B.A. in Elementary Education
Courses
ED 310 Introduction to Consciousness-Based Education
This course examines the fundamental goals, principles, and practices of Consciousness-Based education as developed by Maharishi Mahesh Yogi. Students are introduced to Maharishi’s Science of Creative Intelligence and Principles of Teaching as innovations in the field of education. As a context for these principles and practices, students also examine the history and current organization of the American system of education. (4 credits)
ED 320 Understanding Learning and Development in Children: How Pure Intelligence Comes to Know Itself through the Child’s Developing Nervous System
This course has two parts: the first deals with theories of human development; the second deals with theories of learning. The first part of the course looks at theories of both cognitive and affective development and deals with topics such as factors influencing development, endpoints of development, and the nature of intelligence. The second part of the course focuses both on cognitive and behavioral views of learning. Topics include classical and operant conditioning, social learning, information processing, problem solving, creativity, and constructivism. (4 credits) Prerequisite: STC 108/109
ED 326 Teaching Diverse Learners: Promoting Total Brain Functioning While Upholding the Diversity of Creation
This course introduces the learning characteristics of gifted and handicapped students, and explores strategies and practices that elementary and secondary school teachers can use for exceptional students in group learning environments. Topics include identifying the exceptional student, assuring due process, creating least restrictive environments, preparing the individual education plan (IEP), and evaluating. (variable credits) Prerequisites: ED 320, ED 332
ED 330 Classroom Assessment and Evaluation: Planning for Achievement and Fulfillment
This course is an introduction to the fundamentals of classroom assessment (testing) and evaluation (grading). Students learn how to use learning progressions to create rubrics for essay and performance assessment and test blueprints to create selected response and short answer assessments. (2-4 credits) Prerequisite: A secondary or elementary methods course
ED 332 The Science and Art of Teaching: Developing Skill in Action from the Platform of Total Knowledge
This course introduces students to two essential areas of study in classroom teaching, K–12: general principles of teaching and classroom management. Students prepare and carry out lessons in mini-teaching and real classroom situations. Topics include —principles of teaching, teaching strategies, classroom management, communicating with parents, and professional ethics and responsibilities. (4 credits) Prerequisite: STC 108/109
ED 349 Mastering Classroom Management: Gaining Leadership in the Classroom through the Authority of the Total Potential of Natural Law
Students learn the basic principles of leadership and classroom management from Maharishi’s Principles of Ideal Teaching and the social science literature. They practice specific time-honored techniques and they practice developing the judgment of a leader through numerous case studies. Topics include —understanding student needs, motivation, building relationships in the classroom, dealing with minor disruptions and chronic misbehavior, and problem-solving with students. (2 credits) Prerequisite: STC 108/109
ED 450 Human Relations in Education: Effective Communication on the Ground of Infinite Correlation
This course considers the relationship between the individual and society, and between individual cultures in a pluralistic society. Students study major theories from social psychology, multiethnic and multicultural education, and interpersonal communication. (variable credits) Prerequisite: STC 108/109
ED 480 Methods of Teaching in Secondary School: Creating Courses Which Connect Every Part of Knowledge to the Whole of Knowledge and the Whole to the Self
This course builds on the general teaching methods course and requires that students investigate the planning, teaching, and assessment strategies that are appropriate to their intended teaching area. Students spend a good portion of their time observing and assisting in a secondary school classroom. They prepare and teach one or more lessons. Specific topics include national standards, scope and sequence in their subject, clinical interviews of students, main concepts of the discipline, and design of main points and Unified Field Charts. (6 credits) Prerequisite: STC 108/109
ED 490 Student Teaching in Secondary School: Action and Achievement Lead to Fulfillment
Through daily observing, course planning, teaching, and course evaluation, students come to assume the full responsibility of the full-time teacher. Critiques by supervising and cooperating teachers and by the student teacher, weekly seminars, regular observations, and written student analyses of their teaching promote comfortable and efficient growth toward effective teaching, educational evaluation, and school leadership. (variable credits — may be repeated) Prerequisite: consent of the department
ED 495 Creating a Digital Teaching Portfolio: Documenting the Growth of Self-Referral Performance in the Life of the Teacher
This course provides students with the time and supervision necessary to prepare a portfolio of their work as a student teacher. (variable credits) Prerequisite: ED 490
The content of this page was reviewed in January 2010.
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