|
|
2015-2016 Catalogue [ARCHIVED CATALOG]
Courses of Instruction
|
|
|
The College reserves the right to change procedures, programs, curricula, courses, fees and charges, instructors and degree requirements without prior notice. It further reserves the right to sever the connection of any student with the College for an appropriate reason.
NOTE: The course sequence outlines appearing under each department are illustrative only, and do not supersede either general or departmental requirements. Extra-departmental courses ancillary to the major, and specified by name or course number in the sequence outlines, are considered to be an integral part of the major program.
New Course Numbering System
Beginning in the Fall 2006 semester, Saint Anselm College adopted a three number course designation system. Henceforth, the following course numbering system is in effect.
100 – 199 Introductory
200 – 299 Intermediate
300 – 399 Intermediate/Advanced
400 – 499 Directed readings, research, internships and further advanced study
Please note, when searching courses by “Code or Number”, an asterisk (*) can be used to return mass results. For instance, a “Code or Number” search of ” 2* ” can be entered, returning all 200-level courses.
|
| |
Education |
| |
-
ED 130 - Principles of Teaching and Learning
This course outlines the historical, economic, and social foundations of American education. It identifies current issues in education and explores recent efforts in school reform. The course introduces students to learning theories, classroom management, lesson plan development, assessment, and different philosophies of K-12 education. It is required of all students in one of the Teacher Education Programs (formerly Introduction to American Education). Sophomore Early Field Experience (SEFE) is a required 30 hour clinical experience embedded in this course.
Four credits.
|
| |
-
ED 220 - Children’s Literature
This course is an exploration of the many facets of children’s literature with an emphasis on ways to effectively incorporate literature in the classroom. Developing and using a socio-cultural lens, students will think critically as they explore such topics as influential authors and illustrators, considerations for evaluating and selecting literature for the classroom, as well as themes and motifs in genres. This course provides an introduction to a balanced reading program, emphasizing selection of text based on instructional purpose.
Four credits.
|
| |
-
ED 250 - Integration of Art and Creativity in Teaching
This course is designed specifically for elementary education majors. A primary goal of this course is to support students as they develop the historical knowledge, technical vocabulary, and skills needed to read and critique various pieces of art within four artistic domains: visual arts, literature, music, and drama. Students will then use this newly acquired knowledge to create and execute a personal piece of art that includes one or more of the artistic modalities explored in class. A second goal of this course is to provide prospective teachers with an overview of the theory and practice of an integrated arts curriculum for elementary classroom teaching. Students will not only leave this course with a deeper understanding of themselves as learners and creative thinkers, but also with an appreciation and practical knowledge of how the inclusion of the arts can enrich their lives as well as the lives of the K-12 pupils they will work with in the future (Formerly Integrating Art and Creativity into the Classroom
Four credits
Prerequisite(s): ED 130
|
| |
-
ED 255 - Multicultural Perspectives on Public Schooling in the United States
This course is designed to provide students with an understanding of the historical, social, cultural and political context of public schooling in the United States. We will examine how the complexities of race, socio-economic status, linguistic diversity, culture, and gender shape the educational process in the United States. Readings are placed within the context of public schooling past and present in order to help students (1) identify and unpack the ways that their social location has shaped their educational experiences and (2) uncover the assumptions they have about people who are culturally, linguistically, racially, and economically different from them.
Note: There is a 20 hour service learning experience embedded in this course.
Four credits.
|
| |
-
ED 280 - Integration of Technology in Teaching and Learning
This course focuses on instructional technology and technology-enhanced instructional practices as applied to teaching and learning in a K-12 setting. Pre-service teachers will evaluate instructional technologies and instructional design concepts. In addition, students will align instructional technology theory and practice, apply classroom technology solutions and reflect on the role of instructional technology in the classroom.
Four credits.
|
| |
-
ED 315 - Human Growth and Development
This course provides a survey of human development through the lifespan. Various theoretical perspectives on development will be explored. Students will be required to explore how theories and concepts can be applied through direct observations, projects and research.
Four credits
|
| |
-
ED 322 - Inclusion, Equity, and Diversity in Education
This course provides an overview of the characteristics of individuals with disabilities. Emphasis concentrates on different learning styles as well as differentiated instruction. Topics include a history of special education, federal and state regulations, classroom management, inclusive education, response to intervention and other current issues which impact teaching and learning. It is required of all students in one of the Teacher Education Programs. A required 30 hour clinical experience is embedded in this course.
