EDU - Education

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

This course explores the contexts and individual dimensions of human development and learning, including those most associated with positive outcomes for learners. An overview is provided of the most influential thinkers on education in the last hundred years, more recent thinkers, and other key names whose research and writing have helped shape views on teaching and learning. Candidates analyze critiques of each theorist by exploring opposing viewpoints and the strengths and weaknesses of different ideas. In addition, candidates learn and apply practical examples showing how theories can be used to inform classroom teaching and reflect on their own educational experiences in relation to the theories. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course explores the contexts and individual dimensions of human development and learning, including those most associated with positive outcomes for learners. Key competencies in health, safety, and wellness are covered . Other key competencies covered in this class include interactions, relationships, environments, family and community relationships, and the demonstration of professionalism in relation to supporting healthy development. NOTE: this course is only open to students in the ECE Competency-Based program. 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. 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, organizational policies, and philosophies of education in the United States. Key competencies in family, community relationships, human growth and development, and personal/professional development will be covered as well. NOTE: this course is only open to students in the ECE Competency-Based program. 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.

This course provides an opportunity for students to demonstrate their competency in various areas of healthy safe environments, as they apply to professionalism and ethical engagement with children and families in the early childhood environment. Specifically, students will maintain, create, design and assess healthy and safe learning early childhood environments. In addition, students will plan, implement and assess learning experiences using knowledge of each child's healthy development, abilities and interests, as well as identify the factors that contribute to positive interactions with the environment. Lastly, students will align their professional practice with applicable standards, guidelines, and ethical considerations for confidentiality and impartiality, state and the expectations of relevant professional organizations. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. 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. Twenty field hours are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This introductory course is designed for early childhood teachers to demonstrate their competency in child development. Competencies developed and assessed in this course include the ability to interpret unique developmental patterns in children as well as identifying supportive resources for children who require additional assessment or support. Collaborating with families and community organizations is a demonstrated competency in this course, as is describing appropriate methods and content the support child development and learning. Students will create engaging environments in this class that meet the diverse development and learning needs of each child. In addition, students will engage in professional development reflection, creating a development plan that aims to improve professional practice while also creating a professional philosophy of teaching that guides their development as a practitioner and advocate for children and their development . NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course focuses on behavioral development during adolescent years, including students’ physiological, cognitive, emotional, and social development and interaction. The course also addresses the teacher’s role in meeting the unique developmental needs of adolescents and identifying students for referral to health and/or social services when necessary. 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 course examines issues of equity in education in American school systems. Students will examine their own beliefs and cultural proficiency by identifying culturally, linguistically, and individually responsive curricular planning strategies. Candidates will also have the opportunity to implement culturally competent teaching strategies and procedures with a focus on meaningful communication and collaboration with families and communities surrounding engagement in assessment and goal setting. Special attention will be paid to utilizing culturally responsive assessment tools, procedures, and methods to gain knowledge of children and their familial and social context. NOTE: this course is only open to students in the ECE Competency-Based program. This course is designed to cover INCCRRA Gateways to Opportunities Early Childhood Education Credential Competencies: FCR4, FCR5, FCR6, PPD4, CPD1, CPD2, O&A1, O&A2, & O&A3. Pre-requisite(s): EDU 200CB, EDU 210CB, or Gateways ECE Level 2. 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 introduces students to theoretical and practical issues related to planning educational curriculum, instruction, and assessment. This course will also provide an overview of the different assessment types including, but not limited to: standardized, quantitative, qualitative, formative, summative, and authentic. Students will learn how cultural, social, economic, and language dimensions impact the design of instruction and assessments. Students will identify and analyze current assessment trends that seek to inform best practices in secondary classrooms. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This introductory course is designed for early childhood teachers to demonstrate their competency in applying the basic theories and practices in curriculum and assessment as they relate to early childhood education. Students will identify the factors influencing assessment while also evaluating and selecting methods and data collection for assessments. In addition, students will implement various types of assessment that support the selection of appropriate curricular content, aligned to relevant standards. Students will implement differentiated methods and instructional strategies in this class as well as adapt their practice to support individual children in the learning environment. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB. Co-requisite(s): None. 5 quarter hours

