Courses

Students observe the daily routines and activities of employed professionals and see how skills and knowledge acquired in class are applied in the education field.
Prerequisite: Consent

The historical, philosophical and sociological foundations of education are explored in this course. The effects that theoretical developments and research have on curriculum and the role of the teacher are studied. Students are introduced to the Teacher as Effective Steward" model and encouraged to develop their own philosophy of education in response to that model."
This course must be taken before the junior year.

Applications of theories of teaching, learning, development and measurement to classroom environments are explored. This course also examines qualities of classroom interaction, particularly related to instructional processes, motivation of students and classroom management.
Identical with PY 236.
Prerequisite: PY 111

This course is an introduction to professional preparation for teaching literacy in the early childhood setting. The student will explore the sound-symbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process. The student will also study the linguistic and cognitive basis of reading as it relates to the developmental needs of the young child.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

This course explores methods and strategies appropriate for teaching reading in the elementary school setting. Selection, organization, and use of materials aligned to The Science of Reading will be emphasized. Students will complete a field experience to reinforce reading methodologies.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

This course acquaints students with various types of literature for adolescents, theories of supporting reading in secondary classrooms and using reading as a communication device. The course addresses literacy issues, required vs. open reading, pleasure reading and methods for integrating reading into the secondary curriculum.
Identical with EN 273.
Prerequisite: ED 236

Students will do at least 30 hours of observation and participation in a K-6 classroom. Reflections related to these classroom experiences will be required.
Prerequisites: ED 212 or ED 236 or SE 232 or concurrent

Students will do at least 30 hours of observation and participation in a middle school or high school classroom. Reflections related to these classroom experiences will be required.
Prerequisites: ED 212 or ED 236 or SE 232 or concurrent

This course, first in a sequence of secondary methods, addresses adolescent development along with an introduction to the concept of cultural proficiency. Middle school philosophy and curriculum provides the context for developing instructional strategy, traditional assessment forms and techniques for enhancing secondary reading. A 30-hour field experience is required.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

This course explores methods and strategies appropriate for the earl childhood setting. Selection, organization and use of materials will be emphasized.
Prerequisites: ED 236, 242 and acceptance into the Teacher Education Program

This course gives the secondary education candidate experience developing instructional strategies appropriate for high school curriculum with an emphasis on performance based learning and assessment. In addition, classroom management, student learning style, writing across the curriculum, along with further exploration of cultural proficiency will be addressed.
Prerequisites: ED 311 and acceptance into the Teacher Education Program

This is a course designed to introduce the various reading approaches that are found in the classroom. Principles, practices and problems will be addressed. Emphasis will be on knowledge of phonics, textbooks and various reading programs that students will encounter as they teach in the early and middle childhood settings.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

The reading difficulties of individuals are studied, with attention placed on the administration and interpretation of classroom assessment measures. Emphasis is given to addressing the needs of all readers in the classroom.
Prerequisites: ED 332 and acceptance into the Teacher Education Program

This course will focus on helping teacher candidates for grades K-9: understand and use appropriate assessment strategies; develop the ability to collect and use assessment data as a means of improving student learning; be familiar with the administration and use of common national, state and local standardized assessment measures.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

This course will focus on helping teacher candidates for grades 5-12: understand and use appropriate assessment strategies; develop the ability to collect and use assessment data as a means of improving student learning; be familiar with the administration and use of common national, state and local standardized assessment measures.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

Students consider theories and rationale for integration of technology within the classroom. Emphases are on integrated lesson planning, technological adaptation for students with exceptionalities, in addition to further development of the candidates' technological knowledge and skills applicable to the teaching profession.

