The Senior Capstone Experience for HumanDevelopment majors seeking teacher certificationincludes the preparation and public presentationof a professional teaching portfolio, including anindependent action research project. HumanDevelopment majors selecting the non-certificationroute complete and present an interdisciplinary,independent research study based on field work,which is generally in the form of a thesis.

This one-credit fieldwork course consists of aminimum of 20 hours of off-campus supervisedexperiences with organizations that emphasize theoverlap between the environment and education.Students observe, reflect upon, and participate inoutreach and education duties at a local park,nature center, outdoor school, or otherenvironmental agency.

This course is designed to introduce the tenets ofmuseum education, to expose students to careersand experiences in museum education, to highlightthe importance of outreach, engagement, andequity, and to encourage students to actively andmeaningfully reflect on their experiences.Students connect with professionals in the fieldand learn what it means to be an informaleducator, focusing on the four common elements ofeducating: the educator, the audience, thecontent, and the context.

This one-credit fieldwork course consists of aminimum of 20 hours of off-campus supervised experiences in a school or educational facilitywith a professional in the field of coaching orphysical education. Students will observe, reflectupon, and participate in activities within aphysical education classroom or coaching space.

A two or three credit experience with areaeducational partners to develop skills related tofuture professional work in education. 45 hoursrequired per credit.

Topics not regularly offered in a department'snormal course offerings, chosen based on currentstudent interest and faculty expertise. Specialtopic courses can only be offered 3 times; afterthis, the course must be approved as a regularcourse. Graded A-F or Pass/Fail.

This 1-credit course consists of off-campussupervised field experiences in a placement related to student personal andprofessional goals for careers in education. For teacher candidates, these take place in a partnerschool classroom. Associated coursework focuses on understanding the learning environmentand includes observations of teachers, students, subject matter, and context.

This 1-credit course consists of off-campussupervised field experiences in a placement related to student personal andprofessional goals for careers in education. For teacher candidates, these take place in a partnerschool classroom. Associated coursework focuses on observing and reflecting on individuallearners, learner development, and learning differences.

This four-part course consists of off-campussupervised field experiences, includingexperience with special education students. Forteacher candidates, these take place in apartner school classroom. (1 credit each)

This four-part course consists of off-campussupervised field experiences, includingexperience with special education students. Forteacher candidates, these take place in apartner school classroom. (1 credit each)

This course is designed for Human Developmentmajors and students in Education Certificationprograms who participate in the internationalteaching experience. Students are responsiblefor planning, implementing, and assessing lessonsas well as participating in the school community.

This two-part course consists of off-campussupervised field experiences, includingexperiences with special needs students. Forteacher candidates, these take place in apartner school classroom. (1 credit each)

This two-part course consists of off-campussupervised field experiences, includingexperiences with special needs students. Forteacher candidates, these take place in apartner school classroom. (1 credit each)

This two-part course consists of off-campussupervised field experiences. Field workopportunities may also include alternativeexperiences studying related educationalpersonnel. (1 credit each)

This two-part course consists of off-campussupervised field experiences. Field workopportunities may also include alternativeexperiences studying related educationalpersonnel. (1 credit each)

A general summary of the field of education. Thehistorical, philosophical, and sociologicalfoundations of education will be surveyed;contemporary education in the United States willbe examined.

A general summary of theories of educationpsychology. Aspects of evaluation, individualdifferences, and psychological adjustments thatare relevant to education and applicable toclassroom practices will be examined.

A two or three credit experience with areaeducational partners to develop skills related tofuture professional work in education. 45 hoursrequired per credit.

Topics not regularly offered in a department'snormal course offerings, chosen based on currentstudent interest and faculty expertise. Specialtopic courses can only be offered 3 times; afterthis, the course must be approved as a regularcourse. Graded A-F or Pass/Fail.

An Agreement between a sponsoring faculty and astudent letting the student study a topic ofinterest not offered at WC. 45 hours are requiredper credit.

A study of the educational systems of variousnations. Social, political, and economicinfluences upon educational practice and theoryare considered. Students are introduced to theorigins and development of the field ofcomparative and international education andexplore how both scholars and educationalpolicymakers have engaged some of the debates thatcharacterize research in education around theworld.

This course offers an overview of qualitativeresearch methods and an introduction to actionresearch within the field of education. Courseparticipants are asked to develop theirepistemological framing of a research project,cultivate an understanding of researcherpositionality and ethics, and further theirengagement in critical inquiry through aqualitative lens. The class developesstudents' abilities to conduct participantobservations and interviews; write a literaturereview; carry out qualitative data analyses; andwrite and present from a research study.

Literacy in the Content Area is designed toprepare pre-service educators to develop indiverse students the literacy skills and conceptsnecessary for learning across content areas.Discussions of best-practice research and theoryare intended to provide future educators with theknowledge, skills, and dispositions to identifylearners' literacy needs and teach to a variety ofneeds. This is an MSDE-approved literacy courseand meets Maryland Literacy I and II SecondaryRequirements (together with EDU 401 & EDU 404).

The course examines the relationships between thephysical environment, population, and culture inthe evolution of global regions.

This course examines the traditional grammarstructures (including words and the elements ofsentences) that have been the foundation of clearcommunication in English, giving students a commonlanguage to discuss the ethics of the idea ofStandard English. Students explore theever-changing language of English, what it takesto change accepted usage, and the linguisticcontroversies of today's America. This coursefulfills the MSDE Grammar requirement forsecondary English interns.

This course is an examination of contemporarycultural and linguistic diversity within theUnited States educational environments. Specialattention is given to cultural problems and issuesthat influence opportunities and performance ineducational institutions. The basic premise of thecourse is that teachers play an important role increating a positive classroom learning environmentand bringing school success, especially forEnglish language learners. Students developunderstandings of the impact of culture, culturaldiversity, immigration, migration, colonialism,and power on language policy and on studentscurrently learning English as a second language.

Students learn : a) to understand the natureand range of special needs among pupils intoday's public schools; b) to differentiateinstruction to meet the special needs of studentsin our multicultural society; c) to interpret andimplement an Individualized Educational Program;and d) to use a range of support servicesavailable to students and teachers.

This course prepares educators in schools,museums, and other learning contexts to makedecisions about how to best design learningexperiences for different student audiences andhow to evaluate the success of those designs. Wewill discuss learningpriorities, teaching objectives, curriculum scopeand sequence, and planning and organization. Asindividuals, small groups, and in collaborationwith the community, we will design and implementa diverse array of learning experiences includingindividual classroom lessons, semester-long units,one-day special events and field tripopportunities, and museum exhibits and otherpublic teaching displays. We will also figure outthe how tounderstand whether all that planning has worked toachieve learning goals by exploring best practicesin assessment and evaluation. Emphasis will beplaced on the process of curriculum and programdevelopment and assessment, rather than on theimplementation and measurement of givencurriculum.

An investigation of research explaining therelationship between language acquisition andreading development, the interactive nature of thereading process, and the interrelationship ofreading and writing. Topics include assessing thestages of literacy development from emergentliteracy through fluency in the language artsprocesses of speaking, listening, reading, andwriting and applying corresponding instructionalstrategies. This is a Maryland-approved readingcourse.

Students demonstrate mastery ofinstructional strategies used to make educationaldecisions in a balanced literacy program includingdevelopmentally appropriate word recognition andcomprehension strategies. Students evaluate, use,and interpret a variety of assessment techniquesand processes, local, state, and nationalinstruments. The co-requisite clinical fieldexperience requires the student to plan,implement, and evaluate developmentallyappropriate reading and language arts instructionand evaluation in a partner school classroom. Thisis a MSDE-approved reading course. Prerequisites:EDU 351 and passing score of Praxis Core.

This course involves the reading and study ofliterary texts by notable authors, with childrenand young adults as the major audience. Studentsexplore literary elements, evaluation criteria,fiction, non-fiction, poetry, literature responsein print media and the arts, classics, andcontemporary works. This course providesopportunities to examine various forms ofcommunication and interpretation, implementationof technology, and divergent thinking in order toassist those interested in children's and youngadult literature to become more reflective andeffective communicators. This is an MSDE-approvedreading course.

This course is designed as a culminatingexperience for the Museum, Field, and CommunityEducation Minor. Students work with a professionalin the field, at a local community institution forinformal education, or at a Washington CollegeCenter for Excellence, to synthesize their contentknowledge and skills and apply them beyond theclassroom, creating educational materials that canbe used by the community partner in the future.While the course is governed by a standard set ofobjectives and themes, readings and assignmentsare individualized based on students' majors andareas of professional interest and the needs andgoals at their placement site. Students attendtheir placement for a minimum of 30 hours over thecourse of the semester; some visits must includeworking with learners and/or educationalmaterials. Students may also completeoutreach/education tasks with supervision.

