COURSES
ELEMENTARY AND SECONDARY EDUCATION

Teacher Education Information

EDU 110 Foundations of American Education 3 credits
This course presents the history, structure, philosophy and socioeconomic factors of education in a democratic society. It deals with current issues confronting schools, including professional ethics and legal rights and responsibilities of professional educators and students. It provides the theoretical framework for additional education courses. A mandatory 20-hour practicum in a school setting runs concurrently with this course. This course must be taken at Upper Iowa University. Recommended: Sophomore level status.

EDU 142 Human Growth, Development and Guidance 3 credits
This course is a study of the growth and development of humans from conception to senescence with an emphasis on birth to young adulthood. Physical, cognitive, social, affective, language and moral development will be explored. Topics will also include: individual and group similarities and differences; exceptional or abnormal development; and guiding parents, caregivers, community and staff regarding the implications of the stages of development. Same as PSY 142. Prerequisite: A general psychology course is recommended.

EDU 152 Assessment and Psychology 3 credits
This course integrates the study of the principles and theories of psychology as they relate to human learning and assessment in education. It includes theories of human development, cognition and educational research, including the study and assessment of the traditional and exceptional learners, learners with disabilities and gifted and talented learners. Students will obtain practical understanding and experience in designing and scoring a variety of test formats and schedules, including multiple choice, essay and portfolio assessment, that are directed toward meeting the needs of all learners. Both criterion and norm-referenced tests will be discussed in relation to ranges and ages and abilities of students. The processes of instructional design, motivation, classroom management, discipline, measurement and evaluation will be integrated for a comprehensive look at student learning. A general psychology course is recommended prior to this course.

EDU 162 Diversity for Teachers 3 credits
This course is designed to meet the human relations and multiculturalism requirements for teacher education and certification in the state of Iowa. It includes cognitive, affective and skill components that will contribute to the development of, sensitivity to, and understanding of the values, beliefs, lifestyles and attitudes of individuals and the diverse groups found in a pluralistic society. Topics discussed are the variables of race, social class, gender, religion, exceptionality, and age and the implications for human relations and education in particular. This course meets the cultures requirement for general education requirements.

EDU 180-3 Field Experience: 7-12 Mild/Moderate Disabilities 3 credits
This course requires a minimum of 50 clock hours in a 7-12 setting with students with mild and/or moderate disabilities. Prerequisites: EDU 304, EDU 110 and admittance to the Teacher Education Program.

EDU 186-3 Field Experience: K-6 Mild/Moderate Disabilities 3 credits
This course requires a minimum of 50 clock hours in a K-6 setting with students with mild and/or moderate disabilities. Prerequisites: EDU 304, EDU 110 and admittance to the Teacher Education Program.

EDU 206 Field Experience I: Elementary 2 credits
Concurrent with enrollment in EDU 210 Methods: Birth-Elementary, students enrolled in Field Experience I participate in a 40 clock hour pre-professional experience in an elementary school. In addition to the on school site experience, students meet weekly for class. In addition to presentations on sexual harassment* and hazardous materials in the schools* (especially regarding chemicals), students will learn about selected Iowa Teaching Standards and Criteria and will complete weekly assignments regarding these standards. Various other expectations for field experience are explained in detail in a Field Experience handbook. The times and locations of the classes will depends on the availability of the classroom. Attendance is mandatory for continued school placement. Prerequisites: Successful completion of EDU 110 and admittance to the Teacher Education Program.
*These two topics will be covered with video presentations that must be viewed in order to receive a grade for the class.

