An integral component for all education majors, this course is designed to provide a basic understanding of the rewarding, yet challenging, teaching profession. Students broadly explore an overview of the educational field and its philosophical, political, legal, and social foundations. Current issues impacting education in a changing society will be examined. Coursework is intended to stimulate thoughtful reflection as students use information to develop their own beliefs concerning educational issues. Students will complete their first 30 hour clinical as part of this course.
The course is designed to expose students to a variety of outdoor experiences with an emphasis on student participation in the activities. Students will also explore ways to incorporate outdoor in a variety of educational settings. Mastery of certain skills and the methodology employed in presenting these skills will be central to the course. Examples of the types of activities that may be covered through the course include canoeing, hiking, mountain biking, orienteering, camping skills, outdoor games, and an introduction to winter sports.
Clinical Experiences All Education students are required to complete one 30 clock-hour block of a non-credit clinical observation experience in K-12 schools. This experience is completed as part of ED 201 Philosophical Foundations of Education and is designed to allow students to better understand the profession by observing experienced teachers in classroom settings. Through this experience, future educators will gain an appreciation of what happens “behind the scenes” in schools and other professional settings.
This course is designed to explore classroom management practices in educational settings. The course is taken concurrently with an education practicum so students will be able to observe and implement the techniques of practicing teachers in the areas of behavior modification, social skills training, and classroom management structures.
This course explores the application of learning and performance of motor skills in a variety of activities. Dance, racquet sports, aquatics and track/field will be participatory and allow students to gain experiential opportunities with instruction, drill progression, strategies, equipment and facility preparation and reflection. Instructor and peer feedback will enhance this class, and allow tactical decision-making competencies.
This course introduces Health and Physical Education majors to curriculum design and policy. Students will explore how to create, design, organize and evaluate a K-12 Health or Physical Education curriculum. Students will also learn how such a curriculum would be implemented and be expected to relate how a curriculum map ensures that all appropriate Maine Learning Results and grade-level competencies are included. This course addresses multiple outcomes relating to the curriculum found in InTASC.
This course covers the foundation for healthy habits and active lifestyles which are introduced and reinforced during the K-8 experience. Topics that build both self-esteem and character, along with experiential health and physical activities will be examined. The American Association for Health Education and the Maine Learning Results will be used in conjunction with curriculum guides as students design lessons and units in health education.
This course is designed to introduce the health and physical education student to a core of competences to employ at the K-12 teaching levels. Several health topics will be covered including personal fitness, mental health, stress management, nutrition and diet, tobacco, and cardiovascular disease, as well as a variety of fitness and healthy experiences with an emphasis on actual participation in the activities.
The Practicum courses are one credit offerings designed to provide field experience for students enrolled in the three ED methods courses associated with their major. They are in the areas of Elementary, Secondary and Adaptive PE/Health.In most cases, the field experience will be chosen to coincide with the methods course in which the student is enrolled. The student will log at least 30 hours in a placement, most often within a school, secured by the clinical placement supervisor. This course is taken by physical education majors concurrently with ED 446.
This course is designed for students in the elementary/secondary education K – 12 programs. It is a general methods course for curriculum design, development and methods of instruction. This course focuses on the "what to teach", "how to teach", and “planning the context for teaching and learning” with the goal of providing an integrated approach in instruction. Such an integrated approach involves interventions (accommodations and modifications) in the design of instruction to teach all learners. This course ensures that pre-service teachers gain a broad knowledge in the methods of instruction as well as supporting diversity in the classroom.
This course is an introduction to the philosophical and historical principles of health and physical education. It will include an historical overview of these education disciplines and cover current day principles. This course also offers an opportunity for critical examination of both theory and practice in the professions of health and physical education, wellness, sport and fitness.
