EDUCATION   EDTR 101 – 3 Credits Foundations of Education Surveys of the historical, philosophical, sociological, and psychological aspects of the educative process. Issues to be examined include governance and financing of schools, legal challenges in education, and multicultural perspectives of education. Students are introduced to the goals and practices of schools through a number of experiences. Prerequisites: (ENGL 052 or ESOL 052 or LVE 2) and (RDNG 052 or ESOL 054 or LVR 2) EDTR/PSYC 103 – 3 Credits Principles of Human Growth and Development Focuses on the scientific study of the biological, psychological, and social changes, which occur over the human life span from conception until death. Topics addressed in this course include the effects of heredity and culture on human behavior and mental processes during prenatal development, infancy, childhood, adolescence, and adulthood. NOTE: Same as PSYC 103. Credit earned for one only. Prerequisite: PSYC 101 EDTR 104 – 1 Credit PRAXIS I: Preparation for Mathematics Prepares teacher education candidates and provisional teachers for successful passage of the mathematics portion of the PRAXIS I series. Concepts and skills measured by the test are reviewed. Test format and question types are analyzed. Test-taking strategies are developed. PRAXIS I is required for entry into most Maryland four-year teacher education programs and for the Maryland State Department of Education to review student transcripts. Prerequisites: (ENGL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 105 – 1 Credit PRAXIS I: Preparation for Reading and Writing Prepares teacher education candidates and provisional teachers for successful passage of the reading/writing portion of the PRAXIS I series. Concepts and skills measured by the test are reviewed. Test format and question types are analyzed. Test-taking strategies are developed. PRAXIS I is required for entry into most Maryland four-year teacher education programs and for the Maryland State Department of Education to review student transcripts. Prerequisites: (ENGL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 107– 3 Credits Introduction to Special Education Presents applications of modern psychological research and principles pertaining to the education of special needs populations. The course includes historical foundations of special education, gifted and talented, mental retardation, as well as sensorimotor, learning, and behavioral challenges and the implications these conditions have for educational programming. Cultural perspectives, uses of appropriate educational and environmental modifications, as well as federal and state regulations for special needs populations are discussed. The course is designed primarily for pre-service teachers or others interested in the educational process. NOTE: Same as PSYC 107. Credit earned for one only. Prerequisite: PSYC 101 or PSYC 215 EDTR/ENGL 115 – 3 Credits Children’s Literature Provides a survey of children’s literature from its beginning to the present day highlighting the cultural and historical influences and showing the evolultion of the particular art form that melds story and picture. Provides a comprehensive study of the genres–picture books, poetry, fiction, folklore, etc. for children at the Primary level (preschool and early childhood) through the Advanced level (upper elementary grades) with emphasis on selecting high quality and appropriate literature for children. Various presentation methods are explored with emphasis on child involvement. NOTE: Same as ENGL 115. Credit earned for one only. Prerequisites: (ENGL 052 or ESOL 052 or LVE2) and (RDNG 052 or ESOL 054 or LVR2) EDTR 120 – 3 Credits Growth and Development in Early Childhood Studies of the child’s growth and development from birth through age eight; investigation of factors affecting human development, and identification of the behavioral traits at each level of growth; investigation of the fields of activity and methods of teaching which contribute to health, growth and development in early childhood. This course is designed for students who are responsible for the education and care of young children in early childhood settings. The course fulfills the first half of the 90-hour child care certificate issued by the State of Maryland for Senior Staff in licensed child care centers. Prerequisites: (ENGL 052 or ESOL 052 or LVE2) and (RDNG 052 or ESOL 054 and LVR2) EDTR 121 – 3 Credits Curriculum and Materials in Early Childhood Education Provides a comprehensive survey of developmentally appropriate methodology, materials, and environment for young children with particular emphasis on the 2-5 year age group. This course incorporates guided and independent field experiences in early childhood settings across the curriculum areas. The course addresses differentiation of instruction in order to meet the needs of diverse populations including students with special needs. The course fulfills the second half of the 90-hour child care certificate issued by