Education (EDUC)

This course provides an introduction to the teaching profession and orientation to the Educator Preparation Program (EPP). Candidates explore professional teaching standards, lesson design, and current issues in education while completing required training such as mandatory reporting and bloodborne pathogens. Preservice teachers engage in field observation in a local PreK-12 school and complete the application process for admission to the Teacher Education Program. Intended for students who are interested in working in K-12 schools; however, this course is required for all education majors. Preservice teachers are responsible for completing fingerprinting and background checks.

This course examines the principles of child development and educational psychology, focusing on cognitive, social-emotional, and moral development, as well as motivation, grit, and growth mindset. Preservice Teachers will analyze developmental patterns across cognitive, linguistic, social, emotional, and physical domains while exploring key learning processes such as critical thinking, problem-solving, and memory. Designed for future educators and child development professionals, this course provides a comprehensive foundation for understanding how students grow, learn, and adapt.

This course is designed to provide secondary education preservice teachers with an elective experience in the 5-12 classroom. Preservice teachers enrolling in this class will receive a placement to work in a middle or high school and will be observed in the field by education faculty. During this course, the preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program.

This course is designed to provide secondary education preservice teachers with an early experience in the 5-12 classroom. Preservice teachers enrolling in this class will receive a placement to work in a middle or high school and will be observed in the field by education faculty. During this course they will have the opportunity to demonstrate INTASC standards appropriate to Level I of the Educator Preparation Program. The preservice teachers must demonstrate these competencies prior to promotion to Level II.

This course is designed to provide secondary education preservice teachers with an experience in a special education setting. Preservice teachers enrolling in this class will receive a placement to work in a special education setting and will be observed in the field by education faculty. During this course students will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program. In addition, students will develop inclusive strategies to identify and support the least restrictive environment (LRE), identify challenging behaviors and implement de-escalation strategies, and prepare students to evaluate and implement individualized education programs (IEPs) and behavioral intervention plans (BIPs).

This course is designed to provide early childhood education preservice teachers with an elective experience in an early childhood setting. Preservice teachers enrolling in this class will receive a placement to work in an ECE setting and will be observed in the field by education faculty. During this course, the preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program.

This course is designed to provide early childhood education preservice teachers with an experience in a special education setting. Preservice teachers enrolling in this class will receive a placement to work in an ECSE setting and will be observed in the field by education faculty. During this course students will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program. In addition, students will develop inclusive strategies to identify and support the least restrictive environment (LRE), identify challenging behaviors and implement de-escalation strategies, and prepare students to evaluate and implement individualized education programs (IEPs) and behavioral intervention plans (BIPs).

This course is designed to provide early childhood education preservice teachers with an early experience in early childhood settings. Preservice teachers enrolling in this class will receive a placement to work in an early childhood setting and will be observed in the field by education faculty. During this course preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to Level I of the Educator Preparation Program. Preservice teachers must demonstrate these competencies prior to promotion to Level II.

This course is designed to provide elementary education Preservice teachers with an elective experience in the K-6 classroom. Preservice teachers enrolling in this class will receive a placement to work in an elementary school and will be observed in the field by education faculty. During this course, the preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program.

Evaluation of quality literature written for and read by children and young adolescents. Methods of choosing books related to promoting reading as an enjoyable and meaningful activity and developing competence in presenting literature to children and adolescents (including oral interpretation of literature and creative dramatics).

The course provides preservice teachers with the knowledge and skills to design and implement developmentally appropriate activities that promote physical fitness, healthy lifestyles, and overall wellness in elementary settings.

This course introduces elementary education majors to the fundamental principles and practices of music education for children. Designed for preservice teachers who are not music majors, the course emphasizes the importance of music in child development and learning, the role of music in diverse cultures, and the ways music can enrich classroom communities. Preservice teachers will explore essential music concepts through hands-on activities that foster confidence and creativity. The course also highlights strategies for integrating music with literacy, mathematics, social studies, and science.

