CAP Elementary Program
45 credit hours P-5/6 and P-8
EDE 500 Foundations of Education (3)
This course lays the philosophical and conceptual foundations of the program. It encompasses a critical inquiry in the philosophical, historical and sociological foundations of education. This includes achieving an understanding of multiple historical, philosophical, and social foundations that apply to the education of all students, including young children, with and without special needs, and how these foundations influence current thought and practice.
EDE 502 Instructional Technology (2)
EDE 502 is designed to address the basic technology skills, which are required of all teachers. The course uses both concept and project based learning activities. Each of the projects will also contain the opportunity for the student to reflect on how technology impacts their teaching. Course projects are designed to assess both a basic comfort level with learning and using technology tools and the student's ability to apply technology to improve teaching and learning.
EDE 510 Introduction to Human Development & Learning (3)
This course introduces foundational theories of human learning and development that support the cognitive, physical, social, emotional, moral and aesthetic development of elementary-aged children. Primary focus will be given to the years between birth and the end of adolescence, particularly the years of formal schooling (approximately ages 5 through 18), and with emphasis on the elementary grades PreK-5/8.
EDE 511 Advanced Studies in Human Development, Learning, Exceptionalities and Mental Health (3)
Building upon the theories of human development and learning encompassed in EDE 510, this course guides residents to develop a deeper understanding of those theories and how they are applied to students in their classroom settings. More in-depth study of aspects affecting learning are studied, including multiple intelligence theory, research on the brain and learning, emotional intelligence, social-emotional learning and gender-based learning. Building on EDE 510, mental health issues, exceptionalities, culturally-responsive teaching and trauma-informed care will be focal points for the course – all with the goal of helping residents learn how to recognize and respond to learner differences and needs, and how to differentiate instruction for success.
EDE 520 Phonological Awareness (3)
This course is designed to offer participants a foundational knowledge of word study in the English language. Candidates will engage in a self-paced tutorial of phonics, phonemic and phonological awareness, and morphology. Spelling, vocabulary, oral language, and writing will be explored as they connect to phonics skills. Culturally responsive teaching and Non-English language connections to English phonemes will be addressed.
EDE 521 Reading Assessment, Instruction and Intervention (3)
This course is designed to provide participants with foundational knowledge of literacy assessment processes that are research-based. A wide variety of assessment tools, both formal and informal, will be introduced and applied with students.
EDE 523 Foundations of Literacy (3)
This course will be an overview of the foundational theories and models of literacy and how evidence-based and research-proven instructional strategies can be employed to advance literacy development in elementary-aged children.
EDE 525 Teaching Comprehension, Vocabulary, Writing, and Composition (3)
This course will focus on the intersection of the major components of reading - comprehension, vocabulary, writing, and composition - in the teaching of literacy across the curriculum. The focus will be on disciplinary literacy strategies that enhance readers' ability to read texts in different content areas. Building vocabulary, monitoring comprehension, study skills, and writing to learn are critical components of the course.
EDE 527 Addressing the Diverse Learner (3)
This course orients teacher apprentices to the range of diversity among learners. Diversities studied include cultural, racial, linguistic, gender-based, learning disabilities, special education, and various exceptionalities. The mental health of children and trauma-informed approaches are included.
EDE 530/531/533 CURRICULUM & METHODS BLOCK (7)
The methods/curriculum block begins with this course which provides an introduction to models of teaching integrated with clinical teaching. This methods/curriculum block spans the academic year and involves in-depth study of content areas within an integrated, concept-based model. Designed for those seeking the Elementary License, emphases span standards for grades PreK-5/8. Central to the course are demonstrated understanding of the principles of the Science of Learning and Development, constructivist theory, use of backward design, the application of developmental learning theories, appropriate implementation of culturally responsive teaching, trauma-informed care, positive behavior intervention strategies (PBIS), state and national standards for content and pedagogy, engaging instruction and the use of conventional and performance-based assessments. The block culminates with the design and writing of their concept-based unit.
EDE 550/551 PROFESSIONAL DEVELOPMENT SEMINAR I & II (6)
This year long seminar is a forum for resident apprentices to observe, practice, analyze and reflect in the context of becoming scholar practitioners, of exploring every aspect of teaching and learning, of their commitment of success for every student and of expanding their sense of self located within the context of the classroom. Individual advisement is a critical component of the seminar and serves as a vehicle for professional growth. Resume writing, interview skills, job placement, and preparation for the state mandated OAE exams are included.
EDE 560 STUDENT TEACHING PRACTICUM: ELEMENTARY PK-5/8 (6)
This practicum is designed as the student teaching intensive which encompasses extensive experience for candidates to demonstrate competence in the professional roles for which they are preparing. The candidate assumes full teacher responsibility within the school culture which includes communicating about student performance and growth with school personnel, family and guardians.