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Early Childhood Education |
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ECE 3950 - Developmentally Appropriate Programming: Preschool
Credit(s): 3
This course introduces developmentally appropriate curriculum planning for children age three to five years. The instruction focuses on planning play-based learning activities using the Vermont Early Learning Standards, authentic approaches to child assessment, culturally responsive planning, and planning activities across all domains. The role of the classroom environment is also explored. There is a field work component.
Prerequisites: ECE 3850 , ECE 3860 , and ECE 3870 , each with a C or better, or permission.
Offering Location: Online
Notes: There is a course fee.
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ECE 4020 - Authentic Assessment of Young Children
Credit(s): 3
This course explores developmentally appropriate techniques of assessment for young children age birth-5 years. Topics include methods of observation, building a body of evidence that support assessment, using alternative assessments, and making learning visible for both children and families. Students will also explore culturally responsive methods of assessment.
Prerequisites: ECE 3920 , ECE 3940 , and ECE 3950 , each with a C or better, or permission.
Offering Location: Online
Notes: There is a course fee.
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ECE 4040 - Using Inquiry for Math and Science with Young Children
Credit(s): 3
This course explores the best practices for teaching math and science to children age 0-5. Topics include effective methods and approaches for teaching math and science, content specific and cross-curricular lesson planning, and using standards and assessments to inform teaching pedagogy in the classroom. There is a field work component for this course.
Prerequisites: ECE 3920 , ECE 3940 , and ECE 3950 , each with a C or better, or permission.
Offering Location: Online
Notes: There is a course fee.
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ECE 4080 - Language & Literacy in Early Childhood Classrooms
Credit(s): 3
This course examines emergent literacy development through the lens of the young child’s development domains. Instruction will focus on research-based developmentally appropriate strategies for promoting early language and literacy skills. There is a field work component for this course.
Prerequisites: ECE 3920 , ECE 3940 , and ECE 3950 , each with a C or better, or permission.
Offering Location: Online
Notes: There is a course fee.
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ECE 4710 - Special Topics in Early Childhood Education
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 4000-level not offered in the general Early Childhood Education curriculum.
Offering Location: Online
Repeatable for Credit: With a change of topic.
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ECE 4811 - Teaching Early Childhood Education
Credit(s): 12
This course places students in an early childhood classroom for 13 weeks. Students gradually increase their involvement, culminating in a period of full-time teaching under the direction of a qualified supervising teacher. The course involves practical application of teaching principles, knowledge, and understanding of young children and their development.
Prerequisites: ECE 4020 , ECE 4040 , and ECE 4080 , each with a C or better, a passing score on the Praxis Core, a minimum of 3.00 GPA in courses required for the major and a minimum cumulative GPA of 3.00, and permission.
Corequisites: EDU 4730
Offering Location: Online
Notes: There is a course fee.
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Economics |
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ECO 1710 - Special Topics in Economics
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 1000-level not offered in the general Economics curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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ECO 2060 - Survey of Economics
Credit(s): 4
This course exposes the student to fundamental economic theory and practice. The course includes exposure to human behavior and decision-making related to the microeconomic concepts of scarcity, availability of resources, supply and demand, opportunity cost, and pricing in competitive and non-competitive markets. Macroeconomic principles covered in this course include aggregate supply and demand, analysis of production, employment and unemployment, monetary and fiscal policy in the US, and stabilization of the economy.
Prerequisites: Math competency
Offering Location: Johnson Campus, Lyndon Campus
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ECO 2710 - Special Topics in Economics
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 2000-level not offered in the general Economics curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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ECO 3710 - Special Topics in Economics
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 3000-level not offered in the general Economics curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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ECO 4710 - Special Topics in Economics
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 4000-level not offered in the general Economics curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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ECO 4810 - Internship in Economics
Credit(s): 1 - 6
The internship provides for field work in economics arranged in conjunction with the Cooperative Education Office. The student is placed in a work site that will provide practical, career-oriented experience under the supervision of an employer and a faculty member who will make on-site visits. The internship emphasizes acquisition of job-related skills and the role of professionals in the discipline. See also the section on Cooperative Education elsewhere in this catalog.
Restrictions: Junior standing and permission.
Offering Location: Lyndon Campus
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ECO 4910 - Independent Study in Economics
Credit(s): 1-12 (Johnson); 3 (Lyndon)
This course offers independent research under the supervision of a member of the department.
Restrictions: Junior or senior standing; and permission of instructor.
Offering Location: Johnson Campus, Lyndon Campus
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ECO 4920 - Research in Economics
Credit(s): 3
This course offers independent research in economics under the supervision of a faculty member. A research question and design must be approved by the faculty advisor before registration.
Restrictions: Junior standing and permission.
Offering Location: Lyndon Campus
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Education |
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EDU TEW1 - Teacher Education Workshop 1: Introduction to Teacher Education
Credit(s): 0
This is a mandatory workshop for students intending to seek teaching licensure endorsement and should be attended during the first semester at Northern Vermont University-Johnson. Students learn about the requirements of the teacher-education programs, including specific courses needed for each program, the Vermont teacher-examination requirements (PRAXIS, SAT or ACT), grade requirements, practica, portfolio, etc. Students will learn how to apply for each teacher-education program. This is a 1.5 hour workshop offered in many sections each semester.
Offering Location: Johnson Campus
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EDU TEW2 - Teacher Education Workshop 2: Application for Practicum I
Credit(s): 0
This is a mandatory workshop for students intending to seek teaching licensure endorsement. Students learn about applying for a Practicum I placement for their teacher-education program. Students must have a passing score on the PRAXIS I or CORE examination or an equivalent SAT or ACT score in order to pass this course and enroll in Practicum I. They also must have a cumulative GPA of 2.75 and suitable grades in all courses as determined by their program. Students should complete the application for a teacher-education program, including an entry interview with the program director, before attending the workshop. Students must attend this workshop the semester before they wish to enroll in Practicum I, typically while enrolled in EDU 2370 .
