Social Sciences Course Listing
Use this course listing to view descriptions of the courses offered for the term indicated as well as other course information such as prerequisites (if applicable) dates, times and campus location when available. Some courses are offered only in specific terms.
To view all courses for this program, uncheck "Hide Courses Not Offered This Term." If a course you need is not offered this term, please contact the department to find out when it next will be offered.
In this course, students will learn the foundations of Anthropology as the study of human variation in its biological, social, and cultural dimensions. Students will learn about anthropological concepts, principles, and methodologies to understand and explore past and present human behavior. They will apply the anthropological approach to analyze issues pertaining to past and contemporary cultures, and develop intellectual skills and habits to understand behavioral, social, and cultural issues from multiple disciplinary perspectives. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. This course satisfies the General Education State Core Social Science/History requirement for degree seeking students.
This course will explore the nature, characteristics and content of culture from an anthropological perspective by examining the economy, art, religion, politics, language and kinship patterns of individual human societies. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. Credit for this course is also awarded to entering students with appropriate scores on the International Baccalaureate (IB) examination in Social Anthropology.
This course provides a study of the techniques used in art, music, storytelling and dramatic activities with young children, birth through age eight, with emphasis on interdisciplinary learning. Students plan, implement and evaluate experiences that will contribute to the creative, motor, affective, perceptual, cognitive and aesthetic development of the young child.
This is an introduction to the basic principles of associative learning. The primary focus of the course is on how organisms learn about their relationships that occur in the environment. This will be achieved through studying the phenomena of classical and operant conditioning in animals and humans. Specific techniques for understanding behavior are presented. Honors level content. Permission required from the Honors Director.
This course describes how children acquire language and literacy and how teachers can design classrooms to promote oral and written language development. The course will stress planning for individual children, including children with special needs and English language learners as well as understanding the importance of the child's family in language and literacy development. Up to 10 hours of field observation is required.
This course will examine the clinical description and etiology of psychological disorders from an integrative perspective. Emphasis will be placed on theories of causation and current research on treatment modalities. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course examines the political dimensions of Islam within a regional and global context. The course will analyze the foundation of Islamic thought in society, the nature of the relationship between religious and political establishments, the roots of instability and conflict in the Middle East, and the problems generated by the conceptualization of the West vs. the "rest."
This course is a comparative survey of political structures, processes and institutions around the world, including western and non-western cultures, developed and underdeveloped countries, democratic and non-democratic governments, unitary and federal systems. Credit for this course is awarded to entering students with appropriate scores on the Advanced Placement (AP) examination in Government and Politics: Comparative.
This course is a comparative survey of political structures, processes and institutions around the world, including western and non-western cultures, developed and underdeveloped countries, democratic and non-democratic governments, unitary and federal systems. Credit for this course is awarded to entering students with appropriate scores on the Advanced Placement (AP) examination in Government and Politics: Comparative.
This course is designed for those students studying specialized topics in the area of comparative politics.
This course is designed for those students studying specialized topics in the area of comparative politics.
This course is designed for those students studying specialized topics in the area of comparative politics.
This course explores the effects of genetic, psychological, maturational and social factors at various stages during the lifespan. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. Some sections of DEP 2004 have service-learning components. Please refer to class notes in schedule of classes for details.
In this course, students will learn the foundations of macroeconomics as the branch of economics concerned with how decision-making, in an environment of scarcity, maps onto the aggregate economy. Students will examine theories and evidence related to the following core set of topics: national income determination, money, monetary and fiscal policy, macroeconomic conditions, international trade and the balance of payments, and economic growth and development. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. This class satisfies the General Education State Core Social Science/History requirement for degree seeking students.
In this course, students will learn the foundations of macroeconomics as the branch of economics concerned with how decision-making, in an environment of scarcity, maps onto the aggregate economy. Students will examine theories and evidence related to the following core set of topics: national income determination, money, monetary and fiscal policy, macroeconomic conditions, international trade and the balance of payments, and economic growth and development. Honors level content. Acceptance into the Honors program or permission from the Honors Director required. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. This class satisfies the General Education State Core Social Science/History requirement for degree seeking students.
This course deals primarily with economic problems. Emphasis is given to markets, production functions, economic role of government, agricultural problems, labor-management relations, imperfect competition, interest and capital, economic security, international trade and finance and economic development. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course deals primarily with economic problems. Emphasis is given to markets, production functions, economic role of government, agricultural problems, labor-management relations, imperfect competition, interest and capital, economic security, international trade and finance and economic development. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
In this course, topics of current interest are presented in group instruction. This course may be taken four times for credit. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course provides the prospective teacher with the knowledge, skills and the dispositions to integrate arts and wellness into the elementary classroom curriculum.
This course provides the teacher candidate with an opportunity to examine and explore issues related to the full-time internship in a kindergarten to sixth grade public school setting to demonstrate professional competencies. The seminar-style sessions promote collegial discussion of professional practices (instructional strategies, planning techniques, evaluation procedures, and classroom management skills) while providing a platform for support and encouragement during the transition from teacher candidate to educator. Emphasis is placed on the Florida Educator Accomplished Practices (feaps), professional education competencies (pecs), subject area competencies (sacs), reading competencies, ESOL competences. On-going assessment is conducted by the field coordinator and supervising teacher. To be eligible to enroll in EDE 4946, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EDE 4943. Department consent is required.
