Courses

Teacher Education courses

MCTE 200. Principles and Strategies of Secondary Teaching 1.0 course credit

An investigation of K-12 curriculum including writing objectives, standards alignment, lesson planning, methods of instruction, resources and materials, evaluation and assessment, classroom management, and professional growth. Microteachings are required in the classroom. Providing a foundation for successful practicum and clinical experiences is a primary course objective. Co-requisite: MCTE 333.

MCTE 299. Individual/Group Study 0.5 to 1.0 course credits

Individual or small-group study of special topics in teacher education under the guidance of an instructor. Prerequisite: Approval of the department chair.

MCTE 300. Content Area Literacy for Secondary Students 1.0 course credit

A study of the ways adolescents and young adults use literacies to explore concepts, generate knowledge, and demonstrate understanding. This advanced course models a student-centered, process approach to curriculum and instruction as it engages students in workshop activities and asks them to consider research-based practice that support adolescents’ achievement of content area goals. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 302. Educational Technology—Secondary/K-12 0.5 course credit

This course is an introduction to the underlying principles of, and methods for, effective integration of educational technologies in secondary/K-12 classroom practice. This course will develop pre-service teachers’ knowledge of specific technologies designed for instructional practice (such as SMART boards and educational software) as well as communication technologies with educational uses (such as iPads, Google docs, and blogs). Students will connect this new technological knowledge to their prerequisite work in theories of learning and in content-area methods in order to practice integrating appropriate educational technologies for specific learning goals.

MCTE 305. Teaching English Language Learners in K-12 Classrooms 0.5
course credit

Academic success in mainstream classes is the ultimate goal for English Language Learners (ELLs). The intent of this course is to guide the course participants through a process of exploring, shaping, and theorizing about the classroom practice of teaching ELLs in their K-12 classrooms. Participants will study the foundations of basic language development and acquisition which enables educators to develop appropriate instructional strategies to assess students’ knowledge, identify objectives, and develop differentiated practices that address various levels of language proficiency; learn about and practice research-based pedagogical practices which inform a variety of approaches and activities that promote comprehension in the content areas; examine and understand the various dimensions of cultural identity, including one’s own, and apply this knowledge to their thinking and behavior as teachers of linguistically diverse students. The participants will discuss articles of current best practices, observe students and teachers in the classroom setting, tutor ELLs and begin to develop their own ESL teaching practices, reflection, and integration of theory and classroom practice with a focus on using technology to meet these goals. Licensure requirement for Secondary/K-12 candidates only. Co-requisite: MCTE 333.

MCTE 310. Measurement and Assessment in Education 1.0 course credit

An authentic approach to the study of educational measurement and assessment with emphasis on essential psychometric concepts related to assessment development, selection, administration, scoring, and interpretation relevant to K-12 public classrooms. Prerequisite: Junior standing.

MCTE 311. Exceptional Learners Methodologies—Elementary 0.5 course credit

This course for elementary candidates focuses on acquiring and applying specific research based instructional methodologies needed to accommodate exceptional children in educational settings. Candidates are required to complete a directed observation as a participant observer in a self-contained special education. Prerequisite: EDST 210.

MCTE 312. Exceptional Learners Methodologies—Secondary/K-120.5 course credit

This course for secondary/K-12 candidates focuses on acquiring and applying specific research based instructional methodologies needed to accommodate exceptional children in educational settings. Candidates are required to complete a directed observation as a participant observer of students with exceptional needs in content area classrooms. Prerequisite: EDST 333. Co-requisite: MCTE 333.

MCTE 315. Elementary Science Methods 0.5 course credit

This course presents various approaches to plan and implement effective science instruction in elementary grades. An inquiry-based program is employed as a means of providing appropriate science learning experiences in diverse classrooms. Content from life, physical and earth/space science will be experienced through a wide range of hands-on, process-oriented activities selected from exemplary resource programs for elementary science instruction. Prerequisite: Junior standing.

