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Courses

HU's Academic Catalog

Courses in Education

ED 195 Job Shadow in Education
(1 to 2 credits - Fall, January, Spring, Summer)

Students observe the daily routines and activities of employed professionals and see how skills and knowledge acquired in class are applied in the education field.
Prerequisite: Consent

ED 212 Introduction to Education
(2 credits - Fall, Spring)

The historical, philosophical and sociological foundations of education are explored in this course. The effects that theoretical developments and research have on curriculum and the role of the teacher are studied. Students are introduced to the Teacher as Effective Steward" model and encouraged to develop their own philosophy of education in response to that model."
This course must be taken before the junior year.

ED 236 Educational Psychology
(3 credits - Fall, Spring)

Applications of theories of teaching, learning, development and measurement to classroom environments are explored. This course also examines qualities of classroom interaction, particularly related to instructional processes, motivation of students and classroom management.
Identical with PY 236.
Prerequisite: PY 111

ED 242 Early Childhood Development
(3 credits - Fall)

This course is an introduction to professional preparation for teaching in the early childhood setting. The student will explore the ethical standards for the profession, issues related to the developmental needs of the young child and the skills that are necessary for working in this setting.
Prerequisite: PY 111 or 211

ED 272 Literature for Children
(2 credits - Fall)

This course is designed to acquaint the student with the various types of children's books. The uses of these books as an integral part of the school curriculum in grades K-6 are explored. Methods for discovering and developing student interest are stressed through practice in storytelling, oral reading and dramatization.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 273 Adolescent Literature
(3 credits - Fall Even Years)

This course acquaints students with various types of literature for adolescents, theories of supporting reading in secondary classrooms and using reading as a communication device. The course addresses literacy issues, required vs. open reading, pleasure reading and methods for integrating reading into the secondary curriculum.
Prerequisite: ED 236

ED 295 Sophomore Practicum for Elementary Education
(1 credit - Fall, Spring)

Students will do at least 30 hours of observation and participation in a K-6 classroom. Reflections related to these classroom experiences will be required.
Prerequisites: ED 212 or ED 236 or SE 232 or concurrent

ED 296 Sophomore Practicum for Secondary Education
(1 credit - Fall, Spring)

Students will do at least 30 hours of observation and participation in a middle school or high school classroom. Reflections related to these classroom experiences will be required.
Prerequisites: ED 212 or ED 236 or SE 232 or concurrent

ED 311 Early Adolescent Curriculum and Methodology
(3 credits - Fall)

This course, first in a sequence of secondary methods, addresses adolescent development along with an introduction to the concept of cultural proficiency. Middle school philosophy and curriculum provides the context for developing instructional strategy, traditional assessment forms and techniques for enhancing secondary reading. A 30-hour field experience is required.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 316 Early Childhood Methods and Materials
(2 credits - Spring)

This course explores methods and strategies appropriate for the earl childhood setting. Selection, organization and use of materials will be emphasized.
Prerequisites: ED 236, 242 and acceptance into the Teacher Education Program

ED 320 Adolescent Curriculum and Methodology
(3 credits - Spring)

This course gives the secondary education candidate experience developing instructional strategies appropriate for high school curriculum with an emphasis on performance based learning and assessment. In addition, classroom management, student learning style, writing across the curriculum, along with further exploration of cultural proficiency will be addressed.
Prerequisites: ED 311 and acceptance into the Teacher Education Program

ED 332 Fundamentals of Reading
(3 credits - Fall)

This is a course designed to introduce the various reading approaches that are found in the classroom. Principles, practices and problems will be addressed. Emphasis will be on knowledge of phonics, textbooks and various reading programs that students will encounter as they teach in the early and middle childhood settings.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 336 Diagnostic and Corrective Reading
(3 credits - Spring)

The reading difficulties of individuals are studied, with attention placed on the administration and interpretation of classroom assessment measures. Emphasis is given to addressing the needs of all readers in the classroom.
Prerequisites: ED 332 and acceptance into the Teacher Education Program

ED 362 Assessment Strategies for Elementary Educators
(2 credits - Fall)

This course will focus on helping teacher candidates for grades K-9: understand and use appropriate assessment strategies; develop the ability to collect and use assessment data as a means of improving student learning; be familiar with the administration and use of common national, state and local standardized assessment measures.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 364 Assessment Strategies for Secondary Educators
(2 credits - Fall)

This course will focus on helping teacher candidates for grades 5-12: understand and use appropriate assessment strategies; develop the ability to collect and use assessment data as a means of improving student learning; be familiar with the administration and use of common national, state and local standardized assessment measures.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 377 Integration of Technology in the Classroom
(2 credits - Fall, Spring)

Students consider theories and rationale for integration of technology within the classroom. Emphases are on integrated lesson planning, technological adaptation for students with exceptionalities, in addition to further development of the candidates' technological knowledge and skills applicable to the teaching profession.

