Education Minor Specialization

An introduction to computer applications including basic computer concepts and terminology. Hands-on experience in using the operating system, word processing, spreadsheets, and telecommunications. All students are required to take this course if they cannot demonstrate proficiency by passing the Computer Skills exam. Course fee may apply.

Focusing on the study of culture as it relates to one's identity, the student analyzes how one's culture impacts learning. Students examine the ESOL Consent Decree, discuss stereotyping, and learn ways to facilitate communication between cultures. In addition, societal issues that affect schools are investigated. Emphasis is placed on preventive measures and solutions to these issues.

This is the capstone academic course for the teacher education program. The course provides the student with the knowledge of the organization of the education system and its impact on curriculum, its historical antecedents and influence on democratic values, and the major philosophies and their impact on educational decisions, including character education. Finance issues, current issues/trends in structures and policies, and legal rights and responsibilities of students and teachers, including ethical responsibilities, are also included.

Emphasis is placed on adolescent development and learning theories, linking to practices in the classroom. Special attention will be given to the diverse secondary education population (ESOL, special education, multicultural, at-risk, etc.) in preparation for planning responsive standards-based instruction.

This course explores writing across the curriculum as a tool for learning for students in grades 5-12. Topics include writing as a process; writing in content areas; types of writing; writing workshops; assessing student writing; FCAT Writes!; rubrics; and using peer feedback. It is a required course for all middle school majors, all content specializations.

This course explores the skills and behaviors required for adolescents to engage in literacy activities, including a focus on the necessary reading components of word recognition, comprehension, fluency, and vocabulary instruction. Students will study instructional strategies to address the needs of struggling readers and ELLs, and they will explore various texts and genres in young adult literature that meet curriculum needs as well as the real-world interests of adolescent students.

Students will examine current research and instructional approaches that focus on improving adolescent literacy skills. The course is designed to address literacy issues in content area classrooms at the secondary school level. Students will learn about the reading process, identify reading demands in content areas, develop instructional activities to improve reading, and use reading/writing/thinking activities in daily instruction. Field experience is required. Offered spring semester on University Campus.

This course offers a broad and critical analysis of classroom management issues, including the major theories regarding understanding and managing student behavior, discussion of effective classroom rules and procedures, school safety, parental involvement, legal issues related to the rights and responsibilities of teachers, and the strategies for creating a positive, safe environment to meet the needs of all students, including English language learners. A field experience is required.

This senior-level course builds on assessment introduced in earlier methods and practica. Topics include basic concepts in statistical analysis for teachers, traditional norm and criterion-referenced assessment measures and test construction, performance assessment tasks and rubrics, reliability, validity, bias, and the current political issues in testing. Testing issues, test analysis, and strategies for English language learners are infused in the topics and expectations.

This one-credit practicum and one-credit seminar accompany the methods for teaching in the discipline methods courses, EDU 451, 452, 453, and 454, and EDU 336: Teaching Reading in the Content Areas. Students are required to spend one full day or two half days (approx. 7.5 hours) per week in a middle or secondary school classroom of their discipline under the guidance of a clinically trained mentor-teacher and supervised by a University supervisor. They are expected to help with all aspects of a typical classroom and teach lessons as appropriate to their readiness and course requirements. Placement and supervision will be arranged through the field placement officer at University Campus or the Center. The one-credit seminar (EDU 455) connects the knowledge base gained during coursework with the experiences of the one-credit practicum (EDU 450). EDU 450 is a pass/fail course.

This course explores the methods and challenges of teaching the English language arts in grades 5-12. Topics include lesson planning, the Florida Curriculum Framework, Sunshine State Standards, student-centered classrooms, fostering positive classroom communities, strategies for developing lifelong readers, facilitating class discussions, questioning strategies, authentic assessment, technological resources for middle school teachers, and reflective practice. Students will implement the lessons created in class while in the practicum (EDU 450)

This two-credit seminar and one-credit practicum provide students with opportunities to further explore teaching strategies and methods as well as to gain more experience in real-world classrooms. Students engage in seminar discussions based on their observations and experiences in their practicum placement. Students engage in the reflective-action process as a basis for professional growth and development. Emphasis will be placed on planning effective lessons and meeting the needs of diverse learners. English specialization middle grades majors will be assigned to a field placement where they work with ESOL students and are under the supervision of an ESOL-endorsed teacher. The practicum, EDU 470, is a pass/fail course.

A full-time practice teaching experience in the classroom taken in the senior year under the supervision of a qualified teacher and a University supervisor. Students apply the knowledge and skills acquired in their professional preparation. Requires time block coinciding with daily schedules of teachers, usually from 8 a.m. to 3:30 p.m. Open only to students who have applied and been approved for student teaching through the Department of Education. This is a pass/fail course.

This course is a problem-solving seminar connected to the full-time, final internship experience. This one-credit seminar will focus on synthesizing the knowledge base gained during coursework with the experiences of the final internship. Students will complete their electronic portfolios and learn how to prepare for employment as teachers.

In-depth study and application of research techniques. Introduction to scholarly journals in the field, library resources, and methods of critical evaluation. Offered annually.

A survey of British literature and literary history from its beginnings to 1800, excluding Shakespeare and the novel. The course continues to emphasize different critical approaches to texts and to hone research skills learned in ENG 122 and ENG 220

A survey of British literature and literary history of the 19th and 20th centuries, excluding the novel. The course continues to emphasize different critical approaches to texts and to hone research skills learned in ENG 122 and ENG 220.

Focuses on American literary history up to the Modern period. Emphasis on the relationship between literature and culture during certain historical periods. Sample study areas include the Puritan Tradition, American Romanticism, and Realism and Naturalism.

Revolving course offerings focusing on literary communities and texts of diverse cultures such as African American literature, Native American literature, and Latin American literature.

Oral examination covering selected material from the English Foundations Courses: ENG 312, ENG 313, and ENG 320. Students must receive a passing score on the exam in order to enroll in ENG 498: Senior Seminar. Given every spring.

An in-depth focus, as designated by instructor, on select writers (excluding Shakespeare), movements, genres (excluding the novel), or literary periods in British literature from its beginnings to the 20th century. The course continues to emphasize different critical approaches to texts and to hone research skills learned in ENG 122 and ENG 220, while offering a more sophisticated look at some of the works studied in the foundations of British literature courses and an opportunity to study authors potentially excluded from the foundations courses. Offered in alternate years.

In-depth focus, as designated by instructor, on select writers, movements, genres, or literary periods in the study of American literature. The course continues to emphasize different critical approaches to texts and to hone research skills learned in ENG 122 and ENG 220, while offering a more sophisticated look at some of the works studied in the foundations of American literature course and an opportunity to study authors potentially excluded from the foundations course. Offered in alternate years.

Selected sonnets, comedies, histories, and tragedies, with consideration of Shakespeare's dramaturgical development. Offered in alternate years.

Intensive study of significant figures, movements, and works of 20th-century writers representing modern and postmodern literary periods

An in-depth exploration of one or more literary topics, with sessions on graduate schools, career planning, and résumé writing. Required during the fall semester of the senior year for English majors.