Education courses
ECE315 - Culturally Thriving & Socially Just Early Childhood Education
(3 credits) Candidates will explore the concept of multicultural education; reflect on individual, collective, and institutional biases, prejudices, and systematic oppression; and critically apply culturally responsive instructional practices in a manner that promotes academic achievement, emotional wellness, and healthy identity development within young children. Candidates will engage in experiential learning activities in which they will review, reflect, and respond to matters of culture, equity, and race in early learning settings.
ECE326 - Methods of Teaching Reading & Language Arts for Young Children
(3 credits) A foundational course for the teaching of reading at the pre-primary and primary school levels. Candidates will understand and utilize materials, lesson design, methods, technology, assessment, and procedures to teach reading and language arts. Emphasis will be on lesson plan development, methodologies, and assessment for instruction in the areas of early childhood reading and language arts. Additionally, candidates will explore various educational psychology paradigms; this course emphasizes the use of learning principles related to creating and adapting instruction. The importance of aligning learning objectives and creating valid assessments will also be discussed. To inform future planning, candidates will learn how to systematically monitor and evaluate progress. Developmentally appropriate practice and interdisciplinary instruction will be explored. (10 hour practicum)
ECE345 - Cognition & General Knowledge - Math, Science, and Logic & Reasoning
(3 credits) Candidates will increase their knowledge of and ability to implement instructional strategies aimed at promoting the following: (a) cognition skills including reasoning and problem-solving, and symbolic representation; (b) mathematical skills in specific domains including number and operations, geometry, and measurement, and data; and (c) science knowledge (understanding of core ideas and science concepts in life, physical and earth sciences) as well as key science skills or practices (such as observing and asking questions, planning and conducting investigations, collecting data and constructing explanations, and reporting and reflecting on findings). The course is designed to increase participant?s knowledge of, and ability to implement, high-quality strategies that support children?s learning in developmentally appropriate ways.
EDU102 - Foundations of Education
(2 credits) This course provides philosophical, historical, social and economical foundational background for students considering the teaching profession.
Note: This course includes a field experience. Students must earn a C- or better in order to fulfill program requirements for elementary licensure.
EDU202 - Early Field Experience
(1 credit) This course requires 30 clock-hours of field experience with a certified teacher in an area school. Prerequisite:
EDU102. (Note: Graded on a pass/no pass basis.)
EDU203 - Early Field Experience-Middle School
(1 credit) This course requires 30 clock-hours of field experience with a certified teacher in an area middle school. Prerequisite: EDU102.
Note: Graded on a pass/no pass basis.
EDU205 - Directed Field Experience
(1 credit) This elective class requires 30 clock-hours of field experience with a certified teacher in an area school. The candidate will be required to teach four lessons and debrief/reflect on those experiences. Prerequisite: EDU202 and recommendation by the department chair.
Note: Graded on a pass/no pass basis.
EDU206 - Survey of Exceptional Individuals
(3 credits) This course provides an overview of the history of special education up to and including present day trends and practices in education students with exceptionalities. Various areas of exceptionality are explored, including ways to support students with diverse learning and behavioral needs in inclusionary environments.
Note: This course includes a field experience. Students must earn a C- or better in order to fulfill program requirements for elementary licensure.
EDU227 - Instructional Technology
(2 credits) This course enables students to develop proficiency with a variety of technologies available for classroom instruction. It also provides insights and tools that would apply to 1:1 classrooms, flipped classrooms and online learning. Most of the coursework is based as students demonstrate basic working knowledge of various tools and equipment.
EDU228 - Children's Literature
(2 credits) This course focuses on the history of children's literature and its uses in the classroom. This course provides an introduction to the criteria and selection of Children's literature for elementary school students. Various genres are detailed, and ideas for curriculum integration are discussed. A study of illustrations and authors is included.
Note: This course includes field experience.
EDU229 - Introduction to Early Childhood
(3 credits; alternate years, consult department)This course examines both the typical and atypical growth and development of children ages birth through grade three in the areas of cognition, language development, physical
motor, social-emotional, mental health and adaptive behavior. Candidates will learn how these areas impact development and learning in the first years of life and will use this knowledge to plan, develop, implement and evaluate integrated learning experiences for home, center and school environments based on knowledge of the child, the family,
and the community. Candidates will also use relevant national and state professional standards for designing content and informing and improving practices for children and their families.
Note: This course includes field experience.