Prerequisites: EDU TEW1
Offering Location: Johnson Campus
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EDU TEW3 - Teacher Education Workshop 3: Application for Practicum II
Credit(s): 0
This is a mandatory workshop for students intending to seek teaching licensure endorsement. Students learn about applying for a Practicum II placement for their teacher-education program. Suitable grades in all courses as determined by your program are required. Students should attend this workshop the semester before they wish to enroll in Practicum II, typically while enrolled in EDU 3440 , and should register a semester in advance of attending.
Prerequisites: EDU TEW2
Offering Location: Johnson Campus
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EDU TEW4 - Teacher Education Workshop 4: Application for student teaching
Credit(s): 0
This is a mandatory workshop for students intending to seek teaching licensure endorsement. Students learn about applying for a student-teaching placement for their teacher-education program. Students must have a passing score on PRAXIS II (by Oct. 15 for a spring placement; by March 15 for a fall placement) in order to pass this course and receive a placement. Students also must have a cumulative GPA of 3.0, a major GPA of 3.0, and suitable grades in all courses as determined by their program. Students must attend this workshop the semester before you wish to enroll in student teaching, typically while enrolled in Practicum II, and should register a semester in advance of attending. There are three mandatory meetings on campus for this course: The student teaching Application Meeting, a Midway Interview and the student teaching Orientation Meeting. Each is offered once a semester.
Prerequisites: EDU TEW3
Offering Location: Johnson Campus
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EDU TEW5 - Teacher Education Workshop 5: Application for a Verification Check
Credit(s): 0
This is a mandatory workshop for students intending to seek teaching licensure endorsement that must be attended during the student-teaching semester; register a semester in advance of attending. Students learn about applying for a verification check and a recommendation for licensure for their teacher-education program, which requires satisfying all requirements that are in place at the time they complete a program. Students will schedule an exit interview with the program director. Portfolios are due during the student teaching semester; no portfolios are accepted for review more than one year after the completion of the student teaching semester. This workshop is held once a semester on campus.
Prerequisites: EDU TEW4
Offering Location: Johnson Campus
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EDU 1015 - FYS: The Common Book for the Common Good: Enacting Change through Critical Service
Credit(s): 3
This FYS focuses on exploring and enacting social and political change through the lens of education. In conjunction with a close read of the Common Book, participants will identify a social or political issue and research its impact on the community. Students will learn about the process of developing and facilitating critical service learning projects and will apply this knowledge to create a service project that will be carried out in the spring semester.
Offering Location: Johnson Campus
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EDU 1020 - The Human Endeavor
Credit(s): 3
This is an experiential, competency-based course designed to introduce students to higher education and Johnson State College. The main objective of the course is to ensure student success and to improve skills in writing, reading, critical thinking, research and self-awareness.
Offering Location: Johnson Campus
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EDU 1025 - Introduction to the Major
Credit(s): 3
This course introduces Education majors to the intellectual and social environment of college. Through a variety of learning activities students will be challenged to reflect on their learning styles, to think critically about a variety of issues, and to develop time management and study skills requisite for success in college. Students will be oriented to the myriad of requirements they must meet as well as the supports available to assist them on their path toward graduation.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 1030 - Introduction to Early Childhood Education
Credit(s): 3
This course familiarizes the student with early childhood education, and the way early childhood can provide experiences for young children that enhance the development of the whole child. The instruction offers a study of the pedagogy, history, and philosophy of early childhood education, and an exploration of the behavioral characteristics of young children which students then observe in early childhood settings. The course stresses developmentally appropriate models of program delivery to young children and their families. It also introduces curriculum design, as an integrative process that includes structuring learning environments and experiences responsive to children’s interests and needs through play and exploration. The instruction includes strategies for adapting the learning environment and modifying instruction to make curriculum accessible to all children. There is a field work component.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 1035 - Academic Peer Coach Training
Credit(s): 1
Academic Peer Coach (APC) Training is a one-semester course designed to meet the general requirements for academic peer coach training as well as the criteria for the College Reading and Learning Association (CRLA) Tutor Certification, level 1. Academic Peer Coaching is a form of “peer-tutoring” that takes into consideration the overall needs of learners. This style of coaching addresses several areas including: consistency of contact, cognitive growth toward an open mindset, critical thinking, session possibilities and limitations, meeting students where they are at, and time management. Coaches are trained in these areas to support learners’ academic skills, habits, capabilities, and independence.
Prerequisites: Permission of instructor and completion of a peer coaching application (available through the Academic Support Services Office).
Offering Location: Johnson Campus
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EDU 1110 - FYS: Critical Thinking in an Age of Media Confusion
Credit(s): 3
Although thinking styles can be described by different people, it is ultimately a unique process which can change over time. However, by gaining an awareness of one’s own motivations, interests and aptitudes at the beginning of their college experience, students understand how they learn/think in order to assist in course choices and identify life goals. What motivates and interests you? Is it tactile? Is it conceptual? Is it visual? Is it audio? Do you make it? Do you play it? Do you share it? This seminar will help you explore and articulate several aspects of your ways of thinking and learning.
Restrictions: First-year students only
Offering Location: Johnson Campus
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EDU 1310 - Introduction to Communication Disorders for Paraeducators
Credit(s): 1
This course introduces the participant to the nature of communication disorders that affect children, from preschool through adolescence. Participants are introduced to techniques used by paraeducators to remediate and manage these disorders.
Offering Location: Johnson, Lyndon
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EDU 1710 - Special Topics in Education
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 1000-level not offered in the general Education curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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EDU 2005 - Reading, Writing, and Math for Educators
Credit(s): 1
This optional course is designed for education majors to help them prepare for the Reading, Writing, and Mathematics sections of the Praxis Core. All prospective teachers in Vermont must take and pass the Praxis Core to be recommended for licensure. This course provides an academic and structured review of the Reading, Writing, and Mathematics content knowledge on the test, and also provides guided support to prepare for the exam. Students in this course will automatically be enrolled for the Praxis Core test.The course fee includes the enrollment fee and preparation materials.
