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2022-2023 Catalog [ARCHIVED CATALOG]
Courses
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Education |
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EDUC 314 - Whole Child Development Birth through Kindergarten Clinical Experience
During clinical experiences, students will observe and analyze young children’s development and interactions in multiple environments. Students will also explore national and state organizations/associations that set standards for early childhood programs. Students will leave this course with the ability to develop, comprehend, apply, and analyze important topics in child development and early childhood education. Skills gained in this course will assist students in preparation for professional membership in early childhood education programming.
Credits: 1
Terms Offered: Fall
Prerequisites: Declared education major, PSY 230 for students entering fall 2021 or after
Corequisites: EDUC 313
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EDUC 315 - Planning and Implementing Curriculum and Instruction for Early Childhood
This course introduces teacher candidates to early childhood curriculum models for infants, toddlers, pre-schoolers and primary age children. They will have an opportunity to plan developmentally appropriate large and small group activities, appropriate transitions, behavioral strategies, activities supporting the arts and individual differences through in-class assignments and clinical placements.
Credits: 3
Terms Offered: Spring
Prerequisites: EDUC 313 and EDUC 314
Corequisites: EDUC 316 . EDUC 354 and EDUC 355 for students entering fall 2021 or after, or, EDUC 258 and EDUC 259 for students entering prior to fall 2021
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EDUC 316 - Planning and Implementing Curriculum and Instruction for Early Childhood Clinical Experience
This clinical experience will help teacher candidates to integrate their understanding of, and relationships with, children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
Credits: 1
Terms Offered: Spring
Prerequisites: EDUC 313 and EDUC 314
Corequisites: EDUC 315 . EDUC 354 and EDUC 355 for students entering fall 2021 or after, or, EDUC 258 and EDUC 259 for students entering prior to fall 2021
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EDUC 319 - Leadership Advocacy, and Administration in Early Childhood Programs
This course will help teacher candidates explore early childhood leadership principles. Social, economic, educational, cultural and political forces affecting early childhood issues will be addressed. Topics including budgets, personnel, professional development, program creation, licensing, curriculum, collaboration, grant writing, building maintenance, nutrition, advocacy, and leadership theories will be covered.
Credits: 2
Terms Offered: Fall
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EDUC 354 - Observation & Assessment Practices in Early Childhood & Early Childhood Special Educ Pre-K-Kindergarten
Students will be introduced to early childhood assessment practices and appropriate assessment tools and methods for children birth throughkindergarten. Students will develop an understanding of responsible assessment and about ways to include families and other professionals in theprocess. Students will enhance their understanding of the IEP/IFSP requirements and about adapting assessment strategies to be appropriate foryoung children with special needs. Students will have an opportunity to review program assessment by completing a program assessment tool. Many of the assignments include a clinical experience component.
Credits: 3
Terms Offered: Spring
Prerequisites: Declared education major, PSY 230
Corequisites: EDUC 355
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EDUC 355 - Observation & Assessment Practices in Early Childhood & Early Child Special Educ Pre-K-Kindergarten Clinical Ex
Students will be introduced to early childhood assessment practices and appropriate assessment tools and methods for children birth throughkindergarten. Students will develop an understanding of responsible assessment and about ways to include families and other professionals in theprocess. Students will enhance their understanding of the IEP/IFSP requirements and about adapting assessment strategies to be appropriate foryoung children with special needs. Students will have an opportunity to review program assessment by completing a program assessment tool. Many of the assignments include a clinical experience component.
Credits: 1
Terms Offered: Spring
Prerequisites: Declared education major, PSY 230
Corequisites: EDUC 354
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EDUC 420 - Family and Child Centered Interventions in Diverse Cultural Contexts
This course will focus teacher candidates on recommended practices, theoretical perspectives, and current literature regarding young children, birth-8 years of age within the framework of their family, school, and community environments. The impact of cultural, ethnic, linguistic, and socio-economic diversity on development and learning will also be addressed. Teacher candidates will develop insight into the value of parents as educational partners. EDUC 313 is highly recommended prior to this course.
Credits: 3
Terms Offered: Fall
Corequisites: EDUC 421
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EDUC 421 - Family and Child Centered Interventions in Diverse Cultural Contexts Clinical Experience
This clinical experience is taken concurrently with the Family and Child Centered Interventions in Diverse Cultural Context course. Clinical experiences may be at Center for Women in Transition, Life Services-Parents as Teachers, Community Mental Health, Pathways (formerly Child and Family Services of Western Michigan), etc.
Credits: 1
Terms Offered: Fall
Corequisites: EDUC 420
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EDUC 453 - Computers and Technology: Special Education
This course provides a study of the ways in which technology can enhance learning not only for students with disabilities, but for all students. Topics include legislative regulations, assistive technologies, universal design for learning, and current issues.
Credits: 2
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 454 - Current Issues and Trends: Special Education
This course provides a discussion of issues affecting the field of special education as well as an overview of current research and programs.
