Introductory study of education. Emphasizes teaching as a profession and current educational practice. Requires school-based practicum. This course requires the submission of PA Dept of Education clearances. 2 SH.

Studies of current and past issues in education. Topics vary according to instructor preference. 2-4 SH.

An overview of educational principles, theories, and strategies that positively influence student development and learning. Approaches to teaching and learning are based on an understanding of children as individuals and as members of a group. Prerequisite: EDUC-101. 4 SH. CC: Social Interactions, Writing Intensive.

An overview of psychological and educational principles as they apply to the classroom. Topics include instructional planning, developmental characteristics of students, and learning theories. Also covers evaluation, discipline and classroom management. Prerequisite: EDUC-101 or MUED-200. 4 SH. CC: Social Interactions, Writing Intensive.

An overview of the needs of students with disabilities in multiple settings, examining both typical and atypical development, as well as all major areas of exceptionality and instructional strategies that support student success in inclusive classrooms. Additionally, legal, ethical, and professional responsibilities of teachers working with children with disabilities, including those with multicultural and multilingual backgrounds are emphasized. Includes required special education school-based field experiences. Pre-requisites: EDUC-101. 4 SH. CC: Diversity Intensive.

Explores methods of designing and delivering effective instruction for individuals with special learning requirements. Prerequisites: EDUC-260 and either EDUC-240 or EDUC-250. 4 SH.

This course emphasizes experiential learning and builds upon students’ understanding of the diverse needs of children who are struggling and those with identified mild disabilities, particularly in terms of research-based approaches to provide effective instruction in inclusive and special education classrooms. Students will specifically learn how to develop and implement appropriate and individualized standards-aligned instruction for learners who have Individualized Education Plans (IEPs). Students will identify and implement research-based learning/teaching strategies to promote learners’ progress (focusing on both those with high incidence disabilities) as well as a range of ways in which to differentiate instruction and implement universal design for learning principles to meet individual needs in all content areas. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.

Basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects; taught as two separate 2 SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expression requirement. Prerequisites: Sophomore standing and EDUC-101. 4 SH. CC: Artistic Expression.

With EDUC-300M, basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects, taught as two separate 2SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expressions requirement. Prerequisites: Sophomore standing and EDUC-101. CC: Artistic Expression.

With EDUC-300A, basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects, taught as two separate 2SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expressions requirement. Prerequisites: Sophomore standing and EDUC-101. CC: Artistic Expression.

Methods of developing instructional strategies beginning with preschool-aged children and including numbers and operations, algebraic concepts, geometry and measurement, and data analysis and probability. This course will focus on developing conceptual understanding of math skills using hands-on and virtual manipulatives and using research-based instructional strategies. This knowledge will be applied in field experiences. Prerequisites: EDUC-101. 4 SH

Methods of developing instructional strategies in all strands of the mathematics curriculum beginning with early elementary-aged children. Topics include numbers and operations, algebraic concepts, geometry and measurement, and data analysis and probability. This course will focus on developing conceptual understanding of math skills using hands-on and virtual manipulatives and using research-based instructional strategies. This knowledge will be applied in field experiences. Prerequisites: EDUC-310 and admission to a teacher education program. 4 SH

This required course will address knowledge and skills educators need to plan individualized programs for students with moderate and severe disabilities, including those with physical and cognitive impairments as well as autism. Emphasis will be on teaching and supporting students within both special education and regular classes/typical school activities, based on a vision of adult participation in typical community activities and settings. Associated topics of discussion include learning characteristics of students with moderate and severe disabilities, program planning and IEP development, assessment and instructional planning in foundation skills, communication, assistive technology, supporting participation and progress in the general education curriculum, social skills and facilitating peer relationships, and transition planning. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.

The theory and practice of using educational technology in the classroom. Includes practice with computers, multimedia and telecommunications. Prerequisite: EDUC-101. 2 SH.

