200

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 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