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Faculty
Professor, S. Van Bockern
Associate Professors, S. Andrews (Chair), J. Bacon, S. Feinstein, M. Hallenbeck
Assistant Professors, J. Ashworth, E. Brouwer, M. Draganac-Hawk, P. Hanavan, K. Mahan, M. Soukup, L. Wenger
Instructor: B. Fiala
Administrator: J. Simko
The Teacher Education Program at Augustana College offers professional preparation programs for careers in the areas of Education of the Deaf and Hard of Hearing, Elementary Education, Secondary Education, All-Grades Education, Special Education and pre-professional preparation in Communication Disorders. Completion of Augustana College's Teacher Preparation Program will satisfy teacher certification requirements in South Dakota and most states. However, because some states have additional requirements, students should consult with the Certification Officer for specific information. It should be noted that periodic changes in the Teacher Education Program occur as state and national accrediting bodies revise their standards.
The conceptual framework for the Teacher Education Program is grounded in a philosophy that integrates the best of Western educational thought, the wisdom of indigenous Native American culture, and emerging research on positive youth development. Known as the Circle of Courage, this conceptual framework empowers teacher candidates with the knowledge, skills, and dispositions to create positive learning environments so that all students can learn. The central premise of the Circle of Courage is that a set of shared values supports a community of learners. Those shared values are belonging, mastery, independence, and generosity.
A set of professional competencies, based upon the Interstate New Teachers Assessment and Support Consortium/INTASC principles, have been identified to guide course content and field experiences, as well as articulate what teacher candidates will know and be able to do upon program completion. The competencies assist teacher candidates in developing a commitment to and a proficiency in their chosen profession. The curriculum and field experiences of the Teacher Education Program are structured to blend the Circle of Courage values into a model for professional behavior. Throughout their program of study, teacher candidates complete course requirements and participate in field experiences designed to facilitate mastery and understanding of the following program competencies:
1. Knowledge of subject matter.
2. Knowledge of human development and learning.
3. Adapting instruction for individual needs.
4. Multiple instructional strategies.
5. Classroom management and motivation skills.
6. Communication skills.
7. Instructional planning skills.
8. Assessment of student learning.
9. Professional commitment and responsibility.
10. Partnerships.
Each teacher candidate in the Augustana College Teacher Education Program is required to develop a Teacher Education Electronic Portfolio. The Teacher Education Electronic Portfolio serves as a performance-based assessment tool that provides authentic evidence of teacher candidates' performance. Through a variety of required, recommended, and self-selected artifacts, teacher candidates document their acquisition of the knowledge, skills and dispositions necessary for teaching. In addition, the Teacher Education Electronic Portfolio provides teacher education candidates with a personal tool for reflecting on their teaching skills, knowledge, and dispositions. The Teacher Education Electronic Portfolio is a collection of evidence that spans the growth of the teacher education candidate over the time period required to successfully complete the Teacher Education Program at Augustana College. The Teacher Education Electronic Portfolio will be formally reviewed three times throughout the teacher candidate's program. Teacher candidates not meeting review criteria will be asked to revise and resubmit their Teacher Education Electronic Portfolio for a second review before being allowed to move forward in their chosen program of study.
The Teacher Education Program at Augustana College has these requirements:
1. Application to the Teacher Education Program
Application to the Teacher Education Program is made during enrollment in EDUC/SPED 110 or SPED 170. Transfer students are responsible for obtaining and completing an application form and returning it to the Field Placement Coordinator.
2. Admission to the Teacher Education Program
Admission to the Teacher Education Program typically occurs during teacher candidate's sophomore year upon completion of the following:
The Teacher Education Committee considers applicants and grants admission to the Teacher Education Program once each semester. Teacher candidates will be notified of their admission status by the Field Placement Coordinator. Admission to the Teacher Education Program is necessary before teacher candidates will be allowed to register for designated upper level courses.
3. Application to Student Teaching
Applications for student teaching are due to the Field Placement Coordinator one year prior to the semester of student teaching. Applications are due on December 1 or May 1 of the appropriate semester. The Application for Student Teaching is to be included in the candidate's Student Teaching Showcase Portfolio, which is due November 1 or March 1 of the appropriate semester. Acceptance to student teaching occurs upon completion of the following:
Teacher candidates must also submit a Student Teaching Showcase Portfolio, inclusive of their completed Student Teaching Application, the semester prior to the semester of student teaching. The Electronic Student Teaching Showcase Portfolio must be uploaded to the Education Department website by November 1 or March 1 of the appropriate semester. The Teacher Education Committee considers applications to student teaching once each semester and with their approval, teacher candidates are granted acceptance to student teaching. Teacher candidates will be notified of their acceptance status by the Field Placement Coordinator.
