PRA 230 PRAXIS I SEMINAR 3 SEM. HRS.
This course is designed to diagnose student strengths and weaknesses in reading, mathematics, and writing (grammar and essay) and to plan individualized as well as group instruction to prepare students to pass the Praxis 1 exam, the Pre Professional Skills Test. The seminar presents paper and pencil as well as computer assisted instruction (CAI) in the above areas. Students are given an authentic pretest to discover their strengths and areas in which they are in need of instructions as well as post test to determine progress and to assign a letter grade. Students are expected to attend class daily and to avail themselves of the hours the lab is open for CAI.
PRA 320 PRAXIS II SEMINAR 3 SEM. HRS.
This course is designed to familiarize students with the format of the Praxis II Examination: Principles of Learning and Teaching and the content area or specialty exam. The seminar presents the standards and competencies from Interstate New Teacher Assessment and Support Consortium (INTASC), International Society for Technology in Education (ISTE), Praxis II, MTAI, and NBPTS. Principles of test-taking, test-wise ness, cue-utilization and relaxation strategies are presented. The course is helpful for students as they prepare to sit for the Praxis II examination which must be passed before students can be admitted to student teaching.
EDU 230 FOUNDATIONS OF EDUCATION 3 SEM. HRS.
This course is designed to present the social, cultural, political, and historical facts and philosophical ideas which have influenced the development of modern education. Emphasis is placed on education with special attention to the school as a social institution. The course includes an observation and reflection experience in an actual teaching classroom. In addition, there is a service learning component of at least 10 hours in the local educational community and/or schools.
EDU 323 EDUCATIONAL TECHNOLOGY COMPETENCY 2 SEM. HRS.
This is a laboratory, demonstration, and training course with an individualized, hands-on approach to the creation and use of educational technology and media. Students visit local schools to determine technology in use, to meet with the instructor to discuss concepts and application and to meet clearly stated performance competencies as specified on a mastery checklist. Students learn to incorporate technology into classroom teaching with the use of computers, the internet, scanners and multimedia presentations such as the electronic portfolio.
EDU 330 CLASSROOM MANAGEMENT 3 SEM. HRS.
This course examines how teachers set up effective classroom management strategies and how they carry them out with equity and competence. It explores the theories of human behavior that underlie acting-out behaviors. It also looks at behaviors that disrupt instruction and behaviors that can cause harm such as bullying, gang behaviors and violence to students and teachers. Several different theorists lead us to a wide variety of therapeutic measures that teachers can safely employ.
EDU 332 METHODS OF MIDDLE SCHOOL CLASSROOM INSTRUCTION 3 SEM.HRS.
This course examines the many complex issues that middle school teachers are responsible for in the classroom. Teacher candidates consider some of the possible effects of their decisions and actions on the learning of pupils in the classroom. They will apply principles of learning and teaching by developing lesson plans and integrated curriculum units. Candidates will practice applying principles of learning and teaching by engaging in a minimum of ten (10) hours of field experience. Students in this course are encouraged to think critically and effectively and to make informed decisions about teaching as a reflective and facilitating process, particularly as it relates to working with students in the middle grades. Prerequisite: Acceptance in the Teacher Education Program.
SPE 331 PSYCHOLOGY OF EXCEPTIONAL STUDENTS 3 SEM HRS.
This course deals with the definition, classification, and characteristics of the areas of exceptionality and the behavioral problems associated with each. Due consideration is given to the psychological factors affecting the learning and adjustment of the exceptional student. Special emphasis is placed upon the adaptations needed for the various areas of exceptionality. Prerequisite PSY 230.
EDU 339 EDUCATIONAL PSYCHOLOGY 3 SEM. HRS.
This course treats major topics in psychology. The emphasis is placed on motivation to learn, the experience of learning, individual differences, and personality with application to educational situations. This course is designed to acquaint the individual with a variety of the psychological aspects of the classroom. It is organized around a variety of theories and theorists knowledge of which will enhance educational practices and pedagogy. Internet utilization for research in this course is necessitated by the rapid rate of change within the field as well as the need to enhance the electronic proficiency of education students. Prerequisite: 230.
