Apr 30, 2024  
2016-2017 Course Catalog 
    
Catalog Navigation
  Catalog Home
  Accreditation
  Statement of Non-Discrimination
  About the University of Saint Joseph
  Academics
  Campus Services and Student Life
  Academic Calendars
  Admissions
  Tuition and Fee Schedule 2016-2017
  Graduate Tuition and Fees
  Financial Aid
  Pharmacy Financial Aid
  Registration
  Degree Requirements
  Academic Policies and Procedures
  Schools, Departments and Degrees
  Programs
  Course Descriptions
  Faculty and Staff
  My Personal Catalog
HELP
2016-2017 Course Catalog [ARCHIVED CATALOG]

Course Descriptions

 Abbreviations

ACCT - Accounting
MATH - Mathematics
AMST - American Studies
MFTH - Marriage and Family Therapy
BIOL - Biology
MGMT - Management
CHEM - Chemistry and Biochemistry
 MUGU - Music (Guitar)
COMP - Computers
MUPI - Music (Piano)
COUN - Counseling
MUSC - Music
CRMJ - Criminal Justice
MUVO - Music (Violin)
DANC - Dance
NURS - Nursing
DRAM - Drama NUTR - Nutrition
EASL - English as a Second Language
PHCY - Pharmacy
ECSE - Early Childhood/Special Education
PHED - Physical Education
ECON - Economics
 PHIL - Philosophy
EDUC - Education PHYA - Physician Assistant
ENGL - English
PHYS - Physical Science
FIAR - Fine Arts
POLS - Political Science
FREN - French
PPOA - Public Policy and Advocacy
HDFS - Human Development/Family Studies
PSYC - Psychology
HINF - Health Informatics
PUBH - Public Health
HIST - History
RELS - Religious Studies
IABS - Institute of Autism and Behavioral Studies
SOCL - Sociology
INFT - Information Technology
 SOCW - Social Work
INTD - Interdisciplinary
SPAN - Spanish
INTS - International Studies
 SPEC - Special Education
LCPR - Latino Community Practice
SPST - Sports Studies
LING - Linguistics
 WMST - Women’s Studies
 
  

  • DRAM 115 - Production Practicum

    1.5 Credits
    Practical production experiences in areas such as acting, stage management, set construction, and costuming. May be repeated for a maximum of six credits.
  

  • DRAM 174 - Introduction to Theater

    3 Credits
    An introduction to the art of theater through an examination of representative plays, ranging from classical antiquity to modern European and American. Cross-listed with ENGL 174 - Introduction to Theater . (LAS) (HE)
  

  • DRAM 200 - Special Topics in Theater

    3 Credits
    In-depth study of various aspects of theater and drama.
  

  • DRAM 217 - Modern Drama

    3 Credits
    Reading of major 20th century American and European dramatists, as well as study of significant dramatic trends during this period. Cross-listed with  . (LAS) (HE) (WR)
  

  • DRAM 253 - History of Theater I

    3 Credits
    Focuses on the history and development of world theater from the Greeks to 1700, including a survey of Asian theatrical practices. Cross-listed with ENGL 253 - History of Theater I . (LAS) (HE)
  

  • DRAM 254 - History of Theater II

    3 Credits
    Investigates the history and development of Western theater from 1700 to the present. Cross-listed with ENGL 254 - History of Theater II . (LAS) (HE)
  

  • DRAM 295 - Exploratory Independent Study

    3 Credits
    Content varies. In-depth focus on areas not part of the regular curriculum such as advanced direction, costuming, sets, sound, lighting, and other theater topics.
  

  • DRAM 301 - From the Page to the Stage

    3 Credits
    The course emphasizes the visual and audio interpretation of a script in the tradition of modern directors and designers. Cross-listed with ENGL 301 - From the Page to the Stage . (LAS) (HE)
  

  • DRAM 305 - Directing for the Stage

    3 Credits
    Basic skills of stage direction. Through practical exercises in a workshop setting, students develop the director’s tools, including the control of focus, the manipulation of blocking and business, and conceptualization and communication. (LAS) (HE)
  

  • ECON 101 - Principles of Macroeconomics

    3 Credits
    Survey of determinants of the overall performance of the economy. Analysis of the basic economizing problem, national income accounting, income determination, business fluctuations, the public debt, elements of money and banking, and current macro-economic issues. (LAS) (AE)
  

  • ECON 102 - Principles of Microeconomics

    3 Credits
    An introductory survey and analysis of consumer behavior, economics of the firm, market structures, resource pricing, labor policy, and current micro-economic issues. (LAS) (AE)
  

  • ECON 220 - Labor History in America

    3 Credits
    This course provides a historical overview of the American labor movement. Topics include: labor in colonial and revolutionary America, the first trade unions, Locofocoism and reform, the Knights of Labor, the Haymarket Affair, the AFL, the Wobblies, radicalism and reaction, the Great Depression, the New Deal, the CIO, the air traffic controllers strike, and the modern erosion of the labor movement and of labor rights. (AE, LAS) Cross-listed with HIST 220 - Labor History in America  and POLS 222 - Labor History in America  
  

  • ECON 260 - Understanding the Global Economy

    3 Credits
    Introduction to the major features of the global economy. Examines trade, regional integration, factor mobility, foreign exchange regimes. Using the Internet, students have hands-on experience with relevant data and applications. Cross-listed with INTS 260 - Understanding the Global Economy . (LAS) (GI)
  

  • ECON 265 - Women in the World Economy

    3 Credits
    Locating women in the web of economy, whether in a rich industrial economy or in a developing economy. Women as significant economic actors whose status is determined by control over resources, work conditions, and the products of labor. Investigates how economic systems and colonization affect gender relations. Cross-listed with WMST 265 - Women in the World Economy .(LAS) (GI) (WS)
  

  • ECON 297 - Economics of Social Issues

    3 Credits
    This course applies standard and heterodox economic theory to contemporary social and political issues facing the United States. The issues addressed include poverty and welfare, discrimination and inequality, crime, social security, health care, immigration, and public education.
  