EDU 207 Field Experience I: Secondary 2 credits
Concurrent with enrollment in EDU 233 Methods: Secondary, students enrolled in Field Experience I participate in a 40 clock hour pre-professional experience in a secondary school. In addition to the on school site experience, students meet weekly for class. In addition to presentations on sexual harassment* and hazardous materials in the schools* (especially regarding chemicals), students will learn about selected Iowa Teaching Standards and Criteria and will complete weekly assignments regarding these standards. Various other expectations for field experience are explained in detail in a Field Experience Handbook. The times and locations of the classes will depend on the availability of the classroom. Attendance is mandatory for continued school placement. Prerequisites: Successful completion of EDU 110 and admittance to the Teacher Education Program.
*These two topics will be covered with video presentations that must be viewed in order to receive a grade for the class.

EDU 208 Field Experience I: Elementary/Secondary 2 credits
Concurrent with enrollment in EDU 233 Methods: Secondary, students enrolled in Field Experience I participate in a 40 clock hour pre-professional experience in an elementary and secondary school. In addition to the on school site experience, students meet weekly for class. In addition to presentations on sexual harassment* and hazardous materials in the schools* (especially regarding chemicals), students will learn about selected Iowa Teaching Standards and Criteria and will complete weekly assignments regarding these standards. Various other expectations for field experience are explained in detail in a Field Experience Handbook. The times and locations of classes will depend on the availability of the classroom. Attendance is mandatory for continued school placement. Prerequisites: Successful completion of EDU 110 and admittance to the Teacher Education Program.
*These two topics will be covered with video presentations that must be viewed in order to receive a grade for the class.

EDU 209 Instructional Methods Early Childhood (special permission) 1-2 credits
This course is designed as an independent study course to provide the early childhood education components for those students who have already completed an instructional methods elementary course. This course is designed specifically for students seeking either the Prek-K or Prek-Grade 3 endorsement.

EDU 210 Methods: Birth-Elementary 3 credits
This course develops the student’s understanding and application of the birth through elementary school level curriculum development, instructional principles, design and planning, with modification for individual needs of students, teaching strategies and classroom management. These strategies will reflect the historical, as well as current, behavioral, cognitive and affective theories of learning as they apply to the child’s developmental stages. Prerequisites: EDU 110, and admittance to the Teacher Education Program.

EDU 223 Child, Family Health and Nutrition 3 credits
This course is an introduction to nutrients, their uses and food sources: application of the principles of diets for general health for birth through senescence. This course includes nutritional needs and programs for families and children. Same as HPER 223.

EDU 226 Field Experience II: Elementary 2 Credits
Prerequisites: Successful completion of EDU 110, EDU 210, EDU 206, and be admitted to the Teacher Education Program. Concurrent enrollment in EDU 305 Teaching Elementary Science, EDU 315 Teaching Elementary Social Studies, EDU 325 Teaching Elementary Math, or EDU 355 Teaching Elementary Language Arts is required. Students enrolled in Field Experience II participate in a 40 clock hour pre-professional experience in an elementary school. In addition to the on site school experience, students must meet weekly for class. Students will learn about selected Iowa Teaching Standards and Criteria and will complete weekly assignments regarding these standards. Attendance is mandatory for continued placement. Various other expectations for field experience are explained in detail in the Field Experience Handbook.

EDU 227 Field Experience II: Secondary 2 credits
Prerequisites: Successful completion of EDU 110, EDU 233, EDU 207, and be admitted to the Teacher Education Program. Concurrent enrollment in EDU 300-1 Teaching Secondary School Business or EDU 300-6 Teaching Secondary School Social Science is required. Students enrolled in Field Experience II participate in a 40 clock hour pre-professional experience in an secondary school. In addition to the on site school experience, students must meet weekly for class. Students will learn about selected Iowa Teaching Standards and Criteria and will complete weekly assignments regarding these standards. Attendance is mandatory for continued placement. Various other expectations for field experience are explained in detail in the Field Experience Handbook.

