Education courses

ECE305 - Child Observation and Assessment
In this course, participants will learn how to implement a system of ongoing child assessment that is systematic, comprehensive and feasible in order to make sure that children make the progress necessary to be ready for kindergarten. Participants will first understand the importance of and strategies for planning and preparing for an effective system of ongoing child assessment. Participants will learn about and practice using four methods of effective ongoing assessment to inform their teaching and improve children's learning. This course will also provide information and implementation opportunities for individualizing ongoing assessment strategies for children who are dual language learners and children with special needs. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE310 - Resilience and Wellness
The purpose of this course is to teach you how to be a resilient educator. Resilience is the ability to survive and thrive. It is not only about your ability to positively adapt in the face of adverse or challenging circumstances (that is, survive), but it is also about learning the positive skills, strategies, and routines that enable you to live a happy, fulfilling, and successful life (in other words, thrive). This course will help give you the permission to take care of yourself in order to optimize your effectiveness as an early childhood educator. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE320 - Positive Behavior Support for Young Children I
This course utilizes evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors in preschool-aged children. Through course readings, discussions, activities, and related experiences, participants will learn about a variety of these research-based practices. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE325 - Positive Behavior Support for Young Children II
This course utilizes evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors in preschool-aged children. Through course readings, discussions, activities, and related experiences, participants will learn about a variety of these research-based practices. Prerequisite: ECE320. (3 credits)
ECE330 - Supporting Language and Literacy Development in Preschool
This course is designed with two key learning objectives in mind. First, this course will increase learners' knowledge about how children's language and literacy skills develop between ages 3 to 5 and the ways in which these skills lay a foundation for later reading success. Second, learners will be introduced to key practices that promote explicit and systematic instruction. Learners will also participate in field-based assignments where they apply this learning in their own settings. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE335 - Cognition & General Knowledge for Early Childhood
This course covers evidence-based instructional practices that promote math and science learning in the early childhood classroom. This course includes an overview of young children's use of logic and reasoning. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE340 - Highly Individualized Teaching & Learning in Early Childhood
This course covers evidence-based research and practices for fostering the social emotional, cognitive, and motor development of young children with varying needs and abilities in inclusive settings. Students learn to individualize instructional strategies, design learning environments with appropriate accommodations and adaptions, and understand IEPs and IFSPs. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE400 - Supporting Dual Language Learners
This course focuses on the language, reading, writing, and communication development of children who are dual language learners (DLLs), ages birth-to-five years. Connections are made between assessment and instruction that promote early language and literacy learning for children who are DLLs. Emphasis throughout the course is placed on fostering language and literacy learning by building on the family and community connections of young children who are DLLs. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE420 - Engaging Interactions and Environments
This course will increase learners' skill in creating effective classroom environments and interactions by providing rich opportunities to learn about and see examples from other classrooms. Learners will also complete field-based assignments where they apply this learning in their own settings and receive feedback focused on ensuring they can enact the practices they are learning about. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE425WI - Children's Health and Well-Being
This course explores topics related to health and well-being and focuses on teaching practices, classroom activities, partnerships with families, and program policies to ensure that all children are healthy and ready to learn. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits) (Writing intensive)
ECE430 - Learning with Digital Media in Early Childhood
Although infants and very young children do not learn from digital media such as television and media, there is evidence that preschool-aged children can. Young children can learn basic literacy skills, mathematics skills, and develop interest in science from engaging with digital media. Instructional practices can enhance learning from media. Specifically, young children's learning is enhanced when adults co-view or co-engage with young children in ways that foster sustained attention to aspects of media that are intended to promote learning. Prerequisite: Admission into the Bachelor of Arts in Early Childhood program. (3 credits)
ECE450 - The Early Childhood Professional Portfolio
In this course, students will produce a professional portfolio, a culmination of the knowledge from the required ECE courses in the BAEC major. The portfolio will address professional standards, ethical standards, and a faith reflection.Prerequisites: ECE305, ECE310, ECE320, ECE325, ECE330, ECE340, ECE400, ECE420, ECE425 and ECE430. (3 credits)
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
This course requires 30 clock-hours of field experience with a certified teacher in an area school. Prerequisite: EDU102. (1 credit) (Note: Graded on a pass/no pass basis.)
EDU203 - Early Field Experience-Middle School
This course requires 30 clock-hours of field experience with a certified teacher in an area middle school. Prerequisite: EDU102. (1 credit) (Note: Graded on a pass/no pass basis.)
EDU205 - Directed Field Experience
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. (1 credit) (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 di verse 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.
EDU221 - Growth and Development of the Middle School Aged Student
The middle school growth and development primarily embraces the knowledge of the learner component of the professional knowledge base with concentration, identification and comprehension of the physical, psychosocial, and cognitive characteristics of the middle school aged student. This course includes a 5 hour field experience. (3 credits, alternate years, consult department)
EDU227 - Instructional Technology
This course studies the impact and uses of media and technology in educational settings. Use and operation of AV equipment will be taught. Emphasis is placed on the various ways the computer can be used in teaching. Current and future use of technology in education will be addressed.(2 credits)
EDU228 - Children's Literature
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. (2 credits)
EDU229 - Introduction to Early Childhood
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. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU230 - Organization and Administration of Early Childhood Programs
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. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU235 - Characteristics of Learners with Mild and Moderate Disabilities
An overview of mild/moderate disabilities including historical and theoretical perspectives. Designed for students seeking reading, unified early childhood and special education endorsements. Prerequisite: EDU206. (3 credits)
EDU240 - Integrating the Arts for the Elementary Classroom Teacher
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. Prerequisite: EDU326. (3 credits)
EDU300 - Characteristics of Young Children with Diverse Needs
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. Prerequisites: EDU 102 and 206. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU300A - Characteristics of Young Children with Diverse Needs
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. (3 credits, for non-traditional students) Note: This course requires 25 hours of field experience.
