Educational Studies Major
The Educational Studies Major is designed for those interested in education in a variety of fields but who are not currently interested in earning teacher certification.
Thirty-six credits which must include at least 15 upper level credits and must include:
- Core courses (13 or 14 credits):
- EDC 100 (2 cr) and 120 (2 cr) or 103 (1 cr) with 130 (2 cr); EDC 203 (1 cr) with 230 (3 cr).
- EDC 311 (1 cr) and 312 (1 cr); 370 (2 cr); 400 (2 cr).
- Concentration of at least 12 credits in one of the following or a concentration approved by the department:
- Young Children: EDC 160 (4 cr), 183 (4 cr), 281 (4 cr), 282 (2 cr), 283 (1 cr), 373 (3 cr) or 150 (2 cr) with 105 (1 cr), 383 (4 cr) or approved courses.
- Special Needs: Select from EDC 150 (2 cr) with 105 (1 cr), 250 (3 cr) with 205 (1 cr), 354 (4 cr), 460 (4 cr), or approved courses (courses pending state approval of Special Education — Learning Disabilities K-12 major).
- Literacy: Select from EDC EDC 160 (4 cr), 346 (4 cr), 360 (3 cr), 460 (4 cr), or approved courses.
- Pedagogy: Select from EDC 262 (4 cr), 301 (1 cr), 302 (1 cr), 303 (1 cr), 354 (4 cr), 360 (3 cr), 361 (3 cr), 362 (3 cr), 363 (3 cr), 373 (3 cr), 383 (4 cr), 460 (4 cr) or approved courses.
- Capstone: EDC 470 (5 cr) Internship/experience in an appropriate setting as approved by the department.
- Electives in EDC courses or other courses approved by the Education Department.
- Core courses (13 or 14 credits):
Educational Studies Minor
The Educational Studies Minor is for those interested in education in a variety of fields, but who are not currently interested in earning teacher certification.
Twenty-four credits which must include at least 8 upper level credits in EDC and must include:
- Core courses:
- EDC 100 (2 cr) and 120 (2 cr) or EDC 103 (1 cr) with 130 (2 cr).
- EDC 311 (1 cr) and 312 (1 cr).
- Electives in EDC courses or other courses selected in consultation with, and approved by the Education Department.
- Core courses:
- EDC100.Educational Foundations I: Introduction to Diverse Learners2 creditsPart of the Level One introductory sequence of course for the Elementary Education major and certification program. Students consider the diversity of learning styles, aptitudes, interests, intelligences and diverse learner backgrounds. Begin to consider the role and responsibilities of classroom teachers towards all learners. Required for elementary certification.
- EDC103.Foundations of Secondary Education — Field1 creditEDC 130 concurrentlyA 40-hour field experience to provide a hands on, realistic yet transitional experience/opportunity for those interested in teaching at the high school or middle school level. Required for secondary certification.
- EDC120.Educational Foundations II: Teaching in Context2 creditsIntroduction to perspectives on teaching. Historical, philosophical, sociological and comparative frameworks and models of teaching, including learning environments and teaching approaches. Examination of multiple purposes and goals of schooling; ethical and professional responsibilities of teachers to multiple stakeholders. Required for elementary certification.
- EDC130.Foundations of Secondary Education2 creditsA foundation to assist the pre-service teacher in making a better, more informed career choice about becoming a secondary teacher while also providing cases that teachers must effectively face every day. Required for secondary certification.
- EDC160.Children’s Literature4 creditsIntroduction to a body of literature written for children and how it may be used across the curriculum; the interactions between readers, texts and contexts; and critical issues in the selection and use of children’s literature. Students explore, read and respond to children’s literature in a variety of ways that include preparing collections of literary works and activities for use with children. Required for elementary certification.
- EDC183.Introduction to Early Childhood Education4 creditsIntroduction to the early childhood profession, the nature of the profession, including its philosophical, historical and social foundations and current contextual influences (e.g., demographic and policy influences). Familiarization with various types and models of early childhood programs. Includes discussion of characteristics of developmentally appropriate practice. Learn and apply guidelines for the organization and administration of early childhood programs. Winter only.