EDU 228 Field Experience II: Elementary/Secondary 2 credits
Prerequisites: Successful completion of EDU 110, EDU 207, EDU 233 and be admitted to the Teacher Education Program. Concurrent enrollment in EDU 347 Teaching Health and Physical Education Secondary or EDU 300-8 Teaching Secondary School Art is required. Students enrolled in Field Experience II participate in a 40 clock hour pre-professional experience in an elementary and secondary school. In addition to the on site school experience, students must meet weekly for class. Students will learn about selected Iowa Teaching Standards and Criteria and will complete weekly assignments regarding these standards. Attendance is mandatory for continued placement. Various other expectations for field experience are explained in detail in the Field Experience Handbook.

EDU 233 Methods: Secondary 3 credits
This general methods course helps to prepare students for teaching in secondary schools (middle and high schools). The class focus is on selected “dimensions of learning” and selected categories of instructional strategies that research has demonstrated influence student achievement. The course also addresses classroom management as it is associated with effective instructional design and delivery as well as the need for teachers to make appropriate modifications for the individual needs of diverse students. In addition, students become conversant with the Iowa Teaching Standards and Criteria as they are expressed in teachers’ classroom behavior. Students develop a ten-day interdisciplinary thematic unit (ITU) with associated lesson plans and teach a lesson from that unit. The ITU is expected to include appropriate goals, objectives, materials, lesson plans, and an assessment plan with associated artifacts. Prerequisites: EDU 110 and admittance to the Teacher Education Program.

EDU 234 Field Experience: Infant/Toddler 1 credit
This experience is used with the pre-kindergarten-grade 3 major/endorsement. This course requires a minimum of 25 clock hours at the infant/toddler level. Prerequisites: EDU 110 and admittance to the Teacher Education Program.

EDU 235 Field Experience: Prekindergarten 2 credits
This experience is used with the pre-kindergarten-grade 3 major/endorsement. This course requires a minimum of 35 clock hours at the pre-kindergarten level. Prerequisites: EDU 110 and admittance to the Teacher Education Program.

EDU 250-1 Special Topics 1 credit
EDU 250-2 Special Topics 2 credits
EDU 250-3 Special Topics 3 credits

EDU 252 Computers and Instructional Technology 3 credits
This course emphasizes effective communication techniques through the exposure to a wide array of instructional media including computer software and hardware. The use of multimedia will be utilized in a simulated classroom presentation by each student. Prerequisite: MIS 101 or equivalent college level course completed after 1990, EDU 110 and admittance to the Teacher Education Program.

EDU 299-1 Special Project 1 credit
EDU 299-2 Special Project 2 credits
EDU 299-3 Special Project 3 credits

EDU 300 Teaching Secondary School Subject Matter
Students must take a separate, specific methods course for each secondary subject area for which they are seeking endorsement and licensure.
The courses are intended to develop students’ understanding and application at the secondary (grades 5-12) level of teaching strategies, classroom management, instructional planning principles and design within their specific discipline. These courses provide students with an understanding of the modern practices, techniques and trends in their subject areas of teaching. Prerequisites: A minimum of six credits of upper-division courses within the discipline, successful completion of EDU 110, EDU 233, and admittance to the Teacher Education Program.

EDU 300-1 Teaching Secondary School Business 3 credits
EDU 300-2 Teaching Secondary School English 3 credits
EDU 300-3 Teaching Secondary School Foreign Language 3 credits
EDU 300-4 Teaching Secondary School Mathematics 3 credits
EDU 300-5 Teaching Secondary School Science 3 credits
EDU 300-6 Teaching Secondary School Social Science 3 credits
EDU 300-7 Teaching Secondary School Speech 3 credits
EDU 300-8 Teaching Secondary Art 3 credits
EDU 300-10 Teaching Secondary School Industrial Technology 3 credits

EDU 304 Exceptional Persons 3 credits
This course is an introduction to persons with disabilities and characteristics of such disabilities. It will also address giftedness. Upon completion of this course the student should have a basic knowledge of special education and understanding of the problems individuals with disabilities face in school and society. In addition, the student should be able to implement applicable strategies and understand how to work with special educators. Prerequisites: none, however, EDU 110 is highly recommended

EDU 305 Teaching Elementary Science 2 Credits
Current methods, development and organization of curriculum and new programs in teaching science to elementary school children with an emphasis on the experimental approach to teaching science will be covered. A standards-based curriculum along with engaging students in cooperative experiments will be explored. Emphasis is on the selection and use of appropriate instructional materials including technology, for the very young child through elementary age students. Prerequisites: EDU 110, EDU 210, and admittance to the Teacher Education Program.

