Education

Campuses

Main Campus

Elementary and Early Childhood Education, Liberal Studies

The NDMU College of Adult Undergraduate Studies (CAUS) prepares interested students to become certified to teach children in pre-kindergarten through grade three.  NDMU invites students to consider preparing for a career as an early childhood education teacher.  Being a certified early childhood educator allows the professional to teach in a public or private school setting where they work with children who are in pre-kindergarten up to and including grade three.  Teaching at this level requires close attention to the developmental needs of young children and how to appropriately support their learning process.  As with any teaching assignment, the educator must be equipped to effectively plan lessons to engage these young learners in activities stimulating their fine and gross motor skills as well as their kinesthetic, auditory, and visual senses.  Early Childhood Education Program of Study focuses on the academic, social, and cognitive skills that develop in children during their formative years.
 
Most early childhood educators work throughout the school day in a classroom setting with a single group of students for whom all content areas must be taught, i.e., English language arts, social studies, mathematics, and science instruction.  Regardless of age and grade-level placement, NDMU will prepare all graduates to be highly qualified for any teaching situation by providing multiple opportunities for them to learn and teach in a variety of settings under outstanding mentor teachers.  In fact, NDMU is the only teacher preparation program in Maryland that affords students the opportunity to observe pre-school age children on its main campus in LeClerc Hall in a program called 'A Child's Place', a school for children age 3 through kindergarten.
 
Degree candidates must complete the general education classes listed in Engage and Empower as well as liberal arts requirements designated by MSDE.

Liberal Studies

The NDMU School of Education strives to prepare teacher candidates to respond to the supply and demand of the teacher education workforce and endeavors to prepare candidates who are highly skilled and equipped to teach children regardless of learning style, differentiated or special needs, and racial or socio-economic status. As such, candidates are encouraged to pursue certification in more than one content area or specialization; e.g, Certification in Biology and Special Education; or in English and TESOL; or in Elementary Education and Early Childhood Education. In some cases, candidates can even obtain three or four certifications (e.g, elementary, special education, early childhood education and/or TESOL).

Having more than one certification yields several benefits: 1) Most important of all, candidates are exposed to specific content and instructional strategies that may be unique to targeted individuals or groups of students (e.g, second language generation students whose parents speak only in their native language). 2) Candidates acquire a deeper, richer background in the vast variety of instructional strategies that one might employ, irrespective of the student's classification (e.g, a student in a Gifted and Talented class might respond just as readily to a 'reward and praise' technique as would a student with special needs). 3) Candidates find that, when seeking employment, they are more marketable because principals are afforded greater flexibility in assigning them to teaching positions that fit the needs of their school and student population (e.g, if given two equally qualified candidates from which to select, a principal is more likely to hire a candidate who has more than one certification, thereby giving them more flexibility to assign highly qualified teachers to classrooms based on that certification).

In essence, the teacher candidates enter the education profession with a larger and more diverse skill set of instructional strategies and content knowledge to better meet the needs of the school system, where employed, and the children whom they are entrusted to teach.

Pathways to obtain dual, triple, or even four certifications are outlined in the following tables, based on professional courses needed, content areas, programs and degrees.

Degree candidates must complete the general education classes listed in Engage and Empower as well as the liberal arts classes required by MSDE.

Traditional Undergraduate

The School of Education offers full-time and part-time, four-year and five-year Programs of Study that integrate academic and professional studies and lead to Certification in Secondary Education, Certification in Secondary and Special Education, Certification in Elementary Education, Certification in Elementary and Special Education, or Certification in Elementary and Early Childhood Education. Each Program of Study 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 is required.

All Programs of Study leading to a Bachelor of Arts 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 culminate in an extended internship experience in the student's senior year. The School of Education may require a student to complete specific courses in addition to those listed as requirements. Each Program of Study 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.

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. Traditional Undergraduate 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 of Study offered during the day. These must be taken during the academic year when elementary schools are in session.

