Course Descriptions
Education
EDU 102
E-Folio
0 credits
In this course, candidates will use Watermark’s Student Learning and Licensure (SL&L) to demonstrate their competency in various content and performance areas. This course provides access to the electronic portfolio housed on SL&L and is required for all candidates enrolled in a Degree or Certificate Program in the College of Education. E-folio is a non-credit course and does not meet as a regular class. Registration for the course requires a one-time fee which provides candidates with access to the electronic portfolio for the duration of their program. Candidates must (1) enroll in this course at the beginning of their program and (2) open the course on Canvas and follow the instructions to activate their SL&L account. Throughout your program, assignments, documents, and artifacts from designated courses will be placed into the electronic portfolio. Completion of the portfolio is a graduation requirement.
EDU 203
Instructional Technology
3 credits
The selection, use, production and development of technology applications and venues to enhance instruction and facilitate learning are emphasized. Course topics emphasize the use of a variety of technology applications as tools for delivering current, informative, interactive and engaging lessons. As a precursor to using technology as a vehicle for effective instruction, students will learn a variety of software applications and network tools.
Prerequisite(s): EDU 102
EDU 204
Leadership and Collaboration
3 credits
This course has been designed to assist K-6 and middle level education teacher candidates in developing the attributes, knowledge, skills, and strategies necessary to serve as a teacher leader. The course will explore teacher leadership in a variety of capacities including but not limited to instruction/curriculum development, assessment, school reform, classroom management, technology, advisory/mentoring, on-going professional development, and collaboration. A strong emphasis will be placed on ethical issues related to teaching and learning. Appropriate and effective oral and written communication skills will also be discussed. Moreover, teacher candidates will apply research and critical thinking skills to demonstrate scholarship related to issues in teacher leadership.Prerequisite(s): EDU 102, ECE 105 or EDU 203
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 307
Instructional Strategies in Middle Level Education
3 credits
Instructional Strategies in Middle Level Education is designed to provide teacher education candidates with an opportunity to study about, reflect upon, question, become knowledgeable about, and develop skills in using a variety of instructional methods while applying and practicing these methods in a collaborative and constructive setting. Participants will learn how to plan and present instruction clearly, as well as how to establish and maintain an effective learning environment.
Major topics include: characteristics of effective instructional strategies and their impact on various learners; differentiated instruction; planning for instruction; developing effective lessons using a variety of approaches & technologies; assessment of student learning; and professional development. Attention is focused on the learner and the interpretation of physiological, psychological, sociological, emotional, cultural, linguistic, and environmental factors which influence learning.
Prerequisite(s): EDU 102, EDU 203
EDU 308
Teaching in the Middle School
3 credits
Contemporary theories and practices that apply to middle level schools are reviewed and critiqued. The course includes an in-depth review of the Middle Level Standards of the Association for Middle Level Education. Topics include young adolescent development, middle level curriculum, middle level philosophy and organization, middle level instruction and assessment, and middle level professional roles of teachers. A major focus of the course is the special developmental needs of middle level students and appropriate classroom management techniques for this age group.
Prerequisite(s): EDU 102, EDU 203
EDU 310
Applied Behavior Analysis and Classroom Culture
3 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 in 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.
Prerequisite(s): EDU 102, EDU 203, and PSY 333
EDU 311
Assistive Technology
3 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
Prerequisite(s): EDU 102, EDU 203, and PSY 333
EDU 313
Classroom Culture and Student Behavior
3 credits
This course provides an opportunity for pre-service middle level teacher candidates to understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their future practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for diverse learners. In addition, the Trauma-Informed Classroom, including what it is and how to achieve it, is included as a key topic in this course. Practical tips to assist middle level candidates plan a management scheme for their future middle level classrooms in order to impact student learning.
EDU 314
Instructional Strategies in Elementary Education
3 credits
Instructional Strategies (Kindergarten through Grade Six) is designed to provide teacher education candidates with an opportunity to study about, reflect upon, question, become knowledgeable about, and develop skills in using a variety of instructional methods while applying and practicing these methods in a collaborative and constructive setting. Participants will learn how to plan and present instruction clearly, as well as how to establish and maintain an effective learning environment.
Major topics include: characteristics of effective instructional strategies and their impact on various learners; differentiated instruction; planning for instruction; developing effective lessons using a variety of approaches & technologies; assessment of student learning; and professional development. Attention is focused on the learner and the interpretation of physiological, psychological, sociological, emotional, cultural, linguistic, and environmental factors which influence learning.