This course will focus on having students develop a foundational understanding of behavior modification principles and classroom management strategies in order to be able to most effectively teach any type of student in an inclusive setting. Special attention will be given to individuals with emotional and behavior disorders and a variety of techniques for implementing specific behavior intervention strategies at the school-wide and classroom levels will be discussed in addition to appropriate assessment procedures and behavior plan writing. Students will also learn evidence-based methods for providing academic instruction in core content areas for this population of students. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.

Using knowledge of language systems, language acquisition and sociocultural influences on learning and communication to design instruction and assessment for students whose home language is not English. Includes field experiences. Prerequisites: Either MUED-200 or EDUC-101. 4 SH. CC: Diversity

An overview of research on and theories of young children’s language development and methods of assessing and guiding the development of language skills in very young children, including skills that facilitate later learning of reading and writing. Includes field experiences at early childhood sites. Prerequisites: EDUC-101. 4 SH.

Methods of designing and delivering explicit instruction in reading, writing and the related language arts to children in grades K-4. Includes field experiences at school sites. Prerequisite: EDUC-365. 4 SH.

Methods of assessing young children’s literacy development and providing interventions suited to the needs of each child. Includes field experiences at school sites. Prerequisites: EDUC-365 and EDUC-366. 4 SH. CC: Writing Intensive.

An introduction to a broad range of approaches to successful tutoring, this course focuses particularly on addressing diverse learning styles and understanding the impact of social-cultural differences on learning. Students will develop diverse peer tutoring strategies to facilitate learning and will be prepared to serve as tutors in a variety of settings. Prerequisite: GPA of 2.75 or instructor’s approval. 2 SH.

Methods of designing instruction to enhance student learning by using clear objectives, appropriate assessment and flexible learning activities that conform to state curriculum standards. Prerequisites: EDUC-101. 2 SH.

Methods of designing and using a wide range of assessment types and assessment data to implement instructional or programmatic revisions in education. Includes field experiences at school sites. Prerequisites: A Central Curriculum Analytical Thought course, senior standing, and admission to the teacher education program. 2 SH.

Methods of designing and delivering effective instruction in social studies in early childhood classrooms. Includes field experiences at school sites. Prerequisites: Senior standing and elementary education major. 4 SH. CC: Team Intensive.

Examines the connections among schools, families and communities and methods teachers can use to establish and maintain positive collaborative relationships with the families of their students. Includes field experiences at school or community sites. Prerequisites: Senior standing and admission to the teacher education program. 2 SH.

The course covers methods and materials used in assessing students who may be eligible for special education. Class sessions will involve experiential learning activities related to the assessment of students. Students will take this course the semester before student teaching, in concurrence with a practicum. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher-made assessment for instructional and placement decisions. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Senior class standing, EDUC-999 admission to the teacher education program, and successful completion of EDUC-240 and EDUC-260. 4 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH,

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Business, Communications and IT Methods prepares students to develop and implement instruction in the K-12 Business classroom setting. This course includes field experiences and is taken in preparation for student teaching. Prerequisites: Approval of Teacher Intern Program Director. 2 SH.

Methods of Teaching Art (Methods of Curriculum, Instruction and Assessment in Art) prepares students to develop and implement instruction in the pK-12 Art classroom setting. This course includes field experiences and is taken in preparation for student teaching. Prerequisites: Approval of Teacher Intern Program Director. 2 SH.

Methods of teaching scientific knowledge and the elements of scientific thinking and experimenting in developmentally appropriate ways to children through fourth grade. Includes field experiences at schools and other sites and may include one or more Saturdays. Prerequisites: INTD-320. 4 SH.

This course focuses on the academic language needed for ELLs to be successful in U.S. schools. The course begins with an emphasis on foundational knowledge of language structures (i.e., English phonology, morphology, and syntax) as well as a thorough review of key theories and principles in first and second language acquisition. The course looks at the particular issues faced by students at different points in their education: elementary, middle and high school, as well as the role of literacy in content area learning. Students will understand the complexities associated with reading and writing development in more than one language. The tutoring component of the course will give students an opportunity to apply theoretical knowledge to practice and conduct hands-on analyses and diagnostic assessments. Prerequisite: EDUC 350. 4 SH.