This course is designed to introduce the pre-service teacher to the climate and culture, expectations, activities, professional skills, and personal attributes of effective teachers in public schools. Students participate in a part-time clinical experience in a school-based classroom setting while completing co-requisite coursework at SSC. Students are observing teachers, working with students, and completing assignments/projects for their co-requisite courses. Weekly seminars/discussions are held to discuss, analyze, and evaluate the internship experiences. Emphasis is placed on Reading, ESOL, competencies of the FTCE certification examinations, and the FEAPs. Supervising teachers and SSC coordinators observe the intern and provide feedback on their performance. The course involves a minimum of 14 hours per week of directed and supervised field experience in an approved school setting. Must receive a passing score on the General Knowledge (GK) Exam of the Florida Teacher Certification Exam (FTCE) for admission into Pre-Internship Field Experience I. This is a companion course to RED 4942 and TSL 4100. Department consent is required.
This course requires a teacher candidate to demonstrate pre-professional FEAP, Reading, and ESOL competencies during a 12 week (or 60 days), full-time internship, under the supervision of a certified classroom teaching, in a public school approved by the department and the school district. A minimum of 35 contact hours per week are required for 12 weeks (or 60 days). Supervising teachers and SSC field coordinators observe the intern and provide feedback on their performance. To be eligible to enroll in EDE 4943, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EDE 4946. Department consent is required.
This is a survey course that covers the historical, sociological and philosophical foundations of education, governance and finance of education, educational policies, legal, moral and ethical issues and the professionalism of teaching. Students will be provided information on the Florida Educator Accomplished Practices and Common Core State Standards. Students are required to complete a minimum of 15 hours of field-based experience with children and youth in schools or similar settings and not via virtual modes of film or Internet.
This course will introduce students to key social, ethical and legal factors associated with teaching in the PK-12 school environment.
This course examines the concepts and skills related to designing and developing classroom assessment instruments, analyzing tests and using the results to guide instructional decision-making and to improve student learning. Pre-service and in-service teachers will learn to interpret and use standardized test results.
This course examines a variety of learning theories and assessment principles and how they apply to teaching and learning. Topics will include educational psychology, human development, intelligence, learning theories, motivation, learners with exceptionalities, assessment and standardized testing. This course is designed for pre-service teachers and in-service teachers or individuals currently holding a temporary teaching certificate.
Designed for the prospective educator, this course provides the opportunity to explore issues of diversity, including an understanding of the influence of exceptionalities, culture, family, gender, sexual orientation, socioeconomic status, religion, language of origin, ethnicity and age upon the educational experience. Students will explore personal attitudes toward diversity and exceptionalities. Students will be provided information on the Florida Educator Accomplished Practices and Common Core State Standards. A minimum of 15 hours of field-based experience working with diverse populations of children and youth in schools or similar settings is required. The field experience will not be via virtual modes of film or Internet.
This course critically examines the developmental stages and characteristics of individuals from infancy through adolescence with application to learners in educational settings.
This course examines the unique nature of the adult learner in higher education. Emphasis will be placed upon theories of cognitive and social learning theories in adult learning. Models and processes for course design appropriate to the adult setting will be presented. Content includes selection and design of goals, objectives and outcomes, teaching and learning activities and assessment strategies to create courses that foster learning. An overview of established training principles and practices will be provided. Learning style theory will be applied in the adult setting as well as evaluation tools for determining the success of instruction to adults. To promote students' participation and interest, educators will learn to use games and competitions to motivate and engage students.
This course provides an opportunity for pre-service and veteran educators to explore the use of cooperative learning strategies. Cooperative learning is an instructional method in which students interact to accomplish a specific task or project. Students will be required to work together using a variety of learning experiences to increase their understanding of implementing basic principles of cooperative learning during direct instruction, practice and assessment.
This course examines the concepts and skills related to planning, organizing and implementing instructional strategies and ongoing assessments that are responsive to the needs of all learners. Topics covered in this course include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment practices, safe and equitable classroom management strategies, motivational concepts and techniques to accommodate the needs of a diverse student population (ELL, culturally diverse and students with disabilities).
This course will explore the role of education in children's lives through the analysis of legal, ethical and safety concerns.
In this course, topics of current interest are presented in group instruction.
In this course, topics of current interest are presented in group instruction.
This course involves the study of principles of traditional and alternative assessment strategies, which helps students obtain skills relevant to the development and use of classroom assessments to increase teaching and learning. Students develop a basic understanding of the principles of measurement, formative and summative assessment strategies, test construction, performance assessments, and reading and interpreting data from state achievement tests. This course helps students examine the content measured by state tests and how to use the data to improve student achievement.
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments, including the needs of diverse learners. Topics include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment strategies, safe and equitable classroom management strategies, time management and techniques to accommodate the needs of a diverse student population (ELLs, culturally diverse and students with disabilities). This course is designed for pre-service and in-service teachers or individuals currently holding a temporary teaching certificate.
This course is designed for students to apply their knowledge in real world education settings. The practicum is designed for students to work with a mentor teacher to provide daily supervision and provide students with the opportunities to integrate content and pedagogical knowledge. Students shall be assigned to a classroom teacher who has volunteered to be a mentor for the Academy program. These teachers may be at elementary, middle or high school. Students with a transportation option will be able to leave campus to act as a student teacher for their mentor teacher. The student will submit a completed portfolio by the end of the course for feedback. This is a dual enrollment course. No Academy student may be left alone with students. Academy students will sign up as a DIVIDEND for the SCPS school district.
Designed for the prospective educator, this course provides the opportunity to observe and document the roles and responsibilities of classroom teachers. Students will apply classroom theory to practical, real-world experiences. Students will be provided information on the Florida Educator Accomplished Practices and Florida Standards. Students are required to complete a minimum of 15 hours of field-based experience with diverse populations of children and youth in schools not via virtual modes of film or internet.
