Course Descriptions

Introduction to Environmental Education
(EDU 1000)
This course is an introduction to the field of environmental education (EE). Students will examine what EE is, how it has evolved, and future trends in the field. Research, theories, resources, and careers will be introduced. Students will have opportunities to observe and interact with EE professionals. 3 credits.

The Teacher as Decision Maker (EDU 1062)
This introductory course examines some of the multitude of decisions teachers consciously make, and consciously or unconsciously don’t make, affecting students’ lives. These decisions will be explored within the larger social context in which they occur. Also, a variety of techniques and strategies used by K-12 teachers will be introduced and critically examined. Required of all education majors. 3 credits.

Praxis (EDU 1200)
This course assesses student abilities in math, reading, and writing. Instruction proceeds by addressing each skill area in turn and will be modified to meet student needs. The course culminates in all students taking Praxis I. Grading is pass/no pass based on meeting/ not meeting the Vermont cut score on Praxis I. Students need to pass this course in order to student teach and to complete any of the programs leading to a recommendation for licensure. 1 credit.

Early Field Experience (EDU 2000)
This course offers 40 hours of involvement in an elementary, secondary, or special education setting appropriate to the student’s career goal in education. This field-based course requires students to volunteer sixty hours in a classroom or other educational setting. Working with a cooperating host teacher, students observe and participate in daily classroom activities and duties. Students may assist in preparing lesson plans or materials, and work with students one-on-one, in small groups, or in whole class activities.
Involvement will vary depending on individual experience and will be arranged during meetings with the cooperating teacher. Prerequisite: EDU 1062 The Teacher as Decision-Maker or permission of instructor. 1 credit.

Developmental Psychology & the Exceptional Child (EDU/PSY 2017)
This course begins by exploring the personal, social, and intellectual development of children as they progress from infancy through adolescence. An understanding of these issues provides grounding and contextualization when examining the exceptional child. How the exceptional child differs from peers and how these differences impact the classroom, community, and the family are explored. Current practices, issues, and future directions are discussed in light of these topics. This course will replace Human Development I and Survey of the Exceptional Child in the elementary education curriculum. 3 credits.

Literature & Language I (EDU 2021)
This course is an overview of reading and language arts and the Vermont writing process used in the classroom. Students will examine the various reading approaches to reading instruction and examine children’s literature. Students will have the opportunity to prepare basal lessons, phonics games and design a literature-based unit. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. 3 credits.

Secondary Education Methods I (EDU 2031)
This course focuses on specific techniques to enhance or develop reading and writing skills, and on assessment practices which allow the teacher to identify strengths and weaknesses in the material, in student skills, and in the teacher’s own practice. In addition, this course reviews learning theory and general pedagogical techniques and provides an opportunity for practice. This course also requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. This course is required of all Secondary Education students. 3 credits.

Observation & Participation (EDU 3000)
By arrangement, students will spend a minimum of 21 hours in an inclusive elementary classroom setting, observing and working with two students. The primary goal is to collect data and evidence needed to write a Field Based Case Study that addresses student learning and modifying instruction for two children within that class. Students are to collect information related to the way in which these different children learn and then create recommendations for modifying instruction based on analysis of their needs. Prerequisite: EDU 2000 Early Field Experience, or permission of instructor. 1 credit.

Special Topics in Education (EDU 3001)
This is an advanced readings or research seminar on issues, theories, and/or methods of Education. Topics vary and the course may be repeated for credit if the topic changes. 3 credits.

Literature Across the Curriculum (EDU 3002)
Designed to introduce and explore a wide variety of children’s literature ranging from picture books to young adult selections, EDU 3002 is for prospective teachers and others interested in working with children in classroom, service learning, or place-based educational settings. The main goals of this course are to introduce you to examples of outstanding children’s literature, explore methods that enhance student understanding and enjoyment of books and reading, and to facilitate your growth as an advocate, proponent, and teacher of reading and literature. Long time favorites, as well as exciting new titles will be read, reviewed, analyzed, discussed and evaluated. Another critical component of the course is to facilitate the development of your personal philosophy about the value of children’s literature across the curriculum, as well as the exploration of new creative classroom methodologies. 3 credits.

