WCSU Undergraduate Catalog 2023-2024 : School of Professional Studies

Education

ED 101 First Year Experience for Education Majors 1 SH
Through this course, candidates will explore why teaching, one of the most challenging yet rewarding professions, matters and the level of commitment and resilience they will need to succeed in becoming certified in Connecticut. The fieldwork experience for this course will include intensive small group tutoring at a community center. Online reflective journaling tasks and discussion forums will allow candidates to analyze their fieldwork experiences. Candidates will practice technical writing for the teaching profession through the creation of a case study based upon their tutoring experience. Competency: First Year Navigation (FY).

ED 102 First Year Experience for Secondary Education Majors 1 SH
Through this course, candidates will explore why teaching, one of the most challenging and rewarding professions, matters. They will demonstrate understanding of the level of commitment and resilience they will need to succeed in becoming certified in Connecticut. Students will engage in thoughtful analysis through writings and discussion about topics encountered in class, as well as of observations of a public secondary school classroom. In addition, addressing the culture, resources and protocols of the university will be embedded in the class work and assignments of this first-year competency course. Competency: First Year Navigation (FY).

ED 103 TESOL/ Bilingual Introductory Practicum: Part I 2 SH
This course will provide DHS Teaching Fellows supervised field-based opportunities for understanding, applying, and reflecting on instructional methods and materials used in TESOL and bilingual classrooms at the elementary and secondary levels. During the first two weeks of this five-week summer course, DHS Teaching Fellows will meet three times a week to develop content-area lesson plans that directly support Common Core State Standards, Connecticut English Language Proficiency (CELP) standards, and content and language objectives. They will also learn how to conduct peer observations that focus on identifying instructional, classroom management, differentiation, and assessment strategies. During the last three weeks of this course, DHS Teaching Fellows will meet on Tuesdays and Thursdays to teach their lessons within the context of a supervised teaching field experience at a local elementary school. In addition, they will conduct focused peer observations and provide feedback to one another. Reflective journaling, participation in online discussion forums, and reading assignments will further facilitate critical thinking about effective teaching methods for diverse students. Prerequisite: Danbury Fellows Programs.

ED 104 TESOL/ Bilingual Introductory Practicum: Part II 1 SH
This course will provide DHS Teaching Fellows supervised field-based opportunities for understanding, observing and reflecting on instructional methods and materials used in TESOL and bilingual classrooms by Connecticut certified teachers at the secondary level. During this course, DHS Teaching Fellows will conduct observations of TESOL and/or bilingual classrooms (history, math, or science) during the school day at Danbury High School. Observations will focus on instructional, classroom management, differentiation, and assessment strategies used by Connecticut certified teachers. Observation schedules will be mutually agreed upon by DHS Teaching Fellows, host teacher, and course instructor. A minimum of 15 contact observation hours are required to successfully complete this course. In addition to observations, DHS Teaching Fellows will meet six times after school throughout the fall semester. During these class sessions, students will reflect on their observations and on ways in which they would incorporate observed strategies into their future classrooms. They will also learn about and write a philosophy of education, a teaching resume, and an accompanying cover letter. Finally, DHS Teaching Fellows will have an opportunity to practice and receive feedback on interviewing for teaching positions. A minimum of 15 contact class hours are required to successfully complete this course. Prerequisite: ED 103.

ED 107 Cadet Teaching Introductory Practicum Capstone
The Cadet Teacher Introductory Practicum Capstone will provide BHS Cadet Teachers a supervised, structured and meaningful field-based opportunity for understanding, applying, and reflecting on best practices used in Bethel Public School’s classrooms at the elementary and secondary levels. Cadet Teachers are given the opportunity to work with experienced mentor teachers in the Bethel Public Schools. Students explore current educational topics and develop classroom skills that will better prepare them to make a sound career decision about teaching. The goal of the program is to provide students with current practical experiences in classrooms while, at the same time, giving them insight into the philosophy and practices of the outstanding teachers in our community. As a hybrid program, BHS Cadet Teachers will meet once each month to develop a strong understanding of content-area lesson plans that directly support Common Core State Standards, learn how to write SMART objectives, as well as plan and teach a lesson. They will also learn how to conduct peer observations that focus on identifying instructional, classroom management, differentiation, and assessment strategies. Cadet Teachers will explore current issues and topics in education.

