EDUC-100. Critical Issues in Education

Why do we have schools? Why are schools the way they are? This course will examine differing and competing answers to these and other questions in education. Students will explore philosophical ideas, historical influences, and social forces that shape current debates in educational policy and practice. Three hours per week. Four semester hours. (O.)

EDUC-265. Educational Psychology

An examination of psychological principles and how they can illuminate processes of learning and teaching, especially among adolescents. The course will explore cognitive, social, emotional, and moral development in multiple social contexts. It will also emphasize theories of learning and motivation and apply these to the development of positive and productive classroom learning environments. Field experience required. Three hours per week. Four semester hours. (SS.)

EDUC-270. Education and Culture

This course considers the intersection of culture and education, including such topics as technology, media (films, television, journalism), literature, art & aesthetic education, parenting advice, and consumer culture. Three hours per week. Four semester hours. (H.)

EDUC-280. Education and Inequality

Is education the key to providing social opportunity and reducing inequality, as many Americans profess—or do educational institutions reflect and reinforce the inequalities of society? Why do we see unequal educational outcomes between students of different backgrounds and identities, and what can and should be done about this problem? This course addresses questions such as these, with a focus on ways in which individual experiences are differentially shaped and structured by social and historical forces. Three hours per week. Four semester hours. (DN, O.)

EDUC-290. Educational Innovation and Reform

This course explores critiques of and alternatives to prevailing norms in educational policy and practice, including such topics as democratic and social justice education, Montessori education, and the small schools movement. Three hours per week. Four semester hours.

EDUC/PHIL-310W. Educational Theory and Philosophy

A study in the theories and philosophies that have shaped educational practice and policy, both historically and in current times. Students will engage in close reading of primary texts in seminar-style classes and through extensive written work. Three hours per week. Four semester hours. (H.)

EDUC-320. Diversity of Learners

An examination of multiple forms of diversity among schoolchildren and legal and procedural aspects of educating diverse students in regular classrooms. The course will focus on foundational knowledge about students with various types of disabilities as well as those who are English Language Learners (ELLs); historical and legal factors that have shaped the education of ELLs and students with disabilities; and processes of collaboration and cooperative teaching that have become integral to the practice of inclusive education. Field experience required. Prerequisite: EDUC-100 and 265; or permission of instructor. Three hours per week. Four semester hours. (DN.)

EDUC-330. Liberal Education

A study of the idea of liberal education from the ancient period to present. Students will consider their own experiences at Ursinus as well as current debates in higher education through study of scholarly work in the philosophy and practice of liberal education. Three hours per week. Four semester hours. (H.)

EDUC-346. Topics in Education

Topics may include particular debates, movements, ideas, or figures related to education. Three hours per week. Four semester hours. (H, DN or GN, if so designated, depending on the topic.)

EDUC-350W. Curriculum and Instruction

Approaches to planning, assessment, and instruction for secondary school classrooms. The course aims to provide knowledge and skills necessary for a successful student teaching experience and, beyond that, a conceptual framework for long-term professional growth and excellence. Students will construct unit and lesson plans grounded in philosophical foundations, in core ideas and standards within their academic disciplines, and in knowledge of student diversity and development. Topics will include Understanding by Design, inquiry learning and other teaching strategies, multiple forms and functions of assessment, and the evaluation and use of varied instructional materials. Prerequisites: EDUC-100 and 265. Field experience required. Three hours per week. Four semester hours.

EDUC-351. Research

Readings and fieldwork designed to introduce students to research methods in education. Students select topics and write a proposal which must be approved by an education adviser. Regular meetings and progress reports and a final paper are required. Prerequisites: EDUC-100 and 265. One semester hour.

EDUC-352. Research

Same as EDUC-351 but offered in spring. One semester hour.

EDUC-360. Teaching English Language Learners

Approaches and methods for teaching English Language Learners (ELL) in content area classrooms. Topics will include the process of language acquisition, sociocultural characteristics of ELL students, appropriate instructional strategies to make content comprehensible for ELL students, and appropriate assessments for ELL students. Prerequisites: EDUC-100, 265, 320. Two hours per week. Two semester hours.

EDUC-375. The Inclusive Classroom

Methods of teaching to meet the needs of diverse learners. The course will emphasize planning, instructional, and assessment strategies that enable regular classroom teachers to meet individual needs while fulfilling common curricular goals. Topics will include the establishment of positive and inclusive learning environments, literacy development and instruction, assistive technology, and principles and practices of differentiated instruction. Prerequisites: EDUC-100, 265, 320. Field experience required. Three hours per week. Four semester hours.