EDU230 - Organization and Administration of Early Childhood Programs
(3 credits; alternate years, consult department) This course examines the principles
of administration and operation of programs for children ages birth through grade
three and their families, including program development, supervision, staff evaluation,
and continuing improvement of programs and services. Candidates will understand the
significance of lifelong learning by participating in professional activities relevant to early
childhood education, special education and early intervention. Candidates are required to
complete pre-student teaching experiences in at least three settings that offer early childhood
education.
Note: This course includes field experience.
EDU235 - Characteristics of Learners with Mild and Moderate Disabilities
(3 credits) This course will include various causes of mild and moderate disabilities, an overview of current trends in educational programming for mild and moderate disabilities, educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming. Prerequisite: EDU206.
EDU240 - Integrating the Arts for the Elementary Classroom Teacher
(3 credits) This course is designed to provide basic skills for integrating music, theatre, art, and physical education in the elementary school classroom as well as strategies for cooperative opportunities with the specialized teachers. We will concentrate on effective teaching strategies, which include planning, implementing, and evaluating the teaching process. Course content will include practicing teaching techniques and learning pedagogy related to the integration of these specials in the elementary classroom.
EDU243WI - Diagnosis and Correction of Reading Problems
(3 credits) (Writing intensive) Diagnosis and Correction of Reading Problems focuses both on the role of formative and summative assessment in the teaching of reading. In addition, significant attention is paid to the identification and remediation of reading problems including dyslexia. Students will study the design, development, implementation and evaluation of remediation for students with reading problems, including diagnostic and prescriptive procedures for individuals and groups of students. Students will be required to write and revise their work for professional audiences. Formal and informal assessment procedures will be examined. Writing is a significant part of each assignment. Students will be expected to complete the Dyslexia Overview module offered through the Iowa Reading Research Center during this course.
Note: This course includes a field experience.
EDU247 - Reading in the Content Area
(2 credits) This course addresses skills necessary in teaching students to read in social studies, math, science, and other content areas. This course offers strategies for vocabulary, comprehension, study skills, writing, assessment, and more. Prerequisite: EDU102.
EDU300 - Characteristics of Young Children with Diverse Needs
(3 credits; alternate years, consult department) This course will examine the nature of child growth and development for children ages birth through grade three in the areas of language development, social-emotional, aesthetics, cognition and adaptive behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of
abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity.
Note: This course includes field experience.
EDU300A - Characteristics of Young Children with Diverse Needs
(3 credits, for non-traditional students) This course will examine the nature of child growth and development for children ages birth through grade three in the areas of language development, social-emotional, aesthetics, cognition and adaptive
behavior and how these impact development in the first years of life. Candidates will demonstrate a range of appropriate assessment and evaluation strategies to support the strengths, interests and needs of students with a range of abilities and disabilities. Candidates are required to complete a pre-student teaching experience working in at least three settings that
offer early childhood education and with students that reflect diverse family systems and other differentiating factors, like urban/rural, socioeconomic status, and cultural/linguistic diversity.
Note: This course includes field experience.
EDU301 - Methods of Working with Young Children with Diverse Needs
(3 credits; alternate years, consult department) This course examines the central concepts, structures and tools used to develop meaningful learning progressions for individuals with exceptionalities ages birth through grade three. Candidates will develop, implement and evaluate individualized plans (IFSPs and IEPs) and utilize a range of appropriate assessment and evaluation strategies to support individual strengths, interests and needs. By the end of the course, candidates will be able to design curricula, assessments and intervention strategies that align with learner and program goals. Candidates will also
understand the role of families in the assessment process and assist them in identifying resources, priorities and concerns in relation to the child's development.
Note: This course includes field experience.
EDU304 - Educational Psychology
(2 credits) The application of psychological principles to the learner, the learning process and the learning situation. This course not only explores learning theories that impact education today, but also has an emphasis on developing appropriate motivation techniques, creating developmentally appropriate and productive learning environments, developing classroom management, as well as developing authentic and appropriate evaluation and assessment. Prerequisites: EDU102, and PSY221SS or 224.
EDU307WI - General Methods in Secondary Education
(3 credits) (Writing intensive) The principles and methods of teaching at the secondary level, including lesson plans, teaching skills, reading in the content area, classroom management, evaluation and school law. Prerequisite: sophomore class standing and admission to the teacher education program.
Note: This course includes a field experience. Students must earn a "C" or better in this course in order to fulfill program requirements for secondary licensure.
EDU308 - Special Methods in Major
(2 credits, alternate years, consult department) A study of the content, techniques, and materials in the student's major field needed to qualify for secondary teacher certification. Biology, chemistry and natural science majors see course offering under NSC308. Economics, history, political science, social science and sociology majors see course offering under SSC308. Kinesiology majors see course offering under KIN318. All other majors see course offering, number 308, under your major department.
Note: Students must earn a ?C? or better in the special methods course in order to fulfill program requirements for secondary licensure.
EDU309 - Transition for Students with Mild to Moderate Disabilities
(2 credits, alternate years, consult department) A study of the job opportunities and training for the adolescent mentally disabled student.Prerequisites: EDU206 and 235.
EDU312 - Middle School Methods and Curriculum
(3 credits, alternate years, consult department) This course focuses on the philosophy of the middle school, organization of the curriculum, effective teaching strategies, and assessment. This course includes a 5 hour field experience. Prerequisite: junior class standing.
EDU314 - Working with Parents
(2 credits; alternate years, consult department) This course examines the theories and knowledge of dynamic roles and relationships within and between families, schools and communities and how they can influence and support learning. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture and family background can impact development. In addition, candidates will also learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life. Prerequisite: EDU206.
EDU314A - Working with Parents
(2 credits, for non-traditional students) This course examines the theories and knowledge of dynamic roles and relationships within and between families, schools and communities and how they can influence and support learning. Candidates will
engage in intentional practices that value diversity and demonstrate understanding in how language, culture and family background can impact development. In addition, candidates will also learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life.
EDU315 - Behavior Management and Classroom Instruction
(2 credits) This course is designed to provide an overview of various models for classroom and behavior management.
The course will emphasize both theoretical and practical dimensions of behavior and social concerns.
Note: This course includes a 10 hour field experience. Prerequisite: EDU206.
EDU317 - Collaborative Partnerships with Parents and Community
(3 credits; alternate years, consult department) This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities, and agencies. Candidates will understand the theories and dynamic roles within and between families, schools, and communities and how to create a community of support for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors, and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions. Candidates will engage in intentional practices that value diversity and demonstrate understanding in how language, culture, and family background can impact development. In addition, candidates will learn to recognize how children are best understood in the context of family and how linguistic diversity, biological and environmental factors, and family strengths can influence development and learning at all stages of life.
EDU318 - Diagnostic Assessment, Teaching and Evaluation of Special Education Students
(3 credits, alternate years, consult department) A study in the purposes, procedures and issues related to screening, testing and evaluation of special needs students. The course will include a study of diagnostic instruments used by the profession. Prerequisite: EDU206.
EDU319 - Communication and Collaborative Partnerships for Special Educators
(2 credits; alternate years, consult department) This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities and agencies. Candidates will understand the dynamic roles within and between families, schools and communities and how to create a community of support
for children and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions. Prerequisite: EDU206.
EDU319A - Communication and Collaborative Partnerships for Special Educators
(2 credits, for non-traditional students) This course examines how successful early childhood education depends upon reciprocal and respectful partnerships with families, communities and agencies. Candidates will understand the dynamic roles within and between families, schools and communities and how to create a community of support for children
and families through interagency collaboration. Candidates will learn how to collaborate with supervisors, mentors and colleagues to enhance professional growth within and across disciplines to inform practice and to advocate for developmentally and individually appropriate practice. Utilizing collaborative partnerships, candidates will learn how to create safe, inclusive, culturally responsive learning environments that engage learners in meaningful activities and interactions.
EDU323 - Teaching Mathematics
(3 credits) A foundational course for the teaching of mathematics at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach basic math properties, functions and formulas. Prerequisite: Admission to the Teacher Education Program.
Note: This course includes a field experience. Students must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU326 - Teaching Reading and Language Arts
(3 credits) A foundational course for the teaching of language arts at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach reading, writing, spelling, handwriting and grammar. Prerequisite: EDU206.
Note: This course includes a field experience. Students must earn a "C" orbetter to fulfill program requirements for elementary licensure.
EDU327 - Classroom Management for Secondary Teachers
(1 credit) The objective of this course is to teach students effective strategies for organizing and managing an effective classroom. Included in this course are guidelines for organizing your classroom and materials, choosing rules and procedures, maintaining appropriate student behaviors, managing student work and planning and conducting instruction. Students will interview classroom teachers to discover management strategies that have worked effectively for them.
EDU328 - Teaching Science in the Elementary Classroom
(3 credits) A foundational course for the teaching of science at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach earth and space science. Prerequisite: Admission to the Teacher Education Program.
Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU329 - Teaching Social Studies in the Elementary Classroom
(2 credits) A foundational course for the teaching of social studies at the elementary and middle school levels. Candidates will understand and utilize materials, lesson design, methods and procedures to teach economics and civic literacy.
Prerequisite: Admission to the Teacher Education Program.
Note: This course includes a field experience. Students must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU337 - Methods and Strategies for Learners of Mild/Moderate Disabilities
(4 credits, alternate years, consult department) This course is designed to
prepare pre-service teachers to develop and implement specially designed
instruction as well as appropriate accommodations and modifications to
address students' exceptional learning needs at the elementary and secondary
levels. Pre-service teachers will also learn how to select and implement
curricula materials; identify technology and assistive technology that
aligns with student needs; and develop and refine skills in IEP writing.
Note: This course includes a clinical experience.
Prerequisites: EDU206 and 235.
EDU338 - Methods & Strategies of Learners with Learning Disabilities/Behavioral Disorders
(2 credits) This course is designed to prepare pre-service teachers to adapt and implement age-appropriate curriculum and instruction for students with LD/BD in the general education setting and other educational environments. Instruction will also focus on various ways to assess behaviors, plan and implement positive behavior interventions for elementary and secondary (5-21) LD/BD.
Prerequisites: EDU206 and EDU235.
Note: This course includes a clinical/practicum experience.
EDU339 - Methods & Strategies of Learners with Intellectual Disabilities
(2 credits) This course is designed to prepare pre-service teachers to adapt and implement age-appropriate curriculum and instruction for students with ID in the general education setting and other educational environments. Instruction will also focus on accommodations and modifications, assistive technology, functional and adaptive skills, methods and strategies, and integration of related services for elementary and secondary (5-12) students with intellectual disabilities.
Prerequisites: EDU206 and EDU235.
Note: This course includes a clinical/practicum experience.
EDU340CC - Human Relations
(3 credits) This course addresses major issues and concepts associated with living in a culturally diverse society and/or teaching in culturally diverse settings. Students will consider ways in which ethnicity, gender/sexuality, social class, and religion intersect and influence beliefs and behaviors.
Note: This course includes field experience.
EDU345 - Language Learning and Reading Disabilities
(3 credits) This course focuses on learning oral language and the implications that has for learning written language. A major part of the course is devoted to designing effective remedial education programs for Title I and special education. Special attention is paid to early intervention programs. This is an upper level course, designed for students completing reading and special education endorsements. Prerequisites: EDU243WI and EDU326.
Note: This course includes a field experience.
EDU398 - Directed Study
EDU406 - Student Teaching in Reading
(1-6 credits) This experience will include the observation, engagement and instruction of an elementary or secondary classroom for 4-6 weeks while under the supervision of a licensed, certified reading teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: EDU343WI and EDU347.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU407 - Early Childhood Student Teaching
(1-6 credits) This experience will include the observation, engagement and instruction in both pre-kindergarten and kindergarten classrooms for 4 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: EDU229 and EDU230, and KIN104 or current first aid and infant child CPR certification.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU408 - Paraprofessional Practicum
(4-8 credits) This experience will include the observation, engagement and instruction of an elementary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the elementary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards completing the elementary education major, but candidate will not be recommended for teacher licensure.
EDU409SR - Philosophy of Education
(2 credits) The liberally educated Christian teacher is the knowledgeable servant of God and society and this course examines the reasoning behind policies and methods of teaching, learning and schooling. Various schools of thought are
discussed, including a distinctively Christian perspective, to prepare students to serve as professional teachers. This course is the NWCore course for education students.
Note: Advised to be taken the term before student teaching.
EDU410 - TESL Student Teaching
(1-4 credits) This experience will include the observation, engagement and instruction of a K-12 classroom for 4 weeks while under the supervision of a licensed, qualified teacher. Candidates will draw from and develop the knowledge,
skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the ESL program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU411 - Student Teaching in the Middle School
(4-8 credits) This experience will include the observation, engagement and instruction of a middle school classroom (grades 6th-8th) for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU413 - Elementary Student Teaching
(4-16 credits) This experience will include the observation, engagement and instruction of an elementary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be
determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed
throughout the elementary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU413A - Elementary Student Teaching
EDU415 - Secondary Student Teaching
(4-16 credits) This experience will include the observation, engagement and instruction of a secondary classroom for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits required will be
determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed
throughout the secondary education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards
licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU416 - Vertical Student Teaching
(4-16 credits) This experience will include the observation, engagement and instruction of a K-12 classroom in art, music, kinesiology or Spanish for 4-16 weeks while under the supervision of a licensed, qualified teacher. Exact number of
weeks/credits required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU417 - Internship
(2-12 credits) Prerequisite: Permission of the education department chair.
