotional and experiential readiness. Emphasizes a holistic model of child development with attention to the skills, attitudes and environment critical to acquiring a successful level of literacy. Addresses aspects of the reading process. Includes techniques for skill development in the areas of word recognition, phonetic and structural analysis, vocabulary development and comprehension using an integrated language arts model. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing a classroom reading program. Permission required. Prerequisite: EDU-301. [3 credits]

EDU-344 TEACHING READING AND WRITING IN THE SECONDARY SCHOOL CONTENT AREAS I
Studies principles and techniques in teaching interactive reading and writing in secondary school content areas: vocabulary and skill development; pre-reading, reading and post-reading strategies. Techniques for assessing student literacy levels and readability levels of texts. Strategies for individualizing instruction to address the unique needs of diverse learners; e.g., gifted and talented, second language learners, students with special needs, etc. Includes classroom observation and participation in Baltimore area secondary schools. Preparation of lesson plans and peer teaching. Prerequisite: EDU-301. [3 credits]

EDU-346 METHODS AND MATERIALS FOR ESOL
Familiarizes students with methods and materials available to the ESOL teacher. Analyzes a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials and the Internet. Students will develop techniques for effectively teaching the four language skill areas in well-designed courses while also adapting standards-based content to the needs of ESOL students. [3 credits]

EDU-347 ASSESSING SECOND LANGUAGE ACQUISITION
Introduces the student to various assessment techniques that are used in ESOL teaching. Examines traditional testing techniques, along with more recently developed alternative (authentic) methods for assessing second language learning, focusing on the four language skills: reading, writing, listening and speaking. Communicative competence in general will be stressed. In addition, we will critically evaluate the ESOL assessment methods used for placement purposes by various local public school systems as well as placement tests used for adult and higher education. [3 credits]

EDU-360 TECHNIQUES OF TEACHING READING AND WRITING TO STUDENTS WITH LIMITED ENGLISH PROFICIENCY
Focuses on theories, methods and techniques for the teaching of reading and writing to English language learners. Includes information on the process of learning to read and write, strategies, reading behaviors and measurement of progress. A key element of the course will be the development of instructional materials for ESOL K-12 students at all proficiency levels. The course will foster a commitment to teaching and to professional growth and development. [3 credits]

EDU-363 FIELD EXPERIENCE IN SECONDARY EDUCATION
Provides opportunities for diverse field placements for classroom observation and participation in Baltimore area secondary schools. Focus is on the teaching of reading in secondary school content areas. [variable credit]

EDU-376 CLINICAL FIELD EXPERIENCE: SECONDARY
Provides direct instructional field experience in an assigned Baltimore area public middle school for three weeks, all day. Includes instruction in middle school organization and curriculum, characteristics and diverse needs of middle school children, and issues in teaching and learning. Classroom observation and participation. Weekly seminars. Permission required. Offered in Winterim. Three-week session, full school days. [3 credits]

EDU-402 AMERICAN EDUCATION IN HISTORICAL PERSPECTIVE
Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [3 credits]

EDU-409 INTERNSHIP: TEACHING ESOL K-12
Develops intensive opportunities for full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [16 credits]

EDU-410 INTERNSHIP: TEACHING IN EARLY CHILDHOOD EDUCATION
Incorporates full-time observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Internship fee required. [6 credits]

EDU-411 INTERNSHIP: TEACHING IN THE ELEMENTARY SCHOOL
Provides full-time observation and supervised internship experiences in diverse Baltimore area professional development schools. Seminars on various topics in education such as analysis of teaching in elementary schools, school and family relationships, and interviewing and employment practices. Permission required. Teaching internship fee required. [16 credits]

EDU-412 INTERNSHIP: TEACHING ELEMENTARY ART
Includes full-time observation and supervised student teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit]

EDU-413 INTERNSHIP: TEACHING IN THE SECONDARY SCHOOL
Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools during the fall semester only. Permission required. Teaching internship fee required. [12 credits]

EDU-417 INTERNSHIP: TEACHING ELEMENTARY VOCAL MUSIC
Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit]

EDU-418 INTERNSHIP: TEACHING SECONDARY VOCAL MUSIC
Incorporates observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit]

EDU-419 INTERNSHIP: TEACHING SECONDARY ART
Incorporates observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit]

EDU-440 ENGLISH GRAMMAR FOR ESOL TEACHERS
Analyzes the grammar of American English in detail, with an emphasis on those areas of English grammar that tend to present problems for ESOL/EFL students. Students will learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [3 credits]

EDU-451 TEACHING READING AND WRITING IN THE CONTENT AREAS II
Examines methods, purposes and criteria used in diagnosing strengths and weaknesses of students with a range of reading abilities; e.g., special needs, gifted and talented, ESOL. Focus is on authentic formal and informal assessment of individual secondary school students and application of test results in various secondary curriculum content areas. Includes an applied, school-based assessment experience. [3 credits]

METHODS OF TEACHING IN SECONDARY SCHOOLS
Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses.

