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Deaf Education |
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DEA 481 - Field Experience in Deaf Education
Credit(s): 3-8
Supervised field experience for degreed candidates. Field experience includes all responsibilities of teaching in a deaf education setting. Observations and conferences are required by cooperating teacher and university supervisor. Students must have received department approval and admission to the teacher certification program. FA, SP, SU
Prerequisite(s): Admission to the teacher certification program and department approval
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DEA 490 - Independent Study in Deaf Education
Credit(s): 1-3
The purpose of the independent study is to augment (not to substitute for or replace) the required curriculum in the department of communication disorders and deaf education. The procedure for applying for an independent study is to notify the departmental chairperson in writing of the desire for the course no later than the day of final registration for that semester. The notice is to include the area of interest and the desired instructor. The department will grant independent studies pending instructor availability. Students will be limited to one independent study during their undergraduate curriculum. FA, SP
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Dietetics |
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DTS 201 - Introduction to Careers in Food, Nutrition, and Dietetics
Credit(s): 1
Survey of career pathways in the dietetics field in the areas of food, nutrition, and management with a focus on the role of the professional in various settings. Students will explore their personal interests, strengths, and areas for professional development through this course. FA, SP
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DTS 301 - Career Seminar II
Credit(s): 1
Application of professional development practices in students’ respective fields, focusing on professionalism and decision-making. FA
Prerequisite(s): DTS 201 .
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DTS 457 - Application of Principles and Practices in Dietetics
Credit(s): 3
An individual field-based practicum experience across the spectrum of dietetics practice focusing on key principles in a variety of settings. This course is geared to assisting the student in applying dietetics practice skills in real world situations. SP
Prerequisite(s): FDS 125 (or ServSafe® certified); NTR 316 ; FDS 326 ; EDU 313 and major approval.
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DTS 459 - Internship Preparation Seminar
Credit(s): 2
Prepares students for internship. Assignments, activities, and strategies used in the course will assist students to be internship-ready in their respective fields. FA
Prerequisite(s): DTS 301 , major approval, senior status or consent of instructor.
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DTS 536 - Preparation for Supervised Practice I
Credit(s): 1
The first in the two course sequence to prepare students for supervised practice. Students will engage in various hands on activities aimed at preparing them for supervised practice rotations. A focus is placed on developing professional attributes and refining skills to succeed in clinical, community, and food service settings. FA
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DTS 538 - Preparation for Supervised Practice II
Credit(s): 1
The second in a two-course sequence aimed at preparing dietetics coordinated program students for supervised practice. A variety of relevant professional topics are covered. A focus is placed on developing professional attributes and refining skills to succeed in clinical, community and food service settings. SP
Prerequisite(s): DTS 536
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DTS 541 - Community Practicum
Credit(s): 1
The community practicum will allow students to gain experience in various community settings on or off campus. FA, SP
Corequisite(s): DTS 536 OR DTS 538
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DTS 542 - Clinical Counseling and Education Practicum
Credit(s): 1
The clinical counseling and education practicum will allow students to gain experience in assessing and creating interventions for adults, children, and family members/caregivers. Students can expect to increase their motivational interviewing and counseling skills. Other tasks include creating/revising educational materials, writing chart notes using ADIME, and planning and implementing education sessions. FA, SP
Corequisite(s): DTS 536 OR DTS 538
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DTS 546 - Graduate Supervised Practice I
Credit(s): 1-3
The first in the two course sequence of supervised practice in the hospital, clinic, management and/or other off-campus practicum site. The student will have the opportunity to acquire hands-on experience in various area of the dietetics field. SU
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DTS 547 - Graduate Supervised Practice II
Credit(s): 3
The second in the sequence of supervised practice in the hospital, clinic, management and/or other off-campus practicum site. The student will have the opportunity to acquire additional hands-on experiences in the various areas of the dietetics field. A focus will also be placed on preparation for the registration exam for dietitians. FA
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DTS 548 - Professional Seminar in Nutrition and Dietetics
Credit(s): 1
This course is a didactic supplement to nutrition and dietetics supervised practice rotations. Course content will focus on topics related to internship rotations, project presentations, credentialing exam study methods and review, preparation of a draft professional development portfolio, and resume preparation/job search tips. Offered as needed.
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Early Childhood Education (Semester indications are guidelines only. Courses designated as Pathways require permission to enroll from the Paraprofessional Pathways program.)
