2004-06 IUPUI Campus Bulletin

Statement on Graduate Programs

Post-Baccalaureate Licensure Programs

Students who already hold a baccalaureate degree may apply to the Teacher Education Program in the School of Education. A formal transcript evaluation and an orientation session are required before enrollment. There is a fee for the transcript evaluation. Information and the transcript evaluation request form are available on the School of Education Web site (education.iupui.edu) or by calling Education Student Services at (317) 274-6801. Students who have earned a baccalaureate degree are expected to enroll in graduate-level sections.

IUPUI offers a field-based, post-baccalaureate program leading to an initial license to teach science in middle school and high school settings. Qualified candidates can complete the program in a 15-month period (four consecutive semesters: summer/fall/ spring/summer). Applicants must have

• earned a B.S. or B.A. degree from an accredited college or university.
• maintained a cumulative grade point average (GPA) of 3.0.
• completed a major in a field of science.
• passed all components of Praxis I or the PreProfessional Skills Test. (Note: Praxis and PPST are required by the Indiana Professional Standards Board (IPSB); IUPUI does not have authority to waive the requirement.)

Credits earned in the post-baccalaureate program can be applied toward the master’s degree. Interested individuals should contact the director of Graduate Education.

Graduate Degree Programs

A full range of graduate opportunities is available through the School of Education at IUPUI. Students can earn the Master of Science in Elementary Education, Secondary Education, Early Childhood Education, Language Education, Special Education, and complete requirements for the master’s in Higher Education/Student Affairs. The program in Counseling and Counselor Education leads to a master’s degree and a license in school counseling. The school also offers a master’s degree with a special focus on technology integration on-site in several area school systems.

IUPUI provides unique opportunities for collaborative studies (for example, education and museum studies) or interprofessional work (for example, courses that enroll students from education, nursing and social work to emphasize service integration at the school site).

Through its “Summer in the City” program, the school offers a range of graduate workshops each summer on contemporary topics of interest to teachers and administrators. A growing number of courses for license renewal or continuing professional development is available online or through interactive video technology.

Indianapolis also offers opportunities for doctoral study in education. Although applications for all doctoral programs are submitted through the Bloomington campus, substantial coursework and some entire programs are available at IUPUI. Opportunities for research in Indianapolis and for collaboration with IUPUI-based faculty are available to any student in a graduate program offered by the core campus. Doctoral students in any program area may work with, and have dissertations directed by, faculty whose tenure is at IUPUI. Both teaching and research assistantships are available at IUPUI to support students in advanced graduate work in Indianapolis.

IUPU Columbus

Coursework leading to the B.S. in Elementary Education is available at IUPU Columbus; however, at the present time, students pursuing an initial license to teach in the elementary setting must register for student teaching through IUPUI.

Students at IUPU Columbus must meet the same admission and degree requirements as those in Indianapolis, including the same standards for performance assessments. Application to the Teacher Education Program is made directly to IUPU Columbus. Enrollment is limited and students are urged to consult an education program advisor at the Columbus campus.

Calendar and Schedule of Classes

Registration dates at IUPU Columbus generally do not correspond with the calendar listed in this bulletin. Final schedules and calendars pertaining to IUPU Columbus are available at IUPU Columbus.

IUPU Columbus
4601 Central Avenue
Columbus, IN 47203
Phone: (812) 348-7271 (Student Services Office) or 1-800-414-8782, Ext. 7271
Web: www.columbus.iupui.edu

Undergraduate Courses in the School of Education

The abbreviation “P” refers to course prerequisites. The number of hours of credit given a course is indicated in parentheses following the course title. The “I” or “B-I” after the course title indicates whether the course is offered at Indianapolis, or at both the Indianapolis and Bloomington campuses.

Courses in this section are listed alphabetically by prefix letter and in ascending numerical order within each of the sections. Unless otherwise specified, the prefix to all courses is EDUC.

