Course Descriptions

Education Courses

ED 102 - Foundations of Education (WI)

3.00 Cr
An introductory course for prospective teachers that provides a broad intellectual structure for understanding the nature of the school as a social institution, the teaching profession as a potential career, and themselves as prospective teachers. Students will explore: 1) a variety of social, political, economic, legal, and philosophical variables that have made the American public school what it is today, 2) the connections between historical and contemporary educational issues, and 3) the potential impact of their own temperaments, talents, and motivations, upon their satisfaction and effectiveness as teachers. Students will be introduced to the conceptual framework and the assessment process that guides the teacher education program at Carroll College. A twenty (20) hour field experience in a public school classroom is required.

ED 103 - Instructional Media & Tech

3.00 Cr
This course is intended for students seeking teacher licensure. Students will not only interact with new technologies for enhanced learning and engagement in instructional media, but develop technology based unit plans (TBUP's) for future integration of technology into education. Course focus is on both hardware and software of instructional media. No prior knowledge of computers or other technology is assumed.

ED 189 - Special Topic

1.00 Cr

Special Topics courses include ad hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.

ED 214 - School Health Program

1.00 Cr
This course includes the study of school personnel's role in the promotion of health and prevention of disease; focus is on the teacher's responsibility in the comprehensive school health program. This course will address adapting content and teaching strategies for different age groups of learners as well as learners with different characteristics.

ED 228 - Children's Literature

3.00 Cr
Students read, listen to, and evaluate a wide variety of fiction and nonfiction literature published for or enjoyed by children. Techniques for teaching literature and using literature in other content areas are discussed and presented.

ED 229 - Educational Psychology

3.00 Cr
A study of the psychological theories and principles that affect teaching and learning in educational environments. The focus of this course is on the theories and methods associated with the process of learning as well as the application of this knowledge in a variety of classroom environments.

ED 245 - Diversity Field Experience

1.00 Cr
Utilizing a 30 hour field experience, this course is designed to expand the range of each student's understanding of the experience of preK-12 students who, because of such fundamental components as race, ethnicity, gender, or other characteristics, may have been historically marginalized by society. It is anticipated that students will expand their understanding of these social groups by identifying possible personal bias and experimenting with appropriate teaching strategies for these students. Students will meet with their advisors to plan the details their field experience prior to registering for the course.

ED 305 - Classroom Management

2.00 Cr
This course presents best practices based on current research for classroom and behavior management including, but not limited to, classroom procedures and expectations, organization of materials, and classroom space for optimum learner benefit. Instructional and behavioral management strategies for individual and large group classrooms for diverse populations will be explored. Using classroom observation, students will report, reflect, and evaluate management techniques and begin to consider their own management styles.

ED 312 - Elementary Sci and Soc Studies

4.00 Cr
A course designed to help the preservice teacher develop a defensible rationale for making curricular and instructional decisions concerning the substance of instruction, techniques of instruction, and evaluation practices as unique to the teaching of elementary social studies and science. This course combines lecture and laboratory in which students will study science and social studies curricula, the planning and design of hands-on activities and materials, and teaching both content and process. In addition, students will be exposed to the metric system of measurement. Prerequisites: A lab course in at least two of the following science disciplines: physical, life and earth science. Spring semester.

ED 314 - Phys-Ed Elem School

3.00 Cr
This course provides the knowledge, theory, and some practical applications of physical education within the Elementary school setting. Students will learn about the various components of an elementary physical education program and will learn how to develop a year-long elementary physical education curriculum. Students will learn games and activities appropriate to the developmental level of elementary children, health promotion concepts, teaching methodology, evaluation techniques, and the importance of physical education as an integral part of general education.

ED 318 - Cont Area Reading & Sec Methds

3.00 Cr
This course considers classroom planning, lesson presentation skills, and instructional equipment and materials. Students study the development of listening, speaking, vocabulary, reading, and writing, and learn assessment techniques as well as strategies to improve study skills, writing, and reading, while teaching content areas. Students analyze text and electronic reading materials used in content areas. A 45-hour exploratory experience in a public school classroom is required. Prior field experiences will be analyzed to determine grade level placement for this field experience.

ED 320 - Art Education in the Elem Sch

2.00 Cr
This course provides knowledge and appreciation of art instructional methods necessary to 1) teach the K-8 students the basic elements and principles of artistic design, 2) develop in the K-8 student an appreciation of the role of cultural heritage in the visual environment, 3) understand the stages of creative development in children, and 4) establish an appropriate art curriculum. Spring semester.

ED 321 - Arts Integration Elementary

3.00 Cr
Arts Integration in the Elementary School This course is designed to equip preservice teachers with knowledge, skills, and appreciation for using the arts (visual, media, drama/theater, music, and dance) as an effective methodology for learning in an integrated curriculum. We explore how students learn (1) with the arts, (2) through the arts, and (3) about the arts. Students in this course will experience a variety of arts and arts-integrated lessons, as well as design and deliver their own standards-based arts-integrated lessons.