the State of Maryland for Senior Staff in licensed child care centers. The first half, EDTR 120, must be successfully completed prior to enrollment in EDTR 121. Prerequisite: EDTR 120 EDTR 122/PSYC 122 – 3 Credits Infant and Toddler Growth and Development Studies a child’s development from conception to age three, with an emphasis on the factors affecting human development and behavioral factors associated with each. This course investigates caregiver roles and the methods of adult/child interactions that contribute to the health, growth and development of the infant/toddler. This course satisfies the requirement for 45 hours of Infant/Toddler Development required by the State of Maryland for Senior Staff and Directors in child care centers licensed for infants and toddlers under two years of age. Prerequisite: EDTR 121 EDTR 123 – 3 Credits The School-Age Child Provides basic information on the growth and development of the child aged 6-12 years. It provides training in the skills required for developing, staffing and/or administering a school-age child care program. This course satisfies the requirement for 45 hours of School Age Child Care required by the State of Maryland for Group Leaders and School Age Directors in child care centers licensed for before and/or after-school programs. Prerequisite: EDTR 121 EDTR 124 – 3 Credits Nutrition, Health, and Safety in Early Childhood Education Introduces students to the fields of nutrition, safety, and first aid as they apply to young children. Childhood diseases and symptoms are investigated. Childcare centers are examined for health practices, safety precautions, first aid, balanced menus, and food sanitation. Prerequisite: EDTR 121 EDTR 204 – 3 Credits Early Childhood Management Examines the operation and administration of an effective child care program in terms of management, health and safety issues. Topics include needs assessment, site selection, environmental design, personnel, community resources, record keeping, business procedures, regulations, budgets, marketing and legal issues. NOTE: Same as MNGT 204. Credit earned for one only. Prerequisite: EDTR 121. EDTR 211 – 3 Credits Psychology of Early Childhood Studies the development and behavior during the early childhood years. Psychological principles are applied to practical problems such as discipline, child rearing techniques, and preschool education. NOTE: Same as PSYC 211. Credit earned for one only. Prerequisite: PSYC 101 EDTR 214 – 3 Credits Parent, Teacher and Community Relations Analyzes Issues and relationships surrounding the interactions of parents, teachers, and the community. Students learn to apply the parent-teacher-child triad approach to daily interactions. Students learn to value differences as they explore issues of diversity. Prerequisites: (ENGL 052 or ESOL 052 or LVE 2) and (RDNG 052 or ESOL 054 or LVR 2) EDTR 215 – 3 Credits Educational Psychology Presents applications of modern psychological research and principles to educational theory and practice. Course topics include: aspects of human development, theories of learning and instruction, creating positive learning environments, teaching for learning, assessment and grading, learner differences, motivation, and the impact of culture and community. The course is designed primarily for pre-service teachers or others interested in the educational process. NOTE: Same as PSYC 215. Credit earned for one only. Prerequisite: PSYC 101 EDTR 220 – 3 Credits Creative Arts and the Young Child Emphasizes creative expression activities for the young child in visual arts, music, creative dramatics and movement in a multicultural framework. The focus is on extending the creative process to all classroom activities, and to encourage self-expression in children. Prerequisite: EDTR 121 EDTR 221 – 3 Credits Management and Guidance of Children’s Behavior Designed for students who are responsible for the care of young children from birth to age 12. This course focuses on the underlying causes of behavior, and the philosophies and methodologies for effective guidance. The course also will address individual development, environmental factors, problem solving and stress issues. The course will utilize practical experiences to assist students in developing personal strategies for constructing positive learning environments. Prerequisite: EDTR 121 EDTR 222 – 3 Credits Observing and Recording Children’s Behavior Explains what observation is and how it relates to theories of child development. It helps the student gain necessary skills in observing and recording the development of children from birth through age eight by providing supervised field experiences utilizing various observation techniques, such as time sampling, anecdotal reporting, etc. The course is designed for prospective staff in early childhood programs, including early childhood education, infant-toddler programs, and school-age child care programs. Prerequisite: EDTR 121 EDTR 223/CRJU 223 – 3 Credits Juvenile Delinquency Studies the