Offering Location: Johnson Campus, Lyndon Campus
Notes: There is a course fee. Taking this course does not guarantee that you will pass the Praxis Core exam. The course is designed to support you in preparing for it and also to help you access available resources.
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EDU 2010 - Foundations of Education
Credit(s): 3
This course provides a survey of the history, philosophy, and contemporary issues in education. Topics to be explored include: curriculum development, multiculturalism and diversity, educational reform, and the political and social forces that shape contemporary education in the United States. Students will have the opportunity to explore education as a career, develop an initial philosophy of education, and discuss current issues and problems related to the field. There is a field work component.
Offering Location: Lyndon Campus
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EDU 2120 - Children with Disabilities
Credit(s): 3
This course addresses the concept of disability through an investigation of children with disabilities. The etiology and cognitive, social, emotional, and physical characteristics of individuals with high incidence disabilities (e.g. intellectual disabilities, learning disabilities, speech/language impairments, and emotional disturbance), low incidence disabilities (e.g. visual/hearing impairments, and physical disabilities), and “increasing incidence” disabilities (e.g. autism spectrum disorders, traumatic brain injury, and attention deficit hyperactivity disorder) are studied from individual, family, school, community, sociological and historical perspectives. The effects of increased awareness, greater knowledge, medical advances, improved educational practices, and changes in social values are emphasized. There is a field work component.
Offering Location: Lyndon Campus
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EDU 2155 - Disability & Identity Studies in Media
Credit(s): 2
The purpose of this course is to introduce the elements of critical disability studies, as well as related identity studies such as race, gender, and sexuality, and to apply them to modern media. Students will learn the theories of disability and identity studies and to apply them with a critical eye to films, television, and literature. Students will be encouraged to think critically about their own identities and representation and to develop a vision of an inclusive society.
Offering Location: Johnson Campus
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EDU 2230 - Supporting Students with Autism Spectrum Disorders (L)
Credit(s): 2
This course introduces students to research-based strategies that enhance the communication and behavior of children with autism. Asperger’s syndrome, and related pervasive developmental disorders. Examples of such strategies are applied behavioral analysis, discrete trials, picture exchange communication, and basic sign language.
Prerequisites: The prerequisite is EDU 2120 or PSY 3070, or permission. There is a course fee.
Offering Location: Lyndon Campus
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EDU 2270 - Classroom and Behavior Management
Credit(s): 3
This course provides instruction on research-based classroom management and individual behavior management strategies. Historical aspects of modern methods and new research-based approaches to effective and positive classroom management strategies, such as Positive Behavior Interventions & Supports (PBIS), will be addressed. Throughout the course, functional behavior assessment (FBA) will be covered and comprehensive behavior management plans will be developed. Additionally, this course will explore how culture can influence student and teacher behavior and will examine culturally competent classroom management strategies. There is a field work component.
Prerequisites: EDU 2010 and EDU 2120 , each with a C+ or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 2315 - Technology in the Classroom
Credit(s): 1
This course examines the use of instructional and assistive technologies available for teachers to enhance and supplement their instruction in the classroom. Students will explore and use different tech-related products while considering the ethical and personal responsibilities of teachers in regards to technology in the classroom.
Prerequisites: EDU 2010 with a C+ of better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 2360 - Perspectives on Learning in a Diverse Society
Credit(s): 3
Students will study the processes of learning and thinking from a variety of perspectives through historical, philosophical, psychological, anthropological and sociological lenses. Activities include a study of one’s own approach to learning, inquiry into the learning processes of others and an examination of the relationship between individual learning and social context. Emphasis will be placed on how social and cultural values, beliefs and norms affect learning across a diversity of individuals in a variety of settings, for example formal institutions and informal associations. Aspects of contemporary instruction for learning will be considered, such as perception and creativity, place-based learning and inclusion.
Offering Location: Johnson Campus
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EDU 2365 - The Ecology of Human Experience: Development, Culture & Identity
Credit(s): 3
This course examines individual identity development within particular social and cultural systems from birth through young adulthood. We will examine the means by which factors such as relationships, gender, ethnicity, race, sexuality, ability, economics and value systems affect how individuals come to define themselves. Our aim is to examine the local and global forces that shape a human ecological system and how it, in turn, shapes and is shaped by individual identity development. Special attention will be placed on the implications of identity development and anti-discriminatory practice for educators working with diverse populations. Strategies for promoting healthy development across the ages are considered, such as social play activities, arts integration, physical and adventure activities, intercultural exchanges, environmental and social justice advocacy projects, etc.
Offering Location: Johnson Campus
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EDU 2370 - The Contemporary School
Credit(s): 3
This course examines the conditions and characteristics of contemporary schooling in the U.S. and other countries. Through comparative educational studies and historical, political and economic perspectives, students study the processes by which schools and societies are co-constructive. Of specific interest are how cultural norms and beliefs, social conditions and historical trends affect school climate, curriculum, instructional practices, assessment and inclusion. In particular, using educational tools of inquiry, students will learn to systemically analyze a learning environment using frameworks of equity and excellence. Students conduct a collaborative fieldwork project in a local school. 20 hrs. of fieldwork required.
Prerequisites: EDU 2360 ; EDU 2365 ; EDU TEW1 ; ENG 1071 or equivalent
Offering Location: Johnson Campus
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EDU 2710 - Special Topics in Education
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 2000-level not offered in the general Education curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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EDU 2855 - Practicum for Paraeducators
Credit(s): 1-3
Participants work as a member of a collaborative team to assist and teach students. An emphasis is placed on implementing teacher-planned instruction and behavior management strategies, sensitivity to individual, family and cultural differences and inclusive education. Working in conjunction with a college supervisor and a cooperating teacher, participants also develop and implement a special project designed to enhance skills specific to their work and interests.
Restrictions: Permission.
Offering Location: Lyndon Campus
Repeatable for Credit: Yes, but no more than 3 credits can be used toward degree requirements.
Notes: There is a course fee.
