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 examines the fundamental goals, principles, and practices of Consciousness-Based education as developed by Maharishi Mahesh Yogi. It develops students’ abilities in speaking publicly about Consciousness-Based education. Topics include the history of education, educational reform, problems and solutions in contemporary education, scientific research on Maharishi Vedic Science and Technology as applied to education, His Majesty Raja Raam’s discovery of Veda in human physiology, six pillars of Vedic technology for reform of education, and documentation of Consciousness-Based education. (2 units)

Students in this course study the fundamental structure of their teaching field as revealed in unified field charts and national standards. They also learn the process of curriculum development called “backward design” and the methods of developing the most common types of assessment. The culminating project is a unit design of a theme from their teaching field, complete with a comprehensive assessment plan. Other topics include: the curriculum rationale, six facets of understanding, classroom testing, curriculum evaluation, interpreting standardized tests, and grading.

The primary focus of this course is the emergence of Maharishi’s Absolute Theory of Education from Maharishi Vedic Science and Technology. Topics include: the self-interacting dynamics of consciousness, Maharishi’s Apaurusheya Bhashya of Rik Veda, the disciplines of Vedic Literature and their application to effective K–12 education, and research on Consciousness-Based education programs. (4 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. Strategies explored include mapping, creating a learning context, reviewing, and relating all learning processes to oneself. Principles and practice of these strategies are related to other concepts in the teacher education program — schema, developmental psychology, etc. Students also practice teaching these strategies. (2 units)

This course studies the implications of theories of human development and learning for education. 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. Students will study the work of Piaget, Vygotsky, Erikson, Kohlberg, Gardner, and Maharishi. The second part of the course focuses on both 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 considers the relationship of the individual and society and of individual cultures within a pluralistic society. Topics include major theories from social psychology, multiethnic and multicultural education, and interpersonal communications skills. (variable units)

This course investigates the various learning characteristics of gifted and handicapped students and the strategies and practices elementary and secondary school teachers can use to develop the full range of learning abilities of individuals and groups. 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 520

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)

This course is designed for experienced elementary or secondary school teachers who wish to deepen their knowledge of the teaching methods of their discipline, as well as interdisciplinary teaching methods. Topics of instruction vary according to the student’s subject-area expertise. (4 units — may be repeated) Prerequisite: a teaching certificate or two years’ teaching experience

This course builds on the general teaching methods course and requires that students investigate the theory behind teaching in their subject. They also study 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, student knowledge of their subject, main concepts of the discipline, and design of main points and Unified Field Charts. (4 units) Prerequisite: consent of the Department

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. (variable 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

During this seminar students gather information and data in order to answer a research question on a basic educational issue. The research question is formulated earlier in their course work. The seminar culminates in the writing of a research paper and the oral presentation of the findings and recommendations to other students, faculty in the Department of Education, and other appropriate faculty. (8 units) Prerequisite: consent of the Department

The main purpose of this course is to establish in the weeks and months before school a strong foundation for beginning teachers’ success in their first year of teaching. Then continuing through the first year of teaching, the course is designed as a self-created and administered mentoring program, requiring the support of an administrator, an instructional guide, a curriculum guide, and a colleague in the school of similar training and background to the first-year teacher. Topics include: creating life-supporting work conditions, first day and first month planning, classroom management, communicating with students and parents, and developing a professional portfolio. (3 units each of two semesters)

The purpose of this course is to draw students into their professional communities and the literature on teaching in their subject field. Using readings in their teaching field and interaction with peers, students engage in repeated cycles of application and reflection to improve their teaching. Topics include: action research to improve teaching; professional associations in the teaching field; Natural Law-based teaching strategies; and curriculum development. (3 units each of two semesters)

This course provides students with the time and supervision necessary to prepare a portfolio of their work. (variable units)