  • ECON 370 - International Political Economy: American Empire

    3 Credits
    This course will examine the United States as an imperial power as well as examine the current world order. Topics will include American foreign policy and international reaction to it, resource exploitation, and anti-democratic initiatives and interventions. The course will also compare the United States to other imperial powers in history and will consider the lessons learned from past empires and the possibility for reform of or resistance to empire. In addition, the course will explain the imperialistic underpinnings of economic development issues, consumerism and globalization. (LAS) (AE) (GI) Cross-listed with POLS 370 - International Political Economy  
  

  • ECON 375 - International Financial Economics

    3 Credits
    Reviews the financial foundations of the global economy, including changes needed in currency systems, international financial institutions, and policy agendas. Examines the theoretical and policy underpinnings of international financial economics.
    Prerequisite(s): ECON 260 - Understanding the Global Economy , MGMT 250 - International Business  or permission of instructor
  

  • ECON 382 - Economics of Social Justice

    3 Credits
    This course examines the theoretical underpinnings of social justice and critically examines the conceptualization of economic justice. Topics include the disconnection as well as convergence of economic and social justice, income inequality, access to health care, education, gender issues, and the implication of technology in the United States. Cross-listed with POLS 382 - Economics of Social Justice  (AE)
  

  • ECON 424 - Economic Considerations of Aging

    3 Credits
    This course introduces the theoretical and empirical implications of population aging in the United States.Topics include labor force participation, economic status of the elderly, lifecycle model of economic well-being, gender differences in economic status. economic determinants of retirement, and private and public pension systems.
  

  • ECSE 510 - Growth and Development in Early Childhood

    3 Credits
    Growth and development (physical, cognitive, social, and emotional) in all children, conception to Grade 3, including those who are developing typically, those at risk, and those with mild to profound disabilities. The course explores developmental theories, observational techniques, and interpretation of data. We also consider transactions that support or impede development. Field study required.
  

  • ECSE 520 - Language Development

    3 Credits
    Language acquisition and emergent literacy from birth through 5. The course covers: relation between views of development and intervention techniques; roles of parents, teachers, and clinicians in language and early literacy development; sampling and analysis of language data; use of play in enhancing both normal and delayed language development; process of second-language learning; implications of language delay and second-language learning. Cross-listed with SPEC 511 - Language Development and Emergent Literacy .
  

  • ECSE 530 - Parents, Families and Communication

    3 Credits
    An advanced course examining current developmental and family theories in contemporary contexts. Explores adaptive and maladaptive responses to developmental and family changes across the lifespan. Includes basic skills in relationship building, communication, and developing family partnerships.
  

  • ECSE 540 - Assessment: Pre-K to Grade 3

    3 Credits
    Identification and analysis of the purposes of assessment. Practical experience in selecting, evaluating, administering, and interpreting a variety of assessment devices. Effective communication and use of findings in planning individualized programs for children who have special needs, are at risk, or are developing typically. Laboratory fee and field study are required. Cross-listed with SPEC 512 - Assessment: Pre-K to Grade 3 .
  

  • ECSE 541 - Assessment: Birth to Kindergarten

    3 Credits
    Screening and assessment of young children who are developing typically, at risk, or who have special needs. Emphasis on a collaborative family/professional process designed to document health and developmental needs and plan developmentally and contextually appropriate individualized programs. Includes data gathering using a variety of devices and strategies, interviewing techniques, integration, and communication of findings. Cross-listed with SPEC 513 - Assessment: Birth to Kindergarten .
  

  • ECSE 555 - Programs for Young Children

    3 Credits
    This course covers programs and practices in early childhood education, including current issues and perspectives for the inclusion of children with special needs from Preschool to grade 3. The goals of early childhood education are identified, including the expanding role of early childhood programs in the broader context of educational, health and social services. Additionally, the course considers theoretical foundations, historical perspectives and research findings.
  

  • ECSE 560 - Learning in a Social Context

    3 Credits
    An exploration into the ways children and adults learn. Students examine theories of learning that have current relevance to Early Childhood Education. They relate these theories to observations on children and reflections on their own childhood and adult learning experiences. Implications of these theories for educational practices are discussed with particular emphasis on the role of play in learning and on creating a social environment that encourages learning in early childhood.
  

  • ECSE 573 - Enhancing the Development of Infants and Toddlers

    3 Credits
    Methods by which early interventions specialists collaborate with parents and other specialists to support the development and adaptive coping of infants and toddlers with disabilities and those who may be at risk. Considers the roles of various developmental specialists, considerations for teaming, and the maintenance of alliances. Published curricula are reviewed in the context of adaptive coping theory. We also consider assessment, Individualized Family Service Plan development, and service coordination.
  

  • ECSE 576 - Primary Curriculum (Grades 1-3)

    3 Credits
    Methods and materials for teaching primary children (Grades 1-3). Emphasis is on creating an integrated, child-focused curriculum. Students plan curriculum activities based on content standards and student assessment with a focus on Science, Social Studies, and Math. Class highlights approaches that promote active, constructivist learning, conceptual understanding, and problem-solving skills.
  

  • ECSE 580 - Practicum: Pre-K - Kindergarten

    3 Credits
    Practicum required for Early Childhood, Nursery to Grade 3 licensure candidates. This 5-week placement in a pre-kindergarten or kindergarten setting provides experience planning, co-teaching, teaching, and assessing for the greatest positive impact on student learning. Emphasis is on meeting the needs of all learners in an inclusive classroom. Candidates participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, in-service workshops, and attend mandatory on-campus seminars. 
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; application to the Student Teaching and Clinical Experiences office by February 1 for summer or fall practicum and September 15 for spring practicum.
    Corequisite(s): This course must be taken with EDUC 523 - Student Teaching and Student Teaching Seminar: Primary Grades 1, 2 or 3  for N-3 certification
    Other: No other coursework may be taken during this semester.
  

