Academic Catalog

Education (EDUC)

EDUC 090  Teacher Ed Field Placement I  (1 credit)  

This course is intended for students who are transferring in a course with outcomes equivalent to one of the following: EDUC 101 or EDUC 113 but is lacking the field placement experience. Students will spend 30 hours in a school placement with a mentor teacher and teach at least two lessons. Field placement experiences take place sometime during regular school hours, generally between 8:00 AM and 3:30 PM. A criminal record record check will be conducted prior to students entering a school setting.

EDUC 101  Introduction to Education  (3 credits)  

This course is a survey of the role of education in America. Consideration is given to basic philosophies underlying the requirements of effective learning -- teaching situations, developmental aspects of school age children, current trends in education, and the selection of education as a profession. Participants should anticipate spending the equivalent of four days in field placement with a minimum of 30 hours in a public school classroom.

EDUC 103  The Young Child  (3 credits)  

This course is designed to provide students with knowledge of child development from birth to age twelve. Emphasis is placed on development and learning theories, factors which influence the development of young children, and the identification of children who are at risk for developmental delays. Other important issues related to the development of young children are also addressed including: school readiness, developmental assessment, families, developmentally appropriate practices and current trends in the field. Additional Information Required by State Regulations **Child Care Credentialing Information: This course includes 45 hours in core of knowledge training including 3 hours in Child Development: Introduction to Observation and Assessment of Children; 24 hours in additional core of knowledge training in Child Development; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hours in additional core of knowledge training in Curriculum; 3 hours in Health, Safety & Nutrition: Nutrition & Active Learning; 3 hours in Special Needs; 3 hours in Community: Anti-bias/Cultural Competence; and 3 hours in Community: Family & Community Partnerships.

EDUC 104  Materials and Curriculum in Early Childhood  (3 credits)  

This course will explore best practices in the field of early childhood education. Emphasis will be placed on fostering development of the whole child through developmentally appropriate practices. Other issues pertinent to the education of young children will be addressed including: family partnerships, diversity, relationships, brain development, and current trends in early childhood education. Additional Information Required by State Regulations Students who complete both EDUC103 and EDUC104 are eligible for the 90-hour Preschool Certificate required by the Maryland State Department of Education, Office of Child Care. **CHILD CARE CREDENTIALING INFORMATION: This course includes 45 hours in core of knowledge training including 3 hours in child Development: Introduction to Observation and Assessment of Children; 3 hours of Curriculum: Resources that Guide Daily Planning; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hours in Curriculum: Taking Learning Outside; 15 additional hours in Curriculum; 3 hours in Special Needs: Supporting Children with Disabilities, Delays, or Special Health Care Needs; 3 hours in Professionalism: Environmental Rating Scales; 3 hours in Professionalism: The Child Care Provider as Professional; 3 additional hours in Professionalism; 3 hours in Community: Anti-bias/Cultural Competence; and 3 hours in Community: Family & Community Partnerships. **CHILD CARE CREDENTIALING INFORMATION: This course includes 45 hours in core of knowledge training including 3 hours in child Development: Introduction to Observation and Assessment of Children; 3 hours of Curriculum: Resources that Guide Daily Planning; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hours in Curriculum: Taking Learning Outside; 18 hours in additional core of knowledge training in Curriculum; 3 hours in Special Needs: Supporting Children with Disabilities, Delays, or Special Health Care Needs; 3 hours in Professionalism: Environmental Rating Scales; 3 hours in Professionalism: The Child Care Provider as Professional; and 3 hours in additional core of knowledge training in Professionalism.

EDUC 108  Classroom Management: Early Childhood  (3 credits)  

This course focuses on the theories and skills necessary for classroom management in an early childhood setting. Students are introduced to specific skills that support classroom management, including problem solving skills, record keeping, and observational and evaluation skills, while emphasizing child development issues. This course is designed for people working with children in daycare centers, nursery schools, prekindergarten, and kindergarten. **CHILD CARE CREDENTIALING INFORMATION: This course includes 27 hours in core knowledge training including 3 hours in Child Development: Introduction to Observation and Assessment of Children; 3 hours in Child Development: Developmentally Appropriate Supervision; 9 hours in Child Development: Positive Child Guidance and Discipline Theory; 3 hours in additional core of knowledge training in child Development; 3 hours in additional core of knowledge training in Curriculum; 3 hours in Professionalism: Conflict Resolution Strategies; and 3 hours in additional core of knowledge training in Professionalism.

