Course Descriptions:

EDUCATION CORE WITH PROGRAM PREREQUISITE
PSYC 250 | Human Growth and Development (3 credit hours)
This course focuses on the physical, cognitive, social and emotional aspects of growth from birth through old age. In addition, factors thought to influence this growth are also examined.
Component: Lecture

EDUC 208 | Foundation and Principles of Teacher Education (2 credit hours)
This course provides an overview of the nature of the teaching profession, including the purpose, history, philosophy, organization, curriculum alignment and standards in American public school education. This course includes a 20-hour practicum in a P-12 school setting to observe the inner workings of classrooms from the point of view of a teacher. Professional dispositions, reflective practice and critical thinking skills will be emphasized. Candidates will be encouraged to collaborate with cooperating teachers, observe student/teacher interactions and behavioral issues, and demonstrate an overall awareness of the classroom environment.
Component: Lecture
Corequisites required: EDUC 209, Sophomore standing

EDUC 209 | Teacher Education Orientation & Practicum (1 credit hours)
This course will specifically introduce PSC teacher education candidates to the School of Education’s conceptual framework and program standards, teacher education program checkpoints, electronic candidate portfolio requirements and implementation, successful completion of a 20 hour practicum, and successful completion of a faculty panel interview.
Component: Lecture
Corequisites required: EDUC 208, Sophomore standing

EDUC 255 | Differentiated Instruction for Diverse Learners (3 credit hours)
This course focuses on the conceptual, theoretical and philosophical issues surrounding diversity in educational settings and how to successfully implement differentiation of instruction to offer all types of learners with opportunities for engagement in their learning environments. The course also explores notions of equity that will provide candidates with the information they need to create learning environments that are free of bias and provide a differentiated approach to education for all students. Teacher education candidates will adopt a philosophical position and design and implement effective teaching strategies that reflect ethnic and cultural diversity through differentiation.
Component: Lecture
Prerequisite required: EDUC 209 or
Corequisite required: EDUC 209

EDUC 300 | Managing the Learning Environment for Effective Teaching (3 credit hours)
This course is intended to provide teacher education candidates the opportunity to explore, discuss, and reflect upon the relationships between managing the learning environment and effective teaching. Research, discussion, and reflection will be focused on current theory and research-based best practices for managing the learning environment in order to effectively meet the needs of all learners. Development of lesson planning approaches, as well as development of individual management styles and plans for their classrooms, will be emphasized in order to assist teacher candidates in enhancing their knowledge and skills related to managing the learning environment for effective teaching.
Component: Lecture
Prerequisite required: Admission to Teacher Education

EDUC 315 | Educational Technology (3 credit hours)
This course will focus on understanding and harnessing the power of digital media for teaching and learning. Students will learn to use that power to transform traditional teacher-centered classrooms into student-focused learning environments where P-12 students use digital media tools for the acquisition, analysis, construction, and presentation of knowledge. Hands-on experience will help pre-service teachers broaden their use of digital media tools and techniques, and they will learn rationales and strategies for developing 21st century literacies.
Component: Lecture
Prerequisite required: Admission to Teacher Education

EDUC 317 | Assessment for Student Learning (3 credit hours)
This course emphasizes the awareness of the role of the teacher in assessment and his/her impact on student learning via procedures and practices that utilize assessment results to inform instruction. Test construction, analysis of teacher-made tests, and analysis of assessment results will be emphasized along with grading and reporting of student progress for the purposes of addressing “assessment of learning” and “assessment for learning” for a diverse student population. Key pre-service assessment skills, as delineated by the Nebraska Department of Education, will also provide direction in terms of preparation of pre-service teacher candidates for both the Nebraska State Assessment System, as well as any additional federal government expectations concerning assessment.
Component: Lecture
Prerequisite required: Admission to Teacher Education

