Core Courses

For key terms and concepts applied throughout Education Core, visit Common Terminology!

EDCO 101: Developing Observation and Analysis Skills in a Culturally Responsive Context
Team Chair - Dr. Sherell Fuller
Using videos and vignettes, candidates develop and implement observation and analysis skills in the context of culturally responsive instructional practice; critical thinking and reflection; and the impact of teachers on classroom climate.
Syllabus  -  Key Assessment - Immersion Project

EDCO 200: Developmental Sciences and the Context of Poverty  (graduate equivalent - EDCO 601)
Team Chair - Dr. Tammy Burnham
Lecture and field-based course that explores the six strands of growth and development from preschool to adolescence. Significant time is devoted to the application of these strands to working with students living in poverty. Topics include motivation, self-regulation, and families and communities.
Syllabus (200) / Syllabus (601)  -  Teacher Interview  -  Content Key Assessment  - Field Key Assessment  -  Host Teacher Field PowerPoint

EDCO 201: Supporting the English as a Second Language Student in the General Education Classroom  (STAR Rotation) (graduate equivalent - EDCO 610/SPED 585)
Team Chairs - Ms. Kimberly Oxley
Lecture and field-based course that applies content in the developmental sciences to working with an English Language Learner. Candidates examine the stages of language acquisition, the stages of language acculturation, and methods for supporting English Language Learners in the content area.
Syllabus (201) / Syllabus (610) -  Field Experience Overview Video  -  LiveBinders  -  Content Key Assessment  -  Field Key Assessment  -  Field Guide

EDCO 202: Supporting Exceptional and Gifted Learners in the General Education Classroom (STAR Rotation) (graduate equivalent - EDCO 610/SPED 585; Special Education equivalent - SPED 292)
Team Chairs - Dr. Minnie Mize
Lecture and field-based course that applies content in the developmental sciences to addressing the needs of learners with disabilities and gifted learners in the general education classroom. Candidates explore exceptional learner characteristics and implement evidence-based strategies to address diverse needs.
Syllabus (202) / Syllabus (610)  -  Field Experience Overview Video  -  Content Key Assessment  (SPED 292 Assessment) -  Field Key Assessment  -  Host Teacher Field Guide

EDCO 220: Assessment to Meet Diverse Needs  (graduate equivalent - EDCO 605; Physical Education equivalent - PHED 590)
Team Chair - Dr. Sarah Marie Catalana
EDCO 220 explores various classroom assessment techniques and appropriate use to meet the diverse needs of all learners. Skills in data-based decision-making are identified and utilized by course participants. Principles of Universal Design for Learning are applied to the design and implementation of assessment.
Syllabus (220) / Syllabus (605)  -  Key Assessment

EDCO 305: Technology and the Inclusive Classroom (graduate equivalent - EDCO 602)
Team Chairs - Dr. Lindsay Yearta and Dr. Lisa Harris
Lecture and field-based course that explores the use of technology as a tool to solve specific teaching and learning challenges related to diverse student needs and content area standards. Universal Design for Learning provides a structure for planning, implementing, and assessing technology-assisted lessons.
Syllabus (305) / Syllabus (602)  -  Content Key Assessment  -  Field Key Assessment  -  Host Teacher Field Guide (see pg 2 for overview)

EDCO 350: Academic and Social Strategies for Establishing an Inclusive Classroom Climate (graduate equivalent - EDCO 660; Special Education equivalent - SPED 510)
Team Chair - Dr. Stacy Martin
Lecture and field-based course in which teacher candidates observe and analyze the impact of social skills and academic strategies on student learning, behavior, and classroom climate.
Syllabus (350) / Syllabus (660) -  Content Assessment  - Field Assessment

EDCO 401: Internship I (graduate equivalent - AREA 592)
Team Chair - Ms. Carolyn Grant
Field-based internship in which teacher candidates investigate the learning-teaching context of the internship classroom and individual learning characteristics. Teacher candidates follow the school district calendar including a pre- and post-semester experience (first semester of the year-long internship). Visit Handouts and Forms for Internship I lesson plan templates and assessments.

EDCO 402: Internship II (graduate equivalent - EDCO 690)
Team Chair - Ms. Carolyn Grant
Field-based internship in which teacher candidates implement instruction and conduct assessment as full-time junior faculty members in a school setting.  Teacher candidates follow the school district calendar until university graduation including a pre-semester experience (second semester of the year-long internship). Visit Handouts and Forms for Internship II lesson plan templates and assessments.

EDCO 410: Education in a Democracy - Broadening Professional Perspectives (graduate equivalent - EDCO 600/695)
Team Chairs - Dr. Tammy Burnham
Using the context of the internship experience, teacher candidates analyze competing ideas about what learning to teach in a democratic society means.  Candidates explore the political, legal, ethical, and philosophical foundations of education to develop an understanding of the rights and responsibilities of the professional educator.
Syllabus  -  Key Assessment  -  Course Overview