Early Childhood Education

The NDMU College of Adult Undergraduate Studies prepares interested students to become certified to teach children in pre-kindergarten through grade three.  NDMU invites students to consider preparing for a career as an early childhood education teacher.  Being a certified early childhood educator allows the professional to teach in a public or private school setting where they work with children who are in pre-kindergarten up to and including grade three.  Teaching at this level requires close attention to the developmental needs of young children and how to appropriately support their learning process.  As with any teaching assignment, the educator must be equipped to effectively plan lessons to engage these young learners in activities stimulating their fine and gross motor skills as well as their kinesthetic, auditory, and visual senses.  Early Childhood Education Program of Study focuses on the academic, social, and cognitive skills that develop in children during their formative years.

Most early childhood educators work throughout the school day in a classroom setting with a single group of students for whom all content areas must be taught, i.e., English language arts, social studies, mathematics, and science instruction.  Regardless of age and grade-level placement, NDMU will prepare all graduates to be highly qualified for any teaching situation by providing multiple opportunities for them to learn and teach in a variety of settings under outstanding mentor teachers.  In fact, NDMU is the only teacher preparation program in Maryland that affords students the opportunity to observe pre-school age children on its main campus in LeClerc Hall in a program called 'A Child's Place', a school for children age 3 through kindergarten. 

Secondary Education

The NDMU traditional undergraduate program prepares interested students to become certified to teach adolescents in grade 7 - 12.  NDMU invites traditional undergraduate students to consider preparing for a career as a secondary school educator.  By Majoring in any one of many secondary content areas [e.g. Art, Business, Computer Studies, English, History or Social Studies, Mathematics, Music, Science (Biology, Chemistry, or Physics), Spanish, Theatre, etc.], students may become a certified secondary school educator teaching students in grades 7 - 12.  Professional educators will have the opportunity to help students navigate their changing lives and maximize their potential as they matriculate to post-secondary careers and college.  In addition to mastery of content area, students will receive a solid foundation in the theory and research that informs current secondary instructional methods, curricula, and assessment tools.

During the senior year while completing the internship, students in most cases will work for one-half of a semester in a middle school and the other half of the semester in a high school - thereby giving them an experience in both settings and preparing them for either employment opportunity. 

Degrees and Certificates

Courses

EDU-124: Positive Behavior Supports

Credits 3.00
Provides students with the knowledge and skills necessry to organize an effective learning environment, conduct a functional behvior assessment, and develop behavior intervention plans based on results of those assessments, through utilizing the priciples of positive behavior supports and classroom management techniques. [ 3 credits ]

EDU-245: Educational Assessment

Credits 3.00
Focuses on student assessment and the relationship of assessment practices to instructional decision making. Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [ 3 credits ]

EDU-252: Clinical Field Experience: Elementary

Credits 3.00
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. [ 3 credits ]

EDU-253: Clinical Field Experience: ESOL

Credits 3.00
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-300: Technology for Instruction & Management

Credits 3.00
Provides prospective classroom teacher swith opportunities for planning, designing and producing projects that support the instructional needs of students in grades K-12, including best practices for the integration of technology into curriculum with state and national technology standards. Students complete a variety of projects to develop skills in word processing, Web page development, computer presentations and other technolgies. For education majors only. [ 3 credits ]

EDU-301: Educational Psychology

Credits 3.00
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-303: Elementary School Reading Materials

Credits 3.00
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. NOTE: Students cannot receive credit for both EDU-103 and EDU-303. [3 credits]

EDU-307: Social Studies in the Elementary School

Credits 3.00 4.00
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. [4 credits]

EDU-308: Issues in ESOL

Credits 3.00
Introduces students to the field of TESOL by providing an overview of instructional programs and approaches for teaching English as a second language to students from K-12 to postsecondary levels. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as the Common Core State Standards and ESSA, on ESL students and TESOL. [3 credits]

EDU-309: Instruction in Reading

Credits 3.00 4.00
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

Credits 3.00 4.00
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. [4 credits]

EDU-312: Science in the Elementary School

Credits 3.00 4.00
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. [4 credits]

EDU-313: Science and Social Studies in the Elementary School

Credits 3.00
Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]

EDU-315: Curriculum/Methods and Materials For the Young Child

Credits 3.00 4.00
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. [4 credits]

