Education courses

ECE305 - Child Observation and Assessment
In this course, participants will learn how to implement a system of ongoingchild assessment that is systematic, comprehensive and feasible in order tomake sure that children make the progress necessary to be ready forkindergarten. Participants will first understand the importance of andstrategies for planning and preparing for an effective system of ongoingchild assessment. Participants will learn about and practice using fourmethods of effective ongoing assessment to inform their teaching and improvechildren's learning. This course will also provide information andimplementation opportunities for individualizing ongoing assessmentstrategies for children who are dual language learners and children withspecial needs. Prerequisite: Admission into the Bachelor of Arts in EarlyChildhood program. (4 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 yourability to positively adapt in the face of adverse or challengingcircumstances (that is, survive), but it is also about learning the positiveskills, strategies, and routines that enable you to live a happy,fulfilling, and successful life (in other words, thrive). This course willhelp give you the permission to take care of yourself in order to optimizeyour effectiveness as an early childhood educator. This captures the notionof teaching from the inside out-a phrase that highlights the importance ofpromoting core resilience skills, strategies, and routines among earlychildhood educators. In turn, resilient educators are more capable ofcreating and maintaining nurturing, supportive, and effective learningenvironments while optimizing their own well-being and love of theprofession. Prerequisite: Admission into the Bachelor of Arts in EarlyChildhood program. (4 credits)
ECE320 - Positive Behavioral Support for Young Children
This course utilizes evidence-based strategies for promoting social andemotional development and preventing and addressing challenging behaviors inpreschool-aged children. Through course readings, discussions, activities,and related experiences, participants will learn about a variety of theseresearch-based practices. Prerequisite: Admission into the Bachelor of Arts in Early Childhoodprogram. (4 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 languageand literacy skills develop between ages 3 to 5 and the ways in which theseskills lay a foundation for later reading success. Second, learners will beintroduced to key practices that promote explicit and systematicinstruction. Learners will also participate in field-based assignments wherethey apply this learning in their own settings. Prerequisite: Admission into the Bachelor of Arts in Early Childhoodprogram. (4 credits)
ECE400 - Supporting Dual Language Learners
This course focuses on the language, reading, writing, and communicationdevelopment of children who are dual language learners (DLLs), agesbirth-to-five years. Connections are made between assessment and instructionthat promote early language and literacy learning for children who are DLLs.Emphasis throughout the course is placed on fostering language and literacylearning by building on the family and community connections of youngchildren who are DLLs. Prerequisite: Admission into the Bachelor of Arts inEarly Childhood program. (4 credits)
ECE420 - Engaging Interactions and Environments
This course will increase learners' skill in creating effective classroomenvironments and interactions by providing rich opportunities to learn aboutand see examples from other classrooms. Learners will also completefield-based assignments where they apply this learning in their own settingsand receive feedback focused on ensuring they can enact the practices theyare learning about. Prerequisite: Admission into the Bachelor of Arts inEarly Childhood program. (4 credits)
ECE425WI - Children's Health and Well-Being
This course explores topics related to health and well-being and focuses onteaching practices, classroom activities, partnerships with families, andprogram policies to ensure that all children are healthy and ready to learn. Prerequisite: Admission into the Bachelor of Arts in Early Childhoodprogram. (4 credits)
ECE430 - Learning with Digital Media in Early Childhood
Although infants and very young children do not learn from digital mediasuch as television and media, there is evidence that preschool-aged childrencan. Young children can learn basic literacy skills, mathematics skills, anddevelop interest in science from engaging with digital media. Instructionalpractices can enhance learning from media. Specifically, young children'slearning is enhanced when adults co-view or co-engage with young children inways that foster sustained attention to aspects of media that are intendedto promote learning. Prerequisite: Admission into the Bachelor of Arts in Early Childhoodprogram. (4 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- orbetter 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 certifiedteacher in an area middle school. Prerequisite: EDU102. (1 credit) (Note: Graded on apass/no pass basis.)
