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2017-2018 Undergraduate Bulletin

School of Teacher Education

College of Education

Web Page: http://education.fsu.edu

Director: Sherry Southerland; Professors: Foorman, Hanline, Jones, Lewis, Southerland; Associate Professors: Clark, Guerette, Jakubowski, Kim, Myers, Rice; Assistant Professors: Andrews-Larson, Boggs, Dennis, Ivy, Jaber, Root, Papi, Steacy, Tekkumry-Kisa, Whalon, Whitacre; Teaching Faculty III: A. Davis, Rios (Panama City), Underwood; Teaching Faculty II: Damelio, Daniel; Teaching Faculty I: Ballard, Imperial (Panama City), Taylor; Professors Emeriti: Clark, N. Davis, Dawson, Denmark, Gallard, Green, G. Jones, Kirby, Lynch-Brown, Mills, Oseroff, Palmer, Piazza, Platt, Schluck, Scott, Tait, Wheatley, Wolfgang

The School of Teacher Education is committed to high quality personnel preparation programs; service to the state of Florida; and research in elementary education, early childhood education, reading/language arts, special education, visual disabilities, and related areas. The School strives to provide programs of excellence serving undergraduates, graduates, and advanced graduates by teaching, advising, and providing professional role models. Our goal is to prepare educational leaders who will contribute to the betterment of a pluralistic, global society in the context of the state of Florida's needs for an educated, global-minded citizenry.

The mission is accomplished by:

  • implementing personnel preparation programs that are comprehensive and that prepare practitioners to implement state-of-the-art; research-based practices
  • conducting high-quality research in authentic settings; and
  • translating research to practice through service to the profession at the local, state, and national levels.

For a complete listing of all requirements concerning matriculation into and graduation from an Educator Preparation program, please refer to the "College of Education" chapter in this General Bulletin.

The following majors are offered by the School of Teacher Education:

  • Elementary Education (Combined BS/MS program; see Special Education) +
  • English Education (Combined BS/MS program; see Special Education) +
  • Exceptional Student Education (combined BS/MS program; see Special Education) +
  • FSU-Teach – Program in Secondary Science or Mathematics Teaching
  • Social Science Education (combined BS/MS program; see Special Education) +
  • Visual Disabilities (Combined BS/MS program; see Special Education) +


+ limited enrollment

Program requirements for state-approved educator preparation programs are subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Teacher Preparation Programs, and State Board of Education Rule 6A-5.066, Approval of Educator Preparation Programs.

Inventory of State-Approved Initial Certification Programs

The following programs have been approved by the Florida Department of Education (DOE) as Initial Certification Teacher Preparation Programs at the Baccalaureate level:

  • Elementary Education w/ESOL and Reading Endorsements (Grades K-6)
  • Exceptional Student Education w/ESOL Endorsement (Combined Program, Grades K-12)
  • Pre-K/Primary Education w/ESOL Endorsement (Early Childhood, Age 3-Grade 3)
  • Visually Impaired Education (Visual Disabilities Education, Grades K-12)
  • English Education w/ESOL Endorsement (Grades 6-12)
  • Social Science/Middle Grades Social Science Education (Grades 6-12/5-9)
  • FSU-Teach Secondary Science or Mathematics Teaching (Grades 6-12)

Computer Skills Competency

All undergraduates at Florida State University must demonstrate basic computer skills competency prior to graduation. As necessary computer competency skills vary from discipline to discipline, each major determines the courses needed to satisfy this requirement. Undergraduate majors in elementary Educator Preparation, elementary/early childhood education, visual disabilities, and exceptional student education satisfy this requirement by earning a grade of "C–" or higher in EME 2040.

State of Florida Common Program Prerequisites

The state of Florida has identified common program prerequisites for this University degree program. Specific prerequisites are required for admission into the upper-division program and must be completed by the student at either a community college or a state university prior to being admitted to this program. Students may be admitted into the University without completing the prerequisites, but may not be admitted into the program.

At the time this document was published, some common program prerequisites were being reviewed by the state of Florida and may have been revised. Please visit https://dlss.flvc.org/admin-tools/common-prerequisites-manuals for a current list of state-approved prerequisites.

  1. EDF X005

Limited Enrollment Programs

Please note that admission to limited enrollment programs requires submission of the specific program application. As limited enrollment programs, these majors reserve the right to impose standards for admission above and beyond the minimum requirements for admission to educator preparation programs. Fulfillment of the minimum standards does not guarantee admission to limited enrollment programs, so students are encouraged to plan for alternative courses of study should they not be offered admission to a particular major.

Elementary Education

(Combined Program)

Web Page: http://education.fsu.edu/degrees-and-programs/elementary-education

This degree major is designed to prepare individuals for careers as grades K-6 teachers. The program leads to eligibility for Florida K-6 Elementary certification with endorsements in ESOL and Reading; the program is accredited by the Florida Department of Education and NCATE.

This degree major is a combined program that culminates in the Bachelor of Science (BS) and the Master of Science (MS) degrees awarded simultaneously. Students must maintain a 3.0 grade point average (GPA) during the junior/senior years of study AND earn department minimum scores on the Graduate Record Examinations (GRE) in order to be admitted to the required graduate component of the three-year, combined program. Contact department faculty for more information.

Admission Requirements

Elementary education is a limited access, limited enrollment program based on availability of faculty and space. New students are admitted each Fall semester; students should work closely with an advisor to plan completion of basic requirements around the appropriate timetable. Students planning to enter elementary education must meet the requirements for admission into an Educator Preparation program described in the "College of Education" chapter of this General Bulletin.

Acceptance of Transfer Courses–Elementary Education Undergraduate Program Leading to Certification

Due to the infusion of competencies in courses across the program leading to endorsements in reading and ESOL, the acceptance of transfer courses toward the undergraduate degree in Elementary Education BS Degree is limited. The only two program courses (or their equivalents) that are eligible for transfer, after review and approval of syllabi by program faculty, are EEX 4070, Including Students with Disabilities in the General Education Curriculum; and EDF 4210, Education Psychology: Developing Learners. Applicants who wish to explore transfer of these courses must provide appropriate course syllabi from other institutions to FSU Elementary Education Faculty for review prior to admission into the program.

Please do not assume that upper-level coursework will transfer for credit towards the Elementary Education BS Degree at Florida State University. Contact the program faculty with questions and/or concerns.

Required Major Courses

Each student preparing to teach elementary education must take all program courses as outlined in the FSU Academic Guide, which may be found at http://www.academic-guide.fsu.edu/. These courses are restricted to formally admitted elementary education majors only and must be taken in sequence. Students must complete all courses within a given semester with a grade of "C" or better and maintain a cumulative GPA of 2.5 (undergraduate coursework) and GPA of 3.0 (graduate coursework) to be allowed to continue to the next semester.

Honors in the Major

The elementary education program offers honors in the major to encourage talented juniors and seniors to undertake independent research as part of the undergraduate experience. For requirements and other information, see the "University Honors Office and Honor Societies" chapter of this General Bulletin.

Requirements

Background Check: The state of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check of all adults who work in schools. Because all courses in elementary education have a required school field component, it is not possible to pass any of the courses if the student is blocked from entering the Leon County Schools or any other school district in the state. Any student who is not able to document that he/she has been cleared by the end of the second week of classes in the first term enrolled will be required to drop all courses and withdraw from the program.

Health and Liability Insurance: Students must also show proof of health insurance and are strongly encouraged to obtain liability insurance each semester.

Professional Behaviors and Dispositions: While enrolled in the elementary education program, the student is expected to demonstrate behaviors and dispositions that conform to the "Code of Ethics" (State Board of Education Rule 6B-1.001, FAC) and the "Principles of Professional Conduct in Florida" (State Board of Education Rule 6B-1.006, FAC). The program reserves the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the faculty does not meet the program standards.

Definition of Prefixes

CGS—Computer General Studies

EDE—Education: Elementary

EDG—Education: General

EME—Education: Technology and Media

LAE—Language Arts and English Education

MAE—Mathematics Education

RED—Reading Education

SCE—Science Education

SSE—Social Studies Education

Undergraduate Courses

EDE 3201. The Teacher in the Elementary and Middle School (3). Corequisite: Block I. This course is an investigation of the role of the teacher from perspectives of planning, curriculum, organization, management, and problem solving.

EDE 4302. Literacy Assessment and Instruction (3). Prerequisites: RED 4310, MAE 4326, TSL 4080. Corequisite: RED 4510. This course is designed to provide students with competencies in the use and development of assessments and in using assessments to inform instruction. Emphasis is placed on the administration and interpretation of formal instruments and informal assessment procedures. This course addresses the Florida Educator Accomplished Practices and Competency 3 of the Florida Reading Endorsement.

EDE 4316. Differentiating Reading and Content Area Literacy Instruction (3). Prerequisites: LAE 4314, RED 4310 and TSL 4080. Corequisite: RED 4510. This course addresses research-based literacy strategies and content essential for differentiating reading instruction across content areas, using assessments to inform instruction, and implementing tiers of intervention.

EDE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

EDE 4907r. Directed Field Experiences (1–3). (S/U grade only.) Corequisites: Blocks I, II, or III. This course requires participation in a public school classroom with University supervision. May be repeated to a maximum of twelve semester hours to be taken in the following manner: at least one hour in Block I, one hour in Block II, and two hours in Block III.

EDE 4943. Student Teaching in Elementary Education (9-12). (S/U grade only.) Prerequisites: EDE 4316 and MAE 4310. This course provides teacher candidates with a controlled transition to the role of professional educator; provides a laboratory setting in which critical teaching behaviors may be systematically developed and demonstrated; provides the elementary education faculty and the profession with an opportunity to assess the development and the needs of the teacher candidate; and provides a situation in which the remaining needs can be met. May be repeated to a maximum of twelve semester hours.

EDE 4970r. Honors Work (3). This course is open to participants in the elementary education honors program. Up to twelve semester hours of honors work may be taken. Six thesis hours are required. Seminars are optional.

EDG 4410. Classroom Management and Legal Issues (3). Prerequisites: MAE 4326, RED 4310, and TSL 4080. Corequisite: EDE 4907. This course is designed to provide specific knowledge and opportunities to apply skills in preparation for entering the education profession. Topics include classroom management, classroom routines, organizing for instruction, planning for instruction, effective communication, knowledge of legal and ethical responsibilities of teachers, and safe learning environments.

EME 4311. Technology and Learning for Elementary and Middle School (3). Prerequisite: EME 2040 or instructor permission. This course is designed to help pre-professional teachers use technology for the development of higher learning skills. Included in the technology content are animated graphics, scanned pictures, and linked files. Students work with students in schools to apply concepts from the class. Students acquire technology skills that allow them to develop electronic professional portfolios.