EDUC 109  Paraprofessional Success  (3 credits)  

This course explores the role of the paraprofessional in education and introduces skills the paraprofessional needs to be successful. A variety of techniques for assisting with instruction, modifying instruction, fostering appropriate behavior, and collecting documentation are all covered. Professionalism and collaboration are stressed throughout. Usually offered during the fall semester.

EDUC 110  Infant and Toddler Curriculum  (3 credits)  

This course will explore best practices for the care of infants and toddlers. The importance of nurturing relationships will be discussed, along with how to turn caregiving routines into learning opportunities. Attention will be given to how partnerships can be formed with families and children, including those from diverse backgrounds. Issues important to the effective care of very young children will be addressed including: special needs, breastfeeding, SIDs prevention, effective environments, and equity. Additional Information Required by State Regulations Students who complete both EDUC103 and EDUC110 are eligible for the 90-hour Infant and Toddler Certificate required by the Maryland State Department of Education, Office of Child Care. **Child Care Credentialing Information: This course includes 45 hours Core of Knowledge training including: 3 hours in Child Development: Introduction to Observation and Assessment of Children; 3 additional hours in child development; 3 hours in Curriculum: Resources the Guide Daily Planning; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hours in Curriculum: Taking Learning Outside; 12 additional hours in Curriculum; 3 hours in Health Safety and Nutrition: Special Considerations for Infants including supporting breastfeeding and SIDs prevention; 3 hours in Special Needs: Supporting Children with Disabilities, Delays, or Special Health Care Needs; 3 hours in Professionalism: Environmental Rating Scales; 3 hours in Professionalism: The Child Care Provider as Professional; 3 hours in Community: Anti-bias/Cultural Competence; and 3 hours in Community: Family & Community Partnerships.

EDUC 113  Introduction to Early Childhood Education  (3 credits)  

This course introduces students to the early childhood profession. It provides a historical perspective as well as current issues and trends in the field. Various roles of the early childhood professional are presented. Participants should anticipate spending the equivalent of four days in field placement with a minimum of 30 hours in an early childhood public school classroom. **CHILD CARE CREDENTIALING INFORMATION: This course includes 21 hours in core of knowledge training including 3 hours in Child Development: Introduction to Observation and Assessment of Children; 3 hours in Curriculum: Resources that Guide Daily Planning; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hour in additional core of knowledge training in Curriculum; 3 hours in additional core of knowledge training Professionalism; 3 hours in Community: Anti-Bias/Cultural Competence; and 3 hours in Community: Family & Community Partnerships.

EDUC 200  Introduction to Child Care Administration  (3 credits)  

This course addresses the management skills necessary when functioning as a site manager in a child care facility. Students are introduced to training of staff, accounting for funds, purchasing, recruiting, staffing, budgeting, communicating with parents, fundraising, locating community resources and making positive referrals. **CHILD CARE CREDENTIALING INFORMATION: This course includes 30 hours in core of knowledge training including 3 hours in Child Development: Introduction to Observation and Assessment of Children; 3 hours in additional core of knowledge training in Child Development; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hours in additional core of knowledge training in Health, Safety & Nutrition; 3 hours in Professionalism: Environmental Rating Scales; 3 hours in Professionalism: Child Care Provider as a Professional; 3 hours in Professionalism: Conflict Resolution Strategies; and 9 hours in additional core of knowledge training in Professionalism.

EDUC 201  Field Placement I  (3 credits)  

This field placement experience requires that the student spend a minimum of 135 hours in an early childhood setting teaching under the supervision of a site manager and a faculty member. This experience is a capstone course and is intended to offer the student a hands-on opportunity to apply information learned throughout the degree program including, but not limited to, developmentally appropriate practices. Students should be enrolled in the Early Childhood Education AAS degree program or have the permission of the instructor.