Credits: 2
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 456 - Early Childhood Student Teaching Seminar
Taken concurrently with EDUC 475 (Birth-age 4) and EDUC 470 or EDUC 485 . It is designed to provide an opportunity to synthesize the student teaching/internship experience and move the student teacher/intern towards the world of teaching at the lower elementary level and servicing young children in a professional manner. Meeting once a week, it provides an avenue for Early Childhood student teachers/interns to analyze, evaluate and discuss the student teaching/internship experience with others in similar settings, while also offering information on the certification and employment search processes. Student teachers/interns are also given the opportunity to connect with their college supervisors in order to examine and reflect on their practice in the field. Student teachers/interns completing the Early Childhood minor will participate in several Seminar sessions that include all student teachers; at times, however, they will meet specifically with other Early Childhood student teachers/interns.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 475 , EDUC 470 or EDUC 485
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Education: Introductory |
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EDUC 200 - Encounter with Cultures for the Educator: Diversity, Inclusion and Equity
This course is one of the first courses in the education sequence and will discuss the reality of diversity in America. Through literature, films, autobiographical writings, lectures, cultural events, and tutoring of diverse students, teacher candidates will explore their heritage and experiences and those of others. Psychosocial and cognitive development theories, and environmental factors will be studied. Exploration will occur of creative classroom environments that will justly serve every student with various backgrounds. This knowledge and experience will provide a foundation for further learning in the education program.
Credits: 3
Terms Offered: Fall, Spring
Corequisites: EDUC 201
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EDUC 201 - Encounter with Cultures for the Educator: Diversity, Inclusion and Equity Clinical Experience
This course gives hands on experiences and accompanies EDUC 200 . Teacher candidates will work with diverse populations in a combination of tutoring and outside events.
Credits: 1
Terms Offered: Fall, Spring
Corequisites: EDUC 200
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EDUC 225 - The Exceptional Child and Adolescent
This course provides an introduction to categories of disabilities, as well as other exceptionalities such as English Language Learners, trauma, gifted and others considered “at risk”, the legal and historical foundations of special education, identification, and referral and IEP processes when working with individuals identified as exceptional, gifted, English Language Learners, and/or at-risk. This course addresses differentiation, including modifications, accommodations, technologies, and Universal Design for Learning. EDUC 200 and EDUC 201 are highly recommended prior to this course. Cross-listed with PSY 225 .
Credits: 3
Terms Offered: Fall, Spring, Summer
Corequisites: EDUC 226
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EDUC 226 - The Exceptional Child and Adolescent Clinical Experience
This clinical experience provides opportunities for interaction with persons identified as exceptional in public, charter, private schools, residential facilities, or community agencies. Teacher candidates will participate as aides, tutors, and instructors with individuals and small groups. EDUC 200 and EDUC 201 are highly recommended prior to this course. Cross-listed with PSY 226 .
Credits: 1
Terms Offered: Fall, Spring, Summer
Corequisites: EDUC 225
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EDUC 241 - Introduction to Emotional Impairments/Behavior Disordered
This course provides an introduction for teaching students with emotional impairment/behavior disorder. Definitions and characteristics of an emotional impairment will be emphasized as well as historical, philosophical, etiological, and specific theoretical models identified regarding educating students with emotional impairment/behavior disorder.
Credits: 3
Terms Offered: Spring
Corequisites: EDUC 242
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EDUC 242 - Clinical Experience: Emotional Impairment/Behavior Disordered
This clinical experience provides an opportunity for Hope teacher candidates to work with individuals with impairment/behavior disorder at the elementary, middle school, and/or high school setting and observe how to service these individuals in school, hospital or clinical settings.
Credits: 1
Terms Offered: Spring
Corequisites: EDUC 241
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EDUC 253 - Introduction to Learning Disabilities
This course provides the foundation for teaching students with learning disabilities. Definitions and characteristics of a learning disability are emphasized in addition to historical perspectives and special education processes, brain functioning programs and services at all levels - preschool through high school. In addition to exploring medically related issues, theoretical models and their implications for teaching students with learning disabilities are also addressed.
Credits: 3
Terms Offered: Fall
Corequisites: EDUC 254
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EDUC 254 - Clinical Experience: Learning Disabled
This clinical experience provides an opportunity for Hope teacher candidates to work with students with learning disabilities and observe how they are serviced in the school setting. Teacher candidates focus on experiences in a special education setting at the elementary, middle, or high school level.
Credits: 1
Terms Offered: Fall
Corequisites: EDUC 253
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EDUC 270 - Foundations of Education
This course focuses on the organizational and operational aspects of education as they relate to current critical issues, problems, and practices in PK-12 American education. Social and cultural contexts of schooling are examined by studying the topics of poverty, equity, and justice. A focus on the whole child is explored through learning centered strategies, research based best practices, high leverage practices, and equitable assessment. A primary outcome is the development of a personal educational philosophy.
Credits: 4
Terms Offered: Fall, Spring
Corequisites: EDUC 200 and EDUC 201 , or, EDUC 225 and EDUC 226
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Education: Professional |
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EDUC 203L - Clinical Experience for the Science Teacher Pre-K through 3rd Grade
This clinical experience provides opportunities for teacher candidates to experience assisting and teaching PK-3 students in science content.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: BIOL 102A , CHEM 102A
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EDUC 203U - Clinical Experience for the Science Teacher 3rd through 6th Grade
This clinical experience provides opportunities for teacher candidates to experience assisting and teaching students in 3-6th grades, in science content.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: BIOL 102B , CHEM 102B
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EDUC 230 - Science and Engineering Practices and Pedagogy for the Elementary Teacher
Science and Engineering Practices and Pedagogy for the Elementary Teacher is a half-semester course designed for those seeking Pre-K through 3rd grade and/or 3rd through 6th grade elementary certification bands. During the course, teacher candidates will gain understanding of relevant professional standards set forth by the Michigan Department of Education Standards for the Preparation of Teachers that focus on learner-centered supports, scientific sense-making, and pedagogical strategies used in the science classroom, inquiry-based learning. Candidates will also understand how to interpret and use the Michigan K-12 Science Standards and Next Generation Science Standards to engage learners using three-dimensional instruction. Specifically, teacher candidates will gain experience choosing rich scientific phenomena for instructional units as they develop understanding of the science and engineering practices and recognize cross-cutting concepts and how they apply to quality science teaching and learning. Moreover, candidates will gain experiences with MDE Core Teaching Practices including leading group discussions, explaining and modeling, and eliciting and interpreting student thinking. Finally, candidates will learn about research-based strategies involving culturally-relevant pedagogy and promoting equity in the science classroom.