LAE 3414. Literature in the Elementary School (3). Corequisite: Block I. This course approaches in building a literature program for the elementary grades. Critical survey of literature for children and consideration of teaching techniques.

LAE 4314. Language Arts for the Elementary School (3). This course introduces fundamental concepts and questions about oral and written language as it relates to classroom instruction and assessment, and provides students with opportunities to practice strategies and techniques for planning, teaching, and assessing literacy. Covers a wide range of literature, as well as the writing process and concepts to develop extensive vocabulary, listening, viewing, and speaking. Children's literature supports effective instructional planning and implementation for literacy development in a print/language rich environment.

MAE 4310. The Teaching of Elementary School Mathematics (3). Prerequisites: Blocks I and II. Corequisite: Block III. This course develops specific instructional techniques to maximize success in the child's learning of mathematics.

MAE 4326. How Children Learn Mathematics (3). Prerequisite: Block I. Corequisite: Block II. This course focuses on children's development of mathematical content and on the development of mathematics curriculum from children's view points. Technology as a tool for learning mathematics is included in the course.

RED 4310. Early Literacy Learning (3). Prerequisites: EDF 1005 and EDF 2085. This course prepares pre-service teachers to teach beginning reading, targeting the needs of a wide range of learners, including those of varying abilities and from diverse cultures. The content addresses research-based strategies, materials, technology, assessment, classroom management, and collaboration with other professionals and parents.

RED 4510. Teaching Reading in the Elementary School (3). Prerequisites: Blocks I and II. Corequisite: Block III. This course consists of methods and materials for teaching developmental reading based on holistic reading/language comprehension strategies and skill development.

RED 4941. Elementary Education Reading Practicum (3). Prerequisites: LAE 4314, RED 4310, RED 4510 and TSL 4080. This capstone reading course provides students the opportunity to assess and tutor children who are struggling readers.

SCE 4310. Teaching Science in the Elementary School (3). Prerequisites: Blocks I and II. Corequisite: Block III. This course is designed to engage the student in self-directed, meaningful science activities for positive, cognitive, and affective growth.

SSE 4042. Teaching Social Studies as a Profession (3). This course is intended to help students assess teaching social studies from an external perspective. Students have the opportunity to explore what becoming a social studies teacher means; to assess the organizational structure of teaching as a career and profession; to examine social attitudes about education and the work of teachers; and to consider what it means to think about teaching as social justice work.

SSE 4113. Elementary School Social Studies (3). Prerequisite: Block I. Corequisite: Block II. This course discusses content, applications, and materials in the social sciences from grades K–6.

Graduate Courses

CGS 5112. Using Computer Graphics as an Instructional Tool (3).

CGS 5113. Using Computer Simulation as an Instructional Tool (3).

EDE 5225. The Elementary School, K–6 (3).

EDE 5227. The Integrated Curriculum in the Elementary and Middle School (3).

EDE 5266r. Current Issues and Trends in Elementary Education (3).

EDE 5324. Promoting Thinking in the Elementary School (3).

EDE 5327. Differentiating Instruction (3).

EDE 5346. Technology in Elementary and Middle School (3).

EDE 5511. Organization for Classroom Instruction in the Elementary School (3).

EDE 5906r. Directed Individual Study (1–3). (S/U grade only.)

EDE 5910r. Supervised Research (1–5). (S/U grade only.)

EDE 5931r. Special Topics in Elementary and Middle School Education (3).

EDE 5940r. Supervised Teaching (1–5). (S/U grade only.)

EDE 5941. Internship in Elementary Teaching (9–12). (S/U grade only.)

EDE 6805. Perspectives of Teacher Professional Development (3).

EDE 6935r. Doctoral Seminar in Elementary Education (3). (S/U grade only.)

EDE 6937. Advanced Research Seminar in Elementary Education (3). (S/U grade only.)

EDS 5356. Supervision of Associate Teaching (3). (S/U grade only.)

EME 5050. Teaching and Technology (3).

MAE 5318. The Topics and Teaching of Elementary School Mathematics (3).

MAE 5655. Computers in Mathematics Education (3).

SCE 5215. Conceptual Learning in Elementary School Science (3).

SSE 5615. Problems in Teaching Elementary School Social Studies (3).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

English Education

(Combined BS/MS Program)

Web Page: http://education.fsu.edu/degrees-and-programs/english-education

Secondary English Education Undergraduate Program

The three-year combined degree program in English education results in a Bachelor of Science and Master of Science in English education being awarded simultaneously. This program requires coursework in English, English education, teaching English as a second language, reading, and professional education. After meeting state of Florida common program prerequisites, and passing the Florida Teacher Certification Exam General Knowledge test (required for program admission) students in English education must complete a minimum of fifteen semester hours of English coursework. All upper-division English coursework must be taken at the 3000/4000 level. Courses must include those that focus specifically on these areas: minority American literature, American literature, multicultural literature, Shakespeare, British literature, linguistics, and advanced composition. Students should see an advisor in English education for specific courses satisfying these requirements.

For a complete list of English education combined degree program coursework, please go to: http://www.academic-guide.fsu.edu/.

All candidates also are required to take TSL 4080 and 4081. When taken in conjunction with the courses listed above, students become eligible for the state ESOL endorsement in teaching English as a second language. They also must pass the subject area and professional knowledge portions of the Florida Teacher Certification Examination prior to the student internship (LAE 4942), and must pass the General Knowledge portion prior to admission to the program.

Six semester hours of upper division professional education courses are required (as explained in the "College of Education" section of this General Bulletin). Students must complete all required coursework before being admitted to student teaching. Students are encouraged to student teach in the local area (Area I) or in the other areas supported by the College of Education.

In addition to meeting the College of Education criteria for admission to Educator Preparation, students must meet the following standards in order to student teach: 1) have a "C+" or above in all courses required for the major; 2) maintain an overall 'all college' GPA of 2.5 or higher; 3) Passing score on all required subtests of the Florida Teacher Certification Exam (The FTCE General Knowledge Test; The FTCE Professional Education Test, and the FTCE Subject Area Exam in English 6-12). For more information on these exams, go to the Florida Department of Education; and 4) approval by the English education faculty.

Students must meet all of these criteria in order to be eligible to student teach.

Progression to Upper-Division Programs

All first-time-in-college (FTIC) freshmen with a University matriculation date of Summer 2008 or later may make application to upper-division Middle and Secondary Education programs upon completion of all minimum requirements being met. Applicants should submit a completed program application to the Office of Academic Services and Intern Support, 2301 Stone Building. Students affected by this policy are advised to work closely with an advisor to plan completion of Liberal Studies for the 21st Century requirements and program prerequisites.

All applicants must have fulfilled the common program prerequisites, specific program prerequisites, and have satisfied all other criteria for admission to Educator Preparation programs prior to their first semester in the program, including achievement of a passing score on the General Knowledge portion of the Florida Teacher Certification Examination. See the section entitled Planning Guide to Educator Preparation Programs under the "College of Education" chapter in this General Bulletin.

Definition of Prefixes

EDG—Education: General

LAE—Language Arts and English Education

RED—Reading Education

SSE—Social Studies Education

Undergraduate Courses

Note: English education majors also must complete coursework offered through the Department of English, the Educational Foundations Program, the Educational Psychology Program, and the Multilingual/Multicultural Education Program. Please see the department for details.

LAE 3331. Teaching Literature and Drama in High Schools (3). Prerequisite: Admission to English Education program. This course explores recent adolescent literature, resources and methods for teaching literature in high schools, uses of creative dramatics in teaching literature and language skills.

LAE 3333. Teaching Writing and Language in High Schools (3). Prerequisite: Admission to English Education program. This course focuses on the attitudes, materials, and procedures for teaching written composition, language, and grammar; planning instruction and evaluating student writing.

LAE 4323. Adolescent Literacy and Young Adult Literature (3). Prerequisites: LAE 3331, LAE 3333, TSL 4080, completion of all English Education admission requirements, including prerequisites, GPA, and FTCE General Knowledge exam. Corequisites: RED 4335, TSL 4081. This course seeks to explore ways in which young adult literature meets many of the needs of secondary school students. Students immerse themselves in the literature of young adults in order to enjoy it as a reader, recommend it to students and colleagues, and implement it within the middle school and high school curriculum.

LAE 4332. Applied English Linguistics for Teachers (3). This course is for prospective middle and high school teachers in contemporary approaches to English linguistics taught in Florida public secondary schools: grammar, usage, dialectology, diction (vocabulary development), semantics, and lexicography. Linguistic content is related to contemporary theories of learning.

LAE 4360. Classroom Management and Planning Instruction in Middle/High School English (3). Prerequisites: LAE 3331 and LAE 4323. This course is to be taken during the final semester of coursework, with LAE 4941. A careful consideration of the role of the secondary schoolteacher of English with special attention to effective classroom management and planning for instruction and evaluation of student progress.

LAE 4363. A Survey of British Literature for English Teachers (3). This course provides those seeking an undergraduate English-Education degree with the opportunity to develop an understanding of the scope of British literature. Participants explore historical, political, and social events that influenced the creation of literature from the Anglo-Saxon era to the present, post-modern period.

LAE 4384. A Survey of American Literature for English Teachers (3). This course is designed for secondary English teachers in need of developing content knowledge. The primary focus is on reading a variety of literary works suitable for teaching grades six through twelve.

LAE 4694. Multicultural Literature (3). Prerequisites: Completion of all English Education admission requirements, including prerequisites, GPA, and FTCE General Knowledge exam. This course is an introduction to the ways "multiculturalism" is conceived, practiced, and represented in contemporary U.S. society. Multicultural literature signifies the study of literature and other cultural forms against and through categories of identity such as class, gender, race, and sexuality.

LAE 4863. Enhancing Teaching Through Technology (3). Prerequisite: EME 2040 or equivalent. This course surveys the issues and uses of technology to improve the teaching and achievement of students in the classroom. Course includes the most current instructional technology methods available to teachers.

LAE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

LAE 4930. Special Topics in Teaching English (1–3). This course includes intensive investigations of problems and issues affecting secondary English instruction prior to and during teaching internship.

LAE 4937r. Honors Work (3). May be repeated to a maximum of six semester hours.

LAE 4941. Methods and Observation/Participation in Middle/Secondary English (3). Prerequisites: LAE 3331 and LAE 4323; Corequisite: LAE 4360. This field study course offers a series of observation and participation activities designed to provide the English education undergraduate with pre-student teaching classroom experiences. This course is to be taken during the final semester of coursework, with LAE 4360.

