Curriculum and Learning

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Adam Goldberg
CHAIRPERSON
Davis 116
(203) 392-6492, (203) 392-6642 – Fax (203) 392-6473
goldberga2@SouthernCT.edu
Department Secretary:  Kathy Muldowney
(203) 392-6425; (203) 392-6593

Beena Achhpal, Professor
Laura Bower-Phipps, Professor
Adam Goldberg, Professor
Marisa Ferraro, Assistant Professor
David Levande, Professor
Helen Marx, Associate Professor
J. Gregory McVerry, Associate Professor
Jessica Powell, Assistant Professor
Regine Randall, Associate Professor
Laura Raynolds, Associate Professor
Louise Shaw, Assistant Professor
Carrie-Anne Sherwood, Assistant Professor
Carlos Torre, Professor

MAJOR PROGRAMS

The department of Curriculum and Learning offers the following programs:

  • Early Childhood Education preparing for a nursery-K regular and special education certification and grades 1-3 for regular education certification.
  • Elementary Education preparing for certification in elementary grades 1-6.
  • Collaborative Elementary/Special Education, preparing for certification in both elementary grades 1-6 and special education K-12.
  • Interdisciplinary Studies (B.A. or B.S.), Early Childhood Teaching Credential (ECTC-B).
  • Science Education:  Preparing for Certification in 7-12 for Biology, Physics, Chemistry, or Earth Science.
  • Dual Elementary/Bilingual Education preparing for certification in 1-6 regular and bilingual education.

Students who wish to become certified in early childhood, elementary, elementary/special education, or elementary/ bilingual education must have an academic content major in an area outside of the School of Education.  Students need to successfully complete the professional major in education with no grade less than "C" in any professional course.

Early Childhood Certification

Early Childhood Education fulfills the course requirements of the Connecticut Initial Educators Certificate and prepares the individual to teach nursery and kindergarten in both regular and special education, and grades 1-3 in regular education.

Students in the early childhood program are encouraged to begin their academic content major in their freshman year. It is recommended that students choose this major either in psychology or Interdisciplinary Studies (including at least one 18 credit minor in psychology). Students should receive academic advisement from both the interdisciplinary studies major department and the Curriculum and Learning Department.

Students working toward early childhood certification (N, K, grades 1-3) must pass through four gates. To pass through each gate, students complete a specific set of courses:

Gate 1: Students apply for admission to the early childhood program. Students must meet the State of Connecticut requirements for admission to a teacher preparation program (specified in the Academic Standards section of this catalog). In addition, the student must have passed the following courses: ENG 112, MAT 105, EDU 206, and SED 225 or SED 481.  Students must earn a grade of C or higher in EDU 206, SED 225, and SED 481.

Gate 2: Students in Gate 2 take the following teacher preparation courses:  EDU 305, EDU 308, EDU 309, EDU 319, and SED 235.

Gate 3: Students in Gate 3 take the following teacher preparation courses:  EDU 312, EDU 322, EDU 407, SED 365, and EDU 471.

Gate 4: Students in Gate 4 take Student Teaching I and II (EDU 370 and EDU 470), and a seminar course, EDU 485.

Students must pass all required State of Connecticut tests to be recommended for certification.

Elementary Education Certification

The Elementary Education program fulfills the course requirements of the Connecticut Initial Educators Certificate and prepares the individual to teach elementary grades 1-6. 

Students in the elementary education program are encouraged to begin their academic content major in their freshman year. They should receive academic advisement from the department of their academic content major and from the Curriculum and Learning Department.

Students working toward elementary certification (1-6) must pass through four gates.

Gate 1: Students apply for admission to the education program. Students must meet the State of Connecticut requirements for admission to a teacher preparation program (specified in the Academic Standards section of this catalog). In addition, the student must have passed the following courses: ENG 112, MAT 105, EDU 200, and SED 225 or SED 481. Students must earn a grade of C or better in the required EDU and SED courses.

Gate 2: Students in Gate 2 take the following teacher preparation courses:  EDU 305, EDU 307, EDU 316, EDU 317, EDU 330, and EDU 325.

Gate 3: Students in Gate 3 take the following teacher preparation courses: EDU 407, EDU 415, EDU 424, EDU 414, EDU 475, and either EDU 471 or TSL 418.

Gate 4: Students in Gate 4 take Student Teaching I and II (EDU 480) and the seminar course, (EDU 485).

Students must pass all State of Connecticut tests to be recommended for certification.