EDU-319: Human Development and Learning

Credits 3.00
Explores selected aspects of human development related to learning and instruction. Major psychological concepts and learning theories will be examined and applied to the context of eduction. Emphasis will be placed on understanding cognitive and affective domains of development as well as behavior management, motivation, individual differences in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and classroom instruction. [ 3 credits ]

EDU-338: English Language Learners for the Classroom Teacher

Credits 3.00
Equips mainstream classroom teachers with the knowledge and skills required to address the linguistic needs of students whose language is one other than English. After reviewing recent demographic trends and legal mandates as they pertain to English Language Learners (ELLs) in public schools, this course analyzes factors that influence the challenges of ELLs in K-12, including prior education, first language literacy skills, English proficiency, and cultural issues. Special emphasis will be placed on the linguistic demands of the K-12 curriculum and effective pedagogical approaches for ELLs. [ 3 credits ]

EDU-344: Teaching Reading and Writing in the Secondary School Content Areas I

Credits 3.00
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

Credits 3.00
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

Credits 3.00
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. n 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-348: Language Learning

Credits 3.00
Examines current theory in language acquisition from psycholinguistic and sociolinguistic perspectives. Theoretical principles as they relate to second language acquisition are analyzed, including their application to second or foreign language teaching. Subtopics include sociocultural factors, including issues of itentitu and power, individual language learning styles and strategies, and the impact of age and native language on (second/foreign) language learning. [ 3 credits ]

EDU-357: Procurement & Acquisition of Reading

Credits 3.00
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. NOTE: Students cannot receive credit for both EDU-207 and EDU-357. [3 credits]

EDU-360: Techniques of Teaching Reading and Writing to Students With Limited English Proficiency

Credits 3.00
Addresses the development of reading and writing from a cognitive perspective. Students will become familiar with the approaches, methods and techniques appropriate for the teaching of reading and writing to English Language Learners. Special topics such as the integrated skills curriculum, language-specific rhetorical styles and free voluntary reading will also be discussed. Students will evaluate and design appropriate classroom materials. [ 3 credits ]

EDU-373: Field Exp in Spec Ed

Credits 3.00
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]

EDU-376: Clinical Field Experience: Secondary

Credits 3.00
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-399: Foundations of Education

Credits 3.00
The purpose of this course is to provide an overview of current thought and practice in PK-12 education. Participants will review special topics related to local, state, and national policy and practice, and will reflect on how these concepts drive instruction in today's challenging classroom environment. Participants will engage in discussions, journal reflections, and workbook assignments focusing on beliefs, best practices, challenges, current research and classroom applications. Course is open to EPPICC program participants only (grant funded partnership between NDMU and Baltimore County Public Schools/Teacher Academy of Maryland). Permission required. [ 3 credits ]

EDU-400: edTPA for Educators

Credits 1.00 3.00
This course is designed for education students going through their internship. It prepares them for the submission of the required national teaching portfolio. Students are mentored through the process by School of Education faculty mentors. [ variable credit 1-3 ]

EDU-402: American Education in Historical Perspective

Credits 3.00
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

Credits 16.00
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] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-410: Internship: Teaching in Early Childhood Education

Credits 2.00 5.00
Incorporates full-time observation and supervised student teaching required. Internship fee required. [variable credits: 2-5 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department. Students preparing for dual certification neroll in designated alternative sections of appropriate internships for 105 credits each. Consult program advisor before registering.

EDU-411: Internship: Teaching in the Elementary School

Credits 5.00 15.00
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. [ Variable credits: 5-15 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-411A: Internship: Teaching in the Elementary School

Credits 6.00
Provides full-time observation and supervised internship experiences in 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. [ 6 credits ]

EDU-413: Internship:Teaching in the Secondary School

Credits 11.00
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. [11 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-429: Meth Bus Ed/Sec Sch

Credits 3.00
Students in all methods courses examine the nature of the academic 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. [ 3 credits ]

EDU-430: Art N-12

Credits 3.00
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. [ 3 credits ]

