Education Studies Courses
Please note that the frequency of course offerings below is subject to change without notice, because of changes in faculty availability, sabbaticals and leaves, and other circumstances. Please consult the latest Schedule of Classes (and supplement), myBerea, revisions to online Catalog & Student Handbook, and/or the Program Coordinator to determine if a course will be offered during a certain term or year, especially if Satisfactory Academic Progress (SAP) is a factor.
EDS 150
Int-Ed:Think About Lrng,Tchg
Prerequisites: GSTR 110 (or waiver) and criminal records clearance completed prior to registration
Offered: Typically Fall and Spring terms
This course is an introduction to the study of education for prospective teachers and others interested in education. The course will offer students the opportunity to explore the following essential questions: 1) What does it mean to learn? 2) What does it mean to teach well? 3) What are schools for? 4) What knowledge, dispositions, and skills are needed in order to teach well? 5) How does diversity affect teaching, learning, and schooling? The course will introduce some of the foundational ideas, issues, and beliefs--historical, political, economic, philosophical, sociological, psychological, cultural, and social--that impact the current educational climate. Students will be introduced to the Department’s conceptual framework, portfolio requirements, and other academic, experiential, and professional expectations and requirements for those pursuing teacher certification. The course will include both field-based experiences and volunteer/service-learning experiences with school-aged children and/or adolescents. Course Fee: $20.
Offered: Typically Fall and Spring terms
This course is an introduction to the study of education for prospective teachers and others interested in education. The course will offer students the opportunity to explore the following essential questions: 1) What does it mean to learn? 2) What does it mean to teach well? 3) What are schools for? 4) What knowledge, dispositions, and skills are needed in order to teach well? 5) How does diversity affect teaching, learning, and schooling? The course will introduce some of the foundational ideas, issues, and beliefs--historical, political, economic, philosophical, sociological, psychological, cultural, and social--that impact the current educational climate. Students will be introduced to the Department’s conceptual framework, portfolio requirements, and other academic, experiential, and professional expectations and requirements for those pursuing teacher certification. The course will include both field-based experiences and volunteer/service-learning experiences with school-aged children and/or adolescents. Course Fee: $20.
1 Course Credit
EDS 186
Special Topics
Prerequisites: Determined by instructor
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
1/2 to 1 Course Credit
EDS 210
Fnd Early Childhood Educ (CFS)
Prerequisites: CFS 130 or permission of instructor
Offered: Typically alt. Spring Terms (next offered Spring 2012)
This course is designed to help students develop a philosophy of teaching and learning for children birth through kindergarten. Current thought and practice will be examined in light of the early childhood profession and its historical, philosophical, and social foundations. Public policy, legal implications, and a code of ethics will be studied. Theoretical perspectives including psychoanalytic theories, social-learning theories, behaviorism, cognitive and developmental theories, the humanistic models, and the normative-descriptive systems will be used to establish a framework for analysis and assessment. Historical and contemporary models of early-childhood education, such as Head Start, High Scope, Montessori, British Infant Schools, Reggio Emilia, enrichment programs, and comprehensive, compensatory, and intervention models will be examined in view of their effects on children, families, and communities. 10 field hours.
Offered: Typically alt. Spring Terms (next offered Spring 2012)
This course is designed to help students develop a philosophy of teaching and learning for children birth through kindergarten. Current thought and practice will be examined in light of the early childhood profession and its historical, philosophical, and social foundations. Public policy, legal implications, and a code of ethics will be studied. Theoretical perspectives including psychoanalytic theories, social-learning theories, behaviorism, cognitive and developmental theories, the humanistic models, and the normative-descriptive systems will be used to establish a framework for analysis and assessment. Historical and contemporary models of early-childhood education, such as Head Start, High Scope, Montessori, British Infant Schools, Reggio Emilia, enrichment programs, and comprehensive, compensatory, and intervention models will be examined in view of their effects on children, families, and communities. 10 field hours.
1 Course Credit
EDS 215
Science for Teachers
This course serves as an introduction to science inquiry for students intending to pursue elementary teaching certification. The course provides an opportunity for prospective teachers to learn and use the methods of science to investigate the natural world that surrounds them. It provides fundamental understandings of a spectrum of sciences and modes of inquiry as it prepares prospective teachers to engage the elementary school curriculum with excitement and vision.
1 Course Credit
EDS 227
Tchg as Research:Child & Schl
Prerequisite: EDS 150 or permission of instructor
Offered: Typically Fall and Spring terms
This course focuses on human-development and learning theories from infancy through early adolescence (K-5th grade). The course will explore major theories of children's physical, cognitive and social-emotional development and how children experience the world. Child development will be explored in context with contemporary family issues such as poverty, challenges of parenting, and schooling. The purpose of this course is to help teachers understand the development process of childhood in order to use this knowledge to plan and teach in developmentally appropriate ways. Students will have an opportunity to explore their own attitudes toward children and to consider if teaching is a fitting career choice at this time. To facilitate student learning, an 8-10 hour field experience is required.
Offered: Typically Fall and Spring terms
This course focuses on human-development and learning theories from infancy through early adolescence (K-5th grade). The course will explore major theories of children's physical, cognitive and social-emotional development and how children experience the world. Child development will be explored in context with contemporary family issues such as poverty, challenges of parenting, and schooling. The purpose of this course is to help teachers understand the development process of childhood in order to use this knowledge to plan and teach in developmentally appropriate ways. Students will have an opportunity to explore their own attitudes toward children and to consider if teaching is a fitting career choice at this time. To facilitate student learning, an 8-10 hour field experience is required.
