Curriculum and Learning

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Steven Greengross
CHAIRPERSON
Davis 116
(203) 392-6492, (203) 392-6430 – Fax (203) 392-6473
greengrosss1@SouthernCT.edu
Department Secretary: Diane Tourangeau
(203) 392-6593 (203) 392-6425

Beena Achhpal, Professor
Laura Bower-Phipps, Associate Professor
Cheryl Dickinson, Professor
Joy Fopiano, Associate Professor
Adam Goldberg, Professor
Steven Greengross, Professor
David Levande, Professor
Helen Marx, Associate Professor
J. Gregory McVerry, Assistant Professor
Jessica Powell, Assistant Professor
Carlos Torre, Professor
Christine Villani, Professor

MAJOR PROGRAMS

The department of Curriculum and Learning offers four major programs:

  • Early Childhood Education preparing for certification in grades nursery-3; nursery-K for 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.
  • 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 arts 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 IDS 471.

Gate 4: Students in Gate 4 take Student Teaching I and II (EDU 300 and EDU 400), EDU 414, 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 IDS 471 or TSL 418.

Gate 4: Students in Gate 4 take Student Teaching I and II (EDU 300 and EDU 400) 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 elementary/ 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: Fall 2017

EDU 200 - Teachers, Schools, and Society

An examination of the social, cultural, and political origins of contemporary schooling with a focus on teachers, as both actors and subjects of larger social and educational conflicts and reform movements.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

EDU 201 - Introduction to the Teaching Professions

Through participation as tutors and teachers’ assistants in selected schools, weekly seminars, field trips, and readings, students are introduced to professional education. For students in special education, art education, and secondary education.

Special Information: Field work required.

Prerequisite(s): Sophomore status.

3 credit(s).

Last Term Offered: Spring 2015

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): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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: Fall 2017

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 2017

EDU 305 - Beginning Readers

Study of how children learn to read and an analysis of current practices in teaching reading and assessing performance at the beginning reading level with emphasis on foundational skills in word identification, comprehension, vocabulary, and fluency.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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): Admission to department and departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

EDU 309 - Curriculum Design and Methods for Preschool

Study of the teacher’s role in facilitating the preschool child’s learning and development. Curriculum planning based on the developmental needs of preschool children. Field work component links theory to practice.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

EDU 312 - Integrated Curriculum in the Primary Classroom

A study of developmentally appropriate, integrated curriculum for K-3. The teacher’s role in planning and implementing curriculum, as well as designing and managing the classroom environment to facilitate learning. Field work component to link theory to practice.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Spring 2017

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): Departmental permission or secondary education program.

3 credit(s).

Last Term Offered: Fall 2017

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): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

EDU 318 - Reading — Early Childhood

Study of how children learn to read and an analysis of current practices in teaching reading to young children at the nursery through third grade levels.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2013

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): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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.

Special Information: Fieldwork is required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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): Department permission.

3 credit(s).

Last Term Offered: not yet offered

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): Department permission.

3 credit(s).

Last Term Offered: not yet offered

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: Fall 2017

EDU 407 - Developing Readers

Study of how children refine and expand reading skills with emphasis on narrative and expository comprehension, written response to reading, vocabulary, and fluency. Field work component to link theory to practice.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

EDU 413 - Secondary Education

A study of secondary education which involves philosophy, objectives, content, and techniques, as well as observation in classrooms.

Prerequisite(s): EDU 201 and Praxis I.

3 credit(s).

Last Term Offered: Fall 2017

EDU 414 - Applications of Child Development

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

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2017

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): Departmental permission. Corequisite: EDU 475.

3 credit(s).

Last Term Offered: Fall 2017

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): Department permission.

3 credit(s).

Last Term Offered: not yet offered

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): Departmental permission and MAT 106.

3 credit(s).

Last Term Offered: Fall 2017

EDU 450 - Student Teaching I

Guided observation and supervised student teaching in cooperating schools.

Prerequisite(s): departmental permission.

5 credit(s).

Last Term Offered: Fall 2017

EDU 451 - Student Teaching II

Guided observation and supervised student teaching in cooperating schools.

Prerequisite(s): departmental permission.

5 credit(s).

Last Term Offered: Fall 2017

EDU 455 - Secondary School Student Teaching in English

Guided observations and supervised student teachign in English, grades 7-12, in a cooperating school. Fifteen-week field experience.

Prerequisite(s): ENG 493 and all other professional education courses. Corequisite: EDU 453.

12 credit(s).

Last Term Offered: Spring 2013

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): Departmental permission.

1 credit(s).

Last Term Offered: Fall 2017

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: Fall 2017

EDU 499 - Independent Study

Prerequisite(s): Departmental permission.

1 to 6 credit(s).

Last Term Offered: Spring 2017