EDUC 140/240/340/440. Special Topics in Educational Studies (1-4)
An examination of a special area of educational studies. The course will explore concepts and applications relevant to the selected area. Course content varies from semester to semester. May be repeated for credit if topics are different. Prerequisite: Permission of the instructor.
EDUC 180. Introduction to Sign Language (2E)
An introduction to the basic language and culture of the deaf and the problems associated with being deaf in a hearing society. Emphasis is on vocabulary development, techniques of signing, and use of video equipment to improve receptive and expressive skills.
EDUC 199/299/399/499. Independent Study (1-4E)
This course consists of an independent creative or research project designed by the student and supervised by a faculty member in Educational Studies. The nature of the project, the schedule for accomplishment, and the means of evaluation must be formalized in a learning contract prior to registration. (See “Independent Study” under “Academic Policies” section.)
EDUC 206. Education in America: Social Foundations of Education (4E)
This multidisciplinary foundation course involves the examination of education from historical, social, cultural, philosophical and policy perspectives. The class focuses in particular on the conditions in high-poverty, high-minority schools, and on how more schools could be more equitable than they are at present. A required field experience component is built into this course, in addition to time spent in class. This course is a prerequisite for the MAT program.
EDUC 296. Language Acquisition and Phonemic Awareness (4F)
This class will provide future teachers and parents with the theory, research and best practices related to the developmental nature of learning to read and write and to the individual differences that come into play in the learning process. An introduction to language structures including spoken syllables, phonemes, graphemes and morphemes as applied to both first- and second-language acquisition, typical development, and exceptionalities will be provided, as well an overview of the contributions of neuroscience to our understanding of the phases of literacy development. In addition, we will examine language and culture in the classroom as related to debates and policy about identity, dialects, equality, code switching, and Standard/Mainstream English. There is a field experience component required for this class. This course is a prerequisite for elementary candidates to the MAT and fulfills a Maryland certification requirement in the teaching of reading. A required field experience component is built into this course, in addition to time spent in class. Prerequisite: EDUC 206
EDUC 331. Behavior and Related Disorders (4S)
This course will explore three particular types of exceptional needs that influence an individual’s behavior: Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, and Emotional/ Behavioral Disorders. In addition, this course will consider how these needs can manifest in the classroom and other learning contexts and the ways in which teachers may respond to those needs. There will be some consideration of the long-term influence of these disorders on the individual’s life. This course cannot be used to fulfill the special education pre-requisite for the MAT. Pre-requisite: PSYC 101.
EDUC 336. Exceptionality: An Introduction to Special Education (4E)
An examination of individuals with special needs such as intellectual disabilities, giftedness, physical disabilities, and behavioral disorders. The emphasis is on causation, psychological and biological aspects of the exceptionality and current educational and therapeutic approaches. This course fulfills the Maryland certification requirement for a minimum of three credits in special education. A required field experience component is built into this course, in addition to time spent in class. This course is a pre-requisite for the MAT program. This course satisfies the Core Curriculum requirement in Experiencing the Liberal Arts in the World. Prerequisites: EDUC 206 and PSYC 101.
EDUC 339. Learning Disabilities (4F)
This course is concerned with defining, diagnosing and remediating learning disabilities. Major emphasis is on the basic psychological processes of understanding and using written or spoken language: sensory-motor, auditory and visual processing and language development. In addition, a variety of curriculum materials in special education is examined. Prerequisites: PSYC 101
EDUC 366. Children’s and Young Adult Literature (4S)
A survey of the field of children’s literature and other materials for teaching reading, and of the various strategies and techniques for introducing stories, texts of various sorts and books into any learning situation. A selection of exemplary books/textbooks written for elementary school youngsters is read and analyzed, and opportunities are provided to “teach” some of them in simulated settings. This course is recommended for future elementary teachers and required of future teachers of English, and it is recommended for anyone interested in children and the literature written for them.