EDU 401 STUDENT TEACHING SEMINAR 0 SEM. HRS.
The purpose of the seminar is to link college experiences and practices to the knowledge base of the professional program. Student teachers are encouraged to engage in problem-solving, self-analysis, and reflection about the teaching experience in which they are engaged. The seminar focuses on classroom and school issues and includes opportunities to discuss with peers problems and practices encountered at individual schools. Topics may vary depending on licensure areas and such universal concerns as the constructivist classroom, classroom management, methods of instruction, methods of assessment, and problems with groups or individual students. The course also requires study and experiences designed to develop competencies which enhance the critical thinking ability of the student in any content area. The major goal of the course is to assist students in their teaching internship and to monitor the progress of preparation for the student teacher portfolio, electronic portfolio, and assessment unit. Prerequisite: Admission to Teacher Education
EDU 430 MEASUREMENT AND EVALUATION 3 SEM. HRS.
This course is designed as a study of principles and methods of evaluation in education, including the construction, selection, administration, interpretation, and use of standardized and informal tests. Techniques of appraising aptitudes, achievement, personality, pupil classification, guidance, and referrals will be included. Emphasis is placed on the use of elementary descriptive statistics and development of an assessment unit portfolio. Prerequisite: Admission to Teacher Education
EDU 433 INTEGRATIVE TEACHING SEMINAR 3 SEM. HRS.
This seminar is a capstone course designed to integrate general, content, and professional and pedagogical knowledge to create meaningful learning experiences for all students. The course provides enrichment and guidance for the Student Teaching Experience. The seminar places emphasis on a variety of instructional methods, learning styles, classroom management, evaluation, and other professional issues, including seeking, applying, and interviewing for a teaching position. Students prepare a professional portfolio and complete a comprehensive research paper on the tenets of the constructivist teaching/learning experience. Prerequisite: Admission to Teacher
>>> STUDENT TEACHING
EDU 460/461 INTERNSHIP (STUDENT TEACHING) 12 SEM. HRS.
Student Teaching is the final course in the Integrative Studies component. This course provides teacher candidates with the opportunity to apply knowledge and skills to become competent to work with all students. Student teaching is the capstone of the education program at Rust College. It is the single most important experience in the teacher preparation process as it ties together all the previous theory, strategies, and skills learned in the college classrooms to the field experiences in the public schools. During this fourteen-week experience the student teacher observes, assists, and gradually assumes responsibility for the classroom instruction under the supervision of the cooperating teacher and the college supervisor. Through student teaching the pre-service teacher experiences the many facets of a professional teacher's role and gains a deeper understanding of teaching students and how classrooms and schools operate. This is a 16 week course. Students are required to spend 14 weeks in the field. Prerequisite: Admission to Teacher Education
RDL 330 EARLY LITERACY INSTRUCTIONS: PART I 3 SEM. HRS.
This introductory course covers concepts, materials and teaching strategies for oral language development, and systematic early reading instruction, specific to concepts about print, phonemic awareness and phonics. Special emphasis is placed on instructional strategies and methodologies with which the primary teacher can increase the reading comprehension and fluency of beginning readers. Students observe and reflect on the developmental methodologies used in schools at all levels of the Mississippi rating system. Both reflective observation and tutoring (for Service Learning credit) will be required of students enrolled in this course. Grades K – 2 are the targeted grades. Prerequisite: Admission to Teacher Education.
RDL 331 EARLY LITERACY INSTRUCTIONS: PART II 3 SEM. HRS.
This course in early literacy instruction covers concepts, materials and teaching strategies for oral language development and early systematic reading and writing instruction specific to vocabulary development, fluency and comprehension. Special emphasis will be placed on instructional strategies proven by research to increase reading comprehension and fluency of beginning readers. Prerequisite: Admission to Teacher Education.