MCTE 316. Earth Science and Environmental Education 0.5 course credit

This course will provide students with foundational knowledge in the field of earth science through the lens of environmental education. The importance of environmental education, as well as the best practices for incorporating environmental education into the elementary curriculum, will also be discussed. Students in this course will complete hands-on projects which explore Monmouth’s local environment and require them to apply their new understandings of earth science and environmental education. Prerequisite: Junior standing.

MCTE 320. Elementary Social Studies Methods 0.5 course credit

This course presents various approaches to plan and implement effective social studies instruction in elementary grades. An inquiry-based program is employed as a means of providing appropriate social science learning experiences in the classroom with emphasis on curriculum, varied and grade-appropriate materials. Prerequisite: Junior standing.

MCTE 321. Geography & Community 0.5 course credit

This course will provide students with foundational knowledge in the field of geography. Through participation in and exploration of the local geography and community, students in this course will complete hands-on projects requiring them apply their new understandings. Students will also be introduced to the concept of community mapping and how geography and community are intertwined. Prerequisite: Junior standing.

MCTE 325. Children’s Texts and Grammar 1.0 course credit

This course will provide students with foundational knowledge related to language, grammar, and texts that is needed to teach elementary language arts. High-quality children’s literature will be explored both in terms of its content and themes as well as its unique use of story grammar. A strong emphasis will be placed on determining and understanding text complexity and readability. Prerequisite: EDST 205, junior standing.

MCTE 333. Practicum: 9-12/K-12

The purpose of this practicum is to place candidates in classrooms where they will be involved directly In the teaching-learning process. In addition to assisting teachers in related educational instructional activities including tutoring Individual students and/or small groups of students, candidates will plan and present a series of lessons Intended for the whole class. Prerequisite: Sophomore standing. Co-requisite: MCTE 200, 300, 305, 312, 350 &/or content area methods course(s).

MCTE 350. Principles and Strategies of Middle Level Teaching 1.0 course credit

A study of the history of the middle school movement, research associated with middle grades instruction and institutional settings, and research into the needs and attributes of middle grades students. Candidates will recognize how various instructional, interpersonal, and institutional elements can work together to inform the complicated, yet exciting, dynamics of the middle grades classroom. Candidates will collaboratively develop cross-curricular instructional plans, integrate technology for teaching and learning, and explore instructional techniques which emphasize student-centered, active learning. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 351. Adolescent Psychology 1.0 course credit

A study of the developmental characteristics typical of young adolescents. Theories exploring the biological, cognitive and social needs of these young students are studied to aid classroom teachers in understanding classroom dynamics. Prerequisite: MCTE 200 and junior standing. MCTE 370. Secondary Drama Theatre Curriculum and Instruction 1.0 course credit A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school drama/theatre programs. Applying theory and research from theatre arts education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 371. Secondary English Curriculum and Instruction 1.0 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school English programs. Applying theory and research from English education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 372. Secondary Mathematics Curriculum and Instruction 1.0 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school mathematics programs. Applying theory and research from mathematics education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 374. Secondary Social Science Curriculum and Instruction 1.0 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school social science programs. Applying theory and research from social science education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 375. Foreign Language Curriculum and Instruction 1.0 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school foreign language programs. Applying theory and research from foreign language education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 376. Elementary Music Curriculum and Instruction 0.5 course credit

This course presents various approaches to plan and implement effective music instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate musical learning experience in the classroom with emphasis on singing and functional piano technique. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 377. Elementary Physical Ed Curriculum and Instruction 1.0 course credit

This course presents various approaches to plan and implement effective physical education instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate physical education learning experiences in the classroom with emphasis on motor development principles as they relate to specific program content. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 386. Secondary Vocal Music Curriculum and Instruction 0.5 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school vocal music programs. Applying theory and research form vocal music education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 387. Secondary Physical Ed Curriculum and Instruction 1.0 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school physical education programs. Applying theory and research from physical education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 396. Secondary Instrumental Music Curriculum and Instruction 0.5 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school instrumental music programs. Applying theory and research form instrumental music education to the planning and implementing of instruction is stressed. Prerequisite: MCTE 200. Co-requisite: MCTE 333.