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EDU 2910 - Independent Study in Education
Credit(s): 1-12
Students plan and complete an approved independent study in consultation with their faculty supervisor.
Offering Location: Johnson Campus
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EDU 3020 - Educational Psychology
Credit(s): 3
This course examines how psychological principles apply to teaching and learning. The course covers learning theories, motivation, effective teaching, evaluation, and instructional planning from a developmental perspective. There is a field work component.
Offering Location: Lyndon Campus
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EDU 3025 - Evaluating Characteristics of Diverse Learners
Credit(s): 3
The purpose of this course is to examine theoretical and practical applications of diagnosing and assessing education disabilities and academic strengths and limitations. Students will learn to use assessment procedures to identify students’ strengths and limitations to assist in developing appropriate accommodations and interventions. Students will develop effective goals for individualized education plans. Experience in selecting, administering, scoring and interpreting formal standardized tests will be provided.
Offering Location: Johnson Campus
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EDU 3032 - Language, Culture, Literature, & Education
Credit(s): 3
This course addresses language in the context of the family, community and schools. How does language affect who we are, how we see ourselves and who we become? What is the relation between language, culture, literature and human development? Information is integrated in the context of teacher awareness and the mandate of public education to provide culturally sensitive instructional choices for all learners. Providing for the needs of English Language Learners (ELL) birth through 6th grade is emphasized.
Restrictions: Permission of instructor
Offering Location: Johnson Campus
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EDU 3070 - Secondary School Observation
Credit(s): 1
This course requires students to complete 30 hours of observations in secondary school classrooms. Students will observe, record, and analyze student and teacher behavior.
Offering Location: Lyndon Campus
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EDU 3100 - Literacy Intervention, Assessment & Strategies
Credit(s): 3
This course will examine theories on the development of literacy and the factors that contribute to reading difficulties. Students will learn to implement effective assessment monitoring and instructional techniques for working with students with literacy needs.
Offering Location: Johnson Campus
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EDU 3110 - Literature for Children
Credit(s): 3
Students in this course examine literature for children of different age groups and reading levels. Critical selection and evaluation, as well as the creative use of literature, are an integral part of the course.
Offering Location: Johnson Campus
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EDU 3112 - Instructional Dynamics for the Elementary Educator: Curriculum, Instruction & Assessment for Integrated, Engaging & Creative Learners; Part III: Unified Arts for Diverse Learners
Credit(s): 3
This course examines the process and principles of instruction with specific attention to the aims of an integrated unified arts environment. Along with instructional theory and strategies, topics include aesthetics, movement, play, critique and other creative aims as they enhance engagement and support development. The course also addresses literacy strategies for technical subjects. Using lesson study and professional learning communities, students will work together to develop, teach, and assess integrated and standards-based lessons. This is achieved through two supervised school practicums, one at grades K-6 and one at grades 7-12, for a total of 30 hours over the course of the semester.
Prerequisites: EDU 2370 ; EDU TEW2 ; overall 2.75 or higher GPA; pass PRAXIS I; permission of program director
Offering Location: Johnson Campus
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EDU 3125 - Technology for Integrating Instruction
Credit(s): 3
This course guides the integration of technology into student teaching experiences. Discussions revolve around implications and the impact of technology on the learning process. Technology will be studied on the visible, hands-on level, as well as how it can be employed to support teacher productivity and scaffold student learning.
Corequisites: EDU 4630 or permission of instructor
Offering Location: Johnson Campus
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EDU 3140 - Partnering with the Adolescent Learner to Promote Student Engagement
Credit(s): 4
Without engagement, classrooms become passive places of instruction as opposed to rich learning environments. This course introduces students to multiple frameworks developed to engage and motivate the adolescent learner and asks students to apply these frameworks through weekly practicum work at an area secondary school. Specific topics of study include: Cambourne’s Framework of Engagement, Partnering Pedagogy, Assessment, Classroom Management and Lesson Study.
Prerequisites: EDU 2370 ; EDU TEW2 ; overall 2.75 or higher GPA; pass PRAXIS I; permission of program director
Offering Location: Johnson Campus
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EDU 3150 - Secondary Teaching Process
Credit(s): 3
This course requires students to apply educational and psychological principles to the teaching and learning process at the secondary level. Instruction will cover a variety of topics important to secondary education, including but not limited to, classroom management, teacher evaluation, and reflective practice. Students will identify, use and evaluate a variety of instructional strategies. Portfolio development is an integral part of this class. There is a field work component.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3185 - Differentiated Instruction & Assessment
Credit(s): 3
This course provides instruction in the methods and materials appropriate for teaching students with diverse needs in an inclusive classroom. Models of designing an inclusive classroom, including universal design for learning and differentiated instruction, are examined with an emphasis on using assessment data to inform instruction. This course will also help to develop the understanding and skills needed to validly, reliably, and accurately use classroom assessments for learning. There is a field work component.
Prerequisites: EDU 2010 and EDU 2120 , each with a C+ or better, or permission.
Offering Location: Lyndon Campus
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EDU 3240 - Literacy Development in the Content Area
Credit(s): 3
This course concentrates on the principles, techniques, and materials for developing literacy in the middle and secondary schools. It focuses on specific reading, writing, and study skills needed within the various content areas taught in the middle and secondary schools.