ED 206 Introduction to Education 3 SH
Introduction to the basic foundations of the Western educational tradition with specific emphasis on the American pattern. An examination of teaching as a career, the legal and organizational frameworks, international education, cultural diversity and mainstreaming will be conducted. Completion of 15 hours of required classroom exposure throughout the semester is designed to combine theory with educational practices. Prerequisite: GPA 3.00 or higher for Education majors and completion of 30 credits. Competency: Information Literacy (IL), Oral Communication (OC).

ED 210 Foundations of Literacy I: Reading Development 3 SH
This course provides an in-depth analysis of the pre-K through grade 5 foundations of reading strands of phonological awareness, decoding and fluency. It teaches students the theoretical models of reading and language development and differentiated instructional approaches for all students including English language learners and special needs students. Focus for this course is on evidence-based instructions and ongoing conversations regarding the linkage between the standards, theory, student work, strategies, assessment, reflection and technology. Prerequisite: Admission to the Elementary Education Program. Students who receive a grade of “B-” or lower will be required to retake the course in order to continue in the program.

ED 211 Educational Psychology: Childhood and Adolescence I 3 SH
This is the first of a two part course in educational psychology. Major theories and research about educational psychology during the childhood years are emphasized. Other topics include the interrelationship of heredity and environment; cognitive and behavioral processes; learning and teaching differences; conflict resolution; exceptionalities; and family, peer and media influences on growth in a culturally diverse society. Field work experience for this course will be done to combine theory with educational practices. Prerequisite: Overall GPA of 3.0, fingerprinting clearance, and Sophomore standing (30 credits). Competency: Writing Intensive Tier 2 (W2).

ED 212 Educational Psychology: Childhood and Adolescence II 3 SH
This is the second course in a two part session in Educational Psychology. Major theories and research about adolescent educational psychology in school settings are emphasized. Other topics include the effects of heredity and environment; cognitive and socialization processes; measurement and assessment of intelligence; learning styles; conflict resolution; exceptionalities; and family, peer, school and media influences on growth in a culturally diverse society. Field work experience for this course will be done to combine theory with educational practices. Prerequisite: Overall GPA of 3.0; Sophomore standing (30 credits). Competency: Information Literacy (IL).

ED 298 Faculty Developed Study 1–4 SH

ED 299 Student Developed Study 1–6 SH

ED 301 Foundations of Literacy II: Development of Reading Comprehension with a Focus on Elements of Genre 3 SH
This course provides an in-depth analysis of the pre-K through grade 5 foundations of reading strands of vocabulary development, constructing meaning, and reader response. The course will provide students with theoretical models of reading and language development and differentiated instructional approaches. Focus for the course is on evidence-based instruction and discourse regarding the linkage between standards, theory, student work, strategies, assessment, reflection and technology. Prerequisite: ED 210 with minimum “B” grade. Students who receive a grade of “B-” or lower will be required to retake the course in order to continue in the program.

ED 314 Social Justice and Diversity Education 3 SH
This course will examine cultural and other types of diversity in America and explore the relationship between the ideals of justice, the realities of injustice, and provide practical solutions for establishing impartial unity. Candidates will expand their knowledge of cultural, social, economic, political and other evolving issues related to our complex, diverse society in relation to our educational system. They will learn the importance of infusing anti-racist and anti-biased curriculum, and practices that advance equality in the classroom. Content will include lessons that promote respect and understanding of diverse groups through organized movements, historical events, and reform. Educational technology, research studies, problem solving, and collaboration will be used to investigate the issues. Prerequisite: Elementary, Secondary or Health Education major. Competency: Intercultural (IC).

ED 316 Technical Writing for Education Majors 1 SH
Technical Writing for Education Majors prepares teacher candidates for reading, researching, writing, and designing technical documents. Teacher candidates will learn how to use data to write assessment reports, prepare research briefs to share with colleagues, and to draft a resume/cover letter for interviews. The main goals of the course are (1) to instruct teacher candidates to consider the audience(s) and purpose(s) in reading and writing technical documents; (2) to integrate reading, researching, writing, and designing in the basic genres of technical writing; (3) and to design effective technical documents with attention to text, visuals, format, usability, documentation, and mechanics, using a flexible writing process incorporating drafts and revision. Prerequisite: Elementary Education major and Junior standing. 

