A bachelor of science in middle grades education prepares and licenses you for a career teaching students in grades 5-8. Expand your options to teach various grade levels by adding a second major in elementary or secondary education.
Tracks for the middle grades education program include language arts, science, social studies, and math. More than 300 hours of field experience in middle grade classrooms ensure that you will enter this rewarding field fully equipped.
Ninety percent of graduates from Greenville University’s School of Education find work in the field of education within the first year after graduation.
99% pass rate on edTPA
Education students at GU currently have a 99% pass rate on the edTPA, a high-stakes test required in the State of Illinois for licensure.
300 classroom hours
Acquire more than 300 hours of field experience from rural to urban settings as you prepare to educate the “whole child.”
Why GU
Accreditation. Our School of Education is accredited through the Council for the Accreditation of Educator Preparation (CAEP) and the Illinois State Board of Education (ISBE).
Four years, two majors, one degree. Complete dual licensure requirements for middle grades and elementary education (grades 1-8), or complete dual licensure requirements for middle grades and secondary education (grades 5-12) in a four-year bachelor’s degree.
Endorsement opportunities. To add teaching areas such as LBSI, music, Spanish, business, and other content areas to a teaching license.
Double licensure. Complete double licensure requirements for middle grates and secondary education in a four-year bachelor's degree program. Double licensure allows teachers to work with students from grades 5-12 in public schools, providing a wide range of opportunities.
Character Education. Learn to educate the “whole child” and receive a nationally recognized certification in character education from Character Plus.
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Success Stories
The staff and professors are so understanding and passionate and are so willing to work with you to help you be the best teacher you can be. The vast amount of field experience you get makes you confident and prepared for graduation. -Emily Koberlein
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.)
$32 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement.
Prerequisite: EDUC 110. (Offered fall semester)
Course fee may apply.
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00
This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Twenty hours of field experience in a special education classroom are required.
Students can take EDUC 110 and EDUC 280 at the same time.
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement.
Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)
Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENGL 316.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required.
Prerequisite: EDUC 280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle grades students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources along with the literacy needs of the middle grades student. (Offered fall semesters.)
Prerequisite: Admission to the Teacher Education Program.
After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.
Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDUC 409 and 410 (Offered Interterm) during the same academic year. Meets the general education upper division writing intensive requirement.
Prerequisites: Admission to the Teacher Education Program; EDUC 316 and 333, (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDUC 409 in the same academic year.
Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
Candidates complete their full semester professional internship and EdTPA assessment.
*K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDUC 424.
Prerequisite: Admission to the Professional Internship. (Offered every semester.)
The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidates teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidates teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidates progress in the teaching profession. Meets the general education senior seminar requirement.
Areas of Study
Literacy and Language Arts
Courses
This course examines effective strategies for middle grades English Language Arts students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program.
A writing intensive course with special attention to the uses of expository writing and group discussion in interrogating culture, a sense of self, and one's calling. Through discussion of both fiction and non-fiction texts, students enhance the critical thinking ability required for meaningful academic communication (both written and oral) within the disciplines. Emphasis given to the development of thesis statements, logical organization, and the honest and effective use of sources in summary, analysis, and argument. Meets the general education written communication requirement. (Offered every semester.)
The course explores various aspects of literature including literary analysis, creative writing, and the role of literature in a liberal arts education. In studying three genres (poetry, fiction, and drama) students will learn to analyze literary texts within a cultural context, explore the role of literary theory in this process, try their hand at creative writing, and consider the ways an understanding of how literature plays a role in a well-rounded liberal arts education and preparation for a chosen career. Meets the general education humanities/literature requirement. (Offered every semester.)
A study of the chief writers and types of American literature. Meets the general education humanities/literature requirement. (Offered spring semester of odd calendar years.)
A study of literary selections in various genres from diverse writers around the world. Meets the general education global foundations and humanities/literature requirements. (Offered spring semester.)
A study of the development of English with attention to historical influences as well as to linguistic evolution of sound, forms, structure, and meaning. Students will focus throughout the semester on current issues of gender, ethnicity, regionalism, etc. as they apply to the language. An introduction to the form and syntax of Modern English, with emphasis on the descriptive approach to grammar. Includes review of both traditional grammar and transformational-generative grammar.
Prerequisite: ENGL 105. (Offered fall semester of odd calendar years.)