EDU205 - Directed Field Experience
This elective class requires 30 clock-hours of field experience with acertified teacher in an area school. The candidate will be required to teachfour 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 diverse learning and behavioral needs in inclusionary environments.Note: This course includes a field experience. Students must earn a C- orbetter 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 beaddressed.(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 ofchildren ages birth through grade three in the areas of cognition, languagedevelopment, physical motor, social-emotional, mental health and adaptivebehavior. Candidates will learn how these areas impact development andlearning 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 stateprofessional standards for designing content and informing and improvingpractices 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 ofprograms for children ages birth through grade three and their families,including program development, supervision, staff evaluation, and continuingimprovement of programs and services. Candidates will understand thesignificance of lifelong learning by participating in professionalactivities relevant to early childhood education, special education andearly intervention. Candidates are required to complete pre-student teachingexperiences in at least three settings that offer early childhood education.(3 credits; alternate years, consult department) Note: This course requires25 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 aswell as strategies for cooperative opportunities with the specializedteachers. We will concentrate on effective teaching strategies, whichinclude planning, implementing, and evaluating the teaching process. Coursecontent will include practicing teaching techniques and learning pedagogyrelated 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 forchildren ages birth through grade three in the areas of languagedevelopment, social-emotional, aesthetics, cognition and adaptive behaviorand how these impact development in the first years of life. Candidates willdemonstrate a range of appropriate assessment and evaluation strategies tosupport the strengths, interests and needs of students with a range ofabilities and disabilities. Candidates are required to complete apre-student teaching experience working in at least three settings thatoffer early childhood education and with students that reflect diversefamily systems and other differentiating factors, like urban/rural,socioeconomic status, and cultural/linguistic diversity. Prerequisites: EDU102 and 206. (3 credits; alternate years, consult department) Note: Thiscourse 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 forchildren ages birth through grade three in the areas of languagedevelopment, social-emotional, aesthetics, cognition and adaptive behaviorand how these impact development in the first years of life. Candidates willdemonstrate a range of appropriate assessment and evaluation strategies tosupport the strengths, interests and needs of students with a range ofabilities and disabilities. Candidates are required to complete apre-student teaching experience working in at least three settings thatoffer early childhood education and with students that reflect diversefamily systems and other differentiating factors, like urban/rural,socioeconomic status, and cultural/linguistic diversity. (3 credits, fornon-traditional students) Note: This course requires 25 hours of fieldexperience.
EDU301 - Methods of Working with Young Children with Diverse Needs
This course examines the central concepts, structures and tools used todevelop meaningful learning progressions for individuals withexceptionalities ages birth through grade three. Candidates will develop,implement and evaluate individualized plans (IFSPs and IEPs) and utilize arange of appropriate assessment and evaluation strategies to supportindividual strengths, interests and needs. By the end of the course,candidates will be able to design curricula, assessments and interventionstrategies that align with learner and program goals. Candidates will alsounderstand the role of families in the assessment process and assist them inidentifying resources, priorities and concerns in relation to the child'sdevelopment. (3 credits; alternate years, consult department) Note: Thiscourse requires 25 hours of field experience.