Elementary Education

E325 Social Studies in the Elementary Schools (3 cr.) B-I Emphasizes the development of objectives, teaching strategies, and evaluation procedures that facilitate the social learning of young children. Special attention given to concept learning, inquiry, decision making, and value analysis.

E328 Science in the Elementary Schools (3 cr.) B-I The focus of this course will be on developing teacher competencies in writing performance objectives, question-asking, evaluating, and sequencing. These competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children.

E330 Infant Learning Environments (3 cr.) B-I P: P251 and M101 or taken concurrently. Appropriate instructional strategies to enhance infant-toddler development, caregiving skills, and knowledge of appropriate learning environments. Students will apply strategies and knowledge in providing care and educational experiences. Open to students from allied health, psychology, pediatric nursing, and social work.

E337 Classroom Learning Environments (3 cr.) B-I This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences, and on planning, utilizing, and evaluating learning environments. Selection of materials and activities, and the acquisition of skills for using these to stimulate children’s development, are major focuses.

E338 The Early Childhood Educator (3 cr.) B-I P: E337. Includes the role of the teacher as a professional educator, including professional responsibilities, legal rights and responsibilities of teachers and students, school and community relations, and involvement in professional organizations. A major emphasis is on parent involvement and parent education.

E339 Methods of Teaching Language Arts in the Elementary School (2-3 cr.) B-I Describes the methods, materials, and techniques employed in the elementary school language arts program.

E340 Methods of Teaching Reading I (2-3 cr.) B-I Describes the methods, materials, and techniques employed in elementary school developmental reading programs.

E341 Methods of Teaching Reading II (2-3 cr.) B-I P: E339 and E340. Describes the methods, materials, and techniques employed in diagnosis and corrective instruction in elementary school reading programs.

E343 Mathematics in the Elementary Schools (1-3 cr.) B-I Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child.

E345 Language Arts and Mathematics for Young Children (6 cr.) Methods of developing language, cognition, reading and mathematical readiness, mathematical thinking through play, the arts, and directed experiences; design of curriculum and appropriate teaching strategies for young children.

E449 Trade Books and the Classroom Teacher (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.

E490 Research in Elementary Education
(1-3 cr.) B-I Individual research.

E495 Workshop in Elementary Education (cr. arr.) B-I For elementary school teachers. Gives 1 credit hour for each week of full-time work.

Foundations of Education

F200 Examining Self as a Teacher (3 cr.) B-I Designed to help a student make a career decision, better conceptualize the kind of teacher the student wishes to become, and reconcile any preliminary concerns that may be hampering a personal examination of self as teacher. Students will design a major portion of their work.

F203 Topical Exploration in Education (1-3 cr.) B A one-semester course on a particular topic, established at the request of a faculty member and by the approval of the Academic Affairs Committee. Applies only as elective credit.

H340 Education and American Culture (3 cr.) B-I The present educational system: its social impact and future implications viewed in historical, philosophical, and sociological perspective.

Special Education

K201 Schools, Society, and Exceptionality
(1-3 cr.) B-I This course is designed to provide an overview of the many complex issues related to special-education policy and practice in the United States. Content will include an introduction to the definitions and characteristics of various exceptionalities; an exploration of the options available for instructing exceptional children in public school settings; and discussion of the many important topics and issues related to planning and implementing special education in American public schools.

K305 Teaching the Exceptional Learner in the Elementary School (3 cr.) B-I Knowledge, attitudes, and skills basic to the education of exceptional learners (students who are handicapped as well as gifted and talented) in the regular elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, developing a responsive curriculum, teaching and management strategies, and teachers as persons and professionals. (Sem. I and II)

K306 Teaching Students with Special Needs in the Secondary Classrooms (3 cr.) This course includes an overview of skills and knowledge necessary for effective instruction of students with disabilities in inclusive secondary programs.

K307 Methods for Teaching Students with Special Needs (3 cr.) This course prepares future teachers to work with students with diverse abilities in inclusive settings. Participants learn to use learning modalities, varied rates and complexity of instruction, and making use of individual interests and preferences. Additionally, differentiating and/or individualizing instruction for all learners and developing classroom management skills are emphasized.

