Department of Education

Dr. Dan Shepherd, Chairperson
dshepherd@missouriwestern.edu
(816) 271-4366
www.missouriwestern.edu/Education

Becoming a Teaching Leader: Taking Responsibility for Student Learning

The Department of Education is concerned with the total process of helping individuals become teachers. Students who wish to become early childhood, elementary or secondary educators learn to understand and utilize the principles of learning, human growth, and development, and interpersonal relationships. The department also provides specialized educational experiences in participating elementary, K-12, and secondary schools under the supervision of experienced teachers. The professional training of a prospective teacher is normally scheduled throughout the sophomore, junior, and senior years, culminating with a final professional semester. The four-phase professional education sequence complements a broad education curriculum. A sound command of a major teaching field is integrated throughout the student’s four-year program. The Missouri Western State University Teacher Education Program is accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the Missouri Department of Elementary and Secondary Education (DESE). The Department of Education offers a major in Early Childhood Education and Elementary Education for the degree of Bachelor of Science in Education. The Bachelor of Science in Education with concentration in secondary education is offered in conjunction with other departments. All degree programs satisfy the appropriate requirements for teacher certification as established by the Missouri Department of Elementary and Secondary Education. To be certified to teach, students must fulfill all degree requirements, achieve a passing score on the appropriate Content Area Assessment as mandated by the Missouri Department of Elementary and Secondary Education, and according to section 168.031 of the Missouri School Laws, present evidence of good moral character.

In accordance with Title II of the 1998 Higher Education Act, MWSU can provide the following information about the teacher education program:

  • Program information: Number of students, amount of required supervised practice teaching, and the student-faculty ratio in supervised practice teaching;
  • Quality indicators: Performance of students completing the program on initial state licensing and certification assessments in the area of specialization and comparison of quality indicators with other programs in the state;
  • State designation: Whether the program has been designated as "low-performing".

For additional or updated information, please refer to the MWSU website.

The Department of Education offers a MAS-Assessment in Autism Spectrum Disorders and Teaching of English to Speakers of Other Languages. Please see the Graduate website for further information.

Admission Requirements

Admission to teacher education is dependent upon Application for Admission made in the Education Department and meeting the criteria listed below. Until official acceptance, students may apply to be pre-majors in Elementary Education, Early Childhood Education or in their secondary discipline.

Admission criteria are:

  1. ACT composite score on file;
  2. Successful completion of the Missouri General Education Assessment (MoGEA);
  3. Completion of Missouri Educator Profile (MEP);
  4. Overall GPA of 2.75;
  5. Education course GPA of 3.0;
  6. Content area GPA of 3.0;
  7. Satisfactory completion of EDU 202 Introduction to Education/EDU 203 Participation in Teaching I.

Low Performance in Major Courses

A student will be removed from the Elementary Education and Early Childhood Education Program or denied admission if he/she earns a total of three Ds or Fs in major courses. Even if a course is repeated, all grades are counted toward this total. The student can appeal removal from or denial of admission to the program to the Teacher Education Admission and Retention Committee (TEARC) but must present evidence of unforeseen circumstances and/or unexpected emergencies. If the appeal to TEARC fails, the student will be allowed to re-enter or be admitted to the teacher education program after a five-year academic holiday and a positive recommendation from TEARC.

Graduation and Certification Requirements

Upon completion of the following academic requirements the student will be eligible for a State of Missouri Teaching Certificate (PC I) and will be prepared for employment or for graduate study in education or related fields.

  1. Minimum grade of C in student teaching. Note that admission to student teaching requires an overall GPA of 2.75 or above, and a GPA of 3.0 or above in the major, content-area classes, and in education courses with no grade lower than a C in any of the required major courses, any required Education courses, and/or required courses in areas of concentration.
  2. Completion of degree requirements; overall GPA 2.75; content area GPA 3.0; education course GPA of 3.0 or higher.
  3. Passing score on the Content Area Assessment as mandated by the Missouri Department of Elementary and Secondary Education.
  4. Successful performance on the Standards-Based Performance Assessment as mandated by the Missouri Department of Elementary and Secondary Education completed upon program entry and exit.

