Previous Courses (For current course-related information, please visit my personal site @ http://www.mariannroberts.com/resources/student-resources.html)
EDUC 2120 - Social and Cultural Awareness in US Education
This is a reading and project intense course designed to equip future teachers with a fundamental knowledge of culture and teaching children from diverse backgrounds. Specifically, this course is designed to critically examine 1) the nature and function of culture; 2) the development of individual and group cultural identity; 3) definitions and implications of diversity and multicultural education, 4) the influences of culture on learning, development, and pedagogy, and 5) the sociopolitical relationships between teaching, education, and educational policy in the U.S. In this course, we attempt to answer the question, “how can equity and excellence be achieved in a society in which historically the dominant culture has determined their meaning?” through analysis, reflection, and close examination of systemic inequities. You will also participate in a minimum of 10 hours of field-based learning.
EDUC 2130 - Exploring Learning and Teaching
This is a reading and project intense course designed to equip future teachers with a fundamental knowledge of educational psychology. Here, we will explore key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of educational setting and contexts. Students also experience and reflect upon a minimum of 10 hours of field-based learning.
EDUC 5100 - Social and Cultural Awareness in American Education
This is a reading and discussion intense course designed to help future teachers think about how their pedagogy will address social concerns, culture, and children from diverse backgrounds. Specifically, we will study current issues, discuss trends affecting American public schools, and think about these issues and trends as they are related to teaching diverse learners in a cross-cultural society. Students will examine 1) race, 2) racism, 3) Privilege, 4) the nature and function of culture, 5) the influences of culture on learning, development, and pedagogy and 6) the influences of educational policy on culture, learning, and pedagogy. All of which are included in the sociopolitical context of multicultural education. Students also experience and reflect upon a minimum of 10 hours of field-based learning.
EDUC 5102 - Master of Arts in Teaching Practicum and Seminar
This course involves the Fall Semester portion of your field experiences in the MAT program. It is designed for candidates to observe, participate in, and reflect upon experiential learning in public school classrooms. The practicum experience will allow candidates to work with learners based on topics presented in EDUC 5100, 5200, and in content courses. Candidates will be required to spend approximately ten hours per week in the field, participate in reflective cadres, plan and teach one full-length lesson, attend one education-related event, and must have membership in a professional education association and proof of liability insurance to participate in the course.
EDUC 5200 ~ Curriculum and Instruction
This 5-week intensive course is designed to introduce MAT teacher candidates to theory and best practices for developing and delivering instruction in high school settings. Focus will be on instructional strategies, motivational and classroom management techniques, pedagogical knowledge, skills and dispositions for effective teaching and learning, and the construction and administration of learning assessment instruments. Candidates will also experience and reflect upon a minimum of 10 hours of field-based learning.
EDUC 5300 - Master of Arts in Teaching Internship Seminar
This seminar is designed to discuss common issues, concerns and successes that candidates are having as teaching interns. Some topics will include developing curriculum and instruction for diverse and special needs learners, designing and implementing thematic units using Georgia Performance Standards (GPS), using classroom management techniques, developing and using data from student assessments, interpreting standardized testing data, using instructional technology to facilitate student learning, and recognizing legal, ethical, and professional responsibilities. Technology will be used to perform word processing, Internet research, software review, and electronic portfolio assignments.
EDUC 5400a - Action Research
This is part one of a two-part hybrid online course that provides MAT teacher candidates with an opportunity to develop an action research project based on coursework, practica, reflective practice, and clinical experiences. Here, candidates will study qualitative and quantitative methods of research and use content knowledge and skills to propose an action research project based on successes and/or concerns addressed during field and clinical experiences.