Environmental Education: Interpretation (EDU 3012)
This course will explore the theories, principles, and techniques of interpreting cultural, historical, and natural resources. The course will explore relevant educational, social, psychological, and philosophical theories relevant to interpretative learning and communication. Students will synthesize and apply interpretation theory and methods, refine interpretative skills, and undertake independent research while working on service learning project(s). 3 credits.

Philosophy of Education (EDU/PHI 3013)
This course explores the fundamental question of the place of public education in a liberal democracy. The goal is for students to draw on important philosophical ideas to construct a carefully reasoned position on public education. Authors and arguments from a range of philosophical traditions will be applied to case studies of contemporary educational practices, policies, and proposed reforms. Skills of analysis will be developed through written and oral exercises. Meets the foundations requirement for all education programs. 3 credits.

Environmental Education: Placed-Based Education (EDU 3014)
This course will examine place-based education as a means of achieving local ecological and cultural sustainability. By experientially learning about the local past, current, and future human and non-human communities, students will have opportunities to engage in critical inquiry. Additionally, students will learn techniques for exploring and extending local knowledge, and will examine many of the educational, legal, ethical, and technical issues involved in local documentation and publishing projects. Students will apply place-based education theory and methods and complete independent research while participating in place-based education service learning project(s). 3 credits.

History of Education (EDU/HIS 3015)
Aristotle said that the central task of government is to look after the education of youth. This course examines the ways in which the peoples of the United States have wrestled with that dictum since passing the first education law in 1647. Readings will change from semester to semester depending upon whether the central focus is curriculum –what should be taught to whom, how, and why; or the development and evolution of the public school system. Students will gain a critical understanding of the forces that created the public school in its current form and the tensions which underlie current policy issues. Meets the foundations requirement for all education programs. 3 credits.

Curriculum & Instruction for Mild to Moderate Disabilities (EDU 3021)
This course is an investigation of curriculum and instructional strategies for students with mild to moderate disabilities, including mental retardation and behavioral disorders. Students will learn the relevance of legislation such as I.D.E.A., Act 230 and 504 to curriculum and IEP development. Experiences are provided in assessment, task analysis and lesson planning for students with special needs. Students learn to create developmentally appropriate IEPs and curriculum outlines. 3 credits.

Literacy & Language II (EDU 3032)
A competency based course that teaches a student how to apply diagnostic techniques, develop and evaluate teacher made tests, analyze portfolios and portfolio assessment, and interpret standardized tests to the various skills areas from readiness level through intermediate grades. Special emphasis will be given to standards based spelling, and grammar instruction. In addition, students will design a theme unit and prescribe a program for an individual student or small groups of students. Teaching reading in an area school is suggested. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. 3 credits

Elementary Social Studies Methods (EDU 3070)
This course is designed to introduce content and methods for teaching Social Studies to elementary students. Hands-on experiences will help familiarize the prospective teacher with resources, texts, and current educational trends in the area of social studies. Topics include theory, assessment, and an overview of content and standards included in the elementary Social Studies curriculum. The primary focus is the development of a personal philosophy of teaching elementary Social Studies, as well as the creation and practice of new creative classroom methodologies that will enable excellent, effective teaching of elementary Social Studies. The course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. 3 credits.

Elementary Math Methods (EDU 3071)
This course is designed to introduce content and methods for teaching mathematics to elementary students. Methods of teaching mathematics will be taught through hands-on discovery of measurement, statistics, geometry, patterns and functions, number, and arithmetic concepts, as well as technological applications. Additional topics include theory, assessment, and an overview of content included in the elementary mathematics curriculum. The primary focus is the development of a personal teaching philosophy as well as new creative classroom methodologies that will enable excellent, effective teaching of elementary mathematics. The course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. Prerequisites: EDU 1062 Teacher as Decision Maker and one college level math. 3 credits.