In addition to academic credentials, certification requires appropriate professional conduct, background checks, and fingerprinting. Missouri Law 168.071.1 states, "The State Board of Education may refuse to issue or renew, or may, upon hearing, suspend or revoke a certificate of license to teach (upon conviction of a felony or crime involving moral turpitude by any certificate holder, including any such person employed by a non-public school) if a certificate holder or applicant for a certificate has pleaded or been found guilty of a felony or crime involving moral turpitude under the laws of this State or any State or of the United States, or any other country, whether or not the sentence is imposed." A person fulfilling degree requirements may be eligible to graduate from Missouri Western State University with or without teacher certification.

Note: Special circumstances could result in meeting graduation requirements without certification.

Education (EDU)

EDU 101  Speed Reading     Credits: 2

Typically Offered: Fall, Spring.

Course Description: Designed to improve the skills, speed, and comprehension of those individuals who feel a need for such improvement in school, professional, business, or recreational pursuits. Open to both regularly enrolled students and any interested individual.

EDU 140  Child Development     Credits: 8

Typically Offered: Spring.

Course Description: Help child care providers enhance the quality of child care by becoming aware of developmentally appropriate practices for working with children. (Meets the seminar hours required for CDA credential. Will not meet requirement for elementary education major.)

EDU 202  Introduction to Education     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Basic introduction to professional education; an on-campus exploratory course to aid participants in deciding whether or not to become teachers. The course also provides the basic information and attitude development necessary for successful teaching. Students in this course are required to take the Missouri Educator Profile (MEP). To be taken concurrently with EDU 203. Prerequisite(s): Either ENG 104 and ENG 108, or ENG 112.

EDU 203  Participation in Teaching I     Credits: 1

Typically Offered: Fall, Spring.

Course Description: Laboratory course taken concurrently with EDU 202. During this off-campus experience, the participant serves as a teacher assistant. This exploratory course provides concrete exposure to teaching, students, and the school. Graded pass/fail. To be taken concurrently with EDU 202.

EDU 225  Educational Psychology     Credits: 3

Typically Offered: Fall, Spring, Summer.

Course Description: Principles of general psychology applied to the total educational process. Special emphasis is given to the principles of growth and development, learning theories, readiness and maturity, individual differences and emotional learning. Prerequisite(s): PSY 101 and credit or concurrent enrollment in EDU 203.

EDU 283  Introduction to Research Methods in Education     Credits: 1-2

Typically Offered: Departmental Discretion.

Course Description: Introduction to basic research in education. Individual and team projects involving methods for solving education-related research problems. Prerequisite(s): Departmental approval.

EDU 300  Introduction to Early Childhood Education     Credits: 2

Typically Offered: Fall, Spring.

Course Description: An overview of the field of early childhood education and an understanding of pupil characteristics, rationale for providing early enrichment experiences, issues, and the theory of curriculum development. Prerequisite(s): EDU 202 and credit or concurrent enrollment in EDU 225.

EDU 303  Experience in Teaching II     Credits: 2

Typically Offered: Fall, Spring.

Course Description: Continuation of the off-campus experiences in cooperating schools as teacher associates. To be taken concurrently with EDU 304 (and EDU 375 for elementary.) Prerequisite(s): Admission to the Teacher Education Program, EDU 203, EDU 310, EDU 320, EDU 330, EDU 340, EDU 351, EDU 360, and MAT 352 OR admission to Secondary and K-12 Teacher Education Program and EDU 203.

EDU 304  Applied Methods and Management     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Designed to acquaint the elementary or secondary teacher candidate with methods and management techniques to be used with students. To be taken concurrently with EDU 303. Prerequisite(s): Declared Education major and EDU 225.

EDU 308  Multicultural Education     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Historical and contemporary analyses of educational policies that incorporate ethnic, religious, and linguistic minorities through selected presentations, text readings and field experiences. The teacher candidate will gain awareness of diversity and develop a theoretical understanding of diversity through investigations of diversity within the local community and the creation of an action plan to address diversity issues within his/her classroom. Prerequisite(s): EDU 202.

EDU 310  Introduction to Reading     Credits: 3

Typically Offered: Fall, Spring.

Course Description: An introductory course to the philosophy and techniques associated with a holistic approach to the teaching of reading in the elementary school. Elementary Education majors must take this course concurrently with EDU 320. Prerequisite(s): Admission to Education.