4. Exit Requirements and Recommendation for Certification
Teacher candidates are eligible to exit the Teacher Education Program upon completion of the following:
5. Recommendation for Certification
Upon exit from the Teacher Education Program, teacher candidates may apply for teacher certification. Teacher candidates should consult with the Teacher Education Program's Certification Officer who will facilitate the application process. Certification applications will not be sent until the PRAXIS II scores have been received.Major: An elementary education major and teacher certification requires a minimum of 38 credit hours in education courses. Required courses: Education 110, 210, 245, 275, 290, 301, 320, 325, 350, 355, 472 and Special Education 240. The following support courses are also required of all elementary majors: Native American Studies 320, Art 290, Biology 200, Chemistry/Physics 115, Communications 110, English 110 and 200, Geography 120, Government 200, History 120 or 121, Physical Education 265, Mathematics 113, and an additional 9 credit hours of mathematics, including Mathematics 140 or higher, Music 230, and Psychology 125. An elementary education major without teacher certification is not required to take Education 240, 355, or 472.
Kindergarten Endorsement: Elementary education students may prepare to teach in kindergarten by taking Education 231, 473 and Communication Disorders 201 (9 additional credit hours).
Middle Level Endorsement: Students may prepare to teach in middle schools by completing 8 credit hours in middle school education including Education 330, 345, and 471.Secondary Education (Grades 7-12) and
All-Grades Education (Grades K-12)
Teacher candidates at Augustana College may prepare to teach at the secondary level (Grades 7-12) in biology, chemistry, English, government, history, mathematics, physics, communication (speech), or theater. These students must declare a major in one of the above subject areas and a Secondary Education major.
Teacher candidates at Augustana College may prepare to teach at the all-grades level (Grades K-12) in art, modern world languages (French, German, or Spanish), music education or physical education. Teacher candidates preparing for K-12 certification should not declare a secondary education major.
Teacher candidates who declare Secondary Education as a second major must complete all coursework required for certification including student teaching.
Certification Requirements (41-43 cr. hr.): In addition to completing requirements for the major, teacher candidates at the secondary and all-grade levels must complete the following courses: Education 110, 240, 245, 275, 310, 335, 345, 355, 470 or 474, and Special Education 240, Communication 110, Native American Studies 320 and Mathematics 140.
Middle Level Endorsement : Teacher candidates pursuing certification at the secondary and all-grades levels may add an endorsement in Social Studies, Language Arts, Mathematics, or Science at the Middle Level by completing a minimum of 12 credit hours in the endorsement area (courses selected in consultation with the department). In addition, teacher candidates must complete the content specific methods course (Education 310) for the endorsement area, Education 330, 345 and 471 (student teaching at the middle level).
Subject Area Endorsement : Secondary education teacher candidates are encouraged to obtain an endorsement in another subject area. Currently, the Teacher Education Program at Augustana College offers endorsements in physics, chemistry, sociology, economics, history, composition/grammar, mass communication, literature, and literature/composition/grammar. Courses should be selected in consultation with the department.
Coaching Endorsement : Teacher candidates may obtain a coaching endorsement by completing required coursework. See HPER section of this catalog.
A Social Studies Teaching major for Minnesota certification may be completed at Augustana College. (See Social Studies Major in this catalog).
Augustana College offers programs to prepare professionals for work in the areas of learning disabilities, cognitive impairment and behavior disorders. Students are strongly advised to combine special education with other areas of study through careful planning with an academic advisor.
Major: A minimum of 28 credit hours including Special Education 110, 210, 230, 250, 260, 280, 310, 315, 320, and one course from 330, 350 or 360.
Certification: Those seeking teacher certification complete 22-25 hours in addition to the major. These include Special Education 301, 306, Education 355, Native American Studies 320 and student teaching in Special Education 480, 481, 484, or 486. Elementary certification candidates are also required to take Education 290 and 325. Secondary certification candidates are also required to take Education 335 and 345. It is recommended that students seeking special education teacher certification also major in elementary or secondary education.
Educateur-Youth Worker: A Special Education major with an Educateur-Youth Worker concentration is designed for students preparing for work with youth with disabilities or at risk in residential child care settings, therapeutic camps, recreational programs, and community youth agencies. The major is comprised of 32 credit hours including those listed above in the Special Education major plus Special Education 350 and 395 (3 cr.hr.), Education 345 and 9-15 credit hours in electives from Art, Health, Native American Studies, Physical Education, Psychology, or Sociology (to be selected in consultation with the department).