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major
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EDUC 232 - Social Studies Content and Pedagogy for Elementary Teachers PreK through 3rd Grade
The social studies arc will build from understanding social studies standards and the idea of powerful social studies as defined by the National Council for Social Studies. As part of the introductory course, they will explore the social studies standards (including national frameworks for social studies standards such as the C3 Framework and the Anti-Bias Standards). They will reflect on their own social studies learning experiences and consider the role of social studies education in the current educational context. They will also critically analyze social studies curricula to identify aspects of curricula that are meaningful, integrative, challenging, value-based, and active (the elements of Powerful Social Studies) and consider how lessons can be revised and improved. In this course, students will engage with social studies content included in PK-3 Standards. This content is especially important as the field continues to shift toward representing traditionally marginalized perspectives that students may not have learned in their own elementary experiences. It is important to note that while teaching this content, instructors will be modeling Core Teaching practices and other pedagogical approaches that students can use in their own clinical experiences and future classrooms.
Credits: 3
Terms Offered: Fall, Spring
Prerequisites: Declared education major
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EDUC 251 - Assessment, Data and IEP in Special Education
This course provides the knowledge and skills necessary to administer formal and informal assessments and use this data to create strength-based Individual Education Plans (IEPs). Legal issues, evidence-based practices, technical understanding of assessment, and reliability and validity concerning testing are examined. Administration of various norm-referenced, criterion-referenced, Curriculum-Based Assessments, observations and informal tests are practiced. This information will be used to develop IEPs while evaluating the effectiveness of instruction using progress-monitoring techniques.
Credits: 4
Terms Offered: Fall, Spring
Prerequisites: EDUC 225 and EDUC 226
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EDUC 252 - Advanced Reading and Literacy Practices for Special Education (K-12)
This course is designed to meet the individual needs of students who are experiencing significant difficulties with reading skills in K-12 classrooms. Emphasis is placed on evidence-based practices, assessment-driven instruction, and strategies that meet the unique needs of at-risk readers and students with disabilities in the K-12 setting. This course provides many opportunities for guided independent practice of skills while allowing the teacher candidate to explore and analyze the use of research-based strategies with struggling readers.
Credits: 4
Terms Offered: Fall, Spring
Prerequisites: EDUC 225 and EDUC 226 . EDUC 200 and EDUC 201 for students entering fall 2021 or after, or, EDUC 220 and EDUC 221 for students entering prior to fall 2021
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EDUC 260 - Social Studies Content and Pedagogy for Elementary Teachers 3rd through 6th grades
For students entering fall 2021 or after:
Teacher candidates will continue to explore the social studies arc and the idea of powerful social studies as defined by the National Council for the Social Studies. This will include an exploration of the social studies standards (including national frameworks for social studies standards such as the C3 Framework and the Anti-Bias Standards) and curricula like GIANTS and MAISA. Candidates will reflect on their own social studies learning experiences and consider the role of social studies education in the current educational context. They will also critically analyze social studies curricula to identify aspects of curricula that are meaningful, integrative, challenging, value-based, and active (the elements of Powerful Social Studies) and consider how lessons can be revised and improved. In this course, students will engage with social studies content included in 3-6 grade band Standards. Students will gain understanding of the content knowledge, pedagogical knowledge, pedagogical content knowledge and Core Teaching Practices through modeling and practice teaching.
For students entering prior to fall 2021:
This course introduces students to the Sequence of Study themes and content for grades 3-6 in the Michigan Grade-level Content Expectations in each of the disciplines: history, geography, economics and civics. They will use the four dimensions of the C3 Framework Inquire Arc to plan and teach rigorous lessons. Teacher candidates will focus especially on civic participation and the high-leverage practice of leading discussions.
Credits: 3
Terms Offered: Fall, Spring
Attributes: Social Science 2 (SS2)
Prerequisites: Declared education major, EDUC 232 for students entering fall 2021 or after
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EDUC 271 - Introduction to Elementary Education
This course is the first in the elementary (PK-3 and 3-6) sequence and introduces teacher candidates to foundational concepts, terms, and practices of teaching, including basic lesson planning. Teacher candidates explore the following questions in this course: How do children learn? What and how do effective elementary teachers teach? How do teachers meet the needs of all students in their classroom?
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 272
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EDUC 272 - Introduction to Elementary Education Clinical Experience
Candidates will explore different teaching and learning approaches by visiting area schools. This course is the clinical experience and corequisite of EDUC 271 .
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 271
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EDUC 275 - Introduction to Secondary Education and Instruction Design
In this course, teacher candidates pursuing secondary education will be introduced to the specific needs of working with adolescents and in secondary schools. Topics covered include professional standards, curriculum, assessment, lesson design, organizing for instruction, writing instructional objectives, differentiation, accommodations, using technology for teaching and learning, structures of secondary schools including models of co-teaching, and how to use data from and about students to implement effective instruction.