1 Course Credit
EDS 228
Tchg as Research:Adolescents
Prerequisite: EDS 150 or permission of instructor
Offered: Typically Fall and Spring terms
This course focuses on human-development and learning theories from infancy through adolescence, with emphasis on the middle- and high-school aged child. The course will explore major theories of children's physical, cognitive and social-emotional development and how children experience the world. Child development will be explored in context with contemporary family issues such as poverty, challenges of parenting, and schooling. The purpose of this course is to help teachers understand the developmental process of childhood in order to use this knowledge to plan to teach in developmentally appropriate ways. Students will have an opportunity to explore their own attitudes toward children and to consider if teaching is a fitting carreer choice at this time. To facilitate student learning, an 8-10 hour field experience is required.
Offered: Typically Fall and Spring terms
This course focuses on human-development and learning theories from infancy through adolescence, with emphasis on the middle- and high-school aged child. The course will explore major theories of children's physical, cognitive and social-emotional development and how children experience the world. Child development will be explored in context with contemporary family issues such as poverty, challenges of parenting, and schooling. The purpose of this course is to help teachers understand the developmental process of childhood in order to use this knowledge to plan to teach in developmentally appropriate ways. Students will have an opportunity to explore their own attitudes toward children and to consider if teaching is a fitting carreer choice at this time. To facilitate student learning, an 8-10 hour field experience is required.
1 Course Credit
EDS 249
Middle Grde Culture&Philosophy
Prerequisites: EDS 228 or permission of instructor
Offered: Typically alternate years (first offered Fall 2010)
This course will provide middle grades certification students the opportunity to explore the unique cultural and instructional environments that typify U.S. middle schools. Among the issues explored will be the effects of a developmentally diverse student population; strategies for collaboration and planning an integrated curriculum; and the effects of assessment pressure on curriculum, instruction, and school environment. Additionally, this course will position the U.S. conception of "middle school" as a transitional institution positioned between elementary school and high school, exploring the unique problems and opportunities created by this structure.
Offered: Typically alternate years (first offered Fall 2010)
This course will provide middle grades certification students the opportunity to explore the unique cultural and instructional environments that typify U.S. middle schools. Among the issues explored will be the effects of a developmentally diverse student population; strategies for collaboration and planning an integrated curriculum; and the effects of assessment pressure on curriculum, instruction, and school environment. Additionally, this course will position the U.S. conception of "middle school" as a transitional institution positioned between elementary school and high school, exploring the unique problems and opportunities created by this structure.
1 Course Credit
EDS 252
Meth-Tch Fam Consum Sc Ed(CFS)
Prerequisite: Sophomore standing or above; open to CFS Education Studies majors or permission of instructor
Offered: Typically as student interest and faculty availability allow
Methods specific to teaching Family and Consumer Sciences in middle and high schools and in adult education, including Special Topics such as developmentally-appropriate instruction, curriculum development, student organizations, and teaching reading in the content area. Assessment of the relationship between teaching methods and cognitive science. Course Fee: $10.
Offered: Typically as student interest and faculty availability allow
Methods specific to teaching Family and Consumer Sciences in middle and high schools and in adult education, including Special Topics such as developmentally-appropriate instruction, curriculum development, student organizations, and teaching reading in the content area. Assessment of the relationship between teaching methods and cognitive science. Course Fee: $10.
1 Course Credit
EDS 286
Special Topics
Prerequisites: Determined by instructor
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
1/2 to 1 Course Credit
EDS 325
General Teaching Methods
This course is designed to engage students in the process of constructing knowledge, gaining skills, and participating in experiences that will help them develop curricula and create effective learning environments for students in middle and secondary grades (6-12) and art and technology. The major areas of focus of this course are the nature of the teaching/learning process, planning for instruction, accounting for the nature of children, balancing multiple modes of instruction, integrating instruction across current disciplines, using resources and tools (such as technology) to enhance instruction, as well as creating and managing dynamic learning environments in which all students learn. Students will become familiar with and demonstrate evidence of the knowledge, skills, and dispositions necessary for effective beginning teaching. During the field placement with a local teacher, students begin developing and practicing basic skills necessary to teach in their content specialization area.
1 Course Credit
EDS 330
Extended School Experience
Students will develop and implement units of instruction for students in a particular classroom setting. Students, through their work in developing appropriate instructional materials and in actual teaching, will acquire necessary understandings and skills for successful classroom teaching and assessment as they prepare to enter the professional term (student teaching). Special attention is directed to preparing evidence of addressing New Teacher Standards I-IV. The course requirements for EDS 330 parallel a major portion of the professional knowledge criteria of the Professional Education Portfolio that students must meet satisfactorily for admission to the professional term. Consistent with Kentucky's New Teacher Standards, students should expect to meet specific objectives during the course of their practica.
1 Course Credit
EDS 335
Integrated Curr:Arts,Hum;Sci I
Prerequisites: EDS 227
Offered: Typically every Fall Term
How can taechers help students cultivate habits of mind and heart that enable them to face the challenging truths of their world? How can schools become places where children learn to draw strength from the beauty and goodness within their world? How can those responsible for them help children become able to take on the tasks required to create a vision of a more just world and to be sustained by the joy of working together to bring that world into reality? Because the world is complex, curriculum must be complex. Curriculum must enable the kind of thinking and doing that enables children to integrate their minds and hearts. In schools, moving beyond the teaching of isolated subjects encourages integrative thinking. EDS 335 provides an introduction to the development of complex lesson and unit plans, curriculum and materials development, and working with young children through holistic practices designed to engage all children in rich and meaningful learning experiences. Students will be helped to understand the nature and place of standards in education and in life; to become familiar with the various standards which influence elementary teachers' professional devlopment and responsibilties; and to see how standards should be used to guide rather than constrict authentic learning. The course includes approximately 10 hours of field experience. Course Fee: $25.