LAE 4942. Student Teaching in Secondary School English (12). (S/U grade only.) Prerequisites: All English, LAE, TSL, and EDF requirements. This course is an internship in secondary English.

RED 4335. Literacy Across the Content Areas (3). Prerequisites: LAE 3331 and LAE 3333. This course introduces pre-service teachers to the role of literacy in the content areas. Students develop the knowledge, skills, and attitudes needed to meet the literacy needs of students.

RED 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

Graduate Courses (Core Courses)

LAE 5064. Reader Response to Literature: Research and Practice (3).

LAE 5297r. Teachers as Writers (3–6).

LAE 5336. Applied Linguistics for Teachers of English (3).

LAE 5347r. Teaching Writing, PK-16 (3–6).

LAE 5348. Teaching Multiliteracies (3).

LAE 5364. A Survey of British Literature for English Teachers (3).

LAE 5368r. Classroom Management and Methods of Planning and Instruction in Secondary English (3–6).

LAE 5385. A Survey of American Literature for English Teachers (3).

LAE 5637r. Problems and Trends in English Education (3–6).

LAE 5645. Pedagogy and Popular Culture (3).

LAE 5696. Participatory Culture in Literacy and Learning (3).

LAE 5736. Written Composition in the Secondary School: Theory and Research (3).

LAE 5748r. Teacher Action Research: Studies in Teaching Writing I (3–6).

LAE 5749r. Teacher Action Research: Studies in Teaching Writing II (3–6).

LAE 5865. Teaching Media Literacy (3).

LAE 5908r. Directed Individual Study (1–3). (S/U grade only.)

LAE 5915r. Supervised Research (1–4). (S/U grade only.)

LAE 5932r. Special Topics in English Education (1–3).

LAE 5940r. Field Laboratory Internship (1–8). (S/U grade only.)

LAE 5945r. Supervised Teaching (1–4). (S/U grade only.)

RED 5337. Literacy Across the Content Areas (3).

SSE 5382. Seminar in Global and Multicultural Education (3).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

Reading and ESOL Competencies Courses

Definition of Prefixes

EAP—English as a Second Language for Academic Purposes

FLE—Foreign Language Education

LIN—Linguistics

TSL—Teaching English as a Second Language

Undergraduate Courses

EAP 4830r. Spoken English for International Teaching Assistants (1–3). (S/U grade only.) This course allows for students to focus on practice and training in speaking current American English appropriate for university classrooms, development of cultural and interpersonal language skills necessary for performing duties as a teaching assistant. May be repeated to a maximum of twelve semester hours.

EAP 4831r. Advanced Spoken English for International Teaching Assistants (1–2). (S/U grade only.) This course focuses on the development of speaking and language skills necessary for instruction in a university classroom. Emphasizes content-specific varieties of American English; practice in conversational management required for instruction. May be repeated to a maximum of eight semester hours.

EAP 4832r. American Pronunciation for International Teaching Assistants (1–3). (S/U grade only.) This course is a systematic coverage of the sounds of modern American English. Emphasis is on the role of prosodic features in comprehensibility, development of critical listening, activities for developing self-monitoring competencies.

EAP 4905r. Directed Individual Study (1–3). (S/U grade only.) This course typically emphasizes classroom observation, self-monitoring techniques, and specialized training. May be repeated to a maximum of twelve semester hours.

FLE 3033. Introduction to Teaching Foreign/Second Languages (4). This course is designed to meet the needs of those teaching second languages abroad and pre-service teachers in K-12 foreign/second language education by developing an understanding of current theories of second language learning through exploration of relevant research. Opportunities are provided for students to use the theoretical base in the design of classroom lessons.

FLE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

FLE 4937r. Honors Work (3). Prerequisite: FLE 4941. May be repeated to a maximum of six semester hours.

TSL 4080. Language Principles for Teachers (3). This course provides an overview of the law related to the teaching of English learners and second language acquisition theory.

TSL 4081. Teaching English Learners (3). Prerequisite: TSL 4080. This course focuses on the teaching of English learners and relates the techniques to second language acquisition theory addressed in the first ESOL course, Language Principles for Teachers.

TSL 4251. Applied Linguistics for Second Language Learning (3). This course is designed for pre-service teachers in the Elementary, Early Childhood, and English Education programs who teach limited English proficient and other linguistic minority students pre-K–12.

TSL 4324. ESOL Instruction in the Content Area (3). Prerequisite: Senior standing. This course focuses on the theory and application of second-language learning and teaching strategies for limited English-proficient students in subject matter classes. The course also satisfies META requirements for all teachers of LEP students except primary language arts instructors. This course is appropriate for renewal of all certification coverage.

TSL 4441. Second Language Testing and Evaluation (3). Prerequisites: EDF 1005, EDF 2085, EME 2040, and admission to the Secondary English-Education program. This course is designed to acquaint students with principles of second language assessment and standardized testing, to inform them of general principles of second language test construction and administration, including traditional and nontraditional assessments, and to provide practical experiences in preparing valid items and analyzing tests.

TSL 4520. Crosscultural Communication for Foreign/Second Language Teachers (3). This course provides teacher candidates with information related to crosscultural communication to prepare them to work with linguistically and culturally diverse learners in K-12 settings. Students explore the relationships between language and culture and focus on methods for fostering understanding between different cultural and subcultural groups.

TSL 4941. Practicum in Multilingual/Multicultural Education (4). Prerequisites: FLE 3033 and acceptable oral-proficiency interview score. This course explores practical techniques for classroom instruction of basic foreign language skills; teaching intermediate and advanced levels; use and construction of foreign language tests; techniques of planning, classroom management, ethics, and school law.

TSL 4942. Associate Teaching in a Foreign Language (10). (S/U grade only.) Prerequisites: FLE 3033, FLE 4941, and passing score on the Florida Teacher Certification Examination.

TSL 4945r. Associate Teaching in English as a Second Language (2–10). (S/U grade only.) May be repeated to a maximum of ten semester hours.

Graduate Courses

EAP 5835r. Academic Spoken English for ITAs (3). (S/U grade only.)

EAP 5838r. English Pronunciation for International Teaching Assistants (3). (S/U grade only.)

EAP 5845r. Academic Writing for International Graduate Students (3). (S/U grade only.)

EAP 5860. Advanced English Practice for International Educators (3). (S/U grade only.)

FLE 5908r. Directed Individual Study (1–3). (S/U grade only.)

FLE 5915r. Supervised Research (1–4). (S/U grade only.)

LIN 5706. Psycholinguistic Perspectives on Language Acquisition and Development (3).

LIN 5908r. Directed Individual Study (3). (S/U grade only.)

LIN 5910r. Supervised Research (1–5). (S/U grade only.)

LIN 5932r. Topics in Linguistics (3).

TSL 5005. Methodologies for Teaching Foreign and Second Languages (4).

TSL 5142. Development of Foreign/Second Language Curriculum and Materials (3).

TSL 5250. Applied Linguistics in Foreign/Second Language Teaching (3).

TSL 5325. English to Speakers of Other Languages (ESOL) Instruction in the Content Areas (3).

TSL 5377. Reading in Foreign Language Instruction (3).

TSL 5440. Foreign/Second Language Testing and Evaluation (3).

TSL 5525. Crosscultural Communication for Foreign/Second Language Teachers (3).

TSL 5640. Seminar: Research in Second Language Learning and Teaching (3).

TSL 5660. Instructed Second Language Acquisition (3).

TSL 5908r. Directed Individualized Study (1–3). (S/U grade only.)

TSL 5915r. Supervised Research (1–4). (S/U grade only.)

TSL 5930r. Seminar: Current Issues in TSL Teaching (1–3).

TSL 5931r. Seminar: Special Topics in Applied Linguistics (2–3).

TSL 5940r. Field Laboratory Internship (1–8). (S/U grade only.)

TSL 5947r. Supervised Teaching (1–4). (S/U grade only.)

TSL 6641. Research Issues and Designs in Second Language Education (3).

TSL 6665. Instructed Second Language Acquisition (3).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

FSU-Teach Program in Secondary Science or Mathematics Teaching

Web Page: http://www.fsu-teach.fsu.edu/

Co-Directors: Dr. Sherry Southerland (College of Education), Dr. Ellen Granger (College of Arts and Sciences); Associate Director: Dr. Robin Smith; Core Faculty: Andrews-Larson, Clark, Granger, Harper, Jaber, Kisa, Smith, Southerland; Clinical Faculty: Chalfant, Dyar, Kelso, Rose

Jointly developed by the College of Arts and Sciences and the College of Education, the FSU-Teach program offers a fully-integrated undergraduate curriculum with concentration areas in middle and secondary science or mathematics education. The FSU-Teach program is directed by Dr. Ellen Granger in the College of Arts and Sciences and Dr. Sherry Southerland of the College of Education; contact Dr. Granger at granger@bio.fsu.edu or Dr. Southerland at ssoutherland@fsu.edu for further details.

The program is a double-major only curriculum requiring students to complete a primary major in one of the sciences (biology, chemical science, environmental science, geosciences, or physical science) or in mathematics in addition to a secondary major in Secondary Science or Mathematics Teaching (SSMT). Each of the discipline areas has special tracks for FSU-Teach students enabling them to complete both of their majors in four years (120 hours). Students may begin taking courses in the program as soon as they matriculate at FSU. Freshman and sophomore students will apply for provisional acceptance to the program after completion of the first two prerequisite courses, SMT 1043 and SMT 1053, during the semester of enrollment in SMT 3100, Knowing and Learning. Juniors or seniors will apply once adequate progress in courses in the primary major is achieved. . Students with a 2.5 cumulative GPA who have completed the first two prerequisite courses (SMT 1043 and SMT 1053) and SMT 3100, earned 18 hours of the FSU Liberal Studies curriculum, passed the all sections of the General Knowledge portion of the Florida Teacher Certification Exam, and have been certified to upper division, must apply for formal admission to Educator Preparation and the required second major (SSMT). Juniors or seniors will apply once adequate progress in courses in the primary major is achieved. Application deadlines are November 1 and July 1. At formal admission to Educator Preparation, students will have completed or achieved: SMT 1043 and SMT 1053 methods courses, the common-course prerequisites for the respective content-area major, and a passing score on all four sections of the General Knowledge portion of the Florida Teacher Certification Exam (FTCE).

