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Sep 27, 2024
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2012-2013 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Course descriptions include the following elements:
Course Code, Number, and Titles: The course code indicates the department or program in which the course is housed. The course number indicates the level at which the course should be taken. Generally, first-year students take 100-level courses; sophomores, 200-level; juniors, 300-level; and seniors, 400-level. Students are required to limit course selection to courses not more than one level above their class standing. First-year students are not permitted to enroll in 400-level courses. Undergraduate students who need 12 or fewer semester credits to complete all baccalaureate degree requirements may request permission from the Director of Graduate Studies to take courses for graduate credit to complete a regular course load during the semester of graduation. However, undergraduate students may not enroll in courses at the 600-level or 700-level.
Credits: The number of semester hours of credit given upon completion of the course.
Course Content: A brief description of subject matter gives students an idea of what to expect in the course.
Prerequisites: If required or recommended, a prerequisite is either a course that must be completed prior to enrolling in the course or some other requirement that must be met prior to enrolling in the course.
Grading Method: If a course is offered on a grade-only or pass/no credit-only basis, that status is included in the course description. A department’s general pass/no credit policy is included in its listing of program requirements. Students should check the policy before enrolling in a course on a pass/no credit basis.
Frequency of Offering: Course descriptions may indicate how often the course is offered.
Note:
◎= Oral Intensive
◆ = Math/Critical Analysis Intensive
△ = Writing Intensive |
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Rochester Education |
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RED 303 - Community Development (2 S.H.)
The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the third course in the sequence focusing on groups and community. Teacher candidates will explore community development within and outside of the classroom. Prerequisites: , , , , , , , and . Grade only. Offered yearly.
Course Registration
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△ RED 304 - Teacher Development (2 S.H.)
The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the fourth course in the series focusing on understanding the Teaching self. Prerequisites: , , , , , , , , , , and . Grade only. Offered yearly.
Course Registration
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RED 310 - STEM in the Elementary Classrooms (8 S.H.)
The STEM semester block investigates relationships between and amongst science, technology, engineering, and mathematics. In particular, focusing upon how to facilitate learning experiences through which students utilize mathematics to mediate a developing understanding of science, technology, and engineering concepts. Prerequisite: Admission to the Rochester Education Teacher Program. Grade only. Offered yearly.
Course Registration
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RED 311 - Ethnographers of Language in Elementary Classrooms (8 S.H.)
The Ethnographers of Language semester block explores language as a social and cultural construct - developing an understanding of different ways with words and how such awareness informs patterns of communication within and beyond classroom communities. Prerequisites: , , , and . Grade only. Offered yearly.
Course Registration
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RED 312 - Global Studies in the Elementary School (3 S.H.)
The Global Studies semester block focuses on teacher candidates developing awareness of one’s personal world view and the curiosity to examine other worldviews. Prerequisites: , , , , , , , and . Grade only. Offered yearly.
Course Registration
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RED 401 - Kid-Watching (1 S.H.)
This is the first course in a series focusing on describing and documenting student development and learning. Teacher candidates will develop observation and interviewing skills and assume the role of teacher as researcher. Grade only.
Course Registration
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RED 402 - Data Collect, Interpret, Use (1 S.H.)
The Data-Wise: Assessment & Student Learning block is a 4-course sequence where teacher candidates examine the use of data to measure, understand, and improve student learning. This is the second course in the series focusing on using student assessment results to improve teaching and learning in the classroom. Teacher candidates will develop their skills with a variety of assessment tools and practices to plan and evaluate effective instruction. Teacher candidates will assume the role of teacher as researcher. Prerequisites: and . Grade only. Offered yearly.
Course Registration
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RED 403 - Data Decisions (1 S.H.)
The Data-Wise: Assessment & Student Learning block is a 4-course sequence where teacher candidates examine the use of data to measure, understand, and improve student learning. This is the third course in the series focused on data-driven instructional decisions that lead to continuous classroom improvement. Candidates will practice data management systems that help to organize student learning in the classroom. Teacher candidates will continue to develop their skills with a variety of assessment tools and practices to plan and evaluate effective instruction, student grouping decisions, and assessment. Teacher candidates will assume the role of teacher as researcher. Prerequisites: , , , , , , , and . Grade only. Offered yearly.