EDU-431: English in the Secondary School

Credits 3.00
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. [ 3 credits ]

EDU-432: World Languages

Credits 3.00
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. [ 3 credits ]

EDU-433: Mathematics in the Secondary School

Credits 3.00
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. [ 3 credits ]

EDU-437: Science in the Secondary School

Credits 3.00
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. [ 3 credits ]

EDU-439: Social Studies in the Secondary School

Credits 3.00
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. [ 3 credits ]

EDU-440: English Grammar for ESOL Teachers

Credits 3.00
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-445: Principles of Linguistics

Credits 3.00
This course provides an introduction into the scientific study of language. The course presents a historical overview of themajor schools of thought in linguistics, followed by a discussion of current theory as it relates to the major subfields of linguistics, syntax, semantics, phonology and phonetics. We also study the process of first language acquisition and discuss how and why language varieties may vary. [ 3 credits ]

EDU-451: Teaching Reading and Writing in the Content Areas II

Credits 3.00
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]

EDU-460: Assessment of Reading

Credits 3.00
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] NOTE: Please refer to cohort schedule. Additional clas times may meet in previous semester.

EDU-460E: Assessment of Reading Or Early Childhood Educators

Credits 3.00
This course is designed to assist pre-service and in-service teachers in becoming proficient consumers and users of classroom-based assessments and assessment data. Instruction will focus on building knowledge of the purposes of assessment, types of assessment tools, how to administer and use several valid, reliable, well-researched formal and informal assessments of reading and related skills, how to effectively interpret the results of assessments, and how to communicate assessments results in a variety of contexts. Participants will work with an individual struggling reader to show that they can use assessment data based on the components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to guide instructional decisions. Throughout the course, participants will demonstrate their knowledge by selecting, administering, and/or interpreting assessments appropriate for screening, progress monitoring, diagnosing, and outcomes measurement. Course assessments will be applicable to all students of diverse ages and abilities. [ 3 credits ]

EDU-491: Topics in Education

Credits 3.00
Explores various topics in Education. Topic will change each offering of the course and will be noted. [ 3 credits ]

EDU-497L: Education Academic Skills Enrichment Lab (BA)

Credits 0.00
The purpose of this course is to provide academic skills support to students in the SOE LEADS BA cohorts. Emphasis will be on enrichment activities related to scholarly writing, APA standards, critical thinking and argument development, use of sources and research as evidence, clarity and organization when constructing academic response, and related activities. Enrollment by faculty referral only. [ 0 credits ]

EDUC-250: Bonner Leaders Professional Development

Credits 1.00
This Bonner course will enable Bonners to identify, develop and integrate their passion for and involvement in service through leadership and professional training. Students will broaden and deepen their knowledge, learn and develop various skills and grow in appropriate values and attitudes enableling them to take an additional responsibilities and leadership roles as they advance in the Program. These skills will be in the area of interpersonal development, civic engagement, international perspective, community building, diversity, social justice and spiritual exploration. [ 1 credit ]

ENV-460: Sustainability for Educators

Credits 3.00
This course will provide an overview of content that focuses on the interactions among the physical, chemical, biological, political and social forces which impact the environment. Content will be delivered in ways K-8 teachers will be able to implement in their classrooms. [ 3 credits ]

ENV-460L: Lab: Sustainability for Teachers PreK-8

Credits 1.00
This course will include studies of the interactions among the physical, chemical, biological, political and social forces which impact the environment. Students till participate in field studies focusing on human impacts on the Chesapeake Bay and other environmental projects. [ 1 credit ]

ENV-461: Interdisciplinary Environmental Science

Credits 3.00
Through multi-disciplinary, hands-on lessons which are aligned with the Maryland Learing Standards K-12 for Science, Math, Language Arts and Social Studies, as well as the new Environmental Literacy Standards, teachers will gain content knowledge, learn about scientific practices of resource professionals, and learn about different methods to investigate Maryland related resource issues. Teachers will learn about student engagement in environmental education action projects and where to get funding in Maryland to do these projects with their students. [3 credits]