Note that FSU-Teach majors are exempt from the statewide pre-education common core of EDF X005, EDG X701, and EME X040. Application for student teaching is submitted upon achievement of passing scores on the appropriate Subject Area Exam and Professional Education portions of the FTCE. The program is structured to allow matriculation at multiple entry points for students at different stages of their undergraduate enrollments (freshman through senior). The program encourages all students with qualifying science or mathematics coursework to explore teaching by taking the SMT 1043 and SMT 1053 prerequisite courses and have their in-state tuition reimbursed with a course grade of "C–" or better. These courses are ALSO required for graduation–HIS 3505, ISC 3523C, and MAT 3503 (for mathematics majors).

In summary, graduation from the FSU-Teach program requires successful completion of a semester-long internship in a Florida public school, completion of both sets of coursework requirements for the double-major curriculum, achievement of passing scores on the appropriate Subject Area exam and Professional Education portions of the FTCE, and retention of a cumulative GPA of 2.5 or better in both majors.

Computer Skills Competency

All undergraduates at Florida State University must demonstrate basic computer skills competency prior to graduation. As necessary computer competency skills vary from discipline to discipline, each major determines the courses needed to satisfy this requirement. Undergraduate majors in Geosciences/FSU-Teach and Environmental Sciences/FSU-Teach satisfy this requirement by earning no less than a "C–" in ISC 3523C. Undergraduate majors in Biology/FSU-Teach satisfy this requirement by earning no less than a "C–" in BSC 2010L or ISC 3523C. Undergraduate majors in Chemical Sciences/FSU-Teach satisfy this requirement by earning no less than a "C–" in CHM 3120L or ISC 3523C. Undergraduate majors in Mathematics/FSU-Teach satisfy this requirement by earning no less than a "C–" in COP 3014 or ISC 3313. Undergraduate majors in Physical Science/FSU-Teach satisfy this requirement by earning no less than a "C–" in COP 3014, ISC 3313, or PHZ 4151C.

State of Florida Common Program Prerequisites

The state of Florida has identified common program prerequisites for this University degree program. Specific prerequisites are required for admission into the upper-division program and must be completed by the student at either a community college or a state university prior to being admitted to this program. Students may be admitted into the University without completing the prerequisites, but may not be admitted into the program.

At the time this document was published, some common program prerequisites were being reviewed by the state of Florida and may have been revised. Please visit https://dlss.flvc.org/admin-tools/common-prerequisites-manuals for a current list of state-approved prerequisites.

The following lists the common program prerequisites or their substitutions, necessary for admission into these upper-division degree programs:

Applied Geosciences/FSU-Teach

  1. MAC X311
  2. MAC X312
  3. PHY X048/X048L and PHY X049C/X049L, or PHY X048C and PHY X049C
  4. CHM X045/X045L and CHM X046/X046L, or CHM X045C and CHM X046C
  5. SMT X043
  6. SMT X053

Note: Transfer students will be able to take SMT X043 and SMT X053 while enrolled in upper division.

Biology/FSU-Teach

  1. BSC X010/X010L or BSC X010C or BSC X040/X040L
  2. BSC X011/X011L or BSC X011C or BSC X041/X041L
  3. CHM X045/X045L or CHM X045C, or CHM X040 and CHM X041
  4. CHM X046/X046L or CHM X046C
  5. CHM X210/X210L and CHM X211/X211L, or CHM X210C and CHM X211C, or PHY X053/X053L and PHY X054/X054L, or PHY X048/X048L and PHY X049/X049L
  6. MAC X311 or MAC X233 or MAC X253 or MAC X281 or MAC X241
  7. MAC X312 or MAC X282 or MAC X234 or STA X023 or STA X024 or STA X321
  8. SMT X043
  9. SMT X053

Note: Transfer students will be able to take SMT X043 and SMT X053 while enrolled in upper division.

Chemical Science/FSU-Teach

  1. CHM X045/X045L, or CHM X040 and CHM 041, or CHM X045C
  2. CHM X046/X046L or CHM X046C
  3. CHM X210/X210L and CHM X211/X211L, or CHM X210C and CHM X211C
  4. MAC X311 or MAC X281
  5. SMT X043
  6. SMT X053

Note: Transfer students will be able to take SMT X043 and SMT X053 while enrolled in upper division.

Environmental Science/FSU-Teach

  1. MACx311 (4) Calculus I
  2. BSC x010, x010L (3, I) Biological Science I, Lab
  3. CHM x045, x045L (3, 1) General Chemistry 1, Lab
  4. PHY x048C (5) General Physics A with Lab
  5. BSC x011, x011L (3, I) Biological Science II, Lab
  6. CHM x046,x046L (3, I) General Chemistry II, Lab
  7. GLY x010C (4) Physical Geology with Lab
  8. *SMT 1043: Inquiry Approaches to Teaching (Step 1) - I credit-hour
  9. *SMT 1053: Inquiry Based Lesson Design (Step 2)- 1 credit-hour

Note: Transfer students will be able to take SMT X043 and SMT X053 while enrolled in upper division.

Mathematics/FSU-Teach

  1. COP XXXX: one scientific programming course for three credit hours designed for computer science majors
  2. MAC X311
  3. MAC X312
  4. MAC X313
  5. BSC XXXX/XXXXL or CHM XXXX/XXXXL or PHY XXXX/XXXXL or GLY XXXX/XXXXL: one laboratory based science course for four credit hours designed for science majors
  6. MAP X302
  7. SMT X043
  8. SMT X053

Note: A "C" grade or better in all coursework is required for admission. Transfer students will be able to take SMT X043 and SMT X053 when admitted to upper division.

Physical Science/FSU-Teach

  1. CHM X045/X045L, or CHM X040 and CHM X041, or CHM X045C
  2. CHM X046/X046L or CHM X046C
  3. MAC X311 or MAC X281
  4. MAC X312 or MAC X282
  5. MAC X313 or MAC X283
  6. PHY X048C and PHY X049C, or PHY X048/X048L and PHY X049/X049L
  7. MAC X312
  8. SMT X043
  9. SMT X053

Note: Transfer students will be able to take SMT X043 and SMT X053 while enrolled in upper division. MAC X312 is a corequisite for PHY X049C.

Definition of Prefixes

SMT—Science or Mathematics Teaching

Undergraduate Courses

SMT 1043. Step 1: Inquiry Approaches to Teaching (1). This course allows students to explore teaching as a career with in-state tuition paid. Following an introduction to the theory and practice behind excellent inquiry-based mathematics and science instruction, students teach lessons in pairs to obtain firsthand experience in planning and implementation.

SMT 1053. Step 2: Inquiry-Based Lesson Design in Science/Mathematics (1). Prerequisite: SMT 1043. In this course, students continue developing the lesson-plan skills learned in SMT 1043 as they become familiar with exemplary middle-school science curricula. After observing a lesson being taught in a local school-district classroom, students work alone or in pairs to plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders.

SMT 3100. Knowing and Learning in Science and Mathematics (FSU-Teach) (3). Prerequisites: SMT 1043 and SMT 1053, or instructor permission. This course focuses on knowing and learning in secondary science and mathematics as understood from a multidisciplinary perspective. The primary goal of this course is not simply to offer a general survey of theories of scientific and mathematical knowing and learning, but also to provide students with the opportunity to identify theories of knowing and learning and to employ these theories in their own practice of science and mathematics teaching.

SMT 4301. Classroom Interactions (FSU-Teach) (3). Prerequisites: SMT 1043, SMT 1053, and SMT 3100. This course explores the role of content, pedagogy, curriculum, and technology in promoting learning and impacting equity. Topics cover discourse in the classroom, diversity, equity, and classroom learning opportunities as well as assessment methods for understanding student learning. FSU-Teach students teach a multi-day lesson with a peer, in a secondary-school setting.

SMT 4664. Project Based Instruction (FSU-Teach) (3). Prerequisites: SMT 1043, SMT 1053, and SMT 3100. Corequisite: Successful completion or current enrollment in SMT 4301. This course integrates the major themes in the FSU-Teach program: infusion of technology in representation, analysis, modeling, assessment, and contextualization of the content; field-based experiences; as well as equity in an intellectually challenging culminating experience before students start teaching. Students must complete this course prior to enrolling in the Apprentice Teaching and the seminar course (SMT 4945 and SMT 4930) of the FSU-Teach program.

SMT 4665r. Model Lessons Seminar (1). (S/U grade only.) This course includes weekly class sessions featuring invited instructors delivering model science and mathematics lessons followed by post-instructional discussions revolving around the lesson's learning objectives, subject area, instructional strategies, assessments, and learning outcomes. May be repeated to a maximum of two semester hours.

SMT 4930. Apprentice Teaching Seminar (FSU-Teach) (1–4). (S/U grade only.) Prerequisites: SMT 1043, SMT 1053, SMT 3100, and SMT 4301. Corequisite: SMT 4945. In this seminar, objectives and course activities serve to support the Apprentice Teaching coursework and are repeated here. Teacher candidates meet as a seminar group for weekly ninety-minute sessions during the semester. FSU-Teach students enrolled in the five hour SMT 4945 must take this corequisite, variable credit seminar.

SMT 4945. Apprentice Teaching (FSU-Teach) (5). (S/U grade only.) Prerequisites: SMT 1043, SMT 1053, SMT 3100, and SMT 4301. Corequisite: SMT 4930. This course allows students to participate in teaching science and/or mathematics in secondary schools as their capstone field experience for the FSU-Teach (SSMT) major in the sciences and mathematics. The focus of this capstone experience is the synthesis and translation of the content and pedagogical knowledge learned in the program to the secondary classroom. This course contains signature assessments that must be successfully completed in order to earn an Institutional Recommendation for certification.

Graduate Courses

SMT 5305. Classroom Interactions (3).

Mathematics Education

Students with an interest in teaching mathematics at the middle or secondary levels should pursue the FSU-Teach program track.

Definition of Prefix

MAE—Mathematics Education

Undergraduate Courses

MAE 4320. Teaching Mathematics in the Middle School (3). Prerequisites: MAC 2311, MAE 4816, or instructor permission. This course introduces students to the nature of the student learning and mathematics curricula in grades five through nine. Appropriate pedagogical strategies for the mathematical content of the middle grades are considered.

MAE 4330. How Adolescents Learn Mathematics (3). Prerequisite: MAC 2311. This course examines the following topics: foundation in adolescents' learning of mathematics; theories of learning in mathematics; the nature of mathematics; and learners' mathematical processes (problem solving, reasoning, representation, communication, and connections.) It also analyzes middle and high school mathematics curricula from the perspective of adolescent learning.