EDU304 - Educational Psychology
EDU307 - General Methods in Secondary Education
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 andrelationships within and between families, schools and communities and howthey can influence and support learning. Candidates will engage inintentional practices that value diversity and demonstrate understanding inhow language, culture and family background can impact development. Inaddition, candidates will also learn to recognize how children are bestunderstood in the context of family and how linguistic diversity, biologicaland environmental factors, and family strengths can influence developmentand 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 andrelationships within and between families, schools and communities and howthey can influence and support learning. Candidates will engage inintentional practices that value diversity and demonstrate understanding inhow language, culture and family background can impact development. Inaddition, candidates will also learn to recognize how children are bestunderstood in the context of family and how linguistic diversity, biologicaland environmental factors, and family strengths can influence developmentand learning at all stages of life. (2 credits, for non-traditionalstudents)
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.Prerequisite: EDU206.(3 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 uponreciprocal and respectful partnerships with families, communities andagencies. Candidates will understand the dynamic roles within and betweenfamilies, schools and communities and how to create a community of supportfor children and families through interagency collaboration. Candidates willlearn how to collaborate with supervisors, mentors and colleagues to enhanceprofessional growth within and across disciplines to inform practice and toadvocate for developmentally and individually appropriate practice.Utilizing collaborative partnerships, candidates will learn how to createsafe, inclusive, culturally responsive learning environments that engagelearners 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 uponreciprocal and respectful partnerships with families, communities andagencies. Candidates will understand the dynamic roles within and betweenfamilies, schools and communities and how to create a community of supportfor children and families through interagency collaboration. Candidates willlearn how to collaborate with supervisors, mentors and colleagues to enhanceprofessional growth within and across disciplines to inform practice and toadvocate for developmentally and individually appropriate practice.Utilizing collaborative partnerships, candidates will learn how to createsafe, inclusive, culturally responsive learning environments that engagelearners in meaningful activities and interactions. (2 credits, fornon-traditional students)
EDU323 - Teaching Mathematics
A foundational course for the teaching of mathematics at the elementary andmiddle 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 elementaryand 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" orbetter 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 andmiddle school levels. Candidates will understand and utilize materials,lesson design, methods and procedures to teach science with special emphasison 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" orbetter 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 elementaryand 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" orbetter 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 managementprocedures to promote development and learning. Candidates will learn torecognize signs of emotional distress, physical and mental abuse, andneglect in young children. Candidates will create learning environments andclassroom procedures that promote positive social interaction, mutualrespect, conflict resolution and self-regulation, and will utilize groupguidance and problem-solving to develop supportive relationships amongchildren. 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 ofan elementary or secondary classroom for 4-6 weeks while under thesupervision of a licensed, certified reading teacher. Candidates will drawfrom and develop the knowledge, skills and dispositions in planning,instruction, assessment and professionalism learned and assessed throughoutthe program. Candidates are expected to model "Teacher as Servant"throughout the experience by serving God and society in diverse classroomsettings. Prerequisites: EDU343WI and 347. (1-6 credits) Note: Graded on apass/no pass basis. Successful completion of student teaching is a necessarystep towards licensure; a passing grade for student teaching does notguarantee licensure recommendation from department.
EDU407 - Early Childhood Student Teaching
This experience will include the observation, engagement and instruction inboth pre-kindergarten and kindergarten classrooms for 4 weeks while underthe supervision of a licensed, qualified teacher. Candidates will draw fromand develop the knowledge, skills and dispositions in planning, instruction,assessment and professionalism learned and assessed throughout theelementary education program. Candidates are expected to model "Teacher asServant" throughout the experience by serving God and society in diverseclassroom 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 ofstudent teaching is a necessary step towards licensure; a passing grade forstudent teaching does not guarantee licensure recommendation fromdepartment.
EDU408 - Paraprofessional Practicum
This experience will include the observation, engagement and instruction ofan elementary classroom for 4-16 weeks while under the supervision of alicensed, qualified teacher. Candidates will draw from and develop theknowledge, skills and dispositions in planning, instruction, assessment andprofessionalism learned and assessed throughout the elementary educationprogram. Candidates are expected to model "Teacher as Servant" throughoutthe experience by serving God and society in diverse classroom settings.(4-8 credits) Note: Graded on a pass/no pass basis. Successful completion of studentteaching is a necessary step towards completing the elementary educationmajor, but candidate will not be recommended for teacher licensure.
EDU409SR - Philosophy of Education
The liberally educated Christian teacher is the knowledgeable servant of Godand society and this course examines the reasoning behind policies andmethods of teaching, learning and schooling. Various schools of thought arediscussed, including a distinctively Christian perspective, to preparestudents to serve as professional teachers. This course is the NWCore SeniorSeminar course for education students. (2 credits)
EDU410 - TESL Student Teaching
This experience will include the observation, engagement and instruction ofa 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 andprofessionalism learned and assessed throughout the ESL program. Candidatesare expected to model "Teacher as Servant" throughout the experience byserving God and society in diverse classroom settings. (1-4 credits) Note:Graded on a pass/no pass basis. Successful completion of student teaching isa necessary step towards licensure; a passing grade for student teachingdoes not guarantee licensure recommendation from department.
