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 meets a General Education Core Curriculum requirement and 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. 

Candidates develop the use of integrating social studies based upon the ten thematic themes of social studies/science learning experiences using the 6E model that are based on state and national curriculum standards, designed to meet the needs of all students, connected to real life and future careers. Candidates develop social studies/science lessons to be taught in PK-6 Partnership schools and continue to extend and refine their repertoire of instructional strategies. Candidates research and observe developmental characteristics, persistent educational issues, teaching strategies, diversity issues, gender and special needs issues, management/leadership issues and integrate technology. Topics/concepts reviews of life, earth/space, and physical sciences, World History, American History, Government/Economics. Integrating the science themes, concepts, skills, and processes. Candidates develop science inquiry-based learning experiences. Candidates plan, instruct, and assess life, earth/space, and physical science. Required of K-6 majors only. Pre-requisites: EDUC 210, EDUC 290. Fall, Spring.

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 diverse populations. 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 diverse populations. 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. 

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. 

An introduction to prepare the candidate for the challenge of preparing today’s students from diverse populations and backgrounds to live in a rapidly changing society by examining issues of race, ethnicity, gender, class, language, religion, ability, geography, and age. This course is required for all teacher licensure candidates. Pre-Requisite: EDUC 290 and EDUC 210. Fall, Spring. 

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 which provide appropriate interventions to meet student needs. Candidates will create case reports detailing the data driven decision-making process of diagnosis, originating a course of instruction inclusive of appropriate corrective and remedial instruction. Course requirements include field experience and clinical practice, under the supervision of the instructor, to observe classroom behaviors occurring in a naturalistic environment and to provide authentic learning experience with diagnosing and correcting reading problems. Clinical field experience required. Pre-requisite: EDUC 210, EDUC 290. 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 with students with diverse learning needs and varied backgrounds in at least two settings. 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 Enhanced Clinical Practice—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.

Candidates will complete direct teaching experiences with students with diverse learning needs and varied backgrounds in at least two settings. 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 Enhanced Clinical Practice—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.