  • ECSE 581 - Practicum: Infant/Toddler

    3 Credits
    This 5-week practicum is only available to candidates for Early Childhood, Birth to Kindergarten cross-endorsement or master’s candidates. Under the supervision of qualified Early Childhood specialists, students will observe and provide direct service to at-risk, disabled, and normally developing infants, toddlers and their families. The work will take place in homes, center-based settings, hospitals, or clinical programs.
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; successful completion and submission of student teaching application to the Office of Student Teaching and Clinical Experiences by February 1 for summer or fall practicum, or September 15 for spring practicum.
  

  • ECSE 587 - Pre-K to Kindergarten Curriculum

    3 Credits
    A developmental approach to creating appropriate learning environments in which children age 3 through kindergarten can become self-motivated, successful participants in their social and learning environments. Explores methods by which physical and social environment are designed to facilitate affective development, receptive and expressive communication, emergent literacy and numeracy, and the evolution of representational abilities and symbolic thinking.
  

  • ECSE 593 - Comprehensive Exam: M.A. Education, Early Childhood/Special Education with ASD

    0 Credits
    This non-credit-bearing course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
  

  • ECSE 594 - Comprehensive Exam: MA in Education, Early Childhood/Special Education

    0 Credits
    This non-credit bearing course is designed to allow graduate students to complete their program specific comprehensive exams.  Prior to registration for the course, students must apply to complete their exams and pay the fee.  The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
  

  • EDUC 201 - Special Topics

    1-3 Credits
  

  • EDUC 205 - Foundations of Education

    3 Credits
    This course provides an introduction to the profession of teaching. Candidates will examine the history of the U.S. educational system, law related to education, and a variety of contemporary education issues. Candidates will also continue to develop their understanding of teaching and learning as it relates to lesson planning. A related field study is required. (WR) Assessment fee: $75.
  

  • EDUC 210 - Incorporating Technology into 21st Century Skills and Learning

    3 Credits
    In today’s globally diverse and digital world, our students are consuming and producing many forms of electronic media. Multiple forms of digital media will be examined and constructed as participants will experience a variety of ways that technology can be used to support and enhance learning in the 21st century. This technology course will focus on how the 21st century learner needs to communicate, collaborate, think critically and creatively to be a productive citizen in today’s networked society. Participants will explore multiple social media platforms, blog weekly, create practical applications in disciplines (i.e. lesson plans for teaching candidates; scientific inquiry for biology majors, etc.) using a variety of Web 2.0 applications. They will also create a PLN (Personal Learning Network) through Twitter. (IT)
  

  • EDUC 240 - Textiles and Clothing

    3 Credits
    This course prepares candidates to use a variety of tools, equipment and supplies for apparel and textiles construction. Students demonstrate basic skills in producing apparel and assess effects of textile characteristics on design, construction, care, use and maintenance of products. Students also synthesize the process of creating fabrics from fibers, connect the basic concepts of the legal and environmental concerns related to textiles and the apparel industry, analyze career paths within the industries and review instructional materials on textile and apparel concepts.

     
  

  • EDUC 241 - Adolescent Development

    3 Credits
    An introduction to the major theories and concepts of adolescent development. Students consider classic and contemporary research on adolescents’ physical, social, moral, and cognitive development. Cross-listed with PSYC 241 - Adolescent Development .
    Prerequisite(s): PSYC 100 - Introductory Psychology  
  

  • EDUC 250 - Reading and Social Studies

    3 Credits
    Topics and experiences are organized to promote interactions among learners and teachers in the elementary grades. The inquiry approach is used to create a learning environment that actively engages students, extends students’ ideas, and develops problem-solving skills. In addition, reading social studies text requires specialized knowledge of text structure. As a result, all elementary teachers must be able to work with all students regardless of their reading ability. Therefore, this course is a study of the cultural, social, and psycholinguistic principles and practices underlying reading and learning to read in today’s society. Included are study of comprehension, word recognition, the reading and writing connection, and assessment, as they interrelate. 
  

  • EDUC 265 - The Elements of Teaching

    3 Credits
    This course provides an introduction to the elements of teaching. Special attention will be paid to learning theories, unit and lesson planning, teaching strategies and models, differentiated instruction, and student evaluation. Additionally, this course integrates the use of related technologies and a required field study. Cross-listed with SPEC 265 - The Elements of Teaching . Assessment fee: $75.
  
  
  

  • EDUC 341 - Effective Teaching of Mathematics

    3 Credits
    This course is designed for pre-service elementary teachers to help all children learn mathematical concepts, skills, attitudes, and problem-solving techniques. Students discuss and use teaching strategies, techniques, and learning activities related to specific mathematical topics. Emphasis is on models and materials to develop concepts and understanding so that mathematical learning is meaningful. The course is aligned with standards from the National Council for Teaching of Mathematics and the Connecticut Common Core. Field study required.
    Prerequisite(s): EDUC 265 - The Elements of Teaching  or SPEC 265 - The Elements of Teaching  
  

  • EDUC 343 - Process of Teaching Science

    3 Credits
    Students will learn major science and social studies topics to develop how and what to teach children. The focus is on hands-on, minds-on learning experiences that help children participate responsibly in a democratic society and a global community. National and state standards provide direction for curriculum, resources, teaching methods, and assessment techniques. One full day per week field experience is required each Tuesday.
    Prerequisite(s): EDUC 265 - The Elements of Teaching  or SPEC 265 - The Elements of Teaching  
    Corequisite(s): EDUC 370 - The Language Arts  
  

  • EDUC 350 - Teaching and Learning in the Content Areas

    3 Credits
    Students work with content-area specialists to understand the structure of their discipline, best practices in teaching in their content area, and the student resources and professional development materials available. Each content area section includes examination of teaching and learning styles in the 7-12 inclusive classroom, effective higher-level thinking, backwards design and content area-specific strategies and planning. Students create and practice performance-based lesson plans and develop a performance-based content unit with a variety of teaching strategies that address the diversity of students in the 7-12 classroom. Observation and field study required.

