EDU - Education

This course explores the contexts and the individual dimensions of human development and learning. Special attention is paid to the features of human developmental contexts most associated with positive outcomes for learners, and how these mediate the learning process. The course also examines different domains of development, including those most associated with successful school learning. Candidates learn and practice various assessment methods to understand classroom and individual learning processes. The class time is split between the classroom and online work, some in an adaptive learning environment. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course will focus on the history of ideas, individuals and events that have influenced the curriculum, organization policies and philosophies of education in the United States. A special topic option allows students to pursue topics related to their area of interest within the education spectrum. The class time is split between the classroom and online work, some in an adaptive learning environment. Laboratory course is required for Pathways students. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This introductory course is designed to provide an overview of trade books written for children from preschool through adolescence. Emphasis is on the identification, selection, and evaluation of high quality literature in different formats and genres appropriate for the developmental stages of each age group. Attention is given to the preK-8 literacy environment, as well as literature representing a range of children’s and adolescents’ diverse needs, interests, and backgrounds. Pre-requisite(s): ENG 101. Co-requisite(s): None. 5 quarter hours

This course provides an introduction to current issues in professional ethics encountered in the early childhood, elementary and special education settings. These issues can include but are not be limited to confidentiality, inclusion, discrimination, diversity, access, and equity. Course activities guide students to construct an ethical framework for the teaching profession through the design, implementation, and assessment of a Service Learning Project. A special emphasis is placed on effective collaboration with families, students, teachers and other professionals advocating for the rights and responsibilities of students, including those with disabilities, in schools and child care centers. Candidates will engage in work around supporting the child, family and community within the context of service learning and discussion of current issues in the field. Pre-requisite(s):None. Co-requisite(s): None. 5 quarter hours

This is an introductory course designed to provide an overview of child development in the context of teaching and learning with children ages birth through adolescence. In addition to examining developmental trajectories in the realm of typical vs. atypical development, students will also learn about the impact trauma has on development, as well as the role of the teacher in supporting healthy development in the classroom. Culturally relevant pedagogy, partnering with families and fundamental concepts of being a classroom teacher, from a developmental perspective, are also investigated in this course. Students will observe children in an appropriate field setting, combining theoretical knowledge with practice for a minimum of seventy-five hours, equivalent to one full day per week for 10 weeks. Seventy-five field hours are required for this course. Pre-requisite(s): EDU 200, EDU 210. Co-requisite(s): None. 5 quarter hours

This is an introductory course designed to provide an overview of teaching and learning. The course integrates field-based experiences and activities focusing on culturally relevant pedagogy. Teacher candidates will be introduced to the Adaptive Cycles of Teaching (ACT), an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze core teaching practices. Candidates are expected to spend the equivalent of a day a week in a field setting. Early childhood candidates practice in a three-five year old classroom. Elementary candidates practice in grades 1-6. Special education candidates practice in settings with both low and high incidence populations. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines issues of race, equity, poverty and ability in American school systems. Students will examine their own beliefs and engage in self-assessment, reflection, and goal-setting around their cultural proficiency. Candidates will also have the opportunity to analyze models of equity in the classroom, particularly as they extend to curriculum, instruction and engaging with families. Special attention will be paid to the teacher as social justice advocate as well as how educators can be seen as agents of change within their classrooms, schools and communities. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This introductory course is designed for preservice teacher candidates to overview basic theories and practices in curriculum and assessment as they relate to early childhood, elementary, and special education. This is an interdisciplinary course that involves perspectives from Elementary, Early Childhood, and Special Education. Teacher candidates will examine how students learn through curriculum and assessment tools as guided by the newest learning standards in literacy, mathematics, science, social emotional learning and arts. This examination includes attention to diverse learners and culturally relevant curriculum and assessment practices. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course integrates educational theory, practice based theory and understanding with field-based experience and methods courses. This course continues to expand the candidates’ professional expertise through the Adaptive Cycles of Teaching (ACT) experiential curriculum to help teacher candidates plan, implement, reflect and analyze core teaching practices.The candidates actively engage in two full days per week in a field-based practicum experience. Pre-requisite(s): EDU 300, EDU 350, SPE 300. Co-requisite(s): None. 5 or 6 quarter hours

This advanced course continues to support teacher candidates field-based learning. Candidates continue to work with the Adaptive Cycles of Teaching (ACT) curriculum to deepen and expand their teaching expertise in classroom settings. Candidates actively engage in two full days per week in a field-based settings linked to their student teaching placement. Pre-requisite(s): EDU 400. Co-requisite(s): None. 5 or 6 quarter hours

This course integrates educational theory, practice-based theory and understanding with field-based experience. This continues to expand the candidates’ professional expertise through the Adaptive Cycles of Teaching (ACT) experiential curriculum to help teacher candidates plan, implement, reflect and analyze core teaching practices. Teacher candidates will also continue to refine their professional practices and deepen their understanding of classroom contexts and their importance to planning, instruction, assessment and reflection. The candidates actively engage in two full days per week in a field-based setting linked to their student teaching placement. Students taking this course online can expect at least two synchronous sessions. Pre-requisite(s): EDU 299, EDU 350, EDU 477 and EDU 480. Co-requisite(s): None. 5 quarter hours

In this course, students will become familiar with theoretically sound, research-based instructional strategies for the fundamentals of balanced literacy instruction -- with a general focus on reading and writing in the areas of: phonemic awareness, phonics, word study, fluency, and comprehension of narrative and informational text. Teacher candidates will also learn about different literacy assessments and will practice administering, scoring, and analyzing assessments with their students. Student candidates will plan instruction, teach and videotape lessons in their placement classrooms, and have multiple opportunities to reflect on their teaching and its impact on their students. Field work is required for this course: If taking this course alongside another methods course and practicum, students should plan to spend two full days in an appropriate classroom setting. If taking this course independent of another methods course and practicum, students should plan to spend about 30 hours in the field for this class. Students taking this course online can expect at least two synchronous sessions. Pre-requisite(s): EDU 299, EDU 350, SPE 300, ECE 334. Co-requisite(s): None. 5 quarter hours

In this course, teacher candidates will learn the fundamentals of balanced literacy instruction. With a general focus on the development of literacy in the early grades, they will become and guided reading. In addition to spending class time reading about, viewing videos and discussing these three practices, they will also plan instruction, teach and videotape lessons in their placement classrooms, and have multiple opportunities to reflect on their teaching and its impact on their students. In addition, teacher candidates will learn about different literacy assessments and will practice administering, scoring, and analyzing assessments with their students. Teacher candidates will also participate in reading workshop activities to better understand their own literacy learning and development. Field work is required for this course: If taking this course alongside another methods course and practicum, plan to spend two full days in an appropriate classroom setting. If taking this course independent of another methods course and practicum, plan to spend about 30 hours in the field for this class. This is an advanced standing course that may count toward both undergraduate and graduate degrees. Pre-requisite(s): EDU 300, EDU 350, and SPE 300. Co-requisite(s): None. 5 quarter hours

This course introduces key issues in the development of strategic reading and writing of both narrative and informational texts. Students will become familiar with theoretically sound, research-based instructional strategies for the teaching of advanced and content-area reading and writing. Students will learn literacy assessments appropriate for fluent readers and how to use assessment plus an understanding of intermediate grade learners to plan and implement appropriate literacy instruction. Field work is required for this course: If taking this course alongside another methods course and practicum, plan to spend two full days in an appropriate classroom setting. If taking this course independent of another methods course and practicum, plan to spend about 30 hours in the field for this class. It can be taken independent of or alongside EDU 400. Students taking this course online can expect at least two synchronous sessions. This is an advanced standing course that may count toward both undergraduate and graduate degrees. Pre-requisite(s): EDU 300, EDU 350, SPE 300. Co-requisite(s): None. 4 quarter hours

