What can human beings become? What can culture attain? In every age, great thinkers have asked these questions and through their answers have given expression to a vision of what humankind could achieve through education.

This course introduces students to the ideas of these great thinkers and their ideas about education. Leading all thinkers is Maharishi Mahesh Yogi, whose Consciousness-Based education fulfills the long-sought goals of education — enlightenment for the individual and invincibility for the nation. Students investigate the leading theories and approaches of education, as well as practical principles of teaching and curriculum design. Working in teams, they design a lesson that is taught to children in our model school on campus, Maharishi School of the Age of Enlightenment. In the process of teaching their lessons, students test their ideas in practice and evaluate their effectiveness based on observed results. Students use the knowledge of modern social science and the Science of Creative Intelligence to gain a comprehensive, integrated view of education. (2 units) (Distribution Area: Social Sciences)

In this course students gain a brief introduction to the fundamentals of digital design and information transfer. They create the shell of what will become their digital portfolio and they learn how to upload and download text, pictures, and video files. This course prepares students for the process of gathering artifacts for their portfolio over the rest of the program.

Hypermedia is becoming an increasingly common form of instruction. The Worldwide Web and many educational CD-ROMs are examples of hypermedia. This course explores the theory and practice of creating materials in this multi-sensory, multiple pathway format. Students will produce an interactive hypermedia project using multimedia authoring software. This project will integrate text, graphics, voice, music, and hyperlinks. (1 unit)

This course examines the fundamental goals, principles, and practices of Consciousness-Based education as developed by Maharishi Mahesh Yogi and develops students’ speaking skills on these subjects. Topics include the history of education, educational reform, problems and solutions in contemporary education, scientific research on Maharishi Vedic Science and TechnologySM as applied to education, Dr. Tony Nader’s discovery of Veda in human physiology, and six pillars of Vedic technology for reform of education. (2 units)

This course focuses on the process of learning. It presents a range of learning strategies that are useful across academic curricula as well as non-academic learning experiences including: reading different types of text, making oral presentations, writing, gaining maximum from lectures, and preparing for and taking examinations. Strategies explored include mapping, creating a learning context, reviewing, and relating all learning processes to oneself. (2 units)

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 units)

This course provides an introduction to the structure and functioning of American education today. Topics covered include the history of American education, national, state, and local influences on education, legal parameters of education, school finance, careers in education, and directions in educational reform. (2 units)

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 units)

This course provides an introduction to the Teacher Education Program. It is team-taught and gives an overview of all major areas of the program. The course gives special emphasis to the rationale for holistic educational goals and teaching practices and introduces students to the educational writings of Maharishi Mahesh Yogi and other leading educational theorists. It also emphasizes key technology skills, such as PowerPoint and Web design, which are used throughout the program. A major outcome of the course is that students create the first statement of their philosophy of education. (2 units)

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 units) Prerequisites: ED 320, ED 332

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 units)

Students learn the fundamentals of designing and organizing a comprehensive reading program for children in the classroom. Topics include establishing criteria for selection and interpretation of children’s books, designing warm-up and follow-up activities to reading, and developing children’s appreciation for literature. (variable units)

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.

Each course presents an overview of secondary school subject matter teaching methods and materials for the subject matter specialist, and provides opportunities for designing and teaching units in the subject identified in the course title. Topics include individual teaching behavior for the specific subject, patterns of teaching behavior, secondary school learning materials in the subject, tests and measurement in the relevant secondary school subject, computers in teaching, evaluation of students, reading in the content area, laboratories, field trips, and teaching students with special needs (the handicapped and the gifted). (4 units each) Prerequisites for each: ED 332, ED 320

This course is an elective for students who wish to have additional practical experience in elementary or secondary education. Faculty help place students in educational institutions with responsibilities appropriate to their preparation. Students assist or co-teach in classrooms, under the supervision of University faculty. Readings, journal writing, other written exercises, and regular performance feedback help guide and inform their practical teaching experiences. (variable units) Prerequisite: consent of the instructor

This course provides an introduction to the structure and functioning of American education today. Topics covered include the history of American education, national, state, and local influences on education, legal parameters of education, school finance, careers in education, and directions in educational reform. (2 units)

Early in the undergraduate teacher education program, each candidate for elementary or secondary school teaching licensure enrolls in this course for a two-week full-time field experience in the elementary or secondary school classroom. Students observe the teacher and participate in teaching as appropriate. The student writes a final report relating classroom experience to developing the full potential of K–12 students. (2 units — may be repeated)

This course addresses both the nature of the reading process and the range of literature appropriate for secondary level students (grades 7–12). Topics include a review of literacy goals for secondary education, models of reading comprehension, strategies for teaching reading skills, assessment of reading ability, types of adolescent literature, and recommended reading for different ages and interests. (2 units) (Required for all students planning to teach secondary school English.)

This course explores the fundamental ideas of Maharishi Vedic Science and Technology in Consciousness-Based education curricula. Topics include: the self-interacting dynamics of consciousness, Maharishi’s Apaurusheya Bhashya of Rik Veda, the structure and major themes of the Vedic Literature, Maharishi Vedic PsychologySM and Physiology, and research on Consciousness-Based education programs. (4 units)

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 units)

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 units) Prerequisite: ED 320

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. (4 units)

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 units — may be repeated) Prerequisite: consent of the Department

This course provides students with the time and supervision necessary to prepare a portfolio of their work. (variable units) Prerequisite: ED 490 or ED 494