The course centers on a study of personae (speakers) and their role in the oral performance and communication of literature. There is emphasis on point of view, mode, characterization and dialogue, vocal techniques, and the use of imagery and tone color in oral interpretation. Emphasis is placed on performance as a method for studying literature.
Prerequisite: ENGL 201 or ENGL 243. (Offered fall semester of even calendar years.)
A comprehensive study of contemporary literature for the adolescent, involving inquiry into the nature and characteristics of literary materials to which adolescents respond; and criteria for selection, and critical evaluation. The course also examines the pedagogy behind teaching literature in middle school and high school. For students who intend to be teachers, this course will examine how to teaching reading, analysis, and writing in grades 7-12. For students who are taking the course to study literature, they will be asked to apply literary theory to the young adult texts of their choice.
Prerequisite: ENG 201 or 243 or consent of instructor. (Offered spring semester of even calendar years.)
Middle Grades Mathematics
Courses
This course will introduce students to computers and programming. It will begin with a study of computer hardware and software relationships, and a review of common operating systems in use today, with a detailed review of microcomputer operating systems. Then programming language construction and principles will be covered, culminating in problem solving and algorithm development in a high level computing language with several programming projects. (Offered spring semester.)
This course examines effective strategies for middle grades Mathematics students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required. Cross-Listed as MATH 472.
Prerequisite: Admission to the Teacher Education Program. (Offered fall semester)
This course is designed to prepare students, with the minimum required prerequisites, to pursue the calculus sequence. Selected topics in algebra, trigonometry, and analytic geometry are integrated by the concept of functions. Meets the general education quantitative reasoning requirement.
Prerequisite: MATH 106. (Offered fall semester.)
The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Meets the general education quantitative reasoning requirement.
Prerequisite: MATH 111 or equivalent background. (Offered fall semester.)
Techniques of integration, sequences and series, parametric equations, vector valued functions.
Prerequisite: MATH 115. (Offered spring semester.)
This is the second mathematics course where the content of grades K-5 is carefully studied. Topics including geometry, measurement, problem solving, probability, and statistics are stressed. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 143.
Prerequisite: MATH 143.
Course content focuses upon basic concepts and operations in descriptive and inferential statistics. The areas of study will include measures of central tendency and dispersion, probability, correlation and regression analysis, parametric (t-tests and ANOVA) and non-parametric (chi-square) tests of significance. A basic introduction to Statistical Package for Social Sciences (SPSS) software is provided. Cross listed with SCWK 202. Meets the general education quantitative reasoning requirement.
Course content focuses upon basic concepts and operations in descriptive and inferential statistics. The areas of study will include measures of central tendency and dispersion, probability, correlation and regression analysis, parametric (t-tests and ANOVA) and non-parametric (chi-square) tests of significance. A basic introduction to Statistical Package for Social Sciences (SPSS) software is provided. Cross listed with PSYC 202. Meets the general education quantitative reasoning requirement. (Offered every semester.)
Science
Courses
Our everyday wellbeing and sustenance are connected to our environment in many ways, but many of these connections are not obvious. This course focuses on how human society relates to and depends on the environment. This course incorporates the topics of human population, patterns of resource use, energy, and pollution while considering how to move toward a sustainable future for the Creation. Some aspects of the following disciplines are included: ecology, animal and plant biology, physics, chemistry, oceanography, and atmospheric science. Three hours of lecture and two hours lab per week. Meets the general education laboratory science requirement. (Offered fall semester of odd calendar years.)
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
This course is a study of the basic and fundamental principles of human anatomy and physiology. Over the course of the semester, the organ systems will be examined in terms of structure and function. Additional emphasis will be placed on the skeletal, muscular, nervous, endocrine, and cardiovascular systems. Learning will be aided through anatomical dissection, physiological experiments, teaching models, and group work. This course is designed for students who need an introduction to anatomy and physiology for their major (other than Biology). Meets the general education laboratory science requirement. Corequisite: BIOL 145L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
Principles and ideas from elementary science are applied to the broad topics of energy, pollution, and transportation. The student should gain an awareness of some of the major environmental problems and develop a basis for understanding the complexity of the problems. Introductory physical processes are introduced so that this course not only counts toward a graduation science requirement, but also serves as a foundation for other science courses. Three hours lecture and optional two hours lab each week. Students enrolling in and successfully completing the lab will receive four credits; students not enrolled in the lab will receive three credits for the class. To take the class, students must be concurrently enrolled in the lecture part of the class. Meets the general education laboratory science requirement. (Offered spring semester) Corequisite: PHYS102L.