K490 Research in Special Education (1-3 cr.) B-I Individual research and study in special education.

K490 Topical Seminars for Special Education Dual Certification Program (3 cr.) I

Seminar 1: Individuals and Families in School and Society

The purpose of this seminar is to learn the perspectives of individuals with disabilities and their families regarding the impact of disabilities in their daily lives. A life-span approach will be used to discuss issues related to birth and early childhood, school-age years, and adulthood. Additional topics include labeling, legal issues, person-centered planning, and academic, social/emotional, behavioral, and environmental issues.

Seminar 2: Assessment and Instruction

This seminar teaches students how to gain knowledge of formal and informal assessment techniques, how to link assessment to curriculum and instruction, and how to effectively choose, construct, deliver, and evaluate curriculum and instruction to students with diverse learning needs.

Seminar 3: Collaboration and Service Delivery

The purposes of this seminar are to explore service delivery options currently available in special education and to assist students in building their collaborative skills, including effective communication and consultation skills.

Seminar 4: Assistive Technology in Education

This seminar assists students in developing an understanding of assistive technology and its role in assisting individuals with disabilities in all areas of life, including education, employment, housing, recreation, and transportation.

Seminar 5: Classroom Management and Behavior Support

The purpose of this course is to provide students with basic knowledge and skills for (1) developing and maintaining proactive classroom environments; (2) teaching children social problem-solving and self-control skills; (3) managing and preventing school-based crisis behaviors; and (4) working with parents and other professionals.

Seminar 6: Transition Across the Lifespan

This course provides an in-depth discussion of issues and strategies related to transitions from pre-school through elementary, middle, and high school, and into adulthood. Relevant laws, planning, processes, strategies for interagency collaboration, and resources will be highlighted.

K495 Laboratory/Field Experiences in Special Education (cr. arr.: max. 9) B-I P: Consent of instructor. This course provides the student a field-based, supervised experience with individuals with severe handicaps. It allows the opportunity to interact within school/work/community settings on a daily basis (three hours a day, five days a week). Specific assignments, which are mutually agreed upon among student, cooperating teacher, and practicum supervisor, are also required.

Language Education

L441 Bilingual Education: Introduction (3 cr.) B-I Introduction to the development of bilingual/bicultural education in the United States and its antecedents, rationale, and theories. Comparison of existing bilingual/bicultural programs.

L442 Methods for Bilingual Teaching (3 cr.) B-I P: L441. Methods of teaching the content areas in a bilingual setting, including techniques of linguistic analysis.

L490 Research in Language Education (1-3 cr.) B-I Individual research and study in language education.

Methods

M101 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.

M201 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience for sophomores. Grade: S or F.

M300 Teaching in a Pluralistic Society (3 cr.)
B-I This course is designed to introduce students to teaching as a profession. Students focus upon the “self as teacher,” learning styles, cultural pluralism, and classroom teaching strategies that respond positively to the personal and ethnic diversity of the learner.

M301 Laboratory/Field Experience (0-3 cr.) B-I Laboratory or field experience for juniors. Grade: S or F.

M303 Laboratory/Field Experiences: Junior High/Middle School (0-3 cr.) B-I Laboratory or field experiences at the junior high or middle school level. (May be repeated.) Corequisite with M314, M330, or M336. Grade: S or F.

M304 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience. Grade: S or F

M305 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience. Grade: S or F

M306 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience. Grade: S or F

M307 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience. Grade: S or F

M314 (M313) General Methods for Senior High/Junior High/Middle School Teachers (3 cr.) B-I General methodology and organization; knowledge about the teaching process, including general methods, instructional media, measurement, curriculum development and organization of the senior high/junior high/middle school; and techniques to promote individualized and interdisciplinary learning.

M316 Secondary General Methods (1-4 cr.) B-I This is an introductory course in general teaching strategies for secondary schools, with an emphasis on adolescent learning and current issues in curriculum and instruction.