EDUC-380. Ethics and Moral Education

This course inquires into the relationship between ethics and education, including such topics as moral education, religious education, professional ethics, and the cultivation of human flourishing. Three hours per week Four semester hours. (H, O.)

EDUC-381. Internship

An academic/work experience under the supervision of an internship adviser and an on-site supervisor. Students must document their experience according to the requirements delineated in the College catalogue section on Internships. Open to juniors and seniors. The term during which the internship work is performed will be noted by one of the following letters, to be added immediately after the internship course number: A (fall), B (winter), C (spring), or D (summer). Internships undertaken abroad will be so indicated by the letter I. The intern must complete a minimum of 120 hours of work. Prerequisites: Students must have completed 12 semester hours of education coursework and have permission of the supervising faculty member to be eligible for an internship. Graded S/U. 120 hours.Three semester hours. (XLP.)

EDUC-382. Internship

An academic/work experience under the supervision of an internship adviser and an on-site supervisor. Students must document their experience according to the requirements delineated in the College catalogue section on Internships. Open to juniors and seniors. The term during which the internship work is performed will be noted by one of the following letters, to be added immediately after the internship course number: A (fall), B (winter), C (spring), or D (summer). Internships undertaken abroad will be so indicated by the letter I. The intern must complete a minimum of 120 hours of work. Prerequisites: Students must have completed 12 semester hours of education coursework and have permission of the supervising faculty member to be eligible for an internship. Graded S/U. 160 hours. Four semester hours. (XLP.)

EDUC-443. Methods Practicum

A field-based exploration of teaching and learning in the various subject areas offered in the College’s teacher education program. Students will be placed in field experiences according to their broad field of specialization (mathematics, science, world languages, English, or social studies), with teachers who will immerse them in the observation, analysis and application of instructional approaches in that subject area. Students must budget time to visit schools roughly once per week, for a total of 30 hours over the course of the semester. On-campus evening sessions will be devoted to subject-specific group work, discussion of field experiences, and the distribution and discussion of important resources in the various subject areas. Prerequisites: EDUC-100, 265, 320, and 350W. Field experience required (25 hours). Usually taken the semester prior to student teaching. Two hours per week. Two semester hours.

EDUC-450. Seminar in Educational Studies

This capstone course combines an intensive study of a special topic in education with the opportunity for students to pursue in depth an area in educational scholarship of their interest. Students will receive ongoing feedback and present work orally and in writing. Open to juniors or seniors with at least eight credits in Education or permission of instructor. Three hours per week. Four semester hours. (CCAP.)

EDUC-453. Student Teaching

A clinical experience in which students teach a full load of courses in their subjects in a local school, under the guidance of a cooperating teacher in that school and a faculty supervisor from the Ursinus Education department who regularly observes the student teacher and provides feedback in one-on-one conferences. Emphasis is on applying and deepening understanding of theories and methods from previous coursework and demonstrating mastery of program and professional goals. Student teachers must earn at least a “B” in this course to receive the College’s recommendation for teacher certification. Enrollment is open only to students who have been approved by the Education department and completed all other certification courses and program requirements. Taken concurrently with EDUC-454 Twelve semester hours. (XLP.)

EDUC-454. Professional Seminar

This course is taken concurrently with student teaching and provides an opportunity to analyze, reflect on, and make ongoing improvements in the student teaching experience using theories and methods from Education coursework. Students produce a written analysis and give a public, oral presentation of a unit of curriculum that was written and taught in the placement school, emphasizing the use of assessment as a tool to improve practice. Two hours per week. Two semester hours.

EDUC-491. Research/Independent Work

Independent inquiry into scholarship in education. Oral progress reports and significant written work are required. Written consent of the research adviser must be presented at the time of registration. Four semester hours. (XLP.)

EDUC-492. Research/Independent Work

A continuation of EDUC-491. Open only to candidates for honors. Prerequisites: EDUC-491 and permission of the department. Four semester hours. (XLP.)

EDUC-493. Student Teaching

A clinical experience in which students teach a full load of courses in their subjects in a local school, under the guidance of a cooperating teacher in that school and a faculty supervisor from the Ursinus Education department who regularly observes the student teacher and provides feedback in one-on-one conferences. Emphasis is on applying and deepening understanding of theories and methods from previous coursework and demonstrating mastery of program and professional goals. The course is open only to 9th semester/post baccalaureate students who have been approved by the Education department and completed all other certification courses and program requirements. Student teachers must earn at least a “B” in this course to receive the College’s recommendation for teacher certification. Taken concurrently with EDUC-454. Four semester hours. (XLP.)