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.
Component: 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 426 | Seminar in Educational Studies (3 credit hours)
Through this course, students are provided the opportunity to integrate their understanding of educational concepts, processes, and instructional strategies learned throughout the program. Students are required to complete a project that demonstrates their ability to apply this knowledge to their chosen career. This course serves as the capstone experience for students pursuing the Educational Studies degree.
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

Additional credits of upper-division coursework in Education or Special Education