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments, including the needs of diverse learners. Topics include planning techniques, differentiated instruction and assessment strategies, effective teaching strategies, formal and informal assessment strategies, safe and equitable classroom management strategies, time management and techniques to accommodate the needs of a diverse student population (ells, culturally diverse and students with disabilities). This course is designed for pre-service teachers. This course requires a field experience in a public-school setting. Times may vary.
This course is an introduction to the principles and theories of psychology as applied to the process of education. Topics of study include psychological perspectives of education, learning theory and critical evaluation of the psychology of education.
This course examines child development from conception to age eight by considering the complex interaction between heredity and environmental factors. Children's physical, social, emotional and cognitive development are discussed as well as the implications for developmentally appropriate practice. It includes the theories of Erikson, Piaget and Vygotsky. Students will be required to participate in field experience assignments in a child care setting for up to 10 hours.
Students will be introduced to the theory of the Montessori method, including evolution, relationship to Piaget, Erikson, Kohlberg, Vygotsky and others, Montessori's definition of sensitive periods of development, the role of teacher as directress, the importance of the prepared environment and the process of normalization will be discussed so that the student will gain an appreciation of the Montessori philosophy and method of teaching.
This course provides students with the opportunity to observe children, to gain experience working with children and to discuss what they see and learn with someone qualified to interpret behavior and to expose students to current knowledge about child development. Students will gain more understanding of the Code of Ethical Conduct and demonstrate the use of this code through their writings and reflections. While in the course, the student will develop a teaching portfolio, participate in professional employment scenarios and be observed in a childcare or public-school setting for the Florida Staff Credential. Students must have departmental approval before registering. This is a capstone course intended for the student to take the final semester. The field experience is composed of 80 clock hours conducted in an early childhood setting. To comply with Florida State Law, Chapter 402.305 2 (a), each prospective student must be fingerprinted and undergo a FDLE Level II background screening. The cost of these procedures is the responsibility of the student. Information received is confidential and is required to determine the eligibility of the prospective student to work with children. Department consent is required prior to registering for this course. Contact the Early Childhood Education Department for additional information about this requirement. Phone: 407 708-2673 or email: childdevelopment@seminolestate.edu.
3
Credits
Credits
This course introduces the concept of inclusion of young children with special needs in early care and education settings. The course will present a model for effective inclusion; raise awareness of adult personal attitudes toward inclusive care and present theories of play development. Course content also includes the organization of the environment, provision of emergent literacy opportunities, management of challenging behaviors and the development of partnerships among parents, professionals and community agencies. It will focus on social and emotional behaviors and development. Required lab hours provide opportunities to observe and work with children in diverse programs that serve children with exceptionalities.
This course will explore administrative issues relating to leadership in early childhood education, including management styles, staff development and supervision, teacher training, staff collegiality, retention and evaluation as well as collaboration with parents and community. This course meets the director credential requirements for the foundational level.
This course is designed for the early childhood professional to develop basic knowledge, skills and positive dispositions needed to work in partnership with families and other professionals in order to gather data that documents the developmental progression, individual needs and progress toward learning within the classroom. An understanding of goals, benefits of documentation and other effective assessment strategies will be discussed. Up to 10 hours of observation in a childcare or VPK center is required.
This course provides child guidance and group management techniques to foster the development of self-esteem, self-control and social skills in young children. Positive reinforcement and problem resolution will be emphasized when discussing child play problems. Students will be required to participate in field experience assignments in an early childhood setting.
This course provides students with the opportunity to observe children, to gain experience working with children and to discuss what they see and learn with someone qualified to interpret behavior and to expose students to current knowledge about child development. This is a capstone course intended for the student to take the final semester. The field experience is composed of 40 clock hours conducted in an early childhood setting. To comply with Florida State Law, Chapter 402.305 2 (a), each prospective student must be fingerprinted and undergo a FDLE Level II background screening. The cost of these procedures is the responsibility of the student. Information received is confidential and is required to determine the eligibility of the prospective student to work with children. Department Consent is required prior to registering for this course. Contact the Early Childhood Education Department for additional information about this requirement. Phone: 407 708-2413 or email: childdevelopment@seminolestate.edu.
This course will explore developmentally appropriate practices for inclusive preschool settings. Participants will develop a framework for planning, implementation, organization and evaluation of activities in content areas such as art, math, science, music, language arts and play. The course will emphasize high-quality, developmentally appropriate practices aligned with state and national standards and guidelines. Students will be required to participate in field experience assignments in a child care setting for up to 10 hours.
This course is a choice of two courses required at the Florida Childcare Director's Credential advanced level. Topics include developmentally and culturally appropriate environment and curriculum professional standards, child observation, assessment, documentation and referral, health, safety and nutrition practices and alliances and families. This course may be taken for renewal of the Florida Director’s Credential.
This course introduces the teacher candidate to principles of math and science that are necessary for early childhood instruction. Students examine the content necessary to teach mathematical principles such as cardinality and counting, classification and sorting, balance, shapes, and numerical representations. An introduction to the process skills of science are included, enabling students to think scientifically in environmental science, life science and physical science areas. This course may be used as a renewal for Florida Staff Credential.
This methods class provides students with the knowledge of developmentally appropriate social studies and creative expression concepts for children birth through eight and techniques for incorporating them throughout the curriculum. Topics include culture, time, people, places, individual and global, identify sense of community, dramatic play, music, art and creative movement. The course also includes assessment of development as well as designing appropriate accommodations to meet the needs of all children enrolled in the early childhood program.