Offering Location: Lyndon Campus
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EDU 3265 - Instructional Dynamics for the Elementary Educator - Curriculum, Instruction & Assessment for Integrated, Engaging & Creative Lessons; Part I: Language, Literacy, & Literature for Diverse Learners
Credit(s): 3
Language, literacy and literature for diverse learners are explored in the context of an elementary school classroom. The course requires the development, teaching and assessment of integrated, engaging and creative lesson plans for fully inclusive classrooms. Topics addressed at an introductory level include: language development (oral and written) as it relates to reading and writing, phonemic awareness, phonics, vocabulary, morphology, reading comprehension and fluency. Assessment, identification and intervention for reading and writing skills are introduced. Students will observe and participate in an assigned elementary school classroom under the supervision of a licensed teacher during a 60-hour practicum shared with EDU 3266 Instructional Dynamics for the Elementary Educator - Curriculum, Instruction & Assessment for Integrated, Engaging & Creative Lessons; Part II: Numeracy & Quantitative Reasoning for Diverse Learners. (Spring semesters)
Prerequisites: EDU 2370 ; EDU 3032 ; EDU TEW2 ; overall 2.75 or higher GPA; pass PRAXIS I; permission of program director
Offering Location: Johnson Campus
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EDU 3266 - Instructional Dynamics for the Elementary Educator - Curriculum, Instruction & Assessment for Integrated, Engaging & Creative Lessons; Part II: Numeracy & Quantitative Reasoning for Diverse Learners
Credit(s): 3
This course provides students with the opportunities to explore mathematical thinking and examine ways in which teachers support this thinking. The focus will be on how mathematical understanding develops as children learn mathematics in inclusive classrooms. This course will involve observation of math lessons, lesson planning, practice teaching and lesson study as well as reading and informal and formal papers. Students will observe and participate in an assigned elementary school classroom under the supervision of a licensed teacher during a 60-hour practicum shared with EDU 3265 Instructional Dynamics for the Elementary Educator - Curriculum, Instruction & Assessment for Integrated, Engaging & Creative Lessons; Part I: Language, Literacy, & Literature for Diverse Learners.
Prerequisites: EDU 2370 ; MAT 2021 ; EDU TEW2 ; overall 2.75 or higher GPA; pass PRAXIS I; permission of program director
Offering Location: Johnson Campus
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EDU 3300 - Introduction to Classroom Management
Credit(s): 1
Advanced research, theories and practices of classroom management at elementary, middle and high school levels are studied in this course.
Restrictions: Permission of department chair
Offering Location: Johnson Campus
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EDU 3311 - Foundations of Inclusive Practices
Credit(s): 3
This course examines the social construction of disability in society, the characteristics of diverse learners and the strategies to address these characteristics. The course will focus on methods of universal instruction to promote an inclusive education. Students will gain knowledge of the contemporary models of special education, the related laws and regulations guiding these models and the policies governing these practices.
Prerequisites: EDU 3265 or EDU 3266 or EDU 3112 or EDU 3140
Offering Location: Johnson Campus
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EDU 3350 - Foundations of Language and Literacy Instruction
Credit(s): 3
This course focuses on the content knowledge requisite for teaching students, including English Language Learners, to effectively receive and express thoughts and ideas through oral and written language. Teacher candidates will learn about the structure of English language, and understand the processes by which students learn to read and write.
Prerequisites: EDU 3020 and ENG 2540 , each with a C+ or better, or permission.
Offering Location: Lyndon Campus
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EDU 3360 - Promoting Inventive Thinking: Integrating Multimodal Literacy Across the Curriculum
Credit(s): 3
This course examines modern definitions of literacy through an exploration of the following literacies: information literacy, multicultural literacy, media literacy and critical literacy. Students will learn how these literacies relate to their content area instruction and discover ways to use them to promote high level thinking skills and creativity in their students. Digital reading comprehension, interactive pedagogy, multiliteracies, new literacies and the use and creation of multimodal texts are examples of some of the specific topics that will be examined in detail.
Prerequisites: EDU 3140
Offering Location: Johnson Campus
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EDU 3425 - GeoCultural Studies
Credit(s): 3
This course explores the intersection of history, culture, geography and economics as students engage in individual and group inquiry projects related to national and international peoples and places. The course will place equal emphasis on learning and engaging in the inquiry process and exploring geocultural themes.
Offering Location: Johnson Campus
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EDU 3440 - Teaching Toward Democracy
Credit(s): 3
This course studies the practice of teaching throughout history, across cultures and among diverse settings. Teaching is examined as a sociopolitical endeavor with specific consideration of its professional, ethical and legal context. Students learn to analyze the means by which social values shape the work of teaching, with particular attention to the role of assessment. Attention is drawn to educational agents, educational policies and educational practices that have moved schooling toward more equitable and inclusive practice. Students conduct a collaborative fieldwork project with the goal of teaching toward democracy. 20 hours of fieldwork required.
Prerequisites: EDU 3265 or EDU 3266 or EDU 3112 or EDU 3140
Offering Location: Johnson Campus
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EDU 3445 - Applied Mechanics I
Credit(s): 3
Beginning with a review of the basic principles of physical processes, this course introduces students to the design procedures for mechanical operations and problem solving. With consideration of social context, scientific methods, and principles of engineering, students learn when and how mechanics are useful for addressing real-world problems. The social and ethical effects of science and engineering are considered.
Prerequisites: PHY 2031
Offering Location: Johnson Campus
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EDU 3460 - Literature & Media for Children & Youth
Credit(s): 3
This course examines a wide range of literature and media for children and young adults. Participants study literature selections for different reading levels across age groups and learn to conduct text analysis while building an understanding of literature as an intersection of aesthetics, semiotics, culture, literacy, and learning.
Offering Location: Johnson Campus
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EDU 3510 - Differentiating Instruction, Assessment & Spec Ed Law
Credit(s): 3
This course provides instruction in the methods and materials appropriate for teaching students with special learning needs in the inclusive classroom. Models of designing an inclusive classroom, including universal design and differentiated instruction, are studied with an emphasis on using assessment data to inform instruction. The course provides an introduction to special education law and the special education process. This offers students an opportunity to participate in the development of the Individualized Education Program and to work collaboratively as a member of the Evaluation and Planning team.
Prerequisites: EDU 2010 , EDU 2120 , and sophomore standing.
Offering Location: Lyndon Campus
Notes: There is a course fee. Licensure students take the Praxis II test as a program requirement.
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EDU 3525 - Teaching Math and Science
Credit(s): 3
This course explores the best practices for teaching math and science. Topics examined include effective methods and approaches for teaching math and science, content specific and cross curricular lesson planning, and using standards and assessments to inform teaching pedagogy in the classroom. There is a field work component for this course.