Prerequisite(s): EDU 102 and EDU 203
EDU 315
Learner Development and Numeracy
3 credits
This course is designed to help teacher candidates construct a clear understanding of how mathematics is effectively in the classroom. Among other things, teacher candidates will develop an understanding and application of the intersection of fundamental mathematical concepts and practical pedagogy and will excel in their ability to develop and deliver a variety of instructional sound lessons as related to a variety of approaches to mathematics all within the context of state and national standards. Topics and techniques included in this course are: Singapore Math; Math Talks, Place Value and Models of Arithmetic, Mental Math and Word Problems, Algorithms, and Fractions.
Prerequisite(s): EDU 102 and EDU 203
326
Praxis Preparation in Reading/Language Arts
0 credits
This course provides teacher candidates with a comprehensive review of the fundamental concepts of Reading/Language Arts. It is specifically designed to reduce test anxiety and to provide candidates with support, including personalized feedback. Candidates will receive 15 hours of targeted instruction to help them fully prepare for the Praxis II Reading/Language Arts Exam CKT 7812 including strategies for determining what the question is asking; print concepts; alphabet principles; phonological awareness; phonics and word recognition; fluency; and conventions of standard academic English. Review of the concepts tested on the Praxis II Exam include: I. Foundational Literacy Skills; II. Language; and III. Constructing Meaning. Admission to the course will require candidates to show proof of their Praxis II test scores so that the instructors may personalize learning based on the areas of need. If the candidate has not attempted the test, he/she will be encouraged to take the test within the first four weeks. Candidates will be required to attend one Saturday session from 9-11am. All other meeting times will be coordinated with individual members of the course.EDU 327
Praxis Preparation in Science
0 credits
This course provides teacher candidates with a comprehensive review of the fundamental concepts of Science. It is specifically designed to reduce test anxiety and to provide candidates with support, including personalized feedback about common misunderstandings related to Science. Candidates will receive 15 hours of targeted instruction to help them fully prepare for the Praxis II Science Exam CKT 7814 including strategies for determining what the question is asking; and approaches to Science questions. Review of the Science concepts tested on the Praxis II Science Exam include: I. Earth and Space Sciences; II. Life Sciences; and III. Physical Sciences. Admission to the course will require candidates to show proof of their Praxis II test scores so that the instructors may personalize learning based on the areas of need. If the candidate has not attempted the test, he/she will be encouraged to take the test within the first four weeks. Candidates will be required to attend one Saturday session from 9-11am. All other meeting times will be coordinated with individual members of the course.
EDU 328
Praxis Preparation in Social Sciences
0 credits
This course provides teacher candidates with a comprehensive review of the fundamental concepts of Social Studies. It is specifically designed to reduce test anxiety and to provide candidates with support, including personalized feedback about common misunderstandings related to Social Studies. Candidates will receive 15 hours of targeted instruction to help them fully prepare for the Praxis II Social Studies Exam CKT 7815 including strategies for determining what the question is asking; and approaches to Social Studies questions. Review of the concepts tested on the Praxis II Social Studies Exam include: I. History; II. Government and Citizenship; III. Human and Physical Geography; and IV. Economics. Admission to the course will require candidates to show proof of their Praxis II test scores so that the instructors may personalize learning based on the areas of need. If the candidate has not attempted the test, he/she will be encouraged to take the test within the first four weeks. Candidates will be required to attend one Saturday session from 9-11am. All other meeting times will be coordinated with individual members of the course.
EDU 329
Praxis Preparation Mathematics
0 credits
This course provides teacher candidates with a comprehensive review of the fundamental concepts of mathematics. It is specifically designed to reduce test anxiety and to provide candidates with support, including personalized feedback about their common mathematical errors. Candidates will receive 15 hours of targeted instruction to help them fully prepare for the Praxis II Math Exam CKT 7813 including strategies for determining what the question is asking; approaches to math questions presented in abstract form; and methods for translating difficult real-world word problems into expressions or equations. Review of the mathematical concepts tested on the Praxis II Mathematics Exam include: I. Counting and Operations with Whole Numbers; II. Place Value and Decimals; III. Fractions, Operations with Fractions, and Ratios: and IV. Early Equations and Expressions, Measurement, and Geometry. Admission to the course will require candidates to show proof of their Praxis II test scores so that the instructors may personalize learning based on the areas of need. If the candidate has not attempted the test, he/she will be encouraged to take the test within the first four weeks. Candidates will be required to attend one Saturday session from 9-11am. All other meeting times will be coordinated with individual members of the course.