Upon completion of this course, students will understand how to guide and encourage learning by ensuring that the environment is rich with materials and equipment that invite active exploration. Various curriculum approaches will be reviewed with a concentration in creating lesson plans and activities that are appropriate for children under the age of eight years of age. Students will develop a framework for planning, implementation, organization and evaluation for activities in content areas such as art, math, science, music, language arts and active play. The course will emphasize intentionality in teaching using high-quality, developmentally appropriate practices aligned with state school readiness standards. Up to 10 hours of observation in a group care setting is required.
In this course, guided readings, culturally diverse group activities and guest speakers from a variety of community resource agencies will broaden students' horizons regarding the diverse characteristics that make up a family. Students will explore how a child's development and learning is influenced by the family and the community where they live. The student will design and implement family involvement activities following research-based best practices. Community field experiences are integrated into the course (up to 10 hours).
This course is designed to provide current and future child care administrators the opportunity of satisfying one of the educational requirements for the Advanced Level Child Care and Education Administrator Credential as defined by the state of Florida. It is intended to present the needed skills and information in the following areas: organizational structure and dynamics, ethics and professionalism, leadership personnel policies and relationships and the evaluation and retention involved in staff development.
This three-credit course is designed to satisfy one of the educational requirements for the Advanced Level Child Care and the Educational Administrator Credential as defined by the state of Florida. The goal of this course is to develop and enhance skills in legal and financial planning and on-going monitoring, budgeting and accounting, compensation and benefits, facilities and equipment, financial resources and marketing, technology and record-keeping, legal obligations, tax law, insurance and licensure, regulatory requirements and personnel law.
This course will serve as a vehicle to deepen student knowledge of infant/toddler development by becoming familiar with play-based curriculum designed to provide caregivers with explicit ideas for creating loving, playful and stimulating experiences for young children from birth through age three. Students will be required to participate in field experience assignments in an infant toddler setting for up to 10 hours.
This course provides a comprehensive overview of the nutrition, health and safety needs of young children. It is designed to give future and current teachers practical and easy-to-understand information that will prepare them to serve diverse young children and their families in the preschool or early elementary school setting.
This course will serve as a vehicle to either deepen student knowledge of subjects addressed in Early Childhood Education introductory courses or explore issues outside the traditional curriculum. May be repeated for credit.
This course is designed to provide students the opportunity to apply classroom theory to practical, work-related applications. Seminars may be a component of this course and regular contact with the assigned faculty advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated based upon the student’s academic program.
This course is designed to introduce pre-service and in-service teachers, or individuals currently holding a temporary teaching certificate, to the issues and concerns involving the general classroom teacher and special education. Topics include inclusion, NDE, LRE, UDL, differentiation, FBA, BIP, PBIS, mental health supports, accommodations, modifications, ASD, and diverse populations.
This course provides an overview of the characteristics and needs of exceptional learners in the K-12 classroom. Specific attention will be given to accommodating their needs in the regular classroom environment.
This course will focus on children with special needs in early childhood settings. Based on a developmental perspective, course content includes the various areas of exceptionality in terms of causes, characteristics and general intervention, strategies for adapting the learning environment, modifying instruction and making curriculum accessible to all children through inclusion of those with special needs. Attention will be given to state and federal legislation, the referral process, community resources and effective ways to work with families. Note: This course was formerly listed as EEX 2010 and is the required course for Early Childhood Education students. This course is not intended for students pursuing K-12.
This course is designed to introduce students to the issues and trends in the field of special education and teaching students with disabilities. Topics include accommodations, autism spectrum disorder, behavior and classroom management, classroom diversity, differentiated instruction, mental health, related services, secondary transition, effective instructional practices and Universal Design for Learning. This course is designed for pre-service and in-service teachers or individuals currently holding a temporary teaching certificate.
This course is a study of the theory, research and best practices as they relate to the family-professional partnerships in both general and exceptional student education.
This course focuses on the development of methods for teaching reading, language arts, social studies, science, and math at the k-12 levels for exceptional students. This course requires 15 hours of field experience in a K-12 public school setting.
This course includes curriculum, methods, and materials required as part of the k-12 exceptional student education (ese) continuum of services. Topics include eligibility; assessment; individual education plans (iep's); universal design for learning (udl); high leverage practices (hlp's); differentiation; inclusive instructional models; collaborative consultation; functional academic content; and transition planning for vocational career and living skills used in programs for individuals with mild, moderate, and severe disabilities. This course requires 15 hours of field experiences in a K-12 public school setting.
This course is designed to introduce the pre-service teacher to the climate and culture, expectations, activities, professional skills, and personal attributes of effective teachers in public schools. Students participate in a part-time clinical experience in a school-based classroom setting while completing co-requisite coursework at SSC. Students are observing teachers, working with students, and completing assignments/projects for their co-requisite courses. Weekly seminars/discussions are held to discuss, analyze, and evaluate the internship experiences. Emphasis is placed on Reading, ESOL, competencies of the FTCE certification examinations, and the FEAPs. Supervising teachers and SSC coordinators observe the intern and provide feedback on their performance. The course involves 4 to 6 hours per week of directed and supervised field experience in an approved school setting. Must receive a passing score on the General Knowledge (GK) Exam of the Florida Teacher Certification Exam (FTCE) for admission into Pre-Internship Field Experience. This is a companion course to RED 4942 and TSL 4100. Department consent is required.