This course introduces elementary education majors to the fundamental principles and practices of art education for children. Designed for preservice teachers who are not art majors, the course emphasizes the importance of art in child development and learning, the role of visual arts across diverse cultures, and the ways art can enhance creativity, self-expression, and critical thinking in the classroom. Preservice teachers will explore fundamental art concepts through hands-on projects and reflective practice. The course also highlights strategies for integrating art with literacy, mathematics, social studies, and science.

This course is designed to provide elementary education preservice teachers with an early experience in the K-6 classroom. Preservice teachers enrolling in this class will receive a placement to work in an elementary school and will be observed in the field by education faculty. During this course preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to Level I of the Educator Preparation Program.

This course is designed to provide early childhood education preservice teachers with an experience in a special education setting. Preservice teachers enrolling in this class will receive a placement to work in an ECSE setting and will be observed in the field by education faculty. During this course students will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program. In addition, students will develop inclusive strategies to identify and support the least restrictive environment (LRE), identify challenging behaviors and implement de-escalation strategies, and prepare Preservice teachers to evaluate and implement individualized education programs (IEPs) and behavioral intervention plans (BIPs).

Designed to provide students with an introduction to the expectations and responsibilities associated with teaching in America's schools. Explore professional teaching standards, lesson design, current issues in education, as well as complete the process for applying for admission to the Teacher Education Program. Students required to complete at least 40 hours of field observation in a local school. Course intended for students with no previous experience in a Pre K-12 school setting. Prerequisite: Completion of a minimum 12 semester hours credit before enrollment and cumulative GPA of 2.7. Students must also either have taken or be enrolled in EDUC 282 and 284, except for Music Education majors, who will enroll in MUS 324 in lieu of EDUC 282 in their second or third year of study. Students are responsible for paying for required fingerprinting/background checks.

Provides orientation to the performance based approach utilized in teacher education at St. Ambrose. This course is intended for transfer students who have completed 40 field hours. This course does not require field hours. Prospective EEP students must enroll in either EDUC 205 or 207. Prerequisite: Completion of a minimum of 12 semester hours credit before enrollment and a cumulative GPA of 2.7. Students must already have met the 40 field hour requirement either by documented completion of the hours at another college or university or through documented teaching experience such as in the position of a paraeducator or substitute teacher. Since this course is designed for transfer students, it should be taken during the student's first semester at St. Ambrose. Students will be responsible for additional fees for required fingerprinting/background checks.

Directly tied to the Teacher Education Program's assessment system, Task Stream. Students are required to attend one seminar intended to introduce and train them on the program and explain the benefits. This training will assist students in using the system and document their understanding for future accreditation visits.

This course examines the foundations and contemporary practices of educating learners with disabilities in inclusive classroom settings. Topics include historical and legal frameworks of special education, pedagogical and curricular approaches to differentiation, and the social dimensions of disability in schools. Emphasis is placed on equipping educators with the knowledge and strategies necessary to create accessible and supportive environments for all learners.

This foundational course provides teacher candidates with essential knowledge and skills for effective instructional planning and classroom decision-making. Preservice teachers will learn to write standards-aligned, measurable learning objectives, select appropriate assessment tools, and apply learning theory to instructional practice. Teacher candidates will explore the key elements of lesson planning; including objectives, instructional strategies, content structure, and assessment design. Through lesson plan analysis and reflective practice, students will examine how factors such as student motivation, physical needs, creativity, depth of learning, and mindset influence the classroom environment and shape pedagogically sound teaching decisions.

This course prepares preservice music teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, content-area literacy, classroom organization, and techniques to support the needs of diverse learners in grades K-12.

This course is designed to provide secondary education preservice teachers with an intermediate experience in the 5-12 classroom. Preservice teachers enrolling in this class will receive a placement to work in a middle or high school and will be observed in the field by education faculty. During this course they will have the opportunity to demonstrate INTASC standards appropriate to Level II of the Educator Preparation Program. Preservice teachers must demonstrate these competencies prior to promotion to Level III.