This course provides students opportunities to develop foundational competencies related to differentiated instructional planning, grouping strategies, instructional assessment, and developmentally appropriate environmental design and management for young children (K-2). NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course provides opportunities for candidates to create/ design, assess, and advocate for program policies, procedures, and plans using current research, theory and knowledge of children to optimize healthy child development and learning, as well as inform child and program goals in collaboration with families and other team members. This course also affords candidates the opportunity to identify, develop, and implement plans and procedures that support healthy and safe early childhood program practices. In addition, candidates describe processes, procedures and identified roles within successful early childhood teams while applying key legal, ethical, regulatory, and interpersonal skills reflective of professionalism and leadership within early childhood settings. Lastly, candidates will demonstrate competency in the design and/or participation in collaborative systems and proactive, visionary leadership that ensures the healthy functioning of the early childhood program/agency and the children and families served. Pre-requisite(s): EDU 200CB, EDU 210CB, EDU 290CB, and EDU 305CB, or Gateways Level 3 ECE Credential. Co-requisite(s): None. 5 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. 5or 6 quarter hours

This course critically examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced policy, laws, school structure, and practices throughout the history of American education. Issues addressed include (dis)ability, race, ethnicity, gender, socio-economic class, identity, and immigration. Candidates lay the foundation for the development of a personal philosophy of education and reflectively examine issues of education from social justice perspectives. This is an advanced standing course that may count toward both, baccalaureate and master's degree. Pre-requisite(s): None. Co-requisite(s): None. 3 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. Pre-requisite(s): EDU 299, EDU 350, EDU 477 and EDU 480. Co-requisite(s): None. 5 quarter hours

This is the field–based experience course in the professional sequence of the Educator Preparation program. This course will expand the teacher candidates’ work through our innovative virtual coaching model. Under the guidance of a qualified Mentor Teacher and a University Field Coach, teacher candidates will complete their practicum field experience, averaging 2 days a week at their placement site. Teacher candidates will establish relationships with students, familiarize themselves with the classroom structures & routines, and will gradually assume instructional responsibilities in the field. This increase in responsibilities will continue to build, setting the teacher candidate up for success in Student Teaching. This course is taken simultaneously with a partner seminar course. To successfully begin Student Teaching, both the instructional course and field experience must be completed. Pre-requisite(s): EDU 299, EDU 350, ECE 324, ECE 334, EDU 477, and EDU 480. Co-requisite(s): EDU 420B. 0 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 experiential curriculum to help teacher candidates plan, implement, reflect and analyze core culturally relevant 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. This course is taken simultaneously with a partner field experience course. To successfully begin Student Teaching, both the instructional course and field experience must be completed. Pre-requisite(s): EDU 299, EDU 350, ECE 324, ECE 334, EDU 477, and EDU 480. Co-requisite(s): EDU 420A. 5 quarter hours

This course provides opportunities for candidates to create/ design, assess, and advocate for program policies, procedures, and plans using current research, theory and knowledge of children to optimize healthy child development and learning, as well as inform child and program goals in collaboration with families and other team members. This course also affords candidates the opportunity to identify, develop, and implement plans and procedures that support healthy and safe early childhood program practices. In addition, candidates describe processes, procedures and identified roles within successful early childhood teams while applying key legal, ethical, regulatory, and interpersonal skills reflective of professionalism and leadership within early childhood settings. Lastly, candidates will demonstrate competency in the design and/or participation in collaborative systems and proactive, visionary leadership that ensures the healthy functioning of the early childhood program/agency and the children and families served. Pre-requisite(s): EDU 200CB, EDU 210CB, EDU 290CB, and EDU 305CB, or Gateways Level 3 ECE Credential. 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 401, and ECE 334. Co-requisite(s): None. 5 quarter hours

This course provides students opportunities to explore literacy instruction and content knowledge, higher order thinking skills, collaborative experiences, student choice and self-advocacy, and aligning instruction with literacy learning standards and goals. Integration of instructional technology for literacy instruction is addressed, as well as developing and implementing literacy assessment strategies and tools based on theory, research, and data for diverse learners. Special consideration is given to engaging learners in challenging assumptions that sustain a system of inequity, and to provide opportunities to collaborate with families and professionals in culturally sustaining ways surrounding literacy instruction and assessment. Note: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. 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. Thirty field hours are required in a setting where mathematics is being taught. This is an advanced standing course that may count toward both undergraduate and graduate degrees. Pre-requisite(s): EDU 299, EDU 350, SPE 401. Co-requisite(s): None. 5 quarter hours

