Courses Taught
My responsibilities at Elon University include teaching undergraduate courses in the Education Department as part of the Teacher Education Program and graduate courses in the Master of Education Program as well as courses in the area of General Studies.
Principles of Learning and Teaching EDU 312: Math & Science Methods
This course is the first methods course for teacher candidates.
It is an 8 semester hour course that has a field placement practicum
embedded. Following this course, students take a methods course in
Language Arts & Social Studies. Teacher candidates learn how to
investigate, evaluate and select content, methods and materials used in
organizing and teaching mathematics and science in the elementary
school.
They develop appropriate curricula and examine personal beliefs
and dispositions. Teacher candidates design and implement lessons based
on state and national standards. They develop technology-enhanced,
integrated, problem/project-based learning units incorporating elements
of universal design. An emphasis is placed on making the curriculum
equitable and accessible for all students and on involving parents in
the education of their children. Teacher candidates gain a sound
pedagogical knowledge base, an understanding of the importance of
inquiry and professionalism, and have opportunities to participate in a
community of learners. A concurrent practicum offers opportunities to
apply concepts and skills. Prerequisites: EDU 211, MTH
210, PSY 321, CIS 220.
Admission to Teacher Education Program.
Principles of Learning and Teaching: EDU 412: Math & Science Methods
This course is the second methods course for teacher candidates.
It is an 8 semester hour course that has a field placement practicum
embedded. Following this course, most students enter into the student
teaching semester. Teacher candidates learn how to investigate, evaluate and select
content, methods and materials used in organizing and teaching
mathematics and science in the elementary school.
They develop appropriate curricula and examine personal beliefs
and dispositions. Teacher candidates design and implement lessons based
on state and national standards. They develop technology-enhanced,
integrated, problem/project-based learning units incorporating elements
of universal design. An emphasis is placed on making the curriculum
equitable and accessible for all students and on involving parents in
the education of their children. Teacher candidates gain a sound
pedagogical knowledge base, an understanding of the importance of
inquiry and professionalism, and have opportunities to participate in a
community of learners. A concurrent practicum offers opportunities to
apply concepts and skills. Prerequisites: EDU 311.
Classroom Management: EDU 346 and EDU 350
EDU 346: This course uses an inquiry approach to assist teacher candidates as they analyze, create, and nurture a positive and effective learning community to promote enduring social and academic growth. This course is designed for elementary and middle grades majors. Prerequisite: EDU 211. Co-requisite: EDU 311, 312, 411, 412, 441 or 442. Admission to the Teacher Education Program.
EDU 350:The role of the teacher with regard to managing student behavior will be explored from the cognitive, ecological and behaviorist perspectives. Teacher candidates will be taught to take a proactive stance toward behavior management, thereby decreasing problem behaviors in the classroom. Included in this course are strategies for establishing a classroom in which students feel safe to take academic risks, as well as strategies for effectively addressing problem behaviors and strategies for conflict resolution. Prerequisite: Admission to the Teac her Education Program. Co-requisite: taken concurrently with methods course.
Principles of Diagnostic Instruction: MED 530
In MED 530 students will investigate instructional
expertise. Their inquiry
and reflection will focus on the nature of diagnostic instruction and
how it can facilitate knowledge-building and meaning-making in young
learners. The concept of
diagnostic instruction highlights the importance of student development
and subject matter as well as pedagogy and emphasizes the value of
keeping these t
Senior Capstone II Seminar: EDU 483
EDU 483 is taken concurrently with the student teaching semester. It is designed to strengthen the professional skills of a reflective practitioner as related to instruction, assessment of student learning and analysis of personal philosophy. Emphasis is placed upon classroom management strategies, ethical and legal aspects of teaching, planning for diverse learners, critiquing instruction to improve teaching effectiveness, parent involvement, writing resumes, interviewing, and creating a professional development plan.
The Global Experience: GST 110
This first-year general studies seminar examines public responsibility in a global context. It explores some of the implications created by cultural and natural diversity and the possibilities for human communication and cooperation within its diversity. The course emphasizes student and faculty creativity through active and collaborative learning; the seminar is writing intensive.