    Section 01-Social Studies and History

    This social studies methods course will enable candidates to learn and demonstrate the knowledge and skills necessary for them to teach Social Studies on the secondary level. The foundation of this course will be the Conceptual Framework of the University of Saint Joseph School of Education, the Connecticut State Department of Education regulations, including the Common Core of Teaching, the Social Studies Frameworks, and the standards of the National Council for the Social Studies. The focus will be on planning, implementing, and evaluating instruction and curriculum. The course will cover specific strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. The use of primary sources will be emphasized. Field study is required.

    Section 02-World Language

    This is a foreign language methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach the Romance languages at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and Foreign Language Frameworks, as well as the standards of the American Council for Teaching Foreign Languages. The focus will be on second-language teaching methods. Language learning skills will be reviewed (listening, reading, writing, speaking) as well as the psychosocial aspects of language learning. Teacher candidates will understand the National Standards for Foreign Language Learning in the 21st Century (communication, culture, connections, comparison, and community) and the ACTFL Proficiency Guidelines. Candidates will plan, implement, and evaluate instruction and curriculum as well as specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. They will pay special attention to the technology component of teaching and learning. Field study is required.

    Section 03-Mathematics

    This is a mathematics methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach math at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of Mathematics. The focus will be on planning, implementing, and evaluating instruction and curriculum. The course also covers specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 04-Science

    This is a science methods course that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Science at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and the Science Frameworks, as well as the standards of the National Science Teachers Association. The focus will be on planning, implementing, and evaluating instruction and curriculum. The course will cover specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 06-English

    This is an English methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach English at the middle/secondary level. The foundation of this course is the Conceptual Framework of the University of Saint Joseph School of Education, the regulations of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of English. The focus will be on planning, implementing, and evaluating instruction and curriculum. The course will cover specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.
    Prerequisite(s): EDUC 205 - Foundations of Education  and EDUC 265 - The Elements of Teaching  or SPEC 265 - The Elements of Teaching  
  
  

  • EDUC 370 - The Language Arts

    3 Credits
    An introduction to principles, processes, and practices that integrate the six English language arts: reading, writing, listening, speaking, viewing, and visually representing throughout the elementary curriculum. Emphasis on the application of research. One full day per week field experience required.
    Prerequisite(s): EDUC 322 - Developmental Reading in the Elementary School  
  

  • EDUC 420 - Student Teaching & Student Teaching Seminar: Elementary

    12 Credits
    Student teaching is required for undergraduate elementary licensure candidates. This 16-week classroom experience focuses on the practical application of instructional theory to facilitate the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct, and assess for the greatest positive impact on student learning. They will  teach and co-teach individuals, small groups, and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops; and attend mandatory on-campus seminars. 
    Prerequisite(s): Acceptance into the Education Department at least one semester prior to student teaching; completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; successful completion of student teaching application by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: Open to seniors only. No other course work may be taken during the student teaching semester. Fee required for Consortium students.
  

  • EDUC 430 - Practicum: Elementary

    3 Credits
    This practicum is required for undergraduate special education degree candidates to fulfill the elementary licensure cross-endorsement component. This 5-week experience in an elementary classroom focuses on the practical application of instructional theory to the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct, and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups, and whole classes. Students will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. 
    Prerequisite(s): Acceptance into the Education Department at least one semester prior to student teaching; completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; successful completion of student teaching application by February 1 for fall practicum and September 15 for spring practicum. 
    Corequisite(s): SPEC 447 - Student Teaching and Student Teaching Seminar: Students with Disabilities  
    Other: Open to seniors only. No other course work may be taken during this semester. Fee required for Consortium students.
  

  • EDUC 485 - Internship

    3-6 Credits
  

  • EDUC 495 - Independent Study

    1-3 Credits
  

  • EDUC 502 - Human Growth and Development

    3 Credits
    Human development from conception through adulthood, including senior years. Emphasis is placed on the developmental tasks, characteristics, needs, and problems of infancy, childhood, adolescence, adulthood, and senior years as they relate to teaching and parenting.
  

  • EDUC 503 - Adolescence

    3 Credits
    Theories and methods of research in the study of the adolescent will be analyzed with particular attention to cognitive, physical, social, emotional and moral development. The course will also cover development of the identity, including gender roles and sexuality and the troubles and trials of this development period. We will study the influences of parents, peers, and the school on the developing pre-adolescent, early adolescent and adolescent. Data collection is required through observation and interviews of preteens and teens. Readings focus on application to schools. Cross-listed with HDFS 503 - Adolescent Development .
  

  • EDUC 505 - Teaching of Literature for Children

    3 Credits
    Overview and critical analysis of genre, literary elements, and authors of literature read by elementary children. This will include fantasy, traditional literature, picture books, biography, realistic fiction, information books, historical fiction, and multicultural literature with consideration of issues such as censorship and gender. Master’s degree students engage in the evaluation, collaboration and redevelopment of children’s literature to meet the needs of current and future learners affected by new curricular requirements. Project-based fieldwork is required where schools are using the new literature standards from the Common Core State Standards and from the International Reading Association and the National Council of Teachers of English.
  

  • EDUC 506 - Teaching the Adolescent Literature

    3 Credits
    A genre overview of literature written for or read by adolescents. This includes dystopia, fantasy, science fiction, realistic, historical, biography, picture books, poetry, drama, adventure, mystery, humor, short stories, comics, LGBTQ, graphic, informational and digital texts. Emphasis on adolescent development, text complexity, quality, range, engagement, censorship, and professional resources. Students participate in the evaluation, collaboration and redevelopment of adolescent literature in the content areas to meet the needs of current and future learners affected by new curricular requirements. Project-based fieldwork is required where classes are using the interdisciplinary application of the literature standards from the Common Core and International Reading Association/ National Council of Teachers of English.
  