This course promotes the development and practice of effective teaching and management strategies for elementary regular classroom teachers to promote academic and social integration and interaction of "mainstreamed" exceptional students. Topics include background knowledge related to special education issues including laws and regulations, terminology, disability categories, and common educational practices. Students are also challenged to learn the skills necessary to work collaboratively within an educational environment to include students with disabilities, while meeting their individual educational, behavioral, and social needs. Evidence-based instructional and behavior strategies will also be presented.
This course focuses on the acquisition of knowledge and skills in assessing learners with exceptionalities. It provides a survey of formal and informal assessment techniques for screening, placement, program planning, program evaluation, and monitoring of progress of exceptional students. It will include development of individual education plans to align curriculum, instructional methods, and evaluation to meet the identified needs of students. This course requires 15 hours of field experience in an exceptional education K-12 classroom setting.
This course is designed to provide familiarization, observation, and application of effective behavior management principles for general and exceptional students in preschool through grade 12 educational settings. It will explore the historical foundations for understanding behavior, implications for discipline, and measurement, charting, assessment, and strategies for modifying behavior. It will include practical application of these principles for working with students with linguistic, cultural, behavioral, and diverse learning characteristics.
This course familiarizes students with methods of interacting with community agencies, supporting and collaborating with families, developing a case management system, and facilitating program transition.
This course provides the teacher candidate with an opportunity to examine and explore issues related to the full-time internship in an exceptional student education public school setting to demonstrate professional competencies. The seminar-style sessions promote collegial discussion of professional practices (instructional strategies, planning techniques, evaluation procedures, and classroom management skills) while providing a platform for support and encouragement during the transition from teacher candidate to educator. Emphasis is placed on the Florida Educator Accomplished Practices (feaps), professional education competencies (pecs), subject area competencies (sacs), reading competencies, ESOL competences. On-going assessment is conducted by the field coordinator and supervising teacher. To be eligible to enroll in EEX 4930, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EEX 4946. Department consent is required.
This course requires a teacher candidate to demonstrate pre-professional FEAP, Reading, and ESOL competencies during a 12 week (or 60 days), full-time internship, under the supervision of a certified classroom teaching, in a public school approved by the department and the school district. A minimum of 35 contact hours per week are required for 12 weeks (or 60 days). Supervising teachers and SSC field coordinators observe the intern and provide feedback on their performance. To be eligible to enroll in EEX 4946, students must pass all three (3) components of the Florida Teacher Certification Exam. This is a companion course to EEX 4930. Department consent is required.
This course provides practical knowledge of project management as related to instructional design projects. Project management processes examined include all aspects required for the instructional design life cycle, including project initiation, planning, execution and closeout. Evaluation of project management knowledge and processes enables students to replicate the learning to their own real world course development.
This course covers the application of instructional design principles for the use of technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on experience with educational media, emerging technologies and hardware, software and peripheral for the personal computer as well as data-driven decision-making processes. Identification of appropriate software for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to research, analysis and demonstration of technology will be covered. Students will be provided with an overview of the Florida Educator Accomplished Practices, Common Core State Standards and the National Educational Technology Standards.
This course examines instruction and how it is effectively delivered online. Students will explore technologies, processes and products of distance education with emphasis on eLearning. Students will learn practical applications of instructional theories related to virtual and online participatory learning environments. Planning and project management for developing online learning materials and facilitating online classes will be covered. Designed for K-12 and higher education instructors and administrators as well as trainers and instructional designers from other professional settings. The course focuses on the interpretation and application of theory, research and standards-based effective practice to the design, development, facilitation and evaluation of distance education experiences.
This course covers the application of instructional principles for the effective use of social media tools to enhance the quality of teaching and learning online and in the classroom. This course focuses on best practices for informal learning in relation to various social media forms and addresses how mass media has been used in learning settings to convey information and promote understanding and change. The course includes hands-on experience with social media tools, emerging trends and best practices for using social media in the educational environment. Identification of appropriate social media tools for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to social media will be covered. Students will use a variety of social software and Web 2.0 applications.
This course focuses on the application of instructional design principles to the development of instruction. Topics include contemporary issues and trends in instructional design, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics and assessing instructional outcomes. Students will plan and create online instructional materials using the instructional design process.
This course is scheduled for individual students who wish to explore topics not covered in the curriculum. The student and instructor will design a course of study (learning contract). Approval from the dean is required prior to registration. This course may be taken three times for credit.
This course is an introductory study of the human and natural resources of the major regions of the world. From each region, one or more countries are selected for study in depth. Political, cultural, economic and strategic comparisons are made. The current role of the United States in the areas studied receives particular attention. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is a systematic study of the physical elements of the Earth, including their interrelationships and importance to man and his activities. Basic explanations of physical features of the Earth, their form and origin, principles of weather, world climactic patterns, world vegetation patterns and the study of soil properties and classification into the great soil groups of the world are covered. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
In this course students will cover developmentally appropriate practices when working with children ages birth through age eight, acquire competence in the areas of creating a successful developmentally appropriate curriculum and lesson plans, develop the ability to motivate children, recognizing cultural differences when planning activities including children with special needs. Professionalism and advocacy will be imbedded within the program to better inform students of the role the early childhood provider plays within the childcare community. Department permission required.