Four credits.
Prerequisite(s): ED 130 .
|
| |
-
ED 340 - Curriculum and Assessment in Teaching
Various theoretical approaches to instruction and assessment will be explored. Curriculum development will focus on the goals and objectives of instruction provided and the goals of instruction. Assessment methods will include classroom assessment and standardized assessments for K-12. Students will develop and share a variety of assessment tools and formats for classroom use. Students will become aware of the wider scope of assessment issues beyond the classroom including national, state, and local initiatives. Students will understand the impact of these assessments on the teaching and learning process. It is a required course of all students in one of the Teacher Education Programs.
Four credits.
Prerequisite(s): ED 130 and ED 322 .
|
| |
-
ED 350 - Special Topics
Four credits
|
| |
-
ED 351 - Special Topics: Clinical Capstone: NHTCAP
This course is assessment driven; the primary purpose is to complete and document a full teaching cycle. The full teaching cycle and all requirements for documenting work is encapsulated in the New Hampshire Teacher Candidate Assessment of Performance (hereafter: NHTCAP). For the TCAP, students demonstrate the strategies used to make content accessible to students, explain the thinking underlying teaching decisions, and analyze the strategies used to connect students with content. Effects of instructional design and teaching practices on student learning, with particular attention to students with diverse cultural, language, and socio-economic backgrounds and learning needs will be examined.
Two credits.
|
| |
-
ED 360 - Language, Literacy and Assessment Across the Curriculum for ESOL
This course examines the major principles, theories, and research of first and second language acquisition (SLA). Emphasis will be placed on application of cultural influences on language learning, school achievement, and social adjustment. Various theoretical approaches to instruction and assessment in second language acquisition will be explored. Curriculum development will focus on the types of instruction provided and the goals of instruction. Assessment methods will include classroom assessment, standardized assessment, authentic and alternative forms of assessment for ELL.
Note: There is a 20 hour service learning experience embedded in this course.
Four credits.
Prerequisite(s): ED 130 , EN 355 , PY 202 or PY 199
|
| |
-
ED 361 - Theoretical Perspectives on English Speakers of Other Languages (ESOL)
The purpose of this course is to provide education students with an understanding of the various theoretical frameworks used to understand how ESOL students acquire a second language. Particular focus will be paid to behaviorist, Innatist, cognitivist, and interactionist theories. Students will also explore ways of linking these theories to effective classroom practices.
Four credits.
Prerequisite(s): ED 130 , EN 355 , PY 202 or PY 199
|
| |
-
ED 375 - Theory and Methods of Teaching Elementary Reading
Reading methods introduces knowledge and strategies for teaching reading and language arts at the elementary level. Students learn about instructional strategies, developing a classroom context for literacy, and the relationship between reading and assessment. Topics include guided reading, literature circles, emergent literacy, comprehension, phonics, language conventions, and children’s literature. A required 30 hour clinical experience is an integral part of this course.
Four credits.
Prerequisite(s): ED 130 and ED 340 .
|
| |
-
ED 380 - Theory and Methods of Teaching Elementary Mathematics
Mathematics methods explores the nature of learning and teaching mathematics with an emphasis on developing student understanding through active involvement. Using experiences with a variety of instructional materials, classroom activities with children, and diverse teaching strategies, students develop an understanding of mathematical concepts and procedures.
Four credits.
Prerequisite(s): ED 130 and ED 340 or students may obtain permission from the instructor.
|
| |
-
ED 400 - Independent Study
Four credits.
|
| |
-
ED 430 - Elementary Reading and Mathematics Seminar
This course examines the role of teacher as decision maker, introduces students to strategies to enhance learning in the various content areas, and explores characteristics of an effective teacher such as reflective practice, classroom management, etc. Current issues and trends including a standards-based curriculum in elementary reading and mathematics instruction will be explored. Prerequisites include completion of all content requirements, core college requirements, Teacher Education certification requirements, and a minimum cumulative grade point average of 2.50. It is expected that this course will be taken concurrently with ED432 and ED450. It is only open to seniors pursuing elementary certification. The Methods classes are evaluated by a mark of High Pass, Pass, Low Pass or Fail. The 20-30 Bridge Experience for Elementary Student Teaching is embedded in this course. It is expected that this course will be taken concurrently with ED 432 and ED 450 . (Formerly Methods of Teaching Elementary Reading and Mathematics
Four credits.