EDU301 - Methods of Working with Young Children with Diverse Needs
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. (3 credits; alternate years, consult department) Note: This course requires 25 hours of field experience.
EDU304 - Educational Psychology
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, PSY221SS or 224, and junior class standing. (2 credits)
EDU307 - General Methods in Secondary Education
EDU307WI - General Methods in Secondary Education
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. 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. Prerequisite: sophomore class standing and admission to the teacher education program. (3 credits) (Writing intensive)
EDU308 - Special Methods in Major
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. (2 credits, alternate years, consult department)
EDU309 - Transition for Students with Mild to Moderate Disabilities
A study of the job opportunities and training for the adolescent mentally disabled student.Prerequisites: EDU206 and 235.(2 credits, alternate years, consult department)
EDU312 - Middle School Methods and Curriculum
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. (3 credits, alternate years, consult department)
EDU314 - Working with Parents
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: EDU 206. (2 credits; alternate years, consult department)
EDU314A - Working with Parents
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. (2 credits, for non-traditional students)
EDU315 - Behavior Management and Classroom Instruction
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. (2 credits)
EDU318 - Diagnostic Assessment, Teaching and Evaluation of Special Education Students
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.(3 credits, alternate years, consult department)
EDU319 - Communication and Collaborative Partnerships for Special Educators
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: EDU 206. (2 credits; alternate years, consult department)
EDU319A - Communication and Collaborative Partnerships for Special Educators
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. (2 credits, for non-traditional students)
EDU323 - Teaching Mathematics
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. (3 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU326 - Teaching Reading and Language Arts
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: Admission to the Teacher Education Program. (3 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU327 - Classroom Management for Secondary Teachers
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.(1 credit)
EDU328 - Teaching Science in the Elementary Classroom
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 science with special emphasis on earth and space science content. Prerequisite: Admission to the Teacher Education Program. (3 credits) 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
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. (2 credits) Note: This course includes a field experience. Candidates must earn a "C" or better to fulfill program requirements for elementary licensure.
EDU336 - Methods & Strategies for Learners with Mild & Moderate Disabilities (K-6)
This course is designed to prepare pre-service teachers to develop and implement intervention strategies as well as appropriate accommodations and modifications to address students' exceptional learning and behavioral needs at the elementary school level. Pre-service teachers will also develop/refine skills in IEP writing, incorporating assessment and evaluation information as well as input from parents/families. Prerequisites: EDU206 and 235. (3 credits, alternate years, consult department)
EDU337 - Methods of Working with Students with Mild/Moderate Disabilities at the Secondary Level
This course prepares college students to teach students with exceptional learning needs at the secondary level. A practicum experience of ten hours is required.Prerequisites: EDU206 and 235.(3 credits, alternate years, consult department)
EDU340 - Human Relations
Major issues and concepts associated with living in a culturally diverse society and teaching in culturally diverse schools will be clarified. Students will consider ways in which ethnicity, gender/sexuality, social class, and religion intersect and influence beliefs and behaviors. (3 credits)
EDU343WI - 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 remediation of reading problems. 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 exam. Note: A practicum experience is a key component of this course. This course includes a field experience. Prerequisites: EDU326, admission into teacher education program, and concurrent enrollment in EDU328.
EDU345 - Language Learning and Reading Disabilities
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: EDU326 and 343.(3 credits)
EDU347 - Reading in the Content Area
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. (2 credits)
EDU350 - Health, Safety and Nutrition: Creating a Safe Space for Young Children to Learn
This course examines basic health, nutrition and safety management procedures to promote development and learning. Candidates will learn to recognize signs of emotional distress, physical and mental abuse, and neglect in young children. Candidates will create learning environments and classroom procedures that promote positive social interaction, mutual respect, conflict resolution and self-regulation, and will utilize group guidance and problem-solving to develop supportive relationships among children. Prerequisite: EDU 206. (3 credits; alternate years, consult department)
EDU398 - Directed Study
EDU406 - Student Teaching in Reading
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 347. (1-6 credits) 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
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 230, and KIN104 or current first aid and infant child CPR certification. (1-6 credits) 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
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. (4-8 credits) 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
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 Senior Seminar course for education students. (2 credits)
EDU410 - TESL Student Teaching
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. (1-4 credits) 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
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. (4-8 credits) 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
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. (4-16 credits) 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
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. (4-16 credits) 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
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. (4-16 credits) 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.
EDU426 - Elementary Special Education Student Teaching
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. (4-8 credits) 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
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. (4-8 credits) 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
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: KIN 104 or current First Aid and infant child CPR certification. (4-8 credits) Note: Graded on a pass/no pass basis.
EDU499 - Honors Research
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. Notes: Does not count toward the major or minor. See course offeringsi under biology, chemistry and physics. Students must earn a "C" or better in the special methods course in order to fulfill program requirements for secondary licensure. Prerequisite: upperclassman.
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