Teacher Intern Program & Master of Arts in Teaching

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Course Descriptions

EDUC 203 Foundations of Education – 3 credit hours
This course is part of the Pre-Professional block in the School of Education. Content components include history of education, structure of American education, educational philosophies, legal and ethical issues in teaching, basic learning theory, lesson planning, and use of technology applications. In addition, 40 hours (10-week period) of in-school teaching experience in Des Moines area schools are required. Students generally complete the admissions process to teacher education.

EDUC 208 Student Development and Learning Theory – 3 credit hours
Student Development and Learning Theory is a required course in the Pre-Professional block of the pre-service teacher education program. The course is focused on human growth and development and learning theory, with special attention paid to motivation, classroom management, human behavior, and mental health, and their implications for curriculum and classroom teaching. This course will enable students to demonstrate beginning pre-professional competencies for the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards in the areas of learner development (#1), learning environments (#3), and instructional strategies (#8). NOTE: Students majoring in the Secondary Education program are required to complete a 20-hour practicum during this course.

EDUC 211 Education Planning & Assessment – 3 credit hours
Assessment of Learning is a required course in the Pre-Professional sequence of the graduate pre-service teacher education program for individuals who have taken an educational psychology course at another institution. It contains major components of a professional educator's knowledge base. This course will provide students with opportunities to learn about student diversity, instructional planning, and classroom and large-scale assessment. During the course, students will engage in a variety of activities that will enable them to demonstrate and apply their learning. This course will also enable students to demonstrate beginning pre-professional competencies for the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards in the areas of instructional planning (#7) and assessment (#8).

EDUC 232 Methods of Teaching Secondary School – 3 credit hours
Methods of Teaching Secondary School is designed for pre-service teachers who plan on teaching in middle or high school. Course components include: a review of educational philosophy and psychological learning theory, curriculum design and instruction, an introduction to classroom management, and other topics associated with teaching and learning at the secondary level. Successful completion of this course, including the 40-hour practicum field experience, is required for continuation in the Drake University Teacher Education Program.

EDUC 242 Secondary Reading & Interdisciplinary Curriculum – 3 credit hours
The focus of this course will be the integration of reading comprehension strategies and interdisciplinary curriculum into content areas. Through a workshop design, participants will be studying, discussing and sharing teaching and learning strategies with the class. Students will be expected to actively engage in their own learning as they develop a repertoire of strategies to use with secondary students. In addition, activities and assessments will require participants to act as reflective practitioners.

EDUC 261 Technology Integration in Classroom – 3 credit hours
Technology Integration in the Classroom explores the use of instructional technology within K-12 education, including research on effective use of technology in the teaching and learning process, and location and evaluation of grade-and content-specific resources. Hands-on experience in multimedia technology is provided through the laboratory component of the course. Students will gain experience with (1) personal and professional use of technology, (2) production of multimedia and online materials, and (3) recognition of the role of technology in student learning and future success.

EDUC 264 Perspectives in Race, Ethnicity, and Gender – 3 credit hours
An historical, social, and cultural analysis of the interrelationships among racial, ethnic, class, and gender experiences, in conjunction with an examination of the individual, institutional and social constructs of prejudice discrimination, and stereotyping. The course will, through its comparative approach, aim to increase understanding of race, ethnic, and gender identity, and sensitize students to the subjective experience of marginalized groups. Case studies will augment the course content for direct application to the development of instructional programs. There will be an emphasis on African Americans, Latinos, Native Americans, Asian Americans, gender, sexual orientation, class structure, and the disabled. A 10-hour service-learning component in a social service organization is required. This course meets the diversity standards for teachers as outlined by the Iowa Department of Education.

EDUC 267 Instruction and Management Secondary Education – 1 credit hour
Secondary school curriculum development and organization, instructional planning, and classroom management. To be taken concurrently with EDUC 268. (Prerequisite: Admission to Student Teaching).

EDUC 268 Student Teaching Secondary Education – 8 credit hours
Supervised teaching experience for students in teacher education programs. To be taken concurrently with EDUC 267. Prerequisite: Acceptance to the Teacher Education Program.

SPED 220 Introduction to Special Education – 3 credit hours
This course orients the learner to the etiology, learning and behavioral characteristics of exceptional children and adults. The history, philosophy, and legal foundations underlying instructional programs and services to accommodate exceptional persons in the schools and community are examined. Techniques appropriate for regular classroom instruction of exceptional children and youth, including individualized instruction, behavior management, and consultative and diagnostic services are described and illustrated.

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