ED 323 - Teaching Commun Arts I

2.00 Cr
Students focus on the development, curriculum, instruction, and assessment of writing, speaking, listening, viewing, and thinking. Methods, materials, techniques, and strategies for teaching all of the communication arts are presented and discussed.

ED 324 - Diagnostic-Based Interventions

3.00 Cr
Diagnostic-Based Interventions in Literacy Instruction. This course is designed to prepare the classroom teacher to assess children's reading levels and provide instruction for the corrective and remedial reader using appropriate methods. Students are required to complete a clinical experience.

ED 325 - Teaching Communication Arts II

3.00 Cr
Methods, materials, techniques, and strategies for teaching reading will be presented. The students will study word recognition, comprehension, and metacognition teaching strategies as well as emergent literacy. One-third of this course is devoted to public school classroom work which will be arranged and required for each student.

ED 329 - Music Education in Elem School

3.00 Cr
This course is designed to prepare the elementary teacher to incorporate music into the classroom setting. Students will learn the fundamentals of music, develop music skills, and survey music teaching methods. The course includes a study of musical concepts, repertoire of children's songs, and basic skills on classroom instruments. Students must provide their own guitar.

ED 350 - Middle School Teaching

3.00 Cr
This course looks at the sociological, psychological, historical, and philosophical foundations of middle schools. In addition, middle school program, organization, planning, curriculum, and evaluation will be explored. Organizational characteristics such as interdisciplinary teaming, scheduling, advisory programs, and exploratory programs are explained and researched. Issues in curriculum and curriculum development/organization are introduced. Emphasis will be placed on developing an interdisciplinary unit of study at the middle school level. Students will be required to complete 15 hours of field experience.

ED 403 - Internship

5.00 Cr
A half-day, two-semester field experience program for qualified senior students. The internship will be consecutive, beginning the fall semester of the senior year and ending with the spring semester of the senior year. Due to scheduling of course work, the first semester's internship is in the morning hours, while the second semester's field experience is completed in the afternoon.

ED 404 - Internship

5.00 Cr
A half-day, two-semester field experience program for qualified senior students. The internship will be consecutive, beginning the fall semester of the senior year and ending with the spring semester of the senior year. Due to scheduling of course work, the first semester's internship is in the morning hours, while the second semester's field experience is completed in the afternoon. Prerequisite: ED 318 or ED 325, and acceptance to student teaching. Offered annually.

ED 405 - Education Seminar

2.00 Cr
This capstone seminar is required of all teacher-education students during their student teaching semester. It addresses professional concerns of the classroom teacher, the creation of the Teacher Work Sample, and the final consideration of the college's core curriculum.

ED 407 - Organize/Admn of the Rdng Prog

2.00 Cr
This course develops skills for organizing, managing, and evaluating reading programs for all children (K-12) and presents methods for promoting staff, administration, and community support for reading programs.

ED 408 - Student Teaching- Minor Only

5.00 Cr
For qualified students pursuing professional teacher licensing in a minor endorsement area only, or seeking a second minor endorsement. A full day directed teaching program in the student's minor area. The teaching candidate must not undertake any other duties or college courses during the daytime teaching assignment; student teaching is a full-time responsibility. The program is open to elementary and secondary education majors who are pursuing a minor in a certifiable area and may be completed in either the first or second semester of the senior year.

ED 410 - Student Teaching

12.00 Cr
For qualified students pursing professional teacher licensing in a major, or a major and minor endorsement, area of study. A full day, 15-week directed teaching program in the student's major and minor areas. The teaching candidate must not undertake any other duties or college courses during the daytime teaching assignment; student teaching is a full-time responsibility. The program is open to elementary and secondary education majors and may be completed in either the first or second semester of the senior year.

ED 412 - Meas & Assessmnt in Teaching

3.00 Cr
This course will look at the role of measurement and assessment in the instructional process. Classroom tests and standardized tests will be analyzed. Gathering, administering and interpreting assessment data will be examined.

ED 485 - Independent Study

1.00 Cr
Independent study is open to junior and senior students only. At the time of application, a student must have earned a 3.0 cumulative grade point average. A student may register for no more than three (3) semester hours of independent study in any one term. In all cases, registration for independent study must be approved by the appropriate department chairperson and the Vice President for Academic Affairs.

ED 499 - Senior Thesis

1.00 Cr
The senior thesis is designed to encourage creative thinking and to stimulate individual research. A student may undertake a thesis in an area in which s/he has the necessary background. Ordinarily a thesis topic is chosen in the student's major or minor. It is also possible to choose an interdisciplinary topic. Interested students should decide upon a thesis topic as early as possible in the junior year so that adequate attention may be given to the project. In order to be eligible to apply to write a thesis, a student must have achieved a cumulative grade point average of at least 3.25 based upon all courses attempted at Carroll College. The thesis committee consists of a director and two readers. The thesis director is a full-time Carroll College faculty member from the student's major discipline or approved by the department chair of the student's major. At least one reader must be from outside the student's major. The thesis director and the appropriate department chair must approve all readers. The thesis committee should assist and mentor the student during the entire project. For any projects involving human participants, each student and his or her director must follow the guidelines published by the Institutional Review Board (IRB). Students must submit a copy of their IRB approval letter with their thesis application. As part of the IRB approval process, each student and his or her director must also complete training by the National Cancer Institute Protection of Human Participants. The thesis is typically to be completed for three (3) credits in the discipline that best matches the content of the thesis. Departments with a designated thesis research/writing course may award credits differently with approval of the Curriculum Committee. If the thesis credits exceed the full-time tuition credit limit for students, the charge for additional credits will be waived. Applications and further information are available in the Registrar's Office.

