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Course Descriptions
Education
EDU 202
School Involvement with Families and Community
2 credits
This course is an examination of issues related to the family, school, and community. Professional ethics, issues of diversity, and the availability of community and school resources are major focuses. In addition, an emphasis will be placed on the need for collaboration, reaching out, and the necessity of a shared vision when trying to meet and understand the joint needs of the child, family, and school. Effective parent conferencing techniques and home/school communications are stressed, in addition to how to achieve sensitive solutions to school-related problems. A five-hour clinical experience in schools is required.
EDU 301
Teaching English as a Second Language
3 credits
This course is an overview of the field of teaching English as a second language (ESL), including practice in the preparation and presentation of ESL lesson plans.
EDU 303
Contemporary Theories and Practices in Middle Level Education
2 credits
Contemporary theories and practices that apply to middle level schools are reviewed and critiqued. Topics include contemporary social and cultural issues, school organization, curriculum, guidance, and student activities. A major focus of the course is the special developmental needs of middle level students and appropriate classroom management techniques for this age group.
EDU 304
Health and Physical Education
3 credits
This course focuses on teaching the mind, body, and spirit components of a healthy lifestyle. Particular emphasis will be placed on the important role of exercise, family and community, work and diet in maintaining good health. Recent findings and reports in medicine, exercise, diet, and nutrition will be discussed. This course includes health services, health education, and healthy school environments.
EDU 306
Effective Teaching Strategies
3 credits
This course will focus on the fundamentals of effective classroom teaching, with an emphasis on specific strategies for meeting the developmental learning needs of a diverse population of students. Multiple strategies will be considered for (1) planning and delivering lessons that make learning meaningful for students; (2) meeting the developmental and diverse learning needs of students; (3) creating an environment in the classroom conducive to learning; (4) assessing, analyzing, and reflecting upon teaching and student learning; (5) using technology to support learning; and (6) treating all students equitably in the classroom. The effective teaching skills evident in the Delaware Performance Appraisal System and the Delaware Professional Teaching Standards and the content standards delineated in the Delaware Student Content Standards will be emphasized in the course. A five-hour clinical experience in schools is required.
EDU 310
Applied Behavior Analysis and Classroom Culture
2 credits
Understanding, interpretation, and use of behavioral programming in classroom management for special education are the focus of this course. An awareness of the role of behavior modification and reinforcement principles, cognitive and humanistic theories, in concert with the affective domain and self-esteem strategies are stressed. Emphasis is on the teacher's need to achieve maximum effectiveness in predicting and controlling behavior. The special education teacher and other professionals are equipped with the skills necessary to effectively manage the behavior of the children entrusted to their care. Teacher candidates will learn about reasons for misbehavior and about several discipline models or options for use by teachers to establish a positive classroom culture.
EDU 311
Assistive Technology
2 credits
This course is designed to help professionals in schools understand assistive technology for students with disabilities. The main focus of the course is on students with mild mental handicaps, learning disabilities, or emotional disturbances. The meaning of assistive technology and methods of assessing students to match them with appropriate assistive technology are emphasized.
EDU 312
Integrated Curriculum in Schools
2 credits
This course examines current curricular programs and instructional methodologies while analyzing their researched constructs, backgrounds, and purposes with an emphasis for school implementation. An understanding of the curricular models used in the instruction of various learning needs will provide pre-service teachers with information and ideas regarding innovative programs of instruction and how these programs operate at the elementary level. The course also provides a fundamental understanding of a curriculum scope and sequence related to various subject areas. This knowledge is related to developing cross-curriculum sub objectives within a given curriculum guide, developing model lessons that include cross-curricular activities, including enrichment and fine arts connections.
EDU 313
Classroom Culture and Student Behavior
2 credits
This course is an in-depth study of practical techniques applied by teachers to deal effectively with middle level student behavior problems when such problems arise in classrooms and schools. Different students misbehave in different ways and for different reasons. As a result, not all misbehavior can be handled by teachers in the same way. In this course, middle level teacher candidates will learn about reasons for misbehavior and about several discipline models or options appropriate for middle schools that can be used by teachers when students misbehave. A five (5) hour clinical experience in schools is required.
EDU 390
Practicum I
1 credits
EDU 390 Practicum I is a structured, field-based, exploratory clinical course that requires at least 35 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socio-economically diverse student populations. Fieldwork is supported by 21 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the Division of Education. Student attendance at all Practicum seminars is required and must be documented. A reflective professional journal is required. Content modules are part of the Practicum seminars. Practicum I introduces the beginning teacher preparation student to essential content and pedagogical knowledge related to the components of professional practice and to Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching. Practicum I provides the teacher preparation student with opportunities to observe, describe, interpret, and understand the classroom environment and to reflect on the personal and professional attributes required for success in teaching. Teaching individual students and small groups of students is required.
