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ECED 245-Directed Practicum in Early Childhood
(3)
Prerequisites: ECED 101 or ED 100, ECED 105 or ECD 101,
ECED 125 or ECD 104, ECED 135 or ECD 106, ECED 215
or ECD 213, and EDUC 230 or ED 203
(formerly ECD 210)
Offers students an opportunity to conduct structured
observation and participate in activities in an early
childhood setting. Students will provide assistance
to the classroom instructor and may be required
to assume major responsibility for the full range of
teaching and care giving duties for a group of young
children. In addition, students will complete a course
portfolio. Students will participate in 60 hours of
directed practicum at an assigned site (4 hours per
week).
ECON: Economics
ECON 200-Principles of Macroeconomics (3)
• Gen Ed Economics, Cultural Competence
Prerequisite or Co-requisite: ENGL 101 and (any 100
level MATH course or higher OR appropriate score on
mathematics placement test)
Explores concepts of macroeconomics including
national accounts, national income analysis,
unemployment, inflation, business cycles, fiscal
and monetary policies, and the monetary system.
Utilizes an essentially macroeconomic approach,
incorporating the impacts on and of various social
constructs.
ECON 202-Principles of Microeconomics (3)
• Gen Ed Economics
Prerequisite or Co-requisite: ENGL 101 and (any 100
level MATH course or higher OR appropriate score on
mathematics placement test)
(formerly EC 202)
Explores the behavior of individual consumers and
business firms and emphasizes price theory, the
impact of different market structures upon economic
activity, distribution, international trade, and
economic development with an essentially micro-
economic approach.
EDPS: Educational
Psychology
EDPS 210-Human Growth and Development (3)
• Gen Ed Education
Prerequisite or Co-requisite: ENGL 101
(formerly ED/PS 208)
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.) This course requires a
service learning experience.
EDUC: Education
EDUC 110-Schools and Society (3)
• Gen Ed Education
Prerequisites: ENGL 70 or ENGL 75 or (ESOL 72 and ESOL
73) or ESOL 100
(formerly ED 102)
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.
EDUC 220-Educational Psychology (3)
Prerequisite: PSYC 101
(formerly ED 202)
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.
EDUC 230-Foundations of Special Education (3)
• Cultural Competence
Prerequisite: EDUC 110 or ED 102 or ECED 105 or
ECD 101
(formerly ED 203)
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.
EDUC 240-Processes and Acquisition of
Reading (3)
Prerequisites: 30 credits including ENGL 101 and PSYC
101 or teacher certification
(formerly ED 214)
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.
EDUC 242-Instruction of Reading (3)
Prerequisite: EDUC 240 or ED 214
(formerly ED 215)
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.
EDUC 244-Materials for Teaching Reading (3)
Prerequisite: EDUC 240 or ED 214
(formerly ED 216)
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.
2020 - 2021 FCC Academic Catalog