ENV-461L: Lab: Methods of Teaching Interdisciplinary Environmental Science

Credits 1.00
Through multi-disciplinary, hands-on, and field-based lessons, aligned with the Maryland Learning Standards K-12 for Science, Math, Language Arts and Social Studies, as well as the new Environmental Literacy Standards, participants will gain content knowledge, learn about scientific practices of resource professionals, and learn about different methods to investigate Maryland related resources issues. Participants will learn about student engagement in environmental education action projects including green schools/centers. Participants will design and carry out research field studies and complete a comprehensive write up. Participants also have the opportunity to earn an environmental educator certification through the Maryland Association for Environmental and Outdoor Education (MAEOE). [ 1 credit ]

MAT-341: Number and Operations for Elementary School Educators

Credits 3.00
An integration of the study of whole numbers and the integers with an approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland Common Core State Standards. Mathematical content includes place value, estimation, conceptual underpinnings of the conventional computational algorithms for whole numbers and extending these ideas to integers. Early number concepts, how students develop number sense, how to judge when student-developed procedures are mathematically sound, common misconceptions and how to address these misconceptions are central to this course. [ 3 credits ]

MAT-342: Number and Relationships for Elementary School Educators

Credits 3.00
A continuation of Numbers and Operations for Elementary School Educators extending the ideas developed for whole numbers and integers to the rational numbers (represented as fractions and decimals) and the behavior of units under the four basic operations. Mathematical content also includes ratio and proportion as well as basic concepts of number theory. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics (NCTM) Principles and Standards of School Mathematics and the Common Core State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [ 3 credits ]

MAT-343: Geometry and Measurement for Elemetary School Educators

Credits 3.00
Mathematical content focuses on the development of visualization skills, familiarity of basic shapes, their properties, and relationships between them (e.g.,transformations, similarity and congruence), the communication of geometric ideas, the process of measurement and working with length, area and volume. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics (NCTM) Princiles and Standards of School Mathematics and the Common Core State Standards. Reflection on the van Hiele model for the development of geometric understanding is integral to the course as is the consideration of relevant misconceptions and how to address them. [ 3 credits ]

MAT-344: Statistics and Probability for Elementary School Educators

Credits 3.00
An integration of the study of probability and statistics with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes designing data investigations, describing data in graphical and numerical formats, drawing conclusions, theoretical and empirical probability for simple events and two or more independent events, randomness and the difference between predicting patterns of events. How students learn these concepts, associated misconceptions and how to address them are also considered in this course. [ 3 credits ]

MAT-345: Patterns and Algebraic Thinking for Elementary School Educators

Credits 3.00
Mathematical content includes the study of patterns, representing and justifying the resultant generalizations using algebraic notation and other representations, expressing functional relationships in symbolic and graphical format, proportional reasoning, solving linear equations and inequalities and through the application of basic properties of the real numbers. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council for Teacher of Mathematics' Principles and Standards for School Mathematics and the Common Core State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to this course. [ 3 credits ]

MAT-346: Algebra for Elementary School Educators

Credits 3.00
A continuation of Patterns and Algebraic Thinking for Elementary School Educators, extending the ideas considered there to functions defined by tables and graphs and to functions defined in either closed or recursive forms. Mathematical content also includes qualitative and quantitative graphs, proportional reasoning, linear and quadratic functions, the field properties of the real numbers, rates of change, and applications of algebraic concepts in problem solving. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Common Core State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to th course. [ 3 credits ]

MAT-347: Teaching and Learning Grades K-12 Math Teaching and Learning Grades K-2 Math

Credits 3.00
This course is designed to develop content and pedagogical understanding of classroom teachers, ELL teachers, special education teachers, Title I Interventionists and all other instructional staff. The course will feature varied professional learning activities including collaborative project work, group discussion, literature reviews, journaling, hands-on investigations and apply and reflect activities. [ 3 credits ]

MAT-348: Teaching and Learning Grades 3-5 Math

Credits 3.00
This course is designed to develop content and pedagogical understanding of classroom teachers, ELL teachers, special education teachers, Title I Interventionists and all other instructional staff. The course will feature varied professional learning activities including collaborative project work, group discussion, literature reviews, journaling, hands-on investigations and apply and reflect activities. [ 3 credits ]