Elementary/Special Education Collaborative Certification

The Elementary/Special Education Collaborative program program fulfills the course requirements for the Initial Certificate in Connecticut, and prepares the individual to teach all regular grades 1-6 and special education K-12.  The description of the program can be found in the Special Education Department section of the catalog.

Bilingual Education/Elementary Education

The Elementary Education/Bilingual Education Dual Initial Certification Program prepares bilingual undergraduate students for certification to teach grades 1-6 in elementary schools to both English speaking and limited English proficient children. Graduates of this program who pass the appropriate exams will be dually certified by the State of Connecticut to teach elementary education and bilingual education.

Students in the Elementary Education/Bilingual Education Program should receive academic advisement from their academic content major and the Curriculum and Learning Department.  Advanced planning with the elementary education department adviser and the bilingual education adviser at the freshman/sophomore level is critically important.

Additionally, before admission into the Teacher Education Program, candidates are required to provide proof of passing the American Council of Teachers of Foreign Languages (ACTFL) oral exam, typically taken in the sophomore year. If the candidate has not yet taken this exam, the candidate may provide a letter of affirmation written by a faculty member of the World Languages and Literatures Department stating that the student's language proficiency suggests that he/she will be able to pass the ACTFL oral exam by the student's senior year.  Students should consult with a bilingual education adviser as soon as possible to determine how to accomplish these language proficiency requirements.  Students must pass all required State of Connecticut tests and ACTFL exams to be recommended for certification.

In addition to coursework leading to certification in elementary education (see above), the bilingual education coursework includes the following three education courses:

TSL 315 — Foundations of Bilingual Studies
TSL 321 — Assessment for English Language Learners
TSL 418 — ESL Methods in Content Instruction

EDU 106 - New Literacies: Digital Text and Tools for Learning

Highlights the shifting nature of literacy and social practices as new digital texts and tools emerge. Instructs students in the technological fluencies required in the 21st century.

3 credit(s).

Last Term Offered: Spring 2020

EDU 200 - Teachers, Schools, and Society

An examination of the social, cultural, and political origins of contemporary schooling, with a focus on schools as social institutions that reflect larger social conflict and change. The course focuses on the role of teachers as both actor and subjects of educational reform movements. Course includes required field experiences in an educational setting.

Special Information: Field work required.

Prerequisite(s): Education program or departmental permission.

3 credit(s).

Last Term Offered: Spring 2020

EDU 206 - Principles of Early Childhood Education

Focuses on the distinct philosophies, theories, standards, policies, values and issues of collaborations in the field of Early Childhood Education. A 40 hour field placement in an early childhood school setting provides students with an opportunity to experience what it means to be an early childhood teacher and relate theory to practice. Students learn to navigate their role as early childhood professionals.

Special Information: Field work required.

Prerequisite(s): Early Childhood program or departmental permission.

3 credit(s).

Last Term Offered: Spring 2020

EDU 300 - Student Teaching I

Guided observation of the teaching process and supervised student teaching coordinated with study of curricula and educational materials.

Prerequisite(s): Departmental permission.

6 credit(s).

Last Term Offered: Spring 2020

EDU 301 - Reading

Study of how children learn to read and an analysis of current practices in teaching reading.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2018

EDU 305 - Emerging Literacies

An introduction to the development of academic languages, oral and written, through linguistic, cognitive and literacy meaning-making processes in young learners. This course examines the development and assessment of phonological and phonemic awareness, phonics, spelling and of cueing systems paired with balanced teaching approaches that are grounded in student-centered learning theories that stress the role of school, home, and community.

Prerequisite(s): EDU 200 or EDU 206 and Admission into Elementary, Elementary Bilingual, or Early Childhood program, or IDS major with Child, Families and Communities Studies Concentration.

3 credit(s).

Last Term Offered: Spring 2020

EDU 307 - Children’s Literature and Literacy

Study of how literature can be used as a springboard for teaching language arts in the elementary grade classroom.

Prerequisite(s): EDU 200 or EDU 206 and admission to the Elementary Education, Bilingual Education, or Special Education (Collaborative or Comprehensive) program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 308 - Children’s Literature and Literacy: Early Childhood

Study of ways to help children use and develop language skills to listen, speak, read, and write using children’s literature as a springboard.