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 225 and EDUC 226 , EDUC 270 . EDUC 200 and EDUC 201 for students entering fall 2021 or after, or, EDUC 220 and EDUC 221 for students entering prior to fall 2021
Corequisites: EDUC 276
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EDUC 276 - Introduction to Secondary Education and Instruction Design Clinical Experience
This clinical experience includes coordinated field trips to a variety of local secondary schools where teacher candidates learn about the structures, missions, and curricular of a range of schools.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 225 and EDUC 226 , EDUC 270 . EDUC 200 and EDUC 201 for students entering fall 2021 or after, or, EDUC 220 and EDUC 221 for students entering prior to fall 2021
Corequisites: EDUC 275
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EDUC 277 - Introduction to Teaching Literacy: Concepts and Processes for Elementary Classrooms
This course introduces the literacy processes and key concepts that undergird the teaching of literacy in the elementary classroom. Given that the ultimate goal of literacy is communication, it is imperative that teacher candidates understand how these processes and concepts are inherently connected and are essential to success in schooling, career, and citizenship. This introductory course will support teacher candidates in developing knowledge and skills for teaching literacy for students PK-6.
Credits: 4
Terms Offered: Fall, Spring
Prerequisites: Declared education major
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EDUC 280 - Literacy I: Reading and Language Arts, Preschool to Third Grade
This course is an in-depth examination of literacy instruction that builds on EDUC 277 and begins in Pre-K through 3rd grade. All areas of language arts are explored through interactive, integrated and engaged manners to guide the prospective teacher through a current practice approach that focuses on the GELN (General Education Leadership Network) Essentials for Pre-K and K-3. Students will have multiple opportunities to practice balanced literacy approaches from in class assignments, projects and through the clinical experience. This will be accomplished through a focus on children’s literature, assessment of the learning process, writing and a focus on the big ideas of reading through a balanced literacy approach
Credits: 3
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 277 for students entering fall 2021 or after
Corequisites: EDUC 281
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EDUC 281 - Literacy I: Clinical Experience
This coordinated, supervised clinical experience occurs in an appropriate elementary school, Pre-K through grade three.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 277 for students entering fall 2021 or after
Corequisites: EDUC 280
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EDUC 282 - Literacy II: Reading and the Language Arts, Grades 4-8
This course examines important literacy education topics that equip teacher candidates with essential knowledge and skills to support upper elementary students’ literacy development. Building on the key literacy knowledge and skills learned in Intro to Literacy (EDUC 277 ) and Literacy I (EDUC 280 ), teacher candidates will learn how to assess and actually teach the knowledge and skills meeting the needs of all upper elementary students, considering each child’s experiences, strengths, needs, and interests. This course will focus on conceptualizing and designing comprehension instruction where teacher candidates can access and unlock meaning in complex texts using various comprehension strategies
Credits: 3
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 280 and EDUC 281 with a grade of C+ or better
Corequisites: EDUC 283
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EDUC 283 - Literacy II: Clinical Experience
This coordinated, supervised clinical experience occurs in an appropriate elementary or middle school setting, grades 3-6.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 280 and EDUC 281
Corequisites: EDUC 282
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EDUC 285 - Literacy in the Content Area
This course will focus on the integration of reading, writing, listening, speaking, viewing, and graphically representing into content subjects for grades 6-12. Course topics include: disciplinary literacy practices, generic literacy skills, modeling comprehension, differentiation, ELL, diverse learners, and assessment practices.
Credits: 3
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 275 and EDUC 276 with a grade of C+ or better
Corequisites: EDUC 286
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EDUC 286 - Literacy in the Content Area Clinical Experience
This coordinated, supervised clinical experience occurs in an appropriate content area middle school or high school classroom.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 275 and EDUC 276
Corequisites: EDUC 285
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EDUC 287 - Classroom Management for Secondary Teachers
This course will examine critical dimensions of adolescent (ages 10-18) development and identify appropriate instructional structures which create effective middle and high school learning environments. Students will study, analyze, and link classroom and behavior management theories and techniques with issues of instructional design. This course is not required for music education or special education majors.
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 285 or EDUC 360
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EDUC 295 - Studies in Education
This course is designed to allow students at the sophomore and junior level to become involved in studies in special interest areas.
Credits: 1-4
Terms Offered: As Needed
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EDUC 305 - Physical Geography
This course explores the basic concepts and terms related to the study of physical geography. The characteristics and uses of maps, globes, and other geographic tools and technologies are addressed. The course also identifies the characteristics of landmasses and the physical processes in their development, including the shapes and patterns on the earth’s surface, e.g., the atmosphere, the biosphere, the hydrosphere and the lithosphere.
Credits: 2
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 306 - Cultural Geography
This course examines the geographical and climatic factors that have influenced the social and economic development of global populations. It analyzes the relationship of humans and their environment and explores the nature and complexity of earth’s cultural mosaics. It distinguishes the patterns and networks of economic interdependence on the earth’s surface with an emphasis on world health, religions, foods, gender relationships, etc.
Credits: 2
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 310 - Capstone for Elementary Teachers
This is an application course where teacher candidates pull together concepts and skills learned in prior courses and practice planning and teaching with the support of faculty and peers as they moved toward more independence in student teaching. In addition to reviewing key foundational ideas and practices, this course will focus on differentiating instruction, with an emphasis on supporting ELL students, integrating curriculum and unitplanning. This course has an extensive clinical experience in which teacher candidates and faculty will be together in the field analyzing and practicing elements of effective teaching.
