Course Abstract Details

EDUC-121, Field Experience for Introduction to Education

Credits: 1

Course Description

EDUC-121, Field Experience for Introduction to Education, is required for students preparing to become teachers. Students will engage in a guided observation in a school at the level at which they want to be certified. Students will attend a seminar at the college every other week. These meetings include the Education Academic Community Seminars. The Field Experience is an opportunity to observe local teachers and become familiar with how teachers at different levels address educational issues. Students may provide assistance to classroom teachers as requested. Students must be in good academic standing with the College. External classroom observation will occur on students' own time. Prerequisite or corequisite: EDUC-120. One credit. One billable hour. Offered Spring and Fall terms.

Course Objectives and Grading Information

EDUC 121, Field Experience for Introduction to Education, is required for students preparing to become teachers. Students will engage in a guided observation in a school at the level at which they want to be certified. Students will attend a seminar at the college every other week. These meetings include the Education Academic Community Seminars. The Field Experience is an opportunity to observe local teachers and become familiar with how teachers at different levels address educational issues. Students may provide assistance to classroom teachers as requested. Students must be in good academic standing with the College. Prerequisite or corequisite: EDUC 120. One credit. One billable hour.   COURSE OBJECTIVES: Upon completion of this course, students will be able to: 

1. Develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. (GE 1, 2, 6, 7; PG 1, 2, 3) 

2. Reflect on the different approaches to learning/teaching. (GE 1, 2, 5, 6, 7; PG 1, 2, 3)

3. Analyze observations of learners, teachers, instruction, and programs in an elementary, middle, and/or high school. (GE 1, 2, 7; PG 1, 2, 3) 

4. Begin to recognize the construction of curriculum as responsive to developmental, cultural, and social needs of children. (GE 2; PG 1, 2, 3) 

5. Identify the roles and responsibilities of the elementary, middle, and/or high school teacher. (GE 1, 2, 7; PG 2, 3) 

6. Adhere to a professional code of ethics. Students will recognize the behaviors of professionals (dress, oral language, body language, self-management skills, student/teacher confidentiality) that enhance learning and impede learning. (GE 1, 2, 7; PG 1, 2, 3) 

7. Identify contemporary educational issues and how they affect the field experience classroom/school. (GE 1, 2, 6, 7; PG 1, 2, 3) 

8. Consider observations from the field experience and integrate into reflective course assignments as well as teaching and classroom management practices.(GE 1, 2, 6, 7; PG 1, 2, 3)   

Successfully Complete the Three Phases of Field Placement: Education field experiences or placements are a three-phase process. Students must successfully complete each phase in order to continue to the next phase and receive one credit for the course.


Learning Goals

The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study:

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