Course Descriptions:

CONTENT AREA REQUIREMENTS
Communication Courses | (6 credit hours)
(speech, comp or lit)

Mathematics Courses | (6 credit hours)

Natural Science Courses | (6-7 credit hours)
(one (1) biology and one (1) physical science)

Social Science Courses | (6 credit hours)
(American History required)

Fine Arts Courses | (3 credit hours)
(art, music or theatre)

HPER 322 | Coordinated School & Community Health: Program Planning and Implementation (3 credit hours)
This course is designed to provide the knowledge and skills to develop a comprehensive coordinated school health program with emphasis on the health and physical activity components of the Coordinated School Health Program (CSHP) model. In addition to implementing the plan in a school district, community outreach opportunities will be investigated.
Components: Lecture

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 & ItsApplication
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 410 | Elementary Student Teaching (3 credit hours)
This is a practical application of the principles of learning in the classroom with a progressive introduction into full teaching responsibilities at the elementary level. 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

ELEMENTARY EDUCATION OPTION
ART 308 | Art Exploration (3 credit hours)
A study of the purpose of art education in the elementary school program. The student is presented with a survey of the history and philosophy of art in the elementary school and becomes actively involved in art activities designed for the elementary school classroom.
Components: Lecture
Attributes: Perspectives on Values, Thought, & Aesthetics
Requirement Group: Sophomore Standing

EDUC 290 | Selecting and Evaluating Literature for Elementary Curriculum (3 credit hours)
This course is designed to introduce and explore the genres of literature for children, along with the implementation of children’s literature in elementary curriculum. A variety of literary works will be explored, original works of literature will be created, and literature through technology will be discovered. Candidates will gain experience in selecting literature with literary merit and exploring the broad field of children’s literature through an introduction to types of literature, authors and poets, illustrators, writing styles and techniques, contemporary topics and trends, and interdisciplinary selections of literary merit.
Components: Lecture

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 EDUC434

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

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

HPER 313 | Physical Education and Health for Elem/Middle Grades (3 credit hours)
This course focuses on the curriculum, instruction and assessment of health and physical education for elementary education. It includes theory, observation, and demonstration in the gym and classroom, emphasizing the role of the teacher in student learning and development.
Components: Lecture

MUSC 251 | Elementary Music Methods (3 credit hours)
This course is a study of modern teaching techniques for children’s music literature.
Components: Lecture
Attributes: Perspectives on Values, Thought, & Aesthetics

EDUC 301 | Elementary Practicum – Social Studies and Language Arts (1 credit hours)
This course provides a minimum of 40 hours of field experience in elementary schools for students enrolled in Social Studies and Language Arts Methods courses.
Components: Practicum
Requirement Group: Prerequsite: Admission to Teacher Education Corequisite: EDUC 302, EDUC 325, EDUC 326, EDUC 327, EDUC 328

EDUC 302 | Elementary Practicum – Math & Science (1 credit hours)
This course provides a minimum of 40 hours of field experience in elementary schools for students enrolled in Math and Science Methods courses.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: EDUC 301, EDUC 325,EDUC, EDUC 326, EDUC 327, EDUC 328

EDUC 325 | Teaching Language Arts in the Elementary/Middle School (3 credit hours)
This course investigates the theories, techniques, instructional methods, resources, and organization used to teach language arts. Elements include reading, writing, listening, talking, viewing, and thinking. This course requires critical thinking about current models of language arts instruction in society and allows for development of a personal philosophy for teaching language arts in the elementary and/or middle school setting. Purposeful alignment to language arts standards, finding ways to assess each element of the language arts, and implementing technology in a meaningful way are all emphasized in this course.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 306

EDUC 326 | Teaching Social Studies in the Elementary/Middle School (3 credit hours)
This course investigates the theories, techniques, instructional methods, resources and organization used to teach Social Studies. Elements include major concepts and modes of inquiry to address the integrated study of history, geography, the social sciences, and other related areas to promote informed decision-making as a fully participating citizen in a diverse and democratic society. Purposeful alignment to social studies standards, finding ways to access each element of social studies and implementing technology in a meaningful way are all emphasized in this course.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 301, EDUC 302, EDUC 325, EDUC 327, EDUC 328

EDUC 327 | Teaching Math in the Elementary/Middle School (3 credit hours)
This course investigates the theories, techniques, instructional methods, resources, and organization used to teach mathematics. Elements include numeration and number sense, computation and estimation, measurement, geometry and spatial concepts, data analysis/probability/statistical concepts, algebraic concepts, fractions, and problem solving. In doing so, candidates will fully grasp how to engage learners in problem solving, reasoning and proof, communication, connections, and representation. Purposeful alignment to mathematics standards, finding ways to assess each element of mathematics, and implementing technology in a meaningful way are all emphasized in this course.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 301, EDUC 302, EDUC 325, EDUC 326, EDUC 328

EDUC 328 | Teaching Science in the Elementary/Middle School (3 credit hours)
This course investigates the theories, techniques, instructional methods, resources, and organization used to teach science. Direction is given to teacher candidates on how to organize and prepare meaningful lessons that support learning science. Candidates will identify state standards while developing simple and easy to understand outlines of science concepts based on state standards and student interest. Students will learn how to use natural resources along with everyday materials when planning hands-on lessons that engage all students. Students will demonstrate interactive technology websites and tools that support science lessons, while at the same time becoming more comfortable using interactive boards, and student response devices as part of a complete unit plan. Purposeful alignment to science standards, finding ways to assess each element and implementing technology in a meaningful way are all emphasized in this course.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 301, EDUC 302, EDUC 325, EDUC 326, EDUC 327

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)