EDU 313 Teaching Creative Arts 2 Credits
Current methods, development and organization of curriculum and new programs in teaching art, music and creative dramatics through play, recreational and organized activities for birth to elementary age students will be covered. This course will include developments and organizations of integrated curricula and teaching methods. The education program course will include students development of integrated thematic units, centers, manipulatives and performance techniques. Course will include analysis of scope and sequence of development of creative arts as well as selection and use of appropriate instructional materials. This course is integrated to provide the elementary methods component for elementary music, art and speech/communications/theatre. Prerequisites: EDU 110, EDU 210, and admittance to the Teacher Education Program, or permission of instructor.

EDU 314 Teaching Elementary School Foreign Language 3 credits
This course is a study of the current methods and new trends in teaching a foreign language to elementary school children. Emphasis is placed on the development and organization of a foreign language curriculum, methodology, selecting materials and evaluation of learning. Prerequisites: Six semester credits of foreign language, EDU 110, EDU 210, and admittance to the Teacher Education Program.

EDU 315 Teaching Elementary Social Studies 2 credits
Current methods, development and organization of curriculum and new programs in teaching social studies in an integrated format emphasizing reading, writing and research across the curriculum will be covered. An integrated teaching approach will be used to help students develop objectives, apply teaching strategies, utilize methodologies, organize curriculum and evaluate learning. Students will develop projects, lessons and units to use in their student teaching and teaching experiences. Activities will integrate the broad area of social studies (history, anthropology, government, geography, psychology) with other curriculum. Prerequisites: EDU 110, EDU 210, and admittance to the Teacher Education Program.

EDU 325 Teaching Elementary Math 2 credits
This course incorporates the use of a problem solving approach in the development of mathematical topics relevant for the preschool through middle school teacher. Concepts include the NCTM standards, five content standards and five process standards. Emphasis is on the selection and use of appropriate instructional materials including technology, for the very young child through elementary age students. Prerequisites: EDU 110, EDU 210, and admittance to the Teacher Education Program. General education math requirement is recommended.

EDU 326 Developmental Reading and Language Arts 3 credits
This course introduces students to the contemporary materials, methods, and skills used in exposing and teaching young children through secondary school students to read in a balanced literacy program. Components examined include reading, writing, spelling, grammar, vocabulary, phonemic awareness, fluency and comprehension development. Additional topics include: reading motivation, principles of reading and writing instruction, integrated curriculum, reading recovery, thematic units, individualized reading and reading assessment including portfolios. Prerequisite: EDU 110; Pre- or Co-requisite: EDU 210 and admittance to the Teacher Education Program.

EDU 327 Teaching Health and Physical Education: Birth-Elementary 3 credits
This course studies human growth and development related to the physical education of birth through children and youth. Emphasis is placed on the impact of developmental movement experiences, curriculum, teacher behavior, class management, dance activities, play environment, materials, and developmentally appropriate activities. There is also the study of methods, materials, and curriculum on safety and healthy lifestyle choices. Literature information is made available for use in health activities and presentations for parents, community members, and students birth through adult. Provides information on current trends in advocacy, health legislation, and public policy. Prerequisites: EDU 110, EDU 210, and admittance to the Teacher Education Program. Same as HPER 327

EDU 333 Literature: Birth-Adolescence 3 credits
This course is a survey of literature for infants, prekindergarten, kindergarten, elementary and secondary age students, together with the study of the purpose and utilization of literature in the classroom. Students will create card files of developmentally appropriate reading materials and activities to use in their teaching experiences. Literature is used as a model for reading and writing processes. This course does not satisfy the general education requirement for literature. Successful completion of EDU 110, EDU 210, or 233 is recommended.