EDUC 368. Educational Psychology (4E)
This course explores the teaching/learning process. Students analyze various factors that affect the process: developmental and learning theory, motivation, planning, content, methodology and discipline. Attention is also given to human interaction in educational settings through a study of maturation, individual differences, self-concept, group processes and socioeconomic stratification. Lecture and field experience. This course is cross-listed with PSYC 368. Students may receive credit for either course but not both. This course is a pre-requisite for the MAT program. This course satisfies the Core Curriculum requirement in Experiencing the Liberal Arts in the World. Prerequisites: EDUC 206 and PSYC 101.
EDUC 386. Literacy in the Content Areas for Secondary Teachers: Part I (4S)
This course is designed to introduce and analyze strategies for developing the ability of secondary school students to learn from print sources and text materials in content area classrooms across the curriculum. While the focus of these strategies is on reading comprehension and vocabulary development, we consider other best practices and theory based on continuing research in the field. Topics covered include purposes for reading and writing, literacy assessment for data driven instructional decisions, differentiated instruction, and the examination of language and culture in the classroom as related to debates and policy about identity, dialects, equality, and Standard/Mainstream English. This course is a prerequisite for secondary and k12 candidates to the MAT and fulfills a Maryland certification requirement in the teaching of reading for secondary and K-12 teachers.
EDUC 392. The Teaching of Theater in the Schools K-12 (4AS)
This course provides pre-professional experience in a school setting for students seeking teacher certification in drama K-12. It serves as an introduction to the problems, issues, curriculum and methods for teaching drama to students of all ages based on what is known about their developmental nature and needs. Topics include instructional objectives, teaching strategies, reading and writing across the curriculum and evaluation techniques. Class members will practice a variety of effective instructional strategies, participate in field experience and study generic issues of discipline and management that cross content-specific boundaries. This course satisfies the Core Curriculum requirement in Experiencing the Liberal Arts in the World. This course is open to any student with an interest in working with students in public school classrooms or teaching at any level. Prerequisite: PSYC 230, EDUC/PSYC 368, or consent of the instructor.
EDUC 398/498. Off-Campus Internship (1-8E)
A variety of off-campus experiential learning opportunities can be arranged through the Career Development Center. The off-campus internship is an individually designed experience that allows the student to explore the relationship between learning in the classroom and the practical application of knowledge in everyday work situations. All interns are required to maintain regular contact with the faculty supervisor. Credit/no credit grading. May not be used to satisfy requirements for the minor in educational studies, unless the credit amount is being used to close a credit shortfall because of course transfers. Consult with the director of Internships. Prerequisite: Admission to the Internship Program. (See “Internships” under “Academic Policies” section).
EDUC 491. ESL Across the Curriculum (4E)
This course explores the experiences of teaching students in K-12 classrooms who speak English as a Second Language. This course will consider: laws & policies relevant to the experience of English learners, conceptions of English proficiency and language assessment, theories of second language learning and acquisition, the social experience of English Learners, teaching and assessment strategies (including specific attention to written and oral language literacy), methodological approaches, and effective assessment and evaluation techniques. Class members will draw on their theoretical understandings to resolve practical problems. Lecture and seminar components. This course is a prerequisite for the MAT program. Prerequisites: EDUC/PSYC 368, or permission of the instructor.
EDUC 493/494. St. Mary’s Project (1-8E)
The project, which may take many forms, draws on and extends knowledge, skills of analysis and creative achievement developed through previous academic work. The student initiates the project, identifies an area to be explored, and proposes a method of inquiry appropriate to the topic. The project should include a reflection on the social context, the body of literature, or the conceptual framework to which it is a contribution. It must be shared with the College community through posters, presentations or other means. The project is supervised by a faculty mentor, with the approval of the department chair of the student’s major(s). This course is repeatable for up to a total of eight credit hours. Prerequisite: Coursework in research methods or permission of the mentor; approval of faculty mentor and department chair of the student’s major(s). Consult faculty mentor for project guidelines.