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 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 411 | Secondary Student Teaching (3 credit hours)
This is a practical application of learning principles in the classroom with a progressive introduction into full teaching responsibilities at the secondary 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

K-12 EDUCATION OPTION
EDUC 312 | K-12 Education Practicum (2 credit hours)
This course provides a minimum of 80 hours of field experience at both the elementary and secondary levels for students completing a K-12 Art, Music, or Physical Education endorsement. Students will be assigned two (2) placements and complete a minimum of 40 hours at each of the elementary and secondary levels in the appropriate content area.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: EDUC 310 or HPER 315

EDUC 434 | Content Literacy Across the Curriculum (3 credit hours)
This course is designed to complement the quest for learning at the level presented at Peru State College by preparing teacher candidates to be exemplary professional leaders in the field of education relative to effectively teaching content literacy related to reading, writing, speaking, listening, viewing and technology in their respective content areas. Collaborative, as well as personal reflection for the purpose of independent critical thought, will be implemented and utilized on multiple theories and best practices in the teaching of content literacy in all content areas to a diverse student population. An emphasis on instructional strategies related to trait-based reading, informational text, process and technical writing, speaking, listening, viewing, and technology as they apply to standards and assessments for improving students’ content literacy, will be collaboratively and personally explored, analyzed, and evaluated for the purposes of effective implementation in lesson design. The focus will also include both assessment of learning and assessment for learning, in terms of each of these areas of content literacy.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite)

REQUIRED PROGRAM PREREQUISITE
MATH 112 | College Algebra (3 credit hours)
This course is for students who specifically need algebra in certain pre- professional programs. It covers algebraic principles and processes and is not to be taken for credit by students who have completed Math 113 or Math 120.
Components: Lecture
Attributes: Collegiate Skills – Quantitative Reasoning

HEALTH, PHYSICAL EDUCATION AND RECREATION CORE REQUIREMENTS
HPER 215 | First Aid, CPR, AED (2 credit hours)
The purpose of this course is to provide the citizen responder with the knowledge and skills necessary in an emergency to help sustain life and minimize pain and the consequences of injury or sudden illness until medical help arrives. The course content and activities will prepare participants to recognize emergencies and make appropriate decisions for first aid care. This course teaches the first aid skills the citizen responder will need in order to act as the first link in the EMS system. This course also emphasizes prevention of injuries and illness, with a focus on personal safety and health.
Components: Lecture

HPER 222 | Structural Kinesiology (3 credit hours)
This course will provide the student with an understanding of the anatomical and mechanical fundamentals of human motion. The student will learn a systematic approach to the analysis of human motion and will be able to apply anatomical and mechanical analysis to the learning and improvement of a broad spectrum of movement activities.
Components: Lecture

HPER 262 | Nutrition and Health (3 credit hours)
This course will investigate the physiological, psychological and economic effects of nutrition on humans. Macro and micro nutrients, nutrition through the life span, the role of nutrition on health, food safety, and effects on physical activity will be examined. In addition, evaluation of current nutritional issues, controversies, and consumer decisions will be analyzed.
Components: Lecture

HPER 310 | Psychology of Sports and Physical Activities (3 credit hours)
This course examines the place of psychology in physical education and sports. It includes personality, attention and arousal, anxiety and intervention, theories of motivation, and social psychology of sports aggression, audience effects, team cohesion, and leadership in sports.
Components: Lecture

HPER 325 | Prevention and Care of Sports Injuries (3 credit hours)
This course examines the nature and cause of injuries related to the physical activities of children and athletes.
Components: Lecture
Requirement Group: Prerequisite: HPER 222 (or Corequisite)

HPER 360 | Physiology of Exercise (3 credit hours)
This course will provide students with a working understanding of how exercise affects the different systems of the body.
Components: Lecture

HPER 382 | Sound Mind Sound Body (Mens Sana in Corpore Sano) (3 credit hours)
This course provides students with a working understanding of seven domains of wellness: physical, emotional, social, intellectual, spiritual, environmental, and occupational. Given the broad spectrum of topics, the course offers a multidisciplinary look at the individual as well as the individual’s role as a healthy and productive member of society.
Components: Lecture