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 282 and EDUC 283 with a grade of C+ or better, MATH 308 for students entering fall 2021 or after
Corequisites: EDUC 311 , EDUC 312
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EDUC 311 - Capstone Clinical Experience for Elementary Teachers
This clinical experience occurs in local elementary or middle school classrooms. Students will observe instruction, maintain classroom routines and work with individual students, small and large groups. Students are required to plan and teach at least two lessons. Recommended for the semester prior to student teaching.
Credits: 4
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 282 and EDUC 283 with a grade of C+ or better, MATH 308 for students entering fall 2021 or after
Corequisites: EDUC 310 , EDUC 312
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EDUC 312 - Classroom Management for the Elementary and Middle School Teacher
This course provides an overview of classroom and behavior management techniques for elementary and middle school teachers in general education settings. Course topics will include classroom organization, setting individual and group behavioral expectations, developing and implementing classroom rules and procedures, working proactively with students, and analyzing a variety of behavioral management philosophies. Special Education majors do not take EDUC 312, but rather EDUC 356 .
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 282 and EDUC 282 with a grade of C+ or better
Corequisites: EDUC 310 , EDUC 311
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EDUC 321 - Teaching of Social Studies in the Secondary School
This course is designed to develop the knowledge, skills and theoretical considerations needed to teach social studies in the secondary classroom by providing pre-service teachers with a comprehensive overview of some of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences for students. Using a synthesis of the College, Career, and Civic Life (C3) Framework, Michigan’s content expectations, and the Common Core State Standards for Literacy in History/Social Studies, emphasis is placed on the selection and /or design of rigorous and relevant student tasks and appropriate pedagogical scaffolding to support students’ engagement in those tasks. Teacher candidates will have multiple opportunities to engage in key pedagogical practices while receiving constructive feedback from both the instructor as well as peers through an instructional coaching model.
Credits: 3
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 322
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EDUC 322 - Teaching of Social Studies in the Secondary School Clinical Experience
This clinical experience occurs in a social studies classroom in a middle or high school.
Credits: 1
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 321
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EDUC 323 - Teaching of Mathematics in the Secondary School
Methods of teaching mathematics with emphasis on varied approaches, classroom materials, curriculum changes, and trends in mathematics education. Cross-listed as MATH 323 .
Credits: 3
Terms Offered: Fall
Corequisites: EDUC 324
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EDUC 324 - Teaching of Mathematics in the Secondary School Clinical Experience
This is a clinical experience that must be taken concurrently with EDUC 323 . Cross-listed with MATH 324 .
Credits: 1
Terms Offered: Fall
Corequisites: EDUC 323
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EDUC 331 - Teaching of Science in the Secondary School
This course introduces methods of teaching science at the secondary school level. Emphasis is placed on materials and techniques for the teaching of biology, chemistry, geology, and physics. Classroom management, student diversity, at-risk students, cooperative learning in the science classroom, the Michigan Curriculum Benchmarks and Content Standards, student-centered activity-based lesson plans, long-term planning, and safe laboratory practices and techniques are topics included in this course.
Credits: 3
Terms Offered: Fall, Summer
Prerequisites: Declared education major
Corequisites: EDUC 332
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EDUC 332 - Teaching of Science in the Secondary School Clinical Experience
This clinical experience occurs in a science classroom in either a middle or high school.
Credits: 1
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 331
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EDUC 356 - Classroom and Behavior Management and Behavior Analysis in Special Education
This course provides an in-depth study of classroom and behavior management for both general and special education. Emphasis is placed on evidence-based practices that address the emotional and behavioral needs of students, including the unique needs of students with learning disabilities and emotional impairments/behavior disorders. The course highlights the unique strategies, curriculum options, and programming possibilities available to students with and without disabilities.
Credits: 4
Terms Offered: Spring
Prerequisites: Declared education major
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EDUC 357 - Clinical Experience for Learning Disabilities
This clinical experience provides direct teaching experience in the special education co-teaching setting and provides an opportunity to apply information addressed in higher-level special education courses. Emphasis will be on the application of assessment, lesson design, classroom and behavior management, technology supports, and remediation techniques. An IEP, progress report and evaluation plan will be written on a student in this placement. Teacher candidates will receive feedback on all aspects, including lessons, assessments, and IEP development.
Credits: 2
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 358 - Clinical Experience for Emotional Impairment
This clinical experience provides direct teaching in a special education setting and allows teacher candidates to reflect on their lesson design, teaching and IEP development. It provides an opportunity to integrate information addressed in higher-level education courses to special education clinical experience settings. Emphasis will be on application of assessment, lesson design, classroom and behavior management, and remediation techniques. An IEP progress report and evaluation plan will be written on a student in this setting. Teacher candidates will receive necessary and in-depth feedback on lessons, assessments and IEP development.
Credits: 2
Terms Offered: Spring
Prerequisites: Declared education major
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EDUC 359 - Instructional Design Using Evidence Based Practice: Elementary Focus for Learning Disabilities
This course focuses on curricular methods, evidence-based practices, and materials appropriate for the instruction of elementary students with learning disabilities. Emphasis is on the development of programming, lessons designed on IEP goals, delivery, and evaluation within a one-to-one, small group, or large group setting. Focus areas include curriculum adaptation, technology support, co-teaching, consultation, and content area teaching strategies.
Credits: 3
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 360 - Secondary Principles
This course is a study of secondary schools, with particular emphasis on principles and practices. The course topics include current issues, lesson and unit design, instructional strategies, assessment, technology, professionalism, educational reform, and working with adolescents.