Elementary Science Methods (EDU 3072)
Methods of teaching aspects of physical, life, health, and earth science found in the elementary school curriculum will be taught through a discovery based scientific inquiry process. Prerequisites: A physical, earth, or biological science course or permission of instructor. Lab fee may apply. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. 3 credits.

Advanced Participation (EDU 3500)
By arrangement, students will spend a minimum of 21 hours in an inclusive elementary classroom setting, observing and working with one student. The primary goal is to collect data and evidence needed to write a field-based Case Study that addresses accommodating one student identified as having Special Needs. Students are to collect information related to ways in which the child learns, and to summarize and analyze needs based on the student’s IEP, 504, 157, or EST. Students will write a plan for specific accommodations based on supporting documents and observations, create recommendations for modifying instruction based on analysis of their needs, and then implement the planned accommodation(s). The final phase is data collection and reflection on the experience. Prerequisite: EDU 3000 Observation and Participation, or permission of instructor. 1 credit.

Assessment in Special Education (EDU 4022)
An in-depth, advanced study of the concepts of validity, reliability and statistical properties of tests initially covered in Education 3021. Practice in the administration and analysis of commonly used educational tests and other assessment techniques is combined with learning to develop comprehensive IEPs. Projects are assigned and there is a field component to the course. This course is required for the special education endorsement. 3 credits.

Assessment & Management of Behavior (EDU/PSY 4031)
The course includes presentation and intensive discussion of learning approaches based on respondent and operand conditioning paradigms in classroom and clinic venues. Legal and ethical issues pertaining to behavior modification techniques, including IEP development, permissible and prohibited techniques of behavior modification and case management are covered. Consideration is given to such topics as token economies, modeling, desensitization, punishment and approaches to behavioral problems. Required of all education majors. Prequisites: EDU 1062 Teacher as Decision Maker or PSY 1003 Intro to Psychology. 3 credits.

Environmental Education: Practicum (EDU 4053)
This course is an opportunity for students to participate in environmental education fieldwork. Students will be required to complete a 120-hour work experience under the direction of a qualified environmental education professional. Written work related to this experience will be required. Prerequisites: Permission of instructor. 3 credits.

Secondary Education Methods: History and English (EDU 4081)
This course reviews and reinforces competencies gained from prior education courses while focusing on synthesizing all relevant skills and knowledge into a co-herent and workable practice. The goal is to develop a conscience of craft and to prepare people to student teach in the following semester. This is a demanding, hands-on course conducted seminar style. While the approach is cross-disciplinary,there are discipline-specific components. Prerequisite: Permission of the instructor. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. 4 credits.

Art Methods (EDU 4082)
This course reviews and reinforces competencies gained from prior education courses while focusing on synthesizing all relevant skills and knowledge into a coherent and workable practice. The goal is to develop a conscience of craft and to prepare people to student teach in the following semester. This is a demanding, hands-on course conducted seminar style. While the approach is cross-disciplinary, there are discipline-specific components. Methods cover K-12 teaching contexts. Prerequisite: EDU 1062 Teacher as decision Maker, EDU 2000 Early Field Experience, EDU 2017 Developmental Psychology; a minimum Grade Point Average (GPA) of 3.0 in Education courses, 3.0 in the subject major, and 2.7 overall. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. 4 credits.

Student Teaching (EDU 4085)
This is a semester of full-time student teaching and an accompanying seminar done in the senior year by all students seeking teacher licensure. Two experiences totaling 15 weeks are given within the immediate geographical area of the College. Student teachers are supervised by a member of the Education Department at least once every 10 days. Transportation to the site is the responsibility of the student. Art students student teach for 7/8 weeks in grades K-6 and 7/8 weeks in grades 7-12. Special Education students teach for 7/8 weeks in a special education placement and 7/8 weeks in an elementary classroom. Students have all the duties and must conform to all the expectations of a regular classroom teacher. Prerequisites: successful completion of all required education courses; senior standing; a minimum Grade Point Average (GPA) of 3.0 in Education courses, 3.0 in the subject major, and B overall; passing Praxis I and II; and permission of the Education Department. Application for student teaching must be made in writing to the Education Department by the middle of the semester prior to student teaching. 15 credits.