ED 382 Social Studies Methods and Materials
(2 credits - Fall)

Consideration is given to the aims, content and organization of social studies concepts appropriate for the elementary school student. Unit and daily lesson planning, as well as exploration of textbooks and other resources, is emphasized.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 384 Language Arts Methods and Materials
(2 credits - Fall)

This course acquaints students with various methods and materials for the teaching of functional and creative writing, handwriting, grammar, punctuation and spelling in elementary school settings. Exploration of language development, oral composition and listening skills is included.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

ED 386 Science Methods and Materials
(2 credits - Spring)

Students learn to use discovery techniques as part of an integrated approach to the teaching of topics in physical, biological and earth conservation sciences. The use of trade books, visuals and commercial curriculum projects is explored.
Prerequisites: BI 111/L or CH 111/L or PH 111/L; ED 236 and acceptance into the Teacher Education Program

ED 388 Mathematics Methods and Materials
(2 credits - Spring)

Students learn to use problem solving, communication, reasoning and connections as part of an integrated approach to the teaching of elementary school mathematics. Learning resources, including trade books, textbooks, manipulatives, computer curriculum resources and teacher-made instructional aids, are explored.
Prerequisites: MA 111 or MA 112, ED 236 and acceptance into the Teacher Education Program

ED 395 Multicultural Practicum in Teaching
(3 credits - January)

This course provides a pre-student teaching experience working in a public school. Placements are in multicultural settings in an urban area. Observing, participating and a limited amount of supervised classroom teaching are expected. Required seminars focus on education in multicultural settings. Students are expected to have extended field experiences at all levels of their licensing and this practicum can help fulfill that requirement. Taken during January of the junior year.
Prerequisites: Junior standing and acceptance into the Teacher Education Program

ED 395EL Multicultural Practicum in Elementary
(3 credits - January)

This course provides a pre-student teaching experience working in a public school. Placements are in elementary classrooms in multicultural settings in an urban area. Observing, participating and a limited amount of supervised classroom teaching are expected. Required seminars focus on education in multicultural settings. Students are expected to have extended field experiences at all levels of their licensing and this practicum can help fulfill that requirement. Taken during January of the junior year.
Prerequisites: Junior standing and acceptance into the Teacher Education Program

ED 395HS Multicultural Practicum in High School
(3 credits - January)

This course provides a pre-student teaching experience working in a public school. Placements are in high school classrooms in multicultural settings in an urban area. Observing, participating and a limited amount of supervised classroom teaching are expected. Required seminars focus on education in multicultural settings. Students are expected to have extended field experiences at all levels of their licensing and this practicum can help fulfill that requirement. Taken during January of the junior year.
Prerequisites: Junior standing and acceptance into the Teacher Education Program

ED 395MI Multicultural Practicum in Middle School
(3 credits - January)

This course provides a pre-student teaching experience working in a public school. Placements are in middle school classrooms in multicultural settings in an urban area. Observing, participating and a limited amount of supervised classroom teaching are expected. Required seminars focus on education in multicultural settings. Students are expected to have extended field experiences at all levels of their licensing and this practicum can help fulfill that requirement. Taken during January of the junior year.
Prerequisites: Junior standing and acceptance into the Teacher Education Program

ED 395SE Multicultural Practicum in Special Education
(3 credits - January)

This course provides a pre-student teaching experience working in a public school. Placements are in special education and multicultural settings in an urban area. Observing, participating and a limited amount of supervised classroom teaching are expected. Required seminars focus on education in multicultural settings. Students are expected to have extended field experiences at all levels of their licensing and this practicum can help fulfill that requirement. Taken during January of the junior year.
Prerequisites: Junior standing and acceptance into the Teacher Education Program

ED 395SP Special Populations Practicum
(1 to 3 credits - January)

This course provides experience observing and working with exceptional populations in one of a variety of settings relevant to student interest. Taken during January of the junior or senior year.
Prerequisites: SE 232 and 233

ED 396 Practicum in Education
(1 to 3 credits - Fall, January, Spring, Summer)

Practicum in some aspect of education designed to give student practical, directed experience.
Prerequisite: Consent

ED 397 Junior Block Practicum I
(3 credits - Fall)

An extensive, four-week, all morning field experience in a K-6 classroom for those students in the fall methods block (ED 272, 382, 384). This field experience will take place during the last four weeks of the semester.
Prerequisites: ED 272, 382, and 384 concurrent

ED 398 Junior Block Practicum II
(3 credits - Spring)

An extensive, four-week, all morning field experience in a K-6 classroom for those students in the spring methods block (ED 316, 386, 388). This field experience will take place during the last four weeks of the semester.
Prerequisites: ED 386, 388, and SE 325 concurrent