EDU 335 Teaching Elementary Language Arts 2 credits
Current methods, development and organization of curriculum and new programs in teaching language arts and reading in an integrated format emphasizing reading, writing, and research across the curriculum will be covered. An integrated teaching approach will be used to help students develop objectives, apply teaching strategies, utilize methodologies, organize curriculum and evaluate learning. Students will develop projects, lessons and units to use in their student teaching and teaching experiences. Prerequisites: EDU 110, EDU 210, and admittance to the Teacher Education Program.

EDU 347 Teaching Health and Physical Education: Secondary 3 credits
This course is a study of methods, materials, and curriculum development with an emphasis on nutrition, safety and healthy lifestyles. Included is information for use in health activities and presentations for parents, community members and students middle school age through adult. Provides information on current trends in advocacy, health legislation and public policy. Also, this course looks at designs for developing, revising, and evaluating physical education curricula in grades 5-12 and administering the physical education program. The theory of measurement and assessment in physical education is presented along with selection and administration of appropriate tests. Prerequisites: EDU 110, EDU 233, and admittance to the Teacher Education Program. Note: Same as HPER 347.

EDU 407 Diagnostic and Corrective Reading and Language Arts 3 credits
This course specifies how to assess students and how to use assessment results to provide effective instruction. The following components are included: knowledge of existing standardized diagnostic reading instruments, development and implementation of informal reading inventories and teacher-developed instruments, determination of reading and writing instructional strategies (including content area strategies) linked to the assessment, and writing summative reports. A 30-hour tutoring experience is required. Prerequisites: EDU 110, EDU 326, and admittance to the Teacher Education Program.

EDU 409 Practicum: Elementary Reading and Language Arts 3 credits
This course develops the student’s understanding and application of curriculum development, individual assessment of student’s reading, writing, language arts and integrated research abilities, and group management and motivation. In this course, students accept responsibilities within the classroom setting to assist in the reading instructional program by working under the guidance of the cooperating teacher in both individualized and group reading situations. 60-clock hours of practicum required. Prerequisites: EDU 110, 326, 407, 485 and admittance to the Teacher Education Program.

EDU 410 Practicum: Secondary Reading and Language Arts 3 credits
This course develops the student’s ability to assess, evaluate and tutor students with significant difficulties in reading, language arts or content area reading. In this course, students accept responsibilities within the classroom setting to assist in the reading instructional program by working under the guidance of the cooperating teacher in both individualized and group reading situations. 60-clock hours of practicum required. Prerequisites: EDU 110, 326, 407, 485, and admittance to the Teacher Education Program.

EDU 425 Content Area Literacy 3 credits
This course provides instruction in how to develop individualized content reading skills for elementary, middle school, junior high and high school students; how to evaluate the readability of textbooks and students’ ability to read texts through informal teacher-made assessments; how to integrate technology in content area reading; and how to develop strategies to assist students in reading their content area textbooks. Prerequisites: EDU 110, EDU 233, and admittance to the Teacher Education Program.

EDU 428 Middle School Curriculum, Design and Strategies 3 credits
This course provides the requisite middle school methodology to use along with the elementary or a secondary school major. Curriculum design and instructional knowledge will be presented, including teaming, pedagogy, and instructional methodology for a middle school. Prerequisites: EDU 110 and admittance to the Teacher Education Program.

EDU 435 Middle School Students’ Growth, Development and Management 3 credits
This course will provide the requisite middle school knowledge of the growth and development of the middle school age student to include emotional, physical and mental characteristics and needs. Management of middle school students will be discussed in relation to being able to use a variety of instructional strategies learned from either elementary or secondary methods courses to modify for use with middle school age students. Specific middle school scenarios and management situations will also be discussed in relation to unique middle school management techniques. Prerequisites: EDU 110 and admittance to the Teacher Education Program.

