2017-2018 Catalogue

Revisions to the Catalogue may be made per semester for these reasons: course title changes, editorial course/description changes, and prerequisites. In addition, changes to academic policies may be made. However, degree requirements may only be made once a year. Catalogue changes made throughout the year, will be listed on the Errata page.

New courses effective Spring 2018:

HPE 200: Health, First Aid, and CPR.
Goal: Introduction to the knowledge, skills, and abilities necessary in an emergency to sustain life, reduce pain, and minimize the consequences of sudden illness or injury until professional medical help arrives as well as obtain certification in Basic First Aid, CPR, and AED (adult, child and infant) through the American Heart Association.
Content: A Study of the methods of caring for injuries and applying first aid to the injured, along with methods of prevent injuries and accidents. Areas of instruction will include fundamentals of first aid, cardio-pulmonary resuscitation, general emergency response, and other health topics.
Taught: Spring.
Prerequisite: None.
Credit: 1 hour.

MUP 110: Musical Theatre Song Workshop.
Goal: To provide students opportunities to work on and perform solo and ensemble repertoire from musical theatre.
Content: Participation in rehearsal and performance of musical theatre repertoire from 1940's to present day. Content will vary.
Taught: Spring. Alternate years.
Prerequisite: None.
Credit: 1 hour. Students may repeat this course two times for a maximum of 3 credit hours.

New cross-listing effective Spring 2018:

BUS 210: Women and Economic Development.
Goal: To study the impact of economic change on women by analyzing how age, sex and race hierarchies modify changes in women's roles in different societies of Asia, Africa and Latin America.
Content: This course will focus on the effects of economic growth on the socioeconomic status of women. Most importantly, students will study the means by which patriarchy has persisted in various parts of Africa, Asia and Latin America by redefining itself, even as economies have modernized.
Taught: Fall, Spring.
Gen. Ed. Category: Expanding; Women's Experiences; (PS).
Credit: 3 hours; cross-listed as ECO 210 and WST 210.

New general education course added to Thinking and Expressing Creatively category effective Spring 2018:

THE 134: Introduction to Theatrical Design.
Goal: To introduce the basic principles of scenic, costume, and lighting design for the theatre. Topics covered include the design process, research, design elements, and practical considerations.
Content: This course focuses on the skills and art of the theatre designer. Students will demonstrate the ability to analyze text, to distill a design concept, to show knowledge of the design elements, and to apply that vocabulary.
Taught: Alternate years.
Gen. Ed. Category: Exploring; Thinking and Expressing Creatively (FA).
Credit: 3 hours.

Update to course description effective Spring 2018:

THE 235: Performance and Production.
Goal: To introduce students to all phases of acting, design, and technical work.
Content: Participation in the rehearsal/performance/design/technical process of a Wesleyan College Theatre production. Content will vary with production assignment. Theatre majors who are transfer students and who have significant production experience at another college or university may count that experience toward THE 235, upon approval of the Wesleyan Theatre faculty. Theatre majors may count up to two credits of THE 235 to production work at theatres outside Wesleyan, with prior approval and guidance from Wesleyan Theatre faculty.
Taught: Fall, Spring.
Prerequisites: Permission of instructor, to be granted after auditions at the beginning of the semester and mid-semester. Permission of the instructor required.
Credit: 1, 2, or 3 hours per term; usually 1 hour. Note: Theatre majors must complete a total of seven hours of THE 235.

Course deletions effective Spring 2018:

EDR 300 Lab: Teaching Reading and Writing in the EDU Classroom Lab.
Goal: To experience planning, teaching, and assessing reading and writing content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess reading and writing focused lessons in an elementary classroom setting under the supervision of a cooperating classroom teacher in the public schools.
Co-requisite: EDR 300.
Taught: Fall.
Credit: 1 hour.

EDR 390 Lab: Comprehensive Literacy in the EDR Classroom Lab.
Goal: To experience planning, teaching, and assessing literary content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess literacy focused lessons in an elementary classroom setting under the supervision of a cooperating teacher in the public schools.
Taught: Fall.
Credit: 1 hour.