Prerequisites: EDU 3185 and MAT 2010 , each with a C+ or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3530 - Social Science Methods
Credit(s): 2
This course, using elementary social studies as a basis, provides instruction in developing learning opportunities and multiple assessments that support children in attaining educational standards. “Best practice” instruction is modeled and practiced by the students. A balanced variety of assessment strategies are examined.
Prerequisites: EDU 3020 and EDU 3185 , each with a C+ or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3540 - Teaching Literacy in the Elementary Classroom
Credit(s): 3
This course examines the instructional strategies, curriculum methods, and resources used in teaching literacy in elementary classrooms. There will be an in-depth examination of the components of effective reading and writing instruction as identified by research. Course content will include effective instructional practices for differentiating instruction for students with differing learning abilities including English Language Learners. Use of formative assessment to inform instruction will be emphasized, and links to national and state standards for student learning will be made throughout the course. There is a field work component.
Prerequisites: EDU 3350 with a C+ or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3570 - Dynamic Symmetry
Credit(s): 3
This course examines the principles and applications of design for engineering. Through a study of the principles of design in nature, art, architecture, engineering, social interactions, education, communication, and organizational systems, students learn to see their world geometrically, dynamically, and aesthetically. Students will be able to use this understanding to design more interesting, inspiring, and effective projects across disciplines. Students will learn strategies for introducing the principles of engineering design to new settings, including youth venues emphasizing STE/AM education. This interdisciplinary course examines cross-cutting concepts from design, engineering, art, science, social systems, education, and organizational studies. This course is included in the Aesthetic Perspective of JSC’s General Education Program: A Program of Integrative Understanding. It explores the human experience of artistic and natural forms.
Offering Location: Johnson Campus
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EDU 3710 - Special Topics in Education
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 3000-level not offered in the general Education curriculum.
Offering Location: Johnson Campus, Lyndon Campus
Repeatable for Credit: With a change of topic.
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EDU 3730 - Educational Laws & Regulations
Credit(s): 1
This course provides students with an overview of educational laws and regulations for educators. Through this course students will examine the historical events such as key case laws, civil rights acts, and federal regulations that shaped current educational laws and regulations. Students will learn about key laws and regulations pertaining to educational records, mandated reporting, educational interventions and plans, regulations for the evaluation and identification of students suspected of having a disability, accommodation plans for students who have special needs, and the provision of special education services to students found eligible for special education services.
Prerequisites: EDU 2010 and EDU 2120 , each with a C+ or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3750 - Literature for Children
Credit(s): 3
This course examines the use of children’s literature, including informational texts, as an instructional tool in the elementary classroom. Key concepts will include assessing text complexity, using literature to explore cultural diversity, and effective strategies for sharing texts with children of different age groups and reading levels.
Prerequisites: EDU 3540 with a B- or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3810 - Apprenticeship Fieldwork
Credit(s): 4
This course emphasizes working collaboratively with one’s colleagues, developing teaching skills that address the needs of all children, and developing teaching an effective teaching style. Each student is assigned two mentors - a professor and a teacher in the field - to introduce her or him to all aspects of teaching. The mentors work closely with the student in the field demonstrating techniques and observing and evaluating the student’s performance.
Prerequisites: EDU 2120 , EDU 2010 , EDU 3020 , EDU 3350 , EDU 3525 , EDU 3530 , EDU 3540 , acceptance to the Elementary Education major, a passing score on Praxis Core, and a GPA of 2.70.
Corequisites: EDU 3510 or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 3811 - Instructional Practicum
Credit(s): 3-6
Students are assigned to work with a cooperating teacher in a school under the guidance of a college supervisor. Students provide individual, small group and whole class instruction. Using educational literature and best practices, they design, instruct and assess formal, standards-based lessons in their content area. As well, they participate in and contribute to the general operation of the classroom and school. Students receive critique and feedback from the classroom teacher and the supervisor, and construct a professional self-assessment. The course involves regular meetings with the supervisor. Practicum hours vary by program.
Restrictions: Permission of instructor
Offering Location: Johnson Campus
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EDU 3820 - Special Education Practicum
Credit(s): 3
The purpose of this course is to expand one’s understanding of what constitutes an appropriate special education. In keeping with the model of family centered care, the student works closely with the family of an exceptional child. The student and family members then create learning opportunities based not on predetermined school standards, but on the child’s and family’s interests and strengths. On campus meetings provide an opportunity to reflect upon the experience.
Offering Location: Lyndon Campus
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EDU 3825 - Teaching Over Time: Curriculum Development
Credit(s): 3
This course assists students in developing, planning, implementing, and evaluating lessons and units of instruction that are aligned with the Common Core State Standards (CCSS) and other applicable standards (e.g. NET-S, ASCA, NGSS). Coursework becomes the basis for, or is similar to, lessons and units that students will utilize in their Teaching Apprenticeship (EDU 4475 ) and include in their licensure portfolio for Vermont Educators. Managing time efficiently and utilizing formative assessment strategies and appropriate instructional materials/resources are emphasized. There is a field work component.
Prerequisites: EDU 3525 , EDU 3530 , and EDU 3540 each with a B- or better, or permission.
Offering Location: Lyndon Campus
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EDU 3830 - Early Childhood Techniques
Credit(s): 3
This course promotes the development of teaching skills for working with young children. Students will integrate theories of child development and pedagogical strategies into teaching practice. Students assume increasing responsibility for curriculum development, classroom management, and instruction in a single setting. There is a field work component.
Prerequisites: EDU 1030 with a C+ or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 4015 - Educational Travel
Credit(s): 1-3
This course provides students the opportunity to enhance their education through travel. Relevant cultural, historical, and natural sites will be explored. Students will be required to attend meetings before and after the trip, research sites to be visited, record observations, and write a final paper.
Restrictions: Permission.
Offering Location: Lyndon Campus
Repeatable for Credit: With a change of location.
Notes: There is a course fee.
