|
back to Table of Contents
Course Descriptions
EARLY CHILDHOOD EDUCATION/INSTRUCTIONAL SERVICES TECHNOLOGY
| #CHD 1110 |
4 hrs., 3 crs. |
| Infant Growth and Development for Child Care Workers/Teachers |
(2 hrs. lecture, 2 hrs. lab) |
| Designed to teach the normal sequence of physical, cognitive, social, and emotional development of the child from birth to two years of age. Emphasis is given to planning day care programs and facilities for infants and toddlers. Provides opportunity for participation in infant child development program. |
| |
| #CHD 1320 |
3 hrs., 3 crs. |
| Curriculum and Guidance for Young Children |
Prerequisites: CHD 1432, CHD 2220.
Corequisite:' CHD'1440.
A study of principles and practices of programs for pre-school'ers, current research in early childhood education, role of the child care worker, techniques of using language, art, science, music, social studies, math, and physical activities with young children. |
| |
| #CHD 1339 |
2 hrs., 2 crs. |
| Movement Activities |
| A course designed to develop abilities to select and direct musical and large muscle activities for pre-school age child care groups. |
| |
| #CHD 1382 |
4 hrs., 3 crs. |
| Activities for School Age Children |
(2 hrs. lecture, 2 hrs. lab) |
| Principles of curriculum to meet the needs of the school age child in day care.' Subjects include physical, social, emotional, and cognitive development, as well as activities in art, science, woodworking, literature, puppetry, and drama. |
| |
| #CHD 1430 |
4 hrs., 3 crs. |
| Observing and Recording Child Behavior |
(2 hrs. lecture, 2 hrs. lab) |
Corequisite: CHD 2220.
A course designed to teach the principles of observing and interpreting child behavior.' Emphasis is given to normal patterns of behavior as well as genetic and environmental factors that influence child behavior. |
| |
| #CHD 1432 |
4 hrs., 4 crs. |
| Learning Activities for Young Children |
| This course emphasizes selection and direction of learning activities in the areas of art, literature, mathematics, science, and social studies.' Areas of study include selection and presentation of books, storytelling, puppetry, and appropriate learning activities. |
| |
| #CHD 1440 |
5 hrs., 3 crs. |
| Early Childhood Teaching Practicum |
(1 hr. lecture, 4 hrs. lab) |
Prerequisites:' CHD 1320, CHD 1432, CHD 2220. Corequisite: CHD 1320.
This course provides opportunity for supervised participation in an approved child care center. |
| |
| #CHD 2220 |
3 hrs., 3 crs. |
| Child Development |
| Emphasis on the social, emotional, physical, and cognitive growth and development of the child from conception through adolescence, as well as techniques for fostering healthy development in these vital areas. |
| |
| #CHD 2450 |
4 hrs., 3 crs. |
| Teacher Aide Practicum I |
| Provides the student with experience as a teaching aid in an early childhood classroom.' Emphasis on interpersonal abilities and on skills that complement the work of the regular classroom teacher. |
| |
| #CHD 2710C |
4 hrs., 3 crs. |
| Children with Exceptionalities |
(2 hrs. lecture, 2 hrs. lab) |
| Designed to acquaint students with the characteristics of children with a variety of exceptionalities as well as techniques that are appropriate to use with these children. Lab hours arranged to provide opportunities to observe and work with children in diverse programs that serve children with exceptionalities. |
| |
| #CHD 2810C |
4 hrs., 4 crs. |
| Nutrition, Health, and Safety for Young Children |
(2 hrs. lecture, 2 hrs. lab) |
| This course includes the role of vitamins, minerals, fats, carbohydrates, and protein in the child's diet. Emphasis is given to planning nourishing meals that children find attractive and appetizing. Includes instruction in dealing with children's emergencies and for certification in CPR and first aid. |
| |
| #CHD 2803 |
3 hrs., 3 crs. |
| Early Care and Education Administrative Overview (Director Credentials) |
| This course is intended to meet the educational requirement for the Foundational Level Child Care and Education Administrator Credential, as defined by the State of Florida.'
This course provides specific information and opportunities for skill development that enable the child care administrator to develop a broad perspective and knowledge base for problem solving, planning, implementing, and evaluating a quality child care and education program. |
| |
| #CHD 2131 |
1 hr., 1 cr. |
| CDA Credential |
| This course is designed to provide students seeking the Florida CDA Equivalency with observations and documentation of their work with children. |
ECONOMICS
| ECO 2013 |
3 hrs., 3 crs. |
| Principles of Economics, Macro |
Prerequisite:' Satisfactory reading scores on the Florida College-Level Entry Placement Test or completion of REA 0002 or REA 1930 with a minimum grade of “C.”
The course deals with the basic tools of analytical macroeconomics applied to the vital problems of our dynamic economy, national income, business fluctuations, unemployment and inflation, the problems of economic growth, government fiscal and monetary policy, money and banking, gold and foreign trade, and the challenge of alternative economic systems. |
| |
| ECO 2023 |
3 hrs., 3 crs. |
| Principles of Economics, Micro |
Prerequisite:' Satisfactory reading scores on the Florida College-Level Entry Placement Test or completion of REA 0002 or REA 1930 with a minimum grade of “C.”