ED 320 Professional Development School Experience 1 SH
Students who are enrolled in the Elementary Education Professional Semester are placed in Danbury Professional Development School K-12 classrooms for 10 days during the professional semester. They work with students under the direction of Danbury Public Schools classroom teachers. In addition, they receive supervision from Education and Educational Psychology (E&EP) faculty professional development studies liaisons. Students apply what they are learning in professional semester courses in the elementary school classroom. Corequisite: Enrollment in the Professional Semester Elementary Education Program.

ED/MED 340 Assessment of Teaching Strategies (Grades K-12) 1 SH
Designed to assist teacher education candidates prepare for the Beginning Educator Support and Training (BEST) Program assessment standards, this course supports CSDE documents relevant to the education of Elementary, Health, Music, and Secondary Education educators: (1) Connecticut’s Common Core of Teaching [CCCT], including Discipline Based Professional Teaching Standards, (2) the CSDE Student Teacher Evaluation Instrument, based on the CCCT; and (3) the CSDE’s BEST portfolio licensure requirements for Beginning Teachers [BTs], requiring knowledge of the CCCT and Discipline Based Professional Teaching Standards. INTASC principles and the CSDE Code of Professional Responsibility for Teachers also will be examined. Candidates learn how CSDE standards for K-12 grade students’ performance levels interface with teaching standards by applying the following documents in their field preparation: (1) Connecticut’s Common Core of Learning [CCCL], focused on improving student achievement across the content and skill areas; and, (2) the CSDE’s Curriculum Frameworks for grades K-12. Prerequisite: Admission to the Elementary/Secondary Education Program. Corequisite: Student teaching. Competency: Writing Intensive Tier 3 (W3).

ED 341 Student Teaching – Elementary Majors (Grades K-6) 12 SH
This course provides experience in planning and conducting the activities of a full day in an elementary school under the guidance of a trained cooperating teacher. Full time for one semester, including monthly seminars. Every semester. Prerequisite: Approval of department chair. Students are urged not to be employed during the student teaching program.

ED 342 Student Teaching – Secondary Majors (Grades 7-12) 12 SH
This course provides experience in planning and conducting a full teaching day (five teaching periods) in a secondary school under the guidance of a trained cooperating teacher. Full time for one semester including monthly seminars. Spring semester. Prerequisite: Approval of department chair. Students are urged not to be employed during the student teaching program. Competency: Culminating Experience (CE).

ED 360 Teaching Reading (Grades 1–6) 3 SH
This course is designed to develop understanding of the hierarchically structured reading skills sequence and to provide and demonstrate teaching strategies that will prepare students for teaching reading. Every semester. Prerequisite: Admission to Elementary Education Program.

ED/BIO/CHE/ENG/ES/HIS/MAT/SPA/SS 385 Methods of Teaching in the Secondary Schools 3 SH
Method of Teaching in the Secondary Schools is designed to help prospective teacher education candidate develop and/or refine the planning, implementation, assessment, and reflection skills and dispositions necessary to be an effective classroom teacher in grades 7-12. Candidates will be introduced to those methods and materials needed for effective teaching in the secondary school; analysis of research and current learning theory along with a required observation/participation component in a secondary school. Candidates will use Connecticut State Department of Education documents and standards for effective teaching as bases for observation and practice teaching opportunities. Every fall. Prerequisite: Admission to the Professional Semester Secondary Education Program and approval by the Chair of the E & EP department. Corequisite: Registration in coursework for Professional Semester Secondary Education Program.

ED/BIO/CHE/ENG/ES/HIS/MAT/SPA/SS 386 Secondary Education Professional Development School Experience 1 SH
Students who are enrolled in the Secondary Education Professional Semester are placed in public school classrooms for 10 days during the professional semester. They work with students under the direction of public school classroom teachers. In addition, they receive supervision from arts and sciences faculty. Students apply what they are learning in professional semester courses in grades 7-12 classrooms. Every fall. Corequisite: Enrollment in the Professional Semester Secondary Education Program. Grading: Pass/fail.

