EDUC 101: Introduction to Teaching and Learning
This course has been developed to help USD undergraduates explore and confirm career interests in education, with a focus on teaching. It is a required course for the Undergraduate Minor in Education. Presenting both historical and current views of teaching and education, this course encourages students to think more deeply, more broadly, and more systematically about what teaching is, what teachers do, and whether teaching is an appropriate career choice for them. In the course students will learn about research and theory-based views of educational history. They will develop an understanding of themselves as learners, explore how children learn, examine teaching practices and various contexts that support teaching and learning and learn to think critically about the contemporary issues related to teacher education. Participating together in learning activities in class will facilitate students’ learning. The expectation is that by the end of the course, students will begin to understand teaching as a profession that is a complex endeavor embedded in a larger organizational and social context.
EDUC 540: Introduction to Linguistics and Linguistic Analysis. In this hybrid course, candidates will gain an awareness of the structure and nature of language and the process of linguistic analysis, considering both English and other world languages. Candidates will also become acquainted with diverse cultural and linguistic concepts affecting pedagogical methods and language learning in the areas of morphology, phonetics and phonology, syntax, semantics and sociolinguistics.
EDUC 541: Second Language Acquisition and Development
In this course, candidates will be introduced to the key concepts in the field of second language acquisition through the reading and analysis of both seminal theories and contemporary research in the field. Candidates will learn about the theoretical foundations of language teaching through an examination of how the field has contributed to our understanding of how humans acquire language. Areas of focus in this introductory course include age factors, psychological factors, sociocultural factors, and linguistic factors that play a role in second language acquisition.
EDUC 548: Special Topics in ESL
Candidates will learn theories and research in three critical areas/topics in the field of TESOL. This year the course includes three segments: 1) Assessment and evaluation in TESOL, 2) Integrating Grammar in the four skill areas: speaking, listening, reading, and writing, and 3) Teaching English as a global language.
EDUC 549P: Practicum in TESOL
This course provides opportunities for the professional development of TESOL candidates through teaching practice. The focus of the course is to link theoretical knowledge and understanding of issues and research in the field of ESL/EFL to practice through reflections, written assignments, and classroom experience. Participants will have the opportunity to engage in the scholarly application of the theories learned in the program and understand their relevance to the field of education. Candidates also research new knowledge or new application of existing knowledge through analysis of theoretical and applied readings, learning through the TESOL program, and lesson plans with artifacts such as student assessments and projects. The course incorporates a field experience where students have an opportunity to demonstrate the knowledge, skills, and dispositions they have acquired in the program. They are responsible for observing, working with groups, planning and implementing instruction in an educational setting or settings that fit their professional interest for a total of 50 hours, where they will plan and implement lesson plans that incorporate the theory and methodology for ESL. The seminar is designed to support the candidates’ field experience in the context of their community of learners.
EDUC 580: Graduate Capstone Seminar
Students enrolled in the Master’s Capstone Seminar will design and implement an original piece of research. Each student is expected to start from the research proposal submitted in EDUC 500.Each student will write a research paper with results from the project and present/defend the paper in a public forum (if an action research project is chosen) or through a public defense (if the candidate prepares a thesis). The research report will include a research question, a review of supporting literature, appropriate methodologies, reporting of data, an analysis of results, as well as a discussion, and conclusion. Close collaboration with a research adviser is required throughout EDUC 580. In order to strengthen their own research skills, we will read and analyze numerous educational research articles with a specific focus on educational action research. These readings will assist students in developing research questions, creating appropriate research designs, addressing issues of validity, and strengthening their academic writing.