  • EDUC 507 - Developmental Reading in the Elementary School

    3 Credits
    This course is an introduction to the theories, philosophies, methods and practices essential to the teaching of reading and writing, and learning to read and write in today’s society. The focus is on the teacher as researcher. Included are the five components of reading (phonemic awareness, phonics, vocabulary, fluency and comprehension). We will also focus on word recognition, standards and assessment, critical and creative reading, and the reading and writing connection in a holistic classroom. We will answer the all-important question: How do you teach children to read and write?
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or SPEC 524 - Instruction and Curriculum  
  

  • EDUC 508 - Reading and Writing Development in Secondary Content

    3 Credits
    An in-depth examination of the language, cognitive, and social processes of reading and writing in the context of subjects taught in secondary school. Emphasis on the teacher as researcher.
    Prerequisite(s): EDUC 528 - Instruction and Curriculum for Secondary Teaching  
  

  • EDUC 509 - Language Arts in the Elementary School

    3 Credits
    A comprehensive review of various principles and methods that integrate the six language arts: speaking, listening, writing, reading, representing, and viewing. The focus will be on the teacher as researcher.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  
  

  • EDUC 510 - Children and Mathematics

    3 Credits
    A study of the Mathematics curriculum for elementary grades. Teaching strategies, techniques, and learning activities focus on National Council of Teachers of Mathematics standards and topics, manipulative experiences, and constructivist theories. Modifications also provided for exceptional, diverse, and at-risk learners in the general education classroom.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or SPEC 524 - Instruction and Curriculum  
  

  • EDUC 511 - Educational Issues: Contemporary and Historical Perspectives

    3 Credits
    This course will critically examine the philosophical, historical and social foundations of education in contemporary society. A wide range of curriculum and policy issues will be explored. Students will develop an in-depth understanding of the major debates in the profession.
  

  • EDUC 512 - Teaching for Learning in the Content Areas

    3 Credits
    Students work with content-area specialists to understand the structure of their discipline, best teaching practices in their content area, and the student resources and professional development materials available in their content area. Each content area includes examination of teaching and learning styles in the 7-12 inclusive classroom, effective higher-level thinking, backwards design and content area-specific strategies and planning. Students create and practice performance-based lesson plans and develop a performance-based content unit. They will use a variety of teaching strategies that address the diversity of students in the 7-12 classroom. Observation and field study required.

    Section 01-Social Studies and History

    This course is a Social Studies methods course that will enable candidates to learn and demonstrate the knowledge and skills necessary for them to teach Social Studies on the secondary level. The foundation of this course will be the Conceptual Framework of the University of Saint Joseph School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching, the Social Studies Frameworks, and the standards of the National Council for the Social Studies. The focus will be on planning, implementing, and evaluating instruction and curriculum as well as on specific strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. The use of primary sources will be emphasized. Field study is required.

    Section 02-World Language

    This is a foreign language methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach the Romance Languages at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and Foreign Language frameworks, as well as the standards of the American Council for Teaching Foreign Languages. The focus will be on second-language teaching methods. Language learning skills will be reviewed (listening, reading, writing, speaking) as well as the psychosocial aspects of language learning. Teacher candidates will understand the National Standards for Foreign Language Learning in the 21st Century (communication, culture, connections, comparison, and community) and the ACTFL Proficiency Guidelines. Candidates will plan, implement, and evaluate instruction and curriculum. They will also learn specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Special attention is paid to the technology component of teaching and learning. Field study is required.

    Section 03-Mathematics

    This is a mathematics methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach math at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of Mathematics. The focus will be on planning, implementing, and evaluating instruction and curriculum. They will also learn specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 04-Science

    This is a science methods course that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Science at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Science Frameworks, as well as the standards of the National Science Teachers Association. The focus will be on planning, implementing, and evaluating instruction and curriculum. Students will learn specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 05-Family and Consumer Science

    This is a Family and Consumer Sciences course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach Family and Consumer Sciences at the middle and secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the Connecticut Frameworks for Family and Consumer Sciences. The focus will be on planning, implementing, and evaluating instruction and curriculum. The course also covers specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

    Section 06-English

    This is an English methods course for initial license that will enable candidates to learn and demonstrate the knowledge and skills necessary to teach English at the middle/secondary level. The foundation of this course is the Conceptual Framework of the USJ School of Education, the standards of the Connecticut State Department of Education, including the Common Core of Teaching and the Common Core Standards, as well as the standards of the National Council of Teachers of English. The focus will be on planning, implementing, and evaluating instruction and curriculum. The course also covers specific methods and strategies that will lead to student-centered constructivist classroom activities that engage individual students in meaningful ways. Field study is required.

     
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or EDUC 528 - Instruction and Curriculum for Secondary Teaching , may be concurrent with EDUC 532 - Curriculum in the Secondary School  
  

  • EDUC 513 - Curricular Applications of Multiple Intelligences Theory

    6 Credits
    This course is a rich mix of dance, theater, music and educational pedagogy. Graduate students will learn Gardner’s theory of multiple intelligences, constructivism, and differentiation as they apply arts standards in planning and implementation of instructional strategies. Participants engage in lesson planning, unit design, performance, and instruction. They receive first-hand knowledge in using the arts from visiting guest artists and University of Saint Joseph faculty. Graduate students will have the opportunity to design instruction using a theme that is based on primary research documents and can be used across grade levels. The constructivist nature of this course facilitates inquisitiveness, reflection and critical thinking. 
  

