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 & 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 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

SECONDARY EDUCATION OPTION
EDUC 309 | Secondary Practicum (2 credit hours)
This course is designed to provide secondary education majors with an opportunity to observe the specific methods being studied in the Secondary Methods course and to begin to practice these methods. The practicum requires a minimum of 80 hours of field experience.
Components: Practicum
Requirement Group: Prerequisite: Admission to Teacher Education Corequisite: EDUC 310 or HPER 315

EDUC 310 | Secondary School Teaching Methods (3 credit hours)
This course provides education majors with opportunities to study, discuss, and practice instructional methods specifically for middle and high school students and to examine these school environments.
Components: Lecture
Requirement Group: Prerequisite: Admission to Teacher Education, EDUC 317 (or Corequisite) Corequisite: EDUC 309 or EDUC 312

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)

HISTORY SUBJECT ENDORSEMENT REQUIREMENTS
HIST 113 | American History Before 1865 (3 credit hours)
This course provides a study of America from the European exploration of the New World to the end of the Civil War.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

HIST 114 | American History After 1865 (3 credit hours)
This course provides a study of the United States from Reconstruction to the present.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

HIST 201 | World Civilization Before 1500 (3 credit hours)
This course is a survey of the beginnings of civilizations in the great river valleys and their diffusion to later civilizations in the Middle East and Europe. Particular attention will be given to the cultural and political institutions of the West that furnish our own cultural heritage.
Component:
Lecture

HIST 202 | World Civilization After 1500 (3 credit hours)
In this course the rise and decline of European predominance will be analyzed with emphasis upon the major social, political, and economic ideologies and institutions that evolved.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

HIST 329 | History of Nebraska (3 credit hours)
This course is a survey of the political, economic, social, and constitutional development of Nebraska from prehistoric times to the present.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

HIST 425 | Seminar in American History (3 credit hours)
This course describes the major fields and periods of American history, the contributions of leading historians, and the conflicting interpretations of major issues in American history. This course is the capstone course and senior competency for the Social Science major.
Components:
Lecture
Attributes:
Methods of Inquiry & Explanatory Schema – Social Science
Requirement Group:
For Seniors Only

ADDITIONAL HISTORY REQUIREMENTS
SOCIAL SCIENCE REQUIREMENTS
ANTH 225 | Introduction to Cultural Anthropology (3 credit hours)
A comparative and historical approach to the religion, social organization, subsistence patterns, and the other aspects of the great variety of cultures around the world.
Components: Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

PSCI 201 | American National Government (3 credit hours)
This course is a thorough introduction to the U.S. political system, its institutions and processes. Topics will include the Constitutional founding, federalism, political culture, Congress, the Presidency, judiciary, bureaucracy, public opinion and the media, the electoral process, and civil liberties.
Components: Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

Choose one (1) course from the following four (4) choices

ECON 221 | Principles Of Microeconomics (3 credit hours)
Consideration is given to the microeconomic concepts of wages, interest, rent and profits, personal distribution of income, consumption, monopolies, agriculture, government taxation and expenditures, international trade and comparative economic structures.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

OR

GEOG 103 | Human Geography (3 credit hours)
Human Geography is the study of the human elements of the environment with emphasis on the origins of culture, population trends, world cultures, economies of man, and urban and political systems.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

OR

PSYC 121 | Introduction to Psychology (3 credit hours)
This course is a general introduction to contemporary psychology focusing on basic concepts, principles, terminology, trends in psychological research, and the application of this knowledge.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science

OR

SOC 201 | Principles of Sociology (3 credit hours)
This course is an introductory study of group and social dynamics, cultures, social problems, social institutions, inter-group relationships, and the impact of social policies.
Components:
Lecture
Attributes: Methods of Inquiry & Explanatory Schema – Social Science