Education courses

(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)

(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.

(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.)

(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.

(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.

(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.

(3 credits, alternate years, consult department) 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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(2 credits, alternate years, consult department) A study of the job opportunities and training for the adolescent mentally disabled student.Prerequisites: EDU206 and 235.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(3 credits; alternate years, consult department) 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: EDU206.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(2-12 credits) Prerequisite: Permission of the education department chair.

(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.

(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.

(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.

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)

(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.

(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.

(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.

(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.

(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.

(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.