EDE 331 MATHEMATICS FOR ELEMENTARY TEACHERS 3 SEM. HRS.
This course is designed to teach the mathematics content and concepts in the elementary school. The psychological principles and mathematical theories related to the mathematics curriculum in the elementary school are analyzed.
Practical teaching strategies, assessment activities, lesson plan preparation, and content learning activities will be studied. Students observe and reflect upon the methodologies in a mathematics class. Prerequisite: Admission to Teacher Education
RDL 332 TEACHING READING GRADES 3-8 3 SEM. HRS.
This course is designed to explore and evaluate a variety of methods and approaches that provide the basis for most programs currently available for classroom use in reading and language arts. Consideration is given to materials for
developmental and remedial reading instruction, guidelines in selecting materials in the areas by skill improvement,
technological devices, and professional literature. Special emphasis is placed on teaching reading so that children may reach their maximum capacity in all aspects of their reading, writing, speaking, and listening and language development. Students observe reading/language arts classes, tutor in small groups, and reflect in writing upon the methods and materials that are effective for teaching reading and language arts. Prerequisite: Admission to Teacher Education
EDE 333 SOCAL SCIENCE ELEMENTARY TEACHERS 3 SEM. HRS.
This course is designed to teach social science content and concepts in the elementary school with special emphasis on human relationships to habitat, geography, groups, and governmental institutions. Key elements of effective social studies instruction that reflect an awareness of the personal, social, and cultural experiences and developmental levels of learners are featured. Practical teaching strategies, assessment activities, lesson plan preparation, and content learning activities will be studied. Students observe a social studies class and reflect upon the content and methods for teaching that content. Prerequisite: Admission to Teacher Education.
EDE 334 SCIENCE ELEMENTARY TEACHERS 3 SEM. HRS.
This course is designed to teach scientific content and concepts in the elementary school. The psychological principles and scientific theories related to the science curriculum in the elementary school are analyzed. Practical teaching strategies, assessment activities, lesson plan preparation, and content learning activities needed to teach biological and physical sciences and health will be studied. Students observe a science class and reflect upon methods for teaching science content. Prerequisite: Admission to Teacher Education.
RDL 335 LITERATURE IN THE SCHOOLS 3 SEM. HRS.
This course provides a study and appreciation of children's literature: books, stories, poems, and other types of literature representative of various moods and age levels. General characteristics and criteria for selection, interpretation, and evaluation are included as are giving book talks and reading to public school classes. Aspects of performance of poetry and drama are considered and explored.
EDE 336 CREATIVE EXPRESSIONS ELEMENTARY TEACHERS 3 SEM. HRS.
The course is designed to present theories and methods for integrating the teaching art, music, dance, drama, photography, and poetry in the elementary and middle school. Emphasis is placed on methodology for nurturing creative thought and expression, developing an understanding of diverse cultural values, and encouraging students' abilities to communicate artistically, musically, and creatively in language and symbolically through a variety of media. Students create and teach three integrated, creative expressions lessons and reflect upon the skills grained from those experiences. Prerequisite: Admission to Teacher Education.
RDL 337 DEVELOPMENTAL APPROACH TO READING AND LITERACY 3 SEM. HRS.
This course deals with the role of language in a child's life with a critical examination of the development, content and concepts of speaking, writing, reading, and listening in grades K – 8. Emphasis is placed on goals, methods, and materials for teaching language arts in the elementary classroom with focus upon language and writing development including poetry, rhymes and drama. Students observe a language arts classroom and critically reflect upon content and methodology involved in developing language and communication skills. Prerequisite: Admission to Teacher Education.
RDL 338 DIAGNOSIS AND TREATMENT OF READING DISABILITIES 3 SEM. HRS.
This course is designed to discuss methods of evaluation including formal and informal inventories, interpreting visual, psychological and interdisciplinary data, approaches to remediation through the use of media, the writing of diagnostic and progress reports, methods, and interdisciplinary techniques. Prerequisite: RDLA 330, 331, 332.
