Educational Foundations (EDF)

I, II. An introduction to social and cultural influences on schools, the purposes of schooling, the governance, financing, and administration of schools, and the role of the individual as an educator. Background check must be ordered and paid for by the first day of class. A minimum of 10 clinical hours is required in this course. Must earn a grade of “B” or higher for admission to teacher education.

I,II. technology applications to education, training, and instruction within educational and human services setting. Students examine, develop, and/or evaluate emerging instructional technologies. For individuals interested in exploring technological applications in teaching and learning.

I, II. Understanding the Learner. The study of theories and principles of human development and learning as applied to the classroom. A minimum of 20 clinical hours is required in this course. A grade of “B” or higher is required for admission to teacher education.

I, II. Prerequisite: Completion of Background check prior to the first day of the semester. Candidates will follow the College of Education Licensure and Certification approved procedure. Corequisite: CED 150. EDF 310 is required of candidates who have an equivalent transfer course(s) for [EDF 203, CDF 203] or [EDF 219, CDF 235].

I, II. Prerequisite: MAT 105 (or higher) or STA 215 (or higher)(C) admission to professional education. Corequisite: EMS 490 or SED 390 (for DHH/LBD education majors only); and CED 400. Principles and procedures in assessing and evaluating pupil growth in skills, attitudes, aptitudes, and understandings. Assessment construction, analysis, item analysis. Marking systems, and authentic assessment systems will be addressed. Course embedded and school-based clinical practice required: if students do not make the requisite passing grade of C in the content course, they must repeat that course and also complete an additional clinical experience.

I, II. Co-requisite: ETL 806. The applications of technology for teaching and learning in educational settings, including uses for promoting interactive engagement, reflection and inquiry, diversity and equity, and leadership.