Course Descriptions

EDUC 480 Special Topics in Education
The topic of this course varies from term to term. Each course focuses on various issues in education and allows students to pursue individual projects related to the subject of the course. Prerequisite: Varies according to the topic.

EDUC 710 Fundamentals of Teaching, Learning and Assessment
This course uses a learner-centered structure to facilitate an understanding of teaching, learning and assessment in the arts and technology. In conjunction with formal learning in the classroom, candidates spend 60 hours in the field, assisting with P-12 classes.

EDUC 712 Human Learning and Development
This course offers an overview of human growth patterns, emphasizing the child and adolescent stages, with a focus on how the arts may be used to stimulate cognitive and meta-cognitive development. The implications of brain research for classroom practice also is included. Candidates spend 20 hours in the field, observing a range of age groups.

EDUC 714 Applied Field Experience
In this course, teacher candidates create lessons together, utilizing the concept of Lesson Study and the techniques of experiential aesthetic education. They use procedures for collaborative inquiry to look at student work and professional practice. At museums, galleries and performing arts venues, lessons are developed relating to public performances, exhibitions and community concerns. Interdisciplinary learning and technology integration are stressed. This course involves 40 hours of field experience.

EDUC 720 Art Methods I
With a focus on grades P-8, teacher candidates learn the role of art in the schools, and strategies for motivation and management of individual and group learning experiences in an art classroom. They also learn to develop standards-based lessons and units of study that stem from the ???big ideas??? connecting the principles of art-making with their cultural, historical and philosophical contexts. Candidates spend eight hours per week in an elementary or middle school, assisting an art teacher. Prerequisites: EDUC 710, EDUC 712, EDUC 714.

EDUC 721 Drama Methods I
With a focus on grades P-8, candidates learn the role of performing arts in society and in the schools, and strategies for motivation and management of individual and group learning experiences in a classroom. They also learn to develop standards-based lessons and units of study that stem from the ???big ideas??? connecting the principles of performing arts with their cultural, historical, and philosophical contexts. Candidates spend eight hours per week in an elementary or middle school, assisting a classroom teacher with the integration of performing arts content into other content knowledge, or with a drama teacher focusing strictly on performing arts. Prerequisites: EDUC 710, EDUC 712, EDUC 714.

EDUC 722 Dimensions of a Multicultural Learning Environment
With a focus on the linguistic, cultural, social and historical dimensions of a multicultural classroom, teacher candidates explore the implications of these factors for learning in the arts. Candidates examine their own dispositions toward those from different cultures. In conjunction with learning the course content, candidates work in classrooms with diverse or specialized populations such as English as a Second Language learners for three hours per week, assisting with arts projects. Prerequisites: EDUC 710, EDUC 712, EDUC 714.

EDUC 730 Art Methods II with Student Teaching
With a focus on grades 9-12, candidates learn about strategies for motivation and management of individual and group learning experiences in an art classroom. They also learn how to develop standards-based lessons and units of study that stem from the ???big ideas??? connecting the principles of art making with their cultural, historical and philosophical contexts. Candidates spend eight hours per week working with a high school art teacher. Prerequisites: EDUC 720, EDUC 722.

EDUC 731 Drama Methods II with Student Teaching
With a focus on grades 9-12, candidates learn about strategies for motivation and management of individual and group learning experiences in a high school performing arts class. They also learn how to develop standards-based lessons and units of study that stem from the ???big ideas??? connecting the principles of art making with their cultural, historical and philosophical contexts. Candidates spend eight hours per week working with a high school performing arts teacher. Prerequisites: EDUC 721, EDUC 722.

EDUC 732 Educating for All Students
This course covers topics including individualized instruction, identification of special needs, special education law, learning styles, multiple intelligences, giftedness, and differentiation of instruction. In conjunction with learning the course content, candidates work in a specialized classroom, an inclusion classroom, or a school with a specialized population for three hours per week, assisting with art projects. Prerequisites: EDUC 720 or EDUC 721, and EDUC 722.

EDUC 734 Studio Practice and Teaching
Teachers practicing in the arts participate in a circle of inspiration that enriches their students' learning as well as their own. This course allows candidates to identify practical strategies and insights gained in the classroom to support personal studio practice and in turn augment teaching. Prerequisite: EDUC 720 or EDUC 721.

EDUC 735 Topics in Pedagogy
From establishing goals to achieving outcomes, teaching and learning is a creative interplay between meeting course objectives and cultivating artistic expression. This course introduces potential college-level instructors to basic principles of college-level teaching, learning, and assessment. Students explore current issues in higher education while learning the fundamentals of classroom management, course development, critique, and how to establish a dynamic learning environment that fosters creative exploration, critical thinking, and group dialog.

EDUC 740 Student Teaching
Beginning with a period of observation and assistance that leads to assuming full responsibility for all teaching duties, candidates spend 10 weeks in an extended clinical practice. Student teaching begins one week before the SCAD term starts. Candidates maintain the school schedule of vacations and holidays, rather than the college schedule. Prerequisite: EDUC 730, EDUC 731.

EDUC 742 Action Research
After studying some of the basic principles and theories of action research, candidates pose questions about their own practice in relationship to student learning. Questions raised and evidence gathered during clinical practice form the content focus for study. Prerequisite: EDUC 730 or EDUC 731.

EDUC 744 Portfolio Seminar
Portfolio seminar accompanies student teaching and allows candidates to reflect on their clinical practice and their developing expertise as educators. Candidates assemble the evidence necessary to demonstrate their preparedness to begin teaching.

EDUC 780 Special Topics in Education
The topic of this course varies from term to term. Each course focuses on various issues in education and allows graduate students to pursue individual projects related to the subject of the course. Faculty, course content, and prerequisites vary each time the course is offered.