500

This course examines a broad understanding of student development and diversity through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of elementary children. Candidates study strategies to create instruction that is responsive to elementary student differences and that promotes development and learning for all K-6 students.

Elementary candidates will develop a broad understanding of learning processes and strategies to facilitate student achievement. This course includes knowledge of major theories and concepts related to the learning process, strategies for promoting students' independent thinking and learning, and strategies for engaging students in the learning process. Additionally, students will develop an understanding of instructional planning including standards-based, data-driven, differentiated instruction that engages elementary students and makes effective use of contemporary tools and technologies. Prerequisite: EDUT-505

Secondary candidates will develop a broad understanding of learning processes and strategies to facilitate student achievement. It includes knowledge of major theories and concepts related to the learning process, strategies for promoting students' independent thinking and learning, and strategies for engaging students in the learning process. Prerequisite: EDUT-515

This course examines student development and diversity through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of PreK-3 learners. It also explores the need for observing and assessing children's behavior and the development of skills across several domains. Emphasis is placed on the appropriate usage of formative and observational assessment and the diagnostic features of the formative assessment to enhance teaching and learning. Digital tools and case studies assist candidates in understanding how to select and implement observation and assessment objectively, efficiently, and successfully for data collection, analysis, and data-driven decision-making.

This course examines a broad understanding of student development and diversity through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of adolescents. In addition, secondary education candidates study strategies to create instruction that is responsive to student differences and that promotes development and learning for all students.

This course provides the tools to implement phonics reading instruction using scientifically-based reading research (SBRR). Topics include phonemes, phonemic awareness, graphemes, phonics, and the structure of our language. Instructional strategies for teaching each of these are modeled. Candidates will assess a single elementary student who has been identified as reading below grade level and implement phoneme-based phonics instruction in a one-on-one setting. Field experiences are required. Prerequisite: EDUT-505, EDUT-510, EDUT-545

This course provides practical classroom experiences in identifying challenges in reading and language arts. It covers techniques, methods, and materials involved with intervention. Included in the course is an investigation of Response to Intervention as it pertains to reading and language arts instruction. Field experiences are required. Prerequisite: EDUT-505, EDUT-510, EDUT-545

Using a reading framework of scientifically-based reading research (SBRR), candidates learn how to assess and teach phonemic awareness, phonics, and literacy skills in young children. Topics include phonemic awareness, print awareness, alphabetic principle, graphemes, phonics, and the structure and orthography of our language. Instructional strategies are explored for teaching each domain. Supervised field experiences are required.

This course examines the role of multicultural education in teaching and provides a comprehensive study of models for building cultural competencies. Worldviews and the impact of diversity on education will be analyzed. The course further emphasizes diversity issues in education as related to instruction, assessment, and learning differences of students.

This course focuses on the development of reading comprehension and writing skills of young children using scientifically-based reading research (SBRR). Topics include selection of appropriate reading materials, designing developmentally appropriate lessons, and teaching the writing process in a P-3 classroom. Supervised field experiences are required. Prerequisite: EDUT-522

This introductory course examines the history of elementary education in American Schools and provides a comprehensive study of 21st century education and the need for classroom teachers to provide P-12 learning experiences that emphasize critical thinking, problem solving, communication, and collaboration. The course further emphasizes the needs to use technology as an effective teaching and learning tool and emphasis is given to serving diverse P-12 student populations.

The course introduces the elementary teaching candidate to innovative teaching by integrating 21st Century skills in with the national, state, professional, and technology teaching standards. P-12 learning theories are integrated in the course with an emphasis on using best practices to improve elementary classroom teaching and learning.

This course provides foundational knowledge and skills related to the impact of the sociocultural context on Scientifically-based Reading Research(SBRR) instruction and assessment for P-3 students. Candidates learn how to select SBRR to design literacy activities that incorporate digital and non-digital SBRR-compatible texts and instructional materials. The course explores conceptual elements of the sociocultural context required for effective teaching in diverse learning environments and communities such as cultural, linguistic, and ethnic diversity. Prerequisite: EDUT-522, EDUT-532

The course emphasizes the diagnostic nature of formative assessment and the appropriate use of summative assessment to improve teaching and learning. Candidates will complete classroom-based learning activities in order to understand how to best implement assessments fairly, appropriately, and effectively for data collection, analysis, and data-driven decision making. Field experiences are required. Prerequisite: EDUT-505, EDUT 510

The focus of this course involves research-based methodologies for managing the elementary classroom, emphasizing theories of learning and instruction. An examination of human, social, and intellectual development for diverse populations of students is integrated with concepts of classroom management and behavior intervention. Field experiences are required. Prerequisite: EDUT-505, EDUT-510, EDUT-545

