Summer I

History of Ancient and Medieval Education (HONR500; 3 credits)

This first course in the history of education explores antiquity to the Medieval Era, emphasizing ancient Greek, ancient Roman, early Christian, Medieval, and Renaissance influences on education.

History of Modern Education (HONR501; 3 credits)

This second course discusses the history of education during the Modern era (1500-present), emphasizing the Reformation, Pietism, Enlightenment, the nineteenth-century development of the nation state and the research university, the rise of the social sciences, and the more recent developments of the twentieth century.

Difference and Human Dignity (EDUC501C: Issues in Special Education; 3 credits)

Theme: In order to approach this topic, we will explore the notion of human dignity inherent in different understandings of what it is to be a person. Always in view will be how these varying understandings of dignity and personhood treat persons with various disabilities—physical and mental. Are they kept, in philosopher Raimond Gaita’s phrase, ‘fully among us’? Or do our very definitions of personhood exclude certain human beings. How do theological reflections affect our understanding of disability and the possibilities for grace and revelation contained therein? Are there secular means for keeping the disabled ‘fully among us’?

Course Description: This course is designed to provide a full overview of the historical analysis of Special Education: classifications/definitions and patterns of behavior, description of assessment and intervention strategies, legislation and litigation, outside forces that influence Special Education, and an introduction to the people in Special Education and their relationships to the system. Students will concentrate on their particular area of education as it relates to Special Education. Students will complete 10 logged hours of field experience.

The Culture of the Classroom (EDUC 582C: Methods of Classroom Management; 3 credits)

Theme: This course approaches classroom management with the understanding that students are human beings with a natural affinity to learn and persons worthy of respect. Our methods of management stem from our understanding of the human person, and so this course will build off of previous coursework that explored the concept of personhood, focusing on developing management skills rooted in joy-based inquiry and the formation of good character and personal habits.

Course Description: This course provides practical classroom management techniques for pre-service teachers. Various strategies and specific interventions from strategies will be examined. Therapeutic and preventive measures are dealt with as they pertain to the classroom.

Fall & Spring I

Classical Teaching in Your Discipline (HONR 509: Teaching Your Discipline Classically; 3 credits)

Course Description: This course reviews classical methods and materials appropriate for teaching adolescents. Students will develop their understanding of classical pedagogical techniques and develop their teaching skills through mentoring, observations, and seminars. The entire course operates on the Judeo-Christian conviction that the human person bears the image of God, that therefore each person brings the gift of him or herself to the classroom, and also that each person ought to be directed toward what is highest and most noble. This course includes field experiences in the major academic area in middle or secondary schools.

Teaching English as a Second Language (EDUC512: TESOL Methods and Field Experience; 3 credits)

Course Description: This course provides an overview of the full range of the methodology for teaching English as a Second Language (ESL), especially appropriate for the K-12 classroom teacher who has non-English speaking students in the classroom. It aims to enable students to incorporate the appropriate ESL or EFL strategies in their teaching and adapt their materials and instructional methods to meet English language learners’ needs and accommodate their learning styles. Course topics include techniques and strategies for improving second language learners’ listening, speaking, reading, writing, and communication skills, the role of the teacher, the needs of the learner, language testing and assessment, materials design, use of new technology in language teaching, and the development of lesson plans, including the selection and uses of texts and other materials.

Summer II

Reading with the Great Books (EDUC 603C: Reading Strategies for Middle and Secondary Content Areas; 3 credits)

Theme: (I) We will begin by studying ancient and medieval understandings of reading and writing as character-forming capacities of the human soul that address both matters of content and taste, and which are therefore ways of liberating the soul for a rich and ethical life. (II) We proceed to consider the differing forms of thought and language that are proper to a good life as outlined in the classical disciplines, which are not so much ways of mastering bodies of knowledge, but rather ways of perfecting the natural capacities of the human soul for a complete life. (III) We conclude by conducting subject-specific seminars on the use of masterworks in arts and letters, the natural sciences, and mathematics.

Course Description: This course will focus on expository reading development in content areas such as language arts, mathematics, science, social studies, and music, as well as the use of literature to supplement content texts. Emphasis will be given to the reading process and effective teaching practices that aid students’ comprehension, vocabulary, critical thinking, studying, and writing. A variety of current research literature will also be reviewed. This is a course for Reading Specialists, middle level, and secondary education majors that meets state standards for certification in a content area. Students will create a portfolio of reading strategies that may be employed before, during, or after reading a middle level or secondary level content area textbook. Ten hours of classroom observation is required.

Inclusive Education (EDUC 684C: Inclusive Education with Field Experience; 3 credits)

Theme: This course examines the concept of inclusive education from the perspective of the humanities and considers the historical, economic, and social context for the development of mainstream educational curricula. Students will learn about disability categories under the Federal IDEA law and analyze critically the construction of these categories of disability and their transformation over time. Through guided research and field experience, students will study and employ the teaching practices of classical educators and evaluate their success with different kinds of learners. Topics to be addressed include the Great Books and diversity, multiple intelligences and universal design.

Course Description: This course examines the concept of Inclusion and what it means to both the special educator and the general educator. Students will learn to use effective inclusion strategies in the general education classroom and examine the various ways special and regular educators can work effectively together. Students will have 10 hours of field experience in inclusive education settings.

Evaluation and Assessment (EDUC682C: Evaluation and Assessment of Students in Inclusive Classrooms; 3 credits)

Theme: This seminar on assessing and evaluating students addresses three main topics: (1) the ethics of assessment and evaluation; (2) its history and philosophy, purpose, function, and use; and (3) various approaches to evaluation and assessment. Ancillary presentations address certification-linked topics related to formal assessment, including methods of identifying, screening, evaluation, referring, placing exceptional students, and using Individualized Education Plans [IEPs] to meet student needs. Educational activities include creating a case-based IEP, and evaluating and administering formal and informal assessments.

Course Description: This course examines the assessment and evaluation processes used for determining progress for students with and without Individual Educational Programs. The Individuals with Disabilities Education Act mandates that all students have access to the general education classroom and curriculum. The course will provide teachers with the necessary knowledge and skills to assess and evaluate all students. The course will examine historical, philosophical and legal considerations and models of the assessment process and various types of assessments will be examined.

The Young Person (EDUC507C: Child, Adolescent, and Educational Development; 3 credits)

Theme: A Great Books course that explores philosophical and theological understandings of childhood from antiquity to present, with a special focus on questions of education. How did different eras view children and adolescents? When did our current understandings emerge and why? Are they helpful? What paradigms of personhood are present in various understandings of the nature of children and childhood?

Course Description: This course provides a study of individual development from childhood to young adulthood and investigates the implications of physical, cognitive, and psychological development in educational settings. Major developmental and psychological theories and research relevant to teaching and learning are explored. Content areas include child and adolescent growth and development, conflicts and issues associated with different developmental levels, learning and cognition, approaches to instruction, cultural and socioeconomic diversity, motivation and evaluation, and assessment of student learning. The emphasis will be on the practical relevance of this material for the elementary and secondary educational settings.

Fall & Spring II

Student Teaching (EDUC610C: Student Teaching; 6 credits)

Course Description: Observation and teaching in an approved classroom with guidance and evaluation. At least 12 weeks of full-time student participation is required. Full-time teachers can fulfill this requirement through their workplace.