Provides an introduction to the historical, philosophical, political, social, and educational issues that have contributed to public policy regarding services for language minority students. Historical trends and legal issues related to ESL/bilingual education in the United States will be discussed. Instructor places a comprehensive focus on the theoretical foundations of English as a second language and effective instructional practices for multilinguals in our schools.

This course covers aspects of modern English grammar important for teaching English as a Second Language (ESL). The basic structure of words (morphology), sentences (syntax), and meanings (semantics), including basic rules of writing mechanics most problematic for English language learners, are also studied.

This course examines second language (L2) acquisition from a linguistic perspective and compares first and second language acquisition. Factors contributing to L2 variation, including linguistic universals, transfer, age, input, and affective considerations are studied. The course also examines a range of variables and strategies that teachers might need to teach students who use English as a second or additional language.

This course provides a broad survey of adolescent (young adult) literature. Developmental characteristics of young adults will be examined with respect to how we can connect adolescents with literature. Students will read and critically evaluate literature as well as investigate strategies for encouraging student reading and response to text. Students will become familiar with the major authors in the field of young adult literature.

This course examines the growth and development of middle school-aged learners, focusing on the social, emotional, physical, and cognitive changes characteristic of early adolescence. Preservice teachers will explore major theories of adolescent development, the impact of family, peers, and culture on identity formation, and the ways these factors influence motivation, behavior, and learning. Emphasis will be placed on understanding developmental diversity and applying this knowledge to classroom decision-making and relationship-building. Preservice teachers will connect developmental theory to instructional practice and the creation of supportive, equitable learning environments for middle-level students.

This course focuses on effective teaching, learning, and assessment practices for middle-level education. Preservice teachers will examine the organization and philosophy of middle school design, interdisciplinary teaming, and curriculum integration. Emphasis is placed on differentiated instruction, collaborative planning, and the use of varied assessment strategies to meet the needs of diverse learners. Preservice teachers will explore how developmentally responsive pedagogy and middle-level philosophy work together to support the holistic growth of students in grades 5-8.

This course is designed to provide early childhood education preservice teachers with an intermediate experience in early childhood settings. Preservice teachers enrolling in this class will receive a placement to work in an early childhood setting and will be observed in the field by education faculty. During this course preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to Level II of the Educator Preparation Program. They must demonstrate these competencies prior to promotion to Level III.

This course explores cultural, historical, and theoretical approaches to studying children's learning and development from conception to age 8. It highlights the dynamic relationships between the child, families, schools, communities, and legislation that shape diverse children's development. The course provides an overview of culturally-responsive, collaborative intervention for children with disabilities, special health concerns, developmental delays, and at-risk conditions, including developing knowledge of the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) process.

Techniques of planning, presenting and evaluating child centered experiences for young children of typical and atypical needs, with emphasis on kindergarten to grade three.

This course focuses on pedagogical approaches to early childhood education and care for typically/atypically developing pre-primary age children. Course content includes the theory and research, NAEYC Guidelines for Developmentally Appropriate Practice, and state early learning standards that underpin preschool curricula models; curriculum content; play-based learning, teaching, and assessment. There is an emphasis on how effective preschool teachers consider the exceptional child's abilities, interests, cultural and linguistic factors in developing and adapting learning environments and experiences. 25 field hours required across multiple settings, e.g., self-contained SPED preschool classroom; inclusive classroom; Montessori.

This course focuses on curriculum, teaching strategies and assessment methods for supporting the learning and development of diverse infants and toddlers, and includes collaboration for early intervention. Pre-service teachers learn about developmentally and individually appropriate planning and implementation based on assessment and evaluation, families' needs and concerns. Includes strategies for adapting the social and material environment to meet social, emotional, cognitive, physical, communication, and medical needs for children of varying abilities from diverse backgrounds. 25 field hours required.