Prerequisite(s): EDU 206 and Acceptance into Early Childhood Education Program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 309 - Curriculum Design and Methods for Pre-K/ K

Study of teacher’s role in facilitating the preschool/kindergarten child’s learning and development. Course addresses curriculum, pedagogy, assessment, and positive guidance. Field work component links theory of practice.

Special Information: Field work required.

Prerequisite(s): EDU 206 and Acceptance into the Early Childhood Education Program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 312 - Integrated Curriculum in the Primary Classroom

Study of the teacher’s role in facilitating children’s learning and development in grades 1-3. Course addresses curriculum, pedagogy, assessment and differentiation. Field work component links theory to practice.

Special Information: Field work required.

Prerequisite(s): EDU 206 and Acceptance into the Early Childhood Education Program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 316 - Child Development and Psychology for Educators

Focuses on patterns of typical and atypical development from birth through adolescence and young adulthood. Emphasis on developmental theories, varied research methodologies, and the development of observational skills to discern individual differences and begin to analyze developmental characteristics among early and middle childhood and all stages of adolescence.

Prerequisite(s): EDU 200 or EDU 206 and Acceptance into any of the Educator Preparation Programs or IDS major w/concentration in Child, Families and Community Studies.

3 credit(s).

Last Term Offered: Spring 2020

EDU 317 - Science Education in the Elementary School

Examines the content, organization, and techniques of instruction in elementary science from Kindergarten through grade 6. Emphasis is on directed teaching; inquiry; discovery and the problem-solving methodologies endorsed by current reform efforts for achievement of optimal learning and comprehension.

Prerequisite(s): EDU 200 and Admission to Elementary Education, Bilingual Education, or Special Education (Collaborative or Comprehensive) programs.

3 credit(s).

Last Term Offered: Spring 2020

EDU 319 - Integrated Mathematics, Science, and Technology for Early Childhood Education

An integrated approach to the teaching of mathematics, science, and technology for early childhood educators. Cooperative learning, use of manipulative, hands on lessons, and educational technology designed to motivate students and help them understand the theories, practices, and processes of mathematics and science is emphasized in this course.

Prerequisite(s): EDU 206 and Admission into Early Childhood Education Program.

3 credit(s).

Last Term Offered: Fall 2019

EDU 320 - Integrated Mathematics and Science for Elementary Education

The content, organization, techniques of instruction, and the application of technology in elementary science and mathematics.

Prerequisite(s): MAT 106 and departmental permission.

3 credit(s).

Last Term Offered: Fall 2015

EDU 321 - Curriculum, Instruction, and Assessment in Social Studies

Developing a skills-based social studies curriculum in the elementary school; creating interdisciplinary curriculum units; exploring instructional strategies appropriate for social studies in the elementary school.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2015

EDU 322 - Family, School, and Community Partnerships

Theories and practices for building strong family, school, and community relationships; programs and approaches to help teachers to encourage parent involvement and effectively support diverse families.

Prerequisite(s): EDU 309 or SED 325, Admission to Early Childhood Ed. or Comp. Special Ed. or IDS w/ Child, Families, and Comm., 6 of 8 Tier 2 complete (Honors Coll.: 15 cr. HON or 45 cr. total), and prior or concurrent completion of all Tier 1 (Honors Coll.: T1MC and T1QR only).

3 credit(s).

Last Term Offered: Spring 2020

EDU 325 - Best Practices in Classroom Management

The proactive and reactive components of effective classroom management; emphasis is on the link between normative student development, academic performance, and behavior. Topics include environmental design, organizational design, establishment of rules and procedures, and management styles. Field experience in a school setting provides opportunities to link theory with practice.

Special Information: Fieldwork is required.

Prerequisite(s): EDU 200 and admission into Elementary Education or Bilingual Education program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 330 - Social Studies in Elementary Schools

An examination of social studies content and pedagogy at the elementary school level, with a focus on integrated curriculum, historical/social studies literacy, backward planning in the design units and lessons, and cooperative and active instructional teaching methods.

Prerequisite(s): EDU 200 and admission into Elementary Education, Bilingual Education, or Special Education (Collaborative) program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 331 - Positive Guidance and Culturally Responsive Pedagogyin Early Childhood

Examination of research, theories, and practices related to effective classroom management and support for children's social/emotional development in early childhood settings. A focus will be on culturally responsive approaches to positive guidance and classroom climate to effectively meet the needs of all students. Methodologies for supporting children with significant challenging beahvior in the classoom will be included.

Prerequisite(s): Major IDS w/concentration in Child, Family, and Community Studies.