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ECE 131 - Introduction/Observation of Early Childhood Programs
Credit(s): 3
Observation and critical analysis of diversified early childhood programs, with an emphasis on program quality. FA
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ECE 229 - Infant/Toddler Practicum
Credit(s): 1
The practicum consists of a 30-hour placement in an early childhood center within an infant or toddler classroom. The practicum includes learning to observe, document, interact, and teach infants/toddlers in a developmentally appropriate manner. This practicum is required only for students transferring in the equivalent of ECE 230 - Infant and Toddler Development but who are missing the practicum experience in the transferred course. Practicum experiences in transferred courses must be documented and verified by previous syllabus or a transcript. SP, SU, FA
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ECE 230 - Infant and Toddler Development
Credit(s): 3
Study of prenatal, neonatal, infant, and toddler development with emphasis given to the birth process and the physical, cognitive, and psychosocial aspects affecting parents and children. Infant observation and practicum experience is an integral part of the course (30 clock hours in addition to the scheduled class meeting times). FA
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ECE 232 - The Young Child
Credit(s): 3
Study of the physical, social, emotional, and cognitive development of young children ages three through eight. Course includes observations of preschool age children (30 clock hours in addition to the scheduled class meeting times). SP
Prerequisite(s): ECE 230 or consent of instructor.
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ECE 233 - Young Child Practicum
Credit(s): 1
The practicum consists of a 30-hour placement in an early childhood center within a preschool classroom. The practicum includes learning to observe, document, interact, and teach preschoolers in a developmentally appropriate manner. This practicum is required only for students transferring in the equivalent of ECE 232 - The Young Child , but who are missing the practicum experience in the transferred course. Practicum experiences in transferred courses must be documented and verified by previous syllabus or a transcript. SP, SU, FA
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ECE 235 - Play, Happiness, and Well-Being
Credit(s): 3
Examination of theories of development and the importance of play throughout the life cycle and exploration of how play enhances happiness and effects overall well-being. This course takes students through a journey of self-reflection in order to understand the impact of play on the various domains of development and the well-being. SP
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ECE 300 - Early Intervention in Early Childhood
Credit(s): 3
The examination of historical and current practices of children and families in early intervention. Emphasis will be placed on working in partnership with families, diverse populations, and community resources. Through studying risk conditions and developmental delays, this course looks at optimal models and various forms of curriculum in creating positive, supportive and developmentally appropriate interventions. FA
Prerequisite(s): ECE 230 .
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ECE 375 - Practicum in Early Childhood Special Education
Credit(s): 3
Application of principles of child development, early childhood, and early childhood special education through participation in a program for young children with special needs. SP
Prerequisite(s): ECE 232 Prerequisite(s)/Corequisite(s): prerequisite or concurrent: EDU 307 .
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ECE 431 - Early Childhood Integrated Curriculum
Credit(s): 3
Program planning and evaluation based on principles of development and a variety of theoretical constructs. Examines teaching strategies, content area knowledge and developmentally appropriate practices in the field of early childhood with strong emphasis on integrated curriculum. The importance of play, multicultural teaching, and family involvement are explored in relationship to early childhood development and curriculum. FA
Prerequisite(s): ECE 232 .
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ECE 433 - Applications of Early Childhood Integrated Curriculum
Credit(s): 4
Applies teaching strategies, content area knowledge, and developmentally appropriate practices in the field of early childhood with a strong emphasis on integrated curriculum. Through practicum based experiences students will experience planning, content implementation, and assessment in an early childhood setting. SP
Prerequisite(s): ECE 431 .
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ECE 434 - Early Childhood Management and Professionalism
Credit(s): 3
The examination of managing the early childhood classroom through exploration of developmentally appropriate techniques and strategies that can be used in the early childhood setting. Professionalism within the field of early childhood education will be explored through looking at dispositions and a code of ethics in working with and for young children. FA
Prerequisite(s): Major approval.
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ECE 460 - Internship
Credit(s): 7
A supervised, off-campus field-based experience at an approved site specifically related to students’ career goals; integrates and applies academic knowledge and skills; emphasizes professional development. FA, SP, SU as needed.
Prerequisite(s): Senior status or consent of instructor.