EDS 313 TEACHING STRATEGIES PRACTICUM 1 SEM. HR.
The purpose of this course is to help prospective teachers understand what actually happens in the classroom. The
Teaching Strategies Practicum course is designed to (a) strengthen preparation for student teaching; (b) give background concreteness and motivation to on-campus instruction; (c) allow students to observe different methods
of teaching and to note the many factors influencing a teacher's choices of methods, materials, activities and procedures; and (d) permit students to observe the characteristics and needs of secondary school pupils in the classrooms.
RDL 334 TEACHING READING IN THE CONTENT AREA 3 SEM. HRS.
This course aims to foster an understanding of the methods and materials employed in specific reading improvement
programs in the content area. Focus is also placed on providing methodologies and materials to help content area teachers improve the reading skills necessary for the comprehension of written content materials.
EDS 430 METHODS OF TEACHING IN THE SECONDARY CLASSROOM 3 SEM. HRS.
This course is designed as a study of alternative teaching methods, techniques, instructional materials, activities, and
assessment for the improvement of the teaching-learning process in the secondary school. The course involves analyzing the components of quality teaching, receiving guidance in proper classroom management and planning, working with parents, and community resources. Special emphasis is placed upon the beginning competencies for teachers as developed from observation and reflection in an actual secondary classroom. Specific pedagogy as it relates to the teaching discipline of each student will be explored.
>>> EARLY CHILDHOOD EDUCATION COURSE DESCRIPTIONS
EDE 230 PRINCIPLES OF EARLY CHILDHOOD EDUCATION 3 SEM. HRS.
The purpose of this course is to develop among the participants an understanding of the principles of education in nursery school, kindergarten and early primary grades. The history and philosophy of early childhood education will be discussed from economic, social, political, and early developmental perspectives.
Through the introduction and analysis of the various philosophies and programs, students will be encouraged to formulate their own philosophy of education. Observational experiences provide students an opportunity to observe, assess, and evaluate various programs in the private and public sectors, e.g. early childhood schooling, parochial schools, Head Star, Even Start, Montessori, Waldorf, Reggio Emilia, Early Intervention. State and federal laws and regulations will be discussed as a valuable dimension of the field of education.
Emphasis will be directed to the organization, administration, curriculum, materials, and methods in the preschool experience. Technology (internet, video and overhead) will be included along with principles of classroom management and Gardner's Seven Intelligences.
EDE 231 CURRICULUM METHODS IN EARLY CHILDHOOD EDUCATION (Observation and Participation) 3 SEM. HRS.
This course deals with curriculum methods in early childhood education with stress on principles and methods of
developing curricula for children at different levels of maturity in the preschool. Students engage in an observation
and participation experience in the Rust College Child Developmental Center.
EDE 232 MATHEMATICS AND SCIENCE IN THE PRESCHOOL 3 SEM. HRS.
This course is designed to teach number readiness and science awareness skills needed in the preschool. The psychological principles and theories related to the mathematics and science curriculum in the preschool and kindergarten are analyzed. Stress is placed on practical teaching strategies, assessment activities, lesson plan preparation, and learning activities.
EDE 233 READING AND LANGUAGE ARTS IN THE PRESCHOOL 3 SEM. HRS.
This course aims to foster an understanding of methods and materials for the reading instructional program in the
preschool. Special emphasis is placed on instruction and developmental methodologies with which the individual
teacher can increase the reading awareness and readiness of preschool children. Students observe and participate in
an actual reading and language arts classroom and reflect upon skills gained from that experience.
EDE 236 CREATIVE EXPRESSIONS IN THE PRESCHOOL 3 SEM. HRS.
This course is designed to present the theories and methods for teaching art, music, and creative expressions in the
preschool. Emphasis is placed on methodology for nurturing creative thought and expression, developing an understanding of diverse cultural values, and encouraging students' abilities to communicate artistically, musically,
and creatively through a variety of media. Students observe and participate in an actual creative expressions lesson
and reflect upon skills gained from that experience.