Offered: Typically every Fall Term
How can taechers help students cultivate habits of mind and heart that enable them to face the challenging truths of their world? How can schools become places where children learn to draw strength from the beauty and goodness within their world? How can those responsible for them help children become able to take on the tasks required to create a vision of a more just world and to be sustained by the joy of working together to bring that world into reality? Because the world is complex, curriculum must be complex. Curriculum must enable the kind of thinking and doing that enables children to integrate their minds and hearts. In schools, moving beyond the teaching of isolated subjects encourages integrative thinking. EDS 335 provides an introduction to the development of complex lesson and unit plans, curriculum and materials development, and working with young children through holistic practices designed to engage all children in rich and meaningful learning experiences. Students will be helped to understand the nature and place of standards in education and in life; to become familiar with the various standards which influence elementary teachers' professional devlopment and responsibilties; and to see how standards should be used to guide rather than constrict authentic learning. The course includes approximately 10 hours of field experience. Course Fee: $25.
1 Course Credit
EDS 340
Students with Special Needs
Prerequisites: EDS 227 or 228
Offered: Typically every Fall Term
This course prepares students to make the instructional and organizational modifications necessary so that children with very different academic, physical, emotional, and social needs can learn in the regular classroom. The focus is on children with a variety of special needs, such as physical and learning exceptionalities (including the gifted); English language learners; lack of readiness for learning; and violent behaviors. Students also will explore related issues, including the need to develop understanding and skills in counseling and conflict resolution, means of closing the achievement gap; the nature of family involvement, and teacher rights and responsibilities in accordance with federal law and related policies. Field experiences in local schools and other community agencies are an integral part of the course.
Offered: Typically every Fall Term
This course prepares students to make the instructional and organizational modifications necessary so that children with very different academic, physical, emotional, and social needs can learn in the regular classroom. The focus is on children with a variety of special needs, such as physical and learning exceptionalities (including the gifted); English language learners; lack of readiness for learning; and violent behaviors. Students also will explore related issues, including the need to develop understanding and skills in counseling and conflict resolution, means of closing the achievement gap; the nature of family involvement, and teacher rights and responsibilities in accordance with federal law and related policies. Field experiences in local schools and other community agencies are an integral part of the course.
1 Course Credit
EDS 346
Literacy:Intermed & Midl Grade
Prerequisite: EDS 227 or 228 or permission of instructor
Offered: Typically every Fall Term
Students will examine the intermediate and middle-grades reading/language arts curricula focusing on reading, writing, and content-area literacy. Students will extend their knowledge and appreciation of children's literature in varied genres and learn to integrate literature in inquiry-based, interdisciplinary units of study. Students will deepen their understanding of English spelling, phonics, grammar, vocabulary, and the reading and writing processes, and learn ways to help children acquire understandings and skills in these areas in meaningful contexts. Students will integrate these understandings with their own vision for the children they teach and with constructivist principles of human development to design rich language experiences for all children. In a weekly field experience, students will design and apply developmentally appropriate literacy experiences for individuals and small groups, taking cues from the children and building on their interests and experiences; creating assessments; and using the findings to plan subsequent learning experiences. The course includes a two-hour weekly field experience.
Offered: Typically every Fall Term
Students will examine the intermediate and middle-grades reading/language arts curricula focusing on reading, writing, and content-area literacy. Students will extend their knowledge and appreciation of children's literature in varied genres and learn to integrate literature in inquiry-based, interdisciplinary units of study. Students will deepen their understanding of English spelling, phonics, grammar, vocabulary, and the reading and writing processes, and learn ways to help children acquire understandings and skills in these areas in meaningful contexts. Students will integrate these understandings with their own vision for the children they teach and with constructivist principles of human development to design rich language experiences for all children. In a weekly field experience, students will design and apply developmentally appropriate literacy experiences for individuals and small groups, taking cues from the children and building on their interests and experiences; creating assessments; and using the findings to plan subsequent learning experiences. The course includes a two-hour weekly field experience.
1 Course Credit
EDS 347
Literacy: Primary, P-3
Prerequisite: EDS 346 or permission of instructor
Offered: Typically every Spring Term
Students will examine the early primary reading language arts curriculum focusing on emergent literacy, oral language, reading, writing, and literature in preschool-grade 3. Students will explore the wealth of children's literature appropriate for primary children, both fiction and non-fiction, and examine its role in furthering children's growth as careful, competent, and confident thinkers, speakers, listeners, readers, and writers. Students will draw on and deepen their knowledge of the nature of English, and they will integrate their understandings with principles of human development to select and apply strategies for integrating literature in a balanced curriculum that incorporates phonics, spelling, and handwriting. In a weekly field experience with children in preschool through grade 3, students will learn to design and apply developmentally appropriate literacy experiences, create assessments for individuals and for small groups, and use the findings from those assessments to plan subsequent learning experiences for primary learners. The course includes a two-hour weekly field experience.
Offered: Typically every Spring Term
Students will examine the early primary reading language arts curriculum focusing on emergent literacy, oral language, reading, writing, and literature in preschool-grade 3. Students will explore the wealth of children's literature appropriate for primary children, both fiction and non-fiction, and examine its role in furthering children's growth as careful, competent, and confident thinkers, speakers, listeners, readers, and writers. Students will draw on and deepen their knowledge of the nature of English, and they will integrate their understandings with principles of human development to select and apply strategies for integrating literature in a balanced curriculum that incorporates phonics, spelling, and handwriting. In a weekly field experience with children in preschool through grade 3, students will learn to design and apply developmentally appropriate literacy experiences, create assessments for individuals and for small groups, and use the findings from those assessments to plan subsequent learning experiences for primary learners. The course includes a two-hour weekly field experience.
1 Course Credit
EDS 349
Education and Culture
Prerequisite: EDS 227 or 228, junior standing, or permission of instructor
Offered: Typically Fall and Spring terms
This course is designed to help classroom teachers and others gain an understanding of how education and schooling may be used to limit or expand individual freedom and opportunities. This course provides a critical examination of contending views of the impact of race, ethnicity, culture, social class, religion, language, nationality, gender and sexual orietation on teaching and learning in the United States. Participants will explore historical and contemporary issues of equity and inequality in a society that maintains institutionalized support of privilege in and through schools. Students will be encouraged to view educational issues from a variety of perspectives. Students will critically examine their own socio-cultural identities to better understand how their way of thinking, behaving and being are influenced by birth, status and experiences. Students will have multiple opportunities to reflect on how their personal beliefs and experiences will influence their teaching philosophy and practice.