M317 Student Commonality and Diversity
(1-3 cr.) B-I Examines the implications of diversity and the value of cultural sensitivity in education. Students will become familiar with differences in learning and communication styles on the basis of race, gender, ethnicity, religion, socioeconomic class, and language as well. They will also become familiar with multicultural education in practice, and its effects on the curriculum, classroom, and school structure.

M320 Diversity and Learning: Teaching Every Child (6 cr.) This course integrates information from education psychology and multicultural and special education to prepare students to teach children in their early childhood and middle childhood years. The content includes adolescent development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.

M322 Diversity and Learning: Reaching Every Adolescent (6 cr.) This course integrates information from education psychology and multicultural and special education to prepare students to teach adolescents and young adults. The content includes adolescent development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.

M324 Teaching About the Arts (1-3 cr.) B-I Introduction to the importance of the arts in elementary-school curriculum. Students are given a foundation of methods and materials in art and music that will enable them to integrate the arts into the general curriculum, supplement art lessons given by school art specialists, and encourage student discussion and understanding of art and music in the world today.

M330 Foundations of Art Education and Methods I (3 cr.) B-I P: H340, P254, M300 and 15 credit hours of studio art courses. An introduction to art-education theory and related social issues. Supervised art teaching in elementary schools is an important part of this course.

M371 Foundations of Art Education (4 cr.) I Historical, sociological, and philosophical foundations of art education; curriculum development; individualized and interdisciplinary learning; instructing K-12 audiences; K-12 school organization; and general processes and practices of teaching art, including the creative problem-solving process, along with interpreting, understanding, and judging art. School and museum field experiences included.

M401 Laboratory/Field Experience for Seniors (0-3 cr.) B-I Laboratory or field experience. Grade: S or F.

M403 Laboratory/Field Experiences (0-3 cr.)
B-I Laboratory or field experiences at the high school level. (May be repeated.) Corequisite with the required special methods course. Grade: S or F.

M411 Laboratory/Field Experience: Middle and Secondary School (1-3 cr.) B Laboratory or field experience in middle or secondary school science classes. (May be repeated.) Corequisite with M446 Methods of Teaching Senior High/Junior High/Middle School Science.

M423 Student Teaching: Early Childhood
(1-16 cr.) Full-time supervised student teaching for a minimum of eight weeks in a preschool identified by the university. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.

M424 Student Teaching: Kindergarten-Primary (1-16 cr.) Full-time supervised student teaching for a minimum of eight weeks in a kindergarten or primary grade in a school accredited by the state of Indiana. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.

M425 Student Teaching: Elementary (1-16 cr.) B-I Full-time supervised student teaching in grades 1-6 for a minimum of 10 weeks in an elementary school accredited by the state of Indiana, or in an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.

Methods Courses for Subject Matter Concentrations: General Information
P: (1) junior standing; (2) 20 credit hours in the subject in which the methods course is to be taken if in the major field, 15 credit hours if in the minor field; (3) admission to the Teacher Education Program; (4) a minimum grade of 2.5 in all education courses and in courses in the major and minor areas (any exceptions are noted under specific subject concentration). Students applying for student teaching must take their methods course on the campus to which they are applying. Methods courses concern problems of teaching the subject indicated, including the methods, procedures, devices, materials, and outstanding research in the field.

M442 Teaching Secondary School Social Studies (4 cr.) B-I Develops concepts and theories from social science, humanities, and education into practices of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and on building a repertoire of teaching strategies appropriate for middle/secondary school learners. Includes micro-teaching laboratory.

M445 Methods of Teaching Foreign Languages (1-4 cr.) B-I Development and practice of skills and techniques for teaching foreign languages, selecting content and materials, and evaluating student and teacher performance. Micro-teaching laboratory included. This course should be taken during the semester immediately preceding student teaching. (Sem. I only)

M446 Methods of Teaching Senior High/Junior High/Middle School Science (1-5 cr.) B-I P: 35 credit hours of science. Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in the junior high/middle school or secondary school. Assignments and credit will be differentiated for graduate students.