This course examines approaches to teaching and learning in elementary education. Candidates are expected to demonstrate the ability to align elementary instruction to standards as exhibited through the development of an elementary unit of instruction. This course addresses differentiated Universal Design for Learning (UDL), project-based learning, cultural competency, and global competency. Field experiences are required. Prerequisite: EDUT-505, EDUT-510, EDUT-545

This course focuses on the implementation of assessment and instructional strategies used to teach reading and writing to young children. It provides foundational knowledge and skills related to literacy integration in core content areas. Multiple instructional methods and best practicies are explored; candidates also receive direct instruction in the creation of a reading unit and a writing unit. Self-evaluation is applied via professional reflection and goal writing after teaching at least two lessons in the field. Supervised field experiences are required. Prerequisite: EDUT-522, EDUT-532

This course examines strategic literary instruction for secondary learners. The course prepares teachers to develop independent metacognitive readers in their content area. Includes exploration of scientifically based reading research (SBRR) strategies, theories, and processes. Field experiences are required. Prerequisite: EDUT-515, EDUT-511, EDUT-575

This course prepares candidates to implement techniques for the successful integration of specific subject content in the early childhood learning environment. Candidates use pedagogical methods to develop strategies of collaboration and integrative curriculum building with a greater focus on theory. A strong emphasis is placed on child-initiated and culturally inclusive approaches with differentiation. The study of verbal and nonverbal communication, literacy, numeracy, sciences, social awareness, creative arts, and e-technology learning serve as an appropriate foundation toward a knowledge base for teaching diverse populations of young children. Supervised field experiences are required. Prerequisite: EDUT-512, EDUT-522, EDUT-532, EDUT-542, EDUT-552

This introductory course examines the history of secondary education in American Schools and provides a comprehensive study of 21st century education and the need for classroom teachers to provide P-12 learning experiences that emphasize critical thinking, problem solving, communication, and collaboration. The course further emphasizes the needs to use technology as an effective teaching and learning tool and emphasis is given to serving diverse P-12 student populations.

The course introduces the secondary teaching candidate to innovative teaching by integrating 21st Century skills in with the national, state, professional, and technology teaching standards. P-12 learning theories are integrated in this course with an emphasis on using best practices to improve secondary classroom teaching and learning.

This course examines what social, emotional, and behavioral interventions are, and how these interventions relate to the effective management of a diverse classroom. Candidates will analyze worldviews and the impact of the teacher's role on social, emotional, and behavioral interventions. This course explores the importance of identifying appropriate resources that provide intervention services for students with diverse needs. Legal mandates associated with classroom management and research-based intervention methods will be presented.

The course emphasizes the diagnostic nature of formative assessment and the appropriate use of summative assessment to improve teaching and learning. Candidates will complete classroom-based learning activities in order to understand how to best implement assessments fairly, appropriately, and effectively for data collection, analysis, and data-driven decision making. Supervised field experiences are required. Prerequisite: EDUT-515, EDUT-511

This course examines various approaches to teaching and learning in secondary education. Candidates are expected to demonstrate the ability to align secondary instruction to state academic standards and national standards as demonstrated through the development of a content area unit of instruction. This course addresses differentiated instruction, Universal Design for Learning (UDL), project-based learning, cultural competency, and global competency. Field experiences are required. Prerequisite: EDUT-515, EDUT-511, EDUT-575, EDUT-580, EDUT-560

This course emphasizes theories of learning and instruction, and involves research-based methods for managing a secondary classroom. An examination of human, social, and intellectual development for diverse populations of students is integrated with concepts of classroom management and behavior intervention. Emphasis is given to legal mandates associated with classroom management that impact student learning and the learning environment. Field experiences are required. Prerequsite: EDUT-515, EDUT-511

Student teaching is a demonstration of practical applications of program knowledge, skills, and dispositions in facilitating P-3 students' learning. Authentic assessments documenting candidates' professional growth are exhibited and measured. Quality learning experiences in P-3 classrooms are required. All core program of study courses must be successfully completed prior to student teaching. Supervised field experiences are required. Prerequisite: EDUT-512, EDUT-522, EDUT-532, EDUT-542, EDUT-552, EDUT-562, EDUT-572

Student teaching is a demonstration of practical applications of content and program knowledge, skills, and dispositions in facilitating elementary students' learning. Authentic assessments documenting candidates' professional growth are administered. Supervised field experiences are required. Prerequisite: EDUT-505, EDUT-510, EDUT-520, EDUT-521, EDUT-545, EDUT-548, EDUT-550

Student teaching is a demonstration of practical and content applications of program knowledge, skills, and dispositions in facilitating improvement in secondary students' learning. Authentic assessments documenting candidates' professional growth are administered. Supervised field experiences are required. Prerequisite: EDUT-515, EDUT-511, EDUT-575, EDUT-560, EDUT-578, EDUT-580