EDU 311  Secondary Reading Techniques     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Techniques of teaching reading comprehension strategies to middle and high school students. Prerequisite(s): Admission to the Education Department, and either both ENG 104 and ENG 108, or ENG 112. Elementary teacher candidates must have completed EDU 310 and EDU 320.

EDU 312  Secondary Reading Techniques Practicum     Credits: 1

Typically Offered: Fall, Spring.

Course Description: Students will conduct pre and post diagnostic testing for reading abilities, analyze that data and identify and apply strategies for improving reading comprehension with an at-risk reading student. Students will tutor an at-risk reader two hours per week and create a course portfolio. To be taken concurrently with EDU 311. Prerequisite(s): Admission to the Education Department.

EDU 313  Family, Community, and Schools: Partnering for Young Children     Credits: 3

Typically Offered: Fall, Spring.

Course Description: This course is designed to identify and explore how early childhood educators can empower young children and their families by using resources that support the development of positive home, school, and community relationships. An emphasis will be placed on developing communication strategies that can be used with families from diverse backgrounds. Prerequisite(s): EDU 300.

EDU 314  Issues & Trends in the Education of Young Children and the Management of Programs for Young Children     Credits: 3

Typically Offered: Fall, Spring.

Course Description: This course will allow the teacher candidate to develop the skill needed to effectively develop and manage programs for young children in the community or school setting. Meeting federal, state, and local program guidelines will be a focus. Prerequisite(s): EDU 300.

EDU 315  Psychology and Education of the Exceptional Child     Credits: 3

Typically Offered: Fall, Spring, Summer.

Course Description: This course is a survey of issues related to the identification and teaching of exceptional students. All state federally defined categories of disability will be addressed by definition, etiology, prevalence, school law, civil rights law and curriculum and teaching issues. Topics will include curriculum and instruction modifications and adaptations as well as behavior management and discipline. Prerequisite(s): EDU 202 and EDU 203; declared minors in Childhood Studies are exempt from EDU 202 and EDU 203 as prerequisites.

EDU 320  Language Arts Methods     Credits: 2

Typically Offered: Fall, Spring.

Course Description: A course designed to help elementary teachers view reading, writing, listening, and speaking from a holistic, integrated perspective. In addition, methods in teaching handwriting, grammar, spelling, and vocabulary will be covered. This course must be taken concurrently with EDU 310. Elementary education majors may not take the course until officially admitted to the Teacher Education Program. Prerequisite(s): ENG 108 or ENG 112.

EDU 330  Science Methods in Early Childhood, Elementary, and Middle School     Credits: 3

Typically Offered: Fall, Spring.

Course Description: For teachers in early childhood, middle and elementary school to emphasize methodology, strategies, materials, curriculum development of elementary science, and scientific method through research projects. Prerequisite(s): PHS 230. Elementary education majors may not take the course until officially admitted to the Teacher Education Program.

EDU 331  Instructional Media and Technology     Credits: 2

Typically Offered: Fall, Spring.

Course Description: Survey of appropriate pedagogical applications of computer technology to the K-12 classroom. Emphasis on the use of the internet in the classroom and the local development of electronic instructional materials. Basic word processing skills assumed. Two hours lecture, one hour lab. Prerequisite(s): Admission to the Education Department.

EDU 332  Teaching in the Integrated Areas     Credits: 3

Typically Offered: Fall, Spring.

Course Description: This course is designed to use current methods and materials for teaching children through art, drama, music, health, and movement. Prerequisite(s): Admission to the Education program.

EDU 333  Science and Social Studies for Young Children     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Instructional strategies for teaching science and social studies in birth through grade 3. Examination of the role of the educator in creating learning environments and providing developmentally appropriate curriculum. Prerequisite(s): EDU 300 and admission to the Education department.

EDU 340  Social Studies Methods for the Elementary and Middle School Teacher     Credits: 3

Typically Offered: Fall, Spring.

Course Description: General Survey course of skills, concepts, methodologies, strategies, and curriculum development of elementary social studies and economics; includes inquiry learning, problem solving, current events, interpretation of pictures, charts, graphs, tables, maps, and time lines, and location and evaluation of information. Prerequisite(s): PSC 101, GEO 100, and either HIS 140 or HIS 150. Elementary education majors may not take the course until officially admitted to the Teacher Education Program.

EDU 342  Evaluation of Abilities and Achievement     Credits: 2

Typically Offered: Fall.