EDUC 400 | Professional and Collaborative Practices (3 credit hours)
This course provides a comprehensive overview of the professional practices associated with teaching today. It is an interdisciplinary approach (incorporating the current political, economic, legal, social, and cultural aspects in education today) designed to provide pre-service teachers with a clear understanding of the teaching profession and the practices, issues, and controversies confronting American education today. Resume writing, interview skills, and an electronic portfolio will be completed during this course to prepare candidates for potential career opportunities. The course will provide novice educators with a broad understanding of how the relationships between students, parents, and community impact the overall educational experience for students. The primary focus is to prepare reflective teachers who will be able to make informed decisions to improve and enhance the learning environment for children.
Component: Lecture
Prerequisite required: Admission to Teacher Education

EDUC 420 | Student Teaching Seminar (1 credit hours)
This seminar will provide student teachers with mentorship during the student teaching semester. Workshops for portfolio development and completion of the Instructional Analysis Project will be included, as well as, the activities that were a part of student teaching call backs (mock interview, certification paperwork, preparation for the job search, etc.).
Component: Lecture
Prerequisite required: Admission to Teacher Education

SPED 200 | Introduction to Special Education (3 credit hours)
This course is designed to provide a historical, political and sociological survey of the areas of exceptionality in the field of special education. The course will identify significant changes which have occurred in the education of exceptional populations and provide an introductory experience concerning the various disability groupings.
Component: Lecture
Prerequisite required: EDUC 209 or
Corequisite required: EDUC 209

SPED 435 | Special Education Student Teaching (3 credit hours)
Observation, laboratory and teaching experience in the special education classroom. Students teach full-time for four to sixteen weeks.
Component: Teacher Internship

K-6 SPECIAL EDUCATION SUBJECT ENDORSEMENT
EDUC 334 | Teaching Reading in the Elementary School (3 credit hours)
This course investigates current methods, approaches, types and availability of reading materials, and their practical application in the elementary classroom setting. Emphasis is placed on facilitating instruction in the classroom and the five important skills for reading (phonics, phonemic awareness, fluency, vocabulary, and comprehension). Candidates will use standards, curriculum, and skills of reading, writing, listening, and speaking to develop applicable classroom materials for a variety of learners and their individual needs in the classroom setting.
Component: Lecture
Prerequisites required: Admission to Teacher Education, EDUC 317 (or Corequisite)

EDUC 403 | Diagnostic and Remedial Reading (3 credit hours)
This course addresses the assessment of individual learners, reading skills and the appropriate interventions to facilitate further skill development. Candidates will learn to administer and interpret diagnostic assessments, identify potential causes and effects of reading problems, utilize remedial interventions, and apply management procedures (grouping strategies, book leveling systems, multi-dimensional planning) with which classroom teachers may utilize daily. Candidates will apply knowledge of how elementary and special education students differ in their reading development and approaches to learning while creating instructional opportunities directed toward diverse learning needs.
Component: Lecture
Prerequisites required: Admission to Teacher Education, EDUC 317 (or Corequisite), EDUC 334 or EDUC 434

EDUC 405 | Diagnostic and Remedial Mathematics (3 credit hours)
This course addresses the assessment of individual learners¿ math skills and the appropriate interventions to facilitate further skill development. Learning theory and interventions for assisting students with mathematics skill development are explored. Candidates will recognize the importance of knowing students¿ individual needs, focusing on differences among individual students, and fostering active engagement in the learning process.
Component: Lecture
Prerequisites required: Admission to Teacher Education, EDUC 317 (or Corequisite)

EDUC 438 | Professional Collaboration With Parents and Families (3 credit hours)
This course is designed to explore and develop skills needed for effective collaborative programs and practices to address diversity and social issues of special and at-risk populations. Course activities will build students’ skills in developing, implementing, and evaluating collaborative programs across educational, family, and community contexts. Emphasis will be placed upon learning theories and techniques of establishing effective communication, conferencing skills, and collaborating with parents to foster a supportive educational environment for all students. Students will explore the changing nature and definition of the American family, and how culture influences the relationships of teachers, students, and parents, which can impact the overall educational experience for students.
Component: Lecture
Prerequisite required: Admission to Teacher Education

SPED 300 | Assessment in Special Education (3 credit hours)
Tests commonly used for children with suspected disabilities are administered and interpreted in this course. Emphasis is on the use of formal and informal assessment procedures to diagnose strengths and weaknesses of students which may affect academic performance.
Component: Lecture
Prerequisites required: EDUC 317, SPED 200