Offered: Typically Fall and Spring terms
This course is designed to help classroom teachers and others gain an understanding of how education and schooling may be used to limit or expand individual freedom and opportunities. This course provides a critical examination of contending views of the impact of race, ethnicity, culture, social class, religion, language, nationality, gender and sexual orietation on teaching and learning in the United States. Participants will explore historical and contemporary issues of equity and inequality in a society that maintains institutionalized support of privilege in and through schools. Students will be encouraged to view educational issues from a variety of perspectives. Students will critically examine their own socio-cultural identities to better understand how their way of thinking, behaving and being are influenced by birth, status and experiences. Students will have multiple opportunities to reflect on how their personal beliefs and experiences will influence their teaching philosophy and practice.
1 Course Credit
EDS 355
Ext Exper-Alternative Setting
Prerequisites: Grade of B- or higher in EDS 349 or permission of instructor
Offered: Typically every summer
In consultation with the instructor, students will arrange a field experience with a school or service agency that places them in a setting with people of racial, cultural, ethnic, or religious backgrounds different from their own. All field experience locations must be located within the United States and may be a school or non-school setting. Students will undertake field experiences in settings that will challenge them sufficiently to see life through the eyes of those with whom they will work. Students will examine and challenge their beliefs and attitudes about working with others different from themselves and will be encouraged to adopt an affirming attitude and disposition. Students are expected to increase their self-awareness of how interpersonal relationships and community involvement may have a positive impact on teaching and learning for those students they will teach. Students will be expected to build positive relationships with others, to gain an understanding of barriers and obstacles that some students may face, and to begin to consider how they may become change agents assisting schools in being more equitable over time.
Offered: Typically every summer
In consultation with the instructor, students will arrange a field experience with a school or service agency that places them in a setting with people of racial, cultural, ethnic, or religious backgrounds different from their own. All field experience locations must be located within the United States and may be a school or non-school setting. Students will undertake field experiences in settings that will challenge them sufficiently to see life through the eyes of those with whom they will work. Students will examine and challenge their beliefs and attitudes about working with others different from themselves and will be encouraged to adopt an affirming attitude and disposition. Students are expected to increase their self-awareness of how interpersonal relationships and community involvement may have a positive impact on teaching and learning for those students they will teach. Students will be expected to build positive relationships with others, to gain an understanding of barriers and obstacles that some students may face, and to begin to consider how they may become change agents assisting schools in being more equitable over time.
1 Course Credit
EDS 360
Curr/Mat-Early Child Edu(CFS)
Prerequisite: CFS 130 and CFS/EDS 210; OR permission of instructor
Offered: Typically alternate Fall Terms (next offered Fall 2010)
This course is designed to study the foundations of curriculum, the sequence of learning activities, and the curricular materials used in learning environments for children from infancy through age five. Using research and other resources the student will explore the nature of and the appropriate use for indoor and outdoor equipment, and examine how individually and developmentally appropriate materials and equipment are used to facilitate and encourage the natural or normal sequence of development of the young child and meet the programmatic objectives. Attention will be focused on developing an appreciation for the value of play, learning strategies creating healthy and safe environments, evaluation and assessment, and adapting materials and curricula for multi-ability children in child-care programs, schools, and in the home. 10 field hours. Course Fee: $10.
Offered: Typically alternate Fall Terms (next offered Fall 2010)
This course is designed to study the foundations of curriculum, the sequence of learning activities, and the curricular materials used in learning environments for children from infancy through age five. Using research and other resources the student will explore the nature of and the appropriate use for indoor and outdoor equipment, and examine how individually and developmentally appropriate materials and equipment are used to facilitate and encourage the natural or normal sequence of development of the young child and meet the programmatic objectives. Attention will be focused on developing an appreciation for the value of play, learning strategies creating healthy and safe environments, evaluation and assessment, and adapting materials and curricula for multi-ability children in child-care programs, schools, and in the home. 10 field hours. Course Fee: $10.
1 Course Credit
EDS 380
Methods of Tchg in ECE (CFS)
Prerequisite: CFS/EDS 210 and 360; OR permission of instructor
Offered: Typically as student interest and faculty availability allow (next offered Spring 2011)
Consideration of theories, philosophies, principles, curricula, and materials in the teaching-learning process involved with sociodramatic play, art, music, literature, literacy and language, sensory experiences, mathematics, health and nutrition, science, social studies, and activities for large and small muscle development. The student will plan, design, and implement developmentally appropriate activities for multi-ability children in child-care programs, schools, and in home environments, as well as assist in the overall operation of a program for young children and develop best-practices management knowledge and skills in preparation for teaching practicum. 24 field hours. Course Fee: $10.
Offered: Typically as student interest and faculty availability allow (next offered Spring 2011)
Consideration of theories, philosophies, principles, curricula, and materials in the teaching-learning process involved with sociodramatic play, art, music, literature, literacy and language, sensory experiences, mathematics, health and nutrition, science, social studies, and activities for large and small muscle development. The student will plan, design, and implement developmentally appropriate activities for multi-ability children in child-care programs, schools, and in home environments, as well as assist in the overall operation of a program for young children and develop best-practices management knowledge and skills in preparation for teaching practicum. 24 field hours. Course Fee: $10.
1 Course Credit
EDS 382
Early Childhood Spec Ed (CFS)
Prerequisite: CFS 130 and CFS/EDS 210; OR permission of instructor
Offered: Typically as student interest and faculty availability allow
This course is designed for students preparing to teach children birth through age five, and comprises a comprehensive study of early-childhood special education focusing on historical developments; the impact of technology; local, state, and federal requirements; characteristics of children with disabilities; IEP and IFSP requirements and management; cultural diversity; screening, diagnosis, and assessment of young children who need special services; learning center and home-based service delivery; curriculum and instructional considerations; and, relating to, involving, and supporting families of children with disabilities. 24 field hours. Course Fee: $15.