Course Description: Principles and techniques of administration, application, and interpretation of tests, test results, and data. Prerequisite(s): EDU 315.

EDU 344  Early Childhood Assessment     Credits: 3

Typically Offered: Spring.

Course Description: An overview of the philosophy, issues, and assessment/evaluation instruments appropriate for use with children from birth - grade 3. Students will demonstrate principles and techniques of administration, application and interpretation of assessment instruments to individual children and groups of young children. Program evaluation tools will be discussed. Using data to guide curriculum decisions for both individuals and groups will be emphasized. A field-experience with infants/toddlers and/or pre-K/Kindergarten children is a part of this course. Prerequisite(s): EDU 300 or EDU 357 and Admission to the Education Department.

EDU 348  Language Development for Educators     Credits: 3

Typically Offered: Fall, Spring.

Course Description: This course provides an overview of language development from birth through high school. Topics covered include: theoretical approaches, developmental milestones, language analysis/assessment, multi-cultural perspectives, written language development, and speech and language issues faced by children with developmental delayed/exceptional needs. Students will become familiar with research-based instructional techniques/strategies in oral, written, and adaptive language. Prerequisite(s): EDU 300 and Admission to the Education Department.

EDU 351  Mathematics Methods for Early Childhood and Elementary Educators     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Mathematical methodologies, strategies, materials, and curriculum development in early childhood and elementary education. Prerequisite(s): A grade of C or higher in MAT 112 or MAT 116 and admission to the Education Department.

EDU 352  Introduction to Cross-Categorical Disabilities     Credits: 3

Typically Offered: Fall.

Course Description: This course will survey legislation and litigation that control the identification and delivery of services to mild/moderate cross categorical special education students and will include the referral process, the IEP, and placement decisions. Historical and current critical issues of the field will be discussed. Definitions, characteristics, eligibility criteria, theoretical approaches and etiology of students with learning disabilities, behavior disorders, mental retardation or physical and other health impairments will be studied. Prerequisite(s): Admission to the Education Department and EDU 315.

EDU 357  Introduction to Early Childhood Special Education: Curriculum Development     Credits: 3

Typically Offered: Fall.

Course Description: This course is designed to introduce the student to special education in general and the unique field of early childhood special education. Students will become familiar with the major principles of the law related to special education services. Students will have the opportunity to design appropriate program and implementation plans for young children with special needs ages 0-5. The importance of parent and family partnerships based on the family systems model will be presented. Students will have the opportunity to observe early intervention programs and evaluate those settings relative to their knowledge of appropriate practice. The course will survey a range of disabilities affecting young children, including cognitive, behavioral, speech/language, sensory, orthopedic, and health impairments. Prerequisite(s): EDU 300 and EDU 315.

EDU 359  Infants and Toddlers     Credits: 2

Typically Offered: Fall.

Course Description: This course is designed to provide students with a background in the unique developmental needs of infants and toddlers. Students will become familiar with developmental needs and milestones of infants and toddlers and be able to relate that knowledge to planning appropriate environments and learning activities for infants and toddlers. Relevant brain research will provide insights into the importance of the early years. Communicating and teaming with families will be stressed, as well as the provision of services within relationships that are sensitive to cultural diversity. Prerequisite(s): EDU 202 and EDU 203.

EDU 360  Assessing and Individualizing Reading     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Acquaints the classroom teacher with philosophy, theories, pertinent studies and findings, and test instruments aiding perception and analysis of performance levels and behaviors in learning to read; develops expertise in determining the strengths and weaknesses of each pupil and the causal relationship of the total reading performance pattern; develops observation and evaluation skills to study, develop, and utilize selected evaluation instruments for adapting class methods and materials to the needs of students. Includes an off-campus applied learning experience. Prerequisite(s): EDU 310 and admission to the Education Department.

EDU 370  Behavior Management     Credits: 2

Typically Offered: Fall.

Course Description: Designed to provide classroom management skills for teaching both large groups and small classes of exceptional students. The course will focus on theories of applied behavioral analysis and its application for effective teaching. Behavior modification, cognitive behavior management, self-management, and social skills training will be included. Prerequisite(s): PSY 101 and EDU 315.

