This course introduces students to the field of education. Emphasis is placed on the application of basic learning theory to personal success in learning, successful integration into the university culture, educational ethics, and professional growth through the study of controversies in education.

This course will examine the impact of diversity on students and educational systems through the consideration of the historical and philosophical foundations of schooling, the impact of diversity on students' participation in the system, and the characteristics of effective teaching practice to meet the needs of diverse learners. Field experience in an Eastern Upper Peninsula elementary or secondary school is required.

This course focuses on research-based theories of learning and learning processes, the role of the teacher in supporting the process, and alternatives for evaluation of learning outcomes. Field experience is required.

In this practicum course, the student will receive training in mentorship and information about autism spectrum disorder and then become a mentor to an individual of approximately college age who receives local special education services. Thirty hours of field experience is required. The course may be repeated for a maximum of three credits and is open to all majors. Prerequisities: Completion of general education diversity or social science courses. 1

This course examines reading as a process of constructing meaning through dynamic interaction among reader, the text, and the context of the reading situation. Content includes objectives, content, materials, organization and methods of teaching reading in the elementary school. Fieldwork required.

This course explores instructional technology tools, educational media, theory, and practice with the goal of designing consummate learning experiences with seamless technology integration for all students. Application of technology and learning theory to planning for instruction is included, with specific focus on setting outcomes for learning.

This course considers methods for the classroom diagnosis of students' reading strengths and weaknesses. Techniques for planning and implementing corrective and remedial interventions based on diagnosis are presented and applied. Fieldwork required.

This course studies methods of teaching language arts as literate activity and the use of a research base for the social context of children's learning. Emphasis is on the emergence of literacy in elementary students. Fieldwork required.

This course provides opportunities to study and apply research-based instructional methodologies to facilitate effective learning with an emphasis on differentiation and authentic assessment. Fieldwork required.

This course studies strategies and methodologies that facilitate effective mathematics instruction. Students develop and present mathematics lessons and units using national, state and local standards in planning instruction and assessment. Emphasis is placed on effective integration of technology in learning and assessment. Fieldwork required.

This course studies strategies and methodologies that facilitate effective science instruction. Students develop and present science lessons and units using national, state and local standards in planning instruction and assessment. Emphasis is placed on effective integration of technology in learning and assessment. Fieldwork required.

This course studies strategies and methodologies to facilitate effective social studies instruction. Students develop and present social studies lessons and units using national, state and local standards in planning instruction and assessment. Emphasis is placed on effective integration of technology in learning and assessment. Fieldwork required.

Elementary teacher candidates examine the knowledge, understanding, and application of the content, functions, and achievements of dance, music, theatre, and the visual arts to promote elementary students' ability to create, perform and respond in and through the arts. Candidates demonstrate their understanding that all students can learn the knowledge and skills that make up the arts.

Elementary teacher candidates demonstrate the knowledge, understanding, and application of research-based strategies to create opportunities for all students to develop critical knowledge, skills, and behaviors that contribute to life-long health. Candidates demonstrate knowledge and understanding through planning and appropriate implementation of effective past and current research-based human movement and physical activity strategies as central elements to foster active, life-long, health life styles for all elementary students.

A study of strategies and methodologies to facilitate learning at the secondary level including classroom management and organization for productive learning communities. The multiple roles of the teacher in the secondary classroom are examined including participant, colleague, researcher, reflective practitioner, accountable professional, counselor and mentor. Integrated technology component. Fieldwork required.

A study of the dilemmas of adolescents as they affect students in secondary schools. The course focuses on the special needs and sensitivities of adolescents and implications for instruction and classroom management. Integrated technology component. Fieldwork required.

A study of reading methods appropriate to use in secondary classrooms. Includes formal and informal assessment procedures for determining students' abilities and the accompanying strategies to enhance content area comprehension and concept development. Students use national and state standards and benchmarks in planning instruction and assessment. Integrated technology component. Fieldwork required.

This course applies general instructional strategies and methodologies to specific language arts and English content. Students develop and present English lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required.

This course applies general instructional strategies and methodologies to specific mathematics content. Students develop and present math lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required.

