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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 (26 credits):

ED 400 Theory and Practice of Consciousness-Based Education (2 credits)

Consciousness-Based℠ education is introduced in this course as the approach developed by Maharishi Mahesh Yogi to restore knowledge of the knower as the foundation and the goal of education. The course introduces the principles, practices, and a broad overview of the research on this approach to education. (2 credits)

ED 407 Stability and Change in American Education (4 credits)

This course explores the historical and philosophical roots of American education as well as current school reform initiatives. Students study educational innovations with promise for improving school performance. Other topics include school law, structure of American education, major legislative initiatives, and understanding educational research. (4 credits)

ED 420 Neurophysiology of Learning and Development (4 credits)

Neurophysiology of Learning and Development 
This course has two parts: the first deals with theories of human development, and 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: Composition 2

ED 426 Teaching with Learner Differences in Mind (4 credits)

Teaching with Learner Differences in Mind 
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)

ED 430 Technology in the Service of Learning (2 credits)

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)

ED 435 Educational Assessment and Evaluation (4 credits)

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)

ED 460 Consciousness-Based Curriculum Design (4 credits)

Consciousness-Based Curriculum Design 
Students learn to plan a unit of instruction using the approach of “backward design,” in the context of Consciousness-Based education. The primary tools of CBE learned are the Unified Field Chart, the main points chart, and the course overview chart. The course also introduces the fundamental principles and methods for creating classroom assessments. (4 credits)

ED 470 Mastering Classroom Management (2 credits)

Mastering Classroom Management 
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)

Courses in Secondary Education (22 credits)

ED 480 Methods of Teaching in Secondary School (4 credits)

ED 480 Methods of Teaching in Secondary School 
This course 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 credits)

ED 490 Student Teaching in Secondary School (16 credits)

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 (2 credits)

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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