EDU 374  Literacy Development in Early Childhood     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Literacy development from birth through third grade with an emphasis on appropriate instructional strategies for reading and writing development. Includes suitable children's literature for use in instruction and current assessment techniques used to measure young children's literacy development. Taken concurrently with EDU 391 and EDU 392. Prerequisite(s): EDU 300, EDU 310, and EDU 360.

EDU 375  Teaching Reading in the Elementary School     Credits: 3

Typically Offered: Fall, Spring.

Course Description: An application level course focused on investigating children's literacy development in the context of balanced literacy program. Student will plan, teach, and evaluate a sequence of reading and language arts lessons, managing both small and large groups of children. To be taken concurrently with EDU 303 and EDU 304.

EDU 380  Reading Approaches/Phonics     Credits: 1

Typically Offered: Departmental Discretion.

Course Description: Teaching reading through the sound/symbol relationship. Prerequisite(s): EDU 310 or EDU 311.

EDU 381  Reading Approaches/Linguistic     Credits: 1

Typically Offered: Departmental Discretion.

Course Description: Teaching reading through word and sentence structure. Prerequisite(s): EDU 310 or EDU 311.

EDU 382  Reading Approaches/Enrichment     Credits: 1

Typically Offered: Departmental Discretion.

Course Description: Using literature, story telling, dramatics, and creative writing to enrich the reading experience. Prerequisite(s): EDU 310 or EDU 311.

EDU 383  Reading Approaches/Language Experience     Credits: 1

Typically Offered: Departmental Discretion.

Course Description: Teaching reading whereby the child creates or writes his/her own material. This method capitalizes on the relationship between reading and the other language developments of the child. Prerequisite(s): EDU 310 or EDU 311.

EDU 384  Reading Approaches/Individualized     Credits: 1

Typically Offered: Departmental Discretion.

Course Description: Teaching reading whereby the student is directed to select his/her own reading material. Prerequisite(s): EDU 310 or EDU 311.

EDU 385  Reading Approaches/Basal Reader     Credits: 1

Typically Offered: Departmental Discretion.

Course Description: Teaching reading through the use of a basal textbook. Prerequisite(s): EDU 310 or EDU 311.

EDU 386  Career Education and Transition in Special Education     Credits: 2

Typically Offered: Fall.

Course Description: Investigating the philosophy and methods for helping exceptional students make the transition from school to work and self-sufficiency. Prerequisite(s): EDU 315.

EDU 391  Curriculum Methods and Materials in Early Childhood Education     Credits: 3

Typically Offered: Spring.

Course Description: Integration of methods and classroom processes in classroom settings. Includes theory, research, and practice related to professional teaching and learning of young children. Curriculum for infants, toddlers, and preschoolers will be emphasized, play, classroom design, and collaborative techniques. Prerequisite(s): EDU 300, EDU 310, EDU 315, EDU 333, EDU 348, EDU 351, EDU 370, and PED 392.

EDU 392  Experience in Early Childhood Education     Credits: 2

Typically Offered: Fall, Spring.

Course Description: This course provides the teacher candidate with a center-based or school-based experience working with infants/toddlers, pre-schoolers, and kindergartners. The student will complete a minimum of 60 contact hours. To be taken concurrently with EDU 391. Prerequisite(s): EDU 300, EDU 348, EDU 351, EDU 360, and concurrent enrollment in EDU 374.

EDU 400  Seminar in Early Childhood Education and Human Relations     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Studies philosophical ethical, and legal problems related to early childhood education; explores instructional strategies, general methodology, classroom management, evaluation procedures, and interpersonal relations applied to teaching. To be taken concurrently with EDU 462.

EDU 403  Seminar in Elementary Education and Human Relations     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Philosophical, ethical, and legal problems related to elementary education; explores instructional strategies, general methodology, evaluation procedures, and interpersonal relations applied to teaching. To be taken concurrently with EDU 408.

EDU 404  Seminar in Secondary Education and Human Relations     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Philosophical, ethical, and legal problems related to secondary education instructional strategies, including classroom and laboratory experiences; considers interpersonal relations as applied to teaching. To be taken concurrently with EDU 409. Prerequisite(s): EDU 303 and EDU 304.

EDU 408  Elementary Student Teaching III     Credits: 9

Typically Offered: Fall, Spring.