Formal physical education, recreational and camp settings include games and strategies. It is the strategies component that enhances participation. Understanding game strategy promotes application of techniques and skills. Games research has also shown that the more strategy participants understand, the greater the chance of participation and satisfaction (Mitchell, S.). Thus tactical problem solving and teaching strategies will be the points of emphasis within a variety of invasion, net/wall, target, and striking/fielding games. Students will have the opportunity to learn skills, drills, techniques and strategies, and practice planning and teaching sport lessons during class.
Adapted and developmentally appropriate physical education programs are the art and science of developing, implementing, and monitoring carefully designed instructional programs to meet the unique needs of individuals. Teaching approaches are both task-specific and developmental in nature and the course is designed to enable teachers to successfully address a range of specific needs in the physical education setting. This course is based on authentic and comprehensive assessments to give participants skills necessary for a lifetime of leisure, recreation, and sport experiences to enhance physical fitness, participation and wellness.
An introductory course surveying the history and structure of the field of instructional technology, with an emphasis on integrating as an educational tool. Students will experience creative skills and confidence necessary to use mainstream and emerging hardware and software available in most school settings.
Ed 310 Education Practicum is the first classroom experience for university students considering the profession of teaching. By spending time in an assigned classroom, students will shift their perspective from that of a student to that of a teacher. This experience is designed, in part, to provide students with the opportunity to interact with a mentor teacher and pupils in a classroom setting. The extent of involvement will depend on the needs of the teacher, the organization of the classroom, and the stage of development of the practicum student. This course is viewed as a shared professional responsibility among teachers, administrators, and Husson faculty to provide a professional classroom experience for participating students.
Presents comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers. Students learn to construct and use paper-and-pencil, alternative, and standardized assessments; analyze objectives; use grading systems; and judge assessment quality.
Science education is presented with a constructivist approach. Students become familiar with curricular content, methodology, and instructional planning that stimulates scientific interest and concept formation. Resources for science education will be collected for future. With a constructivist approach in mind, techniques for assessing student inquiry processes are explored. Students also learn ways to use instructional and design technology to enhance lessons.
This course offers a hands-on, practical approach that introduces students to a variety of strategies they can directly implement upon entering a position as a 7-12 teacher of science. Concentrating on practical application rather than theoretical implications, students will refine and add to their repertoire of teaching strategies. We will begin by learning how differentiating activities, based upon learning styles and ability, can enhance the learning of each student in a classroom. Students will be engaged in the direct completion of project-based learning in the form of laboratory experiences, lesson building, and cooperative tasks. Direct implementation of current science project-based pedagogy will be the emphasis. Students will apply their understanding of the new methods by creating a series of mini-lessons, typical lessons, and projects that are reflective of their understanding. Teaching science is not just about creating lesson plans and writing labs – it is also about engaging students, maintaining their interested in science and devise a number of ways to motivate them to complete their learning tasks and raise their aspirations. Many classes will begin with sample laboratory experiences and will then progress forward to introduce, explain, and model different methods for instruction, questioning, and assessment; all within the context of product-based inquiry. The course will seek to help pre- service teachers to develop an understanding and appreciation of science. This will hopefully make an impression upon students to acquire knowledge, attitudes, and skills essential to science literacy.
This course is designed to provide Career and Technical Education (CTE) teachers, educational technicians and teachers-in-training the necessary skills to develop learning environments where all special needs students can be successful. It is built upon the foundations of current legislation, appropriate curricula, assessment modifications and individualized instruction using successful teaching strategies to provide improved levels of success for students with special needs.
In this course students learn how to teach reading and writing genres with secondary students. We explore strategies and processes in the English Language Arts while connecting it to literacy across the curriculum. We explore literacy and technology, accommodations and differentiated learning, assessment, selection of literature to serve purposes for reading and writing, issues in the secondary classroom, and models of instruction. We will inquire into certain questions, such as, What methods work best with adolescents? How does technology fit into the classroom? Why is reflection a big deal? How does the English teacher address reading and writing in the content areas? What does being an English teacher mean? You will be both a student in the course, participating in practices, and a teacher, designing and implementing learning sequences. The course objectives address the Common Core, InTASC, and ISTE NETs standards.