MCTE 399. Individual/Group Study 0.5 to 1.0 course credit

Individual or small-group study of special topics in teacher education under the guidance of an instructor. Prerequisite: Approval of the department chair.

MCTE 402. Educational Technology—Elementary 0.5 course credit

This course is an introduction to the underlying principles of, and methods for, effective integration of educational technologies in elementary classroom practice. This course will develop pre-service teachers’ knowledge of specific technologies designed for instructional practice (such as SMART boards and educational software) as well as communication technologies with educational uses (such as iPads, Google docs, and blogs). Students will connect this new technological knowledge to their prerequisite work in theories of learning and in content-area methods in order to practice integrating appropriate educational technologies for specific learning goals.

MCTE 405. Advanced Elementary Reading and Writing 1.0 course credit

In-depth exploration into developmentally appropriate methods and practices for teaching literacy in elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and diagnosing and correcting the reading and writing difficulties of elementary children in a classroom setting. Prerequisite: EDST 205, EDST 220, and junior standing. Co-requisite: MCTE 406.

MCTE 406. Practicum for Advanced Elementary Reading and Writing

The purpose of this practicum is to place teacher education candidates in classrooms where they will be directly involved in elementary literacy instruction. Candidates will observe relevant teaching strategies and techniques as well as students’ learning styles. They will also assist teachers in relevant literacy instruction activities including tutoring individual students and/or small groups of students. Co-requisite: MCTE 405.

MCTE 410. Elementary Math Methods 1.0 course credit

This course presents various approaches to plan and implement effective mathematics instruction in elementary grades. A conceptually-based program is employed as a means of providing appropriate mathematical learning experiences in the classroom. Prerequisite: EDST 110, MATH 210, MATH 211, and junior standing. Co-requisite: MCTE 411.

MCTE 411. Practicum for Elementary Math Methods

The purpose of this practicum is to place teacher education candidates in classrooms where they will be directly involved in elementary mathematics instruction. Candidates will observe relevant teaching strategies and techniques as well as students’ learning styles. They will also assist teachers in relevant mathematics instruction activities including tutoring individual students and/or small groups of students. Co-requisite: MCTE 410.

MCTE 455. Elementary P. E. & Health Methods 0.25 course credit

This course will provide elementary teacher candidates with foundational knowledge in the field of physical education, health education, and fine arts. Included will be an overview of the methods and materials used in elementary settings. Emphasis will also be placed on interdisciplinary curricular integration.

MCTE 460. Primary-Level Whole-Class Practicum 0.25 course credit

The purpose of this practicum is to place teacher education candidates in primary-level elementary classrooms where they will be involved directly in the teaching-learning process. In addition to activities such as observing and learning about research-based whole-class instruction, students will plan and present a series of lessons intended for the whole class. Prerequisite: EDST 220, MCTE 405, MCTE 410, and junior standing. Co-requisite: MCTE 465.

MCTE 465. Intermediate-Level Whole-Class Practicum 0.25 course credit

The purpose of this practicum is to place teacher education candidates in intermediate-level elementary classrooms where they will be involved directly in the teaching- learning process. In addition to activities such as observing and learning about research-based whole-class instruction, students will plan and present a series of lessons intended for the whole class. Prerequisite: EDST 220, MCTE 405, MCTE 410, and junior standing. Co-requisite: MCTE 460.


Educational Studies courses

EDST 100. Foundations of Education 1.0 course credit

As an exploratory course, students examine various sociological, historical, legal, and philosophical topics in education and schooling in the U.S. Through readings, small and large group discussion, and projects, this course provides theoretical understanding to students interested in education (broadly conceived) while providing a basis for further decisions about teaching in a diverse, pluralistic society.