EDU411 - Student Teaching in the Middle School
This experience will include the observation, engagement and instruction ofa middle school classroom (grades 6th-8th) for 4-8 weeks while under thesupervision of a licensed, qualified teacher. Exact number of weeks/creditsrequired will be determined by student teacher coordinator and departmentchair. Candidates will draw from and develop the knowledge, skills anddispositions in planning, instruction, assessment and professionalismlearned and assessed throughout the education program. Candidates areexpected to model "Teacher as Servant" throughout the experience by servingGod and society in diverse classroom settings. (4-8 credits) Note: Graded ona pass/no pass basis. Successful completion of student teaching is anecessary step towards licensure; a passing grade for student teaching doesnot guarantee licensure recommendation from department.
EDU413 - Elementary Student Teaching
This experience will include the observation, engagement and instruction ofan elementary classroom for 4-16 weeks while under the supervision of alicensed, qualified teacher. Exact number of weeks/credits required will bedetermined by student teacher coordinator and department chair. Candidateswill draw from and develop the knowledge, skills and dispositions inplanning, instruction, assessment and professionalism learned and assessedthroughout the elementary education program. Candidates are expected tomodel "Teacher as Servant" throughout the experience by serving God andsociety in diverse classroom settings. (4-16 credits) Note: Graded on apass/no pass basis. Successful completion of student teaching is a necessarystep towards licensure; a passing grade for student teaching does notguarantee licensure recommendation from department.
EDU413A - Elementary Student Teaching
EDU415 - Secondary Student Teaching
This experience will include the observation, engagement and instruction ofa secondary classroom for 4-16 weeks while under the supervision of alicensed, qualified teacher. Exact number of weeks/credits required will bedetermined by student teacher coordinator and department chair. Candidateswill draw from and develop the knowledge, skills and dispositions inplanning, instruction, assessment and professionalism learned and assessedthroughout the secondary education program. Candidates are expected to model"Teacher as Servant" throughout the experience by serving God and society indiverse classroom settings. (4-16 credits) Note: Graded on a pass/no passbasis. Successful completion of student teaching is a necessary step towardslicensure; a passing grade for student teaching does not guarantee licensurerecommendation from department.
EDU416 - Vertical Student Teaching
This experience will include the observation, engagement and instruction ofa K-12 classroom in art, music, kinesiology or Spanish for 4-16 weeks whileunder the supervision of a licensed, qualified teacher. Exact number ofweeks/credits required will be determined by student teacher coordinator anddepartment chair. Candidates will draw from and develop the knowledge,skills and dispositions in planning, instruction, assessment andprofessionalism learned and assessed throughout the education program.Candidates are expected to model "Teacher as Servant" throughout theexperience by serving God and society in diverse classroom settings. (4-16 credits)Note: Graded on a pass/no pass basis. Successful completion of studentteaching is a necessary step towards licensure; a passing grade for studentteaching does not guarantee licensure recommendation from department.
EDU426 - Elementary Special Education Student Teaching
This experience will include the observation, engagement and instruction ofan elementary special education classroom for 4-8 weeks while under thesupervision of a licensed, qualified teacher. Exact number of weeks/creditsrequired will be determined by student teacher coordinator and departmentchair. Candidates will draw from and develop the knowledge, skills anddispositions in planning, instruction, assessment and professionalismlearned and assessed throughout the education program. Candidates areexpected to model "Teacher as Servant" throughout the experience by servingGod and society in diverse classroom settings. (4-8 credits) Note: Graded ona pass/no pass basis. Successful completion of student teaching is anecessary step towards licensure; a passing grade for student teaching doesnot guarantee licensure recommendation from department.
