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- Course Descriptions Summer
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The courses offered here change from year to year. If
you have questions, please contact Terri
Randall, Administrative Assistant, Department of Education.
Email:
randall@udallas.edu Telephone: 972-721-5389. |
Requirements and supporting materials for this course will be available online. To assist students in achieving course requirements, there will be a staffed computer lab at the University during specified times in June and July. In order to successfully complete the course, students are required to arrange a time to present completed webfolios. This course explores the use of the computer as a tool for learning, as a guide to communication and research, an organizer in the presentation of knowledge, and as a mediator in the construction of knowledge. Students search/explore the internet, evaluate web sites, create PowerPoint presentations, construct web pages and author interactive programs/lessons. This course meets and/or exceeds the educational technology foundations for teachers as defined by NCATE and ISTE. 3 credit hours. Important Note about this course: Students are required to attend an on-campus orientation before the course begins (Multiple Dates and Times TBA) and to schedule a date and time with the instructor for presenting a portfolio of finished materials. Requirements and supporting materials for this course will be online. Students will work independently to achieve course objectives. To assist students, there will be teaching support available at the University during specified times in June and July. Teachers are charged with the responsibility of assessment. Just exactly, what does it mean to assess? Is it about grading? Is assessment the same as testing? Can assessments ever be “objective”? While the assessment and subsequent measurement of student achievement may seem “objective” when one considers multiple-choice tests or even machine-scored essays, even these approaches are far from “objective,” for their construction, administration, and use are based on personal values and professional assumptions. The purpose of this course is to examine the "big ideas" that, when well understood and applied, effectively inform good assessment practices and judgment. 3 credit hours. Important Note about this course: Students are required to attend an on-campus orientation before the course begins (Multiple Dates and Times TBA) and to schedule a date and time with the instructor for presenting a portfolio of finished materials. Requirements and supporting materials for this course will be online. Students will work independently to achieve course objectives. To assist students, there will be teaching support available at the University during specified times in June and July. Dates: June 8 - June 26 Times: M-F 12:30 – 3:30 p.m. Room: Braniff Media Center Instructor: K. Novinski This course is designed to explore the physical, mental, psychosocial, and moral growth of children from infancy through adolescence. The course will emphasize the work of Jean Piaget, Erik Erikson, Lawrence Kohlberg, and Lev Vygotsky. Teachers and prospective teachers will begin to recognize the value in learning to "know" the children/adolescents they teach. Children/adolescents themselves are the primary texts for the course, and interacting with the "primary texts" will be an essential component of the course work as students discuss and question significant theories of development that reflect on the issue of "nature v. nurture." A "research" project will require students to examine the activity of children/adolescents in light of developmental theories. 3 credit hours.
Edu 5357-02: Foundations of Balanced Literacy designed for
Grades K-8 teachers
(including ESL)
The purpose of this course is to extend and enhance the teacher’s knowledge and awareness of the theory, research, and instructional strategies that will improve students’ literacy competencies across all content areas. Within a collaborative environment, teachers will be actively involved in constructing knowledge and skills that support the “differentiated” needs of students in reading, writing, and speaking. Embedded in all facets of the course is a strong emphasis on support for English Language Learners. Students can expect to construct knowledge of concepts of second language acquisition and effective ESL strategies as they plan instruction appropriate for students in their current or future classrooms. 3 credit hours. |