  • EDUC 515 - Educational Research

    3 Credits
    This course uses readings, cases from practice, community practice forums, group activities, lectures-discussions, individual projects, and an examination of educational research to introduce educational research with the primary focus on K-12 education. Students will examine both qualitative and quantitative research and work together as a community of practice. Skills developed include locating, designing, evaluating, interpreting, and synthesizing research relevant to education. The course requires an extensive literature review and research proposal of an educational topic.
  

  • EDUC 516 - Educational Technology: Theory and Application

    3 Credits
    This course is fundamental to understanding the importance of using the Internet and a variety of technologies in a professional educational setting. Participants will review contemporary theories of learning and understand their connections with the use of educational technology to impact today’s learners. The course will explore theoretical foundations, history, perspectives and literature pertaining to the use of technology in education. Participants will reflect on their personal perceptions and biases in using contemporary and changing technologies in K-12 classrooms.
  

  • EDUC 518 - The Writing Process

    3 Credits
    A study of K-12 writing development essentials, practices and research in craft, text, complexity and publication through class application of a writer’s workshop model. Students evaluate, collaborate and redevelop a writing process curriculum to meet the needs of current and future learners and new curricular requirements. Project-based fieldwork is required where the writing standards used are the Common Core and the International Literacy Association/ National Council of Teachers of English. 
  

  • EDUC 521 - Action Research in Literacy

    3 Credits
    A seminar course focusing on perspectives of contemporary practices, research and theory in cultural-socio-psycholinguistic literacy that inform teaching and learning. Students creatively evaluate the emerging needs of current and future learners affected by new curriculum requirements and school reforms. Using a teacher-researcher model, students examine literacy in their community/school/classroom to conceive, design, field test, analyze, write up and implement an original research project to make a difference. This is the final requirement in the reading and language master’s concentration.
    Prerequisite(s):  

     
  

  • EDUC 522 - Student Teaching and Student Teaching Seminar: Elementary

    9 Credits
    Student teaching required for graduate elementary licensure candidates. This 10-week classroom experience focuses on the practical application of instructional theory to facilitate the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct, and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups, and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. 
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; successful completion of student teaching application to the Office of Student Teaching and Clinical Experiences by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: No other course work may be taken during the student teaching seminar
  

  • EDUC 523 - Student Teaching and Student Teaching Seminar: Primary Grades 1, 2 or 3

    9 Credits
    Student Teaching required for graduate Early Childhood Nursery to grade 3 licensure candidates. This 10-week classroom experience focuses on the practical application of instructional theory to facilitate the teaching-learning process. Under the supervision of qualified elementary educators, candidates will plan, instruct, and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups, and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars. 
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis II scores reported to licensure office, successful completion of student teaching application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
    Corequisite(s): This course must be taken with ECSE 580 - Practicum: Pre-K - Kindergarten  for N-3 licensure
    Other: No other course work may be taken during this semester
  

  • EDUC 524 - Instruction and Curriculum

    3 Credits
    Content focuses on the interactive functions of the teaching-learning process. Students will learn about planning, implementing, and evaluating instruction and curriculum based upon developmentally appropriate practices. Also covered are media, technology, and the introduction of specific curricula related to substance abuse. Field study required. Strongly recommended as first methods course. Cross-listed with SPEC 524 - Instruction and Curriculum .
  

  • EDUC 526 - Diagnosis and Remediation in Reading and Language Arts

    3 Credits
    Reading and language arts evaluations for students needing to be diagnosed with reading and/or language arts problems. A total literacy assessment perspective identifies the strengths and weaknesses of students, guides students in the improvement of their learning, and supports teachers in the improvement of instruction.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum 
  

  • EDUC 528 - Instruction and Curriculum for Secondary Teaching

    3 Credits
    In the initial course for the secondary program, candidates are introduced to major education theorists and theories of learning, research and current thinking about teaching at the secondary level. The course explores the distinction between content and content pedagogy as it relates to subject matter. The course also considers theories and research about planning, instruction, enactments of teaching and learning, and multiple forms of assessment. The course includes an introduction to the work of teaching, such as unit and lesson planning, classroom management, differentiating instruction, and being responsive to diverse students. Field study is required.
  
  

  • EDUC 534 - Assessment for Learning

    3 Credits
    The course will focus on the creation of classroom assessments that foster student achievement and motivation, and distinguish between assessment of learning and assessment for learning. Candidates will evaluate existing district and classroom assessments using a framework of standards of quality. They will also develop new assessments which meet these same standards of quality and reflect an understanding of diverse learners and learning styles. Finally, candidates will examine data-based decision-making and progress monitoring practices within their own districts and schools.
  

  • EDUC 535 - English Language Learners

    3 Credits
    Develop academic, subject-rich literacy in K-12 students who are not native speakers of English. Learn how to plan and implement supportive, challenging tasks that use classroom language constructively, in a manner respectful of students’ competency in English and in their native language.
  

  • EDUC 536 - Technology for Learning

    3 Credits
    Focus on today’s globally diverse and digital world in which students consume and produce many forms of electronic media. Multiple forms of digital media will be examined and constructed as participants learn a variety of ways in which technology can be used to support and enhance the curriculum in all academic content areas. This course will focus on how the pre K-12 educator can develop teaching strategies and digital citizenship curriculum for the 21st century classroom.

     
  

  • Educ 537 - Reflective Practitioner

    3 Credits
    This course is designed to support systematic self-evaluation of classroom teaching. Candidates will judge current practices and make plans for change in classroom organization and management, instructional planning, engaging all learners or evaluating student progress. Web-based interactive learning tools will be used to support more effective instruction of students with disabilities in an inclusive classroom.
  

  • EDUC 538 - Critical Literacy

    3 Credits
    In-depth study of critical literacy as a perspective for responding to the “systems of influence” operating in culture. Cultural literacy analyzes language patterns that promote particular ideologies about power and oppression based on race, class, gender, diverse cultures and socioeconomic factors. The course empowers candidates to focus on becoming agents of change as they investigate and analyze curricular issues, classroom materials and the influence of media as they create instructional and assessment strategies to use within their professional settings.
  