EDU428 - Secondary Special Education Student Teaching
This experience will include the observation, engagement and instruction ofa secondary special education classroom for 4-8 weeks while under thesupervision of a licensed, qualified teacher. Exact number of weeks/creditsrequired will be determined by student teacher coordinator and departmentchair. Candidates will draw from and develop the knowledge, skills anddispositions in planning, instruction, assessment and professionalismlearned and assessed throughout the education program. Candidates areexpected to model "Teacher as Servant" throughout the experience by servingGod and society in diverse classroom settings. (4-8 credits) Note: Graded ona pass/no pass basis. Successful completion of student teaching is anecessary step towards licensure; a passing grade for student teaching doesnot guarantee licensure recommendation from department.
EDU429 - Birth through Grade 3 Inclusive Settings Student Teaching
This experience will include the observation, engagement and instruction ofa multi-categorical elementary resource program for children from birth tograde three while under the supervision of a licensed, qualified teacher.During this practicum, candidates are required to complete supervisedstudent teaching experiences in two different settings, which can includeregistered child development homes, home visiting programs, state-accreditedchild care centers, or classrooms that include both children with andwithout disabilities in two of three age levels: infant and toddler,preprimary and primary. Using the knowledge, skills and dispositions inplanning, instruction, assessment and professionalism learned and assessedthroughout the education program, candidates will be able to schedule,evaluate, collaborate, write IEPs and IFSPs, and develop strategies toaddress special needs of children. Candidates are expected to model "Teacheras Servant" throughout the experience by serving God and society in diverseclassroom settings. Prerequisites: KIN 104 or current First Aid and infant child CPRcertification. (4-8 credits) Note: Graded on a pass/no pass basis.
EDU499 - Honors Research
EDU505 - Collaboration and Advocacy in the Early Childhood Community
(3 credits) Examine characteristics of the diverse cultures and structuresprevalentin American families, and how those factors influence children's growthand development. This course emphasizes strategies to improvecollaboration with families, schools and community partners to improvestudents' success outcomes. Prerequisite: completed bachelor's degree in education.
EDU516 - Foundations of Special Education
The purpose of this course is to help future educators develop skills forrecognizing and effectively teaching students with various exceptionalities.Broad areas to be covered in this course are areas of exceptionalities,major trends and issues in special education with emphases on collaborationand inclusion, service delivery models, roles of general and special classteachers, individual education programs, and family and communityinvolvement. (3 credits)
EDU518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needsof students with disabilities. Attention will be given to the definition,etiology, characteristics and various educational alternatives for each ofthe exceptionalities. Students will learn to design instructional programsfor success by building on the abilities, strengths, and interests ofexceptional students by using highly effective, research-based practices topromote student achievement. (3 credits)
EDU520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue ofassessment, including an examination of evaluation procedures, frompre-referral intervention, eligibility/placement/program decision-making toprogress monitoring of research-based instructional interventions based onResponse to Intervention (RTI). Students will examine a variety of formaland informal instruments and techniques used in assessing the strengths,needs, interests, and preferences of children and youth with exceptionallearning needs. The focus is placed on providing students with knowledgeand skills necessary for selecting, using, interpreting, and evaluatingresults from measurement and/or screening instruments and techniquescommonly employed by professionals to facilitate special educationplacement, Individual Education Program (IEP) development and evaluation ofthe effectiveness of that instruction using progress-monitoring techniques.Issues in assessment and instruction concerning multicultural and bilingualspecial education will also be addressed. (3 credits)
EDU520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue ofassessment, including an examination of evaluation procedures, frompre-referral intervention, eligibility/placement/program decision-making toprogress monitoring of research-based instructional interventions based onResponse to Intervention (RTI). Students will examine a variety of formaland informal instruments and techniques used in assessing the strengths,needs, interests, and preferences of children and youth with exceptionallearning needs. The focus is placed on providing students with knowledgeand skills necessary for selecting, using, interpreting, and evaluatingresults from measurement and/or screening instruments and techniquescommonly employed by professionals to facilitate special educationplacement, Individual Education Program (IEP) development and evaluation ofthe effectiveness of that instruction using progress-monitoring techniques.Issues in assessment and instruction concerning multicultural and bilingualspecial education will also be addressed. (3 credits)