Minor: The Special Education minor (18-19) hours is intended as a support area for those teaching at the secondary level or in deaf/hard of hearing settings or working in communication disorders or other human service professions. Required courses in the minor include Special Education 110, 230, 250, 260, and 280. Electives may be selected from Special Education 201, 210, 220, 226, 306, 315, 320, 330, 350, or 360. For those Deaf/Hard of Hearing or Communication Disorders candidates, required courses are the same for a Special Education minor, but the electives selected for the minor cannot include courses already required in their majors.
The program in Communication Disorders is a pre-professional program designed to prepare students for graduate school. In most states, the Master's degree is required to receive certification or licensure in Speech-Language Pathology or Audiology. The curriculum follows guidelines established by the American Speech-Language Hearing Association (ASHA) and the South Dakota Department of Education and Cultural Affairs.
Major: A minimum of 36 credit hours of required courses including Communication Disorders 170, 201, 221, 222, 224, 228, 272, 274, 275, 284, 288, 372, 376, and 488. Education 355 and Native American Studies 320 also are required for teacher certification. Students with a single major should select elective course work to broaden their knowledge of the field. The following course work is strongly recommended and can generally be credited towards the ASHA requirements and the Area Requirements at Augustana College: Communication 110, Math 140, Biology 110 or 120, Psychology, Sociology, or Education 110, Education of the Deaf and Hard of Hearing 226
Education of the Deaf and Hard of Hearing
Augustana College prepares students to work in a variety of settings with individuals who are deaf and hard of hearing. Augustana is accredited by the Council on Education of the Deaf (CED). Students are eligible for CED provisional certification upon successful completion of the requirements for 1) the major and 2) certification. Students seeking certification must major in an area of regular education (either Elementary Education or Secondary Education which includes a content area) in addition to Education of the Deaf and Hard of Hearing. Students seeking the CED provisional certificate must meet the entrance and exit requirements for teacher education. Upon completion of the program leading to certification, students will be certified in education of the deaf and in their field of regular education. Typically, it takes students 4 and one-half to five years to complete this dual certification program.
Major: A minimum of 38 credit hours which includes Education of the Deaf and Hard of Hearing 201, 220, 221, 224, 226, 227, 274, 287, 306, 327, 331, 332, 333, Special Education 210 and 315. Students also must pass the SCPI signing proficiency exam.
Certification: Those seeking teacher certification will complete 31 credit hours, in addition to the major: Special Education 110, Education of the Deaf and Hard of Hearing 318, 323, 487, and Education 245, 355 and NAST 320, and Special Education 320.
Minor in Deafness Studies: A minimum of 20 credit hours including Education of the Deaf and Hard of Hearing 220, 226, 227, 287, plus a minimum of 8 credits selected from Education of the Deaf and Hard of Hearing 221, 321, 327, 331, 332, or 333.
Students may choose to complete or extend their professional preparation on the graduate level. Augustana College offers the Master of Arts degree in the areas of Teaching, Elementary Education, Secondary Education, and Special Education. The cohort model is used for all masters programs with the exception of Special Education (Educateur Program). Course offerings are designed to reflect the cohort being offered at any given time. For further information contact the Director of Graduate Study or the Department Chair.Kindergarten, Elementary, and Secondary Education
(EDUC)
110. FOUNDATIONS OF AMERICAN EDUCATION. 3 Cr. Hrs.
This introductory foundations course in education will examine the quest for equality of educational opportunity in today's society. The school is seen as a social system, which transmits culture, encounters external forces, and fosters social change. Students explore the foregoing in relationship to the historical and philosophical roots of education in today's democratic society. This course, intended for preservice teachers, will explore the knowledge, skills and dispositions that effective teachers have while providing a comprehensive, foundational background of the education field and teaching as a profession. It will provide a knowledge base and begin the process of professional development for preservice teachers. Course includes an early field experience. May be applied to Area 3.3.
210. WORKING WITH FAMILIES. 2 Cr. Hrs.
This course reviews the literature and practice related to building partnerships with families and schools. Topics include: conferencing, parent education, special needs of families with children with disabilities, parental roles in ISFP and IEP planning, and school-home collaboration.
231. KINDERGARTEN EDUCATION. 3 Cr. Hrs.
Included in this course is a major study of curricula used in kindergartens. Techniques of instruction will be demonstrated and practiced. Materials appropriate for kindergarten children will be emphasized. Consult with Chair to determine scheduled offerings.