  • EDUC 540 - Student Teaching and Student Teaching Seminar: Secondary Grades 7-12

    9 Credits
    Student Teaching required for graduate secondary licensure candidates, grades 7 through 12. This 10-week classroom experience focuses on the practical application of instructional theory in the teaching-learning process. Under the supervision of qualified secondary educators, candidates will plan, instruct, and assess for the greatest positive impact on student learning. They will teach and co-teach individuals, small groups, and whole classes. They will also participate in parent conferences, faculty meetings, in-service workshops and attend mandatory on-campus seminars.
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; passing scores on Praxis II reported to licensure office; successful completion of student teaching application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: No other course work may be taken during this semester
  

  • EDUC 544 - Classroom Management: Secondary

    3 Credits
    Different perspectives on the manifestation of behaviors in individual and group settings as well as a variety of classroom management techniques. Students become familiar with the classroom management models developed by Jones, Dreikurs, Canter, Glasser, Kounin, Gathercoal, and Rogers, while developing their own philosophies and systems for classroom management.
    Prerequisite(s): EDUC 503 - Adolescence  and EDUC 528 - Instruction and Curriculum for Secondary Teaching  
  

  • EDUC 545 - Seminar in Remedial Reading and Related Instructional Theory

    3 Credits
    Seminar for the Literacy Internship Program for licensed teachers/graduate candidates working with students with remedial needs. Includes instructional models for teaching remedial reading and language arts. The course considers literary assessment and behavior management techniques. Cross-listed with SPEC 545 - Seminar in Remedial Reading and Related Instructional Theory .
    Prerequisite(s): Limited to selected interns who hold a Connecticut Educator License
  

  • EDUC 546 - Advanced Seminar in Writing and Related Instructional Theory

    3 Credits
    Advanced seminar in Literacy Internship Program for working in instructional settings with students with remedial needs. Includes instructional models for teaching writing, writing assessment, and alternate approaches to reading and writing instruction. The course examines the relationship between regular education and supplemental instruction in implementing remedial programs, along with curriculum scope and sequence. Cross-listed with SPEC 546 - Advanced Seminar in Writing and Related Instructional Theory .
    Prerequisite(s): EDUC 545 - Seminar in Remedial Reading and Related Instructional Theory  
    Other: Limited to selected interns who hold a Connecticut Educator License
  

  • EDUC 547 - Practicum I: Theory into Practice

    3 Credits
    Part of the Literacy Internship Program. Selected interns provide direct instruction to students with remedial needs, supplemental to their regular classroom programs. Additional components are diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences, and teacher consultation. Fieldwork required four and one half days per week, based on the participating school districts’ calendars. Cross-listed with SPEC 547 - Practicum I: Theory into Practice .   
    Other: Limited to selected interns who hold a Connecticut Educator License
  
  

  • EDUC 550 - Second Language Composition

    3 Credits
    This course introduces students to the system of principles, practices and procedures applied to second language composition. Curricular and instructional practices are examined toward meeting the needs of English Language Learners. This course is designed for practice and application of writing as evidenced by performance tasks and fieldwork. It involves the integration of technology in the classroom through theory, task requirements, and knowledge of how students develop writing skills for a variety of academic and social purposes.
    Other: Course is open to district partnership candidates only
  

  • EDUC 551 - Teaching in Culturally and Linguistically Diverse Classrooms

    3 Credits
    This course focuses on these major themes:

    1. The students’ own stereotypes, biases, and cultural socialization and their impact on student learning
    2. The examination of the concept of culture: moving away from “trait-based” notions of culture toward a more dynamic view of complexity and multivocality
    3. The impact of multiple forms of exclusion and discrimination, including racism, sexism, and classism, and how they play out in society and within interactions and expectations of others
    4. Learning and acquiring English as a second language and the role of the native language in this process. The examination of bilingual and English as a second language education models and the application of theories and research to second-language learning process.
    5. The interplay of social dimensions of educational settings (individual, cultural, linguistic, institutional, and historical)
    6. Discussions and critical analysis will include how society and our own interactions may marginalize and oppress certain groups, such as children from cultural, racial, and linguistic different backgrounds, from low socioeconomic communities, and LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) populations.

    This course is aligned with the vision, mission, and goals of the School of Education: The constructive nature of this course facilitates inquiry, reflection, and critical thinking. Candidates develop an awareness of their own stereotypes and biases, cultural identity processes and second-language acquisition. They also learn what it is like to be a child from a non-dominant culture in U.S. classrooms. Candidates learn how to support all students in their classrooms.

    A field study is required in a bilingual or multilingual schooling context to complement and enhance conceptual understanding.
  

  • EDUC 552 - Methodology of Second Language Teaching

    3 Credits
    This course introduces students to the system of principles, practices and procedures applied to second language teaching. Students will explore methods (a procedural plan for presenting a methodological plan) and approaches (a set of theoretical principles) relating to second language teaching and learning. Students will demonstrate knowledge of how children develop listening and speaking skills for a variety of academic and social purposes.      
    Other: Course is open to district partnership candidates only
  

  • EDUC 553 - Materials and Curriculum Development for TESOL/ English Language Learners

    3 Credits
    This course introduces students to teaching English to children whose first language is not English. The course focuses on developing academic, subject-rich literacy skills and knowledge in K-12 students who are not native English speakers.  Candidates will also learn how to plan and implement supportive, differentiated, challenging tasks using classroom language. Candidates will use a constructivist approach that is respectful of students’ competency in English and includes reference to their native language.
    Other: Course is open to district partnership candidates only
  

  • EDUC 555 - Science and Social Studies as Continuous Inquiry

    3 Credits
    Topics and experiences promote interaction among learners and teachers in the elementary grades. The inquiry approach is used to create a learning environment that actively engages students, extends students’ ideas, and develops problem-solving skills. Students will construct thematic unit and lesson plans for teaching elementary grade science and social studies.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum . Strongly recommended: EDUC 510 - Children and Mathematics .
  