M451 Student Teaching: Junior High/Middle School (1-16 cr.) B-I Full-time supervised student teaching for a minimum of 10 weeks in a junior high or middle school accredited by the state of Indiana, or in an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.

M452 Methods of Teaching English in the Senior High/Junior High/Middle School
(1-5 cr.) B-I Methods, techniques, content, and materials applicable to the teaching of English in secondary schools, junior high schools, and middle schools. Experiences provided to assess ongoing programs in public schools and to study materials appropriate for these programs.

M456 Methods of Teaching Physical Education (3 cr.) B-I P: M314 General Methods. Development and organization of teaching materials for various teaching styles found in the elementary and secondary public schools. Includes class management concepts and demonstration of teaching skills in laboratory sessions.

M457 Methods of Teaching Senior High/Junior High/Middle School Mathematics (2-4 cr.) B-I P: 30 credit hours of mathematics. Study of methodology, heuristics of problem solving, curriculum design, instructional computing, professional affiliations, and teaching of daily lessons in the domain of secondary and/or junior high/middle school mathematics. (Sem. I only)

M469 Content Area Literacy (1-3 cr.) B-I Focuses on middle, junior, and senior high school. Curriculum, methods, and materials for teaching students to read and learn more effectively in all content areas.

M470 Practicum (3-8 cr.) B-I Instructional experience under the direction of an identified supervising teacher, with university-provided supervision in the endorsement or minor area, and at the level appropriate to the area. Placement will be in an accredited school within the state of Indiana unless the integral program includes experience in an approved and accredited out-of-state site. The practicum may be full- or part-time, but in every instance the amount of credit granted will be commensurate with the amount of time spent in the instructional setting. Grade: S or F.

M472 Teaching Art in the Elementary School (3 cr.) I P: M371, HER C311. Develops understanding and appreciation of teaching, with emphasis on teaching in the elementary schools. Includes curriculum and lesson planning, organization of materials and ideas, and techniques of classroom management. To be taken concurrently with M301, which encompasses off-campus experiences in the elementary schools.

M473 Teaching Art in the Secondary Schools (3 cr.) I P: M371, HER C311. Develops understanding and appreciation of teaching, with emphasis on teaching art in the secondary schools. Includes advanced studies of curriculum and lesson planning, classroom organization, and management techniques. Must be taken concurrently with M401, which encompasses Herron Saturday School experience.

M480 Student Teaching in the Secondary School (1-16 cr.) B-I Full-time supervised student teaching for a minimum of 10 weeks in a junior high/middle school or senior high school accredited by the state of Indiana, or in an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-approved supervision. Grade: S or F.

M482 Student Teaching: All Grades (1-16 cr.) B-I Full-time supervised student teaching in the areas of visual arts, music, physical education, special education, or school library/media services for a minimum of 10 weeks at an elementary school, junior high/middle school, and/or senior high school accredited by the state of Indiana, or at an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.

S420 Teaching and Learning in the Middle School (3 cr.) Middle schools operate on unique philosophical and organizational foundations. This course will explore the design of middle schools and the ways teachers work to meet the needs of a diverse range of learners including those with specific needs. Preservice teachers will develop the skills needed to provide challenging learning opportunities to young adolescent learners.

Mathematics Education

N443 Teaching Elementary-School Mathematics Problem Solving (3 cr.) B-I The teaching and learning of problem solving. Topics include types of problems, appropriate instructional sequences, strategies for solving problems, factors related to problem difficulty, evaluating problem-solving learning. Work with elementary school children is included.

Educational Psychology

P249 Growth and Development in Early Childhood (3 cr.) B-I Focuses on the cognitive, social, affective, and physical development of the child during the early years of life. The goal of understanding the growing child from multiple perspectives guides the study of theory and research on child development. Theoretical study is integrated with observations of, and experiences with, children in a way that increases the insights and competence of the teacher of young children. Addresses the unique developmental problems of special groups of children such as members of minority groups and children who are handicapped or economically deprived.

