EDU - Education

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 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. The Service Learning Project that will require 40-50 field hours in the community. Pre-requisite(s):None. 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 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. There are 40-50 field experience ours in the candidate’s field of study required in this course. 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. Early childhood candidates are in a kindergarten field setting. Elementary education candidates are in elementary grades 1 through 6 field settings. 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 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. Early childhood candidates are in field settings grades k-2. Elementary education candidates are in elementary grades 1 through 6 field settings. Special education candidates practice in settings with both low and high incidence populations. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours