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 is a lab designed to refresh students’ abilities in math, reading, and writing in preparation for the Praxis I test required of teacher candidates by the state of Vermont. 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. Students need to pass the Praxis I test in order to student teach and to complete any of the programs leading to a recommendation for licensure. 0 credits. 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 forty 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 II: Adolescence to Adulthood (EDU 2018) This course traces the development of the human being from the onset of adolescence to its completion in the late teen years. Theories regarding the development of prosocial and antisocial behaviors, gender identity, depression and suicide, effects of puberty, vocational choices, and media influences are discussed. Work of such theorists as Erikson, Baumrind, Klaczynski, and others are considered. Prerequisite: PSY 2041 Human Development I. 3 credits. The Exceptional Child (EDU 2019) This course discusses the major categories of exceptionality which the practicing special education teacher will encounter. These include mental retardation, autism, learning disabilities, behavioral/emotional disorders, and physical disabilities. Consideration will be given to legal bases for the education of these children, including federal court decisions and legislation. Students will be grounded in an understanding of procedures for educating exceptional children, such as the creation of the IEP, and the safeguarding of rights. 3 credits. Language & Litaracy I (EDU 2021) This course is a study of the theory behind current scientifically-based methods of teaching literacy as identified by the National Reading Panel and subsequent national and international research efforts. It introduces the study of phonology and other crucial language systems and patterns upon which proficient reading and spelling depends. Understanding of foundational skills of the English language will support reading instruction. This course is a prerequisite for EDU 3032 Language & Literacy II. 3 credits. Secondary Education Methods I (EDU 2031) This course focuses on specific techniques to enhance or develop reading and writing skills with multiple forms of text, 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 and Art K-12 students. Prerequisites: EDU 1062 Teacher as Decision-Maker, EDU 2000 Early Field Experience, or permission of the instructor. 3 credits. 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 students to examples of outstanding children’s and young adult literature, explore methods that enhance student understanding and enjoyment of books and reading, and to facilitate growth as an advocate, proponent, and teacher of reading and literature. Long-time favorites and new titles will be read, reviewed, analyzed, discussed, and evaluated. This course facilitates the development of a personal philosophy about the value of children’s/young adult literature across the curriculum, and explores new creative classroom methodologies. 3 credits. Environmental Interpretation and Communication (EDU/CMJ 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 theories and methods, refine interpretative communication and publishing skills, and undertake independent research while working on service learning project(s). 3 credits. Philosophy of Education (EDU/PHI 3013) This course explores 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. Analytical skills will be developed through written and oral exercises. This course 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. This course 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 Section 504 of the Rehabilitation Act of 1973 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. Language & Literacy II (EDU 3032) Language & Literacy II is designed to give participants in-depth knowledge of phonetics, phonology, orthography, and morphology—the building blocks for effective teaching of word recognition, vocabulary, and spelling. Various methodologies for teaching vocabulary acquisition and reading comprehension will be included in this course, as well as story grammar and approaches to teaching writing. Students will learn strategies for assessment and instructional intervention and will be able to identify specific characteristics of students with LLDs. The course is a continuation of topics undertaken in Language & Literacy I, delving deeper into study of sophisticated linguistic systems. Prerequisite: EDU 2021 Language & Literacy I. 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 course. 3 credits. Elementary Science Methods (EDU 3072) Methods of teaching aspects of physical, life, health, and earth sciences found in the elementary school curriculum will be taught through a discovery-based scientific inquiry process. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. Prerequisites: A physical, earth, or biological science course or permission of instructor. Lab fee may apply. 3 credits. Observation & Participation (EDU 3100) 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. 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 operant 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. Prerequisite: EDU 1062 Teacher as Decision Maker. 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. Prerequisite: 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 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. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. Prerequisites: EDU 1062 Teacher as Decision-Maker; EDU 2031 Secondary Methods I or permission of instructor. 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. Art Methods covers K-12 teaching contexts. This course requires students to know and apply Vermont’s Framework of Standards and Learning Opportunities. Prerequisites: EDU 1062 Teacher as Decision-Maker, EDU 2000 Early Field Experience, EDU 2031 Secondary Methods I, a minimum GPA of 3.0 in Education courses, 3.0 in the subject major, and 2.7 overall. 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 ten days. Transportation to the site is the responsibility of the student. Art students student teach for 7 to 8 weeks in grades K-6 and 7 to 8 weeks in grades 7-12. Special Education students teach for 7 to 8 weeks in a special education placement and 7 to 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; meeting GPA requirements; 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 the year of student teaching. 12 credits.