The two-credit internship is designed as aculminating experience for students in theproposed Coaching Minor. Students will be placedwith a local partner in physical education,coaching, or other wellness instruction based ontheir area of experience and interest, includingbut not limited to public or private school teamsand physical education classrooms, youth sportsorganizations, yoga / Pilates / dance instructors,college athletics, or related athletics orwellnessprofessionals. Working with a professional in thefield, students will synthesize their knowledgeand skills and apply them beyond the classroom,taking on instructional roles with individuals andgroups to create a program of study or a series ofskills-based activities. Students are to spend aminimum of 40 hours over the course of thesemester working with the community partner; thereare no regular in-class meetings, but studentswill communicate regularly with the courseinstructor.

A two or three credit experience with areaeducational partners to develop skills related tofuture professional work in education. 45 hoursrequired per credit.

Topics not regularly offered in a department'snormal course offerings, chosen based on currentstudent interest and faculty expertise. Specialtopic courses can only be offered 3 times; afterthis, the course must be approved as a regularcourse. Graded A-F or Pass/Fail.

An agreement between a sponsoring faculty memberand a student, researching a topic of interestthat is relevant to a student's major or minor.Research is conducted on campus. Students must beenrolled before the research can begin. Graded A-For Pass/Fail.

An agreement between a sponsoring faculty memberand a student, researching a topic of interestthat is relevant to a student's major or minor.Research is conducted on campus. Students must beenrolled before the research can begin. Graded A-For Pass/Fail. 45 hours are required per credit.

An Agreement between a sponsoring faculty and astudent letting the student study a topic ofinterest not offered at WC. 45 hours are requiredper credit.

An exploration of the art and science of teachingand a study of curriculum. Course content,teaching methods, planning, instructionaltechnology, as well as observation and performanceof varied teaching techniques are combined toprepare prospective teachers for their studentteaching. EDU 401 and EDU 404 in combinationcomprise an MSDE-approved reading course.

A course concentrating upon the specific teachingfield of the student. Examines objectives and thenature and place of the academic discipline insecondary school, with emphasis placed on methodsand materials for teaching that discipline inlight of the changing demands of 21st centuryeducation.

The first of a two-semester internship, EDU 404requires the teacher candidate to begin to showproficiency in a partner school classroom. Teachercandidates also participate in evening seminarsthat supplement their partner school classroomexperiences. Two credits.

The second of a two-semester internship, EDU 405represents the culmination of the professionaldevelopment of the teacher candidate. The teachercandidate is required to demonstrate increasingresponsibility for planning, assessing, andevaluating instructional effectiveness in apartner school classroom. Teacher candidates alsoparticipate in weekly seminars held oncampus. 8 credits. Laboratory fee.

This seminar explores current research and theoryon the writing process and prepares students forpotential work as Peer Consultants in the collegeWriting Center. Over the semester, studentsdevelop rhetorical knowledge and criticalstrategies for working with other writers andtheir texts. To be considered for the seminar,students must submit faculty recommendations and awriting sample and complete an interview with theDirector of the Writing Center. Students from alldisciplines may apply.

This course examines the mathematics and scienceconcepts, curriculum, methods and materials usedfor effective instruction in mathematics andscience in the elementary school. The focus is onthe development of strategies for active learningthat help children construct a meaningfulunderstanding of mathematics and science.

Teachers of social studies should possess theknowledge, capabilities and dispositions toorganize and provide instruction at theappropriate school level for the study of the tensocial studies content themes as identified by theNational Council for the Social Studies. Thiscourse provides the teacher candidate with some ofthe organizational tools and instructionalstrategies needed to conduct classroom instructionin social studies and in the language arts,primarily writing.

The first of a two-semester internship, EDU 413requires the teacher candidate to begin to showproficiency in a partner school classroom. Teachercandidates also participate in weeklyseminars held on campus.

The second of a two-semester internship, EDU 414represents the culmination of the professionaldevelopment of the teacher candidate. The teachercandidate is required to demonstrate increasingresponsibility for assessing, planning, andevaluating instructional effectiveness in apartner school classroom. Teacher candidates alsoparticipate in weekly seminars held on campus. 12credits. Laboratory fee.

A two or three credit experience with areaeducational partners to develop skills related tofuture professional work in education. 45 hoursrequired per credit.

Topics not regularly offered in a department'snormal course offerings, chosen based on currentstudent interest and faculty expertise. Specialtopic courses can only be offered 3 times; afterthis, the course must be approved as a regularcourse. Graded A-F or Pass/Fail.

An Agreement between a sponsoring faculty and astudent letting the student study a topic ofinterest not offered at WC. 45 hours are requiredper credit.