EDU-430 ART N-12 [3 credits]
EDU-431 ENGLISH IN THE SECONDARY SCHOOL [3 credits]
EDU-432 MODERN FOREIGN LANGUAGE IN THE SECONDARY SCHOOL [3 credits]
EDU-433 MATHEMATICS IN THE SECONDARY SCHOOL [3 credits]
EDU-435 MUSIC IN THE SECONDARY SCHOOL [3 credits]
EDU-437 SCIENCE IN THE SECONDARY SCHOOL [3 credits]
EDU-439 SOCIAL STUDIES IN THE SECONDARY SCHOOL [3 credits]

EDU-460 ASSESSMENT OF READING
Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing and how to administer, score and interpret the results of these various assessments. Instructional decisions regarding the educational program of the child, and his/her diverse needs will also be examined. [3 credits]

EDU-463 INDEPENDENT STUDY IN EDUCATION
Offers an opportunity to pursue a current topic of interest in the education field under the supervision of an instructor. Permission required. [3 credits]

SPECIAL EDUCATION

SPE-237 COMMUNICATION SKILLS FOR THE SPECIAL EDUCATOR
Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in the process of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. [3 credits]

SPE-321 METHODS OF TEACHING STUDENTS WITH SPECIAL NEEDS
Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well.
[3 credits]

SPE-326 SPECIAL EDUCATION FOR THE CLASSROOM TEACHER
Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]

SPE-344 ASSESSMENT IN SPECIAL EDUCATION
Introduces diagnostic processes used in special education. Includes student-conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning as well as current trends in student assessment. Addresses P.L. 94–142, COMAR and other related legislation. Permission required. Prerequisite: SPE-201 and SPE-326. [3 credits]

SPE-373 FIELD EXPERIENCE IN SPECIAL EDUCATION
Provides supervised classroom observation and participation in special education in diverse Baltimore area schools. Assigned by the School of Education in cooperation with local school systems. Permission required. Offered in Winterim. [3 credits]

SPE-421 ELEMENTARY CURRICULUM DESIGN AND ADAPTATION
Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisite: SPE-201, 326. Permission required. [3 credits]

SPE-422 SECONDARY CURRICULUM DESIGN AND ADAPTATION
Applies principles for adapting the curriculum for special needs students at the secondary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisite: SPE-201, 344. Permission required. [3 credits]

SPE-475 INTERNSHIP: TEACHING IN SPECIAL EDUCATION
Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Prerequisite: SPE-373. Permission required. Teaching internship fee required. [6 credits]

PHYSICAL EDUCATION

PED-105 APPLIED DEFENSIVE TECHNIQUES IN CRIMINOLOGY
Introduces the principles and practices employed by law enforcement personnel for the purpose of self defense in the field. Provides a holistic approach to the control of subjects through both classroom instruction and the practice and performance of the necessary physical skills. Emphasis is placed on the social context of violence as well as the personal, psychological, and physical control of aggression. Fulfills general education requirement in physical education. [3 credits]

PED-129 RACQUETBALL 
Instructs students in the fundamental skills and rules of the game. Playing regularly is a requirement in this course. Fulfills general education requirement in physical education. [1 credit]

PED-146 INTRODUCTION TO GOLF
Instructs students in the vocabulary, rules, basic skills and etiquette of golf. Playing regularly is a requirement of the course. Fulfills general education requirement in physical education. [1 credit]

PED-190 SPECIAL TOPICS IN PHYSICAL EDUCATION
Provides opportunities for students to learn special lifetime recreational or sport activities that may be seasonal, situational or regional. It will offer activities that are not provided on a regular basis. Examples could be: camping, geocaching, hiking, ice skating, rock climbing, skiing, etc. Fulfills general education requirement in physical education. [1 credit]

PED-231 WELLNESS
Introduces the concept of "wellness" as it relates to students in today's society. Individual and global wellness issues will be explored. Class discussion, student input and student projects are paramount to this course. Fulfills general education requirement in physical education. [1 credit]

PED-232 THEORY AND PRACTICE OF AEROBIC CONDITIONING
Introduces students to the basic principles and practices of aerobic conditioning. Students will participate in organized aerobic conditioning activities and also be introduced to basic nutritional and diet guidelines. Fulfills general education requirement in physical education. [1 credit]

PED-233 THEORY AND PRACTICE OF WEIGHT TRAINING
Instructs students in the theoretical and practical application of various weight training principles and how to develop individualized weight training programs through the application of principles to personal goals. Students will also be introduced to basic nutritional and diet guidelines. Fulfills general education requirement in physical education. [1 credit]

PED-250 SOCIOLOGY OF SPORT
Examines sport as a social phenomenon. Particular attention is given to comparing and contrasting culture variances in sport. The course uses sports to study social shifts, the politics of inequality and power structures across cultures. Topics include community identity as defined by the culture of sport; the construction of morality through sport; politics and sport; the role of gender and sexuality in sport; and the role of sport in economic development. Fulfills general education requirement in physical education and cross-cultural studies. Cross-listed with SOC-250. Prerequisite: SOC-101. [3 credits]

PED-301 AMERICAN WOMEN IN SPORTS HISTORY
Introduces the history of women in sports with an emphasis on the important contributions of American women. Examines how the social and cultural evolution of gender roles and stereotypes has influenced women's participation and achievement in sports. Focuses on how race, nationality, class, sexual orientation and significant events in history have affected women's sports in America. Fulfills the general education requirement in physical education and gender studies. Elective in women's studies program. [3 credits]

Back to top