- EDC203.Child Development and Education — Field1 creditEDC 230 concurrently; Sophomore StandingIntroduction to the professional roles and responsibilities of teaching all children. Students are placed in a �home� classroom and work closely with the teacher to observe, assist, and work with students, applying psychology principles and learning theories. Students visit several classes to better understand a variety of developmental levels, individual learner differences and teacher approaches. Required for elementary and secondary certification.
- EDC230.Child Development and Education3 creditsEDC 203 concurrently; Sophomore StandingAn overview of psychological theories and research applied to classroom learning. Includes study of concepts in human development — cognitive, affective, physical, emotional, moral and social; study of learning, motivation and assessment; developmentally appropriate practice; an overview of processes of human development in childhood and adolescence with a focus on socialization and education; and study of the influences of family, community and culture on education. Required for elementary and secondary certification.
- EDC262.Mathematical Thinking and Learning4 creditsSophomore StandingInvestigate particular teaching and learning strategies that may help or hinder different students’ learning of mathematics. Focus on interpreting children’s mathematical work and examine central questions in mathematics teaching. Develop familiarity with available resources and begin the development of skills and attitudes to learn from teaching and other opportunities. Required for elementary certification.
- EDC281.Child Development and Learning: Birth to Age 84 credits$20EDC 183; Sophomore StandingExamination of physical, cognitive, social, emotional and other types of development in infancy and early childhood. Addresses the development of children with special needs and linguistically and culturally diverse backgrounds. Students complete 30 hours of field placement in an early childhood setting. Classroom placement included. Fall only.
- EDC282.School, Family and Community Partnerships2 creditsSophomore StandingEmphasizes the critical role of family-school partnerships in ensuring children’s well-being and academic success. Introduction to historical roles of the family and community in early childhood education. Discussion of barriers to family involvement as well as effects of successful family participation. Addresses various types of family involvement and best practice guidelines associated with each type. Explores models for involving communities as partners in children’s care and education. Winter only.
- EDC283.The Care and Education of Infants and Toddlers1 creditEDC 183, Sophomore StandingDesigned to provide students with a framework for understanding how infants and toddlers grow and learn. Developmentally appropriate curricula and materials are examined. Students will analyze quality environments and ways to work with families; have the opportunity to observe and analyze quality early care settings in mid-Michigan; and will be prepared to use evidence-based knowledge to create responsive, high quality programs for infants and toddlers. Fall only.
- EDC*301.Teaching Elementary Science and Social Studies — Field1 creditEDC 311, 361, and 363 concurrently; TEPClassroom observation and participation in teaching science and social studies. Includes 40 hours of classroom placement. Pass/fail only. Required for elementary certification.
- EDC*302.Teaching Elementary Language Arts and Mathematics — Field1 creditEDC 312, 360, and 362 concurrently; TEPClassroom observation and participation in teaching reading, language arts and mathematics. Includes 40 hours of classroom placement. Pass/fail only. Required for elementary certification.
- EDC*303.Secondary Teaching Methods and Experience1 creditEDC 311 concurrently; TEPTopics and issues in instructional planning, teaching, and instruction are explored in-depth and with particular emphasis on secondary education and specific subject areas. Students spend 30 hours in secondary classroom placements, working in both their major(s) and minor content areas, and will have specialized teaching methods support in those subjects with an emphasis on best practices. Required for secondary certification, except K-12 ART majors who will take EDC 306.
- EDC*311.Topics Seminar A1 creditElementary: EDC 301, 361, and 363 concurrently; TEP; Secondary: EDC 303 concurrently, except K-12 ART majors; TEPIntroduction to issues and topics in instructional planning, teaching and assessment. For example: national, state and disciplinary policies, standards and resources for planning, implementing and differentiating instruction; teaching methodologies and strategies; content literacy; current topics in education. Required for elementary and secondary certification.