Prerequisite(s): EDUC 108 and EDUC 103 and EDUC 104

EDUC 202  Field Placement II  (3 credits)  

This field placement experience requires that the student spend a minimum of 135 hours in an early childhood setting completing administrative tasks under the supervision of a site manager and a faculty member. This experience is a capstone course and is intended to offer the student a hands-on opportunity to apply information learned throughout the degree program including, but not limited to, developmentally appropriate practices, management tasks and supervision skills. Students should be enrolled in the Early Childhood Education AAS degree program or have the permission of the instructor.

Prerequisite(s): EDUC 200 and EDUC 201

EDUC 205  Instruction of Reading  (3 credits)  

This course uses criteria consistent with findings of scientific research to select, evaluate, and compare instructional programs and materials for teaching reading. Successful students are proficient in enabling students to become strategic, fluent, and independent readers using a variety of texts and other materials. They are prepared to involve parents and members of the school and surrounding community to promote reading both inside and outside of school. This course is approved by the Maryland State Department of Education for individuals seeking re-certification and is intended for early childhood, elementary, and special education teachers. Usually offered as needed.

EDUC 206  Teaching Reading in the Content Areas: Part I  (3 credits)  

This course provides the participants with the knowledge and skills necessary to enable their students to read content-area textbooks. Participants learn and use a variety of strategies to develop intrinsic motivation in students and use instructional strategies appropriate to discipline textbooks. Participants also learn about and use a variety of methods for assessing content-area literacy to plan instruction and communicate with students, parents, and allied professionals. This course is approved by the Maryland State Department of Education for individuals seeking re-certification and is intended for secondary content area, special education and N-12 teachers. Usually offered in fall or spring semester.

EDUC 207  Processes and Acquisition of Reading  (3 credits)  

This course is designed to assist pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes is included in this course. Participants apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. This course is approved by the Maryland State Department of Education for individuals seeking initial certification and re-certification and is intended for early childhood, elementary, and special education teachers. Usually offered in the fall and spring semesters. **CHILD CARE CREDENTIALING INFORMATION: This course includes 12 hours in core of knowledge training including 3 hours in Child Development: Introduction to Observation and Assessment of Children; 3 hours in additional core of knowledge training in Child Development; and 6 hours in additional core of knowledge training in Curriculum.

EDUC 208  Avenues to Children's Literacy  (3 credits)  

This course is designed to give participants the ability to use criteria consistent with findings of scientific research to select, evaluate, and compare instructional programs and materials (e.g., children's literature) for teaching reading. Successful students will be proficient in enabling students to read a variety of textual materials and will be prepared to involve school and community members in promoting reading. This course is approved by the Maryland State Department of Education for individuals seeking re-certification and is intended for early childhood, elementary, and special education teachers, current daycare workers and future daycare workers only. Three lecture hours per week. Usually offered fall and spring semesters. **CHILD CARE CREDENTIALING INFORMATION: This course includes 12 hours in core of knowledge training including 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 9 hours in additional core of knowledge training in Curriculum; and 3 hours in Community: Family & Community Partnerships.

EDUC 209  Teaching Reading in the Content Areas: Part II  (3 credits)  

Designed for secondary teachers in all content areas, the course expands on Teaching Reading in the Content Areas: Part I and focuses on reading strategies used in content-area instruction. The emphasis is on student acquisition of content-area reading. Participants implement and evaluate a coherent literacy plan. Participants also implement reading and writing strategies that promote student mastery of subject content. This course is approved by the Maryland State Department of Education for individuals seeking re-certification and is intended for secondary content area, special education and N-12 teachers. Usually offered in fall or spring semester.