causes and volume of, and trends in, delinquent behavior by children. The efforts of social control agencies to predict, prevent, treat and control juvenile delinquency are examined. Emphasis is placed on the organization and procedures used by the juvenile justice system to implement social policies to reduce the incidence of delinquent acts. NOTE: Same as CRJU 223. Credit earned for one only. EDTR 224 – 3 Credits Language Arts for Children Provides an overview of language development and language arts curriculum for the first early childhood years, primarily birth to age six. Designed for prospective early childhood and elementary teachers, this course will cover language acquisition, language development and emergent literacy, with emphasis both on theory and developmentally appropriate curriculum planning. Students are expected to participate in directed field experiences and will learn to create language arts curriculum components. Prerequisite: EDTR 121 EDTR 240 – 3 Credits Assessment for Elementary Teachers Introduces students to the principles and practices of performance-based assessment. Students will explore the study of objective measurements and evaluations in education, preparing the student for the selection, administration, interpretation and effective classroom use of standardized and informal tests and test results. Emphasis is placed on adequate diagnosis as the necessary basis for skillful educational guidance. Note: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in elementary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 241 – 3 Credits Methods of Teaching for Elementary Teachers Introduces students to the methods, curriculum patterns, and trends in elementary education. The competencies required of teachers in elementary schools are employed in order to develop effective lesson plans. The course addresses differentiation of instruction in order to meet the needs of diverse populations, including students with special needs. Emphasis is placed on following the INTASC (Interstate New Teacher Assessment and Support Consortium) standards. Students participate in a 15-hour guided observation in an elementary school. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in elementary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 242 – 3 Credits Processes and Acquisition of Reading Designed for pre-service and current teachers. Participants will develop an understanding of the language and cognitive precursors to reading acquisition. Students will demonstrate knowledge of word recognition and the reading acquisition process. They will demonstrate an understanding of the role of experiential background, prior knowledge, motivation, and personal significance to developing readers. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in elementary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 243 – 3 Credits Instruction of Reading Focuses on the teaching of reading to pre-kindergarten through elementary school students. Students will use a variety of developmentally appropriate word recognition and comprehension strategies and will learn how to implement a balanced literacy program that fosters interest, motivation, and positive attitudes and perceptions about all aspects of literacy. Students will also learn about and use appropriate early identification and intervention strategies. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in elementary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 244 – 3 Credits Materials Used in Reading Presents a variety of materials to be used for the purposes of reading. Participants learn how to use materials to support long-term motivation for reading, how to select and evaluate materials, and how to use the expertise of members of the community and parents to help fulfill the goals of the reading program. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in elementary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 245 – 3 Credits Assessment for Reading Instruction Explores a variety of assessment instruments and their appropriate uses and purposes in reading instruction. Students will learn to make educational decisions based upon data provided by local and/or state assessments. Students will learn to communicate assessment results to parents/guardians and school personnel using clear, concrete language. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in elementary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 246 – 3 Credits Integrated Arts Both prospective teachers and students in other fields will gain a broad appreciation for all of the creative arts through the exposure to the arts provided in this unique interdisciplinary course. The Integrated Arts course introduces students to the areas of visual arts, dance, music, and theatre through an exploration and study of representative works in each art genre. Students will learn to appreciate, critique and create works of art. They will attend live performances and art exhibits in addition to classroom work. NOTE: This course is designed for teacher education students and satisfies the Humanities requirement for those pursuing the Associate of Arts in Teaching (A.A.T.) degree for Elementary Education. Prerequisites: (ENGL 052 or ESOL 052 or LVE 2) and (RDNG 052 or ESOL 054 or LVR 2) EDTR 250 – 3 Credits Assessment for Secondary Teachers Focuses on the development of performance assessment tools appropriate for immediate classroom use. Tools to be used include: performance tasks, work products, portfolios, integrated projects, observation checklists, demonstrations, and learning logs/process journals. The class will explore the critical connections among curriculum, instruction, and assessment if a performance-based philosophy is to be adopted. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in secondary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 251 – 3 Credits Methods of Teaching for Secondary Teachers Introduces students to the methods, curriculum patterns, and trends in secondary school teaching and learning. Students learn to plan and design instruction consistent with competencies required of effective teachers in middle and high schools. The course addresses differentiation of instruction in order to meet the needs of diverse populations, including students with special needs. Emphasis is placed on following INTASC (Interstate New Teacher Assessment and Support Consortium) standards. Students participate in a 15-hour guided observation in a middle or high school. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in secondary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 252 – 3 Credits Teaching Reading in the Content Area, Part I Designed for secondary level teacher candidates and educators in all content areas. The course will present current theory about various types of reading and cognitive strategies. Participants will review and demonstrate a variety of reading techniques applicable to secondary classrooms. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in secondary education. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 253 – 3 Credits Teaching Reading in the Content Area, Part II Designed for secondary teachers in all content areas and expands on Teaching Reading in the Content Area, Part I. The focus of this course is on reading strategies used in content-area instruction. The emphasis is on student acquisition of content-area reading. Participants implement and evaluate a coherent literacy plan. Participants also implement reading and writing strategies which promote student mastery of subject content. NOTE: This course is approved by the Maryland State Department of Education for individuals seeking certification or recertification in a secondary content area. Prerequisites: (ENGL 051 or ESOL 051 or LVE 1) and (RDNG 051 or ESOL 053 or LVR 1) EDTR 260 – 3 Credits Characteristics of Children with Behavioral and Learning Disabilities Studies the psychological, medical, sociological and educational characteristics of children with behavioral and learning problems. Prerequisite: EDTR 107 or PSYC 107 EDTR 261 – 3 Credits Evaluation of the Exceptional Child Examines the process of assessing the various disabilities as set forth in special education legislation. EDTR 261 will provide an overview of the basic statistics and properties of testing measures, formal and informal methods of assessment, and the interpretation of those assessment measures. The following areas of functioning will be explored: intelligence, perception, behavior, language, academic, physical, and social-emotional. Prerequisite: EDTR 107 or PSYC 107 EDTR 262 – 3 Credits Educational Planning for the Exceptional Child Builds upon what was learned in EDTR 261 as students interpret evaluations for the purpose of developing an Individualized Educational Progam (IEP) for children with the disabilities set forth in special education legislation. Once an IEP has been developed, the student will learn various methods for the implementation of that plan. Prerequisite: EDTR 264 – 3 Credits Classroom Management/Teaching Techniques for the Exceptional Chi ld Introduces the student to instructional management problems of the various types of facilities for the exceptional child. Students will examine teaching techniques for use with children with various handicapping conditions. This course is accepted by the Maryland State Department of Education as one of the required courses for people seeking certification in the area of Special Education, specific to the age/grade level of Early Childhood (grades K-3) or Elementary Education (grades 1-8). Prerequisite: EDTR 107 or PSYC 107 and EDTR 121 (For Early Childhood Education) or EDTR 241 (For Elementary Education) EDTR 265 – 3 Credits Pre-Vocational and Vocational Methods Examines the curriculum and methodology of instruction in the area of prevocational/vocational services for students with disabilities. Included within this exploration are the transitional services for students leaving school and entering adult