Offered: Typically as student interest and faculty availability allow
This course is designed for students preparing to teach children birth through age five, and comprises a comprehensive study of early-childhood special education focusing on historical developments; the impact of technology; local, state, and federal requirements; characteristics of children with disabilities; IEP and IFSP requirements and management; cultural diversity; screening, diagnosis, and assessment of young children who need special services; learning center and home-based service delivery; curriculum and instructional considerations; and, relating to, involving, and supporting families of children with disabilities. 24 field hours. Course Fee: $15.
1 Course Credit
EDS 385
Content Teach Meth Pract II an
This practicum is designed to provide students the opportunity to learn and practice those teaching methods specifically tied to their area of content specialization. During this experience, students will apprentice within a Community of Teachers developing and extending the set of teaching skills that is vital for their successful roles as middle and high school teachers.
1/4 Course Credit
EDS 386
Special Topics
Prerequisites: Determined by instructor
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
1/2 to 1 Course Credit
EDS 390A
Independent Study
Prerequisite: Sophomore or junior standing for 390; senior standing for 490
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 390/490A; others will be 390/490B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 390/490A; others will be 390/490B.
1 Course Credit
EDS 390B
Independent Study w/o ALE
Prerequisite: Sophomore or junior standing for 390; senior standing for 490
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 390/490A; others will be 390/490B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 390/490A; others will be 390/490B.
1 Course Credit
EDS 395
Internship
Prerequisite: Sophomore, junior, or senior standing
Offered: Typically every term
An experiential learning experience individually designed for students with a special academic interest requiring integration of classroom learning with practical experience. Includes on-campus seminars with academic sponsors, as well as non-classroom experience. One to 3 course credits in one regular term; 1.5 course credits in Summer One Term; or 1 to 2 course credits in Summer Two Term may be taken in Internships. Requires the approval of two faculty sponsors and the Program assumes the responsibility for determining credit allowance. The Coordinator of Internships gives final approval for Internship proposals. All Internships meet the Active Learning Experience (ALE) requirement.
Offered: Typically every term
An experiential learning experience individually designed for students with a special academic interest requiring integration of classroom learning with practical experience. Includes on-campus seminars with academic sponsors, as well as non-classroom experience. One to 3 course credits in one regular term; 1.5 course credits in Summer One Term; or 1 to 2 course credits in Summer Two Term may be taken in Internships. Requires the approval of two faculty sponsors and the Program assumes the responsibility for determining credit allowance. The Coordinator of Internships gives final approval for Internship proposals. All Internships meet the Active Learning Experience (ALE) requirement.
1 to 3 Course Credits
EDS 397A
Team Initiated Study
Prerequisite: Sophomore or junior standing for 397; senior standing for 497
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
1 Course Credit
EDS 397B
Team Initiated Study w/o ALE
Prerequisite: Sophomore or junior standing for 397; senior standing for 497
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
1 Course Credit
EDS 398
Directed Study
Prerequisites: Will vary, but always will include permission of instructor
Offered: Typically on a limited basis as student interest and faculty availability allow
A course organized and directed by faculty and approved by the Program Director or Department Chairperson to meet the particular interests and/or needs of specific students.
Offered: Typically on a limited basis as student interest and faculty availability allow
A course organized and directed by faculty and approved by the Program Director or Department Chairperson to meet the particular interests and/or needs of specific students.
1 Course Credit
EDS 435
Integ Curr II:Arts,Hum,Sci
Prerequisite: Admission to Major
Offered: Typically every Spring Term
Following skills developed in Integrated Curriiulum I, this course will provide practice in the arts and in using the arts to create integrated curriculum. Through the related field experience, students will gain teaching skills that will help them integrate understandings gained in EDS 227 with their planning and teaching. The arts provide practice in thinking that integrates imagination with judgment; creativity with purpose; inquiry with contemplation; and compromise with integrity. Responsible action requires skill in relating to the world through dialogue and a commitment to creating relationships that reflect a disposition for dialogical engagement with the world. The processes of creation in the arts are dialogical in nature. Just as the artist must learn to "hear" and respond to the work in progress, the work helps to shape the artist. Engagement in the arts provides oppportunites to wonder at the world, assign significance, refine relationships of value, create working definitions of purpose, create direction for development, and to understand how these acts fit together with responsible self-definition. As questions of judgment and value are raised and addressed in creating art, self-understanding grows--the kind of self-understanding thaa helps provide grounding for co-creating one's place in the world. Experiencing oneself as an artist helps to cultivate the sense of urgency that comes with integration among purpose and care, thinking and action. Integrated content that includes the arts is fundamental to educating children in ways that support their creation of a more just world.
Offered: Typically every Spring Term
Following skills developed in Integrated Curriiulum I, this course will provide practice in the arts and in using the arts to create integrated curriculum. Through the related field experience, students will gain teaching skills that will help them integrate understandings gained in EDS 227 with their planning and teaching. The arts provide practice in thinking that integrates imagination with judgment; creativity with purpose; inquiry with contemplation; and compromise with integrity. Responsible action requires skill in relating to the world through dialogue and a commitment to creating relationships that reflect a disposition for dialogical engagement with the world. The processes of creation in the arts are dialogical in nature. Just as the artist must learn to "hear" and respond to the work in progress, the work helps to shape the artist. Engagement in the arts provides oppportunites to wonder at the world, assign significance, refine relationships of value, create working definitions of purpose, create direction for development, and to understand how these acts fit together with responsible self-definition. As questions of judgment and value are raised and addressed in creating art, self-understanding grows--the kind of self-understanding thaa helps provide grounding for co-creating one's place in the world. Experiencing oneself as an artist helps to cultivate the sense of urgency that comes with integration among purpose and care, thinking and action. Integrated content that includes the arts is fundamental to educating children in ways that support their creation of a more just world.