HPER 428 | Health and Society (3 credit hours)
This course, designed for the health and physical education teacher candidate, will investigate current issues of health and society both domestic and global in scope, and how these events impact students in our Nation’s schools. Environmental impact on health, medical advances, technology, public policy, and substance abuse education will also be examined.
Components: Lecture

HPER 433 | Applied Exercise Science (3 credit hours)
This course is designed to further the understanding of exercise physiology, structural kinesiology, biomechanics and motor behavior. The classroom, laboratory, and clinical experiences of this course are intended to provide the student with an opportunity to discuss, observe and become aware of the acute and chronic responses of the human body to physical activity. Instruction is directed toward understanding the research methods used to evaluate and assess the biology of human movement as it pertains to exercise science. Students will be required to complete a service-learning project in order to adequately demonstrate a full understanding of subject matter.
Components: Lecture
Requirement Group: Prerequisite: HPER 360, 415, and HPER 420 (or Corequisite)

PK-12 HEALTH AND PHYSICAL EDUCATION OPTION COURSES
HPER 201 | Foundations of Health and Physical Education (3 credit hours)
This course is designed to provide the students an enhanced knowledge of the field of physical education and health education; including it growth and development, merging trends, critical factors of physical education and health education, and the practical application of this critical discipline.
Components: Lecture

HPER 220 | Teaching of Sports Skills and Movement Skills (2 credit hours)
This course is a study of the strategies and techniques involved in teaching selected physical education activities for individual, dual, and team sports. It includes demonstrated competencies in specified motor skills, ability to communicate proper instruction, and proficiency in writing appropriate daily lessons plans.
Components: Lecture
Requirement Group: Prerequisite: HPER 201 with a grade of C or better

HPER 309 | Curriculum and Educational Leadership in Health and Physical Education (3 credit hours)
This course is designed for Health and Physical Education teacher candidates. Both health education curriculum and physical education curriculum for grades K-12 will be examined in depth and applied to current requirements for schools. Students will develop curricula aligned with State and National Standards in each area and integrate health and physical education with the larger curriculum and mission of the school. General principles of administrative techniques, leadership strategies, and organizational responsibilities in Physical Education, Health Education, and associated programs in grades K-12 will also be examined.
Components: Lecture

HPER 315 | PK-12 Physical Education Teaching Methods (3 credit hours)
This course provides Health and Physical Education teacher candidates with opportunities to study, discuss, organize, and practice instructional methods for PK-12 Physical Education.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: HPER 317 and EDUC 312

HPER 317 | PK-12 Health Education Teaching Methods (3 credit hours)
This course provides Health and Physical Education teacher candidates with opportunities to study, discuss, organize, and practice instructional methods for PK-12 Health Education.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: HPER 315 and EDUC 312

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

HPER 415 | Motor Learning (3 credit hours)
This course will provide an introduction to the field of motor learning. The focus of the course is on skill acquisition with primary consideration given to the learning process, the cognitive and motor processes underlying the learning of skills and factors that influence skill learning.
Components: Lecture

HPER 416 | Skills and Content Assessments in Physical Education and Health (3 credit hours)
The purpose of this course is to provide an understanding of essential statistical techniques relevant to assessment in the K-12 Physical Education and Health classroom setting. Student will also examine and use of various fitness and content-based testing protocols common to the fields of Physical Education and Health. In addition, a practicum will be required as part of this class. In this Practicum students will be placed in various local schools at which they will proctor various fitness and/or content-based protocols as well as analyze data from the results of these assessments.
Components: Lecture
Requirement Group: Prerequisite required: Admission to Teacher Education

HPER 417 | Adapted Physical Education (3 credit hours)
This course provides a study of philosophy, procedures and practices in adapted physical education.
Components: Lecture
Requirement Group: Prerequisite: HPER 222 and PSYC 250

HPER 418 | National Activity Certifications (3 credit hours)
This class will provide student with the opportunity to become certified instructors with the following certifications: Red Cross CPR and First Aid Instructors (CPRFAI), National Archery in the Schools Program Instructor (NASPI), and National Fishing in the Schools Program Instructor (NFSP). The class is open to all students.
Components: Lecture
Requirement Group: Prerequisite: HPER 215