Prerequisite(s): TB clearance
EDU 391
Practicum II
1 credits
EDU 391 Practicum II is a structured, field-based clinical course that requires at least 35 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socio-economically diverse student populations. Fieldwork is supported by 21 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the Division of Education. Student attendance at all Practicum seminars is required and must be documented. A reflective set of learning activities, focusing on the Delaware Professional Teaching Standards is completed for Practicum II. Content modules are part of the Practicum seminars. Practicum II helps the student analyze and reflect on the classroom environment in relation to current research, components of professional practice, and the Delaware Professional Teaching Standards. Classroom management and multiple assessment strategies are emphasized. Teaching a planned lesson to a class, as well as working with individual students, is required.
Prerequisite(s): EDU 390 and TB clearance
EDU 392
Practicum III
1 credits
EDU 392 Practicum III is a structured, field-based course that requires at least 35 hours of supervised clinical experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socio-economically diverse student populations. Fieldwork is supported by 21 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the Division of Education. Student attendance at all Practicum seminars is required and must be documented. A reflective set of learning activities, focusing on the theory of reading is completed for Practicum III. Content modules are part of the Practicum seminars. EDU 392 Practicum III emphasizes synthesis and evaluation but narrows the focus to the area of reading. Practicum III teaches students how to administer and interpret a diagnostic reading inventory, and then enables students to devise and carry out a remediation plan for one child under the close supervision of the Practicum advisor, classroom teacher mentor, and/or school reading specialist.
Prerequisite(s): EDU 390, EDU 391, RDG 300 for Birth-Grade 2 majors, RDG 301 for K-6 majors, and TB clearance
EDU 396
Environmental Education Practicum
3 credits
This course is a structured, field-based mentored program that requires a minimum of 40 hours in an approved off-campus setting and 21 hours of seminar. Practicum will mesh the content base of the science courses with the practicality of the classroom, the home, and the community at large. Through a variety of methodology, the earth and its systems will be studied from a holistic view and methods of instruction that enable the citizenry to make informed choices.
EDU 401
Instructional Technology
3 credits
The selection, use, and production of technology to facilitate children's learning are emphasized. Course topics include word processing, spreadsheets, Desktop publishing, multimedia, diagnosis and evaluation of students, as well as selection and use of instructional software and computer networks.
Prerequisite(s): BCS 205 or BCS 206
EDU 402
Integrated Approaches to Teaching Elementary Language Arts/Reading
3 credits
This course includes content, methods, and demonstration of proficiency in the literacy areas of reading, written composition, listening, oral communication, grammar and usage, and spelling. Students are expected to develop materials, lesson plans, units, and methods for teaching the elements of language arts/reading in an integrated way. A team approach with other teachers and the integration of other content areas are emphasized in the course. A 12-hour clinical experience in schools is required.
Prerequisite(s): RDG 301 and RDG 302; passing scores on all sections of PRAXIS I, and a passing score on the appropriate PRAXIS II
EDU 403
Integrated Approaches to Teaching Elementary Social Studies
3 credits
Students learn selection and evaluation of teaching methods, use of curriculum, use of technology, and preparation of instructional materials appropriate for social science content. Emphasis is placed on an integrated unit approach (integrating both the social sciences and the social sciences with other major content areas). A six-hour clinical experience in schools is required. Students will be expected to participate in a Junior Achievement teaching activity, including teaching five Junior Achievement lessons in a school.
Prerequisite(s): HIS 300, HIS 314, HUM 360, HUM 361, and ECO 105; passing scores on all sections of PRAXIS I and a passing score on the appropriate PRAXIS II
EDU 404
Integrated Approaches to Teaching Elementary Science
3 credits
The scope and sequence of the science curriculum for elementary students are emphasized via planning integrated lessons and units of instruction and laboratory methods. The integration of the lessons/units will focus on integrating the various science disciplines and on integrating the sciences with other major content areas.
Prerequisite(s): SCI 105, SCI 232, and SCI 305; passing score on all sections of PRAXIS I and a passing score on the appropriate PRAXIS II
EDU 405
Integrated Approaches to Teaching Elementary Math
3 credits
Students are exposed to mathematics learning strategies and the methods and strategies for teaching mathematics. Students have the opportunity to analyze programs and learning materials as they set up environments and situations which stimulate interest in learning mathematics. A special emphasis is on how math can be integrated with other major content areas in the teaching and learning process. Modeling strategies, the appropriate use of manipulatives, the integral use of calculators and computers, learning in cooperative groups, reading and writing to learn, and the other NCTM standards are the core of this course.