This course provides students opportunities to explore math instruction and content knowledge, higher order thinking skills, collaborative experiences, student choice and self-advocacy, and aligning instruction with math learning standards and goals. Integration of instructional technology for math instruction is addressed, as well as developing and implementing math assessment strategies and tools based on theory, research, and data for diverse learners. Special consideration is given to engaging learners in challenging assumptions that sustain a system of inequity, and to provide opportunities to collaborate with families and professionals in culturally sustaining ways surrounding math instruction and assessment. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level Credential. 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 course provides students opportunities to explore science instruction and content knowledge, instruction with science learning standards and goals. Integration of instructional technology for science instruction is addressed, as well as developing and implementing science assessment strategies and tools based on theory, research, and data for diverse learners. Special consideration is given to engaging learners in challenging assumptions that sustain a system of inequity, and to provide opportunities to collaborate with families and professionals in culturally sustaining ways surrounding science instruction and assessment. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 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 provides students opportunities to explore social studies instruction and content knowledge, higher order thinking skills, collaborative experiences, student choice and self-advocacy, and aligning instruction with social studies learning standards and goals. Integration of instructional technology for social studies instruction is addressed, as well as developing and implementing social studies assessment strategies and tools based on theory, research, and data for diverse learners. Special consideration is given to engaging learners in challenging assumptions that sustain a system of inequity, and to provide opportunities to collaborate with families and professionals in culturally sustaining ways surrounding social studies instruction and assessment. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 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 299, EDU 350 and SPE 401. Co-requisite(s): None. 5 quarter hours

This course explores the definitions, purposes, and theories of assessment and curriculum differentiation in early childhood settings. The implication of assessments, ethical concerns, and appropriate assessment practices are discussed . Candidates learn various forms of authentic and other performance-based assessments appropriate for young children from different cultural, linguistic, and social economic backgrounds. Candidates learn meaningful ways to collect data on child performance, analyze and interpret teaching effectiveness, and utilize the assessment results for curriculum planning and differentiations. At least five hours of observation in early childhood settings are required. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

In this course, candidates explore various types of educational inquiry and assessment by studying their own educational settings and contexts. Candidates investigate topics that are of interest to them and learn how to critique published research. Candidates collect and evaluate their own data to understand their classrooms and students’ behaviors and attitudes. Working collaboratively and/or independently on projects and assignments, candidates learn different approaches to data collection and assessment, considering issues of credibility, reliability, and validity. Candidates engage in a small scale site-based project, or its equivalent, to acquire practical skills of researching and evaluating educational phenomena. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course critically examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced policy, laws, school structure, and practices throughout the history of American education. Issues addressed include (dis)ability, race, ethnicity, gender, socio-economic class, identity, and immigration. Candidates lay the foundation for the development of a personal philosophy of education and reflectively examine issues of education from social justice perspectives. Prerequisite(s): None. Co-requisite(s): None. 2 semester hours

In this course, students examine current social, cultural, political, and economic factors that affect American education and schooling. These factors are examined in relation to students' personal, professional and social identities and experiences. The intent is for educators to understand sociopolitical and cultural contexts of their practice and their abilities and responsibilities that help shape those contexts. Students engage in ongoing discussion of and reflection on moral and ethical responsibilities of educators who construct and implement a plan of action that reflects a commitment to democratic schools and social justice. This course requires a minimum of 15 hours of site-based activities. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced policy, laws, school structure, and practices throughout the history of American education. Candidates lay the foundation for the development of a personal philosophy of education and reflectively examine issues of education so that they can promote the academic success and well-being of all students. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

In this course candidates learn to interpret and apply various data driven instruction frameworks used in school settings. Some frameworks include the use of national assessment data, state assessment data, various individual school level data available to teachers, and classroom assessment data. Candidates also design their own framework for data informed instruction. Focus is on advanced studies in data-based decision making. Candidates research, display, and practice classroom data analysis in the areas of curriculum design, academic intervention, behavior intervention, attendance intervention , and student achievement. Prerequisite(s): Admission to the MED program or permission of instructor. Co-requisite(s): None. 1-3 semester hours

In this course, candidates explore research paradigms that underpin practitioner and action research and the corresponding methods of educational inquiry. Candidates examine their assumptions regarding the value of practitioner-oriented research and develop skills to conduct small-scale research projects within the areas of their specialization and interest. Course readings and assignments are used to exemplify various methods and styles of conceptualizing, conducting, and presenting research. Candidates learn to evaluate published research and scholarly works and to express themselves creatively in writing and presenting their research projects. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is designed to explore topics related to building equitable classroom environments that address the learning needs of a diverse population of students. The course prepares candidates to plan lessons, understand assessment strategies and use data to drive instruction, understand the methods of reading and content area reading, and engage in instructional practices to meet the educational needs of diverse students. Candidates are introduced to the Culturally Relevant Teaching and Leading Standards (CRTL) and practices for identifying and teaching students with disabilities and multilingual learners (including Special Education and English as a Second Language). Candidates are introduced to strategies to design and facilitate equitable, inclusive and engaged learning communities.