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ECE 551 - Administering Programs for Children and Families
Credit(s): 2-3
Study of the management, planning, financing, staffing and overall administrative duties related to programs of serving the diverse needs of children and families. The requirements of formal and non-formal education settings, not-for-profit, public and private institutions will be examined. SP
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ECE 555 - Family-Centered Intervention
Credit(s): 3
Focus on the key elements of family-centered intervention. Discussion will center on the partnership of family members with professionals in all aspects of early intervention, conducting assessments, prioritized intervention goals, designing intervention plans, and implementation. SP
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ECE 578 - Advanced Curriculum and Instruction in Early Childhood Education
Credit(s): 3
This course will examine, evaluate and implement developmentally appropriate early childhood curriculum in Pre-Kindergarten through third grade classrooms. Students will learn about current trends in currciulum and apply vaious perspectives on the evaluation of multiple teaching and learning strategies in early childhood and early childhood special education classrooms. Introductory action research methodologies will be used to guide this process. SP
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Economics |
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ECN 210 - Principles of Macro Economics
Credit(s): 3
Macroeconomics is concerned with keeping economic fluctuations within reasonable bounds. Topics include the measurement of the national income, inflation, unemployment, economic growth and monetary and fiscal policies and international outcomes. FA, SP, SU
Prerequisite(s): BSA 100 (may be taken concurrently).
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ECN 220 - Principles of Micro Economics
Credit(s): 3
Microeconomics, or the theory of the firm, explains price determination and resource allocation. Topics include the supply/demand model, elasticity, the theory of consumer behavior, the theory of production and cost of production, and an examination of various market structures. FA, SP, SU
Prerequisite(s): BSA 100 (may be taken concurrently).
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ECN 310 - Intermediate Macreconomics
Credit(s): 3
Macroeconomics is the study of the behavior of the entire economy. This course builds on the concepts developed in introductory economics courses. We study the macroeconomic data, national income, inflation, unemployment, economic growth, business cycles, and the effect of government policies (monetary and fiscal policy). Upon completion of the course students will be able to analyze economic data and evaluate the effects of different macroeconomic policies on the economy.
Prerequisite(s): ECN 210 and MTH 105
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ECN 320 - Intermediate Microeconomics
Credit(s): 3
This course will further a student’s ability to apply theories and models learned in principles of microeconomics to explain economic decision-making by individuals and firms. We examine how markets allocate resources, how the structure of markets affects choices and social welfare, and the role of government intervention in the functioning of markets. This course focuses on the following topics: basic theory of consumer behavior; production and costs; partial equilibrium analysis of pricing in competitive and monopolistic markets; general equilibrium; welfare; and externalities.
Prerequisite(s): ECN 220 and MTH 105
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ECN 515 - Managerial Economics
Credit(s): 3
An examination of managerial decision-making. Topics include: empirical supply, demand, and elasticity estimation. How various market structures affect business decisions and an overview of quantitative forecasting. FA, SU
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Education (Semester indications are guidelines only. Courses designated as Pathways require permission to enroll from the Paraprofessional Pathways program.)
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EDU 241 - Critical Literacy for the 21st Century Learner
Credit(s): 3
This course is designed for all undergraduate students. Students will learn not only to think and read critically, but will also learn to “do” critical literacy as a means of understanding the driving forces (power) and intentions behind text. Critical literacy is the act of determining who is empowered and disempowered and who is included and who is left out of text. Text is understood as a variety of modes of communication: printed words, art, music, architecture, conversations, video and audio, to name a few. Students will learn how to deconstruct text using critical literacy strategies and reconstruct it to make it more equitable. This course is designed to help students enhance both reading and writing skills. Specific reading comprehension and pertinent study skills will be discussed in-depth and embedded in the processes taught in this course. FA, SP
Prerequisite(s): ENG 101 , ENG 102 or equivalent transferable placement tests or courses.
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EDU 245 - Language Arts Methods
Credit(s): 3
Exploration of instructional strategies for communication skills: listening, speaking, reading, and writing. An emphasis on developing creative strategies for oral and written language across the curriculum, with special attention to lesson planning for same. FA, SP
Prerequisite(s): EDU 269 or EDU 569 .
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EDU 263 - Methods of Teaching Reading and Language Arts
Credit(s): 6
Exploration of instructional strategies for communication skills: listening, speaking, reading, and writing. An emphasis on developing creative strategies for oral and written language across the curriculum through theme cycles. Using the literature of children and adolescents, the course explores the teacher’s role in the process of developing literacy and students’ abilities to construct meaning in the literature-based classroom. FA, SP
Prerequisite(s): EDU 269 , or DEA 250 and DEA 210
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EDU 264 - Methods of Teaching Reading in Early Childhood, Elementary, and Middle Schools
Credit(s): 3
Addresses the teacher’s role in the process of developing literacy and students’ abilities to construct meaning in the literature-based classroom. Offered as needed.
Prerequisite(s): EDU 269 .