EDU 443 Concepts of English 3 credits
The course is for the purpose of developing awareness and understanding of the fundamental concepts and principles involved in writing the English language. Grammar and composition will be highlighted. Prerequisites: EDU 110 and admittance to the Teacher Education Program. Highly recommended: 3 credit hours of foreign language at the college level.

EDU 444 Curriculum and Methods of ESL 3 credits
This course will assist preservice educators and teachers to develop the capacity to address the differential learning and transition needs of culturally and linguistically diverse students. Understanding changes occurring in the American classroom and understanding significant factors in those changes, such as students and their families who are culturally and linguistically diverse, are goals of this course. Effective programming models are an additional understanding. In the context of these understandings, appropriate content-based instructional practices, accommodations to facilitate students’ access to the curriculum, and assessment of student learning become the main foci of this course. Prerequisites: EDU 110, EDU 443, and admittance to the Teacher Education Program.

EDU 445 Second Language Acquisition 3 credits
Second Language Acquisition provides ideas for pre-service educators and teachers to promote oral language, reading, and writing development in English for K-12 English Language Learners. It will provide pre-service educators and teachers with language acquisition theory, classroom organization, strategies, and assessment procedures for effective English learner instruction. Prerequisites: EDU 110, EDU 443, and admittance to the Teacher Education Program.

EDU 446 Practicum in ESL 1 credit
This course develops the student’s understanding and application of curriculum and methods in ESL. In this course, students accept responsibilities within the classroom setting to assist in the instructional program by working under the guidance of the cooperating teacher in both individualized and group situations. Twenty (20) clock hours of practicum are required in a classroom with ELLs present. Prerequisites: EDU 110, EDU 443, EDU 444 and admittance to the Teacher Education Program.

EDU 447 Problems in English Grammar 3 credits
The course will investigate the grammatical system of English; emphasis will be placed on tools and processes used to identify, assess, and teach grammatical patterns in written and spoken English for English Language Learners. Prerequisites: EDU 110, EDU 443 and admittance to the Teacher Education Program.

EDU 448 Cultural and Linguistic Diversity 3 credits
In this course students will study how cultural and linguistic diversity are linked and how teachers must be prepared to effectively teach students whose backgrounds are different from their own. Specifically, students will study the following: 1) language, text, and context, 2) teacher ideologies and motivation for change, 3) issues of diversity and literacy learning, 4) out-of-classroom influences on literacy learning, and 5) sociolinguistics. Prerequisites: EDU 443 Concepts of English.

EDU 450-1 Special Topics 1 credit
EDU 450-2 Special Topics 2 credits
EDU 450-3 Special Topics 3 credits

EDU 451 Introduction to Early Childhood 3 credits
Students will learn the historical, philosophical and social issues of early childhood education in both theory and practical application. Characteristics of play and creativity will be integrated with classroom organization in order to learn how to create positive learning environments for a range of infants through elementary age students based on child development theory. Ten clock credits of observation in an early childhood setting are required. Prerequisites: EDU 110.

EDU 455 Methods and Curriculum of Early Childhood 2 credits
Current methods, development and organization of developmentally appropriate curriculum and methodology to integrate multicultural and nonsexist content in language, mathematics, social studies, health, safety, nutrition, visual and expressive arts, social skills and higher-order thinking skills for infants and toddlers and preprimary and primary age children. Students will learn classroom organization and physical settings to create positive learning environments based on child development theory and early childhood guidance techniques. Prerequisites: EDU 110, EDU 210, EDU 451 and admittance into the Teacher Education Program.