1.5 Course Credits
EDS 440
Integ Curr III:Soc Stdy&Litera
Prerequisite: Admission to Major
Offered: Typically every Spring Term
Following Integrated Curriculum I and II, students in this course will continue to develop their understanding that living responsibly and joyfully in the world requires integrative thinking. Thinking crosses disciplinary boundaries as human beings engage their daily lives as responsible citizens. Students in EDS 440 will explore and develop integrated curriculum with special attention to the elementary social studies, including researching, planning, teaching, assessing, and reflecting upon a series of lessons developed around a theme. Through teacher modeling, direct instruction, and cooperative and individual learning activities, students will learn to assist children in conducting individual and group research using a variety of resources, including textbooks, supplementery trade books, the Intenet, and interviews. Embedded in these experiences will be focused instruction to help children grapple with unfamiliar vocabulary, question what they read, synthesize understanding from multiple sources, and share their findings with others. In the related practicum in the local schools, students will integrate their developing knowledge with their own vision for the children they teach and with constructivist principles of human development. One-half credit of field experience accompanies this class.
Offered: Typically every Spring Term
Following Integrated Curriculum I and II, students in this course will continue to develop their understanding that living responsibly and joyfully in the world requires integrative thinking. Thinking crosses disciplinary boundaries as human beings engage their daily lives as responsible citizens. Students in EDS 440 will explore and develop integrated curriculum with special attention to the elementary social studies, including researching, planning, teaching, assessing, and reflecting upon a series of lessons developed around a theme. Through teacher modeling, direct instruction, and cooperative and individual learning activities, students will learn to assist children in conducting individual and group research using a variety of resources, including textbooks, supplementery trade books, the Intenet, and interviews. Embedded in these experiences will be focused instruction to help children grapple with unfamiliar vocabulary, question what they read, synthesize understanding from multiple sources, and share their findings with others. In the related practicum in the local schools, students will integrate their developing knowledge with their own vision for the children they teach and with constructivist principles of human development. One-half credit of field experience accompanies this class.
1.5 Course Credits
EDS 471
Midl Grades Student Tchg Sem
Offered: Typically every Fall Term (next offered Fall 2010)
Emphasis in this course is on the development of appropriate instructional units for the assigned Student Teaching settings. Students work with classroom teachers and College faculty to plan and develop activities and materials focused on the specific subject matter in which the student is seeking certification. Other topics include classroom-management techniques, evaluation and assessment of student learning, and motivational techniques. Student teachers are to reflect the values and commitments undergirding Berea's Teacher Education Program in their work and relationships with children, peers, parents, mentors, and other colleagues, and they are expected to meet Berea's program goals prior to completion of the Professional Year. They will be required to submit a satisfactory exit portfolio addressing the New Teacher Standards established by the Kentucky Education Professional Standards Board. Taken concurrently with EDS 472.
Emphasis in this course is on the development of appropriate instructional units for the assigned Student Teaching settings. Students work with classroom teachers and College faculty to plan and develop activities and materials focused on the specific subject matter in which the student is seeking certification. Other topics include classroom-management techniques, evaluation and assessment of student learning, and motivational techniques. Student teachers are to reflect the values and commitments undergirding Berea's Teacher Education Program in their work and relationships with children, peers, parents, mentors, and other colleagues, and they are expected to meet Berea's program goals prior to completion of the Professional Year. They will be required to submit a satisfactory exit portfolio addressing the New Teacher Standards established by the Kentucky Education Professional Standards Board. Taken concurrently with EDS 472.
1 Course Credit
EDS 472
Midl Grades Student Teaching
Prerequisite: Admission to Student Teaching
Offered: Typically every Fall Term (next offered Fall 2010)
This course involves observation, participation, teaching, and a wide variety of school-related activities under the guidance of supervising teachers and staff members of Education Studies. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). Students will be expected to complete satisfactory entries for the Eligibility (exit) Portfolio required for initial teacher certification. Taken concurrently with EDS 471.
Offered: Typically every Fall Term (next offered Fall 2010)
This course involves observation, participation, teaching, and a wide variety of school-related activities under the guidance of supervising teachers and staff members of Education Studies. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). Students will be expected to complete satisfactory entries for the Eligibility (exit) Portfolio required for initial teacher certification. Taken concurrently with EDS 471.
3 Course Credits
EDS 475
Tchg Pract-Interdis ECE(CFS)
Prerequisite: Completion of all required major and education courses for IECE program AND Admission to Student Teaching
Offered: Typically as student interest and faculty availability allow
Students in the Interdisciplinary Early Childhood Education program will spend 12-14 weeks in various approved birth through kindergarten settings under the joint guidance of supervising teachers and the early-childhood-education faculty of the Child and Family Studies Department. Students will develop and implement learning environments and educational experiences for multi-ability and multi-age children and their families in home-based, center-based, and school programs. All students will attend weekly one-hour seminars. By the end of the teaching practicum, students will have completed all Education Portfolio requirements.
Offered: Typically as student interest and faculty availability allow
Students in the Interdisciplinary Early Childhood Education program will spend 12-14 weeks in various approved birth through kindergarten settings under the joint guidance of supervising teachers and the early-childhood-education faculty of the Child and Family Studies Department. Students will develop and implement learning environments and educational experiences for multi-ability and multi-age children and their families in home-based, center-based, and school programs. All students will attend weekly one-hour seminars. By the end of the teaching practicum, students will have completed all Education Portfolio requirements.