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EDU 4020 - Methods of Teaching Secondary English
Credit(s): 3
This course explores teaching methods and techniques in the classroom for students preparing to teach English in grades 7-12, as well as preparation, implementation, and assessment of curriculum in secondary English. It also covers the teacher’s relationship with the school and the community. There is a field work component.
Prerequisites: EDU 3150
Offering Location: Lyndon Campus
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EDU 4025 - Methods of Teaching Secondary Mathematics
Credit(s): 3
This course explores teaching methods and techniques in the classroom for students preparing to teach mathematics in grades 7-12, as well as preparation, implementation, and assessment of curriculum in secondary mathematics. It also covers the teacher’s relationship with the school and the community. There is a field work component.
Prerequisites: EDU 3150
Offering Location: Lyndon Campus
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EDU 4030 - Methods of Teaching Secondary Social Studies
Credit(s): 3
This course explores teaching methods and techniques in the classroom for students preparing to teach social studies in grades 7-12, as well as preparation, implementation, and assessment of curriculum in secondary social studies. It also covers the teacher’s relationship with the school and the community. There is a field work component.
Prerequisites: EDU 3150
Offering Location: Lyndon Campus
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EDU 4040 - Methods in Teaching Secondary Science
Credit(s): 3
This course explores teaching methods and techniques in the classroomm for students preparing to teach science in grades 7-12, as well as preparation, implementation, and assessment of curriculum in secondary science. It also covers the teacher’s relationship with the school and the community. There is a field work component.
Prerequisites: EDU 3150
Offering Location: Lyndon Campus
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EDU 4050 - Teaching Diverse Learners: Strategies, Assessment, Law
Credit(s): 3
This course introduces students to the special education process including the development of the Individualized Education Program. The course explores effective methods for individualizing instruction and modifying curriculum to meet the needs of students with special needs. Students are taught to use assessment data to guide recommendations in the classroom setting.
Offering Location: Lyndon Campus
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EDU 4051 - Strategies to Promote Inclusive Practices
Credit(s): 3
This course addresses the strategies to promote inclusive practices in the classroom. The course will review basic remedial principles, specific teaching methods, principles of universal instruction, lesson planning, and IEP development for students with unique learning characteristics. The course will also address the causes of emotional problems in school-aged children. Students will review specific behavior and adjustment problems and study appropriate classroom management and educational procedures. Emphasis will be placed on functional behavior assessment, positive behavior intervention plans and positive behavior instructional supports.
Offering Location: Johnson Campus
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EDU 4070 - Teaching Students with Special Needs: Elementary Emphasis
Credit(s): 3
This course reviews the etiology, characteristics, and evaluation of individuals diagnosed as learning impaired or learning disabled. The course studies current research and practice regarding teaching strategies, instructional modifications, curriculum, and transitional planning, supervising paraprofessionals, and collaboration with other professionals.
Prerequisites: EDU 3185 and EDU 3730 , each with a B- or better, or permission.
Offering Location: Lyndon Campus
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EDU 4080 - Language & Literacy in Early Childhood Classrooms
Credit(s): 3
This course examines emergent literacy development through the lens of the young child’s developmental domains. Instruction will focus on research-based developmentally appropriate strategies for promoting early language and literacy skills. There is a field work component for this course.
Prerequisites: EDU 3525 with a B- or better, or permission.
Offering Location: Lyndon Campus
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EDU 4130 - Implementing Content Specific Methods in a Secondary Classroom
Credit(s): 4
This course serves as a pre-practicum experience for secondary education students. As such, students will spend the majority of time working side-by-side with a licensed educator at a local secondary school. Academic study accompanying this pre-practicum experience will focus on instructional and assessment methods specific to a student’s content area major.
Prerequisites: EDU 3360 ; EDU 3311 ; EDU TEW3
Offering Location: Johnson Campus
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EDU 4250 - e-Portfolio Development
Credit(s): 1
This course will assist students in developing the e-Portfolio required for licensure. Students will demonstrate reflective practice through the artifacts that are included in the portfolio.
Corequisites: ECE 4811 , EDU 4811 , or EDU 4880 .
Offering Location: Lyndon Campus
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EDU 4310 - The Art of Experience in Education: Designing for Engagement & Accomplishment through the Unified Arts
Credit(s): 3
This course examines curriculum theory and practice across time and through a variety of frameworks with specific attention to the role of experience and the unified arts. Topics include knowledge and understanding, processual and experiential learning, and engagement and motivation. A variety of designs are introduced and analyzed, such as theme-based, learner-centered, problem-oriented and critical approaches, as well as inclusion, differentiation, multiculturalism, cooperative learning, backward design and integration. Students will study the process of constructing content units employing Universal Design for Learning, with attention to technical literacy, diversity and adaptation. This course provides a 40-60 hour supervised practicum in a local school accompanied by a regular seminar. An application for the practicum should be submitted during the prior semester.
Prerequisites: EDU 3112 ; EDU 3311 ; EDU TEW3
Offering Location: Johnson Campus
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EDU 4368 - Classroom Strategies Practicum
Credit(s): 3
This is a field-based course. Under the guidance of a college supervisor, students work with a classroom teacher to study and practice classroom strategies. The course covers best practices for creating a professional classroom environment, instructional efficiency, activity transition, discipline and management, work routines for teachers and problem solving. Students seeking Initial Elementary Teacher licensure must enroll for 3 credits; students will be placed in an elementary classroom for an entire semester and attend according to the school’s calendar. Students may repeat the course for fewer credits. Students seeking a classroom practicum may enroll for fewer credits. Students in other endorsement areas will make arrangements with an NVU-Johnson Education Department Chair.
Prerequisites: EDU TEW3
Corequisites: EDU 4630 or permission of department chair
Offering Location: Johnson Campus
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EDU 4450 - Assessment of Exceptional Students
Credit(s): 3
This course provides instruction in the ethical administration, scoring and interpretation of tests commonly used in the assessment of students with differing abilities. Although a variety of assessment types will be explored including cognitive, language, achievement, behavior, and emotional, the focus of the course will be on tests commonly used by special education teachers in schools. Preference for assessments will be based on their psychometric properties, theoretical basis, appeal to evaluators and students, and their age. The course examines federal regulations as well as Vermont guidelines and procedures for identifying students with special needs.
Prerequisites: EDU 4070 , PSY 4020 , or permission.
Offering Location: Lyndon Campus
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EDU 4460 - Emotional and Behavioral Disabilities
Credit(s): 3
This course presents the study of methods of assessment, evaluation, and programming for children with behavioral and/or emotional disabilities that interfere with normal learning and social development. Students investigate behavior modification, biophysical, ecological, developmental, psychodynamic, and countertheoretical approaches. There is a field work component.
Prerequisites: EDU 4450 with a B- or better, or permission.
Offering Location: Lyndon Campus
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EDU 4475 - Teaching Apprenticeship
Credit(s): 6
This course emphasizes working collaboratively with ones colleagues, developing teaching skills that address the needs of all children, and developing an effective teaching style. Each student is assigned two mentors - a professor and a teacher in the field - to introduce her or him to all aspects of teaching. The mentors work closely with the student in the field demonstrating techniques and observing and evaluating the student’s performance.
Prerequisites: EDU 3750 and EDU 3825 each with a B- or better, acceptance to the Elementary Education major, and permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 4580 - Reading Disabilities I
Credit(s): 3
This course is essential for prospective Tier II and Tier III providers. This course covers the identification of reading disabilities, the classification of reading problems, and an introduction to research-based strategies for Tier II and Tier III interventions. Students will learn about formative assessments as well as norm-referenced diagnostic assessments specific to this course. There is a field work component.
Prerequisites: EDU 3540 and EDU 4450 each with a B- or better, or permission.
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 4630 - Integrated Elementary Methods Practicum: Intention, Knowledge & Presence
Credit(s): 6
This course provides elementary classroom teacher candidates with an integrated experience of teaching and study resulting in working knowledge of elementary school curriculum, pedagogy and policies. Work done for seminar-style class sessions is integrated with candidates’ student teaching experience and builds on daily observations and direct work with teachers and children at the elementary level. Readings and activities cover overarching ideas about learning and learners, lesson planning, classroom management, assessment and current research, initiative and policy. Seminars focus on methods and materials needed to teach literacy, mathematics, social studies and science, but emphasis is also placed on integrating academic disciplines with the arts, physical education, technology, experiential learning and thematic units. Instruction occurs in once-a-week seminars that are held in NVU-Johnson’s “partner schools.”
Prerequisites: EDU 3265 , EDU 3266 , EDU 3311 and EDU TEW3
Corequisites: EDU 3125 , EDU 4368 and EDU TEW4 .
Offering Location: Johnson Campus
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EDU 4640 - Special Education Practices & Procedures
Credit(s): 6
The purpose of this course is to examine theoretical and practical methods for effective collaboration and consultation to assist in developing inclusive programming for students with diverse learning needs in schools. Students will learn various models of consultation and collaboration for working with colleagues, families and community agencies. Students will explore the referral process, IEP procedures and other special education responsibilities, including the development of an individualized education plan.
Prerequisites: EDU 3025 and EDU 3266
Offering Location: Johnson Campus
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EDU 4650 - Capstone & Thesis Seminar
Credit(s): 3
This course serves two purposes. The first is to provide a forum for reflective practice regarding the student teaching experience. Employing an action research approach, students will assess their student teaching experience with an aim of establishing a unique guiding theme for their identity as a novice teacher. Additionally, the course provides guidance for students through the final stage of submitting their capstone portfolio, which includes materials constructed over the span of their coursework as well as their thesis unit as implemented during student teaching. Students must make a public presentation of their thesis unit and their learning. Students seeking Initial educator licensure must enroll for 3 credits; students will be placed in a seminar by location.
Corequisites: EDU 4812 or EDU 4820 or EDU 4812 or EDU 4850 , and EDU TEW5 .
Offering Location: Johnson Campus
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EDU 4680 - Reading Disabilities II
Credit(s): 3
This course offers opportunities to consider actual reading problems in relation to a wide variety of diagnostic and remedial activities. The field work activities focus on using and evaluating evidence-based strategies while working with students.
Prerequisites: EDU 4580 with a B- or better, or permission.
Offering Location: Lyndon Campus
Repeatable for Credit: Once.
Notes: There is a course fee.
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EDU 4710 - Special Topics in Education
Credit(s): Variable
This course provides students the opportunity to pursue topics appropriate to the 4000-level not offered in the general Education curriculum.
Offering Location: Lyndon Campus
Repeatable for Credit: With a change of topic.
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EDU 4730 - Student Teaching Seminar
Credit(s): 2
This course is taken concurrently with student teaching and students work on the requirements of professional competencies. Students research and present issues in education as they relate to the student teaching experience.
Corequisites: ECE 4811 , EDU 4811 , or EDU 4880 .
Offering Location: Lyndon Campus
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EDU 4811 - Teaching Elementary Education
Credit(s): 7-12
This course places students in a public school classroom. Students gradually increase their involvement, culminating in a period of full-time teaching under the direction of a qualified supervising teacher. The course involves practical application of teaching principles, knowledge, and understanding of youth and their development. Please note that 15 weeks of student teaching equals 12 credits and ten weeks of student teaching equals 7 credits.
Prerequisites: EDU 4475 with a B- or better, a passing score on at least two of the four sections of the Praxis II tests, a minimum of 3.00 GPA in courses for the major, a minimum cumulative GPA of 3.00, and permission.
Corequisites: EDU 4730
Offering Location: Lyndon Campus
Notes: There is a course fee.
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EDU 4812 - Unified Arts Student Teaching
Credit(s): 12
This full-semester course involves full-time student teaching in art and participation in frequent seminars which focus on techniques, materials and technology pertinent to teaching art in an elementary school.
Prerequisites: EDU 4310 ; EDU TEW4 ; overall 3.0 or higher GPA; pass PRAXIS II; permission of placement coordinator
Offering Location: Johnson Campus
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