EDUC 210  Children with Behavioral Challenges  (3 credits)  

This course provides a basic overview of the causes and treatments of behavioral difficulties in children and adolescents. Emphasis is placed on interventions that can be implemented by an educator, or daycare provider through high school. Attention is given to creating relationships with families and agencies that support the progress of the child. Usually offered during fall semester. **CHILD CARE CREDENTIALING INFORMATION: This course includes 12 hours in core of knowledge training 3 hours in Child Development: Introduction to Observation and Assessment of Children; 6 hours in Child Development: Positive Child Guidance & Discipline Theory; and 6 hours in Special Needs: Supporting Children with Disabilities, Delays, or Special Health Care Needs.

Prerequisite(s): (PSY 202) or (EDUC 103)

EDUC 211  Assessment for Reading Instruction  (3 credits)  

This course is designed to assist pre-service and in-service teachers in becoming proficient consumers and users of classroom-based assessments and assessment data. Instruction focuses on building knowledge of the purposes of assessment, types of assessment tools, how to administer and use several valid, reliable, well-researched formal and informal assessments of reading and related skills, how to effectively interpret the results of assessments, and how to communicate assessment results in a variety of contexts. This course is approved by the Maryland State Department of Education for individuals seeking re-certification and is intended for early childhood, elementary, and special education teachers. Usually offered as needed.

EDUC 212  Effective Teaching Methodology  (3 credits)  

This course introduces students to a broad spectrum of instructional methodologies for use in today's classrooms and to the frameworks that will guide their instructional decisions. Students learn to design instruction to meet the needs of diverse student populations and to apply instructional techniques to manage and teach these children. Usually offered in summer session.

EDUC 213  Classroom Assessment of Students  (3 credits)  

This course provides students with knowledge about both formal and informal assessment principles and applications and how these help in making decisions about their teaching and student learning. Participants learn the concepts and applications of various methods of assessment as well as the reasons and cautions that are inherent in the assessments they construct and interpret. Usually offered in summer session.

EDUC 214  Classroom Mentoring  (1 credit)  

This course is intended for new or provisional teachers in the public school system. Students have an opportunity to discuss lesson plans, student behavior, classroom management, and any other topic of importance during their first year teaching. The instructor is in contact with the students' assigned public school mentors and acts as resource for the students. Usually offered in fall and spring semesters.

EDUC 215  School-Age Child Care  (3 credits)  

This course presents best practices in the care of children from ages five through twelve. Topics covered include development and learning theories, effective environments, the importance of relationships, curriculum development, selection of age-appropriate materials, forming partnerships with families, and current trends in the field of school-age child care. Considerations when caring for children from diverse backgrounds, including children with disabilities, will be discussed. Prerequisite/Co-requisite: EDUC 103. Additional Information Required by State Regulations Students who complete both EDUC103 and EDUC215 are eligible for the 90-hour School-Age Certificate required by the Maryland State Department of Education, Office of Child Care. **CHILD CARE CREDENTIALING INFORMATION: This course includes 45 hours in core of knowledge training including 3 hours in child Development: Introduction to Observation and Assessment of Children; 3 hours of Curriculum: Resources that Guide Daily Planning; 3 hours in Curriculum: Developmentally Appropriate Practice (including children with special needs); 3 hours in Curriculum: Taking Learning Outside; 15 additional hours in Curriculum; 3 hours in Special Needs: Supporting Children with Disabilities, Delays, or Special Health Care Needs; 3 hours in Professionalism: Environmental Rating Scales; 3 hours in Professionalism: The Child Care Provider as Professional; 3 additional hours in Professionalism; 3 hours in Community: Anti-bias/Cultural Competence; and 3 hours in Community: Family & Community Partnerships.

Prerequisite(s): EDUC 103 and EDUC 104

EDUC 216  Child Health, Safety and Nutrition  (3 credits)  

This course examines the health, safety, and nutritional needs of children in the child care setting. It provides students with information concerning health and nutrition policies, the creation of safe learning environments, the development of lesson plans, and current issues in health, safety, and nutrition. **CHILD CARE CREDENTIALING INFORMATION: This course includes 36 hours of core of knowledge training including 3 hours in Child Development: Developmentally Appropriate Supervision; 6 hours in curriculum: Taking Learning Outside; 6 hours in Health, Safety & Nutrition: Nutrition & Active Learning; 6 hours in Health, Safety & Nutrition: Playground Safety; and 18 hours in additional core of knowledge training in Health, Safety & Nutrition.

