The following is a selection of the courses you might take as an Educational Studies major.

EDU101 Introduction to Education

This course will address issues related to the everyday processes of teaching. Topics include curriculum and lesson planning, classroom organization and behavior management, instructional strategies, current trends, the law and education, Vermont’s Framework of Standards and Learning Opportunities, the Common Core State Standards, the special education process, and a look at the historical foundations of education. 3 credits

EDU305 Children’s Literature

This course presents a survey of children’s literature, including but not limited to poetry, picture books, traditional tales, fantasy, fiction, biography and informational text. Language arts areas of speaking, listening, reading and writing are integrated with the literature. Emphasis will be placed on the role of literature in robust reading instruction, content area integration, reader-response theory, and how technology and 21st century skills support and encourage student’s access to literature experiences. 3 credits

EDU308 Reading and Writing in the Content Area

This course will provide the student with instructional strategies to support reading and writing at the secondary level (7-12). The reading component of the course will focus on strategies for increasing comprehension, expanding word identification and vocabulary as well as the effective use of informational sources, technology and information literary. The use of writing to learn, the writing process, the assessment of writing and the modifications to accommodate the learning needs of all students will be addressed. 3 credits

EDU318 Curriculum and Instruction

The course will explore the foundations of curriculum development, curriculum procedures and effective instructional practices. The role of philosophy in curriculum planning as well as the impact of current trends in educational reform will direct class activities. Work on curriculum projects will center around the Vermont’s Framework of Standards and Learning Opportunities and the Common Core State Standards. 3 credits

EDU327 Contemporary Issues in Education

This course will focus on the identification, definition, and analysis of some of the most important problems facing the contemporary, public elementary and secondary schools. Students engage in problem solving strategies which address the routine of daily school operations. Many topics and discussions are designed to bring forth an exposure to local and national issues which impact the school community. 3 credits

EDU333 Developmental Reading

This course provides the student with an in-depth review of the reading process. Students will investigate a variety of approaches to the teaching of reading, classroom management, and student evaluation. 3 credits

EDU334 Science Concepts & Methods

Students will explore curriculum and materials in elementary science and become familiar with national and state standards for K-8 student performance in science. Students will develop and demonstrate lessons in science, research and review literature for use in science integration and survey technology with web based explorations. 3 credits

EDU335 Math Concepts and Methods

This course requires the student to develop, teach, evaluate lessons and activities for developing mathematical reasoning, problem solving, and for teaching the major strands in math curricula. Students will investigate thematic units that combine math with the disciplines of science and technology, developing goals and objectives that correspond to national and state standards in mathematics, including Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. 3 credits

EDU337 Reading Assessment, Analysis and Intervention

This course will introduce students to a variety of formal and informal reading assessments for use in the elementary and secondary schools to identify the strengths and needs of students in the area of reading. Students will be trained in administering, interpreting and analyzing data of a qualitative assessment so that they can design effective teaching programs to meet the needs of all students. Prerequisite: EDU333 or permission of the Division Chairperson. 3 credits

EDU421 Practicum in Elementary Education

The purpose of the practicum is to provide the student with additional field experience to develop the competencies related to the effective instruction of young learners. Students are required to spend 40 hours in an inclusive setting and will include classroom observations, small group work, and whole group instruction in a developmentally appropriate sequence. 3 credits

EDU422 Practicum in Educational Education

The purpose of the practicum is to provide the student with additional field experience to develop competencies related to the profession the student aspires to. The student is required to work with his or her academic advisor to develop a rigorous learning plan for the practicum. This plan will include, at least: a statement of learning goals, 40 hours of field experience, list of documents the student will create to show competency in the core job functions and learning goals, reflective essay describing the student’s strengths and weaknesses related to the core job functions and learning goals and a plan for improving upon and weaknesses. 3 credits

SEE301 Introduction to Special Education in the Secondary School

This course focuses on the diverse learning needs of all students in secondary schools, including students with disabilities and those identified as gifted and talented. Social factors, legislation, federal/state and case law, the IEP process and regulations that have shaped current practices will be discussed. Within the context of universal design and the strategies of differentiated instruction, collaborative strategies as well as curricular, instructional and assessment adaptations and accommodations will be emphasized. This course requires students to complete a minimum of 10 hours of supervised field experience in a middle and/or high school setting where special education practices may be observed and/or practiced. Students are also required to submit drafts of Entries 2 and 3 of the Initial Licensure Portfolio. 3 credits

SEE308 Reading and Writing in the Content Area – Secondary

This course will provide secondary level (7-12) content teachers with methods of reading and writing instruction to support to student learning. The reading component of the course will focus on strategies for increasing comprehension, expanding work identification and vocabulary as well as the effective use of informational sources, technology and information literacy. The use of writing to learn, the writing process, the assessment of writing and the modifications to accommodate the learning needs of all students will be addressed. A minimum of 15 hours of supervised field experience in a middle and/or high school setting is a requirement of this course. 3 credits