3 credit(s).

Last Term Offered: Fall 2018

EDU 352 - Early Childhood Integrated Curriculum and Assessment

Exploration of the principles of learning, curriculum, and pedgagogy as well as the relationship among assessment, instruction, and monitoring learning. The roles of play, inquiry and active exploration in learning for both I/T and Pre-K will be explored. Focus will be on the implementation of effective early childhood programs for young children from diverse cultures and children with varied learning needs, as well as the use of authentic assessment atrategies to describe a child's learning strengths and instructional needs.

Special Information: Filed work required.

Prerequisite(s): Major in IDS w/concentration in Child, Family, and Community Studies.

3 credit(s).

Last Term Offered: Spring 2019

EDU 370 - Early Childhood Student Teaching I

Guided observation and supervised student teaching in cooperating school. Six-week course.

Prerequisite(s): EDU 322

5 credit(s).

Last Term Offered: Spring 2020

EDU 398 - Special Topic

Examination of developments, issues, and current ideas in the field of education.

Prerequisite(s): Acceptance into the Education Department program.

1 to 3 credit(s).

Last Term Offered: Fall 2018

EDU 400 - Student Teaching II

Guided observation and supervised student teaching in cooperating schools. Eight-week course.

Prerequisite(s): EDU 300 and departmental permission.

6 credit(s).

Last Term Offered: Spring 2020

EDU 407 - Developing Literacies

A sociocultural exploration of how cueing systems, meaning, fluency, comprehension, text structure, genre, and writing play a critical role in developing and assessing academic literacies. Building upon theoretical foundations of the prerequisite literacy course, this course examines strategies that expand academic literacies that recognize the role of identity power.

Prerequisite(s): EDU 305 or SED 435 and Admission into Elementary Education, Bilingual Education, or or Special Education (Collaborative) program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 413 - Secondary Education

A general study of secondary education curriculum and pedagogy. A required field experience in a middle or high school setting provides opportunities to link theory with practice.

Prerequisite(s): EDU 200 and Admission into a secondary level Educational Preparation Program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 414 - Applications of Child Development

Study of personality development, growth, needs, and guidance of children from early childhood through age 12.

Prerequisite(s): EDU 316 or PSY 210 and admission to Elementary Education, Bilingual Education, Early Childhood Education, Special Education (Collaborative), or IDS major w/concentration in Child, Family, and Community Studies.

3 credit(s).

Last Term Offered: Spring 2020

EDU 415 - Responsive Curriculum and Assessment

Engages future teachers in studying diverse classroom, school, and community contexts; assessing elementary students' strengths, weaknesses, interests, and background knowledge; and implementing curriculum based on assessment results and context.

Prerequisite(s): EDU 325 or SED 325 and admission to the Elementary Education, Bilingual Education, or Special Education (Collaborative) program, 6 of 8 Tier 2 complete (Honors Coll.: 15 cr. HON or 45 cr. total), and prior or concurrent completion of all Tier 1 (Honors Coll.: T1MC and T1QR only).

3 credit(s).

Last Term Offered: Spring 2020

EDU 416 - Leadership, Policy and Professionalism inEarly Childhood Education

Study of the impacts of policies on early childhood programs, practitioners, children, and families. Focus on the development of knowledge, skills, and dispositions to advocate for and to be enagged actively in early childhood policy initiatives. Exploration of historical and current trends and issues involving legislation and pollicy in early childhood education, multilingual education, early childhood special education, and multicultural education. Focuses on role of social advocacy, development of advocacy skills, and collaboration and consultation with other professionals and staff in early childhood education.

Prerequisite(s): IDS Major w/concentration in Child, Family, and Community Studies.

3 credit(s).

Last Term Offered: Spring 2019

EDU 424 - Teaching Mathematics in Elementary School.

Examines the mathematics covered in grades K to 6. Also examines the use and meaning of numbers in children's lives and the current trends in mathematics education.

Prerequisite(s): MAT 106 and EDU 330 or SED 325 and admission to Elementary Education, Bilingual Bilingual Education, or Special Education (Comprehensive or Collaborative) program.

3 credit(s).

Last Term Offered: Spring 2020

EDU 444 - DSAP Supervision and Appraisal

This course is for Post Baccalaureate students who are teaching under a DSAP permit. To waive student teaching, students would need to take and pass EDU 444 over 2 semesters; pass the student teaching seminar and its required assessments (i.e. edTPA); and submit proof of 10 months of successful teaching. Special Information: Course taken for pass/fail only.

