Education

This course requires candidates to demonstrate knowledge and skills in using common software, computer hardware, video and audio devices, and Internet resources. The candidates design and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop students’ knowledge, skills, and attitudes. The candidates advocate and model safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. This course is required for all teacher licensure programs. Fall, Spring. 

An introduction to teaching and learning that acquaints the candidate with current issues in education. Candidates explore the nature of educational philosophies and society and the impact on education. Candidates will demonstrate leadership by modeling ethical behavior to contribute to positive changes in practice, and advancing their profession. Clinical field experience required. The course is required for all teacher licensure programs. Fall, Spring

Candidates explore common health issues critical to the physical and mental well-being of elementary students while learning principles of age appropriate healthy life choices. Candidates gain an understanding of relevant principles of brain based learning, movement, and physical education applicable to the design and implementation of healthy living practices for elementary students and how they can be integrated across the content areas. Fall, Spring. 

This course presents instructional strategies and assessment, including direct instruction, cooperative learning, inquiry, multiple Intelligences theory, and dimensions of learning as tools for creating inclusive learning environments connected to real life. Candidates are teamed with an experienced peer for the first K-12 Partnership teaching experience. Candidates will demonstrate knowledge and skills in social sciences, science, math, and literacy or specialty area in accordance with K-5, 6-12, and K-12 licensure standards. Clinical field experience required. Fall, Spring. 

This course prepares teacher candidates to design and implement integrated science and social studies instruction for grades K–5, grounded in state and national standards. Emphasis is placed on creating engaging, inquiry-based learning experiences connected to real-life applications and future careers. Candidates develop and teach interdisciplinary lessons in partnership schools, expanding their instructional strategies while incorporating technology, classroom management, and developmental considerations. Content includes life, earth/space, and physical sciences, as well as World History, American History, and Government/Economics. Required for K–5 majors. Offered in Fall.

Prerequisite/Corequisite: EDUC 210 and EDUC 290 must be taken prior to or concurrently with EDUC 356.

Organization, strategies, and responsibilities of teaching grades 6-12. Participatory approach to understanding and teaching students in grades 6-12. For secondary candidates. Clinical field experience required. Prerequisites: EDUC 210, EDUC 290. Fall, Spring.

The course explores the analysis and interpretation of data used in the teaching/learning process. The candidate will apply the scientific method, including the use of probability and inferential statistics to make decisions regarding planning and instruction. The candidate will also develop subjective and objective tests. Clinical field experience required. Fall, Spring.

This foundational course introduces a comprehensive, evidence-based approach to effective literacy instruction. This course will focus on the theoretical and practical aspects of children’s literacy pedagogy within reading and writing in a developmentally responsive and integrated way. This course will enable candidates to explore the core components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Candidates will examine instructional strategies, technologies, classroom assessments, and evidence-based literacy practices critical to creating capable and confident readers. Candidates will engage in activities to enhance learning and implement explicit instructional strategies designed to meet the needs of all learners. Candidates will be able to create detailed lesson plans connecting theory to practice by providing step-by-step procedures in an evidence-based approach to literacy instruction. Clinical field experience required. Fall, Spring.

Junior SEWS Writing Requirement. This foundational course introduces a comprehensive, evidence-based approach to effective literacy instruction. This course will focus on the theoretical and practical aspects of children’s literacy pedagogy within reading and writing in a developmentally responsive and integrated way. This course will enable candidates to explore the core components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Candidates will examine instructional strategies, technologies, classroom assessments, and evidence-based literacy practices critical to creating capable and confident readers. Candidates will engage in activities to enhance learning and implement explicit instructional strategies designed to meet the needs of all students. Candidates will be able to create detailed lesson plans connecting theory to practice by providing step-by-step procedures in an evidence-based approach to literacy instruction. Fall, Spring.

This course explores and integrates pedagogical and assessment practices in secondary curricula and focuses on application in content area classrooms. Students will develop their conceptual understanding of disciplinary literacy, as well as learn and apply specific strategies and frameworks for successfully incorporating effective literacy practices in their secondary subject areas. Particularly, secondary education candidates will learn in this course how to create, facilitate, and assess relevant learning experiences in their respective content areas that have opportunities and supports for secondary students to be able to learn how to read, write, think, and talk like an expert in their field. Clinical field experience required. Pre-Requisite: EDUC 290. Fall, Spring. 

This course introduces students to key principles of human learning and development, with an emphasis on applying these concepts in real-world educational settings. Students will examine major learning theories in conjunction with cognitive and emotional development, as well as factors that influence motivation and engagement. A central focus is learning how to teach effectively by understanding how students learn. The course also explores strategies for meeting the needs of learners with a wide range of experiences, abilities, and perspectives. It provides a strong foundation for developing thoughtful, flexible teaching practices that support academic success for all students.