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EDU 265 - Methods of Teaching Reading for Speech Pathologists
Credit(s): 2
This course addresses the role of the speech pathologist in children’s literacy and the connection to oral language development. Open to speech pathology majors only. FA
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EDU 266 - Methods of Teaching Literacy-Pathways
Credit(s): 6
This course will address the teacher’s role in the process of developing student literacy with a particular focus on constructing meaning in the literature-based classroom. The pre-service teacher will develop knowledge of the theories and principles of literacy development for children and adolescents. Teacher candidates will become familiar with child/adolescent literature and develop the strategies and skills to incorporate quality literature into the curriculum. The course will support the development of a knowledge base of current instructional approaches (use of basal reader, skill-based instruction, and literature-based instruction) for the teaching of reading and writing. In addition, the course will identify appropriate strategies and materials which may be used to enhance the teaching of reading, writing, listening, and interpretation of visual representations. Participants will be required to complete 30 hours of observation in a special education classroom and reflect upon those experiences. Offered according to Pathways schedule.
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EDU 268 - Introduction to Learner Development
Credit(s): 3
This course investigates the psychological development of the child and adolescent through exploring prior experiences and how they impact learning. This course includes an examination of instructional strategies that promote critical thinking and instructional resources, including media communication tools that benefit the teaching and learning processes. Strategies for content literacy are explored through academic language, teaching methodologies, and consultation and collaboration. Mission Core II Course FA, SP
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EDU 269 - Critical Skills in the Teaching Profession with Field Experience
Credit(s): 3
This course investigates the contextual factors of a classroom to examine the role of the educator and the need for curriculum and instructional strategies, evaluation processes, classroom motivation and management skills, and planning for learner diversity. This course also includes an analysis of the history and philosophy of education, along with the legal and ethical aspects of teaching. Guided field experiences provide opportunities to review the critical skills needed in the teaching profession. FA, SP Background Check Required.
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EDU 270 - Introduction to Learner Diversity
Credit(s): 3
Investigates the principles of universal design and differentiated instruction and their application in the psychology and education of exceptional learners. Includes an examination of cultural diversity, English Language Learning, and intellectual and physical ability in conjunction with the classroom community. Strategies for connecting instruction to meet the needs of diverse learners are explored through theories of learning, consultation and collaboration, and technology exploration. FA, SP.
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EDU 271 - Introduction to Content Planning, Delivery, and Assessment
Credit(s): 3
This course provides a foundation in curriculum and instructional planning, instructional strategies and techniques in content area specialty, and assessment methods used to make instructional decisions for diverse learners. Processes for research and analysis of educational competencies that integrate state standards with curriculum and pedagogy will be included, along with assessment strategies that monitor student performance and analyze instruction. FA, SP
Prerequisite(s): EDU 268 , EDU 269 ; EDU 270 .
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EDU 301 - Teacher Education at Fontbonne University
Credit(s): 0
This course is required for all transfer students who have been granted transfer credit for courses equivalent to EDU 269 - Critical Skills in the Teaching Profession with Field Experience /DEA 200 . Students so designated will enroll for the course during their first semester on campus. They will be introduced to teacher education at Fontbonne University to include an understanding of the Conceptual Framework for teacher education; Fontbonne’s lesson planning model; the elements of the final assessment; and all procedures for earning teacher certification through Fontbonne University. The course will be taught predominately online, but a limited number of face-to-face meetings will be required. Students will receive a grade of P/NP. This course is required for major approval for designated transfer students majoring in education or whose content major includes teacher certification. FA, SP
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EDU 306 - Analysis and Correction of Reading Difficulties
Credit(s): 3
Emphasizes techniques for assessing and teaching reading to the students with reading difficulties within the regular elementary or middle school classroom setting. FA, SP
Prerequisite(s): EDU 269 ; EDU 263 (EDU 266 for Pathways: EDU 350 for middle and secondary education majors).
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EDU 307 - Methods of Teaching Early Childhood Special Education
Credit(s): 3
Gives a theoretical and practical basis for teaching children requiring early childhood special education. Emphasizes individualization of educational interventions based upon current as well as classical theories of learning, incorporation of assessment into instruction, appropriate service delivery systems, legal and ethical implications, and the importance of the family in early childhood special education. Includes observations in ECSE programs. SP
Prerequisite(s): EDU 270 , EDU 269 .
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EDU 308 - Methods of Special Education I
Credit(s): 3
This course emphasizes development of teaching techniques, lessons, and curriculum along with the development of appropriate Individualized Education Programs (IEP’s) for students with moderate and multiple disabilities. Assistive technology and instructional technology are explored and applied. Students integrate technology and incorporate multiple methods of assessment into thematic units that they produce. FA
Prerequisite(s): EDU 270 ; EDU 269 .