Credits: 2
Terms Offered: Fall, Spring, Summer
Prerequisites: EDUC 285 and EDUC 286 with a grade of C+ or better
Corequisites: EDUC 361
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EDUC 361 - Secondary Principles Clinical Experience
A coordinated, supervised clinical experience occurs in an appropriate content area middle or high school classroom.
Credits: 1
Terms Offered: Fall, Spring, Summer
Prerequisites: Declared education major, EDUC 285 and EDUC 286
Corequisites: EDUC 360
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EDUC 363 - Instructional Design Using Evidence Based Practice: Elementary Focus for Emotional Impairment
This course focuses on curricular methods, evidence-based practices, and materials appropriate for the instruction of students with emotional impairments and behavior disorders. Emphasis is placed on the development of programming, service delivery models, lesson design based on specific IEP objectives, instructional strategies, evaluation, parent/guardian communication, paraprofessionals, and technology.
Credits: 3
Terms Offered: Spring
Prerequisites: Declared education major
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EDUC 380 - Teaching of Secondary School English
A study of and experience in applying methods of teaching grammar, discussion, literature, and composition in the secondary school. Cross-listed with ENGL 380 .
Credits: 3
Terms Offered: Fall
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EDUC 381 - Teaching of English in the Secondary Schools Clinical Experience
Must be taken concurrently with EDUC 380 . Cross-listed with ENGL 381 .
Credits: 1
Terms Offered: Fall
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EDUC 388 - Second Language Acquisition: from Theory to Practice
This course focuses on methods of teaching second and world (or foreign) languages in grades K-12. Required of those planning to teach these languages at the elementary and/or secondary levels.
Credits: 3
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 389 or EDUC 392
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EDUC 389 - The Teaching of Second and World Languages K-12 Clinical Experience
This clinical experience occurs in a foreign language classroom at the elementary and/or secondary levels. This course transitions from 1 to 2 credits for students entering Hope Fall 2019 or after.
Credits: 1
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 388
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EDUC 390 - English as a Second Language Methods and Assessment
This course examines the theoretical foundation of ESL/EFT teaching, current issues in ESL/EFL, and provides a guided practical experience in teaching English as a Second Language classes at the K-12 level.
Credits: 3
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 393
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EDUC 391 - Research in Educational Practices
This course affords an opportunity for teacher candidates to pursue supervised projects in educational research under the direction of an education professor. The research topics and methods are varied. Registration is restricted and requires departmental approval. Ordinarily, no student will be permitted to register for this research practicum that has not taken basic course work in the educational program.
Credits: 0
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 225 and EDUC 226 , EDUC 270 . EDUC 200 and EDUC 201 for students entering fall 2021 or after, or, EDUC 220 and EDUC 221 for students entering prior to fall 2021
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EDUC 392 - Critical Issues in Second Language Acquisition and ESL
This course applies core insights from second language acquisition (SLA) theory to ESL contexts. The course will explore diverse pedagogical approaches to ESL in the K-12 environment in light of research-based findings in SLA.
Credits: 1
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 388
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EDUC 393 - ESL Methods and Assessment Clinical Experience
This course, a required K-12 clinical experience for teacher candidates seeking the ESL endorsement, will combine both theory and practice and implement instructional approaches that support literacy and academic development of ESL learners. It will include 15 hours in an elementary ESL classroom setting and 15 hours in a secondary classroom setting.
Credits: 1
Terms Offered: Fall
Prerequisites: Declared education major
Corequisites: EDUC 390
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EDUC 395 - Studies in Education
A course offered in response to student and instructor interest. Topics are not generally covered in the regular course listings. Course may be taken multiple times if topics are different.
Credits: 1-4
Terms Offered: As Needed
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EDUC 434 - Learning Disabled Secondary Instructional Design
This course provides a study of theories, programs and strategies relative to adolescence, appropriate for use with students with learning problems in the middle or high school setting. Emphasis will be placed on current pedagogical practices, including transition planning, agency referrals and evidence-based practices for working with high school students with exceptionalities. A transition IEP will be developed using appropriate student data.
Credits: 3
Terms Offered: Fall
Prerequisites: Declared education major
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EDUC 436 - Emotional Impairment Secondary Instructional Design
This course provides programs and strategies relative to adolescence students with emotional impairments/behavior disorders in the middle or high school setting in different types of tier support settings. Emphasis will be placed on evidence-based practices, lesson design, team teaching, and social skills training. Transition, assessments, career services, and networking with agencies will be discussed, as well as developing a transition IEP.
Credits: 2
Terms Offered: Spring
Prerequisites: Declared education major
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EDUC 488 - Cross Cultural Education
This course provides an opportunity for students to be immersed in a diverse culture while interacting with the residents of the area. They will teach in the schools or work with area agencies. Locations include the Rosebud Reservation in South Dakota and Watts, Los Angeles.
Credits: 4
Terms Offered: Summer
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EDUC 490 - Independent Studies in Education
This course is for prospective teachers who wish to do advanced study in a special interest field. Approval for study must be given by the department chairperson prior to registration.
Credits: 1-5
Terms Offered: Fall, Spring
Prerequisites: Declared education major, permission of chairperson
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Education: Professional Student Teaching |
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EDUC 455 - Student Teaching Seminar
The student teaching seminar is a required component of the Professional Semester experience and is taken in conjunction with student teaching. It provides an opportunity to synthesize the student teaching experience and move the student teacher toward the world of teaching at a professional level. Meeting once a week, it offers information on the certification and employment search processes, while also presenting chances to reflect on their experiences and practice. Student teachers also meet with their college supervisors in order to examine their practice in the field.
