A service-learning course designed around an immersive experience in place-based education practices with young adolescents (grades 5-9). Place-based education (PBE) is an approach to learning that takes advantage of geography to create authentic, meaningful and engaging personalized learning for students. Through a combination of on-campus seminars, field-based trips and middle level classroom teaching, participants will experience, analyze, design and teach authentic place and community-based learning experiences. Pre/Co-requisite: Sophomore standing.

Focuses on exploring theory and practice in responsive school organization for young adolescents, including interdisciplinary/partner teaming, block scheduling, and teacher advisories, as well as teaching lessons in one area of specialization. Credit not awarded for both EDML 3700 and EDML 5700. Pre/co-requisite: EDML 1890, EDML 2890.

Examines young adolescent literature and research-based instructional practices for supporting students with reading and writing in middle grades English Language Arts. Credit not awarded for both EDML 3770 and EDML 5770.

Undergraduate student work on individual or small team research projects under the supervision of a faculty member, for which credit is awarded. Offered at department discretion.

A (15 week) full-semester, full-time, full-day, clinical component of the teacher preparation program. The primary purpose of the student teaching experience is to provide candidates with a carefully mentored experience to help develop and enhance the knowledge, skills, and dispositions necessary to positively impact student learning and development. Prerequisites: EDML 3600, EDML 4890, EDML 3700; Instructor Permission; PRAXIS Core; Earned GPA of 3. Co-requisite: EDML 4860.

Contemporary middle level schools are structured specifically to respond to the unique nature of young adolescents. Explores these structures in relation to middle schoolers' developmental and cultural needs. Topics include personalization, teaming, grouping, scheduling, transition planning, and family involvement. Credit not awarded for both EDML 5700 and EDML 3700.

Supports students engaged in their student teaching semester. Develop, share, and critically evaluate portfolio work. Process challenges experienced in the field. Credit not awarded for both EDML 5860 and EDML 4860. Prerequisite: EDML 5992.

A full-semester, full-time, full-day, clinical component of the teacher preparation program. Provides students with a carefully mentored experience to help develop and enhance the knowledge, skills, and dispositions necessary to positively impact student learning and development. Prerequisites: EDML 6070, EDML 5890.