245. EDUCATIONAL PSYCHOLOGY AND MEASUREMENT. 3 Cr. Hrs.
This course examines learning theories and their application to the classroom. It includes the study of human development in the cognitive, emotional, social, and moral domains, the transfer of learning, motivation theories, learning and teaching styles, and individual differences. Also, it provides an understanding of measurement and evaluation specifically focusing on descriptive statistical tools, standardized and teacher-made tests and grading practices. (Not open to first year students. Students are encouraged to register concurrently with EDUC 275.)
275. GENERIC METHODS IN EDUCATION. 3 Cr. Hrs.
This course in observation skills and generic methods is required of all majors seeking teacher certification. The basic content of the course includes instruction in observational skills, multiple assessment strategies, lesson planning, and delivery and classroom environment skills. Students will be assigned to a 40 hour practicum in an area school.
290. THEORY OF READING IN THE ELEMENTARY SCHOOL. 2 Cr. Hrs.
This course will compare and contrast past and present theories of learning to read and write. Current trends in comprehensive literacy will be studied as well as the psychology of reading and reading development. Introduction to literary assessment and the knowledge of language structure and demonstrations of these applications will be the focus of the course. Students will have the opportunity to master observational skills and gain knowledge of the comprehensive literacy elements of K-8 classrooms.
301. METHODS OF TEACHING ELEMENTARY AND MIDDLE SCHOOL SCIENCE. 2 Cr. Hrs.
This course is designed to help future school teachers gain knowledge, understanding, confidence and skill in the teaching of science from a constructivist perspective. A practicum experience is required. Prerequisites: Education 275, Biology 200, or permission of instructor.
310. SECONDARY SCHOOL METHODS. 3 Cr. Hrs.
Principles of teaching, planning, curriculum, methods and media for secondary education are studied in this course. It is taught in sections with a common content area emphasis. Prerequisites: Education 275 and admission to teacher education.
320. CHILDREN'S LITERATURE AND LANGUAGE ARTS. 3 Cr. Hrs.
Students will develop an understanding of the components of language arts in the elementary and middle school curriculum, including oral and written communication. The study and evaluation of traditional and modern literature will be included. Prerequisites: Education 275, 290 and admission to teacher education. Must be taken in conjunction with EDUC 325 and 350.
325. TEACHING OF READING IN THE ELEMENTARY AND MIDDLE SCHOOL. 3 Cr. Hrs.
This course is designed to acquaint the student with the philosophy, objectives, basic methods, techniques, and materials used in teaching reading. Comprehensive literacy and applications and assessment are also included. Prerequisites: Education 275, 290 and admission to teacher education. Must be taken with 320 and 350.
330. MIDDLE SCHOOL. 3 Cr. Hrs.
This course addresses Middle School education and focus on topics such as the role of the middle school teacher, interdisciplinary team planning and curriculum development. It is required for a Middle School endorsement. Students will complete a 30 hour practicum in an area of middle school. Prerequisite: Admission to teacher education. Education 345 is a prerequisite or corequisite with this course.
335. READING IN THE CONTENT FIELD, SECONDARY. 3 Cr. Hrs.
A course designed to acquaint the student with the basic theories and methods of effective instruction in the content areas at the middle and secondary level. Emphasis is placed on practical application of content area instructional literacy strategies to individual content areas. Current trends and issues are discussed. Prerequisite: Admission to teacher education.
345. ADOLESCENT DEVELOPMENT. 3 Cr. Hrs.
Adolescence is a crucial transition period from childhood to adulthood. This course will examine adolescent development and issues within the context of the physical, cognitive, affective, and social domains. Focus will be on the adolescent's self development with particular reference to relationships in the family, school, peer groups, and community. Only students seeking certification for middle school and secondary education may apply towards Area 1.2. Prerequisite: Admission to teacher education. Non-majors may register with instructor's permission. An eight hour diversity experience is required in this course.
350. (W) TEACHING OF SOCIAL STUDIES IN THE ELEMENTARY AND MIDDLE SCHOOL. 3 Cr. Hrs.
Students will learn the scope and sequence of social studies in elementary and middle schools. Evaluation, national/state standards, procedures, materials and media are stressed with attention given to recent trends. Management techniques and the teacher's role are included. Prerequisites: Education 275 and admission to teacher education. Must be taken with 320 and 325.
355. HUMAN RELATIONS IN EDUCATION. 3 Cr. Hrs.
This course investigates the values, culture and characteristics associated with persons of diversity. Dehumanizing biases including sexism, racism, ageism, perception of exceptionalities, religious bigotry, and other oppressive systems of attitude and behavior will be examined with particular reference to education in a pluralistic democratic society. The goal is to develop multi- cultural competence in educators.