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EDU 309 - Methods of Special Education II
Credit(s): 3
This course emphasizes content planning and delivery that aligns standards, assessment, and curriculum for students with mild to moderate disabilities in inclusive learning environments. Specialized course focus will include Tiered Systems for Supporting Instruction and Behavior, Instructional and Assistive Technology, Cultural Diversity and English Language Learning. Development of Individualized Education Programs (IEPs) for students with mild to moderate disabilities is also included. This course must be taken concurrently with EDU 314 . SP
Prerequisite(s): EDU 270 ; EDU 269 .
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EDU 310 - Reading Methods Practicum-Elementary
Credit(s): 3
This course provides an opportunity for students to apply reading instructional strategies in elementary school classroom settings. Students observe, assist, and teach under the direction of a cooperating teacher in a 40-hour practicum. FA, SP
Prerequisite(s): EDU 269 ; EDU 263 .
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EDU 313 - Methods & Practicum for Middle, Secondary, & Community Education
Credit(s): 3
This course is designed for students seeking middle or secondary certification in subject specific areas, including students providing community education as professionals. Students will explore and analyze teaching at the middle and secondary level or in the community through readings, discussions, course assignments, lesson and unit development, and content-specific field-based observations and experiences (45 hours for certification; 30 hours for non-certification) in diverse settings. FA, SP, Background check required
Prerequisite(s): EDU 269 or EDU 569 for certification students NTR 223 for non-certification students.
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EDU 314 - Practicum in Teaching Students with Disabilities
Credit(s): 3
This supervised, clinical experience provides the student with opportunities to apply methods of teaching that are supportive of the needs of students with disabilities across different educational settings in the cross-categorical service model. Behavior management and interpretation and application of formal and informal assessment and diagnostic procedures are addressed as part of this 120-hour practicum experience. This course must be taken concurrently with EDU 309 . SP Background check required
Prerequisite(s): EDU 120; EDU 269 ; EDU 308 .
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EDU 320 - Transition/Career Education and Family Partnerships
Credit(s): 3
This course focuses on the development of competencies that target transition assessment/planning, and transition-related content/instructional strategies, that will lead to the development of comprehensive secondary and post-secondary transitional plans. Emphasis will be placed on the development of collaborative skills to assist families in becoming engaged, educational partners during critical transitional periods and linking families to appropriate support resources. The influence of familial cultural systems and their impact on collaborative relationships between schools and families of students with disabilities will be stressed. FA, SP
Prerequisite(s): EDU 270
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EDU 323 - Mild and Moderate Disabilities in Special Education: Identification and Instruction-Pathways
Credit(s): 6
This course includes the nature of mild/moderate disabilities categorized and served under IDEA in the public schools. Characteristics of educational disabilities that are identified for eligibility of special education services are addressed along with similarities and differences of disability conditions and the implications for educating students with various disabilities in various educational environments. Teaching methods emphasize evidence-based, instructional strategies and procedures for special education settings and inclusive, regular education classrooms. An additional focus is on methods that support student progress in the general education curriculum. Activities include the use of case studies to articulate Response to Intervention (RtI) procedures, and to develop an Individualized Education Program (IEP). Offered according to Pathways schedule
Prerequisite(s): EDU 270
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EDU 325 - Individualized Assessment and Approaches in Early Childhood
Credit(s): 3
Cross-listed with: EDU 525
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. FA
Prerequisite(s): EDU 269 or DEA 200 /DEA 210 .
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EDU 330 - Multisensory Methods for the Social Studies Classroom-Pathways
Credit(s): 4
This course will allow students to understand and develop strategies for addressing the wide diversity of learning styles which they will find in contemporary classrooms. Multiple intelligences theory will be introduced and used to study instructional planning and a variety of effective teaching strategies. The use of art, music and movement will be a targeted focus for enriching the special education classroom. While the multiple intelligences content is applicable to all areas of the curriculum, the content base for the course will be social studies. Students will study the ideas, concepts, and skills that form the foundation for understanding and learning social studies “through the lens” of multiple intelligences theory. Offered according to Pathways schedule.
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EDU 333 - Multi-sensory Methods for the Elementary Classroom
Credit(s): 3
This course will allow students to understand and develop strategies for addressing the wide diversity of learning styles which they will find in contemporary classrooms. Multiple Intelligence theory will be introduced, to include best ways to meet the needs of students who might be artistically, musically, kinesthetically, or otherwise motived. Other theories and frameworks will also be addressed, to include Universal Design for Learning, Differentiated Instruction, Problem-Based Learning with Technology, and strategies to include English Language Learners. FA, SP, SU
Prerequisite(s): EDU 269 or consent of instructor
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EDU 338 - Emergent Literacy Across the Curriculum
Credit(s): 3
This course will involve the study of early literacy, instruction, and assessment. During the course, the student will explore the roots of language and thought as well as how young children learn to construct meaning about the function of symbols and print across the curriculum in the areas of math, science, social studies, and literacy. SP
Prerequisite(s): EDU 269 .