EDU522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,planning, organizing, implementing, and evaluating instruction based onknowledge of the student, the intended student outcomes, and the curriculum. The course focuses on students with mild to moderate disabilities, includingstudents with disabilities from diverse linguistic and cultural backgrounds.Topics include student characteristics, linking assessment with instruction,research-based methods and strategies, curriculum standards, accommodations,modifications, and the use of technology, including assistive technologydevices and services, to support student access to the general educationcurriculum. (3 credits)
EDU523 - Methods and Strategies for Students with Intellectual Disabilities
This course introduces the history of intellectual disability. A criticalexamination of current definitions of intellectual disability and practicesin medical diagnosis of intellectual disability will be covered. A study ofthe biological, educational, social, and behavioral factors contributing tointellectual delays will be addressed. Consideration of current andhistorical educational practices for individuals with intellectualdisability and explore contemporary ethical, social, and the educationalissues that affect the lives of individuals with this label across thelifespan will be analyzed. Students will also learn how to measure andanalyze behavior in order to evaluate learning and make necessary adjustmentto teaching strategies for individuals with intellectual disability. (3credits)
EDU524 - Methods and Strategies for Students with Academic and Behavioral Disorders
This course will prepare teachers to work effectively with students who havelearning and behavior problems. Included are adequate procedures forteaching skill and content areas such as reading, math, oral and writtenexpression, and social and study skills. At the completion of the courseteachers should understand which methods are most effective with what typesof students and why. (3 credits)
EDU525 - Advanced Child Development
(3 credits) Intensive study of typical and atypical development of childrenfrombirth through age eight. This course will immerse you in research thatwill improve your ability to facilitate the cognitive, emotional,physical and social development of young children with diverse abilitiesand needs. Prerequisite: completed bachelor's degree in education.
EDU530 - Leadership of Early Childhood Programs
(3 credits) Thorough examination of roles, responsibilities andcharacteristics ofeffective leaders of early childhood programs with a focus on personalgrowth in leadership and communication. Emphasis on identifying areas ofstrength and need in programs and staffing to create opportunities forimprovement. Prerequisite: completed bachelor's degree in education.
EDU535 - Strategies for Early Literature Development
(3 credits) Examine widely accepted theories of language, reading andwritingdevelopment in young children. Use research and assessment data toidentify curricula and instructional strategies most suited to thediverse needs of young children. Examine research and develop strategiesto leverage play in providing successful literacy instructionalexperiences. Prerequisite: completed bachelor's degree in education.
EDU540 - Teaching Young Children with Diverse Needs
(3 credits) Students will learn to design curriculum, instruction andassessmentspecific to the needs of diverse children ages 0 through 8. Create safeand nurturing classroom environments that are developmentally appropriateand respect diversity. Collaborate with stakeholders to meet the needsof young children. Prerequisite: completed bachelor's degree in education.
EDU545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learningthat govern human behavior as well as how these principles can be applied inthe classroom to help individuals with exceptional learning needs reachtheir maximum potential. Students will also learn how to measure andanalyze student behavior in order to evaluate student learning and makenecessary adjustment to teaching strategies for individuals with exceptionallearning needs. (3 credits)
EDU546 - Behavioral & Social Interventions of Early Learners
Students will understand applied behavior analysis and the importance itplays in early childhood education for both typically developing childrenand those with special needs. The student will acquire tools that they needto positively impact the lives of young children especially focusing onimplementing effective techniques for changing behavior, strategies forevery day challenges both in the classroom and at home and collaborate withparents and caretakers. (3credits)
EDU547 - Special Education Student Teaching K-8
Endorsement #260 candidates will complete a supervised student teachingexperience in a Special Education setting. This practicum endorses thestudent teacher to become a teacher in a mild and moderate special educationprogram for children from K to eighth grade by preparing the student toschedule, evaluate, collaborate, write IEPs, and develop strategies toaddress special needs of children. This is a four week (20 day) experiencewith time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on apass/no pass basis.)