3 Course Credits
EDS 479
Lrng & Assess-Scndy Classroom
Prerequisite: Admission to Major
Offered: Typically every Spring Term
This course introduces students to applications of important learning and assessment theory in shaping practice. They will explore the theoretical underpinnings of behaviorist and constructivist traditions in designing assessment of student development; targeting objectives to appropriate levels of a taxonomy; designing, managing, and assessing classroom environments conducive to student learning; developing appropriate strategies for implementing instruction; and exploring assessment theory and applications of both formative and summative assessments. Students will critically evaluate the role and impact of high stakes assessments on learning and teaching and begin to explore methods of assessment of their own practice as well as the use of research methodogy to evaluate innovations in practice and curriculum. Special attention is directed to helping students prepare performance evidence addressing the Education Studies Program Goals and Kentucky's Teacher Standards. This course is taken as part of the pre-professional block in the Teacher Education Program, which includes a partial-day field assignment in local schools.
Offered: Typically every Spring Term
This course introduces students to applications of important learning and assessment theory in shaping practice. They will explore the theoretical underpinnings of behaviorist and constructivist traditions in designing assessment of student development; targeting objectives to appropriate levels of a taxonomy; designing, managing, and assessing classroom environments conducive to student learning; developing appropriate strategies for implementing instruction; and exploring assessment theory and applications of both formative and summative assessments. Students will critically evaluate the role and impact of high stakes assessments on learning and teaching and begin to explore methods of assessment of their own practice as well as the use of research methodogy to evaluate innovations in practice and curriculum. Special attention is directed to helping students prepare performance evidence addressing the Education Studies Program Goals and Kentucky's Teacher Standards. This course is taken as part of the pre-professional block in the Teacher Education Program, which includes a partial-day field assignment in local schools.
1 Course Credit
EDS 480
Students with Special Needs
Prerequisite: Admission to Major
Offered: Typically every Spring Term
This course prepares prospective teachers to make the instructional and organizational modifications necessary so that students with vastly different academic, physical, emotional, and social needs can learn in the regular secondary-school classroom. The focus is on youngsters with a variety of special needs, such as physical and learning exceptionalities (including the gifted); English language learners; lack of readiness for learning; and violent behaviors. Prospective teachers will address the special classroom-management requirements and the special instructional needs arising with special-needs youngsters. Students also will explore related issues, including the need to develop skills in counseling and conflict resolution and understanding the nature of family involvement, closing the achievement gap, working collaboratively with other professionals, and teacher rights and responsibilities in accordance to federal law and related policies. This course is taken as part of the pre-professional block in the Teacher Education Program, which includes a partial-day practicum in local schools.
Offered: Typically every Spring Term
This course prepares prospective teachers to make the instructional and organizational modifications necessary so that students with vastly different academic, physical, emotional, and social needs can learn in the regular secondary-school classroom. The focus is on youngsters with a variety of special needs, such as physical and learning exceptionalities (including the gifted); English language learners; lack of readiness for learning; and violent behaviors. Prospective teachers will address the special classroom-management requirements and the special instructional needs arising with special-needs youngsters. Students also will explore related issues, including the need to develop skills in counseling and conflict resolution and understanding the nature of family involvement, closing the achievement gap, working collaboratively with other professionals, and teacher rights and responsibilities in accordance to federal law and related policies. This course is taken as part of the pre-professional block in the Teacher Education Program, which includes a partial-day practicum in local schools.
1 Course Credit
EDS 481
Secondary Student Tchg Seminar
Prerequisite: Admission to Student Teaching
Offered: Typically every Fall Term
The Elementary School Student Teaching practicum is a required component of the Professional Year experience for P-5 certification. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). They will be involved in observing, developing curriculum and teaching, as well as taking part in a wide variety of school-related activites under the joint guidance of cooperating teachers and faculty in Education Studies. Student teachers are to reflect the values and commitments undergirding Berea's Teacher Education Program in their work and relationships with children, peers, parents, mentors, and other colleagues, and they are expected to meet Berea's program goals prior to completion of the Professional Year. They will be required to submit a satisfactory Eligibility (exit) Portfolio addressing the New Teacher Standards established by the Kentucky Education Professional Standards Board. Taken concurrently with EDS 488.
Offered: Typically every Fall Term
The Elementary School Student Teaching practicum is a required component of the Professional Year experience for P-5 certification. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). They will be involved in observing, developing curriculum and teaching, as well as taking part in a wide variety of school-related activites under the joint guidance of cooperating teachers and faculty in Education Studies. Student teachers are to reflect the values and commitments undergirding Berea's Teacher Education Program in their work and relationships with children, peers, parents, mentors, and other colleagues, and they are expected to meet Berea's program goals prior to completion of the Professional Year. They will be required to submit a satisfactory Eligibility (exit) Portfolio addressing the New Teacher Standards established by the Kentucky Education Professional Standards Board. Taken concurrently with EDS 488.
1 Course Credit
EDS 482
Scnd Stdnt Tchg:P-12,5-12,8-12
Prerequisite: Admission to Student Teaching
Offered: Typically every Fall Term
This course involves observation, participation, teaching, and a wide variety of school-related activities under the guidance of supervising teachers and staff members of Education Studies. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). Students will be expected to complete satisfactory entries for the Eligibility (exit) Portfolio required for initial teacher certification. Taken concurrently with EDS 481.
Offered: Typically every Fall Term
This course involves observation, participation, teaching, and a wide variety of school-related activities under the guidance of supervising teachers and staff members of Education Studies. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). Students will be expected to complete satisfactory entries for the Eligibility (exit) Portfolio required for initial teacher certification. Taken concurrently with EDS 481.
3 Course Credits
EDS 485
Content Teach Meth Prac III
This practicum is designed to build on experiences in Content Teaching Methods Practicum I emphasizing more advanced and in-depth content teachign specializatino theory and practice. During this experience, students will continue their apprentice within a Community of Teachers developing and extending the set of teaching skills that is vital for their successful eventual roles as middle and high school teachers.
1/4 Course Credit
EDS 486
Special Topics
Prerequisites: Determined by instructor
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
Offered: Typically as student interest and faculty availability allow
A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."