Special Information: Course taken for pass/fail only.

Prerequisite(s): 12 credits of post-bacc program completed

3 credit(s).

Last Term Offered: Spring 2020

EDU 450 - Student Teaching I

Guided observation and supervised student teaching in cooperating schools.

Prerequisite(s): departmental permission.

5 credit(s).

Last Term Offered: Spring 2020

EDU 451 - Student Teaching II

Guided observation and supervised student teaching in cooperating schools.

Prerequisite(s): departmental permission.

5 credit(s).

Last Term Offered: Spring 2020

EDU 470 - Early Childhood Student Teaching II

Guided observation and supervised student teaching in cooperating schools. Ten-week course.

Prerequisite(s): EDU 322

6 credit(s).

Last Term Offered: Spring 2020

EDU 471 - Supporting English Learners for School Success

This course is for future and current public school teachers, to increase their effectiveness in helping English Language Learners (ELLs) learn and remember selected content (i.e., math, science, social studies, and literature). The course focuses on ESL methodologies and ways to modify mainstream course materials and instructional strategies so that ELLs can engage in course content while simultaneously developing their new language.

Prerequisite(s): ART 370 or EDU 307 or EDU 308 or EDU 413 or EXS 352 or SED 435 and admission to any Educator Preparation Program.

1.5 credit(s).

Last Term Offered: Spring 2020

EDU 475 - Supervised Fieldwork

Supervised field placement in a public school classroom designed to allow implementation of skills and knowledge gained in methods courses. Students will collaborate with a classroom teacher to design and implement small group and whole group lessons.

Special Information: Field placement in public school classroom. Background check is required.

Prerequisite(s): Admission to Education Preparation Program.

1 credit(s).

Last Term Offered: Spring 2020

EDU 480 - Student Teaching

Guided observations and supervised student teaching in cooperating schools. Sixteen-week course.

Prerequisite(s): EDU 305, 317, 407 and 424

11 credit(s).

Last Term Offered: Spring 2020

EDU 485 - Student Teaching Seminar

Issues and current practices in education are discussed in light of current placements. Topics include Connecticut regulations, classroom management, planning, and implementing curriculum.

Prerequisite(s): Must be taken concurrently with student teaching.

1 credit(s).

Last Term Offered: Spring 2020

EDU 499 - Independent Study

Prerequisite(s): Departmental permission.

1 to 6 credit(s).

Last Term Offered: Fall 2018

IDS 449 - Theory to Practice - A School-Based Practicum

Students spend three hours a week in a local public school under the supervision of faculty in partnership with classroom teachers, applying what they have learned in courses.

Prerequisite(s): SED 225, SED 335, SED 365, SED 375 and SED 435.

3 credit(s).

Last Term Offered: Summer 2017

IDS 471 - English Language Learners in the Classroom

This course is for future and current public school teachers, to increase their effectiveness in helping English Language Learners (ELLs) learn and remember selected content (i.e., math, science, social studies, and literature). The course focuses on ESL methodologies and ways to modify mainstream course materials and instructional strategies so that ELLs can engage in course content while simultaneously developing their new language.

Prerequisite(s): Passing score of Praxis I or waiver and EDU 413, or (EDU 301 or EDU 307) and (EDU 311 or EDU 312), or SED 435, or ART 370, or EXS 352 and admission to Gate 3 in the certification program or departmental permission.

1.5 credit(s).

Last Term Offered: Summer 2017

RDG 470 - Literacy in the Content Areas

A study of important literacy strategies for content area teachers to scaffold instruction so that all learners can access content area texts and instruction. Strategies for vocabulary acquisition, word decoding, reading comprehension, writing, and study skills covered. Class adaptation and modification. Special Condition: Gate 3.

Prerequisite(s): EDU 413 or ART 370 or EXS 352

1.5 credit(s).

Last Term Offered: Spring 2020

SCE 490 - Science (Secondary School)

General science concepts are presented through assigned readings, lecture demonstrations, and discussions for teaching grades 7-12. For teaching certification only.

3 credit(s).

Last Term Offered: Fall 2019

SCE 496 - Student Teaching Seminar-Science

Discussion of educational issues, in particular those raised by students’ experiences in the field. To be taken concurrently with SCE 494.

Prerequisite(s): SCE 490. Corerequisite(s): SCE 494.

1 credit(s).

Last Term Offered: Spring 2020