EDU548 - Special Education Student Teaching 5-12
Endorsement #261 candidates will complete a supervised student teachingexperience in a Special Education setting. This practicum endorses thestudent teacher to become a teacher in a mild and moderate special educationprogram for children from 5 - 12 grade by preparing the student to schedule,evaluate, collaborate, write IEPs, and develop strategies to address specialneeds of children. This is a four week (20 day) experience with time spentin both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no passbasis.)
EDU549 - Special Education Student Teaching K-12
Endorsement #263 & 264 candidates will complete a supervised studentteaching experience in a Special Education setting. This practicum endorsesthe student teacher to become a teacher in a mild and moderate specialeducation program for children from K-12 by preparing the student toschedule, evaluate, collaborate, write IEPs, and develop strategies toaddress special needs of children. This is a four week (20 day) experiencewith time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on apass/no pass basis.)
EDU550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,related services personnel, and other support staff for collaborativeconsultation, teamwork and transition in serving the educational needs ofstudents and their families. Consideration of the role of home and parentsin the educational programming for exceptional children, and practical topositive strategies that can be used in working with parents. The context,content, processes, practices, and support of collaborative schoolconsultation will be addressed. (3 credits)
EDU555 - Trends and Issues in K-12 Education
(3 credits) Teachers and schools must continually examine currentpractices in PreK-12 education in search of better solutions to increasestudentachievement and to thoroughly prepare children for the world in whichthey will live and work. In this course students will study currentsocial, political and academic trends and issues affecting children,teachers and schools. Students will define their personal positionsbased on facts and experience, and will collaborate with others toadvocate for solutions that improve education for PreK-12 grade students. Prerequisite: completed bachelor's degree in education.
EDU560 - Curriculum and Assessment for Student Learning
3 credits) Through a process of discussion, reflection, reading, discoveryand practice, this course will lead students to a more comprehensiveunderstanding of how curriculum and assessment are interrelated. Studentswill delve into timely issues associated with curriculum and assessmentaffecting schools. Upon completion, students will be prepared to developaligned curriculum and assessment that takes into consideration local,state and national standards, best practices and students' diverse needs. Prerequisite: completed bachelor's degree in education.
EDU565 - Instructional strategies for Diverse Students and Settings
(3 credits) This course is intended for experienced teachers, and willfocus onbuilding off of prior knowledge and experience to improve studentlearning. Research-based instructional strategies will be studied, withparticular emphasis on adapting and employing strategies to fit students'cognitive abilities, motivation, interest, cultural background and otherunique characteristics in diverse settings. Students in this class willapply new instructional strategies in their practice to positively impactlearning in the PreK-12 classroom. Prerequisite: completed bachelor's degree in education.
EDU570 - Teaching and Learning with Technology
(3 credits) Technology integration in the K-12 setting can enhancelearning, improve motivation and engagement, increase accessibility,individualize instruction, differentiate assessment and improvecommunication with parents and stakeholders. In this course studentswill broaden their understanding of the technology available to them inthe PreK-12 classroom and improve their ability to leverage specifictechnology to improve teaching and learning. Prerequisite: completed bachelor's degree in education.
EDU575 - Science and Math in Early Childhood
3 credits) Integrate science and math instruction throughout the earlygrades curriculum, with a focus on activating children's innatecuriosity, modeling habits of the mind, and fostering students' belief intheir ability to learn. Focus on curriculum, instruction and assessmentthat are developmentally appropriate for young children. Prerequisite: completed bachelor's degree in education.
EDU580 - ECIS Student Teaching
(4-8 credits) ECIS candidates will complete a supervised student teachingexperience in an integrated setting. This practicum endorses the studentteacher to become a teacher in an integrated setting for children frombirth to third grade by preparing the student to schedule, evaluate,collaborate, write IEPs and IFSPs, and to develop strategies to addressspecial needs of children. This is a four-week experience. Note: Graded on a pass/no pass basis. Prerequisite: completed bachelor's degree in education.
