Course Descriptions

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.

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.

Methods of Physical Education in Elementary School. 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.

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.

Diagnostic-Based Interventions in Literacy Instruction. This course addresses the following four topics: 1) formal and informal assessments of students' reading interests and abilities; 2) proven reading strategies, methods and techniques (research-based); 3) diagnostic teaching strategies, and 4) methods of reporting students' strengths and weaknesses. Students are required to complete a clinical experience in a K-12 school setting.

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.

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.

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.

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 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. Admission to Student Teaching required.

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.

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.

Characteristics of Students with High Incidence Disabilities. 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.

Assessment and Evaluation in Special Education. 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.

Methods for Teaching Students with Disabilities. 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.