In this course, sociocultural and political dimensions of language learning and teaching are explored. Learning a language is not a politically neutral enterprise: Issues of power are related to who is encouraged to learn a language and who is prevented from accessing linguistic resources. The course emphasizes the interplay between the macro-level relations of power in society and the micro-level experiences of language learners by focusing on sociocultural, political, racial, and economic perspectives. Throughout the semester, you will be encouraged to make connections between theory and practice. As part of making connections between theory and practice, 20 hours of field experience will be a part of the course assignments and requirements. Prerequisites: EDUC-350. 4 SH. CC: Diversity.

The purpose of this course is to introduce students to current research-based methods, strategies, frameworks and resources in K-12 ESL education, with an emphasis on both curriculum and assessment components. The course offers a critical overview of a variety of ESL teaching methods, with the focus on recent developments in content-based, task-based, and critical pedagogies, in addition to appropriate assessment principles and techniques. Students will also explore a variety of ways to use technology for instructional purposes. The course includes a concurrent, required field experience (20 hours total; two observation hours per week) where candidates will work with an ELL in the field, identify their instructional needs through assessment and then work with the learner to meet instructional needs through different forms of curriculum. Prerequisite: EDUC-350. 4 SH.

This course is designed as an introduction to how first and, in particular, second languages are learned. The hope is that students will use what they learn to teach individuals who have a second/additional language. All course topics weave in discussion on the role of language in teaching and learning, as well as stress the relevant implications for effective instruction in culturally and linguistically diverse classrooms. Students will gain an understanding of the historical development of language acquisition theories, and how they have led to modern hypotheses on language learning and classroom practices. By the end of the course, the students will write action plans that explain their understanding of language acquisition and how it applies to classroom environments. There is no required field experience for this course. 4 SH.

A study of current curricular and instructional practices. Topics include components of professional practice, planning and preparation, classroom environment, classroom assessment, and professional development. (A summer section of EDUC-479 may be offered for students participating in the Teacher Intern Program. This summer section carries two semester hours of credit and is not available to undergraduate students.) This course is taken in the first semester of the senior year as part of the Secondary Education Methods Block (see secondary education in the education course requirements section.) This course includes a practicum. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 4 SH.

An overview of the current models of classroom management and strategies for meeting diverse needs and unique abilities of students from many different backgrounds. Topics include classroom management techniques for exceptional learners, urban and rural students, and culturally and linguistically diverse students. Includes field experiences at a school site. This course is taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

A course for seniors in the early childhood (PreK-4) certificate program, which covers methods of early childhood teaching, including instructional planning, responsive classroom management, diversity in the classroom and professional ethics. The second half of the course is spent at the school site with the cooperating teacher to whom each senior is assigned for student teaching in the spring semester. Prerequisites: Senior standing in the elementary education major and EDUC-999 admission to the teacher education program. 4 SH.

students must be admitted to the teacher education program (EDUC-999) and apply and be approved for student teaching.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15-week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH. CC: Ethics Intensive.

This course examines contemporary issues and challenges in public education. It explores the history of education in the United States and discusses objectives behind creating a public school system. Theories and concepts related to the policymaking process are explored, and resulting policies are analysis and contextualize within the field of education. Finally, the course investigates recent education reforms and, where possible, seeks to analyze the consequences of these reforms. Same as PPOL-353. Prerequisites: EDUC 101, Junior or senior standing. 4 SH. CC: Writing Intensive.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as admission to the teacher education program. Capstone for elementary education majors. 2 SH.

A detailed exploration of a selected educational topic or problem under faculty direction. Project may relate to the development of a significant skill in teaching. Requires approval of supervising professor and department head. 1-4 SH.

The historical, philosophical, and sociological foundations that form a basis for the development, organization, and role of US public education and other social institutions will be examined. Students will analyze the preparation of teachers, the cultural environments within which teachers are trained, and how social, cultural, political, and economic forces shape schools. A critique of the literature will include cultural identity formation and construction, teaching philosophies, and schools as political and bureaucratic structures. The goal of the course is to challenge assumptions about how schools are organized and stratified and how both are linked to mobility of and reproduction of the prevailing social order. 4 SH.