This course is designed to study how the conventional self created by society, dubbed the social self by sociologists, is not capable of making our 21st century world more peaceful and equitable. In this course we will explore how the social self is formed around society's leading ideas, values and norms - all geared to privilege some groups while disadvantaging others. On the other hand, the course will examine our other self, the spiritual self, the self of our inner being and how its purpose is to transform society into a social environment where everyone can live a life of purpose and dignity. Specifically, in this course, students will explore how the spiritual self has fueled the emergence of a great global shift in consciousness, a fundamental change in our perceptions, core values, beliefs and priorities aimed to rescue and restore the natural, innate moral goodness and goodwill of our human species.
This course applies psychological principles to individual and group functioning in organizational settings. Major topics include employee selection, motivation, job satisfaction, leadership and performance evaluation. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is an introduction to major issues and theories of world politics. Topics include state and non-state actors, the nature of power, causes of war and peace, terrorism, international organizations, finance and trade, economic development, globalization, human rights and environmental concerns. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is an introduction to major issues and theories of world politics. Topics include state and non-state actors, the nature of power, causes of war and peace, terrorism, international organizations, finance and trade, economic development, globalization, human rights and environmental concerns. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is designed for those students studying specialized topics in the area of international politics.
This course is designed for those students studying specialized topics in the area of international politics.
This course is designed for those students studying specialized topics in the area of international politics.
A travel/study course combining preparation on campus, foreign travel and study abroad in the discipline of international relations. Variable content depending on the program in which the student enrolls and the specific topics to be covered. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. Students must be 18 years of age on or before departure.
In this course, we will examine how experiences of privilege and oppression are shaped by individual understandings, interpersonal interactions, groups, social constructions, societal structures and historical forces. Cultural, institutional and organizational contributions to privilege and oppression will be considered. From a standpoint of human rights, we will identify systems of oppression that need to be eradicated. We will address how privilege and oppression are maintained through mechanisms such as marginalization, exploitation, violence and cultural hegemony and will analyze various forms of personal and social action that can address injustice and produce change.
This course explores multiple dimensions of diversity. Addressing constructed myths about our collective past, it provides a social and historical viewpoint regarding diversity and inclusion in the United States. Utilizing perspectives such as conflict and critical theories, cognition theories, and intersectionality, it will examine the evolution of diversity and inclusion through changes in organizations, social institutions, law and public policy and through the efforts of various human rights movements.
This course is designed to provide students the opportunity to apply classroom theory to practical, work-related applications. Seminars may be a component of this course and regular contact with the assigned faculty advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated based upon the student’s academic program.
This course is designed to provide students the opportunity to apply classroom theory to practical, work-related applications. Seminars may be a component of this course and regular contact with the assigned faculty advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated based upon the student’s academic program.
The purpose of this course is to provide preservice teachers with the fundamental concepts and processes for using Children’s Literature in the Elementary School. Preservice Teachers gain survey knowledge of Children’s Literature and learn how to incorporate literature within the language arts curriculum, including students from diverse populations (ell, culturally diverse and students with exceptionalities). This course includes a study of various literary genres appropriate for use in the classroom. This course will place an emphasis on meaningful teaching and learning.
Students will learn how to teach language arts using: methods, materials, content, organization for teaching reading, writing, listening, and speaking. Teacher candidate will examine the theoretical and practical aspects of teaching language arts to the elementary student. The course will focus on developmentally appropriate effective instructional strategies for the elementary learner.
An in-depth review of content knowledge is required to effectively teach mathematics grades K-6. This course provides a meaningful approach to learning the Florida Mathematics Standards (K-6) while emphasizing the math competencies needed for successfully passing the Florida Teacher Certification Exam.
This course is designed to provide opportunities for pre-service teachers to explore instructional strategies, learning activities, the use of manipulatives, lesson planning, the evaluation of mathematical learning, and diagnostic techniques in the K-6 classroom. This course requires a field experience.
This course presents developmentally appropriate music and movement experiences for young children. Students will be involved in singing, creating, listening to and learning about making music and encouraging children to move to music. Students will develop an understanding of the importance music plays in the early childhood curriculum and how to incorporate it into the daily routine to accomplish a variety of curriculum goals.
This course is designed to have students acquire skills in order to plan and implement creative music and movement education experiences for all children from infancy through age eight including children with disabilities, delays, language and/or cultural differences.. Areas of exploration will include singing, listening to music, rhythmic activities, chants, creating music, using instruments with children, multicultural music, dance and movement, musical games, and using music spontaneously in the classroom. The main goals of the course are to develop an understanding of the importance of music and movement education experiences in an early childhood environment, the role that music plays in the growth and development of young children, and how these experiences can be creatively planned, implemented and integrated throughout the daily curriculum. All students will build a repertoire of music and movement education experiences.
This course will explore the dynamics from a variety of frames. The course will provide a cursory overview of various issues such as conflict, violence, war, non-violence and peace. The course is intended to engage students in the theory and application addressing conflict, violence, war and terrorism. Students will examine approaches to peace, alternatives to war and to peace-building through peace studies and non-violence movements. The course will adopt the frame that we must review actions of the past in order to prevent recurrences. The student will draw upon the ideology of individuals identified as great peacemakers. While exploring great peacemakers, a focus on personal non-violence, ethical approaches to war, conflict transformation or peace and movements for social change will be conducted. Students will investigate local and international conflict, social movements and non-violent approaches to peace. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
Credit for this course is granted to students with scores of 45 or higher on the DSST Examination (DANTES) in Fundamentals of Counseling.
This course offers an exploration and promotion by educators of wellness for children and schools including methods for integrating wellness knowledge in educational settings.