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EDU 339 - Middle School Philosophy, Curriculum, and Instruction
Credit(s): 2
This course will present the philosophy, history, structure, and future direction of the middle school. Students will explore the characteristics of the middle level student, curriculum options, special needs students, the culturally diverse population in the middle school, the role of the teacher, and home and community aspects. FA
Prerequisite(s): EDU 269 or consent of instructor; junior status.
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EDU 350 - Methods of Teaching Reading in the Content Areas
Credit(s): 3
Focuses on methods to enable secondary students to interact with content texts. Emphasis is on strategies for teaching vocabulary, concepts, comprehension, reasoning, and organization in specialty subject areas. SP
Prerequisite(s): EDU 269 or EDU 266 for Pathways students.
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EDU 353 - Analysis and Correction of Reading Difficulties for Pathways
Credit(s): 3
A review of tests and instruments such as cognitive achievement, informal and affective are used to assess students with reading difficulties. A reading case report based on documented strengths and needs of a student with reading disabilities is developed. Analysis and remedial teaching processes to address those needs are practiced. FA, SP, SU
Prerequisite(s): EDU 266
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EDU 355 - Analysis and Correction of Math Difficulties
Credit(s): 3
This course provides techniques for general and special educators in teaching students who have difficulty learning math through traditional methods. The course will focus on the structures, strategies, and accommodations necessary for students with disabilities and/or learning challenges, with emphasis on both individualized and general classroom instruction. Students are expected to apply the techniques learned in individualized instructional settings, practicum, or other clinical settings. FA, SP
Prerequisite(s): EDU 269 or EDU 266 for Pathways students; MTH 104 (or equivalent); MTH 350 .
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EDU 373 - Educating Toward A Global Perspective
Credit(s): 3
This course provides a review of the social, political, and economic realities encountered across the culturally diverse regions of the world. Students will have opportunities to formulate, apply, and evaluate teaching strategies for elementary and middle school classrooms using critical thinking strategies and problem solving skills. FA, SP, SU
Prerequisite(s): EDU 269 ; EDU 263
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EDU 392 - Assessment of Ability and Achievement
Credit(s): 3
Study of tests and measurements with emphasis on technical qualities, standardized and classroom test construction, cognitive and affective assessment, legal and ethical issues. Includes analysis and practical experience with diagnostic contemporary instruments. FA, SP
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EDU 394 - Counseling Techniques
Credit(s): 3
Study of counseling strategies for working effectively with children, parents, and families. Communication skills and the processes of balancing competing priorities among parent, child, home, and school will be a focus of the course. The effect of exceptionalities upon the student, his/her parents, and siblings will also be addressed. FA
Prerequisite(s): Junior status.
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EDU 400 - Classroom/Behavior Management Techniques-Elementary/Special Education/Deaf Education
Credit(s): 3
This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. Topics and activities apply to all levels, regular and special education, from preschool through secondary. Course is recommended to be taken in the semester prior to student teaching. FA, SP, SU
Prerequisite(s): EDU 270 ; EDU 269 or EDU 266 for Pathways students; junior status.
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EDU 401 - Classroom/Behavior Management Techniques-Middle/Secondary
Credit(s): 3
This course addresses theories and principles of behavior management for middle and secondary classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through the use of appropriate classroom/behavior management techniques. Participants will be required to conduct 30 hours of observations in middle/secondary classrooms, and reflect upon those experiences. A behavior management plan is required of all students. Course is recommended to be taken in close proximity to the student teaching semester. SP
Prerequisite(s): EDU 270 ; EDU 269 ; junior status.