MAE 4335. Teaching High School Mathematics (3). Prerequisites: MAC 2311 and MAC 2312. This course provides a foundation in the pedagogy of mathematics, focusing on the use of problem solving, cooperative learning, and appropriate tools for teaching algebra, geometry, trigonometry, calculus, statistics and probability, measurement, and number concepts and operations.

MAE 4657. Using Technology in the Teaching of Mathematics (3). Prerequisite: EME 2040. This course explores the uses of various technologies in mathematics classes, demonstrated through hands-on activities and experiences.

MAE 4816. Elements of Geometry (3). This course explores a variety of traditional and innovative geometric topics via a hands-on approach. Topics include congruence, similarity, Pythagorean triples, and areas of curvilinear figures. Not open to students majoring in mathematics.

MAE 4862. Using History in the Teaching of Mathematics (3). This course examines the historical origins and evolution of key mathematics concepts. Selected topics are chosen from number systems, numeration, computation, number theory, algebra, geometry, analytic geometry, and calculus.

MAE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

MAE 4940. Classroom Management and Planning Instruction in Middle/High School Mathematics (4). Prerequisites: EDF 4430, MAC 2311, MAE 4330, MAE 4816, or instructor permission. This course provides for a focused examination of instructional strategies, planning, evaluation, classroom management, school laws, professional ethics, and school safety in the middle and high school mathematics classroom. Prospective teachers are expected to demonstrate an ability to impact student learning in grades 5–12. This course is to be taken during the semester prior to MAE 4945.

MAE 4941r. Field Experiences in Teaching Mathematics (1–3). (S/U grade only.) May be repeated to a maximum of six semester hours.

MAE 4945. Student Teaching in Mathematics (12). (S/U grade only.) Prerequisite: MAE 4940. This course is a supervised semester-long classroom teaching experience in a Florida public school.

Graduate Courses

MAE 5146. School Mathematics Curriculum (3).

MAE 5175. Teaching Community College Mathematics (3).

MAE 5318. The Topics and Teaching of Elementary School Mathematics (3).

MAE 5337. Seminar on the Teaching of Algebra (2).

MAE 5338. Seminar on the Teaching of Geometry (2).

MAE 5641r. Special Topics in Mathematics Education (2–3).

MAE 5658. Using Technology in the Teaching of Mathematics (3).

MAE 5690. Ethnomathematics (3).

MAE 5691. Mathematics Learning and Teaching (3).

MAE 5795. Seminar on Research in Mathematics Education (2).

MAE 5865. Using History in the Teaching of Mathematics (3).

MAE 5908r. Directed Individual Study (1–3). (S/U grade only.)

MAE 5915r. Supervised Research (1–4). (S/U grade only.)

MAE 5942r. Field Laboratory Internship (1–8). (S/U grade only.)

MAE 5946r. Supervised Teaching (1–4). (S/U grade only.)

MAE 6148. Curriculum in Math Education (3).

MAE 6797. Advanced Seminar on Research in Mathematics Education (4).

MAE 6938r. Doctoral Seminar in Mathematics Education (1–3).

MAE 6939. Seminar in Mathematics Teacher Education (3).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

Reading and Language Arts

Web Page: http://education.fsu.edu/degrees-and-programs/curriculum-and-instruction/reading-educationlanguage-arts-m-s-d

Reading education and language arts is a graduate program offering degrees at the major leading to master's, specialist, and doctoral levels degrees in Curriculum and Institution. For more information, refer to the Graduate Bulletin. However, the program does offer undergraduate courses that are part of the Educator Preparation curriculum.

Definition of Prefixes

LAE—Language Arts and English Education

LIS—Library and Information Studies

RED—Reading Education

Graduate Courses

LAE 5319. Teaching Oral and Written Expression in the Elementary School (3).

LAE 5349. Language and Literacy Development through Storytelling/Storywriting (3).

LAE 5415. Investigation in Children's Literature (3).

LAE 5515. Language and Literacy Assessment (3).

LAE 5738. Linguistic Research in Language Education (3).

LAE 5931r. Special Topics in Elementary Language and Literature (1–3).

LAE 6746. Theory and Research in Language Education (3).

LIS 5566. Multicultural Literature and Information Resources for Children and Young Adults (3).

LIS 5567. International Literature for Children and Young Adults (3).

RED 5109. The Development and Assessment of Emergent Reading and Writing (3).

RED 5147. Foundations of Developmental Reading (3).

RED 5337. Literacy Across the Content Areas (3).

RED 5385. Teaching Reading to Adult Illiterates (3).

RED 5546. Diagnosis of Reading Disabilities (3).

RED 5548. Correction of Reading Disabilities (3).

RED 5646. Trends and Issues in Reading (3).

RED 5695. Policy Issues in Reading (3).

RED 5744. Using Literacy Research to Inform Practice (3).

RED 5865. Leadership Practicum in Reading and Language Arts (3).

RED 5906r. Directed Individual Study (1–3).

RED 5911r. Supervised Research (1–5). (S/U grade only.)

RED 5945r. Supervised Teaching (1–5). (S/U grade only.)

RED 5947. Seminar and Practicum in Reading and Language Arts (3). (S/U grade only.)

RED 6747. Theory and Research in Reading (3).

RED 6938r. Doctoral Seminar in Reading and Language Arts (1–3). (S/U grade only.)

Science Education

Students with an interest in teaching science at the middle or secondary levels should pursue the FSU-Teach program track.

Definition of Prefix

SCE—Science Education

Undergraduate Courses

SCE 4320. Introduction to Middle School Science Teaching (3). This course focuses on the roles and responsibilities of science teachers. There is a thirty-hour field component to this course.

SCE 4362. Teaching and Learning Science (3). This course focuses on planning, instruction, learning, and classroom environment. There is extensive fieldwork (thirty hours) and students work with a teacher in an area high school.

SCE 4363. Advanced Topics in High School Science Teaching and Learning (3). Pre- or corequisites: SCE 4320 and SCE 4362. This course assumes previous field experiences and focuses on issues in curriculum, assessment, and the use of technology in science instruction. The course is offered at the school site, is project-based, and there is an extensive fieldwork component.

SCE 4835C. Teaching Earth and Space Science (3). This course examines the pedagogical content knowledge needed to teach earth/space science.

SCE 4891. Introduction to the Nature of Science and Scientific Inquiry for Elementary Teachers (3). Corequisite: EDE 4907. This course is designed for elementary education majors. The course is an introduction to the science process skills, inquiry skills, and a 21st century view of the nature of science within the context of science content.

SCE 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

SCE 4920r. Science Education Colloquium (0). (S/U grade only.) This colloquium provides opportunities for sharing and learning about current science education research.

SCE 4939r. Seminar in Contemporary Science, Mathematics and Science Education (1). This course includes presentations of contemporary and interesting issues in science, mathematics, or teaching methods. Content varies from semester to semester. May be repeated to a maximum of four semester hours.

SCE 4944. Student Teaching in Science (10). (S/U grade only.) Corequisite: SCE 4948r.

SCE 4948. Classroom Management and Planning in Science Education (3). Prerequisites: EDF 1005, EDF 2085, EME 2040, SCE 4320, SCE 4362, SCE 4363, and TSL 4324. Corequisite: SCE 4944. This course provides support and guidance to science education students participating in student teaching. The course focus is on classroom management and planning, professional ethics, and school law.

Graduate Courses

SCE 5140. Curriculum in Science Education (3).

SCE 5147. Perspectives on Learning in Science Education (3).

SCE 5225. Conceptual Learning in Middle School Science (3).

SCE 5331. Management and Planning in Science Teaching (3).

SCE 5332. Methods for Teaching Science in Secondary Schools (3).

SCE 5336. Instructional Strategies that Promote Learning in Science (3).

SCE 5340. Teaching and Learning Science (3).

SCE 5545. Teaching Science in Diverse Classrooms (3).

SCE 5642. Science Teaching and Education Policy (3).

SCE 5740. Research Methods in Science Education (3).

SCE 5745. Statistical Applications to Science Teaching (3).

SCE 5836C. Teaching Earth and Space Science (3).

SCE 5895. Disciplinary Engagement in Science (3).

SCE 5905r. Directed Individual Study (1–3). (S/U grade only.)

SCE 5910r. Supervised Research (1–4). (S/U grade only.)

SCE 5921r. Colloquium (1). (S/U grade only.)

SCE 5935r. Special Problems in the Teaching of Secondary School Science (1–3).

SCE 5942. Internship for Graduate Students (1–10). (S/U grade only.)

SCE 5943r. Field Laboratory Internship (1–8). (S/U grade only.)

SCE 5945. Initial Practicum in the Teaching and Learning of Science (3).

SCE 5946r. Supervised Teaching (1–4). (S/U grade only.)

SCE 5947. Final Practicum in the Teaching and Learning of Science (3).

SCE 5949r. Field Lab Internship (1–3)

SCE 5954. Portfolio Defense (0). (P/F grade only.)

SCE 6345r. Teaching and Learning Science (3).

SCE 6351. Curriculum Design in Science (3).

SCE 6395. Science Teacher Education (3).

SCE 6761r. Research, Recent Developments, and Current Issues in Science Education (3–5).

SCE 6922r. Colloquium in Science Education (1). (S/U grade only.)

SCE 6938r. Advanced Seminar in Science Education (2).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

Social Science Education

(Combined BS/MS Program)

Web Page: http://education.fsu.edu/degrees-and-programs/social-science-education

Admission Requirements

Students accepted into the social science Educator Preparation program must have completed: (1) the liberal studies requirements summarized in the "Undergraduate Degree Requirements" chapter of this General Bulletin; (2) the state of Florida common program prerequisites for social sciences described earlier in this section; and, (3) the requirements for admission into an Educator Preparation program described in the "College of Education" chapter of this General Bulletin, which includes the following minimum standards: 2.5 overall GPA and passing all sections of the FTCE General Knowledge test. This test is required for certification and is part of the Florida Teacher Certification Examination.

Curriculum for Teachers of Middle and Secondary Social Science Leading to a Baccalaureate Degree and Florida Teacher Certification

Students preparing to teach middle and secondary school social science must complete between thirty-six and thirty-nine semester hours as follows: six semester hours of economics, three semester hours of geography, six semester hours of American government, nine semester hours of American history, six semester hours of world history, three semester hours of public speaking (this can be exempted based on speaking work completed In high school), three semester hours of history at the 3000/4000 level, and three-semester hour course in a non-European history. The thirty-nine semester hours may include courses in history and social science taken for liberal studies and those taken to meet the state of Florida common program prerequisites for admission to the upper division major. All courses must be passed with a minimum of a "C–" grade.