This course examines theory, research, and practice of K-12 school curriculum. Students will evaluate past and current processes of curriculum development in relation to standards, learning objectives, assessment, instructional methods, and student needs. 4 SH.

This course introduces students to a variety of research methods common to the field of education. Quantitative, qualitative, and mixed methods approaches will be examined. The course will focus on the research process from identifying research problems through the creation and report of original research. Students will locate, analyze, and interpret educational research and use these skills to identify areas of inquiry for the completion of their Master’s Paper. 4 SH.

This graduate-level course analyzes the methods and materials necessary to accurately assess students within inclusive classroon settings and students who may be eligible for special education. Through experiential learning activities, students will apply the language and terminology required to assess and evaluate students to the creation of assessment tools. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher-made assessment for instructional and placement decisions. Students will also be required to track the performance of a child with special needs and explain the rationale for the application of particular student performance goals based on interpretation of collected data sets. 4 SH.

Educators will learn the knowledge and skills needed to plan Individualized Education Programs (IEPs) for students with moderate and severe disabilities in this graduate-level course. Moderate and severe disabilities include those with physical and cognitive impairments as well as autism. Emphasis will be on teaching and supporting students within both special education classrooms and typical school settings, based on a vision of adult participation in typical community activities. Associated topics of discussion include the history/treatment of individuals with moderate and severe disabilities in our society, learning characteristics of students with moderate and severe disabilities, program planning and IEP development, assessment and instructional planning in foundational skills, communication, assistive technology, supporting participation and progress in the general education curriculum, social skills and facilitation peer relationships and transition planning. 4 SH.

This graduate-level course emphasizes research-based practices to provide effective instruction in inclusive and special education classroom settings. Students will learn how to meet the diverse learning needs of individuals with mild disabilities. Students will learn how to develop and implement appropriate and individualized standards-aligned instruction for learners who have Individualized Education Plans (IEPs). Students will identify and implement research-based learning/teaching strategies to promote learners’ progress (focusing on both those with high incidence disabilities). Students will also select strategies for instructional differentiation and universal design for learning principles for use within their appropriate content areas in both inclusive and special classroom settings based upon learner characteristics and interpretation of assessment data. 4 SH.

This course focuses on the academic language needed for ELLs to be successful in U.S. schools. The course begins with an emphasis on foundational knowledge of language structures (i.e., English phonology, morphology, and syntax) as well as a thorough review of key theories and principles in first and second language acquisition. The courses looks at the particular issues faced by students at different points in their education: elementary, middle and high school, as well as the role of literacy in content area learning. Students will understand the complexities associated with reading and writing development in more than one language. The tutoring component of the course will give students an opportunity to apply theoretical knowledge to practice and conduct hands-on analyses and diagnostic assessments. 4 SH.

Sociocultural and political dimensions of teaching and language learning are explored in this graduate-level course. Learning a language is not a politically neutral enterprise: Issues of power are related to who is encouraged to learn a language and who is prevented from accessing linguistic resources. The course emphasizes the interplay between the macro-level relations of power in society and the micro-level experiences of language learners bu focusing on sociocultural, political, racial, and economic perspectives. Students will analyze the influence of nonverbal communication skills within intercultural contexts and explain how research on language learning should inform teacher planning, instruction, and assessment. Throughout the semester, students will make connections betweem theory and practice through completion of a 20-hour field experience. 4 SH.

This graduate-level course will examine current research-based methods, strategies, frameworks, and resources in schools for teaching English Language Learners, with an emphasis on both curriculum and assessment. ESL teaching methods will be analyzed and critiqued. Particular emphasis will be placed on the recent developments in content-based, task-based, and critical pedagogies, as well as appropriate assessment principles and techniques. Students will also acquire skills in using technology for instructional purposes. The course includes a concurrent, required field experience (20 hours) where candidates will work with an ELL student to identify their instructional needs through assessment, apply research-based methods to address the student’s needs, and then work with the learner to meet instructional goals. 4 SH.