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EDU 410 - Planning for Instruction and Assessment
Credit(s): 3
This course will deepen teacher candidate’s understanding and utilization of the instructional planning process, including curriculum and standards alignment, critical thinking processes, and problem solving strategies. Focus will include the use of tiered assessment processes and strategies designed to monitor student performance and ensure adequate instructional designs for culturally diverse learners. Additionally, students will review the process and products needed to complete their final assessments for certification. FA, SP
Prerequisite(s): Senior status, major approval, and admission to Teacher Certification
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EDU 411 - Clinical Practice for Paraprofessionals -Pathways Only
Credit(s): 3
This final course before field experience provides Pathway students with a review and strengthening of the instructional planning and curriculum design skills which have been imbedded throughout the program. As a clinical experience, students are required to use their assigned classroom as a laboratory to implement course content. The content of the course will include planning and assessment via the Fontbonne lesson planning model. Differentiated instruction will be introduced conceptually and utilized practically as a means to address the needs of diverse learners. Response to Intervention and a deeper understanding of the entire IEP process is included. The relationship of these skills to classroom, school, and district curriculum alignment will be stressed. In addition, the students will address the instructional processes and products needed to complete their final assessment for certification. Offered per Pathways schedule.
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EDU 440 - Student Teaching Practicum
Credit(s): 2-4
This course will allow students, under the supervision of a master teacher, to create, deliver, and assess an interdisciplinary unit of instruction in a local classroom. Several required class meetings will be scheduled. FA, SP Background Check Required
Prerequisite(s): The chair of the department of education/ special education must approve enrollment. (Two hours of credit are transferable to student teaching requirements.)
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EDU 447 - Planning for Instruction and Assessment-Middle and Secondary
Credit(s): 3
This course will provide the skills and knowledge to teacher certification candidates in middle school and high school which will deepen their understanding and utilization of the instructional planning process and the importance of curriculum alignment. The course will build upon and strengthen the skills and knowledge related to instructional planning and assessment acquired through the various certification courses the students have taken previously. The content of the course will include a solid foundation in curriculum alignment which includes planning and assessment via Fontbonne’s lesson planning model. In addition, the students will address the instructional process and products needed to complete their Final assessment for certification. FA, SP Background Check Required
Prerequisite(s): Admission to teacher certification candidacy.
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EDU 453 - Student Teaching in Early Childhood Special Education
Credit(s): 2-12
A minimum of seven weeks of full-day sessions in directed observation and teaching in classrooms for students with disabilities in a pre-school-3rd grade setting, to include conferences with cooperating teachers and college supervisors. Early Childhood majors will also complete a minimum of seven weeks (6 credit hours) in EDU 450 - Student Teaching at the Elementary Level* or EDU 452 - Student Teaching at the Preschool-K Level* , depending upon the age-range experienced in EDU 453. Students may earn additional credits for additional weeks in the classroom, with a limit of sixteen credits for the combined placements. FA, SP Background Check required
Prerequisite(s): Admission to Teacher certification candidacy.
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EDU 490 - Independent Study
Credit(s): 1-3
A course which augments (as opposed to replaces) any course within the curriculum.
Prerequisite(s): Junior or senior status; permission of instructor.
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EDU 494 - Special Topics
Credit(s): 1-3
Course offered to provide students the opportunity to supplement regular course offerings. Offered on a one-time or irregular basis.
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EDU 500 - Behavior Management Techniques
Credit(s): 3
This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. The student chooses one approach to classroom/behavior management to explore in depth. Topics and activities apply to all levels, regular and special education, from preschool through secondary. ON SITE: FA, SP; ONLINE: SU
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EDU 505 - Introduction and Methods of Teaching Cross-Categorical Disabilities
Credit(s): 4
This course provides a basic understanding of the nature of disabilities to include learning disabilities, behavior disorder, intellectual disabilities and physical impairment and other health impairments. Similarities and differences of disability conditions will be addressed along with implications of working with various disabilities in cross-categorical settings. In addition, this course provides procedures and strategies for teaching students with cross-categorical disabilities. ON SITE: SU
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EDU 509 - Reading Methods Practicum in Elementary
Credit(s): 3
This course provides an opportunity for students to construct and apply reading instructional strategies in elementary school classroom settings. Students observe, and teach under the direction of a cooperating teacher. Mid-level practicum hours are included in this course. FA
Prerequisite(s): EDU 569 , EDU 549 , EDU 553 .
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EDU 514 - Practicum in Teaching Students with Disabilities
Credit(s): 3
This supervised, clinical experience provides the student with opportunities to apply methods of teaching that are supportive of the needs of students with disabilities across different educational settings in the cross categorical service model. Behavior management and interpretation and application of formal and informal assessment and diagnostic procedures are addressed as part of this practicum experience. SP
Prerequisite(s): EDU 568 , EDU 569 , EDU 572 . Background check required.
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EDU 518 - Methods and Practicum for Middle, Secondary and Community
Credit(s): 3
This course is designed for students seeking middle or secondary certification in subject specific areas, as well as students providing community education as professionals. Students will explore analyze, and apply teaching at the middle, secondary level, or in the community through readings, discussions, course assignments, lesson and unit development, and contact-specific field-based observations and teaching experiences (45 hours for certification; 30 hours for non-certification) in diverse settings. FA
Prerequisite(s): EDU 568 , EDU 569 , EDU 572 ; Background Check required.