P251 Educational Psychology for Elementary Teachers (1-4 cr.) B-I The application of psychological concepts to school learning and teaching, using the perspective of development from childhood through preadolescence. Special attention is devoted to the needs of the handicapped.

P254 Educational Psychology for Teachers of All Grades (1-4 cr.) B-I The application of psychological concepts to school learning and teaching, using the perspective of development from childhood through adolescence. Special attention is devoted to the needs of the handicapped.

P255 Educational Psychology for Middle and Secondary School Teachers (1-4 cr.) B-I The application of psychological concepts to school learning and teaching, using the perspective of development from the beginning of preadolescence through adolescence. Special attention is devoted to the needs of the handicapped.

P490 Research in Educational Psychology
(1-3 cr.) Individual Research.

Science Education

Q200 Introduction to Scientific Inquiry
(1-3 cr.) B-I Course provides the elementary-education major with background in the science process skills needed to complete required science courses.

Q490 Research in Science Education (1-6 cr.) B-I Individual research and study in science education.

Secondary Education

S490 Research in Secondary Education
(1-3 cr.) B-I Individual research.

Computer Education

W201 Using Computers in Education (1 cr.) B-I Required of all students pursuing teacher education. Introduction to instructional computing and educational computing literature. Hands-on experience with educational software utility packages and commonly used microcomputer hardware.

W204 Programming for Microcomputers in Education (3 cr.) B-I P: W210. Develops programming skills necessary for using a computer and for understanding computer programming as it applies to teaching. Not offered for credit if W201 and W202 have been taken.

W210 Survey of Computer-Based Education (3 cr.) B-I P: W200 or permission of instructor. The first course for the endorsement in educational computing. Proficiency in the use of application programs. Study of social, moral, and technological issues of educational computing.

W220 Technical Issues in Computer-Based Education (3 cr.) B-I P: W210. An examination of computer hardware and peripheral devices in classroom settings (e.g., networking, communications, and hypermedia). Understanding of educational applications of a programming or authoring language.

W310 Computer-Based Teaching Methods (3 cr.) B-I Integration of educational technology into the school curriculum; methods of teaching computer literacy, computing skills, and programming at K-12 levels; principles of educational software design and evaluation; staff development techniques.

W410 Practicum in Computer-Based Education (3-6 cr.) B-I The culminating experience for the computer endorsement. Either six weeks of full-time fieldwork or 12 weeks of half-time fieldwork in an educational setting that incorporates instructional computing.

W450 Research in Instructional Computing
(1-3 cr.) B-I Research in instructional computing.

Reading

X400 Diagnostic Teaching of Reading in the Classroom (3 cr.) B-I Diagnosis of reading difficulties and solution to problems through research, conference, and practice in the use of materials and equipment.

X401 Critical Reading in the Content Area (3 cr.) B-I Aids elementary and secondary teachers in the development of instructional strategies that assist students in the comprehension, critical analysis, and integration of ideas presented in print material from various subject matter areas.

X425 Practicum in Reading (1-6 cr.) B-I P: X400 or E339 and E340 and E341; or consent of instructor. Students will work in selected elementary and secondary classrooms to diagnose reading problems and to develop students’ reading competence.

X460 Books for Reading Instruction (3 cr.)B-I Examines the use of trade books and non-text materials for teaching language arts and reading K-8. Special sections may focus on specific student populations. Section emphasis announced each semester. (At IUPUI, the focus of this course is adolescent literature, grades 5-12.)

X470 Psycholinguistics for Teachers of Reading (1-3 cr.)B-I Explores the linguistic and cognitive dimensions of language. Discusses relationships among the systems of language and also among the various expressions of language. Always includes topics on semantics, grammar, and dialect.

X490 Research in Language Education (1-6 cr.)B-I Individual research.