In this course, students will investigate how the national government is structured and how the American constitutional republic operates. It covers the philosophical and historical foundations of the American government, including but not limited to the Declaration of Independence, the United States Constitution and all its amendments, and the Federalist Papers. The course examines the branches of government and the governments laws, policies, and programs. It also examines the ways in which citizens participate in their government and ways their government responds to citizens. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. This class satisfies the General Education State Core Social Science/History requirement for degree seeking students and partially satisfies the Florida state civic literacy requirement per Florida Statues Section 1007.25 for all students.
In this course, functions of state, county and city governments are studied. Emphasis is placed upon constitutions, political parties, politics, legislatures, courts, chief executives and interrelationships between federal and state governments and metropolitan problems. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is designed to provide students the opportunity to apply classroom theory to practical, work-related applications. Seminars may be a component of this course and regular contact with the assigned faculty advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated based upon the student’s academic program.
The basic principles of political thought are studied in this course. Students will examine the state and the relationship between the individual and the state. Topics such as authority, consent, obligation, freedom, order, equality, justice and democracy.
This course includes a comparative survey of the social, political, economic and historical tenets and developments of contemporary political ideologies. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is designed for those students studying specialized topics in the area of political theory.
This course is designed for those students studying specialized topics in the area of political theory.
This course is designed for those students studying specialized topics in the area of political theory.
This travel/study course combines preparation on campus, foreign travel and study abroad in the discipline of political history and/or thought. Variable content depending on the program in which the student enrolls and the specific topics to be covered. Permission of instructor or dean is required. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course explores the major theoretical perspectives to personality theory, including psychodynamic, trait, biological, humanistic, behavioral and cognitive systems. The course will also evaluate practical applications for the areas of counseling, business, education, vocational skills and personal growth. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
In this course, students will gain an introduction to the scientific study of human behavior and mental processes. topics may be drawn from historical and current perspectives in psychology. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. Some sections of PSY 2012 have service-learning components. Please refer to class notes in schedule of classes for details. This course satisfies the General Education State Core Social Science/History requirement for degree seeking students.
In this course, students will gain an introduction to the scientific study of human behavior and mental processes. topics may be drawn from historical and current perspectives in psychology. Honors level content. Acceptance into the Honors program or permission from the Honors Director required. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. Some sections of PSY 2012 have service-learning components. Please refer to class notes in schedule of classes for details. This course satisfies the General Education State Core Social Science/History requirement for degree seeking students.
This course will examine influential experiments conducted in psychology over the last 100 years. These landmark studies have influenced and, at times, changed psychological principles and ethical standards. Major studies are in the areas of biopsychology, learning, memory, development, emotion, motivation, personality, psychopathology, therapies and social psychology.
This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is designed to provide students the opportunity to apply classroom theory to practical, work-related applications. Seminars may be a component of this course and regular contact with the assigned faculty advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated based upon the student’s academic program.
This course will expose the student to various policies and environmental regulations concerning air quality and dependence on foreign energy sources. Discussion will include enactment of policies, laws, regulations and programs with regard to conventional and alternative energy sources. Assessment of concerns over future depletion of global oil supplies and the impact to the U.S. economy will be discussed. The federal, state or local governmental response to issues concerning pollution and its impact on the number of environmental laws, the effectiveness of any proposed initiative and the extent of implementation and enforcement will be explored.
This beginning reading methods course introduces students to the principles, procedures and current research-based practices for teaching and assessing reading.
Knowledge and skills for teachers and prospective teachers to establish a substantive understanding of the components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary including use and interpretation of reading assessments, scientifically-based reading strategies, and interventions. This course addresses reading competencies 1 and 2.
This course develops an understanding of the six components of reading and principles of research-based reading instruction. Specific topics addressed will include theories and models of the reading process, language acquisition, early reading concepts (concepts about print, letter knowledge, phonological and phonemic awareness), phonics and word recognition (phonics, alphabetic principle, high-frequency sight words, structural analysis), fluency, vocabulary development, comprehension strategies, reading-writing connections, content-area reading skills, and assessments (formal and informal). This course requires 15 hours of field experience in a k-8 classroom setting. Course objectives and assignments are designed to prepare students for the Florida Reading Endorsement (Competencies 1 & 2).
This course provides a foundation in utilizing assessments to plan differentiated instruction in the reading components. Throughout the course, preservice teachers are taught to select and administer appropriate formal and informal assessments to inform reading instruction that meets the needs of all learners. Preservice teachers will understand and apply research-based instructional practices by differentiating process, product, and content, while engaging in the systematic problem solving process. This course requires 15 hours of field experience in a classroom setting. Course objectives and assignments are designed to prepare students for the Florida Reading Endorsement (Competencies 3 & 4).
This course is a culminating practicum that provides opportunity to apply their broad knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically based instructional practices to support all learners. Concurrent school experience required. Experiences are provided in diagnosis, instructional planning for remediation, implementation of reading interventions, on-going evaluation of the reading progress, and communication with parents. This course requires a field experience in a k-16 classroom setting which will coincide with your Pre-Internship Field Experience I placement. This is a companion course to EDE 4941. Hours may vary. Course objectives and assignments are designed to prepare students for the Florida Reading Endorsement (Competency 5).
This course is designed to provide content, skills, and materials related to teach the concepts and processes of science. Provides meaningful concepts and activities needed to understand and teach science and technology to elementary students from all backgrounds, including English language learners and those with disabilities. Emphasis will be placed on the use of (a) evidence and research based instructional procedures, (b) character development education, and (c) development of 21st century skills. Clinical experience required.
This college preparatory course is a complete overview of the characteristics and skills necessary for students to succeed in college. Course topics include personal skills, campus resources, technology, health and well-being, academic skills and relationships.