  • EDUC 556 - Curriculum Development

    3 Credits
    This course promotes understanding of curriculum development processes as they support and empower effective teaching and learning. Participants will examine their developing knowledge of effective practice and engage themselves as teachers, planners, and researchers. Upon completion of this course, the learner will be able to:

    • Understand the major philosophical and professional foundations of curriculum development
    • Demonstrate competence as a professional researcher and collaborator
    • Assimilate research in curriculum and program reform/design
    • Engage in professional conversations and discourse surrounding program architecture
    • Evaluate models, paradigms, and conceptual frameworks for curriculum planning
    • Conduct inquires in field-relative curriculum
    • Produce curriculum documents that show understanding of beliefs, concepts, and visions for curriculum development
  

  • EDUC 557 - Supervision under Durational Shortage Area Permit I (DSAP)

    3 or 6 Credits
    Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or who is employed in a non-public school and has not student-taught. A supervisor from USJ will observe and assess classroom teaching. Students who successfully complete this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching. Seminar attendance is required.
  

  • EDUC 558 - Supervision under Durational Shortage Area Permit II (DSAP)

    3 or 6 Credits
    Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or who is employed in a non-public school and has not student-taught. A supervisor from University of Saint Joseph will observe and assess classroom teaching. Students who have successfully completed this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching.
    Prerequisite(s): EDUC 557 - Supervision under Durational Shortage Area Permit I (DSAP)  
  

  • EDUC 559 - Second Language Assessment

    3 Credits
    This course increases candidates’ assessment literacy by investigating language assessment instruments. They will learn about issues of fairness, reliability and validity; terminology; concepts, concerns and methods; as well as application and analysis. The course will teach the principles for evaluating and structuring both formative and summative assessments. Candidates will critically analyze test types, as well as create their own assessment tools, including rubrics. Throughout the course, candidates will learn ways to integrate assessment procedures into any curriculum, and to design assessment tasks that allow for improved learning. Finally, candidates will develop strategies for making standardized and district assessments more accessible to students learning English.
    Other: Course is open to district partnership candidates only
  

  • EDUC 561 - Integrating the Arts

    1 Credits
    This course explores the visual and performing arts in the elementary school curriculum. Pre-service educators will be exposed to the elements of dance, music, theater and the visual arts to better understand the arts as unique opportunities to integrate and differentiate instruction in the elementary school classroom.
    Prerequisite(s): EDUC 524 - Instruction and Curriculum  or SPEC 524 - Instruction and Curriculum  
  

  • EDUC 562 - Music for Classroom Teachers

    3 Credits
    This course teaches participants how to play a musical instrument. Knowledge of music will enable teachers to employ musical strategies in regular classrooms. Course discussions and requirements will give theoretical background and practical application so as to demonstrate strategies for student engagement in learning core content. Teaching for understanding the musical intelligence of Garner’s Multiple Intelligences Theory is embedded in the course requirements and discussions.
  

  • EDUC 563 - Visual Art for Educators

    3 Credits
    This is a foundation course in visual literacy. It is a study of the elements and principles of the visual arts and their context in art history and contemporary popular cultures. It is also designed to teach participants to think visually, learn the language of art and to demonstrate qualities of discipline, craftsmanship, problem-solving, discovery and critique the creation of design projects. Knowledge of these foundational visual literacy skills will be used in the development of units and lessons in core content areas.
  

  • EDUC 564 - Art Museum Education for Teachers

    3 Credits
    Designed for teachers at all levels: preschool, elementary, middle and high school. It provides opportunities for participants to experience original works of art and to develop strategies using art to teach core content concepts. Multiple Intelligences Theory provides the theoretical underpinnings for this course. Research in the value of arts in the classroom is an integral part of the course. Knowledge of works of art at the University of Saint Joseph Art Gallery is provided firsthand. Familiarity with works of major art museums is gained through virtual tours.
  

  • EDUC 565 - Multiple Intelligence Theory and Arts

    3 Credits
    Introduces the student to Multiple Intelligences Theory and its connections to current applications of brain research in education. Participants will apply these theories in their classrooms and reflect on student engagement and learning when these strategies are employed. Participants will be required to design Multiple Intelligences-based units and lessons using backward design, which incorporate Connecticut Common Core learning standards and arts standards through performance-based assessments. An action research project and field experience is required.
  

  • EDUC 566 - Theater in Education

    3 Credits
    Provides opportunities for elementary, middle or high school teachers to gain a theoretical foundation of theater education as well as practical experience for integrating theater standards in teaching core content (i.e., Language Arts, Science, Math, Physical Education and Health Education). Participants will examine and practice various levels of theater, speech and drama as they become familiar with theater standards and practice.
  

  • EDUC 567 - Advance Studies in Culture and Learning: Intercultural Perspectives

    3 Credits
    This course examines critical cultural perspectives on language learning, language use and education. It focuses on socio-cultural and language issues in education and pedagogical implications for linguistic and cultural minority students. Using a Funds of Knowledge framework, candidates are exposed to a methodology that examines real life experiences of students and their communities. The course also covers the static and superficial notions of culture that comes with “food, fun, and fiesta” approaches to multiculturalism in schools. Field study is required in a bilingual or multilingual setting to complement and enhance conceptual understanding.
    Other: Course is open to district partnership candidates only
  

  • EDUC 568 - Creativity, Writing, and Nature

    3 Credits
    This course combines integrative and practical studies and experiences of creativity, writing, and the natural world as applied in the context of multiple intelligences in school practice.
    Prerequisite(s): Connecticut teacher certification; full-time teaching experience.
 

Page: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 -> 13