470. STUDENT TEACHING: ALL GRADES. 1-10 Cr. Hrs.
Provides the opportunity for the student in art, modern world languages (French, German or Spanish), music and physical education to engage in observation and actual teaching in a K-12 setting under the direction and supervision of qualified classroom teachers. Students will also participate in a student teaching seminar. Prerequisites: Education 110, 240, 245, 275, 310, 335, 345, and Education Symposium Day. Grading System: S-U only.
471. STUDENT TEACHING: MIDDLE SCHOOL. 1-10 Cr. Hrs.
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified teachers. Students will participate in a student teaching seminar. Prerequisites for Elementary Education Majors: Education 110, 240, 245, 275, 320, 325, 330, 345, 350, Education Symposium Day and sufficient credits in subject area to be taught. Prerequisites for Secondary Education Majors: Education 110, 240, 245, 275, 310, 330, 335, 345, and sufficient credits in subject area to be taught. Grading System: S-U only.
472. STUDENT TEACHING: ELEMENTARY. 1-10 Cr. Hrs.
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Students will also participate in a student teaching seminar. Prerequisites: Education 110, 240, 245, 275, 290, 301, 320, 325, 350, Education Symposium Day and Art 290, PE 265, Music 230. Grading System: S-U only.
473. STUDENT TEACHING: KINDERGARTEN. 1-10 Cr. Hrs.
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Students will also participate in a student teaching seminar. Prerequisites: Education 110, 231, 240, 245, 271, 275, 290, 320, 325, 350, Education Symposium Day and Special Education 201. Grading System: S-U only.
474. STUDENT TEACHING: SECONDARY. 1-10 Cr. Hrs.
Provides the opportunity for the student teacher to engage in observation and actual classroom teaching under the direction and supervision of qualified classroom teachers. Students will also participate in a student teaching seminar. Prerequisites: Education 110, 240, 245, 275, 310, 335, 345 and Education Symposium Day. Grading System: S-U only.
197, 297, 397. TOPICS IN EDUCATION. 2-4 Cr. Hrs.
199, 299, 399. INDEPENDENT STUDY. 1-4 Cr. Hrs.
Special Education
(SPED)
110. FOUNDATIONS OF AMERICAN EDUCATION. 3 Cr. Hrs.
See EDUC 110.
210. WORKING WITH FAMILIES. 2 Cr. Hrs.
See EDUC 210.
230. INTRODUCTION TO DEVELOPMENTAL AND COGNITIVE IMPAIRMENTS. 3 Cr. Hrs.
This course introduces the field of Cognitive Impairments and discusses how the disability impacts the physical, educational, social and psychological development of individuals. Students will learn about related developmental disabilities including autism, fetal alcohol syndrome and cerebral palsy. It will also include medical aspects of the disabilities and an array of services needed across the life span of the individual to promote inclusion in schools and society. A field experience practicum is required.
240. TEACHING IN INCLUSIVE SCHOOLS. 3 Cr. Hrs.
This course is required for all elementary and secondary education majors who do not have a major or minor in Special Education or Education of the Dear/Hard of Hearing. It provides information about the characteristics of students with disabilities, special and general education delivery models and making adaptations that support inclusion of students with disabilities in education settings. A 30 hour field experience is required.
250. INTRODUCTION TO TROUBLED CHILDREN AND YOUTH. 3 Cr. Hrs.
This course will discuss the social, behavioral, emotional and educational characteristics of children and adolescents who are experiencing conflict in home, school or community.
260. INTRODUCTION TO LEARNING AND LANGUAGE DISABILITIES. 3 Cr. Hrs.
Students will study the cognitive, linguistic, social and educational characteristics of children and adolescents with specific learning disabilities. Included is an orientation to research-based teaching strategies and electronic practicum.
280. PRACTICUM-CHILDREN AND YOUTH WITH DISABILITIES. 3 Cr. Hrs.
This field experience requires 75 hours of observation and direct participation in a school or agency setting that serves children, adolescents or adults with disabilities. Students are required to reflect upon and document their experience through journals, case studies and artifacts. The practicum is supervised and requires pre-registration clearance. Grading System: S-U only.
301. CURRICULUM AND INSTRUCTION FOR CHILDREN WITH DISABILITIES. 3 Cr. Hrs.
Included in this course is a major study of planning and implementing instruction for students with mild and moderate disabilities. Techniques of instruction will be demonstrated and appropriate materials will be examined. Emphasis will be given to Individual Educational Program (IEP) development and implementation. It is suggested that this course be taken after at least one course in methodology.