Consideration is given to the aims, content and organization of social studies concepts appropriate for the elementary school student. Unit and daily lesson planning, as well as exploration of textbooks and other resources, is emphasized.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

This course acquaints students with various methods and materials for the teaching of functional and creative writing, handwriting, grammar, punctuation and spelling in elementary school settings. Exploration of language development, oral composition and listening skills is included.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

Students learn to use discovery techniques as part of an integrated approach to the teaching of topics in physical, biological and earth conservation sciences. The use of trade books, visuals and commercial curriculum projects is explored.
Prerequisites: BI 111/L or CH 111/L or PH 111/L; ED 236 and acceptance into the Teacher Education Program

Students learn to use problem solving, communication, reasoning and connections as part of an integrated approach to the teaching of elementary school mathematics. Learning resources, including trade books, textbooks, manipulatives, computer curriculum resources and teacher-made instructional aids, are explored.
Prerequisites: MA 111 or MA 112, ED 236 and acceptance into the Teacher Education Program

This course provides experience observing and working with exceptional populations in one of a variety of settings relevant to student interest. Taken during the junior or senior year.
Prerequisites: SE 232 and 233

Practicum in some aspect of education designed to give student practical, directed experience.
Prerequisite: Consent

An extensive, four-week, all morning field experience in a K-6 classroom for those students in the fall methods block (ED 272, 382, 384). This field experience will take place during the last four weeks of the semester.
Prerequisites: ED 272, 382, and 384 concurrent

An extensive, four-week, all morning field experience in a K-6 classroom for those students in the spring methods block (ED 316, 386, 388). This field experience will take place during the last four weeks of the semester.
Prerequisites: ED 386, 388, and SE 325 concurrent

Special topics in education for teachers and other professional educators.
Prerequisite: Consent

This seminar, designed as the agricultural education candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on agricultural education/IDOE standards, national teacher standards and respective professional organizations as well as the three-part agricultural education program model, including classroom and lab learning, FFA and SAEs. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least ten consecutive days of teaching.
Prerequisite: AE 320

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on language arts/English IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on mathematics IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on science IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on social studies IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

Students will investigate a number of different theories and techniques which will enable them to develop strategies for maintaining a successful teaching and learning environment. Emphasis will be on positive classroom management as well as planning for discipline.
Prerequisite: SE 325 or MI 221

Current issues, teaching techniques, classroom management and other topics which change in response to trends in education will be discussed. This course is taken during the student teaching semester and includes initial and final professional portfolio assessments.
Prerequisites: Admission to teacher education program and approved application for student teaching

All-day classroom experience in local elementary schools for 14 weeks. The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University. Overseas and special education student teaching experiences involve additional placements and reduction of time and credit for ED 450 experience. Students teaching overseas will spend seven weeks in an ED 450 placement for five credit hours and seven weeks overseas (ED 455) for five credit hours. Special education student teachers will spend seven weeks in an ED 450 placement for five credit hours and seven weeks in a special education setting (SE 450 or 460) for five credit hours.
Prerequisites: Admission to teacher education program, approved application for student teaching, and appropriate Indiana Core Assessment scores

All-day classroom experience in an overseas elementary school for up to seven weeks. This experience is to be paired with a seven-week experience in ED 450 (five credit hours).
Prerequisites: ED 450 (concurrent) and consent

All-day classroom experience in local secondary schools for 14 weeks. The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University. Overseas student teaching experiences involve additional placements and reduction of time and credit for ED 460 experience. Students teaching overseas will spend seven weeks in an ED 460 placement and seven weeks overseas (ED 465).
Prerequisites: Admission to teacher education program, approved application for student teaching, and appropriate Indiana Core Assessment scores

All-day classroom experience in an overseas secondary school for up to seven weeks. This experience is to be paired with a seven-week experience in ED 460 (five credit hours).
Prerequisites: ED 460 (concurrent) and consent

An individualized study of a problem, a research paper or a project related to the education field.
Prerequisite: Consent

A field experience in education which provides an opportunity for the student to apply theoretical knowledge in a practical setting. Student maintains close cooperation with the supervisory personnel in the field.
Prerequisite: Consent

This course will introduce the student to American Sign Languages (ASL). It will explore the history and culture behind the language and will cover proper fingerspelling and signing techniques, as well as signing etiquette. A great deal of time will be spent learning vocabulary and practicing ASL in a conversational setting. This course is directed toward students with no previous experience with, or knowledge of, ASL.