Professional education requirements and prerequisites for student teaching are: EDF 4430, EDF 4210, RED 4335, TSL 4324, EDG 4321, SSE 4362, SSE 4664, SSE 4194, SSE 3321 and SSE 4940. Prior to admission to student teaching, students must achieve an overall GPA of 2.5 or higher and earn a grade of "C" or better in each of the social science education (SSE) courses.

Students who have completed a bachelor's degree in an appropriate field may also seek certification only in conjunction with coursework applied toward a graduate degree. In meeting requirements for certification, these students should enroll in graduate-level professional courses.

In addition to the minimum standards for entrance and exit of a Teacher Preparation Program specified under the "College of Education" header in this General Bulletin, the social science education program requires that students meet the following criteria for admission and conferral of the baccalaureate degree: (1) only degree-seeking students will be admitted to the social science certification program, which is an integral part of the degree requirements; (2) successful progression to internship requires that students pass the Content (Social Studies 6–12), Professional, and General Knowledge sections of the Florida Teacher Certification Examination; and (3) in the interest of effective supervision, student teachers will, of necessity, be placed in clusters within designated school systems in Florida. There can be no assurance given that students will be placed in counties based on personal preference or convenience. A signed student teaching location preference form is required.

The state of Florida requires that all school districts initiate a level II (FDLE and FBI) criminal background check on all adults who work in schools. Courses in Social Science Education have a required school component. Thus it is not possible to pass these courses of the student is blocked from entering Leon County Schools.

While enrolled in Educator Preparation programs, the student is expected to demonstrate behaviors and dispositions that conform to the "Code of Ethics" (State Board of Education Rule 6B-1.00, FAC) and the "Principles of Professional Conduct in Florida" (State Board of Education Rule 6B-1.006, FAC). The programs reserve the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the program faculty does not meet the program standards.

Progression to Upper-Division

All first-time-in-college (FTIC) freshmen with a University matriculation date of Summer 2008 or later may make application to upper-division Middle and Secondary Education programs upon completion of all minimum requirements being met. Applicants should submit a completed program application to the Office of Academic Services and Intern Support, 2301 Stone Building. Students affected by this policy are advised to work closely with an advisor to plan completion of Liberal Studies for the 21st Century requirements and program prerequisites.

All applicants must have fulfilled the common program prerequisites, specific program prerequisites, and have satisfied all other criteria for admission to Educator Preparation programs prior to their first semester in the program, including achievement of a passing score on the General Knowledge portion of the Florida Teacher Certification Examination. See the section entitled Planning Guide to Educator Preparation Programs under the "College of Education" chapter in this General Bulletin.

Computer Skills Competency

All undergraduates at Florida State University must demonstrate basic computer skills competency prior to graduation. As necessary computer competency skills vary from discipline to discipline, each major determines the courses needed to satisfy this requirement. Undergraduate majors in all middle and secondary education programs except FSU-Teach satisfy this requirement by earning no less than a "C–" in EME 2040.

State of Florida Common Program Prerequisites

The state of Florida has identified common program prerequisites for this University degree program. Specific prerequisites are required for admission into the upper-division program and must be completed by the student at either a community college or a state university prior to being admitted to this program. Students may be admitted into the University without completing the prerequisites, but may not be admitted into the program.

At the time this document was published, some common program prerequisites were being reviewed by the state of Florida and may have been revised. Please visit https://dlss.flvc.org/admin-tools/common-prerequisites-manuals for a current list of state-approved prerequisites.

The following lists the common program prerequisites or their substitutions, necessary for admission into this upper-division degree program:

Social Sciences Teacher Education

  1. EDF X005
  2. EDF X085

    Note: In addition to EDF X085, a minimum of six credit hours with an international or diversity focus is required. Eligible courses will be determined by the institution where the student is currently earning his or her Associate of Arts (AA) or baccalaureate degree. Foreign language courses may be used to meet this requirement. Contact department and/or advisor for details.

  3. EME X040
  4. AMH X010
  5. AMH X020
  6. POS X041
  7. ECO XXXX or SOC XXXX or ANT XXXX or PSY XXXX or GEA XXXX

Definition of Prefixes

EDF—Education: Foundations and Policy Studies

SSE—Social Science Education

Undergraduate Courses

SSE 3321. Teaching History in the Middle and Secondary School (3). Prerequisites: AMH 2010 or AMH 2020, EUH 2000, and WOH 1023 or WOH 1030. This course examines methodological approaches to the teaching of United States and world history. Students explore the chronological and thematic organization of history courses, primary sources, and narrative in the teaching of history. A focus is on the development of historical cognition.

SSE 4194. Developing a Global Perspective (3). Prerequisite: EDG 4321 and SSE 4362. This course examines theory and practice in global education and the integration of global perspectives into curriculum and pedagogy in social sciences and social studies education. The course evaluates major issues and controversies embedded in the field, and enables students to critique scholarship, analyze controversies, and propose ideas for integrating global perspectives in curriculum and instruction.

SSE 4362. Fundamentals in Teaching Social Studies (3). Pre- or corequisite: EDG 4321. This course explores rationale for social studies instruction and an examination of traditional social science instructional methods.

SSE 4390. Teaching Global Issues Simulating the United Nations (3). This course simulates the United Nations as students examine prevalent historical, political, and socio-economic global issues permeating the United States and other nations. Students critically analyze textual materials, long-range effects of deeply-embedded issues on the human condition worldwide, and use new knowledge and understanding learned to develop lesson plans appropriate to national and state standards. In simulating the U.N. General Assembly, students develop an understanding of cross-cultural communication, negotiations, compromise, and practices, along with learning about the philosophy, history, and purpose of the United Nations.

SSE 4664. Inquiry in Teaching Social Studies (3). Prerequisites: EDG 4321 and SSE 4362. This course provides theory and practice in discovery, problem solving, and inquiry teaching of social science.

SSE 4904. Directed Independent Study (1–3). (S/U grade only.) This course allows students to study individually, under the direction of a faculty member. Topics vary and are usually selected on an individual basis. Hours may vary.

SSE 4931r. Special Topics (1–3). This course offers topics of current or special interest to students and instructors. Topics may vary from semester to semester. May be repeated within the same term to a maximum of three semester hours.

SSE 4940r. Field Study in Social Education (1–3). (S/U grade only.) Prerequisites: EDG 4321 and SSE 4362. This course is a participant observation field study course in an education setting to be arranged with the instructor. May be repeated to a maximum of three semester hours.

SSE 4944. Student Teaching in Social Science Education (12). (S/U grade only.) Prerequisites: SSE 4362 and SSE 4664. This course is a fifteen-week, off-campus student-teaching experience in Florida schools, supervised by University faculty in social science education.

Graduate Courses

EDF 5885. Education in the Arab World (3).

EDF 5887. Multicultural Education (3).

EDF 5920r. Colloquium: Bilingual/Bicultural Education (1).

EDF 5921r. Special Language and Culture Colloquium (2).

SSE 5195. Developing a Global Perspective (3).

SSE 5365r. Problems of Teaching Social Studies in Secondary School and Junior College (1–3).

SSE 5367. Fundamentals in Teaching Social Studies (3).

SSE 5386. Goals and Methods for the Teaching of History (3).

SSE 5665. Inquiry in Teaching Social Studies (3).

SSE 5675. Seminar in Civic Education (3).

SSE 5907r. Directed Individual Study (1–3). (S/U grade only.)

SSE 5915r. Supervised Research (1–4). (S/U grade only.)

SSE 5937r. Special Topics in Social Science Education (3).

SSE 5943. Field Laboratory Internship (1–8). (S/U grade only.)

SSE 5946r. Supervised Teaching (1–4). (S/U grade only.)

SSE 5947. Internship for Graduate Students (1–10). (S/U grade only.)

SSE 6931. Doctoral Seminar in Social Science Education Research (3).

SSE 6933. History of Social Studies/Social Science Education (3).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

Special Education (Combined BS/MS Program)

Web Page: http://education.fsu.edu/degress-and-programs/exceptional-student-education

This degree major is designed to prepare individuals for careers as public school teachers of students with disabilities. The program leads to eligibility for Florida certification in exceptional student education for grades K though 12 with a Reading, ESOL, and Autism Spectrum Disorders endorsement and is NCATE approved.

This degree major is a three-year program that culminates in the Bachelor of Science (BS) and the Master of Science (MS) degree awarded simultaneously. Students must maintain a 3.0 grade point average (GPA) during the junior/senior years of study AND earn department minimum scores on the Graduate Record Examinations (GRE) in order to be admitted to the required graduate component of the three-year, combined program. Contact department faculty for more information.

Admission Requirements

New students are admitted to the Special Education Program in the Fall semester; students should work closely with an advisor to plan completion of basic requirements around the Fall timetable. Program applications are available online at http://education.fsu.edu/admissions/undergraduate-admissions. Deadline for Fall consideration is April 1.

Required Major Courses

Course requirements for the Special Education program are outlined in the FSU Academic Guide, which may be found at http://undergrad1.its.fsu.edu/academic_guide/map-display.php?program=special-education. These courses are restricted to formally admitted Special Education majors and must be taken in sequence. Students must successfully complete all courses within a given semester and maintain a cumulative GPA of 2.5 (undergraduate coursework) and GPA of 3.0 (graduate coursework) to be allowed to continue to the next semester.

Visual Disabilities Education (Combined BS/MS Program)

Web Page: http://education.fsu.edu/degress-and-programs/visual-disabilities

The objective of the visual disabilities degree major is to prepare specialists to provide services to individuals who are either blind or have low vision. Following graduation, students are employed in a variety of settings that offer services to children and youth with visual impairments, including as teachers in local and residential schools and at agencies that serve people with visual impairments.

This degree major is a three-year program that culminates in the Bachelor of Science (BS) and the Master of Science (MS) degree awarded simultaneously. Students must maintain a 3.0 grade point average (GPA) during the junior/senior years of study AND earn department minimum scores on the Graduate Record Examinations (GRE) in order to be admitted to the required graduate component of the three-year, combined program. Contact department faculty for more information.

Admission Requirements

  1. New students are admitted to the Special Education Program in the Fall semester; students should work closely with an advisor to plan completion of basic requirements around the Fall timetable. Program applications are available online at http://education.fsu.edu/admissions/undergraduate-admissions. Deadline for Fall consideration is April 1.
  2. Previous experience with individuals with disabilities (for example, volunteer work) is helpful.
  3. All admission criteria for teacher certification must be met (listed in the "College of Education" chapter of this General Bulletin).