The course will study the role of health, safety, and nutrition in the learning, growth and development of young children. Focus is on the teaching and promotion of health, safety, and nutritional practices that support cognitive, social, emotional, cultural, and physical development of young children birth to age 8, as well as the social and material environments that characterize quality settings. The course includes the knowledge of legislation and licensure guidelines for implementation of appropriate appraisal and management of health, safety, and nutritional concerns; procedures for children with special health care needs; and recognition of signs of abuse and neglect in young children. Advocacy, legislation, and public policy for safeguarding, education and care of young children in early childhood centers and classrooms is addressed. The role of the teacher in supporting families/caregivers and staff understanding of health, safety, and nutrition issues is also emphasized.

This course explores Earth's physical systems, including landforms, climate, weather, water systems, and ecosystems. Students will examine the processes that shape the natural world and the interactions between Earth's spheres. Emphasis is placed on spatial patterns, system interactions, and environmental processes.

This course examines the spatial patterns and relationships of human populations, cultures, economies, and political systems across the globe. Students will explore how humans interact with their environment, how cultural and economic systems develop and spread, and how geographic factors influence social organization. Emphasis is placed on global interconnectedness, population dynamics, urbanization, and human-environment interaction.

This course prepares students with the technical skills and foundational knowledge necessary to safely and effectively conduct chemistry laboratory activities. Students will develop competencies in lab setup, chemical handling, safety protocols, and procedural design. Emphasis is placed on safe laboratory practices, organization, and facilitating inquiry-based laboratory environments.

This course provides a foundational understanding of Earth systems and their connection to environmental issues. Students will explore geologic processes, atmospheric systems, climate, ecosystems, and human impacts on the environment. Emphasis is placed on understanding Earth as an interconnected system and applying that knowledge to contemporary environmental challenges.

Provides a developmental overview of curriculum organization, instructional planning and techniques to support early literacy in kindergarten through grade 3. Emphasis is given to theoretical knowledge and practical application of methods for the integrated teaching of reading and language arts. Placement in a primary grade classroom is required for application of course content.

An introduction to a variety of technologies and media used in the classroom. Learn and use technology in the K-12 classroom through assignments, class workshops, presentations, discussions, and literature. Prerequisite: Pre-Education status. *An additional course fee will be charged.

Preservice teachers will engage in real-world problem solving and reasoning with understanding of various number domains and their properties through multiple representations. They will develop their number sense within the mathematical strands of number and operations, data analysis, probability and algebraic reasoning as it relates to elementary curricula/teaching profession.

Studies the physical, cognitive, emotional and social development from prenatal through adolescence.

This course explores objectives, concepts, and procedures for using the C3 Framework (Inquiry Design Model) for teaching social studies content in elementary and middle school. Emphasis is given to inquiry-based instruction, critical thinking, and civil discourse. Content strands include geography, history, civics/government, economics, financial literacy, and behavior sciences. The focus of this course is to develop foundational knowledge of the social studies domains needed to teach K-6 social studies.

This course provides elementary education majors with foundational knowledge in the physical, earth/space, STEM, and life sciences, paired with best-practice, research-based methods for inquiry-driven science teaching. A focus will include science content, skills, and attitudes needed in an elementary classroom. Emphasis is placed on scientific inquiry, the integration of concepts, supporting curiosity in the classroom, and connecting to prior and new knowledge.

This course is designed to provide elementary education preservice teachers with an intermediate experience in the K-6 classroom. Preservice teachers enrolling in this class will receive a placement to work in an elementary school and will be observed in the field by education faculty. During this course they will have the opportunity to demonstrate INTASC standards appropriate to Level II of the Educator Preparation Program. The preservice teachers must demonstrate these competencies prior to promotion to Level III.

An examination of the nature of language and theories related to language development including the impact of psychological, motivational and cultural factors. Current practices designed to foster language acquisition and cognitive development will be examined. Emphasis placed on creating an environment where language and literacy are supported.