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EDU 520 - Transition/Career Education for Students with Disabilities
Credit(s): 2-3
This course assists teachers in understanding the tasks necessary to allow for a smooth transition of students with disabilities from the K-12 educational environment to the world of work or post-secondary vocational or academic education. Emphasis will be placed upon the collaboration of educators with other agencies that can assist in this effort. ON SITE: SP (EVEN YEARS)
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EDU 523 - Mild and Moderate Disabilities in Special Education: Identification and Instruction-Pathways
Credit(s): 6
This course includes the nature of mild/moderate disabilities categorized and served under IDEA in the public schools. Characteristics of educational disabilities that are identified for eligibility of special education services are addressed along with similarities and differences of disability conditions and the implications for educating students with various disabilities in various educational environments. Teaching methods emphasize evidence-based, instructional strategies and procedures for special education settings and inclusive, regular education classrooms. An additional focus is on methods that support student progress in the general education curriculum. Activities include the use of case studies to articulate Response to Intervention (RtI) procedures, and to develop an Individualized Education Program (IEP). OFFERED AS NEEDED.
Prerequisite(s): EDU 120 Psychology of the Exceptional Child or EDU 586 - Studies in Disability and Exceptionality .
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EDU 524 - Language of the School-Aged Child
Credit(s): 3
This course is a comprehensive review of language development and disorders in school-age children and adolescents who are deaf or hard-of-hearing. Topics include audiologic trends, the development of speech and language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, and the needs of the hard-of-hearing child. ONLINE: FA
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EDU 525 - Individual Assessment and Approaches in Early Childhood Special Education
Credit(s): 3
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. FA
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EDU 525 - Individualized Assessment and Approaches in Early Childhood Special Education
Credit(s): 3
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. ON SITE: FA
Prerequisite(s): EDU 269 or DEA 200 /DEA 210 .
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EDU 528 - Universal Design for Learning
Credit(s): 3
This course examines the three primary brain networks (recognition, strategic, and affective) that support the concept of Universal Design for Learning (UDL) and how we can provide multiple means of representation, action/expression, and engagement to support these networks when we design learning experiences. Additionally, UDL principles will be explored across the venues of research and development, professional engagement, and capacity building. ON SITE: FA, SP
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EDU 529 - Enhancing Student Achievement through Positive Behavioral Supports
Credit(s): 3
This course focuses upon positive school climate and productive behavior of diverse students in inclusive, educational settings. A major component of this course is the study of research-validated practices that support classroom management and school-wide management procedures. A framework of effective behavior supports is applied that maximizes achievement and socialization for school-wide, classroom, and individualized programs. Emphasis is placed upon the teacher’s role in developing and sustaining student motivation, self-regulation, and resiliency. Importance of collaboration with colleagues, administration, family, and community will also be addressed. ONLINE: FA, SP
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EDU 530 - Understanding the Diverse Learner
Credit(s): 3
This course focuses on the impact of culture upon student achievement, the cognitive styles of diverse learners and the context of the predominant school culture in which they find themselves. Theories that address the academic achievement gap and the over-identification of diverse learners for special services are discussed. Research on the importance of the teacher-student relationship as it affects achievement is also examined. ON SITE: SP
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EDU 535 - Technology Integration for Students with Special Needs
Credit(s): 3
This course emphasizes development of teaching techniques, lessons, and curriculum, along with developing appropriate Individualized Education Programs (IEP’s) for students with moderate and multiple disabilities. Assistive technology and instructional technology are explored and applied. Students integrate technology and incorporate multiple methods of assessment into thematic units that they produce. Ethical implications of technology and effects on diverse populations are explored and discussed. Offered as needed.
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EDU 542 - The Teacher as Leader
Credit(s): 3
This course will examine the changing role of the teacher in contemporary schools. Students will learn leadership skills and methods for impacting educational organizations. Students will be introduced to strategies for creating a climate for new ideas. ON SITE: FA, SP; ONLINE: SU
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EDU 543 - Contemporary Issues in Education
Credit(s): 3
This course provides a current context for the practicing professional and will focus upon current readings and events. Participants will gain a perspective of the many forces that affect the classroom and the school setting, such as school safety, inclusion of students with disabilities, technology, state and national policy, etc. The impact of these issues on current and future educational planning and practice will be emphasized. ON SITE or ONLINE: SP
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