This course covers general and fundamental areas of physical sciences that are important to educators. Readings and assessments will address scientific principles and underlying relationships from various branches of physical sciences, including earth and space sciences. In-class work revolves around some of the most common misconceptions of the physical sciences. Students use inquiry skills as they: investigate phenomena; collect, interpret, and analyze data; and generate evidence-based arguments and explanations. Students will explore and debate one current event topic where science, technology, and society intersect.
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
This course is a continuation of BIOL 110. It introduces gene replication, expression, and regulation; evolution; diversity of life, with phylogeny, characteristics, and importance of major phyla; and structure and function of selected plant and/or animal systems. (Three hours lecture and two hours lab per week.)
Prerequisite: BIOL 110. Corequisite: BIOL 112L (Offered spring semester.)
This course is a study of the basic and fundamental principles of human anatomy and physiology. Over the course of the semester, the organ systems will be examined in terms of structure and function. Additional emphasis will be placed on the skeletal, muscular, nervous, endocrine, and cardiovascular systems. Learning will be aided through anatomical dissection, physiological experiments, teaching models, and group work. This course is designed for students who need an introduction to anatomy and physiology for their major (other than Biology). Meets the general education laboratory science requirement. Corequisite: BIOL 145L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
Principles and ideas from elementary science are applied to the broad topics of energy, pollution, and transportation. The student should gain an awareness of some of the major environmental problems and develop a basis for understanding the complexity of the problems. Introductory physical processes are introduced so that this course not only counts toward a graduation science requirement, but also serves as a foundation for other science courses. Three hours lecture and optional two hours lab each week. Students enrolling in and successfully completing the lab will receive four credits; students not enrolled in the lab will receive three credits for the class. To take the class, students must be concurrently enrolled in the lecture part of the class. Meets the general education laboratory science requirement. (Offered spring semester) Corequisite: PHYS102L.
This course covers general and fundamental areas of physical sciences that are important to educators. Readings and assessments will address scientific principles and underlying relationships from various branches of physical sciences, including earth and space sciences. In-class work revolves around some of the most common misconceptions of the physical sciences. Students use inquiry skills as they: investigate phenomena; collect, interpret, and analyze data; and generate evidence-based arguments and explanations. Students will explore and debate one current event topic where science, technology, and society intersect.
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
A calculus-based introductory physics course that covers kinematics and Newtons laws of motion; conservation laws for momentum, energy, and angular momentum; torques and static equilibrium; and simple harmonic motion. Meets the general education laboratory science requirement. (Three hours lecture and two hours of lab per week.)
Corequisite: MATH 115, PHYS 200L (Offered fall semester.)
Continuation of PHYS 200 covering electric fields and forces, electric potential, resistors, capacitors and DC circuits; magnetic fields and forces, electromagnetic induction and inductors, electromagnetic waves and Maxwells equations; and geometrical and physical optics. (Three hours lecture and two hours of lab per week.)
Prerequisite: Grade of C- or higher in PHYS 200. Corequisite: PHYS 210L. (Offered spring semester.)
This course is a survey of the chemical reactions in living systems. The general biochemistry including a detailed look at DNA, transcription, translation, protein synthesis, lipid metabolism (e.g., cholesterol synthesis) and amino acid and nucleic acid metabolism will be studied. (Three hours lecture and three hours lab per week.)
Prerequisite: CHEM 201 or concurrent enrollment. Corequisite: CHEM 314L. (Offered fall semester.)
This course presents a chemically detailed overview of the metabolic transformations of fatty acids, complex lipids, amino acids, and the purine and pyrimidine nucleotides. The course also includes discussion of the structure and function of proteins, the chemical mechanisms and regulation of enzyme catalysis, the structure and metabolism of carbohydrates, and the bioenergetics and ATP synthesis and utilization. (Three hours lecture and three hours lab per week.)
Prerequsite: CHEM 301. Corequisite: CHEM 315L. (Offered spring semester of even calendar years.)