ED 401 The Integrated Curriculum for Early Childhood in Inclusive Settings 3 SH
This is an inquiry course covering the various curriculum models in early childhood education (ECE). It will also review the theories associated with early childhood curriculum design. The course will examine factors that have influenced ECE curriculum design in the past and the current influences in the state, and the nation. Special attention will be made to providing exposure to the use of curriculum development for diverse populations. A field experience is required in an early childhood setting. Prerequisite: Junior standing.

ED 402 The Foundations of Early Childhood Education 3 SH
This is an introductory course covering the major aspects of young children between 3 and 8 years of age. The basic foundations of early childhood education such as historical, psychological, philosophical, human development and theoretical aspects will be explored. The course will examine recent issues related to the field and the intersection of early education as it relates to the organization and governance of American public schools and other early childhood settings along with ethical practices. Field work experience for this course will be completed to combine theory with educational practices. Prerequisite: Junior standing.

ED 415 Elementary School Science: Content, Skills and Teaching Methods 3 SH
This course focuses on science content, process skills, instructional strategies, resources, inquiry-based hands-on activities, the Connecticut Science Framework, and the underlying theoretical basis for teaching science to children P-6. Students will engage in various modalities of learning how to teach and assess students including students with special needs. Informal science settings will also be introduced in order to familiarize candidates with resources for an eclectic learning experience. This course will also provide classroom management techniques for maintaining an environment that is conducive to learning. Prerequisite: Admission to the Professional Elementary Education Teacher Preparation Program. Corequisite: Registration in all Elementary Education Professional Semester courses.

ED 416 Elementary Residency I   3 SH

This course supports candidates in the Elementary Co-Teaching experience, providing support in planning, conducting instructional activities and assessment of student performance in an elementary school under the guidance of a trained cooperating teacher. Full time for one semester. Includes a weekly seminar. Competency: Culminating Experience (CE).

ED 419  Inquiry & Assessment in Classroom III 1 SH

This course supports ED 418 Inquiry and Assessment in the Classroom II, during the second semester of the Residency Program. Candidates apply appropriate resolutions to questions and issues and create knowledge from this questioning to enhance students’ learning in the classroom. Assessment and action research methodologies are applied to instructional decision making in support of development of a Teacher Work Sample. Prerequisite: ED 418. Competency: Writing Intensive Tier 3 (W3).

ED 425 Elementary School Social Studies: Content, Skills & Teaching Methods 3 SH
This course will provide candidates for certification in Elementary Education with the knowledge and skills to create effective social studies lessons and units. An interdisciplinary approach to social studies will link history, geography, economics and civic education. A variety of forms of instructional technology will be infused throughout the course. This course will also provide classroom management techniques for maintaining an environment that is conducive to learning. Prerequisite: Admission to the Professional Elementary Education Teacher Preparation Program. Corequisite: Registration in all Elementary Education Professional Semester courses.

ED 430 Foundations of Literacy III: Assessment, Differentiated Learning and the English Language Learner and Special Needs Student 3 SH
This course provides an in-depth analysis with practical application in the area of reading assessment, pre-K through grade 5. The course will demonstrate how to give both formal and informal assessments in the five big idea areas of phonological awareness, decoding, fluency, vocabulary development and reading. In addition, the course will also look at spelling and writing assessment and how to provide students with differentiated learning opportunities based on the diagnosis. Each lesson will examine how to address the needs of the ELL and special needs student in the class through discussion and demonstrations of linkage of the following: standards, theory, student work, strategies, use of technology, assessment and reflection. Prerequisite: ED 210 and ED 301 with a minimum “B” grade. Students who receive a grade of “B-” or lower will be required to retake the course in order to continue in the program.