306. SECONDARY PROGRAMS IN SPECIAL EDUCATION. 2 Cr. Hrs.
This course addresses the unique needs of secondary school students across the spectrum of disabilities and the special educator's role in helping students make transition to independent adult living. Major course topics will include career/vocational assessment and curriculum, instructional models and best practices in transition planning and the coordination of school, community, family, and agency planning resources in developing IEP transition plans.
310. ASSESSMENT OF CHILDREN AND YOUTH WITH DISABILITIES. 3 Cr. Hrs.
This course acquaints the special educator with the instruments and procedures used when identifying and evaluating students with disabilities. Topics will include test scores and statistical analysis; evaluating, selecting, administering , scoring and interpreting appropriate assessment instruments; and understanding legal and ethical standards of assessment. Students will focus on special procedures and requirements for complying with adaptations of standardized academic competency tests for students with disabilities. Prerequisite: Admission to the Teacher Education Program.
315. CLASSROOM BEHAVIOR AND GROUP MANAGEMENT. 2 Cr. Hrs.
This course is a survey of the state of current knowledge about the creation and management of classroom environments to optimize achievement, responsibility and pro-social behavior. Included will be a study of the classroom as an interpersonal environment and available strategies for addressing individual and group behavior problems.
320. CONSULTATION, COLLABORATION AND COMMUNICATION. 3 Cr. Hrs.
This course focuses on the teacher's role as a consultant/collaborator that provides both direct and indirect service to students with disabilities. Major course topics will include consultation models, teaming the roles of administrators, related service providers and other adults. Also included will be topics such as supervising paraprofessionals, working with general education teachers in program evaluation and working within the school environment.
330. EDUCATING CHILDREN AND YOUTH WITH COGNITIVE IMPAIRMENT. 3 Cr. Hrs.
This course will emphasize the instructional methods and techniques for managing challenging behaviors, specialized assessment tools and procedures, and collaborationused when teaching students with cognitive impairments in self-contained and inclusive settings. Major course topics will include autism, functional curriculum, assistive technology and development of IEP's for students with cognitive impairments.
350. RECLAIMING TROUBLED CHILDREN AND YOUTH. 3 Cr. Hrs.
Principles and procedures for educating and treating children and adolescents with social, emotional, and behavioral problems. A comprehensive psycho educational approach to behavior management, crisis intervention and creating relationships and environments that foster the development of competent, caring individuals.
360. EDUCATING CHILDREN AND YOUTH WITH LEARNING AND LANGUAGE DISABILITIES. 3 Cr. Hrs.
Emphasis will be given to diagnosis, intervention strategies, methods and management within educational programs for serving children and adolescents identified as having learning disabilities. Review of current research, literature and practices will be pursued to provide a perspective of the field for classroom teachers and special education personnel. Significant practice with research-based teaching strategies. Includes practicum.
STUDENT TEACHING: SPECIAL EDUCATION.
For students completing the major in an area of Special Education. Practical experience in the educational and other settings with children with disabilities representing the specialization of the student under the direction and supervision of qualified classroom teachers. Students also will participate in the Education Symposium Day. Students must be admitted to Teacher Education and have senior class standing in the major area. Grading System: S-U only.
480-Emotional/Behavior Problems 1-10 Cr. Hrs.
481-Mental Retardation 1-10 Cr. Hrs.
484 – Physical Disabilities 1-10 Cr. Hrs.
486-Learning Disabilities 1-10 Cr. Hrs.
199, 299, 399. INDEPENDENT STUDY. 1-4 Cr. Hrs.
Special topics in all aspects of special education. Individual work in an on-campus or an off-campus project. Prerequisite: Sufficient background in special education and permission of the department.
395, 495. INTERNSHIP. 3-6 Cr. Hrs.
Communication Disorders
(CMDS)
170. INTRODUCTION TO COMMUNICATION DISORDERS. 2 Cr. Hrs.
The course will focus on foundations of the clinical practice of speech-language pathology and audiology, including the nature of communication disorders, program models, and professional roles.
201. LANGUAGE DEVELOPMENT. 3 Cr. Hrs.
The course will include in-depth coverage of language acquisition from birth through adolescence. Special emphasis on milestones, cultural, physical, and social influences, as well as the learning process from a cognitive viewpoint for ages 1-6.
221. INTRODUCTION TO AUDIOLOGY. 3 Cr. Hrs.
This course provides a general study of the science of hearing assessment. Instruction emphasizes: terminology, physics of sound, anatomy and physiology of the hearing mechanism, audio-logic evaluation and screening, and interpretation. Practical experience in hearing assessment is required. Prerequisite: Communication Disorders 170 or Education of the Deaf and Hard of Hearing 220 are recommended.
