Course Descriptions

EDS 114: Understanding Learning
Goal: Examination of learning theories, personally applied.
Content: Students will examine classical, historical, and contemporary theories of teaching, learning, and intelligence with the intent of gaining a better understanding of the nature and function of human learning, especially as applied to their own lives. Focus is on lifelong learning.
Taught: Fall.
Gen. Ed. Category: Critical thinking.
Credit: 3 hours.

EDU 201: Foundations of Education
Goal: To begin a continuing investigation of the nature of education.
Content: Philosophical, historical, political and social issues including multicultural aspects, women and education, special needs of children, and future technological advances in education. 15 hours of field experiences are required.
Taught: Fall, Spring.
Credit: 3 hours.

EDU 290: Exceptionalities in Children and Adolescents
Goal: To understand exceptionalities (including gifted) and mainstreaming exceptional children into the regular classroom.
Content: An examination of the problems of children with evidence of mental, physical, emotional, and educational difficulties in the classroom. An examination of the needs of gifted students. An exploration of differentiation as it relates to all exceptional children.  Emphasis is given to finding and implementing specific adaptive teaching techniques in the regular K–12 classroom. Legal aspects related to P.L. 94-142, teacher and parent participation, assessment, placement and facilities. 15 hours of field experiences are required.
Taught: Fall.
Credit: 3 hours.

EDS 305: Great Voices in Education
Reading of and responding to a sampling of important writings on teaching, learning and school.
Content: An exploration of seminal writings throughout the history of teaching and learning. Includes classical and contemporary, Western and Eastern, radical and traditional voices.
Taught: Spring, alternating years.
Prerequisites: EDS 114; EDU 201; PSY 331; EDU 290; EDU 255.
Credit: 3 hours.

EDS 310: Education in a Changing World
Understanding the commonalities and differences between systems for and approaches to educating children, emphasizing the special role of diversity and multiculturalism.
Content: A study of how, where, and why our schools and society are becoming increasingly diverse. A comparison of past and present, foreign and American systems. Informed speculation as to the character of education in the future.
Taught: Fall, alternating years.
Prerequisites: EDS 114; EDU 201; PSY 331; EDU 290; EDU 255.
Credit: 3 hours.

EDS 313: Children, Nature and Society
Goal: To understand the relationship between children, play and the natural world and the ways in which societies support or discourage this relationship.
Content: Examines the importance of wild places in the social, emotional, psychological and physical development of children. Students will learn to think critically about the urbanization/industrialization of our landscape and the corresponding effects on humanity. Students will explore the vital connection between nature, learning and well-being.
Prerequisite: EDU 114
Credit: 3 hour elective.

EDU 370: Social Studies in the Early Childhood and Middle Grades Classroom
Goal: To facilitate understanding and appreciation of inquiry methods of social studies instruction in the context of classroom learning community. The candidate will implement meaningful integrative experiences and curricula in social studies, science, mathematics, and language arts that are appropriate for the early childhood and middle grades learner.
Content: History, geography, economics and citizenship are all examined through the lenses of social education, discovery learning, storytelling as pedagogical method, and expanding horizons perspectives. 15 hours of field experiences are required.
Taught: Fall
Prerequisite: Admission to the Teacher Education Program.
Credit: 3 hours; integrative experience.

EDS 405: Studying Education
Goal: Understanding the culture of a school.
Content: An introduction to qualitative methods in educational research. Field work in a school following an ethnographic model yields data that give an original and critical picture of a school culture.
Taught: Spring, alternating years.
Prerequisites: EDS 114; EDU 201; PSY 331; EDU 290; EDU 255.
Credit: 3 hours.

EDS 430: The Secondary School Classroom
Goal: To understand the social and instructional culture of the secondary classroom.
Content: This course is designed for educational studies majors and minors who plan to teach secondary school in specific disciplines. The student will spend a semester (at least six hours per week) in a secondary classroom with a master teacher in a specified subject area. She will keep a semester-long journal that will reflect her responses to three phases of her classroom experiences: 1. Observation of and getting acquainted with the teacher, the students, and the culture of the assigned school. 2. Regularly assisting the teacher in a supportive role. 3. Assisting in teaching activities, culminating in teaching a three-lesson whole-class unit under the guidance of the supervising teacher and a Wesleyan faculty observer.
Candidates will meet with a Wesleyan professor and/or the Director of Field Experiences in a seminar setting at least three times during the semester to process their experiences.
Taught: Spring
Prerequisites: EDS 114; EDU 201; PSY 331; EDU 290; EDU 255.EDS405 

EDU 530: Advanced Pedagogy and Content for Early Childhood Social Studies
(4 hours)

Hybrid course. Half of class work is face-to-face. Half is online.  Theories of social studies pedagogical content knowledge (history, geography, social education, democracy, cultural
studies) are explored with the intent of synthesizing personal pedagogical styles with proven constructivist practices.  Various PK-5 social studies content themes are examined. Special attention is given to the role of the affect in elementary social studies instruction.
Prerequisite: Admission to M.Ed. program.
Co-requisites: EDU 532; PSY 501; EDU 534

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 Rev. 08.11