ED 399 Workshop in Education
(1 to 3 credits - Summer)

Special topics in education for teachers and other professional educators.
Prerequisite: Consent

ED 410AE Agricultural Education Curriculum and Methodology
(2 credits - Fall)

This seminar, designed as the agricultural education candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on agricultural education/IDOE standards, national teacher standards and respective professional organizations as well as the three-part agricultural education program model, including classroom and lab learning, FFA and SAEs. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least ten consecutive days of teaching.
Prerequisite: AE 320

ED 410ENG Language Arts/English Curriculum and Methodology
(2 credits - Fall)

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on language arts/English IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

ED 410MAT Mathematics Curriculum and Methodology
(2 credits - Fall)

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on mathematics IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

ED 410SCI Science Curriculum and Methodology
(2 credits - Fall)

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on science IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

ED 410SOC Social Studies Curriculum and Methodology
(2 credits - Fall)

This seminar, designed as the secondary candidate's final preparation prior to student teaching, integrates specific course content with field based assignments. Instructional strategies appropriate for both middle and high school are reinforced and applied within the cooperating classroom. Emphasis on social studies IDOE standards, national teacher standards and respective professional organizations will be included. A 30-hour field experience is required. This field experience will be completed in 30 consecutive one-hour observations in the same class, culminating in at least five consecutive days of teaching.
Prerequisite: ED 320

ED 420 Managing the Learning Environment
(2 credits - Fall)

Students will investigate a number of different theories and techniques which will enable them to develop strategies for maintaining a successful teaching and learning environment. Emphasis will be on positive classroom management as well as planning for discipline.
Prerequisite: SE 325 or MI 221

ED 440 Topics and Problems in Education
(2 credits - Fall, Spring)

Current issues, teaching techniques, classroom management and other topics which change in response to trends in education will be discussed. This course is taken during the student teaching semester and includes initial and final professional portfolio assessments.
Prerequisites: Admission to teacher education program and approved application for student teaching

ED 450 Student Teaching in Elementary Schools
(10 credits - Fall, Spring)

All-day classroom experience in local elementary schools for 14 weeks. The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University. Overseas and special education student teaching experiences involve additional placements and reduction of time and credit for ED 450 experience. Students teaching overseas will spend seven weeks in an ED 450 placement for five credit hours and seven weeks overseas (ED 455) for five credit hours. Special education student teachers will spend seven weeks in an ED 450 placement for five credit hours and seven weeks in a special education setting (SE 450 or 460) for five credit hours.
Prerequisites: Admission to teacher education program, approved application for student teaching, and appropriate Indiana Core Assessment scores

ED 455 Student Teaching in Elementary Schools Overseas
(5 credits - Fall, Spring)

All-day classroom experience in an overseas elementary school for up to seven weeks. This experience is to be paired with a seven-week experience in ED 450 (five credit hours).
Prerequisites: ED 450 (concurrent) and consent

ED 460 Student Teaching in Secondary Schools
(10 credits - Fall, Spring)

All-day classroom experience in local secondary schools for 14 weeks. The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University. Overseas student teaching experiences involve additional placements and reduction of time and credit for ED 460 experience. Students teaching overseas will spend seven weeks in an ED 460 placement and seven weeks overseas (ED 465).
Prerequisites: Admission to teacher education program, approved application for student teaching, and appropriate Indiana Core Assessment scores

ED 465 Student Teaching in Secondary Schools Overseas
(5 credits - Fall, Spring)

All-day classroom experience in an overseas secondary school for up to seven weeks. This experience is to be paired with a seven-week experience in ED 460 (five credit hours).
Prerequisites: ED 460 (concurrent) and consent

ED 490 Independent Study
(1 to 4 credits - Fall, Spring)

An individualized study of a problem, a research paper or a project related to the education field.
Prerequisite: Consent

ED 495 Internship in Education
(2 to 4 credits - Fall, Spring)

A field experience in education which provides an opportunity for the student to apply theoretical knowledge in a practical setting. Student maintains close cooperation with the supervisory personnel in the field.
Prerequisite: Consent


Courses in Special Education

SE 111 American Sign Language I
(3 credits - Fall)

This course will introduce the student to American Sign Languages (ASL). It will explore the history and culture behind the language and will cover proper fingerspelling and signing techniques, as well as signing etiquette. A great deal of time will be spent learning vocabulary and practicing ASL in a conversational setting. This course is directed toward students with no previous experience with, or knowledge of, ASL.