Prerequisite(s): EDUC 103 and EDUC 104

EDUC 217  Introduction to Special Education  (3 credits)  

This course provides a basic overview and understanding of special education programs and their design. Handicapping conditions and their characteristics are explained and discussed. Participants should anticipate spending a minimum of 30 hours in a special education setting. This course meets the requirements of three credits in special education for Maryland teachers seeking new or continuing certification. **CHILD CARE CREDENTIALING INFORMATION: This course includes 21 hours of core of knowledge training including 6 hours in additional core of knowledge training in Curriculum; 3 hours in Special Needs: Including All Children & the ADA; 3 hours in Special Needs: Supporting Children with Disabilities, Delays, or Special needs; and 9 hours in additional core of knowledge training in Special Needs.

Prerequisite(s): (EDUC 101) or (EDUC 103) or (EDUC 113) or (PSY 207)

EDUC 218  Exploring Teaching as a Next Career  (1 credit)  

This course is for individuals who have at least a bachelor's degree and are exploring the profession of teaching as a career choice. Topics presented include introductory information on teaching strategies, assessment, classroom management and school culture. This one-credit course includes five days with a mentor teacher in a classroom. To register for EDUC 218, must have at least a bachelor's degree or have permission from the dean.

EDUC 219  Everyday Classroom Assessment  (3 credits)  

This course provides an introduction to the assessment methods most frequently used within the classroom. Students will learn to use a variety of assessment techniques, develop objective scoring tools, analyze assessment data, and suggest next steps based on assessment results. Assessment for the purposes of monitoring development, developing instruction, documenting progress towards IEP objectives, and grading are all covered. Usually offered during the spring semester.

Prerequisite(s): EDUC 103 or (PSY 202) or (PSY 216)

EDUC 220  Teaching Methods for Differentiating Instruction/Elementary  (3 credits)  

This course provides an introduction to evidence based practices that allow teachers to meet the needs of every student in a diverse classroom. It also introduces students to a broad spectrum of instructional methodologies for use in the early childhood and elementary classroom. Learning styles, tiered instruction, co-teaching, and use of technology are covered. The skills necessary for supporting students with special learning needs, including those with disabilities and those who are English Language Learners, are emphasized. Usually offered during the fall semester.

Prerequisite(s): (EDUC 101) or (EDUC 104) or (EDUC 113)

EDUC 221  Teaching Methods for Differentiating Instruction/Sec.  (3 credits)  

This course provides an introduction to evidence based practices that allow teachers to meet the needs of every student in a diverse classroom. It also introduces students to a broad spectrum of instructional methodologies for use in the secondary classroom. Learning styles, tiered instruction, co-teaching, and use of technology are covered. The skills necessary for supporting students with special learning needs, including those with disabilities and those who are English Language Learners, are emphasized. Usually offered during the fall semester.

Prerequisite(s): EDUC 101

EDUC 261  Special Topics:  (1 credit)  

This course is for individuals who have at least a bachelor's degree and are exploring the profession of teaching as a career choice. Topics presented include introductory information on teaching strategies, assessment, classroom management and school culture. This one-credit course includes seven and one-half hours of classroom instruction and five full days in a K-12 environment in a private school setting.

EDUC 262  Special Topics  (2 credits)  

This exploratory course is for individuals who have at least a bachelor's degree and are interested in acquiring secondary certification to teach in grades 7-12 in a particular discipline. It is a gateway course for the Maryland Approved Alternative Preparation Program with Harford County Public Schools pending MSDE approval. It provides a basic overview of what is needed for certification as well as covers the types of diversity in today's classroom, including socioeconomic status, English language learners, gifted and talented, and students with disabilities. This course will include eight hours of observation in a public school setting.

EDUC 263  Special Topics:  (3 credits)