This course is designed to enable candidates to understand and apply basic research principles to promote reflection, self-assessment, and commitment to continuous learning and improvement. Candidates will learn principles of information literacy and utilize the APA style for source-based work. Candidates will learn how to use research strategies and resources to improve teaching and promote student learning and/or professional practice. Required of K-5 majors only. Pre-requisites: EDUC 210, EDUC 290. Fall, Spring. 

Senior SEWS Writing Requirement. This course is designed to enable candidates to understand and apply basic research principles to promote reflection, self-assessment, and commitment to continuous learning and improvement. Candidates will learn principles of information literacy and utilize the APA style for source-based work. Candidates will learn how to use research strategies and resources to improve teaching and promote student learning and/or professional practice. Required of K-5 majors only. Pre-requisites: EDUC 210, EDUC 290. Fall, Spring.

This course focuses on evidence-based reading intervention strategies to develop candidates’ competencies and understanding of the components associated with the theoretical and practical aspects of reading and diagnostic assessment. Candidates will examine the administration and interpretation of diagnostic instruments necessary to evaluate students’ strengths and weaknesses for word recognition, phonics and word analysis, fluency, and vocabulary. Candidates will explore the symptoms, causes, and effects of reading disabilities, recommending research-based strategies that provide appropriate interventions to meet student needs. Candidates will create case reports detailing the data-driven decision-making process of diagnosis and originating a course of differentiated corrective and remedial instruction. Course requirements include field experience and clinical practice under the instructor's supervision. To observe classroom behaviors occurring in a naturalistic environment and to provide an authentic learning experience with diagnosing and correcting reading problems. Pre-requisite: EDUC 210, EDUC 290. Co-requisite: EDUC 440. Fall, Spring.

The focus of this course includes major theoretical foundations, principles, procedures, and practices that center around teaching elementary literacy-reading, writing, grammar, speaking, listening, spelling, viewing, and visual representation. Candidates will learn how to integrate different instructional strategies, methods and resources into curriculum they design to help elementary students develop and reinforce their literacy skills. Candidates will become familiar with a variety of instructional resources including phonics, language experience, basal readers, and other literature in helping to develop cognition, reading, and comprehension skills. Candidates will also obtain skills in creating, administering, and evaluating formal and informal classroom-based assessments to identify reading strengths and weaknesses. Clinical field experience required. Pre-requisite: EDUC 210, EDUC 290. Fall, Spring.

Current trends, techniques, methods, materials and evaluation of elementary mathematics programs. This course focuses on constructivist approaches to hands-on discovery learning. Pre-requisite: EDUC 210, EDUC 290. Fall, Spring.

Candidates will learn about the development of pedagogy from sociological, philosophical, historical, and theoretical perspectives which will form their development and delivery of lessons. Candidates will also construct a portfolio that includes a unit plan (10 lessons with support/instructional materials in appendices). Candidates will use technology applications and content that is consistent with the focus of their certification field. Special attention is given to classroom management techniques. Pre-requisite: EDUC 210, EDUC 290, EDUC 360. Fall, Spring.

Candidates are introduced to different classroom learning environments and the impact on student self-concept, social interaction, behavior, teaching, and learning. In addition, candidates are introduced to various classroom management models and implementation. Candidates will reflect on K-12 clinical field experiences and demonstrate an understanding of instructional design, implementation, student assessment, classroom learning environments and management, and self-assessment. Clinical field experience required. Pre-requisites: EDUC 210, EDUC 290. Co-requisites: EDUC 414/Z. Fall, Spring.

Candidates will complete direct teaching experiences in schools serving students with various learning needs and from varied backgrounds. Candidates will participate in intensive and extensive field-based responsibilities, assignments, tasks, activities, and assessments that demonstrate candidates’ progressive development of the professional knowledge, skills, and dispositions to be effective educators. Prerequisite: formal admission to Clinical Practice I —Student Teaching and all required PRAXIS testing passed. The course description is mandated by the Tennessee State Board of Education, Tennessee Educator Preparation Policy, 5.504. Pre-requisites: All professional education courses in the licensure program. Fall, Spring.

Candidates will complete direct teaching experiences in schools serving students with various learning needs and from varied backgrounds. Candidates will participate in intensive and extensive field-based responsibilities, assignments, tasks, activities, and assessments that demonstrate candidates’ progressive development of the professional knowledge, skills, and dispositions to be effective educators. Prerequisite: formal admission to Clinical Practice I—Student Teaching and all required PRAXIS testing passed. Course description is mandated by Tennessee State Board of Education, Tennessee Educator Preparation Policy, 5.504. Pre-requisites: All professional education courses in licensure program. Fall, Spring.