ED 431 Integrating the Emerging Literacies across Elementary Content 3 SH
This final course in literacy provides pre-service candidates with the knowledge to teach reading, writing and oral language in any content area, pre-K through grade six. It will show students how to plan interdisciplinary units that meet the skill based literacy needs of individual students while still providing students with content information. It will show students how to conduct content area research at any level, use technology to aid in their research and development of products, and utilize multicultural literature effectively. Each lesson will also examine how to address the needs of the ELL and special needs student in the class through discussion and demonstrations of linkage of the following: standards, theory, content, student work, strategies, use of technology, assessment and reflection. Prerequisite: Admission to the Elementary Education Program, ED 210, ED 301, and ED 430 with a minimum “B’ grade. Students who receive a grade of “B-” or lower will be required to retake the course in order to continue in the program.

ED 440 Integrating Language 3 SH
A literature-based approach to the teaching of language arts across the grades 1-12 curriculum, including an understanding of literary values, elements and genres. Classics and content-area texts will be used to enhance listening, writing, spelling, drama and debate. The study of linguistic variations will provide methods for meeting the needs of special as well as culturally diverse students. Every semester. Prerequisite: Admission to Professional Semester Elementary/Secondary Education Program.

ED/HIS/SS 441 Teaching History and Social Studies in Secondary Schools 3 SH
This course provides candidates for teacher certification with an understanding of the methods and materials needed to become effective teachers of history and social studies at the secondary school level. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. Emphasis is placed on making content knowledge accessible to diverse student populations found in public schools. Candidates develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on history and social studies education in the secondary school. The implications of state, national, and international testing movements and standards are considered. This course will be taught by a member of the history or social science department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Professional Semester Secondary Education Program. Corequisite: Registration in Secondary Education Professional Semester courses.

ED/BIO/CHE/ES 442 Teaching Science in Secondary Schools 3 SH
This course emphasizes the methods, materials, and philosophy needed to become an effective science teacher at the secondary school level. Candidates for teacher certification will briefly review content knowledge in the sciences prior to developing practice lessons and units that include assessment activities, integration of appropriate instructional technologies, and strategies to meet the needs of diverse learners. The course includes an examination of current curricular reform movements and consideration of their impact on science education in secondary schools. In addition, the implications of state, national, and international tests and standards on student development will be considered. This course will be taught by science faculty. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Professional Semester Secondary Education Program. Corequisite: Registration in Secondary Education Professional Semester courses.

ED/ENG 447 Teaching English in Secondary Schools 3 SH
This course examines the theories and practices shown to produce effective teaching and learning in the secondary school English class. Primary emphasis is placed on the content of the English language curriculum articulated in state and national standards and on methods for making that content accessible to diverse student populations found in public schools. Candidates for teacher certification are introduced to assessment methods and learn to integrate current instructional technologies into their teaching.  They develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on English education in the secondary school. This course is taught by a member of the Department of Writing and Literature faculty. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Professional Secondary Education Teacher Preparation Program. Corequisite: Registration in Professional Semester Secondary Education Program.

ED/SPA 448 Teaching Spanish in Secondary Schools 3 SH
This course provides candidates for teacher certification with an understanding of the methods and materials needed to become a competent teacher of Spanish at the secondary level. Emphasis is placed on making content knowledge accessible to diverse student populations. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. They develop lesson plans and units of instruction and practice delivering instruction. The course will include an examination of the current curricular reform movements and their impact on the teaching of Spanish in the secondary school. Implications of state and national standards are considered. This course will be taught by a member of the World Languages and Literature Department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Professional Semester Secondary Education Teacher Preparation Program. Corequisite: Registration in Secondary Education Professional Semester courses.

ED/MAT 449 Teaching Mathematics in the Secondary Schools 3 SH
This course provides candidates for teacher certification with an understanding of the methods and materials needed to become effective teachers of mathematics at the secondary school level. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. Emphasis is placed on making content knowledge accessible to diverse student populations found in public schools. Candidates develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on mathematics education in the secondary school. The implications of state, national, and international testing movements and state and national standards are considered. This course will be taught by a member of the Mathematics Department. Candidates must receive a grade of “B” or higher in order to enroll in student teaching. Prerequisite: Admission to the Professional Secondary Education Teacher Preparation Program. Corequisite: Registration in Secondary Education Professional Semester courses.

The following course also has been approved and is offered periodically:
ED 400 Educational Technology