EDU 456 Administration and Supervision of Early Childhood 2 credits
Current methods of administration, development, and organization of developmentally appropriate early childhood programs. Knowledge of state and federal guidelines, budget, food and nutrition, safety, personnel supervision, evaluation, and professional development will be addressed from the administrator’s perspective. Students will know the current advocacy, legislation and public policy as it relates to early childhood and be able to locate informational and professional organizations to remain current in their field. Students will learn program and staff development and evaluation procedures and learn the current methods in scheduling, managing and financing early childhood programs. Prerequisites: EDU 110, EDU 210, EDU 451 and admittance into the Teacher Education Program.

EDU 459 Home, School and Community Relations 3 credits
This course will develop the skills of listening, supporting, guiding and assisting behaviors to be utilized in developing strong relationships with parents and community members. Students will examine the impact of cultural diversity, factors which place families at-risk, advocacy and public policy. Students will become familiar with community resources. Students will also explore the effective use of parent-teacher conferences, home visits and interviews. Prerequisites for Instructional Strategist I endorsements. EDU 110, EDU 304, and admittance to the Teacher Education Program. Prerequisites for Early Childhood endorsements: EDU 110, EDU 451, EDU 455, EDU 456, and admittance to the Teacher Education Program.

EDU 462 Individual Behavior and Classroom Management Prek-12 3 credits
This course provides strategies for identifying, anticipating, preventing and managing individual and group behavior difficulties within a class setting. The course focuses on creating positive learning environments, and structuring individual and group learning activities, so that instruction is enhanced, social interactions are increased and problem behaviors are prevented. Successful completion of EDU 110 is highly recommended.

EDU 464 Methods: Behavior Disorders Prek-8 3 credits
This course provides knowledge of characteristics, definitions and methods for managing and teaching students with mild/moderate behavioral disorders. The course will include strategies for managing hyperactive behavior, withdrawn behavior, aggressive behavior, rule breaking behavior, and low incidence behavior disorders, and provide opportunities for developing and justifying the components of IEPs (Individual Educational Plans). Students will be doing observation and activities in a classroom setting, spending a minimum of 10 hours of field experience with students with disabilities. Prerequisites: EDU 110 and EDU 304.

EDU 467 Characteristics of Individuals with Mild/Moderate Disabilities Prek-12 3 credits
This is a Prek-12 introductory course for providing educational services to mildly and moderate disabled students. This course will include characteristics of and current trends and issues for serving these students, basic theoretical and practical approaches, educational alternatives, implication of federal and state statutes and related services and the importance of the multidisciplinary team in providing appropriate educational programming. A minimum of ten clock hours of field experience will be spent in observing and/or assisting with students with disabilities. Prerequisites: EDU 110, EDU 304 and admittance to the Teacher Education Program.

EDU 469 Methods: Learning Disabilities K-12 3 credits
The purpose of this course is to extend the knowledge of learning disabilities for those who seek to work with students with learning disabilities ages 5-21. Addressed in this course are characteristics of learning disabilities, definitions, history, assessment, medical aspects, teaching of preschoolers through adolescents, and teaching strategies for preacademic learning, oral language, reading, writing, mathematics, and social-emotional development. A ten-hour experience in the field is a requirement of this course. Prerequisites: EDU 304 Exceptional Persons and EDU 467/567 Characteristics of Individuals with Disabilities K-12.

EDU 471 Assessment of Individuals with Disabilities Prek-12 3 credits
This course provides knowledge and application of the collection and use of academic and behavioral data for the educational diagnosis, assessment and evaluation of individuals with disabilities. Discussion includes: norm-referenced instruments, criterion-referenced instruments, observation assessment, behavioral rating instruments and others, and how to apply assessment results to individualized program development and management. A minimum of 10 hours of classroom observation/activities is required. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.

EDU 474 Methods: Behavior Disorders 5-12 3 credits
This course provides knowledge of characteristics and the application, definition and methods for managing and teaching secondary school students with behavior disorders. The course will include strategies for preventing behavior disruptions and provide opportunities for students to develop the components of IEPs (Individual Education Plans). A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting. Prerequisites: EDU 110, EDU 304, and admittance to the Teacher Education Program.

