Partnership Schools Course Offerings
Lourdes University Professional Education (EDU)
100 Foundations of Education (3 hours)
Offers historical, philosophical, political and social overviews of education. Students will examine how schools are organized, administered and financed. In addition, students will explore and experience the skills and competencies (ten performance standards) necessary to be an effective teacher. Legal issues such as the Professional Code of Ethics, legal rights of teachers and their legal responsibilities will be addressed.
Required Field Base Experience.
150 Introduction to Technology in Education (3 hours)
Provides practical skills in various ways to incorporate technology into the student’s personal educational program as well as integrating instructional technology into the classroom.
230 Survey of Special Needs Education (3 hours)
Focuses on the foundations of special education with emphasis on historical background, legal issues, a positive learning environment, disabilities and health disorders in a regular/inclusive classroom, as well as developing teaching skills for use in an inclusive classroom.
Prerequisites: EDU 100, EDU 250, permission of education advisor.
250 Educational Psychology (3 hours)
Addresses the foundation of Educational Psychology. Four major areas will be explored: general overview of psychology, life span development, human learning, and behavioral issues and problems.
Prerequisites: EDU 100 and permission of education advisor
316 Multicultural and Social Issues in Education (3 hours)
Gives an overview of the interaction of school and society. Emphasis will be placed on exploring the social issues affecting education and the appropriate role and response of school and teacher.
Prerequisites: EDU 100, junior standing, permission of education advisor.
318 Classroom Management and Behavioral Issues (3 hours)
Provides students with the knowledge and skills necessary to create an effective
learning environment and to deal appropriately and effectively with behavioral issues
within the classroom setting. The course covers both legal and ethical implications and provides practical management techniques.
Prerequisites: EDU 100, permission of the education advisor.
328 Integration of the Arts in Instruction (3 hours)
Explores theories, issues, research, resources and exemplary practices, which promote aesthetic education for children. Students will explore and experience how the visual arts, music, performing arts and dance can be integrated across the curriculum, using the unique needs and interests of students and promoting the development of basic skills as well as critical thinking skills, problem solving and creativity.
Prerequisites: EDU 100, EDM 225 (EDM majors only), permission of education advisor.
330 Developmental Reading Through Content Area Reading (3 hours)
Focuses on reading as a tool for constructing meaning from text by accessing prior knowledge, applying schema, developing a purpose for reading, and emphasizing the value of reading aloud to learners. A basic understanding of the reading process combined with the application of reading strategies to build knowledge of study strategies will be examined. Explores questioning techniques, and cognitive processing in the comprehension of narrative and expository text to enhance the quality of life.
Heidelberg College Education (EDU)
110 Vital Connections (2 hours)
Introduction to the history and philosophy of education. Incorporates research/study of basic issues in the field of education, roles of the teacher and trends in education. Students are involved in general classroom observation at appropriate grade-levels for career decision purposes.
115 Educational Technology (1 hour)
Designed to give students an understanding of techniques related to computer and multimedia technology in the teaching and learning environment. Students will utilize community and campus resources, computer applications and appropriate audiovisual equipment to develop successful teaching skills and resource collections and materials for integration in the classroom. Also, students will begin development of professional materials and portfolio content for future job placement.
Co-requisite: EDU 110 or MUS 110.
200 Growth and Development (2 hours)
The principle aspects of Growth and Development including the social, emotional, cognitive and physical development from birth through adulthood. Associated learning theories in relation to the age level characteristics will be discussed.
Prerequisites: 2.5 GPA and C - or higher in EDU 110, EDU 115 and PSY 101.
Must be taken concurrently with EDU 201, 207 or 208.
207 Growth and Development Seminar: Middle Childhood (1 hour)
EDU 207 builds on EDU 200 giving special emphasis to the middle child. The middle child is unique in his/her social, emotional, cognitive and physical development. Given these characteristics developmentally appropriate instruction is essential for the middle
school-aged child. This course is designed to examine the implications of Middle Childhood growth and development and its relationship to teaching.
Prerequisite: 2.5 GPA, C- or higher in EDU 110, EDU 115 and PSY 101.
Must be taken concurrently with EDU 200.
220 Principles of Teaching (3 hours)
The course is designed to help students gain an overview of the effective principles of good teaching as seen through the academic literature and practices of teachers. Students will consider the strategies that are available to students to help create a motivated,
positive climate for learning. There is a strong emphasis on active, authentic and constructivist planning and learning. Minimum GPA 2.50 to enroll.
Prerequisite: 2.75 GPA, C- or higher in EDU 200 and accompanying seminar (201, 207 or 208).
Co-requisite: 225 (Early), EDU 227 (Middle) or 228 (AYA).
228 Principles of Teaching Seminar: Adolescent to Young Adult (1 hour)
This course builds on EDU 220 giving special emphasis to the AYA student. Students will be expected to consider the essential principles of teaching as outlined in the research literature. Emphasis will be given to creating a positive classroom climate through the exploration of appropriate teaching strategies and classroom management techniques. A field experience is required.
Prerequisite: 2.75 GPA, C- or higher in EDU 200, 208.
Co-requisite: EDU 220. (Fall and Spring)
265 Diversity in Today’s Schools (3 hours)
This course is designed to introduce pre-service, teacher-education students to an educational system that takes full advantage of the cultural, racial, societal, economic and academic diversity in today’s schools. The demographics, characteristics, methods and materials of informal and formal diagnosis, assessment and teaching of “exceptionality,” including cultural, racial, societal, economic and academic diversity present in today’s schools and the wider society. Implications for educational (a) philosophy (b) theory,
(c) policy and (d) practice will be discussed. Class participants will be required to reflect on, develop and communicate professional and personal perceptions concerning diversity at each of these levels.
Prerequisites: 2.5 GPA, C- or higher in EDU 110, MUS 110 or PSY 101.
272 Individuals with Diverse Educational Needs (3 hours)
The art and science of teaching exceptional children, ages 5-21, will be integrated and explored through reading, micro-team teaching, self-awareness activities and mini-lessons. An examination of the specific characteristics, medical aspects, assessment, identification, and behavioral and academic remediation methods for individuals with mild/moderate educational needs, will be paired with an introduction to the current state-of-the-art for teaching children with Mild/Moderate Disabilities. A wide variety of pedagogical methods, procedures and practices will be introduced, critiqued and reviewed by the class participants. Each member of the class will identify, develop and practice their own personally relevant and appropriate set of teaching practices.
Prerequisite: 3.0 GPA, C- or higher in EDU 110, 115; EIS 265, PSY 101.
297 Collaboration in Schools (3 hours)
This course stresses the importance and benefits of positive interactions with students, parents, school, and community. Methods of encouraging and assisting families to be active participants in the educational team will be addressed. Emphasis is placed on integrating students into various learning environments by using collaborative strategies such as team teaching and peer tutoring. Special attention will also be given to how the paraprofessional collaborates with the teacher and with other school personnel. This course may be taken by students seeking Paraprofessional Licensure ONLY. It will not count as a substitute for EIS 468 for four year licensure candidates.
Intervention Specialist Licensure (EIS)