Credits: 1
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 470 or EDUC 480 or EDUC 485
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EDUC 457 - Student Teaching Seminar
This seminar-style course is taken during student teaching and is intended to provide opportunities for teacher candidates to reflect on their emerging practice as they make connections between course content and practice in the field. Teacher candidates collaborate with peers about cases from their clinical experience classrooms, discussing instructional decision-making and managing a classroom. Teacher candidates learn about and engage stakeholders beyond the classroom to support student learning and well-being, including parents, district personnel and community agencies.
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: Student teaching seminar
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EDUC 460 - Student Teaching, Learning Disabilities
This field-based clinical experience, supervised by the Department of Education, is done in cooperation with area school systems. The student teacher is placed in a program for students with learning disabilities for the purpose of making application of previously acquired knowledge and skills.
Credits: 5-14
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 455
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EDUC 465 - Student Teaching, Emotional Impairments/Behavior Disordered
This field-based clinical experience, supervised by the Department of Education, is done in cooperation with area school systems. The student teacher is placed in a classroom for students with emotional impairments which provides a vehicle for application of previously acquired knowledge and skills.
Credits: 5-14
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 455
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EDUC 470 - Student Teaching in the 3-6 level
This-field based, full-semester, clinical experience, supervised by the Department of Education, is done in cooperation with area school systems. Students are placed in elementary or middle school classrooms for a full semester’s clinical experience in order to develop and demonstrate knowledge and skills necessary to teach. Completion of content-area methods coursework and admission to the student teaching program are required. Spanish elementary majors register for 5 credits. Early childhood minors register for 6 credits. All other K-12 elementary track majors register for 10 credits.
Credits: 5-14
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 455 or EDUC 456
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EDUC 473 - Clinical Experience for LD/EI: Advance Placement
This course is an extended clinical experience for the double endorsement for EI and LD that allows for additional hours as per state regulations. This clinical experience provides direct teaching experiences in the special education setting. Emphasis will be on working with other professionals in the field, application to specific assessment, completing IEP and other paperwork, gathering and studying data to make informed decisions, and direct teaching of students with a special education label.
Credits: 2
Terms Offered: Summer
Prerequisites: EDUC 251 , EDUC 252 , EDUC 356 , EDUC 241 or EDUC 253 , EDUC 359 or EDUC 363 , EDUC 434 or EDUC 436 , EDUC 465 or EDUC 470
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EDUC 475 - Student Teaching in the PK-3 level
This-field based, full-semester, clinical experience, supervised by the Department of Education, is done in cooperation with area school systems. Students are placed in early childhood or early elementary for a full semester’s clinical experience in order to develop and demonstrate knowledge and skills necessary to teach. Completion of content-area methods coursework and admission to the student teaching program are required. Spanish elementary majors register for 5 credits. All other PK-3 elementary track majors register for 10 credits.
Credits: 5-14
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 456 , EDUC 470
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EDUC 480 - Student Teaching in the Secondary School
This field based, full semester, supervised by the Department of Education, is done in cooperation with area school systems. Students are placed in classes matching their major and/or minor areas of study at the middle or high school levels for a full semester’s clinical experience.
Credits: 5-14
Terms Offered: Fall, Spring
Prerequisites: Declared education major
Corequisites: EDUC 455
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EDUC 485 - Student Teaching in the Elementary and Secondary Schools (K-12)
This field based, full semester, supervised by the Department of Education, is done in cooperation with area school systems. A full semester’s clinical experience is provided at both the elementary and secondary levels, enabling students majoring in art, music, dance, kinesiology (physical education), and Spanish K-12 to obtain a K-12 endorsement. Spanish elementary majors register for 5 credits. All other secondary track majors register for 10 credits. Completion of content methods course(s) is highly recommended prior to this course.
Credits: 5-14
Terms Offered: Fall, Spring
Prerequisites: Declared education major, EDUC 360 and EDUC 361
Corequisites: EDUC 455
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EDUC 500 - Perspectives in Education
This seminar focuses on current critical issues facing K-12 education, including school finance, legal issues, unions, and school contracts. This is an 11-week course.
Credits: 1
Terms Offered: Fall, Spring
Attributes: Social Science 1 (SS1)
Prerequisites: Declared education major
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English: Writing |
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ENGL 102 - English for Non-Native Speakers II
An advanced course designed to increase a student’s English proficiency in all skill areas. Sometimes required of foreign students before taking ENGL 113 . By placement.
Credits: 4
Terms Offered: Fall
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ENGL 113 - Expository Writing I
A course designed to encourage students to explore ideas through reading, discussion, and writing. The emphasis is on development of writing abilities. The area of exploration varies with individual instructors. Consult department for current list. Typical topics include Questions of Identity, Critical Thinking about the Future, Crime and Punishment, Writing as Intellectual Exploration, Academic Writing, Pop Culture, Stephen King. May be repeated for additional credit, with a different subject matter. Not counted toward an English major or minor.
Credits: 4
Terms Offered: Fall, Spring, Summer
Attributes: Expository Writing (EW)
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ENGL 154 - Introduction to Creative Writing: Fiction
An exploration of the elements of narrative technique. No prior experience in fiction writing is assumed. Investigates characterization, plot, setting, scene, detail, and point of view. This course does not count toward the English major with a creative writing emphasis.