SPED 307 | Special Education Practicum (2 credit hours)
The purpose of the course is to provide a classroom experience in a Special Education setting.
Component: Practicum
Prerequisite required: Admission to Teacher Education
Corequisite required: SPED 430

SPED 353 | Speech Correction and Development (3 credit hours)
This course identifies the unique educational problems of children with speech deficiencies with an emphasis on identification and remediation.
Component: Lecture
Prerequisite required: Admission to Teacher Education

SPED 383 | Education of Students with Autism and Low Incidence Disabilities (3 credit hours)
This course is designed to prepare teacher candidates with the ability to recognize and build upon the strengths and needs of students with low incidence disabilities. They will also be able to employ various instructional strategies and locate appropriate educational materials for students with low incidence disabilities and autism spectrum disorder.
Component: Lecture

SPED 385 | Education of Students with Cognitive Disabilities (3 credit hours)
This course is designed to prepare the teacher candidate with the ability to work with students who have cognitive disabilities, and address their strengths and needs. The course is also designed to help the teacher candidate understand and implement various instructional procedures and locate appropriate educational materials for students with cognitive disabilities.
Component: Lecture
Prerequisites required: Admission to Teacher Education, SPED 200

SPED 393 | The Special Education Process from Referral to Post-Graduation (3 credit hours)
This course is designed to provide teacher candidates with an understanding of the entire special education process from pre-referral through transition to post-secondary education or the workforce. Particular emphasis will be placed on the rights of students and parents during the transition process.
Component: Lecture
Prerequisites required: Admission to Teacher Education, SPED 200

SPED 407 | Special Education Program Coordination Practicum (1 credit hours)
This course provides a minimum of 40 hours of field experience in a special education setting, with the focus on developing knowledge and skills related to coordinating special education programs.
Component: Practicum
Prerequisite required: Admission to Teacher Education
Corequisite required: SPED 450

SPED 420 | Differentiating Assessment Practices in an Inclusive Setting (3 credit hours)
This course is designed to give teacher candidates the ability to assess students in inclusive settings. Teacher candidates will learn how to adapt teaching methods, the curriculum, and most importantly, assessments of learners with special needs who are taught in an inclusive classroom.
Component: Lecture
Prerequisites required: Admission to Teacher Education, 317, SPED 200

SPED 430 | Special Education Methods (3 credit hours)
This course is designed to develop skills necessary for teaching Special Education students (K-12) with mild/moderate disabling conditions. Emphasis is on developing knowledge, skills and techniques for successful teaching in multi-categorical resource room settings and inclusionary educational programs.
Component: Lecture
Prerequisites required: Admission to Teacher Education, EDUC 317 (or corequisite)
Corequisite required: SPED 307

SPED 440 | Behavior Management (3 credit hours)
The course will focus on the basic principles of behavior management as well as survey practical applications of this approach. Course content will include theoretical implications, behavioral and functional analysis, targeting behaviors, collecting information, interventions, positive behavioral support and monitoring for change.
Component: Lecture
Prerequisite required: Admission to Teacher Education

SPED 450 | Coordination of Special Education Programs (3 credit hours)
This course is designed to provide the teacher candidate with the skills needed to coordinate a special education program. Topics addressed include: individualized education plans (IEPs), implementing classroom and individual behavior management strategies, conducting classroom assessment of specialized instruction, supervising paraprofessionals, implementing instructional planning and strategies, developing collaborative consultation and home-school partnerships, and learning about stress reduction strategies and time management techniques.
Component: Lecture
Prerequisites required: Admission to Teacher Education, EDUC 317 (or corequisite)
Corequisite required: SPED407

SPED 465 | Education of Students With Emotional/Behavioral Disorders (3 credit hours)
This course is designed to investigate the etiology, classification, and treatment for children and adolescents with emotional, social and behavioral impairments. It examines the historical and philosophical contexts, major theoretical perspectives, and instructional alternatives. Current best practice and research related to the topic will be explored.
Component: Lecture
Prerequisites required: Admission to Teacher Education, SPED 200