SPED 189 - Special Topic

1.00 Cr
Special Topics courses include ad hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.

SPED 200 - Intro to Exceptional Children

3.00 Cr
This course provides a broad overview of the field of special education and the characteristics and needs of children and youth with disabilities. Historical perspectives, legal aspects, the full range of educational exceptionalities, and teaching adaptations are surveyed. Students will examine the nature and needs of students with exceptionalities as well as the educational programming and technology needed to help those students become competent workers and responsible, valued citizens. Collaboration and inclusion are emphasized.

SPED 206 - Collab & Conf Tech Spec Ed

3.00 Cr
This course is designed to develop knowledge, skills and abilities relative to collaboration and teamwork. The course provides teacher candidates with the information and skills necessary to collaborate and consult with other professionals, families, and support agencies regarding the design and implementation of educational programs for students with and without disabilities. The underlying premise of this course is that educators need positive collaborative relationships with parents and school professionals in order to achieve many of their goals. These goals may include helping students to succeed in the least restrictive environment, providing continuity across a variety of instructional programs, or preventing unnecessary referrals to special education. The course is designed to help educators to become aware of their basic communication skills, develop partnership-building skills, and use strategies to manage conflicts/resistance, conduct interviews and team meetings, and problem solve. Students will be required to complete 12 hours of classroom observation and attend two team meetings at your assigned schools.

SPED 304 - Students High Incidence Disabi

3.00 Cr
This course focuses on the physical, sensory, communication, cognitive, and behavioral characteristics of students with high incidence disabilities. Characteristics of learning disabilities, developmental disabilities, emotional disabilities, and communication disorders will be covered with specific emphasis on the impact of these characteristics on learning, curriculum, program development, and needed services and support.Students will complete 15 hours of observation in a classroom with students who have high incidence disabilities.

SPED 305 - Students Low Incidence Disabil

3.00 Cr
This course will provide a strong foundation for building sound critical-thinking skills based on classic and current empirical-based research byproviding an overview of the best practices for working with persons who have low incidence disabilities. Students will be encouragedto develop their own appreciation for individuals who are the most vulnerable because of their disabilities and demonstrates how to effectively collaborate with educators, families, and professionals in a variety of settings. Students will develop their philosophy for working with persons with low incidence disabilities and the complex issues affecting these individuals' lives. The course provides an overview of low incidence disabilities and appropriate practices for working with persons with low-incidence disabilities, including ethical guidelines for professionals who partner with these diverse individuals Students will complete 15 hours of observation in a classroom with students who have low incidence disabilities.

SPED 323 - Assmnt Special Education

3.00 Cr
This course provides an introduction to assessment of academic and social-emotional behavior among students in school settings, with a focus on using assessment information to promote academic and social-emotional competence among students with special needs. Students will learn about the use of assessment information within a response-to-intervention/multi-tiered system of support (RTI/MTSS) model. They will learn how to select, administer, interpret, communicate, and use assessment materials in order to promote competence among students with special needs. Class activities will include lecture, discussion of key concepts and practicum experiences, and direct instruction and practice administration of select assessment tools. Students will be assigned to a local classroom where they will practice their developing assessment skills.

SPED 324 - Diagnostic-Based Interventions

3.00 Cr
Diagnostic-Based Interventions in Literacy Instruction. This course is designed to prepare the classroom teacher to assess children's reading levels and provide instruction for the corrective and remedial reader using appropriate methods. Students are required to complete a clinical experience.

SPED 408 - Methods/Teaching/Lrn Behv Diso

3.00 Cr
The purpose of this course is to explore and develop skills for effectively teaching students with learning and behavior disorders. The development, implementation, and evaluation of curricula for students with disabilities, through the secondary levels will be covered. The modification of teaching methods and materials appropriate for each of these groups will be emphasized. A 35 hour field experience with students with disabilities is required.

SPED 409 - Methods Administering Spec Ed

5.00 Cr
The purpose of this course is to explore and develop skills for effectively teaching students with mild to severe disabilities. Teaching in the special education classroom can present the teacher with unique opportunities, experiences, and challenges. Given that the instruction and management of students with disabilities is so diverse, the pre-service special education teacher must have experiences that will prepare that teacher to be successful not only in the regular education classroom, but also in the special education classroom. A 90 hour field experience administering the duties of a special education teacher is required.