Students observe the daily routines and activities of employed professionals and see how skills and knowledge acquired in class are applied in the special education field.
Prerequisite: Consent

This course provides an overview of the developmental, behavioral, intellectual and educational characteristics of students with disabilities. Early intervention, identification and placement as well as appropriate adaptations for diverse learners in inclusive classroom settings will be emphasized. In addition, the special methodologies related to the instruction of gifted and talented students are addressed.
Identical with PY232.
Prerequisite: PY 111

This course focuses on special education as a profession. Emphasis will be placed on historical, philosophical and legal foundations of special education. The rights and responsibilities of parents, students, educators and other professionals as these relate to students with exceptional needs will also be studied. Programming options and ethical practices for mild interventions will be emphasized.
Identical with PY 233.
Prerequisite: PY 111

Explores how teachers can develop responsive, personalized and differentiated classrooms by attending to the learning needs of diverse individuals. Students will learn to develop multiple avenues to learning for student growth and success.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

This course focuses on planning and managing the teaching and learning environment for students with mild disabilities. The use of functional behavioral assessment and its use in developing behavior intervention plans for students with mild disabilities will be explored. Legal implications, including applicable laws, rules and regulations regarding the dissemination and implementation of behavior plans, will be discussed. Emphasis will be placed on strategies to foster and teach social skills to those students with mild disabilities.
Prerequisite: ED 236

Practicum in some aspect of special education designed to give student practical, directed experience.
Prerequisite: Consent

An extensive, four-week, all morning field experience in a K-6 special education setting for those students in the methods block. This field experience will take place during the last four weeks of the semester.
Prerequisites: SE 232 and 233; concurrent with the special education block courses (SE 422 and 434)

Emphasis in this course will be on characteristics of children who have mild disabilities and the methods and materials used for intervention. A variety of strategies that facilitate student success in the least restrictive environment will be discussed. Additionally, modifying curriculum and environments to ensure student success will be stressed. The use of direct instruction and assessment of instruction to plan instructional objectives for the exceptional learner will be discussed along with the connection between daily planning and the individual education plan.
Prerequisites: SE 233 and acceptance into the Teacher Education Program

This course focuses on the multiple forms of assessment and record keeping. Emphasis will be placed on selection, use and interpretation of a wide variety of formal and informal assessments and effective ways of communicating that information to parents and colleagues. Additional emphasis will be placed on using assessment to plan, modify and deliver instruction. The relationship between assessment, placement and individual education plans will be explored.
Prerequisites: ED 236, SE 233 and acceptance into the Teacher Education Program

This course focuses on communication and collaborative partnerships that will contribute to success for the exceptional child across the full spectrum of services available for mild intervention. Emphasis is placed on the importance of ongoing relationships between the special educator and parents, families and agencies to support the education of the child. The process of conducting team meetings and ethical considerations dealing with confidential information will be explored.
Prerequisite: SE 233

All day experience in a special education setting for seven weeks (to be paired with a seven-week experience in ED 450). The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.
Prerequisites: Admission to the teacher education program, completion of mild intervention content coursework, approved application for student teaching, and appropriate Indiana Core Assessment scores

All day experience in a special education setting for seven weeks (to be paired with a seven-week experience in ED 450). The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.
Prerequisites: Admission to the teacher education program, completion of mild intervention content coursework, approved application for student teaching, and appropriate Indiana Core Assessment scores

An individualized study of a problem, a research paper or a project related to the special education field.
Prerequisite: Consent

A field experience in special education which provides an opportunity for the student to apply theoretical knowledge in a practical setting. Student maintains close cooperation with the supervisory personnel in the field.
Prerequisite: Consent