"Pluralism" can be defined as the equal coexistence of diverse cultures in a mutually supportive relationship and is based on the idea that there should be an equality of opportunity for all, respect for human dignity, and the philosophy that no single set of beliefs/practices is good for everyone. As the American society becomes increasingly diverse, it is essential the teachers create a classroom environment that supports cultural pluralism. This is an examination of the human differences that may be present in the Pre-K-12 classroom and how those differences can impact learning.

Introduces students to the history of American schooling from the Colonial period to the present. This study includes the legal foundations of education in America, school governance, and the philosophies/philosophers that have influenced teaching and learning in the United States. As a writing intensive course, students will be expected to conduct historical research, read current literature relative to issues impacting schools in the 21st Century, and write a personal philosophy of education based on recognized educational thinking.

Provides an introduction to the historical, philosophical, political, social, and educational issues that have contributed to public policy regarding services for language minority students. Historical trends and legal issues related to bilingual education in the United States will be discussed. Instructor places a comprehensive focus on the theoretical foundations of English as a second language and effective instructional practices for English Language Learners in our schools.

Provides information and practice regarding lesson and unit planning, classroom management, teaching techniques, and micro-teaching. 50 field hours required. (Department methods of art and music are accepted in place of this course.)

Psychological principles in teaching and learning, preparation and use of devices to evaluate learning and instruction.

Through text and online readings, examine in-depth the major categories of language assessment. Students will: 1) survey varying approaches to evaluating language sub-skills (such as speaking, listening, reading, and writing); 2) distinguish between tests designed for language proficiency from those designed to detect learning programs; 3) investigate models of language assessment; 4) examine standardized tests and their appropriate application, distinguishing between those that assess knowledge of language structure from those that evaluate communicative skill; and 5) critique research being done in the area of testing in a second language.

Techniques of planning, presenting, and evaluating child centered experiences for young children of typical and atypical needs, with emphasis on kindergarten to grade three. Required field hours.

This advanced course focuses on the application of learning theory to design, implement, and evaluate effective instruction for learners in P-12 settings. Emphasis is placed on assessment-guided instruction, differentiated learning strategies, technology integration, and comprehensive classroom management approaches.

This course examines the relationship between American schools and the social, political, economic, and cultural forces that have shaped them. Preservice teachers explore the historical foundations of U.S. education policy, analyzing how race, ethnicity, class, gender, language, and culture have influenced educational access and equity. Through critical examination of past and present educational practices, the preservice teachers will investigate persistent inequities and contemporary debates about inclusion and justice in schools. The course challenges prospective teachers to examine their own biases, develop culturally responsive instructional strategies, and build authentic partnerships with diverse families and communities. They will develop the knowledge, skills, and advocacy dispositions necessary to create inclusive learning environments and ensure equitable opportunities for all students to reach their full potential.

This course prepares prospective secondary Industrial Technology teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12.

This course provides a study of instructional planning, patterns, and strategies with emphasis on student achievement through effective unit design, instructional techniques, classroom management, and assessment. Candidates engage in lesson and unit planning, explore a variety of teaching strategies, and practice classroom management approaches. Micro-teaching within the course will allow candidates to apply course concepts in authentic settings.

This course prepares preservice Art teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12.

This course prepares prospective secondary mathematics teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12. Candidates will explore approaches for fostering mathematical reasoning, discourse, and conceptual understanding while integrating technology and real-world applications to promote critical thinking and problem solving.

This course provides prospective secondary school English/Language Arts preservice teachers with instruction in recommended methods and content standards pertinent to the academic subject area. Teaching techniques for establishing, maintaining, and documenting an effective, well-organized classroom and curriculum to meet the needs of diverse learners are also examined. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12.

This course provides prospective secondary school social studies preservice teachers with instruction in recommended methods, techniques, and content standards for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners. Content area reading skills and teaching techniques are also examined. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12.

This course prepares prospective secondary science teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12. Candidates will explore approaches for fostering inquiry, integrating reading and writing in science, and designing lessons that promote critical thinking and problem solving.