EDU 475 Methods: Mild/Moderate Disabilities 5-12 3 credits
This course provides knowledge of appropriate empirically-based programming and strategies useful for educators in developing methods, strategies and materials and adoption of traditional methods for use with secondary students receiving special education services. A minimum of 10 clock hours will be spent in observing and/or assisting in a special education setting. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.

EDU 476 Curriculum, Organization and Development of Special Education Programs Prek-12 3 credits
This course will cover curriculum organization and development for special education students at the school-age level Prek-12. This will follow an integrated approach, emphasizing development of curriculum for individuals and small groups of students who are in special education classroom settings. It will focus on improving the quality of instruction through continual assessment and curriculum revision, which stresses active learning and practical hands-on experiences to enhance learning. A minimum of 10 clock hours will be spent completing a field observation and assisting in a special education setting. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.

EDU 477 Career and Vocational Programming 3 credits
This course provides knowledge and application of career planning and transition for adolescents from school to adult living, including major laws, suggestions for planning and developing assessment and instructional procedures and coverage of some of the major issues facing schools, parents and students today. Included will be practice developing Individual Education Plans (IEP’s) and transition services under the mandate of Individuals with Disabilities Education Act (IDEA). The student will spend a minimum of ten field experience hours observing and/or completing classroom assignments in a secondary special education setting. Prerequisites: EDU 110, EDU 304, and admittance to the Teacher Education Program.

EDU 478 Methods: Mild/Moderate Disabilities Prek-8 3 credits
This course focuses on the characteristics of and methods for managing and teaching students with mild/moderate disabilities in a multicategorical setting. This course will provide opportunities for developing and justifying components of Individual Education Plans. It will include strategies to help students remember spoken and written language, solve math problems, take tests, complete assignments, and prioritize and manage time. A minimum of 10 clock hours will be spent observing and assigning in a special education setting. Prerequisites: EDU 110, EDU 304, EDU 467, and admittance to the Teacher Education Program.

EDU 485 Advanced Problems in Reading and Language Arts 3 credits
This is a continuation of the study of various types of reading problems confronting elementary and secondary school students. The course includes problems in aspects of literacy (phonemic awareness, word identification/phonics, vocabulary, fluency, and comprehension) with appropriate strategies for remediation based on scientifically-based reading research. Effective strategies that facilitate the learning of standard English by all learners is included. There is a 30-clock hour practicum required. Prerequisites: EDU 110, EDU 326, EDU 407, and admittance to the Teacher Education Program.

STUDENT TEACHING
Student teaching is the capstone experience of the teacher education program. The student teacher accepts the major responsibilities and performs the activities of a full-time instructor under the supervision of the cooperating teacher. The minimum experience for those seeking initial licensure is 14 weeks (14 semester credits) and must be completed in two consecutive terms. Prerequisites: See Student Teaching. Admittance to the Teacher Education Program is required.

EDU 449 Student Teaching- ESL 3 credits
EDU 479 Student Teaching- Instructional Strategist 3 credits
EDU 482 Student Teaching- Instructional Strategist 7 credits
EDU 488 Student Teaching- Birth-Pre-Kindergarten 7 credits
EDU 490 Student Teaching in the Elementary School 7 credits
EDU 491 Student Teaching in the Secondary School 7 credits
EDU 492 Student Teaching in the Elementary School 14 credits
EDU 493 Student Teaching in the Secondary Schools 14 credits
EDU 494 Student Teaching in the Elementary and Secondary Schools 14 credits
EDU 495 Student Teaching in the Elementary and Secondary Schools 7 credits
EDU 496 Student Teaching- PreKindergarten - Kindergarten 7 credits
EDU 498 Student Teaching- Kindergarten - Grade 3 7 credits

Top