This course applies general instructional strategies and methodologies to specific science content. Students develop and present science lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required.

This course applies general instructional strategies and methodologies to specific social studies content. Students develop and present social studies lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required.

This course, delivered in an independent research or directed study format under the supervision of a faculty member, studies approaches to reading instruction in secondary content area classrooms. It addresses major theories of reading, procedures for assessing student reading abilities and text readability, and application of research-based instructional strategies to enhance student comprehension and content knowledge development. Students use national and state standards and benchmarks in planning instruction and assessment. A component of technology is integrated. Fieldwork required. Course will substitute for EDUC440.

This course, delivered in an independent research or directed study format under the supervision of a faculty member, applies general instructional strategies and methodologies to specific language arts and English content. Students develop and present English lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required. Course will substitute for EDUC441.

This course, delivered in an independent research or directed study format under the supervision of a faculty member, applies general instructional strategies and methodologies to specific mathematics content. Students develop and present mathematics lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required. Course will substitute for EDUC442.

This course, delivered in an independent research or directed study format under the supervision of a faculty member, applies general instructional strategies and methodologies to specific science content. Students develop and present science lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required. Course will substitute for EDUC443.

This course, delivered in an independent research or directed study format under the supervision of a faculty member, applies general instructional strategies and methodologies to specific social studies content. Students develop and present social studies lessons and units using national, state, and local standards in planning instruction and assessment, with effective integration of instructional technology. Fieldwork required. Course will substitute for EDUC444.

This course focuses on effective classroom management techniques essential to creating a positive, democratic learning environment. Exploration of management techniques and theories leads to development of personal classroom management systems to help students become responsible for their behaviors and choices.

This seminar provides a forum for students in the Directed Teaching experience to discuss issues in teacher education, classroom management, teaching of all students and professional development.

Individual study under supervision of teacher education faculty member. May be repeated to a maximum of four credits. (1-4) 1-4

This course is a full-time teaching practicum under the direction and mentoring of a k-12 cooperating teacher. Evolution from observation and facilitation of small group activities, to whole-class instruction of a full-time teaching load in an area school. Emphasis is placed on maintaining classroom communities that ensure equitable access to important knowledge and skills. Grading will be CR/NC. 10

Theories, research, and methods focused on enabling students to become self-regulated readers who effectively use multiple strategies in their reading. Strategic processes in comprehension, word identification, critical thinking, and analysis will be examined as will the role of the teacher as a model and mediator of such processes in a variety of reading contexts.

A directed study course applying the content knowledge developed through approved EDUC900-level sections within the context of curriculum and instruction. The student will develop three research based teaching units based on content appropriate to the grade level of their teaching certificate/endorsements (K-12), and/or a research project or paper as determined by the instructor and approved by the LSSU Department of Education. Course may be repeated up to three times for credit with permission of the graduate coordinator or dean, up to once per section number or course title.

Courses and workshops designed to meet the special needs of K-12 teachers, e.g. workshops approved by the School of Education for graduate credit. The transcript will specify the specific content, e.g. Special Topics (K-4 Mathematics), etc. Approval of the School of Education is required to apply credits earned through special topics courses in the MA-C&I program. May be repeated for credit when content varies. 1-3

Topical courses in education based on independent or directed study, workshops or other professional development activities. Courses addressing the continuing education requirements of educational professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors). *Successful completion of this course will award non-matriculated graduate credit which may apply to the renewal of professional certificates/credentials but which does not apply to an LSSU graduate degree. (1-3)

Topical independent study courses in education delivered in partnership with Virtual Education Software. Courses addressing the continuing education requirements of educational professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors). This course requires DSL-level or higher Internet and access to a computer for course assignments and to participate in online sessions and discussion boards. Sections of this course are based on curriculum developed by Virtual Education Software (VESi) and include additional assignments and group interaction including synchronous and asynchronous communication supervised by LSSU faculty. *Successful completion of this course will award non-matriculated graduate credit which may apply to the renewal of professional certificates/credentials but which does not apply to an LSSU graduate degree except as noted in EDUC635.