This course prepares prospective secondary world language teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades 5-12. Candidates will explore approaches for developing linguistic proficiency, cultural competence, and interpretive, interpersonal, and presentational communication skills in the target language.

This course is designed to provide secondary education preservice teachers with an advanced experience in the 5-12 classroom. Preservice teachers enrolling in this class will receive a placement to work in a middle or high school and will be observed in the field by education faculty. During this course the preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to Level III of the Educator Preparation Program. The preservice teachers must demonstrate these competencies prior to promotion to Student Teaching.

Focuses on techniques for teaching social studies content appropriate to K-6 curricula including social action and multiculturalism. Emphasizes classroom management and building classroom communities. Projects include a management plan, creation of original classroom artifacts, and lesson planning. Field hours required.

For students seeking K-6 teacher certification in French, German or Spanish; content includes theories, methods and practices of teaching foreign languages in elementary schools.

This course will examine some of the ways in which growth in language reflects and enables cognitive development. Topics covered in this course include a sociolinguistic perspective of language, language diversity, language ideology and power, national language policies, World English, the growing number of non-native English speakers, and attitudes of native and non-native English speakers toward the domination of English, and the impact language has on children's success in our communities and schools.

This course takes an in-depth look at assessment of bilingual/ESL learners and programs. It includes individual as well as large-scale standardized assessments, alternative assessments, and social justice issues involved in the assessment of English language learners.

This course covers methods and strategies for making math, science, and social studies accessible to ELs in grades K-12. Preservice teachers will learn how to promote L2 language development so ELs can successfully engage in academic content learning.

Examines literacy skills and instructional needs of middle and secondary school students, with emphasis on teaching and management techniques for a range of reading levels. Strategies for teaching comprehension study skills and recreational readings are introduced (50 field hours required in a secondary school setting).

This course is designed to provide secondary education students with an experience in the K-8 ESL classroom. Students enrolling in this class will receive a placement to work in an elementary school and will be observed in the field by education faculty. During this course students will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program.

This course is designed to provide elementary education preservice teachers with an experience in the 5-12 ESL classroom. Preservice teachers enrolling in this class will receive a placement to work in a middle or high school and will be observed in the field by education faculty. During this course preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to their current level within the Educator Preparation Program.

Field-based course, delivered and taught by a skilled 7-12 teacher, provides the future English/language Arts and Literature teacher with methods and techniques for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners.

Field-based course, delivered and taught by a skilled 7-12 teacher, provides the future teacher of history, political science, or economics with methods and techniques for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners.

This field-based course is delivered and taught by a skilled 7-12 teacher and provides the future business teacher with methods and techniques for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners.

Field-based course, delivered and taught by a skilled 7-12 teacher, provides the future teacher of science with methods and techniques for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners.

Field-based course, delivered and taught by a skilled 7-12 teacher, provides the future teacher of a foreign language with methods and techniques for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners.

Field-based course, delivered and taught by a skilled 7-12 teacher, provides methods and techniques for establishing, maintaining and documenting an effective, well-organized classroom and curriculum which meets the needs of diverse learners.

This course is designed to provide elementary education preservice teachers with an advanced experience in early childhood settings. Preservice teachers enrolling in this class will receive a placement to work in an early childhood setting and will be observed in the field by education faculty. During this course, the preservice teachers will have the opportunity to demonstrate INTASC standards appropriate to Level III of the Educator Preparation Program. The preservice teachers must demonstrate these competencies prior to promotion to Student Teaching.

Become familiar with biological and earth/space science content common to K-8 curricula as well as current science-teaching best practices including hands-on guided discovery, inquiry-based learning, management of students in a laboratory setting, and learning through the use of technology and science literature. Course requirements include lesson and unit planning, development of curriculum materials, and completion of reports based on laboratory exercises and long-term observation. 10 hours of practicum work in a science classroom required.