Course Description: A semester of clinical experience in an off-campus situation under a certified cooperating teacher. To be taken concurrently with EDU 403. Prerequisite(s): EDU 203, EDU 303, EDU 304, and MAT 353. Must have passed the appropriate Content Area Assessment in the area of certification.

EDU 409  Secondary Student Teaching III     Credits: 9

Typically Offered: Fall, Spring.

Course Description: Full-time, off-campus teaching experiences working with students in an area secondary school and a mentor teacher. To be taken concurrently with EDU 404. Prerequisite(s): A minimum 3.0 GPA in major field, approval from the major department, EDU 303, EDU 304, and special methods course in the major. Must have passed the appropriate Content Area Assessment in the area of certification.

EDU 410  Student Teaching IV     Credits: 6

Typically Offered: Summer.

Course Description: On-campus course designed for the experienced teacher. Activities will include micro-teaching and human relations training. Not open to baccalaureate degree candidates. Prerequisite(s): One full academic year of teaching experience plus a bachelor's degree.

EDU 411  Methods of Teaching the Student with Cross-Categorical Disabilities     Credits: 3

Typically Offered: Spring.

Course Description: This course is oriented toward the application of classroom practices, teaching strategies, affective interventions, and instructional modifications to be used with students who are cognitively deficient, learning disabled, behaviorally disordered, and physically or otherwise health impaired. To be taken concurrently with EDU 425. Prerequisite(s): EDU 303, EDU 304, EDU 315 and EDU 352.

EDU 420  Counseling Techniques/Parents     Credits: 2

Typically Offered: Spring.

Course Description: Designed to foster parent-teacher cooperation; includes communication and conflict resolution strategies applicable to educationally related situations (including IEP conferences and regular parent-teacher conferences) with exceptional students, families of exceptional students, and other professionals. Prerequisite(s): EDU 315.

EDU 425  Experience in Teaching Cross-Categorical Students with Disabilities     Credits: 6

Typically Offered: Spring.

Course Description: Off-campus experience teaching students with learning disabilities in cooperating schools as a teacher associate. Prerequisite(s): Credit or concurrent enrollment in EDU 411 or both EDU 303 and EDU 304.

EDU 426  Experience in Teaching Secondary Students with Cross-Categorical Disabilities     Credits: 3

Typically Offered: Spring.

Course Description: Off-campus experience teaching secondary students with disabilities in cooperating schools as a teacher associate. Prerequisite(s): EDU 303, EDU 304, and credit or concurrent enrollment in EDU 411.

EDU 427  Experience in Teaching Elementary Students with Cross-Categorical Disabilities     Credits: 3

Typically Offered: Spring.

Course Description: Off-campus experience teaching elementary students with cross-categorical disabilities in cooperating schools as a teacher associate. Prerequisite(s): EDU 303, EDU 304, and credit or concurrent enrollment in EDU 411.

EDU 430  Teaching Students with Reading Deficits     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Literacy assessment techniques and interventions for upper elementary, middle, and high school students with reading deficits. Prerequisite(s): EDU 310 or EDU 311 and credit or concurrent enrollment in EDU 360.

EDU 450  Independent Research/Project     Credits: 1-6

Typically Offered: Fall, Spring.

Course Description: Investigation of a research problem, project, or topic on an individual conference basis. Prerequisite(s): Declared Elementary Education major, a minimum of 3.0 GPA in major field, and departmental approval.

EDU 461  Experience in Early Childhood Special Education     Credits: 6

Typically Offered: Fall, Spring.

Course Description: Off-campus experiences in teaching the young handicapped infant, toddler, and preschool child in cooperating schools and/or private agencies. Prerequisite(s): EDU 303, EDU 304, EDU 357, EDU 375 and credit or concurrent enrollment in EDU 391.

EDU 462  Early Childhood Student Teaching III     Credits: 9

Typically Offered: Fall, Spring.

Course Description: A semester of clinical experience in an off-campus placement mentored by a certified cooperating teacher. Prerequisite(s): EDU 314 and EDU 392.

EDU 470  English Language Learners Practicum     Credits: 3

Typically Offered: Fall, Spring.

Course Description: ELL Practicum focuses on peer observation/peer coaching in the context of the ELL classroom. Prerequisite(s): ENG 232, TSL 467, TSL 468, and TSL 469.