SEE310 Teaching for Effective Classroom Management

This course will examine classroom management techniques appropriate to a secondary classroom with a focus upon quality teaching as the most effective classroom management tool. Students will explore and design classroom management plans, activities and lessons which promote positive classroom behavior. A minimum of 15 hours of supervised field experience in a middle and/or high school setting, including some individual or small group work, is a requirement of this course. Junior standing. 3 credits

SEE401A Secondary Methodology and Technology in English

This course is designed to provide the student with the pedagogical tools needed to teach English in a secondary level classroom. Specific areas of study include examination of methods and materials required in the secondary/middle school classroom including educational technologies, lesson preparation, adolescent literature, the teaching of writing and grammar, required topics to be studied, issues in professional development, examination of Vermont’s Framework of Standards and Learning, the Common Core State Standards (ELA CCSS), Interstate Teacher Assessment and Support Consortium (InTASC) Standards. Students in this course will be required to spend time observing teachers in a classroom setting. 3 credits

SEE401B Secondary Methodology and Technology in Social Studies

This course is designed to provide the student with the pedagogical tools needed to teach Social Studies in a secondary level classroom. Specific areas of study include examination of methods and materials required in the secondary/middle school classroom including educational technologies, lesson preparation, required topics to be studied, issues in professional development, examination of Vermont’s Framework of Standards and Learning, the Common Core State Standards (ELA CCSS), Interstate Teacher Assessment and Support Consortium (InTASC) Standards. Students in this course will be required to spend time observing teachers in a classroom setting. 3 credits

SEE310 Teaching for Effective Classroom Management

This course will examine classroom management techniques appropriate to any classroom with a focus upon quality teaching as the most effective classroom management tool. Students will explore and design classroom management plans, activities, and lessons which promote positive classroom behavior, as well as research some aspect of classroom management. 3 credits

SEE422 Practicum in Secondary Schools

The purpose of the practicum is to provide the student with additional field experience to develop the competencies related to an effective educator at the secondary level (English or Social Studies). Students are required to spend 40 hours in an inclusive setting and will include classroom observations, small group work, and whole group instruction in a developmentally appropriate sequence. 3 credits

SPE201 Introduction to Special Education

This course focuses on the diverse learning needs of students with special attention given to students with disabilities and those identified as highly able. Social factors, legislation, federal/state and case law, the IEP process and regulations that have shaped current practices will be discussed. Within the context of universal design and the strategies of differentiated instruction, collaborative strategies as well as curricular, instructional and assessment adaptations and accommodations will be emphasized. 3 credits

SPE303 Instruction and Curriculum in Special Education

This course will examine a variety of programs and strategies for creating and implementing curriculum and instruction in special education. We will look at ways to create curriculum based on IEP goals and objectives, as well as how to incorporate students with IEP’s into the general education curriculum. 3 credits

SPE306 Program Development & Management in Special Education

The focus of this course is around designing an Individual Education Plan for a student with social and behavioral needs that interfere with the student’s access to the public educational system. The course follows best practices from EST referral to the progress notes on the IEP. The discussion of the why and the how of each step are integrated into the consideration of the next option, by way of role-plays and seminar discussions. The practical issues are shared, as are the legal and the political considerations. There is a Functional Behavior Assessment module to be completed, and then applied as a student’s progress toward IEP goals is assessed. This course will have many practical parts that are integrated into the experience and that are part of the expectation. 3 credits

SPE307 Assessment in Special Education

Students will examine informal and formal assessment procedures and identify approaches which are appropriate for different assessment purposes in special education. Students will evaluate assessment procedures and determine if they are developmentally appropriate for specific purposes as well as psychometrically sound. Student will practice the administration of assessment procedures and prepare reports that describe the results and related recommendations for instruction. 3 credits

SPE421 Practicum in Special Education

The purpose of the practicum is to provide the student with additional field experience to develop the competencies related to the effective instruction of diverse learners. Students are required to spend 40 hours in an inclusive setting and will include classroom observations, small group work, and whole group instruction in a developmentally appropriate sequence. 3 credits

SPE440 Sign Language I

This course offers the student the opportunity for individual hands-on experience in language learning. Emphasis is given to a study of cultural behaviors, values and norms. The use of videotext to improve conversational skills and preserve the integrity of the language is a critical component of this course. 3 credits

SPE441 Sign Language II

This course offers an opportunity for advanced study of American Sign Language for individual hands-on experience in language learning. Emphasis is given to cultural behaviors, values and norms. The use of video text to improve conversational skills and preserve the integrity of the language is a critical component of this course. Prerequisite: SPE440. 3 credits