PSY 230 GENERAL PSYCHOLOGY 3 SEM. HRS.
This course is an introduction to general psychology. The course is planned for beginning students and provides a basis for more advanced courses. It is a survey of such topics as learning, heredity, environment, motivation, feelings, emotions, perception, thinking imagination, and personality.
PSY 332 HUMN GROWTH, DEVELOPMENT & DIVERSITY 3 SEM. HRS.
This course presents a systematic study of the development and behavior of the human from conception to death. The major influences on behavior and developmental tasks of childhood, the impact of culture, special problems of adjustment and development in adolescence, early, middle, and later adulthood are studied. Special emphasis is placed upon the implication of the learning process for these periods of development. Moreover, the stages of development of other ethnic groups must be considered to truly understand development. Prerequisite 230.
PSY 333 HEALTH PSYCHOLOGY 3 SEM. HRS.
This course is designed to provide the student with a theoretical basis for understanding behavior and health. The course is planed for students who have completed a course in General Human Growth and Development. This will provide a background for understanding theories, biological references and development stages of the population being studied. It provides an in-depth look at the cultural and ethnic impact that influences this study. Prerequisite PSY 230 and PSY 332.
PSY 431 ABNORMAL PSYCHOLOGY 3 SEM. HRS.
This course is designed for students who have completed the prerequisites of PSY 230 General Psychology and PSY 332 Human Growth and Development. The course provides an in-depth look at psychological disorders, theories, treatment. Special emphasis will be place on the understanding of the DSM (Diagnostic Statistical Manual for Mental Disorders) assessment tool therapy and state laws governing involuntary and voluntary commitment.
PSY 432 THEORIES OF LEARNING 3 SEM. HRS.
This course is a study of the basic laws and theories concerned with learning.
HLM 221 MANAGING AND OFFICIATING TEAM SPORTS 2 SEM. HRS.
This course provides the theory and skills involved in teaching, coaching, and officiating of individual sports such as
basketball, tennis and volleyball.
HLM 231 FOUNDATIONS OF LEISURE & MANAGEMENT 3 SEM. HRS
Analysis of the leisure field to provide a basic understanding of leisure as an increasingly important component of
HLM 232 HOLISTIC HEALTH 3 SEM. HRS.
This course serves as a basis for the development of desirable personal hygiene habits and for establishing positive
attitudes toward current issues in health. Holistic emphasizes that health is affected by every aspect of life; body,
emotions, thoughts, attitudes, feelings, and physical surroundings.
HLM 234 FIRST AID 3 SEM. HRS.
This is an intensified course in first aid (Red Cross endorsed). Emphasis is on classroom and laboratory demonstrations in the treatment of injuries and accident prevention.
HLM 313 BEGINNING SWIMMING 1 SEM. HR.
Designed to equip individuals with water safety skills and knowledge in order to make them reasonable save while in or around water.
HLM 314 INTERMEDIATE SWIMMING 1 SEM. HR.
Designed to increase the skills learned in the beginning swimming class. Prerequisite: HLM 313
HLM 331 LEISURE GAMES 3 SEM. HRS.
This course is designed to provide a study of the concepts in program planning and leadership of leisure activities for all age groups. Prerequisite: HLM 231.
HLM 334 SPECIAL PROGRAMS IN THERAPEUTIC RECREATION 3 SEM. HRS.
Introduction to adapted fitness programs and therapeutic recreation services for special populations with emphasis on modifying programs and activities to meet individual needs.
HLM 335 PHYSICAL EDUCATION FOR CHILDREN 3 SEM. HRS.
This course provides the methods and materials concerned with teaching group games, relays, stunts and rhythmic.
Prerequisite: HLM 234.
HLM 433 PROGRAM PLANNING, DEVELOPMENT AND EVALUATION 3 SEM. HRS.
Techniques and processes in program planning, implementation, development and evaluation in recreational
settings. Prerequisite: HLM 334.