This course engages students in reflecting on their student teaching internship experience in a structured way and in making sense of this experience. Students explore political, ethical, and social issues in education, the purpose of schooling and practical principles for effective teaching, and teachers as leaders for change.
This is a participation-oriented, hands-on application of the principles of designing effective instructional activities in the areas of arts, health, and fitness needed to teach elementary/middle school. The focus is on the acquisition of conceptual understanding in preparation for teaching.
This course will provide a foundation of essential strategies and principles for effective instruction, assessment, classroom management and differentiating supports for diverse learners. Laws, practices and procedures for identifying and supporting learners with special needs will also be introduced. This course is directly linked to field experience in a local school.
An overview of basic knowledge in literacy instruction and assessment. Students will learn about the five domains of literacy: phonemic awareness, phonics, vocabulary, comprehension and fluency and how they interact. Students will also learn about L1 and L2 language acquisition and its influence on literacy.
This course will focus on social studies methods that are embedded in community interaction such as simulations, service learning or project based learning.
This is a participation-oriented, hands-on exploration and application of the mathematical and science content needed to teach elementary/middle school students in a manner consistent with national reform standards in mathematics and science education.
This is the second part of a hands-on exploration and application of the mathematical and science content needed to teach elementary / middle school students in a manner consistent with national reform standards in mathematics and science education. Emphasis in this course is placed on the use of instructional practices that prompt integrative teaching and inquiry based learning, with an emphasis on unit plan development using the universal design of learning framework (UDL). Students will be planning and implementing lessons in the context of their field placement classrooms. (Prerequisite: EDLS 3800 Math/Science in Schools I)
This course engages students in a seminar process to share, analyze and extend students’ professional experiences, including collaboration with other professionals, parents and communities. Teacher candidates reflect upon their clinical internship teaching experiences in terms of evaluation of professional growth and future goals, acquisition of new knowledge and how it relates the teaching profession, as well as how successful they are in linking previously learned theory and methodology with their classroom experiences. Taken concurrently EDLS 4700.
An introduction to theology as an academic discipline; an examination of some of the theological beliefs that have shaped Christian understandings of the divine, especially in the Catholic Jesuit theological tradition, and a consideration of their implications for life today; an exploration of a key issue, person, or text that has had a formative role in shaping this theological tradition; and an opportunity for students to reflect on their own spiritual life and become more thoughtful and articulate in expressing their own spiritual values.
This course introduces students to the methods of rigorous philosophical reasoning; introduces students to the philosophical questions, methods, and figures that have played key roles in shaping the Jesuit approach to education and scholarship; and teaches students to critically examine assumptions about reality (especially assumptions about our natures as human beings). Each section explores two or more of the following fundamental philosophical questions: the problem of human knowledge, the mind/body problem, the problem of personal identity, the problem of freedom and determinism, and the problem of other persons.
These courses introduce students to major traditions of moral theory and ethical reasoning, engage students in critically examining ethical problems, and challenge students to develop rigorous personal systems of ethical reasoning. The central goals of the course are to develop students’ skills in reasoning about ethical problems and encourage deep, habitual reflection on the ethical dimensions of life. This course requires a major case study analysis of some sort. Individual sections may focus on different ethical arenas or problems.
Courses in the natural sciences that explore important global issues through the lens of a specific discipline in the natural sciences. Each course focuses on a particular issue/challenge and course content assists students in understanding key disciplinary knowledge and approaches that provide insight into the issue. Students explore ways to productively think about and address the issue. These courses help students increase their understanding of complex global issues and develop knowledge of natural science as it relates to global issues.