Requirements

Required Major Courses

Course requirements for the Visual Disabilities Education are outlined in the FSU Academic Guide, which may be found at http://undergrad1.its.fsu.edu/academic_guide/map-display.php?program=visual-disabilities-education. These courses are restricted to formally admitted Visual Disabilities Education majors and must be taken in sequence. Students must successfully complete all courses within a given semester and maintain a cumulative GPA of 2.5 (undergraduate coursework) and GPA of 3.0 (graduate coursework) to be allowed to continue to the next semester.

Definition of Prefixes

EBD—Education: Emotional/Behavioral Disorders

EDF—Education: Foundations and Policy Studies

EEX—Education: Exceptional Child-Core Competencies

ELD—Education: Specific Learning Disabilities

EMR—Education: Mental Retardation

EVI—Education: Visually Impaired-Blind

IDS—Interdisciplinary Studies

MHS—Mental Health Services

Undergraduate Courses

EBD 4011. Introduction to the Socially and Emotionally Disturbed (3). This course is designed to introduce students to the history of providing services to emotionally handicapped children and youths as well as examine the evolving trends in the field. Additionally, theories of causality are investigated and approaches for improving academic and social behavior are analyzed.

EDF 2085. Teaching Diverse Populations (3). In this course, students acquire an understanding of the complexity and diversity in the American and Florida populations in general and the school and community populations in particular. Students participate in a field-based experience.

EEX 3601. Applied Behavior Analysis for Special Educators (3). Corequisite: EEX 3831. This course is an introduction to behavioral principles and procedures useful for managing the behavior of students with handicaps. For majors only.

EEX 3831. Practicum in Direct Observation (2). Corequisite: EEX 3601. This course employs direct observation and recording techniques for analysis of classroom management strategies.

EEX 3949r. Cooperative Education Work Experience (0). (S/U grade only.)

EEX 4012. Foundations of Special Education (3). This introductory course includes classic and contemporary readings in the field of special education. An overview of how society has responded to the various conceptualizations of human exceptionality is presented. Students are introduced to the trends and people that formed the foundation of contemporary special education. Current policies and practices are also examined.

EEX 4014. Introduction to Mental Disabilities (3). This course is designed to provide students with an overview of the basic knowledge pertinent to mental disabilities. Special attention is given to the educational, social, and psychological aspects of mental disabilities.

EEX 4050. Introduction to Learning and Behavior Disorders (3). This course examines the fields of learning and behavioral/emotional disorders from historical, theoretical, practical, and public school perspectives.

EEX 4070. Including Students with Disabilities in the General Education Curriculum (3). This course provides participants with the knowledge and skills to include students with disabilities in the general education curriculum by adapting instruction and assessment procedures and processes.

EEX 4201. Typical and Atypical Development and Learning (3). This course examines typical and atypical learning and development throughout the lifespan.

EEX 4212. Educational Assessment for Students with Disabilities (3). This course is designed to provide an opportunity for students to develop performance skills in the administration of formal and informal assessment instruments and processes.

EEX 4223. Individualized Educational Planning (3). This course provides students with the opportunity to demonstrate effective use of diagnostic skills. For majors only.

EEX 4250. Individualized Reading Instruction for Students with Disabilities (3). This course reviews methods for teaching reading to individuals with disabilities.

EEX 4251. Teaching Mathematics to Learners with Disabilities (3). In this course, instructional methods and curriculum to teach mathematics to students with disabilities are examined.

EEX 4253. Access to the General Education Curriculum for Individuals with Moderate/Severe Disabilities (3). This course examines methods for teaching functional reading and life skills to individuals with disabilities.

EEX 4291. Characteristics and Education of Learners with Autism Spectrum Disorder (3). This course examines the characteristics and etiology of autism spectrum disorders (ASD), and effective intervention strategies for individuals with ASD. Additionally, the focus is on assessing and addressing the core challenges of learners with ASD (e.g., language, social communication, repetitive behaviors, and behavior regulation) using evidence-based practices in school settings. Students learn to identify and implement assessment and intervention strategies based on learner strengths and needs.

EEX 4486. Differentiated Instruction for Students with Exceptionalities (3). This course is designed to provide future special education teachers with the knowledge and skills needed to meet the diverse learning needs of students found in today's general education classrooms.

EEX 4487. Social Studies and Science Curriculum for Special Educators (3). This course provides an overview of and foundation for teaching science and social studies to learners with disabilities (P-12). Students develop knowledge and skills in using a variety of instructional methods and materials appropriate for providing access to the general education science and social studies curriculum for learners with disabilities.

EEX 4605. Classroom Management for Special Educators (3). This course provides class participants with the knowledge and skills to effectively manage the behavior of learners with disabilities within a classroom setting. Course content is organized around the Pyramid Model that includes three tiers of behavior management based on principles of positive behavior support: 1) Universal supports, 2) Prevention, and 3) Intervention.

EEX 4613. Positive Behavior Support (3). This course provides students with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior supports. Emphasis is placed on understanding the communicative function of challenging behaviors, the teaching of new skills that make the challenging behavior unnecessary, and the prevention of the reoccurrence of challenging behaviors.

EEX 4751. Collaboration with Families, Schools, and the Community (3). This course provides the knowledge and skills necessary for collaborating with families, other professionals, and community members.

EEX 4770. Study of Human Exceptionality (3). This course increases learner knowledge and awareness of the characteristics and needs of people with exceptionalities, and acquaints learners with the resources, issues, and trends related to appropriately meeting these needs.

EEX 4834. Introductory Practicum in Special Education (1). This practicum provides experience with individuals with a range of disabilities. The course also provides participants with experience with different special education service delivery models in a variety of grade levels ranging from K to 12.

EEX 4842. Practicum in Severe Cognitive Disabilities and/or Autism Spectrum Disorder (2). This course provides teacher candidates with fieldwork experience teaching K–12 students with severe cognitive disabilities and/or autism spectrum disorder. The practicum provides experience in developing, implementing, and evaluating functional and academic skills for K–12 students with these disabilities.

EEX 4861. Student Teaching in Special Education (11–12). (S/U grade only.) In this course, student teachers teach students with disabilities for one semester within a public school setting, full-time, and under the supervision of a certified special education teacher.

EEX 4905r. Directed Individual Study (1–3). May be repeated to a maximum of twelve semester hours.

EEX 4920. Pre–Student Teaching Seminar (1). (S/U grade only.) This course prepares last-term majors in special education for the transition from student to professional, lays the groundwork for the culminating activity of student teaching, and acquaints the new professionals with their future role and responsibility to the field of exceptional student education.

EEX 4930r. Special Topics in Special Education (1–3). In this course, topics vary from term to term. May be repeated to a maximum of nine semester hours.

EEX 4941. Practicum in High Incidence Disabilities (1). This practicum provides experience with individuals with high incidence disabilities.

EEX 4970r. Honors Work in Special Education (3). Prerequisite: Admission to the honors program. Corequisites: EDF 5481 or EEX 5931 or equivalent. This course is designed to provide qualified upper-division majors in special education an opportunity to undertake an independent and original research project. May be repeated to a maximum of nine thesis hours with instructor approval.

ELD 4011. Introduction to Specific Learning Disabilities (3). This course is designed to introduce the student to the changing field of learning disabilities with emphasis on the various theories that have shaped the field.

EMR 4360. Functional Reading, Academics, and Life Skills for Individuals with Mental Disabilities (3). This course is designed to prepare teachers to teach functional reading and related academic skills to individuals with mental disabilities.

EVI 1012. The Blindness Experience (3). In this course, students explore blindness, talk with people who are intimately familiar with blindness, and experience adventure under blindfold. Students explore society's reaction to blindness, probing its roots, and take a closer look at how views of blindness are shaped when experienced through the lenses of gender, race, class, religion, and ethnicity. Through blindfold experiences, students have opportunities to learn about braille and the activities of daily life necessary for achieving independence. Through writing, students explore their own reactions and thoughts of blindness, and reflect on the many questions that arise from delving deeper into the blindness experience.

EVI 4011. Introduction to Visual Disabilities (3). This course is designed to provide an overview of the population of people who have visual impairments and the role of specialized service providers. Special attention is given to the effects of visual impairment on development and learning.

EVI 4110. Assessment of Students with Visual Impairments (3). This course introduces basic concepts, principles, and procedures of assessment and applied behavior analysis in the practice of providing services to students with visual impairments, their families, and education personnel.

EVI 4121. Anatomy and Diseases of the Eye for Blindness Professionals (3). This course introduces prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers to the anatomy and physiology of the human eye, the visual mechanism, its embryologic development, and various eye pathologies. Particular emphasis is placed on the impact of these eye pathologies on the visual functioning of the individual.

EVI 4211. Literary Braille (3). In this course students develop skills in the preparation of materials for blind students in the literary Braille code using a braillewriter. Interlining and proofreading are emphasized.

EVI 4212. Nemeth Code and Supporting Math Instruction for Students with Visual Impairments (3). Prerequisites: EVI 4011, EVI 4211, and EVI 4254. This course enables students preparing to be teachers of blind school-age children to support the instruction of mathematics skills. Topics include the foundation of the acquisition of mathematics skills, the Nemeth Code, adaptations of mathematics diagrams and structures, instruction in the abacus, and strategies for teaching mathematics skills to students with visual impairments.

EVI 4220. Introduction to Orientation and Mobility (3). This course provides future teachers of students with visual impairments and rehabilitation teachers with an appreciation for and a realistic understanding of the problems inherent in the orientation and mobility experienced by visually impaired individuals. Stresses techniques for teaching O/M in indoor environments.

EVI 4230. Educational Management of Students with Visual Impairments (3). Prerequisites: EVI 4211, EVI 4212, and EVI 4312. This course provides participants with the knowledge and skills necessary to manage the successful integration of students with visual impairments into the general education environment. Legal, ethical, and safety issues related to the education of students with visual impairments are explored. In addition, students are assisted as they prepare for their student teaching experience.

EVI 4250. Teaching Social and Career Skills to Students with Visual Impairments (3). Prerequisites: EVI 4011 and EVI 4254. This course provides participants with the knowledge and skills necessary to design and implement instructional activities to increase the development of social and career skills in children with visual impairments. Emphasis is placed on infusing these skills into everyday activities, educational instruction, and collaboration with families and communities to improve student outcomes.

EVI 4254. Teaching Independent Living Skills to Students with Visual Impairments (3). This course is designed to provide students planning to be teachers of students with visual impairments with the techniques and instructional tools to safely teach independent living skills, including the skills associated with food preparation, household management, personal grooming, clothing care, and health management.