Prerequisite(s): ED 130 , ED 322 , ED 340 , ED 375 , ED 380 .
|
| |
-
ED 431 - Fundamentals of Teaching (Secondary)
This is a year-long senior seminar which examines the role of teacher as decision maker, introduces students to strategies to enhance learning in the various content areas, and explores characteristics of an effective teacher such as reflective practice, classroom management, etc. Prerequisites include completion of all content requirements, core college requirements, Teacher Education certification requirements, and a minimum cumulative grade point average of 2.50.
Four credits.
|
| |
-
ED 432 - Supervised Student Teaching
Supervised Student Teaching is a year-long, (0 credit/12 credit) capstone experience. This course is a full- time teaching/clinical experience (for a minimum of 13 to 15 weeks) in a local elementary, intermediate, middle, or high school. The primary focus is a gradual introduction to teaching through a progression of experiences from observation, to participation, to teaching. Student teaching is designed to apply theories, pedagogy, and critical thinking skills. Prerequisites include completion of all content requirements, teacher education certification requirements, and a minimum cumulative grade point average of 2.50. It is expected that this course will be taken concurrently with a Methods course. It is only open to seniors pursuing certification. The semester prior, students complete a Bridge clinical placement. The Student Teaching Experience is evaluated by a mark of High Pass, Pass, Low Pass or Fail. It is expected that this course will be taken concurrently with a Methods course.
Four credits.
Prerequisite(s): ED 130 , ED 322 , ED 340 .
|
| |
-
ED 440 - Methods of Teaching Secondary Content: English
Four credits.
|
| |
-
ED 440-445 - Methods of Teaching Secondary Content
This course emphasizes best practices of teaching content at the middle and high school levels. It is expected that this course will be taken concurrently with ED 432 . The 20-30 Bridge Experience for Secondary Student Teaching is embedded in this course. It is only open to seniors pursuing secondary certification. The Methods classes are evaluated by a mark of High Pass, Pass, Low Pass or Fail. Depending upon their content major, a student may select from the following offerings:
Four credits.
|
| |
-
ED 441 - Methods of Teaching Secondary Content: Modern Languages
Four credits.
|
| |
-
ED 442 - Methods of Teaching Secondary Content: Science
Four credits.
|
| |
-
ED 443 - Methods of Teaching Secondary Content: Social Studies
Four credits.
|
| |
-
ED 444 - Methods of Teaching Secondary Content: Mathematics
Four credits.
|
| |
-
ED 445 - Methods of Teaching Secondary Content: Latin
Four credits.
|
| |
-
ED 446 - Methods of Teaching ESOL (English Speakers of Other Languages)
This course emphasizes best practices of teaching English Language Learners at the elementary, middle, and high school levels. It is expected that this course will be taken concurrently with ED 432 . It is only open to seniors pursuing ESOL K-12 certification.
Four credits.
Prerequisite(s): ED 130 ; PY 202 , PY 203 ; ED 322 , ED 340 , EN 355 , ED 360 , and ED 361 .
|
| |
-
ED 450 - Methods of Teaching Elementary Social Studies and Science
Methods of Teaching Elementary Social Studies and Science provides an integrative approach to ensure teachers a broad knowledge base when they enter the classroom. It is expected that this course will be taken concurrently with ED 430 and ED 432 . It is only open to seniors pursuing elementary certification K-6.
Four credits.
Prerequisite(s): ED 130 , PY 202 , ED 322 , ED 340 , ED 375 and ED 380 .
|
| |
-
ED 480 - Internship in Education
Typically minors without certification take Internship in Education. The purpose of the internship is to connect theory and practice in a supervised educational setting. It is open to seniors and may be repeated. This course is required for minors without certification and allows for exploration in the field of Education.
Four credits.
Prerequisite(s): ED 130 , ED 322 .
|
| |
-
ED 481 - Internship in Education (Advanced)
Typically students wishing to extend their student teaching placement or intern in a specialization take Internship in Education (Advanced).
Four credits.
Prerequisite(s): ED 432
|
| |
|
|
Print this Page