Prerequisite(s): MAT 201, MAT 202, and MAT 304; passing score on all sections of PRAXIS I, and a passing score on the appropriate PRAXIS II
EDU 407
Integrated Approaches to Teaching Middle Level Language Arts/Reading
3 credits
This course includes content, methods, and demonstration of proficiency in the literacy areas of reading, written composition, listening, oral communication, grammar and usage, and spelling. Students are expected to develop materials, lesson plans, units, and methods for teaching the elements of language arts/reading in an integrated way. A team approach with other teachers and the integration of other content areas are emphasized in the course. A 12-hour clinical experience in schools is required
Prerequisite(s): RDG 301, RDG 305, and EDU 312; passing scores on all sections of PRAXIS I and a passing score on the appropriate PRAXIS II
EDU 408
Integrated Approaches to Teaching Middle Level Social Science
3 credits
Students learn selection and evaluation of teaching methods, use of curriculum, use of technology, and preparation of instructional materials appropriate for social science content. Emphasis is placed on an integrated unit approach (integrating both the social sciences and the social sciences with other, major content areas). A six-hour clinical experience in schools is required. Students will be expected to participate in a Junior Achievement teaching activity, including teaching five Junior Achievement lessons in a school.
Prerequisite(s): HIS 201, HIS 204, SOC 101, ECO 105, GOV 326, and EDU 312; passing scores on all sections of PRAXIS I and a passing score on the appropriate PRAXIS II
EDU 409
Integrated Approaches to Teaching Middle Level Science
3 credits
The scope and sequence of the science curriculum for elementary students are emphasized via planning integrated lessons and units of instruction and laboratory methods. The integration of the lessons/units will focus on integrating the various science disciplines and on integrating the sciences with other major content areas.
Prerequisite(s): SCI 110, SCI 232, SCI 305, SCI 315, MAT 101 or MAT 205, and EDU 312;passing score on all sections of PRAXIS I and a passing score on the appropriate PRAXIS II
EDU 410
Integrated Approaches to Teaching Middle Level Math
3 credits
Students are exposed to mathematics learning strategies and the methods and strategies for teaching mathematics. Students have the opportunity to analyze programs and learning materials as they set up environments and situations which stimulate interest in learning mathematics. A special emphasis is on how math can be integrated with other major content areas in the teaching and learning process. Modeling strategies, the appropriate use of manipulatives, the integral use of calculators and computers, learning in cooperative groups, reading and writing to learn, and the other NCTM standards are the core of this course. A clinical experience of six (6) clock hours in the schools is required.
Prerequisite(s): MAT 201, MAT 202, and MAT 304; passing score on all sections of PRAXIS I and a passing score on the appropriate PRAXIS II
EDU 451
Student Teaching K-6 and 6-8
9 credits
EDU 451 Student Teaching is designed for Elementary K-6/Middle Level 6-8 majors. This supervised field experience requires at least 60 full student teaching days. Student teachers are placed with individual mentor teachers or with teams of supervising teachers in approved clinical settings. Student teachers are monitored and supported by Wilmington University supervisors. Placement priority is given to settings that serve culturally, linguistically, and socio-economically diverse student populations. A minimum of 15 clock hours is scheduled by the Wilmington University supervisors to address professional issues related to the clinical semester and to provide support and assistance with the completion of the required professional portfolio. EDU 451 is graded Satisfactory/Unsatisfactory.
Prerequisite(s): approved application from the Office of Clinical Studies; application must be received by October 1 for spring student teaching and by March 1 for fall student teaching; GPA of 2.5; EDU 392, EDU 402, EDU 403, EDU 404, EDU 405 for K-6; EDU 392, the two designated Integrated Approaches courses required in specific concentrations for 6-8, and appropriate PRAXIS II exam. Student teaching must be taken in conjunction with EDU 499
EDU 460-462
Topics in Education
3 credits
This course is an intensive study of contemporary topics and issues in education.
Prerequisite(s): Approval of Academic Dean
EDU 499
Clinical Assessment in the Classroom
3 credits
Clinical assessment addresses contemporary issues and practices in the field of assessment. The course will focus on developing competence in assessing student work in an educational setting. The collection, analysis, and interpretation of immediate, real-time information for making data-driven decisions about teaching and learning will be emphasized. Related topics such as conferencing techniques, reporting systems, analyzing student work, applying rubrics, and continuous assessment techniques will be discussed in the course. (This course must be taken in conjunction with student teaching.)