living arrangements, as well as the legislation that guides the field of special education. This course is accepted by the Maryland State Department of Education as one of the required courses for people seeking certification in the area of Special Education specific to the age/grade level of Secondary/Adult Education (grades 6-12). Prerequisite: EDTR 107 or PSYC 107 and EDTR 251 EDTR 271A - 1 Credit Field-Based Experience: Early Childhood Education Provides students with knowledge and skill outcomes derived from a planned work experience in the early childhood education setting. In addition to meeting general course goals, jointly developed objectives are selected and evaluated by the faculty coordinator, work place supervisor and the student. NOTE: Must be taken in conjunction with one of the following: EDTR 101, EDTR 103, EDTR 107 or EDTR 215. Multiple internships of this course are not permitted. Requires permission of Teacher Education Campus Coordinator. Prerequisite: EDTR 121. EDTR 271B – 1 Credit Field-Based Experience: Elementary Education Provides students with knowledge and skill outcomes derived from a planned work experience in the elementary education setting. In addition to meeting general course goals, jointly developed objectives are selected and evaluated by the faculty coordinator, work place supervisor and the student. NOTE: Must be taken in conjunction with one of the following: EDTR 101, EDTR 103, EDTR 107 or EDTR 215. Multiple internships of this course are not permitted. Requires permission of Teacher Education Campus Coordinator. Prerequisite: EDTR 101 (or may be taken concurrently). EDTR 271C – 1 Credit Field-Based Experience: Secondary Education Provides students with knowledge and skill outcomes derived from a planned work experience in the secondary education setting. In addition to meeting general course goals, jointly developed objectives are selected and evaluated by the faculty coordinator, work place supervisor and the student. NOTE: Must be taken in conjunction with one of the following: EDTR 101, EDTR 103, EDTR 107 or EDTR 215. Multiple internships of this course are not permitted. Requires permission of Teacher Education Campus Coordinator. Prerequisite: EDTR 101 (or may be taken concurrently). EDTR 271D – 1 Credit Field-Based Experience: Special Education Provides students with knowledge and skill outcomes derived from a planned work experience in the special education setting. In addition to meeting general course goals, jointly developed objectives are selected and evaluated by the faculty coordinator, work place supervisor and the student. NOTE: Must be taken in conjunction with one of the following: EDTR 101, EDTR 103, EDTR 107 or EDTR 215. Multiple internships of this course are not permitted. Requires permission of Teacher Education Campus Coordinator. Prerequisite: EDTR 107 (or may be taken concurrently). EDTR 273A - 3 Credits Field-Based Experience: Early Childhood Education Provides students with a supervised field-based experience in an approved child care setting, where the student spends six hours per week during the semester. Students demonstrate their understanding of the coursework in the early childhood program by producing an application chapter as part of their portfolio. NOTE: Requires permission of Teacher Education Campus Coordinator before registering and minimum cumulative GPA of 2.5. Prerequisite: EDTR 121. EDTR 273B – 3 Credits Field-Based Experience: Elementary Education Provides students with a supervised field-based experience in an approved elementary education setting, where the student spends six hours per week during the semester. Students demonstrate their understanding of the coursework in the elementary education program by producing an application chapter as part of their portfolio. NOTE: Requires permission of Teacher Education Campus Coordinator before registering and minimum cumulative GPA of 2.5. Prerequisite: EDTR 101. EDTR 273C - 3 Credits Field-Based Experience: Secondary Education Provides students with a supervised field-based experience in an approved secondary education setting, where the student spends six hours per week during the semester. Students demonstrate their understanding of the coursework in the secondary education program by producing an application chapter as part of their portfolio. NOTE: Requires permission of Teacher Education Campus Coordinator before registering and minimum cumulative GPA of 2.5. Prerequisite: EDTR 101. EDTR 273D – 3 Credits Field-Based Experience: Special Education Provides students with a supervised field-based experience in an approved special education setting, where the student spends six hours per week during the semester. Students demonstrate their understanding of the coursework in the special education program by producing an application chapter as part of their portfolio. NOTE: Requires permission of Teacher Education Campus Coordinator before registering and minimum cumulative GPA of 2.5. Prerequisite: EDTR 107 or PSYC 107.