Credits: 2
Terms Offered: Spring
Attributes: The Arts II (FA2)
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ENGL 155 - Introduction to Creative Writing: Poems
An exploration of the practice of writing poetry. No prior experience in poetry writing is assumed. Investigates a variety of approaches to the composition of a poem and such elements of poetry as image, rhythm, line, sound, pattern, and structure. This course does not count toward the English major with a creative writing emphasis.
Credits: 2
Terms Offered: Fall
Attributes: The Arts II (FA2)
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ENGL 195 - Special Topics in English
A course offered in response to student and instructor interest. Topics are not generally covered in the regular course listings. Course may be taken multiple times if topics are different.
Credits: 1-4
Terms Offered: As Needed
Prerequisites: Permission of instructor
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ENGL 213 - Expository Writing II
A course designed to further the student’s ability to write effective expository prose. For students in any discipline.
Credits: 2
Terms Offered: Fall, Spring
Prerequisites: ENGL 113 or equivalent
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ENGL 214 - Workplace Writing
A course designed to further the student’s ability to write the types of expository prose appropriate to business, business administration, and technical fields.
Credits: 2
Terms Offered: Fall, Spring, Summer
Prerequisites: ENGL 113 or equivalent
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ENGL 240 - Professional Writing
A course that teaches practical, applicable, real-world writing skills and forms. The course may focus on grant writing, science writing, technical writing, writing for non-profits, multimodal composing, writing for the web, blogging and digital writing, writing in the public sphere, advanced argument, rhetorical studies, literacy studies, or other composition studies, individually or in combination. Intended particularly for the general liberal arts student and/or English elective credits. May be repeated for additional credit in a different focus area.
Credits: 2-4
Terms Offered: Fall, Spring, Summer
Prerequisites: ENGL 113 or equivalent
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ENGL 253 - Intro to Creative Writing
An introduction to the craft of poetry, fiction, and creative nonfiction, including reading as a writer. No prior writing experience required.
Credits: 4
Terms Offered: Fall, Spring, Summer
Attributes: The Arts II (FA2)
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ENGL 254 - Creative Writing:Fiction
An introduction to the techniques of fiction writing. No prior creative writing experience required. Includes practice in the writing process, point of view, characterization, plot, setting, theme, and voice.
Credits: 4
Terms Offered: As Needed
Attributes: The Arts II (FA2)
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ENGL 257 - Creative Writing: Plays
An introduction to the art of writing for the stage. Includes work on selected special problems of the playwright: scene, dialogue, structure, and staging. Cross-listed with THEA 256 .
Credits: 4
Terms Offered: As Needed
Attributes: The Arts II (FA2)
Prerequisites: Permission of instructor
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ENGL 259 - Creative Writing: Satire
An introduction to the techniques of satire. Designed to sharpen wits and writing skills, to educate and entertain, and to familiarize students with satiric masterpieces and their own potential to contribute to this humorous genre.
Credits: 4
Terms Offered: As Needed
Attributes: The Arts II (FA2)
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ENGL 293 - Individual Writing Project
An independent, student-designed writing project culminating in a significant and complete body of creative or expository writing offered to students who have exhausted the regular offering of writing courses in the department. May be repeated for additional credit with a different project.
Credits: 2-4
Terms Offered: Fall, Spring
Prerequisites: Departmental acceptance of application
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ENGL 295 - Special Topics
A topic in literature, writing, or language not covered in the regular course listings and intended particularly for the general liberal arts student. May be repeated for additional credit in a different field of study.
Credits: 2-4
Terms Offered: As Needed
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ENGL 354 - Intermediate Creative Writing: Fiction
Intensive study of and practice with the techniques of fiction. Includes extensive reading in contemporary fiction. Students revise and complete a series of short works or one longer work.
Credits: 4
Terms Offered: Fall, Spring
Prerequisites: ENGL 253 or equivalent
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ENGL 355 - Intermediate Creative Writing: Poems
Intensive study of and practice with the techniques of poetry. Students write and critique poems, discuss poems in light of current issues, and practice selection and preparation of poems for publication.
Credits: 4
Terms Offered: Fall, Spring
Prerequisites: ENGL 253 or equivalent
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ENGL 356 - Intermediate Creative Writing: Additional Genres
Intensive study of and practice with the techniques of a creative writing genre such as the Novel, Graphic Fiction, Translation, or Screenwriting. May be repeated for additional credit.
Credits: 4
Terms Offered: As Needed
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ENGL 358 - Intermediate Creative Writing: Nonfiction
Intensive study of and practice with the techniques of the personal narrative essay. Includes attention to style, structure, audience, and critical thinking. Students complete three to four narrative essays and prepare them for publication when appropriate.
Credits: 4
Terms Offered: Spring
Prerequisites: ENGL 253 or equivalent
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ENGL 359 - Internship In English
A closely supervised practical experience in a professional setting for upper class English majors and minors. Internships may be taken by individual arrangement through the department with a local host company or agency, or as part of The Philadelphia Center, the Chicago Semester, the New York Arts or the Washington Semester programs. At the discretion of the department, up to four credits may be applied toward the student’s major or minor requirements; otherwise, the credits (up to a total of eight) will constitute elective credits beyond the minimum required for a major or minor. The general guideline for each credit is 3 hours on the job per week for a fifteen-week semester.
Credits: 1-8
Terms Offered: Fall, Spring
Prerequisites: Permission of instructor
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