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.
Components: Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

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.
Components: Lecture
Requirement Group: Corequisite: 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.
Components: Lecture
Requirement Group: Corequisite: 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.
Components: Lecture
Requirement Group: Prerequisite: EDUC 209 or Corequisite :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.
Components: Lecture
Requirement Group: Prerequisite: 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.
Components: Lecture
Attributes: Technology & Its Application
Requirement Group: Prerequisite: 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.
Components: Lecture
Requirement Group: Prerequisite: 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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education

EDUC 412 | Early Childhood Student Teaching (3 credit hours)
This provides observations, laboratory and teaching experience in directing the learning activities of children in Pre-kindergarten through grade three (3). During the student teaching experience, the student applies the theories and principles of learning and instruction. Students teach full-time for four to sixteen weeks.
Components: Student Teaching

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.).
Components: Lecture
Requirement Group: Prerequisite: 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.
Components: Lecture
Requirement Group: Prerequisite: EDUC 209 or Corequisite: EDUC 209

SPED 421 | Early Childhood/Special Education Student Teaching (3 credit hours)
Observation, laboratory and practical application of learning principles in Preschool through Kindergarten settings. Students teach full-time for four to sixteen weeks.
Components: Student Teaching

EARLY CHILDHOOD EDUCATION INCLUSIVE OPTION REQUIREMENTS
EDUC 206 | Principles of Early Childhood Education (3 credit hours)
This course is designed to give students the theory and practice necessary for teaching and caring for children from infancy through age eight. It is an introduction to the professional preparation needed for preschools and child care.
Components: Lecture

EDUC 231 | Emergent Literacy and Language Arts (3 credit hours)
This course is designed to provide learning in the development of the two receptive language skills of listening and reading; and the two expressive language skills of writing and speaking. Methods facilitating these skills will be addressed in a developmental approach. The course includes teaching strategies, research, curriculum design and implementation, assessment and evaluation, technology, and family involvement in language arts and literacy for young children.
Components: Lecture

EDUC 232 | Creative Arts in Early Childhood Education (3 credit hours)
This course is designed for early childhood classroom practitioners. It focuses upon the planning, implementing, and evaluating of developmentally appropriate activities for young children in the creative areas of art, music, movement, and play including experiences and methods for developing self-expression and creativity.
Components: Lecture

EDUC 303 | K-3 Elementary Practicum (1 credit hours)
This course provides a minimum of 40 hours of field experience in a K-3 elementary setting for students completing an early childhood education endorsement.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: EDUC 337

EDUC 306 | Infant/Toddler Practicum (1 credit hours)
This course provides a minimum of 40 hours of field experience in an early childhood education setting, with the focus on developing knowledge and skills related to working with infants and toddlers.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: EDUC 321

EDUC 308 | Preschool Practicum (1 credit hours)
This course provides a minimum of 45 hours of field experience in an early childhood education setting, with the focus on developing knowledge and skills related to working with preschool aged students.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: EDUC 336

EDUC 321 | Infant/Toddler Development and Methods (3 credit hours)
This course focuses on child growth and development from conception through three years of age including physical, social/emotional, language/literacy, and cognition domains. Students will explore current research within the field as it relates to the infancy and toddler periods. Students will develop and implement lesson plans within each of the developmental domains and create documentation to show evidence of children’s learning. Nebraska Early Learning Guidelines and Teaching Strategies GOLD tools will be used to introduce students to informal assessment techniques used in infancy and toddler development.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 306

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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite)

EDUC 336 | Science, Math, and Social Science for Early Childhood Education (3 credit hours)
This course is designed to examine the foundations, principles, and current research related to the development of curricula for young children, especially in the areas of math, science, and social studies. Students will experience an in-depth study of cognitive development of children ages birth through age eight including concept development; problem solving; and planning, implementing, and evaluating developmentally appropriate activities in math, science, and social studies. This examination includes the relationship between the physical, social, emotional, and cognitive growth and development of young children as well as curriculum development. Theoretical and practical study of teaching methods for students from birth to Grade 3 will be addressed.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 308

EDUC 337 | Science, Math, and Social Science for K-3 Education (3 credit hours)
This course is designed to examine the foundations, principles, and current research related to the development of curricula for Kindergarten through Third grade, especially in the areas of math, science and social studies. Students will experience an in-depth study of cognitive development of children ages five through age eight including concept development; problem solving; and planning, implementing, and evaluating developmentally appropriate activities in math, science, and social studies. This examination includes the relationship between the physical, social, emotional, and cognitive growth and development of children as well as curriculum development. Theoretical and practical study of teaching methods for students from Kindergarten to Grade 3 will be addressed.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 303, EDUC 317

EDUC 402 | Developmental Curriculum in Early Childhood Education (3 credit hours)
This course prepares students to plan a developmentally appropriate curriculum and environments for children ages birth-8 years of age. Topics include learning environment design, writing goals and objectives, lesson plans, and daily schedules. Content and methods for planning developmentally appropriate activities and environments designed to enhance children’s cognitive, social, emotional, physical, and creative development are included as well as experience in the production of materials to be used in early childhood programs.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 206, 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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite), EDUC 334 or EDUC 434

EDUC 428 | Organization and Administration of Early Childhood Education (3 credit hours)
This course covers the policies, procedures, and responsibilities for the administration and organization of early childhood education programs. Key topics include program goal setting, facilities utilization, budget and finances, record keeping, curriculum implementation, staff relationships and training, parent and community involvement, federal, state and local agencies and licensing, and relevant national trends and their effect on early childhood programs. Early Childhood Professional Ethics and Standards will be infused throughout the course.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education

EDUC 430 | Differentiated and Integrated Curriculum for the Elementary and Middle Level Environment (3 credit hours)
This course investigates strategies of differentiation and prepares candidates to develop meaningful tools for integrating standards-based lessons that meet the needs of all learners. Multiple modes of instruction will be explored to support diverse classrooms. Emphasis will be placed on creating instruction that utilizes multiple intelligences, learner preferences, and student readiness levels in order to differentiate the content, process, and product in a student-centered learning environment.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 325 or EDUC 337

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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education

SPED 309 | Early Childhood/Special Education Practicum (1 credit hours)
This course is designed to provide students with an opportunity to observe the specific methods in Preschool through Kindergarten being studied in early childhood/special education methods classes and to begin to practice those methods.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: SPED 405

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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education

SPED 405 | Special Education/Early Childhood Characteristics & Methods (3 credit hours)
This course is designed to enable the student to master the knowledge of the purposes, unique features, service delivery and issues in the field of early childhood special education. Basic information about the foundations of early childhood special education programs and sources of current research about this rapidly growing field will be studied. Current best practice instructional methods will be a major focus of this course.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: SPED 309

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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: 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.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education