EDU 308 Lab: Teaching Mathematics in the Early Childhood Classroom Lab.
Goal: To experience planning, teaching, and assessing mathematical content in an elementary classroom setting.
Content: The candidate will observe, plan, teach, and assess mathematically focused lessons in an elementary classroom setting under the supervision of a cooperating teacher in the public schools.
Co-requisite: EDU 308.
Taught: Spring.
Credit: 1 hour.

EDU 370 Lab: Social Studies in the Early Childhood Classroom Lab.
Goal: To experience planning, teaching, and assessing social studies content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess social studies focused lessons in an elementary classroom setting under the supervision of a cooperating teacher in the public schools.
Co-requisite: EDU 370.
Taught: Spring.
Credit: 1 hour.

EDU 380 Lab: Science Methods and Materials in the ECE Classroom Lab.
Goal: To experience planning, teaching, and assessing science content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess science focused lessons in an elementary school setting under the supervision of a cooperating teacher in the public schools.
Co-requisite: EDU 380.
Taught: Fall.
Credit: 1 hour.

Course credit changes (from 3 hours to 4 hours) effective Spring 2018:

EDR 300: Teaching Reading and Writing in the EDR Classroom.
(Required for education majors and educational studies minors)
Goal: To understand and reflect on the process of teaching reading and writing.
Content: This course is the first reading course in a three-course sequence. The course will help the candidates investigate various research-based approaches, techniques, and strategies for teaching students the five components of reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary Development, and Comprehension. ECE 300 will address the foundational elements and theoretical bases or reading and writing instruction. In addition, the candidates will be introduced to reading and writing assessment techniques.
Prerequisites: EDU 201.
Taught: Fall.
Credit: 4 hours.

EDR 390: Comprehensive Literacy in the EDR Classroom.
Goal: To understand and learn ways to integrate language arts with content (science, social studies, and math) in the context of reader's and writer's workshops.
Content: This course explores the integration of the language arts (listening, speaking, writing, reading, and viewing) and content (mathematics, science, social studies) in the P-5 classrooms in the reader's and writer's workshops. The course will focus on essential literacy competencies identified by the National Reading Panel: Fluency, Word Identification, Vocabulary, and Writing.
Prerequisites: Admission to the Teacher Education Program; EDR 300; EDR 340.
Taught: Fall.
Credit: 4 hours; Senior Integrative Experience.

EDU 308: Teaching Mathematics in the Early Childhood Classroom.
Goal: To gain knowledge and skills necessary to foster the development of mathematical content and processes, and positive attitudes in early childhood students.
Content: The content, concepts, and skills of the early childhood mathematics curriculum and the special methods of teaching the material. Materials appropriate to teaching mathematics are explored including manipulatives, computer materials, textbooks, and teacher-made materials. Students become familiar with National Council of Teachers of Mathematics (NCTM) Standards. The candidate will implement meaningful integrative experiences and curricula in mathematics that are appropriate for the early childhood learner.
Prerequisites: Admission to the Teacher Education Program.
Taught: Spring.
Credit: 4 hours.

EDU 370: Social Studies in the Early Childhood Classroom.
Goal: To facilitate understanding and appreciation of inquiry methods of social studies instruction in the context of classroom learning community.
Content: History, geography, economics and citizenship are all examined through the lenses of social education, discovery learning, storytelling as pedagogical method, and expanding horizons perspectives.
Prerequisite: Admission to the Teacher Education Program.
Taught: Spring.
Credit: 4 hours.

EDU 380: Science Methods and Materials in the ECE Classroom.
Goal: To facilitate an understanding of the scientific and inquiry methods in the context of the classroom learning community.
Content: This inquiry-based course will provide the pre-service teacher candidate (early childhood and middle grades science concentration) with the knowledge, skills, and practical experience necessary to develop a variety of science instructional techniques and strategies that are applicable to early childhood and middle grades students.
Prerequisite: Admission to the Teacher Education Program.
Taught: Fall.
Credit: 4 hours.