This class will provide a philosophical and practical base for working in youth development programs. This class will discuss the history of youth development programming, the current trends in youth development and the role of physical activity as a tool to better serve youth. This class will focus on programs that serve youth through physical activity, with special emphasis on goals of personal and social responsibility.
Students will become aware of various models for evaluating youth development programs, and become familiar with the rationale and various assumptions for evaluating youth development programs. Students will also understand the various data sources for evaluating youth development programs, and be knowledgeable of the various ways to analyze, interpret, and disseminate data collected in the evaluation process.
ED 422 is the capstone experience for education students seeking future employment in a setting other than a traditional classroom. The 90-hour internship is spread over a minimum of twelve weeks and allows students to gain practical experience working with staff, learners, and other members of an agency or organization in a community setting (e.g. municipal recreations departments, public libraries, children's museums, social service agencies, etc.) During this field experience, students learn about the organization or agency, study the implementation and evaluation of its programming, and design a related project to contribute to the site. The connected on-campus class will provide an opportunity for students to share their experiences and provide peer feedback.
One credit practicum courses are designed to provide field experience for students enrolled in the three ED methods courses associated with their major. These 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 secured by the clinical placement supervisor. In most cases, this will be a school setting. Students will be responsible for arranging their own schedule with their cooperating teacher. The hours logged should be recorded over a period of 4-8 weeks and should be on a regular schedule. In addition to the hours recorded in the placement, students will be expected to attend 3-4 meetings with the field supervisor and/or placement supervisor during the course of the semester.
Education practica provide classroom experiences for future teachers. These experiences are designed, in part, to provide students with the opportunity to interact with a mentor teacher (MT) and pupils in the classroom setting. The extent of involvement with an MT will depend on the needs of the teacher, the organization of the classroom, and the stage of development of the practicum student. Strengths and experiences gained from practica should enrich the learning in the classroom.
In this course, core competencies regarding disease prevention and health promotion will be obtained, practiced and employed. Students will build upon personal health and wellness skills, and incorporate diverse perspectives in designing and implementing a Health Promotion program.
Community Health encompasses the topics of public health issues, policies and community health services across the lifespan. Students also study global health issues, community health issues and the impact of environment, geographic location and socio-economic status on human health, as well as public policies and health services. In this course, students will research and present a community health education and picture project.
This is course is designed to provide an informational and experiential overview of pursuits that may be classified as individual sports and lifetime activities. Attention will be paid to what place these activities may have in schools, recreational programs and other programs associated with youth development and learning. The role of lifetime fitness and health will be discussed and explored.
This course will focus on the need for comprehensive school health education for students and society. Students will examine the role of the health educator as coordinator of the school health program. National Health Standards will guide the curricula as students learn about policies, procedures and activities designed to promote K-12 healthy living.
This course is designed to teach prospective physical education teachers the concepts necessary to become an effective teacher. The class will study classroom management, planning, teaching instruction, student feedback and assessment. Students will have the opportunity to practice planning and teaching techniques during the concurrent practicum ED 323 PE/Health Practicum II.
This course is designed to teach prospective physical education teachers the concepts necessary to become an effective teacher. The class will study classroom management, planning, teaching instruction, student feedback and assessment. Students will have the opportunity to practice planning and teaching techniques by conducting lessons during the attached practicum experience.
ED 450 is the culminating experience of the Husson Teacher Education Program and occurs after all other coursework and requirements have been completed. It has two required concurrent sections; a sixteen-week student teaching field placement and a weekly capstone seminar in teaching. The dual approach is designed to integrate pedagogy and professional practice to ensure that clear connections are made by student teachers as they strive to become effective educators. The InTASC Model Core Teaching Standards and the National Educational Technology Standards for Teachers NETS-T provide the framework for both the student teaching section and the seminar. ED 450 is viewed as a collaborative undertaking among students, instructors, and supervising teachers.
This is an advanced study of the application of the principles of educational theory and psychology in teaching students PK–12. Theories, principles, and issues investigated in this course include cognitive, linguistic, personal, social, emotional and moral development, the role of educational theory in practice, and students with special needs. Students in the course will incorporate the principles of educational psychology and an array of theoretical frameworks in a variety of classroom settings and decision-making processes. Authentic case studies will be used to analyze the practical applications of these principles in teaching and learning situations. The course includes an in-depth study in the areas of cognitive process, construction of knowledge, behaviorists’ views of learning, social cognition, and motivation. Students will conduct analyses of learning theories in light of this knowledge. Instructional processes will be examined in relation to instructional strategies, student interactions, and learning assessment. Emphasis will be on the development of successful academic and social interventions using an inquiry-based approach. Students will demonstrate their understanding by identifying the principles of educational psychology and learning theory in their school setting.
This graduate level core course is designed to enhance student understanding of curriculum content, design, policy, and instructional strategies through the application of curriculum theory, assessment and technology. Students acquire skills in planning the context for learning utilizing authentic experiences for diverse populations and the promotion of successful academic and social interventions using an inquiry-based approach.. Identification and implementation of research-based instructional strategies is examined. Curricula are analyzed using an integrated approach to instruction that promotes grade level competency. Students demonstrate curricula mapping in accordance with Maine standards.
In this advanced assessment course students will develop an understanding of current trends, issues, and practices in assessment and apply their understanding to classroom, school, and district practices. This core course in the master of education program is conducted in seminar format. Students prepare for course meetings and participate in whole group discussions online and in person related to the readings, current practice, experience in assessment, and knowledge of trends and issues, making connections between the theory and classroom, and school-wide practices. Students will create and reflect upon online discussions to analyze the strengths and purposes of assessment instruments, analyze data, evaluate recommendations and interventions based on assessment findings, and synthesize the information in communication appropriate to different stakeholders, colleagues, administrators, and families. Students will present practices, findings of research, analyses of assessments in multi-media presentations and develop an e-portfolio documenting the processes of the course, the self-evaluation, and the learning in the course.
This course will review the historical and philosophical bases for school counseling programs, explore traditional roles for the school counselor, and examine the ethical and legal responsibilities of school guidance counselors. Focus will be given to recent applications of contemporary theories in educational settings as well as the role of the counselor in assisting all students in academic, career, and personal/social domains.
This course provides the foundations of science, technology, engineering, and math (STEM) education disciplines based upon the Next Generation Science Standards (NGSS) and the Math and ELA Common Core Standards. The approach used will be a multi-disciplinary experiential learning method that will engage participants in scientific and mathematical practices that can be directly applied in the classroom to help learners make connections across curricula. Core topics include STEM pedagogy, the nature of STEM education disciplines, integrative STEM learning, and deepening knowledge within the STEM disciplines. Course objectives are grounded in the the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and the National Educational Technology Standards for Teachers (NETS-T).
This advanced course explores how literacy, broadly defined as reading, writing, talking, viewing, representing, and listening, can be a tool for thinking and learning in the content areas for all PK-12 students in different school environments of a diverse and globalized society. The course provides opportunity for participants to discuss and practice inquiry-based approaches that support learning and literacy development in the content areas, while integrating technology and instruction and connecting reading and writing. The course includes the genres and texts that teachers might use in the teaching of reading for different purposes. Professional and research literature are included. The workshop/seminar format of the course is interactive and includes lectures and demonstrations as students become more knowledgeable with respect to ethical decision-making, social responsibility, and reflective practice. Class participants will serve as resources, collaborators and teachers through in-class discussions, group work, and projects.