This course provides candidates an in-depth focus on the subject matter, content standards, mathematical pedagogy, and issues related to the learning and teaching of mathematics in early childhood primary (K-2) and elementary (1-6) grades. Candidates develop strategies and applications specific to the mathematical learning needs of students including real world connections. Through the Adaptive Cycles of Teaching (ACT), an experiential-based curriculum designed to help teachers learn a set of core teaching practices supported by intensive coaching, teacher candidates will complete a content learning analysis, diagnostic assessment as well as plan and implement teaching math with problem solving lessons. Field work is required for this course: If taking this course alongside another methods course and practicum, plan to spend two full days in an appropriate classroom setting. If taking this course independent of another methods course and practicum, plan to spend about 30 hours in the field for this class. It can be taken independent of or alongside EDU 400. Students taking this course online can expect at least two synchronous sessions. This is an advanced standing course that may count toward both undergraduate and graduate degrees. Pre-requisite(s): EDU 300, EDU 350, SPE 300. Co-requisite(s): None. 5 quarter hours

Encourages the active exploration of the question, "What is good science teaching?". Activities provide an open forum in which students construct their own ideas about effective science instruction so those ideas inform their developing science teaching styles. Aims to increase student comfort, confidence, and competence in using effective science teaching methods by relating the nature of science to the way kids develop an understanding of the science of nature, introducing practical, applicable models of best practice techniques and providing opportunities to experiment with those techniques in risk-free setting. Field work is required for this course: If taking this course alongside another methods course and practicum, plan to spend two full days in an appropriate classroom setting. If taking this course independent of another methods course and practicum, plan to spend about 30 hours in the field for this class. Pre-requisite(s): EDU 300, EDU 350, SPE 300. Co-requisite(s): None. 3 quarter hours

This pre-service early childhood and elementary education me course for teaching social studies is part of the NLU undergraduate teacher education curriculum. Teacher candidates examine the role of social studies in the early childhood and elementary education curriculum and engage in planning differentiated social studies units and lessons for all learners. A special emphasis is placed on the use of primary source documents to teach critical thinking through an inquiry approach. This course includes the Adaptive Cycles of Teaching assignments through which teacher candidates plan, implement, and analyze student learning in social studies lessons and receive targeted feedback to learn through their teaching. NOTE: Approximately 20 hours in an early childhood or elementary school classroom is required. This course can be taken with or independent of EDU410. The online version of this course includes at least one synchronous session. Pre-requisite(s): EDU 300 and EDU 350. Co-requisite(s): None. 2-3 quarter hours

This course will engage teacher candidates in exploring science and social studies teaching and learning through an inquiry-based lens. Activities provide an open forum in which students construct their own ideas about effective science and social studies instruction so those ideas inform their developing inquiry-based teaching styles. Strategies will include: using students’ natural sense of inquiry to develop scientific and historical thinking, providing a platform for teacher candidates to help develop a sense of wonder and inquiry when introducing science and social studies topics to students, using the natural world and community around students as a platform for learning, developing scaffolding techniques for a risk-free setting and using investigations and primary source documents in order to teach critical thinking through an inquiry approach. Students should expect to spend about 30 hours in the field for this class. The online course entails at least two synchronous sessions. Pre-requisite(s): EDU 300 and EDU 350. Co-requisite(s): None. 5 quarter hours

This course is mandatory for education licensure-track students who have not obtained the requisite standardized test score in order to begin their licensure courses. In this course, students will develop stronger content knowledge and practice the English, reading, and math skills necessary to improve their standardized test scores. This course will also provide opportunities for students to become more confident in their test-taking abilities, as well as increase their overall academic performance. Pre-requisite(s): None. Co-requisite(s): None. 0 quarter hours