EDU 390
Practicum I
1 credit
Practicum I is a structured, field-based, semester-long exploratory clinical course that requires at least 60 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 socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the College of Education. Practicum I introduces the teacher candidate to essential content and pedagogical knowledge related to the components of professional practice, Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching and DPAS II (Delaware Performance Appraisal System II). Practicum I provides the teacher candidate with opportunities to observe, describe, interpret, and understand all aspects of professional practice and to reflect on the personal and professional attributes required for success in teaching. Candidates in Practicum I focus on the development and characteristics of learners, individual learning differences, dispositions expected of professionals within the education field, learning environments and social interaction. Candidates should take the appropriate Praxis II exam and select Wilmington University as a score recipient. Passing scores are a prerequisite for entry into Practicum II. ETS Vouchers may be purchased at the Wilmington University bookstore or directly through the ETS website.
Prerequisite(s): EDU 102 and EDU 203. A Federal and Delaware CBC (Criminal Background Check) Report sent / delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD and a completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Program Chair approval required.
EDU 391
Practicum II
1 credit
Practicum II is a structured, field-based, semester-long exploratory clinical course that requires at least 60 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 socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum II requires the teacher candidate to implement, analyze and reflect on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates will learn to explore decision-making processes through the application of knowledge and skills gained in the prerequisite courses. Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students. Candidates must take the appropriate Praxis II Content Knowledge Examination by the end of the semester in which they are enrolled in Practicum II and designate Wilmington University as a score recipient. Praxis II must be passed prior to Student Teaching/Teaching Internship as a condition of entry into Student Teaching/Teaching Internship.
Prerequisite(s): EDU 102, EDU 203 and EDU 390. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
EDU 392
Practicum III
1 credit
Practicum III is a structured, field-based, semester-long exploratory clinical course that requires at least 50 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 socioeconomically diverse student populations. MSE Practicum III placements are in inclusive learning environments serving students with identified / diagnosed learning needs. Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum III is an extension of Practicum II in which the teacher candidate refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates enhance instructional strategies, learning activities, classroom management skills and lesson planning through the application of knowledge and skills gained in the prerequisite courses. Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons from full units within an approved classroom setting, as well as working with individual students.
Prerequisite(s): EDU 102, EDU 203, EDU 390, EDU 391. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
EDU 402
Integrated Methods 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 virtual clinical experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102, EDU 203, RDG 203, RDG 308, Junior and Senior Status Only
EDU 403
Integrated Methods 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 virtual clinical experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102, EDU 203, Junior and Senior Status Only
EDU 404
Integrated Methods 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. A virtual clinical experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102, EDU 203, Junior and Senior Status Only
EDU 405
Integrated Methods 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. A virtual clinical experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102, EDU 203, EDU 315, Junior and Senior Status Only
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 virtual clinical experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102, EDU 203, Junior and Senior Status Only
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 virtual clinical experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102, EDU 203, Junior and Senior Status Only
EDU 409
Integrated Approaches to Teaching Middle School 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. A virtual clinical experience from schools using “best practices” is required.Prerequisite(s): EDU 102, EDU 203, Junior and Senior Status Only
EDU 410
Integrated Approaches to Teaching Middle 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 virtual experience from schools using ''best practices'' is required.
Prerequisite(s): EDU 102 and EDU 203, Junior and Senior Status Only
EDU 451
Student Teaching
9 credits
This supervised field experience requires at least 80 full student teaching days. Areas of concentration are Elementary Education and Middle Level Education 6-8. Teacher candidates are placed with individual cooperating teachers or with teams of cooperating teachers in approved clinical settings. Teacher Candidates are monitored and supported by Wilmington University supervisors. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically 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. Student Teaching is graded Satisfactory/Unsatisfactory.
Prerequisite(s): EDU 102, EDU 203, EDU 390, EDU 391, and EDU 392. A new Federal and Delaware CBC (Criminal Background Check) Report sent/delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Student Teaching Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Program Chair approval is required for course registration.
EDU 452
Performance Assessment
3 credits
The PPAT is a nationally-normed and scored assessment of a teacher candidate’s ability to apply pedagogical content knowledge and skills during student teaching. It is designed to develop more effective teachers in the classroom, identify strengths and areas for improvement of practice, allow candidates to continually refine their teaching practices, and to contribute to a development plan for professional growth. The assessment contains four tasks requiring written commentary and submission of artifacts. Candidates are required to take and pass (with a target score of 43 or higher) the PPAT in order to be eligible for degree completion and conferral. A course fee will cover the cost of the assessment.
EDU 460
Topics in Education
3 credits
This course is an intensive study of contemporary topics and issues in education.
Prerequisite(s): Approval of Academic Dean