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To graduate with a BA degree in Education with a concentration in secondary education, students must complete the general requirements for a bachelor’s degree. The requirement for the major is 48 credits of course work as follows:

Courses in Educational Foundations (18 credits):

FOR 466 Consciousness-based Education

In this course students are given the opportunity to discuss, write, and speak publicly about the system of education in which they are learning — Consciousness-Based education. Topics include: historical precursors in the writings of great educators, scientific research, issues of educational reform, and approaches that Maharishi has used to describe it. At the conclusion of the course, students apply their public speaking skills in planning and giving a public lecture on Consciousness-Based education at a local college or high school. (2 credits) Prerequisite for undergraduates: FOR 103

ED115 CCTS Contemporary Issues in Education

Understanding the Fundamentals of Progress

This course explores the social and historical foundations of the American system of education, with particular emphasis on school reform in the 21st century.  Students will visit area schools and meet with school leaders to develop their understanding of current innovations in education and complex issues that affect teachers, students and families.  Students will articulate their own philosophies of education, and have the opportunity to investigate in greater depth an area in their field of interest.  (4 credits)

ED 321 Neurophysiology of Learning and Development in Children

How Pure Intelligence Comes to Know Itself through the Child’s Developing Nervous System

Brain structure and functioning constrain what and how a child can learn.  This course explores the relation of brain development, cognitive development and learning across the lifespan.  As part of the course students observe lower, middle, and upper school classes, and write a paper that ties together their observations of student learning with the details of brain development. Topics include: classical and operant conditioning, social learning, information processing, problem solving, creativity, and constructivism. (4 credits)  

ED 360 Designing Educational Programs

Consciousness-Based Course and Unit Planning

This course prepares students to develop a unit of instruction on a topic or field they know well. The unit must support student engagement, learning, and growth. Planning techniques from “backward design” and from Consciousness-Based Education are practiced and refined in this planning, and students have two opportunities to practice teaching their topic to their peers. (4 credits) Prerequisite: WTG 192

ED 435 Educational Assessment and Evaluation

Educational Assessment and Evaluation 
This course examines the theory, research, and best practice associated with classroom assessment, grading, and standardized testing in formal educational settings. Students both learn the conceptual underpinnings of these areas of education and develop within their own areas of expertise three different types of classroom assessments. Students may develop these assessments for elementary, secondary, or non-traditional teaching situations. Other topics include formative and summative assessment; reliability and validity as criteria of good assessment instruments; knowledge, reasoning, product, attitudes, and performance as four targets of assessment; selected response, essay, performance, and personal communication types of assessment; and daily, weekly, and monthly cycles of assessment. (4 credits)

Courses in Secondary Education (30 credits)

FOR 422 Human Relations in a Diverse Society

This course develops an awareness of and appreciation for the values, life styles, history and contributions of various identifiable subgroups in our society.  Activities and discussions will help students recognize and deal with dehumanizing biases such as sexism, racism, prejudice, and discrimination and become aware of the impact that such biases have on interpersonal relations. (2 credits)

ED 449 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)

ED 430 Technology in the Service of Learning

Technology in the Service of Learning
This course introduces students to the range of educational technologies being used in schools today and a number of technologies that have not yet made their way into common use. Technologies studied include the interactive whiteboard, video capture of lecture or student presentation, podcasting, social media, and various Web 2.0 resources. Students add technologies to their existing repertoire and learn to evaluate the appropriateness of technologies for educational goals. (2 credits)

One course in Methods of Teaching at the Secondary level

ED 456 Methods of Teaching Secondary School Art: Exploring the Self-Referral Value of Creation

In this course students become familiar with the theory, concepts, and techniques used to teach secondary school art.  They spend half the day with an art specialist in a middle or high school, observing, assisting and practice teaching.  Topics include: standards for teaching fine arts, universal stages in children’s art, teaching methods and curriculum for art. Materials fee is $15. (4 credits) Prerequisites: ED 360, passing score on PRAXIS Core tests

or

ED 457 Methods of Teaching Secondary School English: Developing a Consciousness-Based Approach to Teaching the Language Arts 

During this course, secondary education candidates spend half of the day in a local school with a professional teacher observing and assisting in the teaching of English and language arts. The other half of the day is spent with a university faculty member studying subject-specific methods of teaching. Candidates practice using a variety of teaching methods and analyze their success with these methods orally and in writing.  Topics include: standards for the English language arts, strategies for teaching the language arts, differentiating instruction, teaching reading and writing. (4 credits)  Prerequisites: ED 360, passing score on PRAXIS Core tests

or

ED 458 Methods of Teaching Secondary School Mathematics: Exploring the Structure of Pure Knowledge in Theory and Practice

In this course, secondary education candidates become familiar with the concepts and strategies for teaching mathematics at the secondary level.  They spend half of the day with a university faculty member studying principles underlying mathematics instruction and strategies for teaching secondary mathematics, then apply their understanding while observing, assisting and teaching in a secondary mathematics classroom.  Topics include: national and professional curriculum standards, guiding principles for school mathematics, research-based strategies for effective teaching and learning mathematics.

(4 credits)  Prerequisites: ED 360, passing score on PRAXIS Core tests

or

ED 459 Methods of Teaching Secondary School Science: Best Practice from Modern Science and Vedic Science

This course is designed for students who wish to teach biology, chemistry or physics at the secondary level.  Half the day is spent in a secondary science classroom observing, assisting and teaching, while the other half is spent with a science educator at the university.  Topics include: National science standards, strategies for teaching science, inquiry in science, the learning cycle, assessment in science.  (4 credits)  Prerequisites: ED 360,

ED 426 Teaching with Learner Differences in Mind

Honoring Diversity within the Unity of Creation

This course investigates the various learning characteristics of students with disabilities as well as gifted students, and accommodations and modifications elementary and secondary school teachers can use to develop the full range of learning abilities. The course also considers the relationship between the individual and society, and between individual cultures in a pluralistic society. Topics include: identifying the exceptional student, creating least restrictive environments, preparing the individual education plan, differentiation, identifying and preventing bias, cultural sub-groups and multi-cultural education. (4 credits) Prerequisites: ED 460

ED 490 Student Teaching in Secondary School

Student Teaching in Secondary School

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. (16 credits)

ED 497 The Teacher Work Sample

The Teacher Work Sample

Students who are gaining a secondary teaching license design, teach and evaluate a unit of curriculum during student teaching.  This final course is an opportunity to analyze that instructional design and reflect on future professional growth. The work sample analysis is presented to departmental faculty and students.  (2 credits)

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