Course Registration
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△ RED 404 - Data Within Action Research (1 S.H.)
The Data-Wise: Assessment & Student Learning block is a 4-course sequence where teacher candidates examine the use of data to measure, understand, and improve student learning. This is the final course in the series focused on data with/in Action Research. Candidates will develop a data collection plan focused on a small group of English learners or underachieving learners. Teacher candidates will continue to develop their skills with a variety of assessment and data tools and practices to plan and evaluate a research-based literacy intervention. Teacher candidates will assume the role of teacher as researcher. Prerequisites: , , , , , , , , , , , and . Grade only. Offered yearly.
Course Registration
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RED 410 - STEM Clinical Practice: Collaborations, Instruction & Student Learning (1 S.H.)
The Clinical Practice: Collaboration, Instruction, and Student Learning block is a 4-course sequence through which teacher candidates address what it means to be a Professional Educator. Four topics will be explored throughout the duration of the 3-course sequence. Topic 1 focuses on the classroom as a cultural community. Topic 2 explores the nature of reflective practice. Topic 3 examines the dynamics of community collaboration. Topic 4 centers on the relationship between research and practice. Prerequisites: Admission to the Rochester Teacher Education Program. Grade only. Offered yearly.
Course Registration
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RED 411 - Ethnographers Clinical Practice (3 S.H.)
The Clinical Practice: Collaboration, Instruction, and Student Learning block is a 4-course sequence through which teacher candidates address what it means to be a Professional Educator. Four topics will be explored throughout the duration of the 3-course sequence. Topic 1 focuses on the classroom as a cultural community. Topic 2 explores the nature of reflective practice. Topic 3 examines the dynamics of community collaboration. Topic 4 centers on the relationship between research and practice. Prerequisites: , , , and . Grade only. Offered yearly.
Course Registration
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RED 412 - Global Studies Clinical Practice (3 S.H.)
The Clinical Practice: Collaboration, Instruction, and Student Learning block is a 4-course sequence through which teacher candidates address what it means to be a Professional Educator. Four topics will be explored throughout the duration of the 3-course sequence. Topic 1 focuses on the classroom as a cultural community. Topic 2 explores the nature of reflective practice. Topic 3 examines the dynamics of community collaboration. Topic 4 centers on the relationship between research and practice. Prerequisites: , , , , , , , and . Grade only. Offered yearly.
Course Registration
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RED 413 - Action Research Clinical Practice (1 S.H.)
The Clinical Practice: Collaboration, Instruction, and Student Learning block is a 4-course sequence through which teacher candidates address what it means to be a Professional Educator. Four topics will be explored throughout the duration of the 3-course sequence. Topic 1 focuses on the classroom as a cultural community. Topic 2 explores the nature of reflective practice. Topic 3 examines the dynamics of community collaboration. Topic 4 centers on the relationship between research and practice. Prerequisites: , , , , , , , , , , , and . Grade only. Offered yearly.
Course Registration
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RED 414 - First Six Weeks Clinical Practice (4 S.H.)
The Clinical Practice: Collaboration, Instruction, and Student Learning block is a 4-course sequence through which teacher candidates address what it means to be a Professional Educator. Four topics will be explored throughout the duration of the 3-course sequence. Topic 1 focuses on the classroom as a cultural community. Topic 2 explores the nature of reflective practice. Topic 3 examines the dynamics of community collaboration. Topic 4 centers on the relationship between research and practice. Prerequisites: , , , , , , and . Grade only. Offered yearly.
Course Registration
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△ RED 420 - Action Research in Elementary Classrooms (3 S.H.)
The Action Research semester block focuses on teacher candidates exploring reciprocal relationships between the questions: How does research (in)form my practice? How does my practice (re)form research? Prerequisites: , , , , , , , , , , , and . Grade only. Offered yearly.
Course Registration
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