This course is work-based experience that provides students with supervised career exploration activities and/or practical experiences. Seminars may be a component of this course and regular contact with the assigned advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated at the discretion of the Career Development Center.
This course is a work-based experience that provides students with supervised career exploration activities and/or practical experiences. Seminars may be a component of this course and regular contact with the assigned advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated at the discretion of the Career Development Center.
This course is a work-based experience that provides students with supervised career exploration activities and/or practical experiences. Seminars may be a component of this course and regular contact with the assigned advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated at the discretion of the Career Development Center.
This course is a work-based experience that provides students with supervised career exploration activities and/or practical experiences. Seminars may be a component of this course and regular contact with the assigned advisor is required. Students may earn cooperative education credits based on the completion of the required work experience and satisfactory completion of assignments including, but not limited to, seminars and a project. This course may be repeated at the discretion of the Career Development Center.
The purpose of this course is to provide the pre-service teacher with the practical and theoretical knowledge and skills to be an effective social science in grades K-6. Clinical experience required.
This course is an introductory survey of sociology covering its scope, methods and general principles. Topics emphasized include group behavior, race relations, population, social institutions, social change and social stratification. The purpose of the course is to assist the student in acquiring an understanding of society. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is an introductory survey of sociology covering its scope, methods and general principles. Topics emphasized include group behavior, race relations, population, social institutions, social change and social stratification. The purpose of the course is to assist the student in acquiring an understanding of society. This course partially satisfies the writing requirement of S.B.E. 6A-10.030. Note: This course contains Honors level material. Acceptance into the Honors Program or Permission from the Honors Director required.
This course is an in-depth analysis into the scope and causes of major problem areas from the perspective of both the individual and the community. Consideration will be given to various possible remedial approaches to each problem area. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is applied sociology that will pursue a unique, original research project each semester. It provides students with an in-depth understanding of social scientific research through experimental investigation. Utilizing the research project as a point of focus, this course includes training in all aspects of empirical research, including literature review, methodology, data collection, data coding, data analysis and presentation of results. Previous coursework in sociology or psychology is recommended. Honors level content. Permission required from Honors director.
This course is designed to study the changing culture of our nation. Issues of race, ethnicity, gender, class, nationality and globalism will be explored. This course is also designed to provide information and strategies for living and working in a pluralistic, multi-cultural society. Values and ethics of diversity and commonality will be emphasized. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course will explore the dynamics of conflict from a variety of frames. Students will be provided with valuable insight about conflict that will help lead to an understanding regarding the conflicts they are likely to face in life, at school or work, in society as well as those they observe in national headlines. An introduction to the dispute resolution practices of mediation, facilitation and negotiation will be conducted. The examination of how one's gender and cultural perspective may influence the approach and outcome of the conflict will be discussed. Current trends and issues within the field of conflict management and resolution will be reviewed. The course will engage students in the theory and application of addressing conflict management and resolution on an individual, interpersonal and international perspective. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is designed to present students with an interdisciplinary study of the sexual functioning of humans. Course information is drawn liberally from the disciplines of sociology, psychology and biology, providing students with an integrated introduction to the study of human sexual behavior. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is a historical and comparative study of courtship, mate selection, engagement, marriage, husband-wife relationships and child-rearing in the United States. Emphasis is placed upon the changing contemporary family with respect to social and economic status, sex, sources of marital conflict and social values. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course will examine normative deviance through the sociological lens. It will focus on the social context, behaviors and societal reactions associated with deviance. Criminal and noncriminal forms of deviance will be investigated using a variety of theoretical perspectives. In approaching deviance sociologically, this course will highlight the social constructions of deviance and the influence of social control and stigmatization as reactions to deviant behavior. This course partially satisfies the writing requirement of S.B.E. 6A-10.030.
This course is designed to introduce students to the issues, principles and practices of teaching English to speakers of other languages. It provides the foundation of knowledge necessary to meet the instructional needs of linguistically and culturally diverse students. Topics include effective teaching strategies, differentiated instruction, assessment strategies and techniques to accommodate the needs of English learners and culturally diverse students. This course is designed for pre-service and in-service teachers or individuals currently holding a teaching certificate.
This course is designed to prepare teacher candidates in knowledge and application of TESOL theories, principles, and current research in the field of ESL/ESOL teaching. Teacher candidates will gain understanding in how to manage and implement a variety of teaching strategies and techniques for developing ELLs’ English listening, speaking, reading, and writing skills as well as adapting core curriculum and instructional resources to the needs of ELLs. Teacher candidates will also study assessment instruments and assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Concurrent field-based school experience required to observe, work with students, and complete projects/assignments related to TSL 4100. This course requires a field experience in a k-12 classroom setting which will coincide with your Pre-Internship Field Experience I placement. This is a companion course to EDE 4941. Hours may vary. Course objectives and assignments are designed to prepare students for the Florida ESOL Endorsement (Domains 3, 4, & 5).
This course is designed to prepare teacher candidates in understanding and knowledge of language and culture that are relevant for English Language Learners (ELLs). This course will focus on the theories related to culture in language and theories on second language acquisition for ELLs from diverse backgrounds. Teacher candidates will gain an understanding of language as a system to support ELLs’ acquisition of English and the role culture plays in language acquisition. Teacher candidates will also identify different variables and factors that affect second language acquisition and literacy development for ELLs. Course objectives and assignments are designed to prepare students for the Florida ESOL Endorsement (Domains 1 & 2).