222. PHONETICS. 3 Cr. Hrs.
This course focuses on an understanding of the analysis and transcription of the acoustic and physiological characteristics of normal and deviant speech using the International Phonetic Alphabet (IPA). Development of articulation is addressed. Prerequisite: Approval of instructor.
224. INTRODUCTION TO AURAL REHABILITATION. 3 Cr. Hrs.
Students will study the principles and practices of aural (re)habilitation including speech, reading, auditory training, communication training, amplification, assistive listening devices, and cochlear implants for persons that are deaf and hard of hearing. Practical field experience is required. Prerequisite: Communication Disorders 221 recommended.
228. ANATOMY AND PHYSIOLOGY OF SPEECH PROCESSES. 3 Cr. Hrs.
The course will study the anatomy and physiology of the speech and hearing mechanisms. Pathologies of these systems will be addressed. Communication Disorders 170 recommended.
272. ARTICULATION AND PHONOLOGICAL PROCESSING DISORDERS. 3 Cr. Hrs.
The focus of this course will include the nature and development of phonology and speech in children and adults. It presents strategies for assessment and treatment of a variety of articulation and phonological processing disorders and cultural differences. Prerequisites: Communication Disorders 170 and 222.
274. SPEECH SCIENCE I. 2 Cr. Hrs.
Students will study the acoustics, neurology, and physiology relating to production and perception of spoken language. Provides a foundation for understanding the science of spoken language process and speech. Prerequisites: Communication Disorders 170 or Education of the Deaf and Hard of Hearing 220 (Communication Disorders 228 recommended).
275. SPEECH SCIENCE II. 2 Cr. Hrs.
An extension of Speech Science I involving a review of literature concerning clinical implications for the acoustic and physiological aspects of speech production and speech reception. Also covers theories of speech production, reception, and instrumentation pertaining to the analysis of speech. Reserved for communication disorders majors. Prerequisites: Communication Disorders 274.
284. CLINICAL METHODOLOGIES FOR COMMUNICATION DISORDERS. 2 Cr. Hrs.
Clinical methods will review basic models and concepts of clinical data collection and measurement. Treatment planning, professional writing, service delivery and supervision will be included in the course of study.
288. PRACTICUM-COMMUNICATION DISORDERS. 1 Cr. Hr
This course requires observation and direct participation in experiences with children, adolescents, or adults with disabilities. The practicum is recommended for sophomores. The course is completed in special needs programs and requires supervision. Contact the Education Department for further information on practicum options and requirements. Grading System: S-U only.
372. (W) VOICE AND FLUENCY DISORDERS. 2 Cr. Hrs.
This is an introduction to voice and fluency disorders. It includes a survey of literature addressing current assessment and intervention approaches for children and adults, and presents symptoms, etiology, and related factors. Professional writing skills and applications are emphasized. Prerequisites: CMDS 170 and 228.
376. LANGUAGE DISORDERS. 3 Cr. Hrs.
Investigation of developmental and acquired language disorders across the age continuum. Emphasis is on birth to age 18. Addresses terminology, etiology, and assessment/intervention strategies suitable for a variety of clients including multicultural populations. Prerequisites: CMDS 170, 201, and 228.
488. ADVANCED CLINICAL PRACTICUM: COMMUNICATION DISORDERS. 3-10 Cr. Hrs.
Required for students completing the major in an area of Communication Disorders, this course provides practical experience in educational and other settings with children with disabilities, representing the specialization of the student under the direction and supervision of qualified speech-language pathologists or audiologists. Students will also participate in the Education Symposium Day. Students must be admitted to Teacher Education and have senior class standing in the major area. Grading System: S-U only.
199, 299, 399. INDEPENDENT STUDY. 1-4 Cr. Hrs.
Special topics in all aspects of communication disorders. Individual work in an on-campus or an off-campus project. Prerequisite: Sufficient background in communication disorders and permission of the department.
395, 495. INTERNSHIP. 3-6 Cr. Hrs.
EDUCATION OF THE DEAF AND HARD OF HEARING
(EDHH)
201. LANGUAGE DEVELOPMENT. 3 Cr. Hrs.
See Communication Disorders 201.
220. FOUNDATIONS IN DEAFNESS. 3 Cr. Hrs.
This course provides an understanding of the historical and philosophical trends in Education of the Deaf and Hard of Hearing with an overview of the psychological, emotional, vocational and educational status of the deaf and hard of hearing. Included will be an introduction to the schools, organizations, and professional personnel involved in education of the deaf and hard of hearing at the local, state and national levels. This course provides insight into the culture of the deaf and hard of hearing.
221. INTRODUCTION TO AUDIOLOGY. 3 Cr. Hrs.
See Communication Disorders 221.
