As a result of this course, students learn how to educate a citizenry able and willing to work towards environmental and sustainability goals, as well as how to develop, implement, and evaluate their own education efforts. Student will teach in local formal and non-formal settings and have the option to become certified in popular national environmental education programs.

Prerequisites: EDUC 307(6), 391, 392, 401, 403, 406, 411, 421, 431. Students must satisfy other requirements, such as grade point average, described in this School of Education Bulletin.

Develops the special knowledge and competencies required of nursery and elementary school teachers through observation and teaching in elementary school classrooms under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.
 

Prerequisites: EDUC 307, 391, 392, and appropriate methods course.

Guides observation and teaching in secondary school classrooms, as well as involvement in other roles of the secondary school teacher, under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.  Students must satisfy other requirements, such as grade point average, described in this School of Education Bulletin.

Prerequisites: Must be elected concurrently with EDUC 301.
Draws upon experiences in elementary directed teaching; considers characteristics and experiences of pupils in the school, classroom environment, teaching competencies and professional responsibilities, school curriculum and policies, and administrative/organizational problems. Open only to students who are enrolled in 301 and who are thereby observing and teaching in the regular classroom.
 

Prerequisites: Must be elected concurrently with EDUC 302.
Draws upon resources found in the directed teaching environment; considers problems and issues in four broad areas: students in the school, the teacher’s professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in 302.

Prerequisites: Permission of instructor. May only be elected concurrently with an elementary field-based block or concurrently with a secondary methods course.

Provides students with supervised opportunities to integrate theory and practice by working with teachers in classrooms or other field settings.

Comprises supervised reading, research, or other inquiry regarding education.

Undergraduate students who wish to register with a School of Education professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.

May be elected more than once, for a maximum of 6 hours; if 320 is elected, the maximum is 6 hours in total for degree.

This course takes an ecological perspective on the experiences of young children in poverty (ages 0-8) in the U.S. and examines the educational, social, and economic services and policies meant to support them and their families.

Prerequisites: PHYSED 444.

Drawing on the directed teaching experience, this seminar is designed to explore the theory and practice of physical education as students apply them in their directed teaching environments.
 

Prerequisites: PHYSED 444 and EDUC 307.

Designed to provide practical experience and to develop teaching competencies under the joint supervision of University and K-12 school personnel. Students are placed in elementary and secondary classroom situations.
 

Prerequisites: Permission of instructor.

Provides an opportunity for supervised observations of and participation with children and adolescents in educational settings.

Undergraduate students who wish to register with a School of Education professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.
 

Prerequisites: Permission of instructor and minimum overall GPA of 3.0, junior standing, undergraduate students only.

Comprises supervised reading, research, or other inquiry regarding education.

Undergraduate students who wish to register with a School of Education professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.

May be elected more than once, for a maximum of 6 hours; if 310 elected, maximum is 6 in total for degree.

Education for Empowerment internships give students practical experience in formal or informal education settings dedicated to the learning and/or educational experiences of children, youth, or adults as well as settings focused on policy work related to the field of education and/or the well-being of young people.

What is social change, what does it look like, and how do we as individuals choose to involve ourselves in social change? During this course we will discuss a brief history of social change, circumstances of societal groups in our country, and what motivates individuals to work toward social change.

Why are video games fun? The answer isn’t as obvious as you might think. Good games draw you in, teach you how to succeed, and keep you engaged with a “just right” level of challenge. Most importantly, players *learn* while playing a well-designed game. Why isn’t school like that? This class takes a hard look at video games, a hard look at education, and considers ways that each can be improved to maximize learning.

Crosslisted with LSA DIGITAL 333