EDU426 - Elementary Special Education Student Teaching
(4-8 credits) This experience will include the observation, engagement and instruction of an elementary special education classroom for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits
required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU428 - Secondary Special Education Student Teaching
(4-8 credits) This experience will include the observation, engagement and instruction of a secondary special education classroom for 4-8 weeks while under the supervision of a licensed, qualified teacher. Exact number of weeks/credits
required will be determined by student teacher coordinator and department chair. Candidates will draw from and develop the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings.
Note: Graded on a pass/no pass basis. Successful completion of student teaching is a necessary step towards licensure; a passing grade for student teaching does not guarantee licensure recommendation from department.
EDU429 - Birth through Grade 3 Inclusive Settings Student Teaching
(4-8 credits) This experience will include the observation, engagement and instruction of a multi-categorical elementary resource program for children from birth to grade three while under the supervision of a licensed, qualified teacher.
During this practicum, candidates are required to complete supervised student teaching experiences in two different settings, which can include registered child development homes, home visiting programs, state-accredited child care centers, or classrooms that include both children with and without disabilities in two of three age levels: infant and toddler, preprimary and primary. Using the knowledge, skills and dispositions in planning, instruction, assessment and professionalism learned and assessed throughout the education program, candidates will be able to schedule,
evaluate, collaborate, write IEPs and IFSPs, and develop strategies to address special needs of children. Candidates are expected to model "Teacher as Servant" throughout the experience by serving God and society in diverse classroom settings. Prerequisites: KIN104 or current First Aid and infant child CPR certification.
Note: Graded on a pass/no pass basis.
EDU520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
NSC308 - Methods of Teaching Secondary Natural Science
(3 credits, alternate years, consult department) A study of the techniques and materials for teaching natural science at
the secondary school level (for biology and chemistry majors). This course requires a 30-hour practicum and is required of each candidate seeking an endorsement in this content area. Prerequisite: upperclassman.
Notes: Credit does not count toward the major or minor. See course offerings under biology, chemistry and physics.
TSL215 - History, Culture, and Policy for TESL Education
(3 credits; alternate years, consult department.) This course explores linguistic and cultural diversity throughout history and in current education policy, practice, and research. Students will gain the knowledge and skills needed to make principled decisions about language education in schools. Special attention will be given to culture and equity and how they relate to responsive teaching. Students will be equipped with tools that will help shape their learning communities to be more diverse, inclusive, and equitable. Students will also articulate a Christian perspective on cultural diversity and multilingualism.
TSL222 - Practicum in TESL
(2 credits) Designed primarily for students who plan to teach English as a second language but who are not part of the TESL endorsement, this practicum places TESL minor students in an ESL teaching setting, primarily with recent immigrants in Sioux County. Students teach ESL to immigrants, either on a one-to-one basis or with small groups. Prerequisite: 201 proficiency in a foreign language, TSL307 or permission of instructor.
Note: Not applicable to the TESL endorsement. May be repeated. Graded on a pass/no pass basis.
TSL225 - Language Development and Acquisition
(3 credits) This course is an overview of linguistics and the second language acquisition process. The course includes topics such as general linguistics, language theory, principles of language acquisition, bilingualism, and first language acquisition. Special attention is given to the factors that contribute into the language acquisition such as: age, schooling, social factors, first language acquisition and second language acquisition.
TSL230 - Curriculum and Assessment for TESL Teaching
(3 credits; alternate years, consult department) The course examines the curriculum and assessment models, methods, and strategies required of the TESL teacher. A primary component of the course will require students to gain knowledge and application of the process for English Learner identification, placement, and reclassification using the state of Iowa identification process. Students of this course will be expected to apply course learning to create, adapt, and modify general and EL curriculum to support the EL student.
TSL307 - Methods in Teaching English as a Second Language
(3 credits, alternate years, consult department) Study of the unique problems and opportunities in teaching English to classes made up of individuals from heterogeneous language backgrounds. Discussion of recent research, methodology and grammar concepts unique to ESL. Prerequisite: one year of a foreign language or permission of instructor.
Note: Intended for those contemplating teaching ESL.