EDU 483  Practicum I in Reading: Diagnosis of Reading Difficulties     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Clinical diagnosis in evaluation of reading and learning problems. One hour lecture, three hours lab. Course can only be taken on MWSU campus. Practicum arranged. Application must be submitted to the Director of Placement for approval. Prerequisite(s): EDU 310 and EDU 360.

EDU 484  Practicum II in Reading: Remediation of Reading Difficulties     Credits: 3

Typically Offered: Fall, Spring.

Course Description: Clinical treatment of identified reading and learning problems. One hour lecture, three hours lab. Course can only be taken on MWSU's campus. Practicum arranged. Application must be submitted to the Director of Placement for approval. Prerequisite(s): Credit or concurrent enrollment in EDU 312 and EDU 375.

EDU 490  Applied Education Practices     Credits: 1-9

Typically Offered: Departmental Discretion.

Course Description: Workshops developed in selected areas in accordance with student interest.

Teaching Second Language (TSL)

TSL 459  Policy, Curriculum, and Instruction for ELLs     Credits: 3

Typically Offered: Fall, Spring.

Course Description: This course will enhance current and future teachers' understanding of the issues and consequences related to designing effective educational services for English Language learners. Students will explore the legal requirements, policy issues, curriculum development, program management, and different program models, including, but not limited to: English immersion, sheltered English, content-based transitional bilingual, and dual language. Prerequisite(s): A grade of C or higher in EDU 202, EDU 203, and EDU 308.

TSL 467  Second Language Acquisition     Credits: 3

Typically Offered: Departmental Discretion.

Course Description: A study of the theories of second language acquisition, specifically those related to the teaching of English as a second or foreign language. Subtopics include bilingualism, cognitive factors, communicative factors, personality factors, sociocultural factors, learning theory, models of language acquisition, strategies used by adults and children in acquiring a second or third language and the application of these factors to the ELL and foreign language learning situations. Prerequisite(s): Admission to the Education Department, a grade of C or higher in either ENG 232 or EDU 348.

TSL 468  Methods of Teaching Second Language Students     Credits: 3

Typically Offered: Departmental Discretion.

Course Description: Students will design effective lessons which integrate language and content area objectives through authentic, collaborative, culturally relevant, and scaffolded learning experiences based on state/national standards. Prerequisite(s): Admission to the Education Department.

TSL 469  Materials and Assessment for ELL     Credits: 3

Typically Offered: Departmental Discretion.

Course Description: This course will enhance current and future teachers of second language learners' understanding of the different purposes of (e.g. diagnostic, formative/summative, language proficiency, academic achievement) and issues in (e.g. fairness, validity, reliability, and practicality) assessing ELLs. This course has a strong emphasis in applied learning. Prerequisite(s): A grade of C or higher in TSL 468.

Susan Bashinski (2013) Associate Professor, Education. B.S., M.Ed., University of Missouri-Columbia; Ed.D., University of Kansas.

Ronda Chesney (2015) Instructor, Education. B.A., Missouri Western State University; M.S.Ed., Baker University.

M. Susan Claflin (2008) Associate Professor, Education. B.A., Ottawa University; M.A., University of Denver; Ph.D., University of Kansas.

John Ellis (2006) Associate Professor, Education. B.S., Indiana State University; M.A., Ed.D., Ball State University.

Deborah Irvine (1994) Professor, Education. B.S.E., M.A., Ed.S., Pittsburg State University; Ph.D., University of Kansas.

Adrienne Johnson (2013) Assistant Professor, Education. B.A., University of Denver; M.A., National Louis University; Ph.D., University of Kansas.

Elizabeth Potts (2016) Assistant Professor, Education. B.S., M.S., Longwood College, Ph.D., University of Virginia-Charlottesville.

Daniel Shepherd (2014) Chairperson and Assistant Professor, Education. B.A., Cedarville University; M.Ed., Indiana Wesleyan University; Ed.S., Ed.D., Ball State University.

Kipton Smilie (2013) Assistant Professor, Education. B.S.E., Pittsburgh State University; M.A., Ph.D., University of Kansas.

Michael Smith (1990) Professor, Education. B.A., Ashland College; M.S., University of Dayton; Ph.D., Indiana University.

Elizabeth Thorne-Wallington (2016) Assistant Professor, Education. B.A., University of Missouri-Columbia; M.P.A., University of Georgia; Ph.D., Washington University.