Course Descriptions

Curriculum and Foundations Courses


Professors: Joshua Bagakas, William Beasley, Graham Stead, Rosemary Sutton, Lih-Ching Chen Wang; Professor Emerita: Elyse S. Fleming; Professors Emeriti: David Adams, Frank Johns, Robert MacNaughton, Carol A. Takacs, Sam P. Wiggins Associate Professors: Marius Boboc, Jim Carl (Chairperson), Anne Galletta, Jeremy Genovese, Brian Harper, Selma Vonderwell, Brian Yusko; Clinical Associate Professors: Diane Corrigan, Susan Rakow; Associate Professors Emeritae: Sanza Clark; Associate Professors Emeriti: Floyd M. Adams, Gordon E. Samson; Assistant Professors: Karla Hamlen, Xiongyi Liu.

Course Descriptions

EDB 101 Developmental Reading (4-0-4). This course covers development of reading comprehension, vocabulary, and study strategies that enhance comprehension of narrative and expository text. It places emphasis on critical and analytical reading, and instruction in synthesizing and analyzing text from various academic disciplines. The course is designed to prepare students for the demands of college reading and college studying. Letter grading system is used. Graduation hour.Return to top

EDB 200 Teaching as a Profession (2-0-2). Students will examine teaching as a profession - the roles and responsibilities they will encounter in the classroom, the school, and the community. Students will develop a teaching philosophy, examining why they want to be teachers, what will be expected of them in that role, and what being a professional teacher means. It is offered every semester. Return to top

EDB 250 Politics of Black Education (4-0-4). Using a historical perspective, this course examines the nature, functions, and consequences of schooling for African-Americans in both the North and South since the Civil War. Special attention is given to the interface of schools as social and political institutions with both the larger society and African-American communities.Return to top

EDB 300 Educational Technology (2-0-2).This course provides an introduction to instructional technology useful to teachers. Students  use and evaluate media technology, focusing on ways to effectively integrate technology and other media resources into the instructional program. It is offered every semester.Return to top

EDB 301 Social Foundations of Education (3-0-3). This is an examination of the school in its cultural context. Emphasis is placed on the historical, social, and economic forces that shape current educational discourse. Special emphasis is also placed on the role of diversity in educational decision-making. It is offered every semester.  Return to top

EDB 302 Psychological Foundations of Education (3-0-3). Prerequisites: PSY 220 and/or PSY 221; This is an analysis of the nature of human learning and development and their relationship to the process of education and to instruction. Emphasis is on current theories and research relating to the contextual nature of human learning to instructional practice. It is offered every semester.Return to top

EDB 303 History and Philosophy of Middle School: Teaching and Management in Context (3-2-4). Prerequisites: EDB 200, EDB 300, EDB 301, EDB 302. This course addresses middle school historical and philosophical foundations in the context of teaching and classroom management. Students  examine the historical dimensions of the structure and curriculum of middle schools. Philosophical issues such as tracking, interdisciplinary curriculum, and experiential learning are discussed. This course combines educational theory with actual classroom practice. Students identify and plan appropriate instructional strategies for diverse learners in middle-school contexts and identify appropriate classroom management skills and techniques for adolescents. Students examine a variety of programs and strategies such as adviser-advisee, interdisciplinary team teaching, and integrated curriculum planning. A field experience  provides students with an opportunity to practice and reflect upon their own teaching. Return to top

EDB 305 Teaching and Management in the Secondary School (3-2-4).Prerequisites: EDB 200, EDB 300, EDB 301, EDB 302. The primary purpose of this course is to combine educational theory with actual classroom practice. Students  identify and plan appropriate instructional strategies for diverse learners in secondary school contexts and identify appropriate classroom management skills and techniques for secondary students. Students  examine a variety of classroom management techniques and develop a disciplinary unit of instruction to implement. A field experience  provides students with an opportunity to practice and reflect upon their own teaching.

EDB 400 Classroom Assessment (2-0-2).). Prerequisite:  EDB 303 or EDB 305. This course should be taken during practicum (preferable) or student teaching in the middle school Adolescent/Young Adult, Visual Arts, Music, or Foreign Language programs. Students  examine their roles as teachers, colleagues, reflective practitioners, and advocates, as they develop and communicate the results of classroom assessments to students, their parents, colleagues, and other community members. They  develop techniques for assessment of student learning that can be used to improve teaching and achievement and effective communication with students, parents, teachers, administrators, community members, and other professional educators. Students  explore methods for collaborating with other professionals to address the inequities related to differences of special need, race, class, and gender.  Return to top

EDB 411 Seminar on Improving Instruction (1-0-1 to 4-0-4). Prerequisite: Completion of course(s) in teaching methods in the content area or written permission of instructor. This is an opportunity to explore in-depth a topic of special nature with a group having similar interests. The topic explored may be under consideration as a new course and will be included in the seminar title. The course may be repeated in different topics. No more than eight EDB 411 hours may be included in a degree program. Return to top

EDB 451 Individual Projects in Education (1-0-1 to 4-0-4). Prerequisite: Permission of chairperson. This is an independent project in a selected area of education. The project must be approved by department chairperson and adviser. Return to top

EDB 455 Women and Education (4-0-4). This course involves examination of gender bias beliefs, attitudes and values in schools and society and their effects on the aspirations and autonomy of women; multidisciplinary examination of effects of socialization process on women; consideration of possible school-based remedies to sexism. Return to top

EDB 495 Seminar on Classroom Inquiry (3-0-3). This course introduces pre-service educators to the process of classroom inquiry and reflection through a collaborative action research project. Specifically, the focus is to develop methods consistent with critically reflective practices that support effective teaching and enhance student learning. By employing a systematic process of classroom inquiry, participants will learn how to develop classroom-based research by searching for relevant literature; design appropriate data collection methods, analyze, interpret and reflect upon the results; and provide a discussion of the findings related to the classroom and teacher practice. In addition, participants also share the findings with colleagues and prepare a paper of sufficient quality for submission to a journal of teacher practice. This course serves as the capstone course for the upper division honors program for teacher license candidates. Return to top

Return to top


engaged learning

Mailing Address
Office of Undergraduate Studies
Cleveland State University
2121 Euclid Avenue, MC 107A
Cleveland, OH 44115-2214
This site contains files that require the free Adobe Reader to view.