1/2 to 1 Course Credit
EDS 487
Elementary Student Teaching
Prerequisite: Admission to Student Teaching
Offered: Typically every Fall Term
The Elementary School Student Teaching component is the culminating experience for P-5 certification. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). They will be involved in observing, developing curriculum, and teaching, as well as taking part in a wide variety of school-related activities under the joint guidance of cooperating teachers and faculty in Education Studies. Student teachers are to reflect the values, commitments, and dispositions undergirding Berea's Teacher Education Program in their work and relationships with children, mentors, peers, and parents. They will be required to submit a satisfactory exit Portfolio addressing Berea's program goals and the Kentucky Teacher Standards prior to completion of Student Teaching. Taken concurrently with EDS 488.
Offered: Typically every Fall Term
The Elementary School Student Teaching component is the culminating experience for P-5 certification. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). They will be involved in observing, developing curriculum, and teaching, as well as taking part in a wide variety of school-related activities under the joint guidance of cooperating teachers and faculty in Education Studies. Student teachers are to reflect the values, commitments, and dispositions undergirding Berea's Teacher Education Program in their work and relationships with children, mentors, peers, and parents. They will be required to submit a satisfactory exit Portfolio addressing Berea's program goals and the Kentucky Teacher Standards prior to completion of Student Teaching. Taken concurrently with EDS 488.
3 Course Credits
EDS 488
Elem Student Teaching Seminar
Prerequisite: Admission to Student Teaching
Offered: Typically every Fall Term
The elementary Student Teaching seminar is a required component of the student teaching experience. The seminar will support, enhance, and enrich student teachers' professional growth and development by providing multiple opportunities to explore, discuss, and reflect upon their teaching experiences within a community of inquiry. The seminar will help student teachers to articulate and demonstrate the knowledge, understandings, skills, and dispositions necessary to meet Berea's program goals and Kentucky Teacher Standards. A special emphasis of the seminar will be to support student teachers' development of the required Exit Portfolio. The seminar will meet two hours each week and will be supplemented by periodic individual conferences. Taken concurrently with EDS 487.
Offered: Typically every Fall Term
The elementary Student Teaching seminar is a required component of the student teaching experience. The seminar will support, enhance, and enrich student teachers' professional growth and development by providing multiple opportunities to explore, discuss, and reflect upon their teaching experiences within a community of inquiry. The seminar will help student teachers to articulate and demonstrate the knowledge, understandings, skills, and dispositions necessary to meet Berea's program goals and Kentucky Teacher Standards. A special emphasis of the seminar will be to support student teachers' development of the required Exit Portfolio. The seminar will meet two hours each week and will be supplemented by periodic individual conferences. Taken concurrently with EDS 487.
1 Course Credit
EDS 490A
Independent Study
Prerequisite: Sophomore or junior standing for 390; senior standing for 490
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Department Chairperson, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 390/490A if approved to meet the Active Learning Experience (ALE) or as 390/490B if approved as non-ALE.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Department Chairperson, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 390/490A if approved to meet the Active Learning Experience (ALE) or as 390/490B if approved as non-ALE.
1 Course Credit
EDS 490B
Independent Study w/o ALE
Prerequisite: Sophomore or junior standing for 390; senior standing for 490
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 390/490A; others will be 390/490B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 390/490A; others will be 390/490B.
1 Course Credit
EDS 495
Internship
Prerequisite: Sophomore, junior, or senior standing
Offered: Typically every term
An experiential learning experience individually designed for students with a special academic interest requiring integration of classroom learning with practical experience. Includes on-campus seminars with academic sponsors, as well as non-classroom experience. One to 3 course credits in one regular term; 1.5 course credits in Summer One Term; or 1 to 2 course credits in Summer Two Term may be taken in Internships. Requires the approval of two faculty sponsors and the Program assumes the responsibility for determining credit allowance. The Coordinator of Internships gives final approval for Internship proposals. All Internships meet the Active Learning Experience (ALE) requirement.
Offered: Typically every term
An experiential learning experience individually designed for students with a special academic interest requiring integration of classroom learning with practical experience. Includes on-campus seminars with academic sponsors, as well as non-classroom experience. One to 3 course credits in one regular term; 1.5 course credits in Summer One Term; or 1 to 2 course credits in Summer Two Term may be taken in Internships. Requires the approval of two faculty sponsors and the Program assumes the responsibility for determining credit allowance. The Coordinator of Internships gives final approval for Internship proposals. All Internships meet the Active Learning Experience (ALE) requirement.
1 to 3 Course Credits
EDS 497A
Team Initiated Study
Prerequisite: Sophomore or junior standing for 397; senior standing for 497
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
1 Course Credit
EDS 497B
Team Initiated Study w/o ALE
Prerequisite: Sophomore or junior standing for 397; senior standing for 497
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
Offered: Typically as student interest and faculty availability allow
A course initiated, directed, and organized by the student and the faculty sponsor. Course proposals must meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the study will be conducted. A detailed information sheet is available in the Student Self-Service room (101 Lincoln), which includes the form to complete if seeking Active Learning Experience (ALE) credit. A course syllabus must be submitted with the Chairperson or Director’s approval before the course can be registered. Those approved as ALE will be registered as 397/497A; others will be 397/497B.
1 Course Credit
EDS 498
Directed Study
Prerequisites: Will vary, but always will include permission of instructor
Offered: Typically on a limited basis as student interest and faculty availability allow
A course organized and directed by faculty and approved by the Program Director or Department Chairperson to meet the particular interests and/or needs of specific students.
Offered: Typically on a limited basis as student interest and faculty availability allow
A course organized and directed by faculty and approved by the Program Director or Department Chairperson to meet the particular interests and/or needs of specific students.
1 Course Credit
Notice and Disclaimer
This online publication is the official text of the Berea College Catalog & Student Handbook. Berea College reserves the right to amend, revise, or modify content within this publication at any time.