This graduate-level course analyzes how languages are learned. Students will analyze, interpret, and track scholarly debate of concepts related to second language acquisition and apply this knowledge to plan and teach individuals who are not native English speakers. The role of language in teaching and learning is explored throughout the term. The relevant implications for effective instruction in culturally and linguistically diverse classrooms is also emphasized. Students will track the historical development of language acquisition theories and explain how they have led to modern hypotheses on language learning and classroom practices. By the end of the course, students will create action plans that explain their understanding of language acquisition and its effective application to classroom environments. There is no required field experience for this course. 4 SH.

This course will focus on having students develop a foundational understanding of behavior modification principles and classroom management strategies in order to be able to most effectively teach any type of student in an inclusive setting. Special attention will be given to individuals with emotional and behavior disorders and a variety of techniques for implementing specific behavior intervention strategies at the school-wide and classroom levels will be discussed in addition to appropriate assessment procedures and behavior plan writing. Students will also learn evidence-based methods for providing academic instruction in core content areas for this population of students. 4 SH.

This course prepares educators to teach K-12 students to critically read and create media. Critical media literacy combines theoretical foundations of cultural studies and critical pedagogy with practical classroom applications of new digital media as well as traditional print-based means of communication. Educators will analyze media formats and technology and question their purposes and use for communication inside and outside of the classroom. 4 SH.

This course will study the systematic approach to planning curriculum and instruction for academically diverse learners within inclusive classroom settings. Background information tracing how special education and policies affecting general education teachers will be reviewed. Participants will learn concepts and strategies to promote successful social and academic integration of children with various abilties. Emphasis will be placed on classroom elements the educator can modify to increase learning opportunities and efficiency for students. 4 SH.

This course will examine critical issues in education over time. It will focus on the social, political, cultural, and economic struggle to control education and delve into the present and possible future trajectories of debate through a review of seminal and contemporary educational literature. Students will analyze particular interests served by schools, what should be taught in schools, who should have access to schooling, and what environments are most conducive to student learning. 4 SH.

EDUC-780 Trending Topics in Education Trending Topics in Education addresses a variety of current issues and special interests in the field of education. The course will respond to contemporary trends and issues of importance to students and teachers in Pennsylvania as well as further afield. 1-4 SH

A detailed exploration of a selected educational topic or problem under faculty direction. Projects may be related to the development of a significant skill in teaching, learning, or research. Requires approval of supervising professor and department head. 1-4 SH.

The Master’s Paper is the capstone requirement of the program. The Master’s Paper will be question-oriented and analytically investigate an aspect relevant to the student’s interests and/or career goals. The composition must reflect proficiency of program learning goals. Successful completion and evaluation of the Master’s Paper by department faculty is required prior to graduation. Prerequisite: Completion of four (4) core courses required for the Master of Education degree. 4 SH.

Students in this course will examine the disciplines of the natural sciences (physics, chemistry, biology, earth and space) together with related technologies. The course introduces students to science as a human activity with a long history and the following habits of mind: values and attitudes, computation and estimation, manipulation and observation, communication, and critical-response skills. Particular attention is given to the underlying themes of science: systems, models, constancy and change, and scale. Laboratories will be taught together with the lecture portion of the class. However, some laboratory experiences may be on Saturdays. Prerequisites: sophomore standing, completion of the Analytical Thought requirement, and either MUED-200 or EDUC-101. 4 SH. CC: Interdisciplinary, Scientific Explanations, Team Intensive

This course is designed for secondary education, modern language education, and music education students. Course instruction will be structured following principles of interdisciplinary instruction and inquiry-based learning. Required lab components are integrated with instruction. Students will analyze and apply their developing understanding of interdisciplinary instruction and inquiry-based learning in order to create original learning activities and lesson plans that incorporate concepts from their respective teaching disciplines. Prerequisites: Sophomore standing and completed the Central Curriculum Analytic Thought requirement and EDUC-101 or MUED-200