224. INTRODUCTION TO AURAL REHABILITATION. 3 Cr. Hrs.
See Communication Disorders 224.
226. AMERICAN SIGN LANGUAGE I. 3 Cr. Hrs.
An introduction to the sign vocabulary, grammar, culture and communication mode of the Deaf community. Includes development of conversational skills in ASL. May be applied to Area 3.4.
227. AMERICAN SIGN LANGUAGE II. 3 Cr. Hrs.
Advanced preparation in sign language skills and conversational language situations. Prerequisite: SPED 226 or consent of instructor.
274. SPEECH SCIENCE I. 2 Cr. Hrs.
See Communication Disorders 274.
287. PRACTICUM-DEAF AND HARD OF HEARING. 3 Cr. Hrs.
This course requires observation and direct participation in experiences with children, adolescents, or adults who are deaf and hard of hearing. This practicum is recommended for sophomores. It is completed in programs for the deaf and hard of hearing and requires supervision. Students will meet with the instructor prior to practicum to receive information regarding course requirements. Prerequisites: Education of the Deaf and Hard of Hearing 226 and 227.
306. LANGUAGE ASSESSMENT AND INSTRUCTION FOR THE DEAF AND HARD OF HEARING. 3 Cr. Hrs.
This course will introduce the student to methods of evaluating the language of deaf and hard of hearing students. Class participants will study various approaches, including the Bi-Lingual/Bi-Cultural approach to help deaf and hard of hearing students with the acquisition of expressive language skills in the areas of pragmatics, semantics and syntax.
318. READING ASSESSMENT AND INSTRUCTION FOR THE DEAF AND HARD OF HEARING. 3 Cr. Hrs.
This course will introduce students to methods of evaluating the reading skills of deaf and hard of hearing students. Class participants will also study instructional strategies and review materials used for teaching reading to the deaf and hard of hearing.
323. CURRICULUM AND INSTRUCTION FOR DEAF AND HARD OF HEARING. 3 Cr. Hrs.
The student studies the teaching of mathematics, social studies, and science to children who are deaf or hard of hearing, organizing and modifying the curricula for primary through secondary levels. Included is a focus on IEP and transitional planning and career and vocational education. Prerequisite: Admission to Teacher Education.
327. MEDIA AND INSTRUCTIONAL TECHNOLOGY FOR THE DEAF AND HARD OF HEARING. 3 Cr. Hrs.
This course is a study of the materials and mechanical and technological resources used in all aspects of instructing deaf and hard of hearing persons. The course includes the design, production and use of such materials and equipment in the teaching and learning processes. For individuals who are deaf and hard of hearing.
331. AMERICAN SIGN LANGUAGE III. 3 Cr. Hrs.
This course is a continuation of EDHH 226 (ASLI) and EDHH 227 (ASLII). There are three primary focuses in this course. The first focus is on the continuing development of expressive and receptive sills within a conversational format. The second focus is on a more in-depth understanding of the linguistic principles of ASL. The third focus is on students developing skills by interactions with members of the Deaf community via ASL. Prerequisites: EDHH 226 and 227.
332. AMERICAN SIGN LANGUAGE IV. 3 Cr. Hrs.
This course is a continuation of EDHH 226 (ASLI), EDHH 227 (ASLII), and EDHH 331 (ASLIII). The focus of this course is the in-depth understanding of ASL linguistics, expressive and receptive communication skills and the building of a school-based vocabulary. Prerequisites: EDHH 226, 227 and 331.
333. MANUALLY CODED ENGLISH. 2 Cr. Hrs.
The course focuses on an approach to the communication needs of deaf and hard of hearing children and adults. An emphasis is placed on signing exact English but a brief overview of the other sign language systems is also included. Designed for education of the deaf and hard of hearing majors. Prerequisite: EDHH 226 or consent of instructor.
487 STUDENT TEACHING: DEAF EDUCATION. 1-10 Cr. Hrs.
This experience is required for students completing the major in Education of the Deaf and Hard of Hearing. It includes practical experience in the classroom and other settings with children who are deaf and hard of hearing representing the specialization of the student under the direction and supervision of qualified classroom teachers. Students also will participate in the Education Symposium Day. Students must be admitted to Teacher Education and have senior class standing in the major area. Grading System: S-U only.
199, 299, 399. INDEPENDENT STUDY. 1-4 Cr. Hrs.
Special topics in all aspects of the education of deaf and hard of hearing individuals. Individuals work in an on-campus or an off-campus project. Prerequisite: Sufficient background in education of deaf and hard of hearing, and permission of the department.
395, 495. INTERNSHIP. 3-6 Cr. Hrs.