EDU590 - Special Topics in Education
(3 credits) Study contemporary and research-based theory and practicerelated to PreK-12 education. The specific topic of this course willreflect instructional strategies, current trends and issues, curriculum andassessment, legislation, best practices, and research of interest to PreK-12 practitioners. Students are allowed to register for this course morethan once. Prerequisite: Bachelorr's degree or permission of the department chair.
EDU605 - Instructional Decision Making and Leadership in Special Education
This course provides an introduction to theoretical and practicalapplications of data-driven decision making, assessments, and curriculumplanning for educators. Students will explore the uses of qualitative andquantitative data by educational leaders for the purpose of improvingstudent and organizational outcomes. This course will also focus on using acollaborative problem-solving approach and response to interventionprocesses to improve the learning rate of student. (3 credits)
EDU610 - Educational Research Methods and Design
(3 credits) This course will provide an overview of research methodologyemployed for studies in the field of education. Topics include basicresearch methodology, interpretation of findings, and application ofresearch in educational settings. Students will develop their ability tocritically evaluate educational research and to judiciously applyfindings in their professional settings. By the conclusion of the coursestudents will be able to identify a potential topic for future researchand outline the basic methodology needed to conduct the study. Prerequisite: completed bachelor's degree in education.
EDU612 - Social, Legal, and Ethical Issues in Special Education
This course is an intensive study of the legislation and litigation involvedwith individuals with disabilities specifically concentrating on thosestudents between the ages of birth - 21 years. A historical as well ascurrent study of legislation used as the basis for providing specialeducation services on the federal and state level will be covered. The legalsystem on the federal and state level is covered as well as criticallitigations that have influenced the field of special education. The studentwill become knowledgeable about the legal precedence for all that they do asa special educator. (3 credits)
EDU615 - Peer Assessment and Instructional Coaching
3 credits) Instructional coaches are on-site professional developerswho teach educators how to use proven instructional methods. To besuccessful in this role, coaches must be skilled in a variety of roles,including public relations guru, communicator extraordinaire, conflictresolver, master organizer and expert educator. In this course studentswill study factors related to professional learning and hone theirability to improve academic outcomes for students through supportive peercoaching relationships. Prerequisite: completed bachelor's degree in education.
EDU620 - Professional Learning Communities for School Improvement
(3 credits) Learn to use professional learning communities to unifyteachers and administrators around a shared vision for student and schoolgrowth. This course will equip you to form a PLC, evaluate baselinedata, create a plan, and develop professional development to prepareteachers to implement the plan. Prerequisite: completed bachelor's degree in education.
EDU625 - Teacher as Leader
3 credits) This course prepares participants to transition fromclassroom teachers to teacher leaders within their school and district.Through the lens of practical application, students will examineeffective leadership theory, the culture of their setting, and theirpersonal strengths and needs to leverage leadership that will drivepositive change. Prerequisite: completed bachelor's degree in education.
EDU630 - Technology Coaching and Leadership
(3 credits) Use the constructs of adult learning and professionallearning communities to develop a coaching relationship with peerteachers that will support their integrated use of technology to improvestudent and school outcomes. Prerequisite: completed bachelor's degree in education.
EDU635 - Capstone
(3 credits) In this course students will apply the cumulative knowledge andskills learned in their master's program through an action research project.Research focus may be related to student learning, teacher effectiveness,school quality, school policy or other area by approval. The project will beproposed, approved, designed, implemented and presented prior to thestudent's graduation with a master's degree in education from NorthwesternCollege. Students who do not have a finished capstone approved by theEducation Department chair at the conclusion of EDU635 will repeat thecourse for credit. Prerequisite: completed bachelor's degree in education.
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 courserequires a30-hour practicum and is required of each candidate seeking anendorsement 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 orderto fulfill program requirements for secondary licensure. Prerequisite: upperclassman.
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