Our everyday wellbeing and sustenance are connected to our environment in many ways, but many of these connections are not obvious. This course focuses on how human society relates to and depends on the environment. This course incorporates the topics of human population, patterns of resource use, energy, and pollution while considering how to move toward a sustainable future for the Creation. Some aspects of the following disciplines are included: ecology, animal and plant biology, physics, chemistry, oceanography, and atmospheric science. Three hours of lecture and two hours lab per week. Meets the general education laboratory science requirement. (Offered fall semester of odd calendar years.)
This course is a continuation of BIOL 110. It introduces gene replication, expression, and regulation; evolution; diversity of life, with phylogeny, characteristics, and importance of major phyla; and structure and function of selected plant and/or animal systems. (Three hours lecture and two hours lab per week.)
Prerequisite: BIOL 110. Corequisite: BIOL 112L (Offered spring semester.)
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
This course is a study of the basic and fundamental principles of human anatomy and physiology. Over the course of the semester, the organ systems will be examined in terms of structure and function. Additional emphasis will be placed on the skeletal, muscular, nervous, endocrine, and cardiovascular systems. Learning will be aided through anatomical dissection, physiological experiments, teaching models, and group work. This course is designed for students who need an introduction to anatomy and physiology for their major (other than Biology). Meets the general education laboratory science requirement. Corequisite: BIOL 145L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of the periodic table, atomic structure, bond types, molecular geometry, reaction rates, and thermodynamics. (Three lecture hours and three hours lab per week.) (Offered spring semester). Corequisite: CHEM 112L
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
A calculus-based introductory physics course that covers kinematics and Newtons laws of motion; conservation laws for momentum, energy, and angular momentum; torques and static equilibrium; and simple harmonic motion. Meets the general education laboratory science requirement. (Three hours lecture and two hours of lab per week.)
Corequisite: MATH 115, PHYS 200L (Offered fall semester.)
Continuation of PHYS 200 covering electric fields and forces, electric potential, resistors, capacitors and DC circuits; magnetic fields and forces, electromagnetic induction and inductors, electromagnetic waves and Maxwells equations; and geometrical and physical optics. (Three hours lecture and two hours of lab per week.)
Prerequisite: Grade of C- or higher in PHYS 200. Corequisite: PHYS 210L. (Offered spring semester.)
Social Science
Courses
This course delivers economics from individually focused, microeconomics to the infrastructure focused, macroeconomics. This semester will provide a foundation for both business and non-business majors. Meets the general education social science or business management requirement. Offered: Fall semester.
This course examines effective strategies for middle grades Social Science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program.
Study of why the world works the way it does, how its unique regions have taken shape, and how those regions are increasingly interconnected. (Offered spring semester of even calendar years.)
This course examines the settlement, colonization and nation-building of the United States from roughly 1600-1865. This course focuses on the context in which European settlers and the Africans whom they enslaved built a nation, wresting North America from native tribes. We will investigate the loyalties that guided settlers' beliefs and actions; the multi-faceted conflicts that led future generations to demand liberty; and the conflicted notions of equality, democracy and justice that guided the United States in its first eight decades. (Offered fall semester.)
In this course, we will consider how Americans responded to rapidly changing conditions that followed the Civil War. We will consider how a national culture developed in the post-Civil War period, and we will evaluate the benefits and liabilities of this transition. Further we will examine the ways in which the United States assumed a new global identity through the course of the mid-nineteenth to the late twentieth century and consider the repercussions of this new consciousness. Finally, we will study the ways in which Americans placed limitations on state power in order to provide more consistent equality and equity for all. Offered fall semester of even calendar years.
Examines structures, functions, and policies of the national government. (Offered spring semester.)
A basic course introducing the student to the concepts, theories, and methods employed in an objective scientific analysis of society, culture, social institutions and organizations, social control, deviancy, and social factors involved in personality development. Meets the general education social science or business management requirement. (Offered every semester.)
This course explores the origin and historical development of various cultures throughout the world and the interplay of physical, economic, political, and social forces in the shaping of world civilization to 1500. Meets the general education humanities/history requirement. (Offered fall semester.)
This course explores the interactions among the diverse cultures around the world and the interplay of cultural, economic, political, and social forces shaping the world civilizations since 1500. Meets the general education humanities/history requirement. (Offered spring semester.)