PHY-413: Physical Science for Teachers Grades K-8

Credits 3.00
This course presents an introduction to fundamental concepts and principles of Physical Science as aligned to the Next Generation Science Standards (NGSS). Physical Science as aligned to the Next Generation Science Standards (NGSS). Physical Science content includes: 1. Matter and its interactions, such as atomic structure, elemental properties, chemical bonding, and reactions. 2. Motion, Stability and Forces through an introduction to Newtonian Physics, 3. Properties of Energy, including basic thermodynamics and kinetics. 4. Waves and Technological Applications, through an exploration of the properties of waves, telecommunication, and electronics. Learners will also be expected to develop proficiency and with applying scientific concepts to create models, conduct experiments and incorporate mathematical content in STEM cenetered investigations, lessons, and application. During the course you will learn, apply and integrate science, technology, engineering and mathematics content (STEM). [ 3 credits ]

PHY-461L: Lab: Space and Earth Science for Teachers PreK-8

Credits 1.00
This course presents an introduction to the fundamental principles that underlie motion and structure of celestial bodies, including Earth. Space and earth science content includes the motion and structure of celestial bodies, evolution of the universe, the structure of Earth, the processes that constantly reshape its surface, and plate tectonics. STEM strategies as well as statistics and probability skills and technology applications are integrated to qauntify, strengthen and deepen conceptual understanding. [ 1 credit ]

PHY-462L: Lab: Physical Science for Teachers PreK-8

Credits 1.00
This course presents an introducation to fundamental concepts and principles of Physical Science as aligned to the Next Generation Science Standards (NGSS). Physical Science content includes: 1) Matter and its Interactions, such as atomic structure, elemental properties, chemical bonding, and reactions. 2) Motion, Stability and Forces, through an introduction to Newtonian Physics. 3) Properties of Energy, including basic thermodynamics and kinetics. 4) Waves and Technological Applications, through an exploration of the properties of waves, telecommunication, and electronics. This course is designed to introduce learners to the content necessary to teach science in grades PreK-8. Learners will also be expected to develop proficiency with applying scientific concepts to create models, conduct experiments, and incorporate mathematical content in STEM centered investigations, lessons, and application. During the course you will learn, apply and integrate science, technology, engineering and mathematics content (STEM). [ 1 credit ]

SPE-321: Methods of Teaching Students With Special Needs

Credits 3.00
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

Credits 3.00
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-337: Communication Skills for the Special Educator

Credits 3.00
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] NOTE: Students cannot receive credit for both SPE-237 and SPE-337.

SPE-344: Assessment in Special Education

Credits 3.00
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. [3 credits]

SPE-345: Vocational Skills in Special Education Methods

Credits 3.00
Develops the knowledge and skills to assist individuals with disabilities in transitioning from school to postsecondary life. Transition planning will be defined and related disability legislation explored. The family's role in transition will be discussed as well as empowering student self-determination and involvement. Person-centered practices to individualize the transition process will be explored. Community transition, finding vocational placements for students, pursuing postsecondary educational opportunities and independent living supports will be examined. Students will learn to design and implement individual transition plans for youth with mild to significant disabilities. [ 3 credits ]

SPE-373: Field Experience in Special Education

Credits 3.00
Provides supervised classroom observation and participation in special education in a Baltimore area school. Assigned by the education department in cooperation with local school systems. Permission required. (Offered in Winterim.) [ 3 credits ]

SPE-421: Elementary Curriculum Design and Adaptation

Credits 3.00
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. Prerequisites: SPE-201, 326. Permission required. [ 3 credits ]

SPE-422: Vocational/Secondary Curriculum Design and Adaptation

Credits 3.00
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

Credits 5.00
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. [5 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

SPE-475A: Internship: Teaching in Special Education

Credits 6.00
Provides student with opportunities for full-time supervised teaching in a special education program in a Baltimore area school. Prerequisite: SPE-373. Permission required. Teaching internship fee required. [ 6 credits ]