This course deals with the theory of price determination, resource allocation, and income distribution. In this course, attention is on the classic theories of economics as they are interpreted in contemporary analysis. |
EDUCATION
| EDF 1005 |
3 hrs., 3 crs. |
| Introduction to Education |
| This course requires 15 hours of classroom observations in addition to the class time. This course is designed to familiarize the student with the teaching profession and the educational process.' Specific State of Florida Department of Education programs, policies, certification requirements, and curriculum frameworks will be discussed.' Other states’ programs will also be analyzed.' Much of this course focuses on how to design lesson plans and how to teach from such plans (scope and sequence).' Coupled with the observation experiences, students will gain an understanding of the “peaks and valleys” of the education profession. A background check is required before students complete the K-12 classroom observations required by this course.' |
| |
| EDG 2701 |
3 hrs., 3 crs. |
| Teaching Diverse Populations |
| This course requires 15 hours of classroom observations in addition to the class time.' This course concentrates upon the historical background of the current multi-educational movement.' In addition, it examines what teachers can do to make their multicultural classrooms more effective learning communities.' Pre-educators and educators alike will discuss the issues about diversity that directly deal with and affect schools in the American education system.' Students in this course will work in open forums to discuss and research issues of educational and societal diversity primarily pertaining to K-12 schools.' When exiting this course, students will acquire a comprehensive understanding that schools are microcosms of the contemporary society that encompasses them. A background check is required before students can complete the K-12 classroom observations required by this course. |
| |
| EME 2040 |
3 hrs., 3 crs. |
| Technology for Teachers |
| This course will provide participants with hands-on experiences of integrating technology into classroom activities.' Students will see examples of applications of educational technology in classroom settings and learn to apply such technology during individual, group, and laboratory exercises.' The primary focus of this course is the utilization of the personal computer; however, students should not approach this course with the idea that it is an introduction to computers course.' This course primarily trains pre-educators or professional educators in how to utilize technology in “teaching” settings. |
EDUCATOR PREPARATION INSTITUTE
| EPI 0001 |
3 hrs., 3 crs. |
| Classroom Management |
| Participants in this course will be provided opportunities and experiences supporting successful methodologies for classroom management. Topics include establishing rules and consequences, setting classroom procedures, conducting parent-teacher conferences, and planning the first day of school.' In this course, students will write and submit a classroom management plan. |
| |
| EPI 0002 |
3 hrs., 3 crs. |
| Instructional Strategies |
| This class focuses on planning for instruction.' Participants will explore diverse instructional strategies, utilize Bloom’s Taxonomy to prepare lessons, write learning outcomes, and create a unit plan.' Additionally, participants will create traditional and alternative assessment instruments to document student learning.' |
| |
| EPI 0003 |
3 hrs., 3 crs. |
| Teaching and Technology |
| Participants in this course will be provided structured opportunities to employ technology as an integral part of the teaching and learning process.' Instruction is provided in commonly used software suites, effective integration strategies, educational software evaluation, and the use of Internet resources in the classroom. |
| |
| EPI 0004 |
3 hrs., 3 crs. |
| The Teaching and Learning Process |
| Participants in this course will form a foundation in various learning theories as applied in the instructional process. Topics will include theories of psychosocial and cognitive development, behavioral learning theory, information-processing theory, social cognitive theory, and the constructivist learning theory.' Students will apply concepts by creating a problem-based learning lesson plan. |
| |
| EPI 0010 |
3 hrs., 3 crs. |
| Foundations of Research-Based Practices in Reading |
| This course is designed to help teachers improve reading instruction for students in grades K-12 by delivering current, relevant, scientifically based and classroom-based information on teaching reading.' Course topics insure that all participants have the opportunity to demonstrate Competency 2 in reading.' Topics include how children learn to read, factors effecting reading, quality reading instruction, vocabulary, comprehension, assessment, differentiated instruction, and the importance of reflection. |
| |
| EPI 0020 |
2 hrs., 2 crs. |
| The Teaching Profession |
| This course teaches the foundation for becoming a productive member of the teaching profession. Topics will include history and philosophy of education, school governance, school finance, school law, ethics, purpose of schools, and continuing professional development. |
| |
| EPI 0030 |
2 hrs., 2 crs. |
| Diversity in the Classroom |
| Participants in this course will be provided opportunities to gain an appreciation for the variety of backgrounds and cultures that may be found in a typical classroom.' Additional foundational theory and structured experiences will address how social class, religion, language, gender differences, culture and ethnicity, physical differences, and prejudices have an effect on how a student learns. |
| |
| EPI 0940 |
1 hr., 1 cr. |
| The Teaching Profession: Field Experience |
Prerequisite:' EPI 0002.
Participants in this course will be directly observed for performance of competencies associated with highly effective teaching as described by the Florida Educator Accomplished Practices.' The field experience consists of a total of 15 hours of performances and observations that must be completed in a K-12 public or charter school.' A cleared background check and a notarized student affidavit are required before students can register for this class.' |
| |
| EPI 0945 |
1 hr., 1 cr. |
| Diversity in the Classroom: Field Experience |
| Participants in this course will be directly observed for performance of competencies associated with highly effective teaching as designated within the EPI 0030: Diversity in the Classroom.' The field experience consists of a total of 15 hours of performances and observations. 'These hours must be completed in a public or charter school.' A cleared background check and a notarized student affidavit are required before students can register for this class.' |
| |
| # Applies only to A.S. degree, A.A.S. degree, and certificate programs. |
| + Minimum grade of "C" required. |
| = PSAV course. |
back to Table of Contents
|