- EDC*312.Topics Seminar B1 creditElementary: EDC 302, 360, and 362 concurrently; TEPIntroduction to issues and topics in instructional planning, teaching and assessment. For example: national, state and disciplinary policies, standards and resources for planning, implementing and differentiating instruction; teaching methodologies and strategies; content literacy; current topics in education. Required for elementary and secondary certification.
- EDC*346.Teaching Reading in Middle and Senior High School4 creditsTEPSurvey of strategies for teaching, diagnosing and improving word recognition, comprehension and study skills. Survey of student language needs and program planning for reading instruction at the middle and senior high school levels. Includes a 10-hour off-campus service-learning component. Required for secondary certification.
- EDC*354.Art for Diverse Students4 creditsART Major, TEP or PermissionExplorations of inclusive methods of teaching students with different abilities and diverse social and cultural backgrounds. Lectures, discussions, reading and classroom experiences deal with the nature of disabilities and giftedness. Curriculum, evaluation, space planning and classroom management techniques are studied in relation to the range of abilities that students bring to the contemporary art classroom. Open to students at junior level or above. Required for Art and Design Majors seeking K-12 certification.
- EDC*360.Teaching Elementary Reading and Language Arts3 creditsEDC 302, 312, and 362 concurrently; TEPExamination of reading and language arts methods. Survey of developmental reading including phonemic awareness, phonics, word recognition, fluency, vocabulary development and comprehension. Use of assessment to inform instruction, classroom organization and management of the reading program, and methods of teaching language arts, including their interrelationships with reading. Required for elementary certification.
- EDC*361.Teaching Elementary Science3 creditsEDC 301, 311 and 363 concurrently; TEPExamination of methods and materials in elementary science education. Exploration of student learning and experience of science and classroom conditions that facilitate science understanding; key concepts in Earth/space, Physical and Life science; focus on inquiry and problem solving and learning by doing. Includes service-learning project and action research project. Required for elementary certification.
- EDC*362.Teaching Elementary Mathematics3 creditsMTH 202 and EDC 262; EDC 302, 312 and 360 concurrently; TEPBuilds on EDC 262 and focuses on four areas: 1) teaching mathematics — represent the subject validly, teach for understanding, seek relevance and authenticity, promote independent learning; 2) working with students as individuals — adapt the curriculum employ multiple strategies, motivate and engage, assess and adjust, include, accommodate, and differentiate; 3) organizing a class — promote shared values, pursue equity and inclusion, organize democratic inquiry, structure participation, organize activity; and 4) professionalism and reflective learning — forge a teaching philosophy, teach responsibly, teach inquisitively, understanding the social contexts of mathematics education. Required for elementary certification.
- EDC*363.Teaching Elementary Social Studies3 creditsEDC 301, 311, and 361 concurrently; TEPExamination of methods and materials in elementary social studies education. Analysis of historical development of social studies curriculum, different perspectives and approaches; children’s developing understanding of concepts in history, geography, civics and economics; planning, teaching and assessing for social studies learning. Required for elementary certification.
- EDC*373.Special Education for Classroom Teachers3 creditsTEPIntroduction to the teaching of exceptional students. Review of historical and legal issues in special education. Study the characteristics of exceptional learners, birth through adolescence. Examination of materials and methodology appropriate for instructing exceptional learners in inclusive classrooms. Includes eight-hour practicum. Required for elementary and secondary certification.
- EDC*400.Educational Foundations III: Issues and Contexts2 creditsEDC 100 and 120; TEP; Junior or Senior StandingResearch into current topics and perennially important issues in education. Required for elementary certification.
- EDC*460.Teaching the Struggling Reader4 creditsEDC 302 and 360; TEPSurvey of theory and methods associated with reading instruction for struggling readers. Emphasis placed on assessment of reading strengths and needs as well as specific strategies for reading improvement. Includes supervised instruction. Required for elementary certification.