FCC Academic Catalog 2016-2017

115 / 232

• 301.846.2400 109
course descriptions
ED: Education
ED 100–Child Development & Behavior (3)
Prerequisite: EN 52 or ESL 99 or ESL 72
Introduces basic growth and developmental
principles necessary to work with young children
from birth to twelve years old. Emphasizes the social,
emotional, physical and cognitive developmental
stages of the young child. This course meets the
Maryland State Department Office of Child Care
licensing & credentialing requirements. This course is
45 hours of the 90 hours required for Preschool Lead
Teacher.
ED 102–Schools and Society (3)
• GenEd Social & Behavioral Sciences/Education
Prerequisites: [(EN 50A or EN 61) and EN 52] OR (ESL 95
and ESL 99) OR (ESL 72 and ESL 73)
Examines the historical, philosophical, and social
development of American education. Students will
learn methods, concepts, and principles of education.
They analyze and reflect on the processes of teaching
and learning. They explore the interrelationships of
education, social institutions, and pluralistic culture.
Students will also reflect on ways that values,
skills, and experience shape and are shaped by
schooling and society. Observations, teaching, and a
portfolio are required. Fifteen hours of documented
observation are required.
ED 202–Educational Psychology (3)
Prerequisites: EN 50A or EN 61 or ESL 95 or ESL 73, and
PS 101
Introduces the nature and theories of learning
processes. Focuses on classroom interaction and
its influence upon the learning process and the
growth and development of the child. (This course
satisfies the Maryland State Department of Education
professional education course work in human
learning.) Fifteen hours of documented observation
are required.
ED 203–Foundations of Special Education (3)
• Cultural Competence
Prerequisites: [(EN 50A or EN 61) and EN 52] OR (ESL 95
and ESL 99) OR (ESL 72 and ESL 73)
Provides an overview of critical issues and strategies
related to educating students who have been
identified as exceptional. The course content focuses
on historical and legal foundations of special
education, inclusive education, developmental
characteristics of exceptional students, and strategies
for accommodating students. (This course satisfies
the Maryland State Department of Education
professional education course work in inclusion of
special populations.) Fifteen hours of documented
observation are required.
ED/PS 208–Human Growth & Development
(3)
• GenEd Social & Behavioral Sciences/Education
Prerequisites: [(EN 50A or EN 61) and EN 52] OR (ESL 95
and ESL 99) OR (ESL 72 and ESL 73)
Presents central concepts related to parameters of
human development through the life span. Includes
physical, social, emotional and mental development
at the various stages of life. Considers the influence of
culture as well as individual differences. (This course
satisfies the Maryland State Department of Education
professional education course work in child or
adolescent development.)
ED 214–Processes and Acquisition of Reading
(3)
Prerequisites: 30 credits including EN 101, PS 101 or
teacher certification
Assists pre-service and in-service teachers in
understanding the reading acquisition process
through observation and analysis of reading and
written language development and the study of
current issues in reading research. The course is
organized around current, accepted, research-based
theoretical models that account for individual
differences in reading. The course includes an
introduction to language structures, including spoken
syllables, phonemes, graphemes, and morphemes.
Participants will apply knowledge of the core areas of
language to reading acquisition in terms of first and
second language acquisition, typical development,
and exceptionalities. Participants will be introduced
to current scientific research related to literacy
acquisition.
ED 215–Instruction of Reading (3)
Prerequisite: ED 214
Facilitates understanding and use of a representative
array of research-based instructional techniques
and strategies in the area of reading. The course
emphasizes instructional routines and strategies in
the five major components of reading instruction
(phonological and phonemic awareness; phonics,
spelling and word study; fluency; vocabulary
development; and comprehension) suitable for
various age and ability groups. Throughout the
course, students will demonstrate their skill with
instructional routines and strategies through role-
play, live demonstrations, and critique of models,
and review the research evidence relevant to those
approaches.
ED 216–Materials for Teaching Reading (3)
Prerequisite: ED 214
Assists pre-service and in-service teachers in
understanding and using the findings of scientific
research to select, evaluate, and compare
instructional programs and materials for teaching
reading. Participants will learn strategies for
enabling students to become strategic, fluent, and
independent readers using a variety of texts and
other materials. They will develop techniques to
involve parents, school staff, and members of the
community in children’s reading development and
enjoyment.
ED 217–Assessment for Reading Instruction
(3)
Prerequisites: ED 214, ED 215
Assists pre-service and in-service teachers in
becoming proficient consumers and users of
classroom-based assessments and assessment data.
Instruction focuses on the purposes of assessment,
types of assessment tools, administration and use
of several valid, reliable, well-researched formal
and informal assessments of reading and related
skills, effective interpretation of assessments results,
and communication of assessments results in a
variety of contexts. Participants will show that they
can use assessment data to guide instructional
decisions. Participants will demonstrate their abilities
by selecting, administering, and/or interpreting
assessments appropriate for screening, diagnosis,
monitoring of progress, and measurement of
outcomes.
ED 218–Teaching Reading in the Content
Areas, Part I (3)
Prerequisites: 30 credits including EN 101, PS 101 or
teacher certification
Provides students with an understanding of the
essentials of reading processes necessary for
secondary students to become proficient readers.
Participants gain an understanding of the following
five areas: purposes and types of reading, methods
of assessing reading, strategies and skills in reading,
student-centered reading instruction, and affective
dimensions of reading. (This course can be used
to partially satisfy the Maryland State Department
of Education reading requirement for secondary
teachers.)
ED 219–Teaching Reading in the Content
Areas, Part II (3)
Prerequisite: ED 218
Expands on Part I, focusing on types of reading,
skills in reading, and instruction. The emphasis will
be on teaching secondary student to learn from
text. Participants will formulate research questions,
complete a literature review, and implement and
evaluate a coherent literacy plan. Participants will
also implement reading and writing strategies that
promote student mastery of subject content. (This
course can be used to partially satisfy the Maryland
State Department of Education reading requirement
for secondary teachers.)
EM: Emergency
Management
EM 1A-Module One: Foundations of
Emergency Management
Prerequisites: FEM 113, FEM 131, FEM 151
Provides an introduction to the position of
emergency manager, including history, key areas of
emphasis, and responsibilities. Surveys emergency
management as an integrated system with
resources and capabilities networked together to
address all hazards. Introduces the National Incident
Management System, the Incident Command System
and Emergency Operations Center operations.