EDST 151. Child Development for Elementary Teachers 0.5 course credit

This course will provide a critical overview of key aspects of child development (physical, psychosocial, and cognitive) from theories and research that span conception to the end of elementary education (6th grade). Important contexts that shape children’s development will also be a major focus of this course, such as family, child care, socioeconomic and policy influences. This course is designed for students with an interest in education and is aimed to provide an understanding of (1) major themes and domains of early to late child development, and (2) effective instructional practices that enhance children’s educational potential and well-being.

EDST 215. Human Diversity in Educational Communities 1.0 course credit

This course is a survey of the various ways learners enact literacy and participate in learning in relationship to their positioning according to race, gender, social class, and region. Through reading and reflective activities, students analyze the processes by which we learn to enact literacy in diverse ways across cultural and institutional contexts, including the school. Students will consider educational literature that justifies and illustrates culturally responsive pedagogy. Prerequisite: Sophomore standing or permission of the instructor.

EDST 250. Topical Foundations in Educational Studies 1.0 course credit

This foundational topics course intends to contextualize the development of K-12 education in the United States including education prior to the Revolution up through and into the 21st century. Students will investigate key educational movements and connect their outcomes (e.g. political, sociological, and philosophical implications) to the current state of public schools. May be repeated for credit with different topic. Prerequisite: Sophomore standing or permission of the instructor. EDST majors required to take 2.0 credits of different topics.

EDST 350. Special Topics in Educational Studies 0.5 to 1.0 course credit

Instructor of record: This topics course provides in-depth analysis of contemporary issues and perspectives in educational studies. Possible topics include Education Policy and Law; Place-based and Rural Education; Gender, Education, and Society; and Contemporary Issues and Comparative Systems In Education. Prerequisite: EDST 100 and EDST 215 or 250 or permission by instructor. May be repeated for credit with different topics. EDST majors required to take 2.0 credits of different topics.

EDST 402. Educational Technology 0.5 course credit

This course is an introduction to the underlying principles of, and methods for, effective Integration of educational technologies in secondary and K-12 classroom practice and beyond. This course will develop students’ knowledge of specific technologies designed for instructional practice (such as SMARTboards and educational software) as well as communication technologies with educational uses (such as Twitter and blogs). Students will connect this new technological knowledge to their prerequisite work in theories of learning and in content-are methods In order to practice integrating appropriate educational technologies for specific learning goals. Additionally, students will examine educational technology through a critical lens, constantly asking whether particular technologies actually enhance learning. Finally, this course considers cultural issues in regard to technology, such as privacy, socialization, and commercialization.

EDST 420. Senior Seminar 1.0 course credit

Provides seniors with a focused study and in-depth research of critical Issues in educational studies. Includes the opportunity to complete a research project and present findings with a comprehensive written essay and oral presentation. Required of all senior EDST majors. Prerequisite: Senior standing.

EDST 260. Food, Ethics, and Education 1.0 course credit

This course is designed to expand student knowledge and understanding of the intersections of food and education. Examining various ethical, ecological, and sociocultural issues of food through the lens of educational studies aims to enrich student understanding of the diverse ways that humans teach and learn. Readings, discussions, media analyses, field trips, and a service learning project will challenge students to think critically about their own experiences with food in the effort to develop citizens who possess the knowledge necessary to promote ecological responsibility and ethical food practices in an increasingly interconnected world. Prerequisite: Sophomore standing or permission of the instructor.

EDST 377. Foundations of Art Education 1.0 course credit

This course is a study of contemporary art education theory addressing why art should be included in K-12 school curricula. Also included will be an introduction to the history of art education and an examination of the content of art for young people and contemporary approaches to creating art curriculum. Strategies for talking about art with young people will be stressed, and a personal statement of a philosophy of art education will be developed.