EVI 4311. Teaching Reading and Writing to Students with Visual Impairments (3). Prerequisites: EVI 4011, EVI 4211, and EVI 4314 or 5316. This course prepares future educators with strategies and techniques necessary for determining the mode of reading and for teaching reading and writing skills to students with visual impairments.

EVI 4312. Academic Modifications in the Public School Class (3). Prerequisites: EVI 4011, and EVI 4212. Corequisite: EVI 4314. This course provides participants with the knowledge and skills necessary to successfully integrate students who are visually impaired in the core education environment. Students learn to adapt classroom materials, collaborate with general education personnel, and develop direct teaching strategies that enhance the optimum functioning of a learner with a visual impairment.

EVI 4314. Low Vision (3). Prerequisite: EVI 4121. This course prepares prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers for facilitating the visual functioning of individuals with low vision. Students learn the basics of optics and how to conduct functional vision evaluations, to modify environments, and to teach the effective use of low vision devices.

EVI 4324. Assistive Technology for Students with Visual Impairments in the Schools (3). Prerequisite: EVI 4211. Corequisites: EVI 4314 or EVI 5316. This course prepares participants in the Visual Disabilities course of studies in the assessment and use of assistive technology for students with visual impairments.

EVI 4330. Teaching Students with Visual Impairments and Other Disabilities (3). This course introduces the techniques and strategies necessary for meeting the needs of students with visual impairments who have additional disabling conditions. An emphasis is placed upon working with students with mental disabilities who also have a visual impairment.

EVI 4940. Student Teaching in Visual Disabilities (12). (S/U grade only.) Prerequisite: EVI 4230. In this course, student teachers teach students with visual disabilities for one semester within a public school or residential school setting, full-time and under the supervision of an experienced certified teacher of students with visual impairments.

Graduate Courses

EBD 5223. Advanced Study of Emotional Disturbance (3).

EBD 5320. Precision Teaching Methods for Emotional Disturbances (3).

EBD 5941. Practicum in Emotional Disturbance/Learning Disability (3).

EEX 5017. Typical and Atypical Early Development (3).

EEX 5078. Teaching High Risk Adolescents in Alternative Settings (3).

EEX 5087. Middle and Secondary Curriculum for Learners with Disabilities (3).

EEX 5089. Adaptations and Accommodations for Learners with Disabilities (3).

EEX 5095. Teaching Learners with Autism Spectrum Disorder (1).

EEX 5210. Assessment and Diagnosis of Autism Spectrum Disorder and Intellectual Disability (3).

EEX 5225. Assessment of Students with Disabilities (3).

EEX 5234. Development and Assessment of Individuals with Severe Cognitive Disabilities and Autism Spectrum Disorder (3).

EEX 5235. Instructional Environments: Ethical, Legal, Safety, and Classroom Management Considerations (3)

EEX 5237. Methods for Teaching Students with Low Incidence Disabilities (3).

EEX 5239. Assessment and Methods in Early Childhood Special Education (3).

EEX 5246. Mathematics for Students with Disabilities (3).

EEX 5248. Positive Behavior Support (3).

EEX 5258. Advanced Reading Instruction for Students with Disabilities (3).

EEX 5259. Literacy for Learners with Disabilities (3).

EEX 5267. Differentiating Mathematics Instruction in Middle and High School (1).

EEX 5285r. Seminar in Transition (3).

EEX 5286. Preparing Individuals for Transition (3).

EEX 5298. Teaching Students with Autism (3).

EEX 5456. Program Development for Young Children with Disabilities (3).

EEX 5466. Universal Design for Learning (1).

EEX 5615. Nonviolent Crisis Intervention (1).

EEX 5704. Early Childhood and Elementary Education Curriculum for Special Educators (3).

EEX 5708. Teaming with Families, Schools and the Community (3).

EEX 5740. Cognitive and Social Implications of Maltreatment of Students with Exceptional Needs (3).

EEX 5765. Introduction to Special Education Technology (3).

EEX 5767. Augmentative and Alternative Communication for Learners with Autism Spectrum Disorder (3).

EEX 5774. Collaborative Transition and Career Planning for Students with Severe or Profound Disabilities (3).

EEX 5835. Practicum with Learners with High Incidence Disabilities (3).

EEX 5836r. Practicum with Students with Autism Spectrum Disorder (1–3).

EEX 5841r. Field Laboratory Internship (1–12). (S/U grade only.)

EEX 5863r. Supervised Teaching (1–4). (S/U grade only.)

EEX 5906r. Directed Individual Study (1–3).

EEX 5911r. Supervised Research (1–4). (S/U grade only.)

EEX 5920. Pre-Student Teaching Seminar (1). (S/U grade only.)

EEX 5931r. Special Topics in Special Education (1–3).

EEX 5940r. Practicum in Early Childhood Special Education (3).

EEX 5943r. Practicum in Transition (3).

EEX 6301r. Seminar: Research Problems in Special Education (1). (S/U grade only.)

EEX 6341. Critical Review of Special Education Research (3).

EEX 6342. Seminar: Readings in Education, Training, and Treatment of Exceptional Individuals (3).

EEX 6426. Research and Practices in Special Education Personnel Development (3).

EEX 6931r. Seminar in Early Childhood/Special Education (3).

EEX 6935r. Doctoral Seminar in Special Topics (1–3). (S/U grade only.)

ELD 5140. Advanced Study of Learning Disabilities (3).

EMR 5235. Teaching the Student with Profound Disabilities (3).

EMR 5803. Advanced Practicum in Mental Disabilities (3).

EVI 5019. Foundations of Rehabilitation Teaching of the Blind (3).

EVI 5131. Teaching Deaf-Blind/Multisensory Impaired Individuals (3).

EVI 5221. Applied Methods of Orientation and Mobility (3).

EVI 5222. Advanced Orientation and Mobility (3).

EVI 5226. Developmentally Appropriate Orientation and Mobility (3).

EVI 5227. Teaching Orientation and Mobility to Individuals with Unique Health Considerations (3).

EVI 5255. Methods of Independent Living of the Blind (3).

EVI 5315. Teaching Communication Skills to Visually Impaired Adults (3).

EVI 5316. Low Vision (3).

EVI 5318. Special Methods of Working with Preschoolers with Visual Impairments (3).

EVI 5319. Communication and Emergent Literacy for Young Children with Visual Impairments (3).

EVI 5325. Technology for Individuals with Visual Impairment (3).

EVI 5332. Social and Vocational Implications of Recreation and Leisure for Visually Impaired (3).

EVI 5346. Aging and Vision Loss (3).

EVI 5355. Issues of Blindness in Society (3).

EVI 5931r. Seminar in Visual Disabilities (3).

EVI 5935. Studies in Research on Individuals with Visual Impairment (3).

EVI 5942. Student Teaching in Visual Disabilities (12). (S/U grade only.)

EVI 5943. Practicum in Orientation and Mobility (2).

EVI 5944. Practicum with Students Who Are Deaf-Blind (1–3).

EVI 5945r. Internship in Orientation and Mobility (3–12). (S/U grade only.)

EVI 5946r. Internship in Rehabilitation Teaching of Adults with Visual Disabilities (3). (S/U grade only.)

IDS 5347. Infant and Toddler Typical and Atypical Development (3).

IDS 5348. Family-Centered Early Intervention (3).

IDS 5349. Infant/Toddler and Family Assessment (3).

For listings relating to graduate coursework for thesis, dissertation, and master's and doctoral examinations and defense, consult the Graduate Bulletin.

Other Courses – School of Teacher Education

Definition of Prefixes

EDF—Education: Foundations and Policy Studies

EDG—Education: General

EDM—Education: Middle School

IFS—Interdisciplinary Florida State University Courses

Undergraduate Courses

EDF 2085. Teaching Diverse Populations (3). In this course students acquire an understanding of the complexity and diversity in the American and Florida populations in general and the school and community populations in particular. Students participate in a field-based experience.

EDG 4321. Foundations of Teaching (3). This course is for students seeking certification who do not have an undergraduate degree in a teaching field. This course provides the essential elements needed to succeed in a classroom setting. It does not have critical tasks needed for initial certification. It is part of the Professional Training Option open to all students.

EDM 3001. Introduction to Middle School (3). This course is designed to give the student an introduction to the modern middle school. It includes the philosophy and practice of the ideal middle school.

IFS 2020. The Blindness Experience (3). In this course, students explore blindness, talk with people who are intimately familiar with blindness, and experience adventure under blindfold. Students explore society's reaction to blindness, probing its roots, and take a closer look at how views of blindness are shaped when experienced through the lenses of gender, race, class, religion, and ethnicity. Through blindfold experiences, students have opportunities to learn about braille and the activities of daily life necessary for achieving independence. Through writing, students explore their own reactions and thoughts of blindness, and reflect on the many questions that arise from delving deeper into the blindness experience.

IFS 2051. Questioning What We Know: Teaching and Learning Mathematics and Science in the 21st Century (3). This course offers an introduction to pressing issues in mathematics, science, and mathematics and science education. Students engage in critical thinking regarding effective teaching and learning of mathematics and science today and into the future.

IFS 2060. 21st Century Literacies (3). This course discusses how technology is changing the way people learn and what they need to know.

IFS 2145. Personally Relevant Mathematics (3). This course will teach students to develop mathematical knowledge through problem posing, problem solving, extending problems, and developing profound understanding of fundamental mathematics concepts. The design of this course is structured to engage participants in inquiry about mathematics such that they will have opportunities to make connections between their current mathematical knowledge and advanced mathematical concepts.

Graduate Courses

EDF 5498. Single Case Design Research for Educators (3).

EDF 5892r. The Design of National Curricula in Developing Countries (3).

EDG 5073. Foundations of Blended and Online Learning and Teaching K-12 (3).

EDG 5074. Pedagogy of Blended and Online Learning and Teaching K-12 (3).

EDG 5075. Technologies for Blended and Online Learning and Teaching K-12 (3).

EDG 5076. Issues, Trends, and Practices in Blended and Online Learning and Teaching K-12 (3).

EDG 5206. Teachers and Curriculum Development (3).

EDG 5339. Making Sense of Data to Inform Instruction (3).

EDG 5342. Analyzing and Refining Teaching (3).

EDG 5345. Using Assessments in the PK-12 Classroom to Differentiate Instruction (3).

EDG 5709. Culturally Responsive Teaching for Equitable Instruction (3).

EDG 6008. Academic and Professional Identity (1). (S/U grade only.)

EDG 6015. Grant Writing for Educational Research (3).

EDG 6221. Curricular Theory (3).

EDG 6369. Critiquing Educational research (1). (S/U grade only.)