SE 195 Job Shadow in Special Education
(1 to 2 credits - Fall, January, Spring, Summer)

Students observe the daily routines and activities of employed professionals and see how skills and knowledge acquired in class are applied in the special education field.
Prerequisite: Consent

SE 232 Education of the Exceptional Learner
(3 credits - Fall, Spring)

This course provides an overview of the developmental, behavioral, intellectual and educational characteristics of students with disabilities. Early intervention, identification and placement as well as appropriate adaptations for diverse learners in inclusive classroom settings will be emphasized. In addition, the special methodologies related to the instruction of gifted and talented students are addressed.
Identical with PY232.
Prerequisite: PY 111

SE 233 Foundations of Special Education
(3 credits - Spring)

This course focuses on special education as a profession. Emphasis will be placed on historical, philosophical and legal foundations of special education. The rights and responsibilities of parents, students, educators and other professionals as these relate to students with exceptional needs will also be studied. Programming options and ethical practices for mild interventions will be emphasized.
Identical with PY 233.
Prerequisite: PY 111

SE 325 Differentiated Instruction
(2 credits - Spring)

Explores how teachers can develop responsive, personalized and differentiated classrooms by attending to the learning needs of diverse individuals. Students will learn to develop multiple avenues to learning for student growth and success.
Prerequisites: ED 236 and acceptance into the Teacher Education Program

SE 328 Behavior Management for Mild Intervention
(2 credits - Fall)

This course focuses on planning and managing the teaching and learning environment for students with mild disabilities. The use of functional behavioral assessment and its use in developing behavior intervention plans for students with mild disabilities will be explored. Legal implications, including applicable laws, rules and regulations regarding the dissemination and implementation of behavior plans, will be discussed. Emphasis will be placed on strategies to foster and teach social skills to those students with mild disabilities.
Prerequisite: ED 236

SE 395 Practicum in Special Education
(1 to 3 credits - Fall, Spring)

Practicum in some aspect of special education designed to give student practical, directed experience.
Prerequisite: Consent

SE 397 Special Education Junior Block Practicum
(3 credits - Fall, Spring)

An extensive, four-week, all morning field experience in a K-6 special education setting for those students in the methods block. This field experience will take place during the last four weeks of the semester.
Prerequisites: SE 232 and 233; concurrent with the junior block methods

SE 422 Methods for Exceptional Learners: Mild Intervention
(3 credits - Fall)

Emphasis in this course will be on characteristics of children who have mild disabilities and the methods and materials used for intervention. A variety of strategies that facilitate student success in the least restrictive environment will be discussed. Additionally, modifying curriculum and environments to ensure student success will be stressed. The use of direct instruction and assessment of instruction to plan instructional objectives for the exceptional learner will be discussed along with the connection between daily planning and the individual education plan.
Prerequisites: SE 233 and acceptance into the Teacher Education Program

SE 424 Assessment Strategies for Exceptional Learners: Mild Intervention
(3 credits - Fall)

This course focuses on the multiple forms of assessment and record keeping. Emphasis will be placed on selection, use and interpretation of a wide variety of formal and informal assessments and effective ways of communicating that information to parents and colleagues. Additional emphasis will be placed on using assessment to plan, modify and deliver instruction. The relationship between assessment, placement and individual education plans will be explored.
Prerequisites: ED 236, SE 233 and acceptance into the Teacher Education Program

SE 434 Collaboration and Consultation in Special Education
(3 credits - Fall)

This course focuses on communication and collaborative partnerships that will contribute to success for the exceptional child across the full spectrum of services available for mild intervention. Emphasis is placed on the importance of ongoing relationships between the special educator and parents, families and agencies to support the education of the child. The process of conducting team meetings and ethical considerations dealing with confidential information will be explored.
Prerequisite: SE 233

SE 450 Student Teaching in Elementary: Special Education Setting
(5 credits - Fall, Spring)

All day experience in a special education setting for seven weeks (to be paired with a seven-week experience in ED 450). The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.
Prerequisites: Admission to the teacher education program, completion of mild intervention content coursework, approved application for student teaching, and appropriate Indiana Core Assessment scores

SE 460 Student Teaching in Secondary: Special Education Setting
(5 credits - Fall, Spring)

All day experience in a special education setting for seven weeks (to be paired with a seven-week experience in ED 450). The student teacher is supervised by a cooperating master teacher and a supervisor from Huntington University.
Prerequisites: Admission to the teacher education program, completion of mild intervention content coursework, approved application for student teaching, and appropriate Indiana Core Assessment scores

SE 490 Independent Study in Special Education
(1 to 4 credits - Fall, Spring)

An individualized study of a problem, a research paper or a project related to the special education field.
Prerequisite: Consent

SE 495 Internship in Special Education
(2 to 4 credits - Fall, Spring)

A field experience in special education which provides an opportunity for the student to apply theoretical knowledge in a practical setting. Student maintains close cooperation with the supervisory personnel in the field.
Prerequisite: Consent