Become familiar with physical science (chemistry and physics) content common to K-8 curricula as well as current science-teaching best practices including hands-on guided discovery, inquiry-based learning, management of students in a laboratory setting, and learning through the use of technology and science literature. Course requirements include lesson and unit planning, developing curriculum materials, and completing reports based on laboratory exercises and long-term observation. 10 hours of practicum work in a science classroom required.

Current issues, approaches and materials in elementary school mathematics teaching, including philosophy and objectives, technology, curricula problems, and review of current literature. Background for meaningful teaching of whole numbers and fractions with special emphasis on planning instruction for children at the K-8 level. Field hours in a mathematics classroom required.

Methods of Teaching the Catholic Faith (K-12)

This course teaches the knowledge and skills needed for administering informal and formal assessments that minimize bias and how to interpret evaluation results to adapt and guide delivery of individualized programs, curriculum, and interventions. Pre-service teachers practice a range of appropriate screening, assessment, and evaluation strategies (e.g., family interview, observation, documentation, assessment instrument) in order to support diverse children's learning and development, and support families/caregivers. The course links assessment techniques to planning and delivery of curriculum goals and creating effective learning environments, based on the needs and interests of individual children, their families, and community.

Pre-service teachers study Multi-Tiered Systems of Support to support young children's social-emotional development and to address behavior management. The course focuses on preventive and responsive classroom strategies for all children, as well as intervention strategies for children with additional needs. An ethical, trauma-informed, self-aware approach is emphasized. This includes the administration, design, and implementation of physically and psychologically safe and healthy indoor and outdoor environments to promote the social and emotional development of young children. Staff supervision and evaluation plus program development is included.

This course focuses on the communication, language and literacy development of young typically/atypically developing children from birth to age 5 as described in research and articulated in state early learning standards. Developmentally holistic and appropriate practices in early childhood education and care settings are explored. Inclusive strategies to support diverse young children's speaking, listening, writing, and reading skills development are introduced and practiced. There is an emphasis on multicultural, diversity-informed children's literature. 25 field hours are required for this methods course.

This course will focus on using knowledge of scientific concept development and early learning standards / CORE K-3 national and state standards to plan, implement, and evaluate lessons and activities for diverse young children. There is an emphasis on using developmentally appropriate, research-based methods to foster children's curiosity and engagement in scientific inquiry. It will emphasize the importance of exploration and experimentation using an experiential pedagogical approach. Pre-service teachers will engage in facilitating activities for young children, such as participation in Science, Technology, Engineering, Arts, and Math (STEAM) events for young children and undertaking practicum hours in an early childhood classroom. Includes adapting materials, equipment and the environment to meet diverse learning needs. 15 Practicum hours required.

Pre-service teachers learn to develop and implement developmentally appropriate learning experiences for diverse preprimary and primary children with focus on National Council for the Social Studies (NCSS) themes. Emphasis is placed on pedagogical approaches that are inclusive and culturally-responsive to empower young children to be engaged, informed, and compassionate participants in the classroom and community. This course also addresses how to integrate visual and performing arts, movement, physical and mental health and wellness into the everyday activities of the inclusive early childhood classroom. 10 practicum hours required.

In this course, pre-service teachers learn to develop, implement, and evaluate developmentally appropriate learning experiences for diverse preprimary and primary children with focus on best practice as detailed by National Association for the Education of Young Children (NAEYC) and the National Council for the Teachers of Mathematics (NCTM). Emphasis is placed on inclusive, play-based, and culturally-responsive pedagogical approaches to support instructional and assessment decisions that are grounded in early childhood theory and research. This course also addresses how to integrate 'math talk' across the curriculum to support children's mathematical concept and process skills development. 30 practicum hours required.

Evaluation of literature for young adults. Methods of choosing books related to reading interest, promoting reading as an enjoyable and meaningful activity and developing competence in presenting literature to young adults.

Evaluation of quality literature written for and read by children and young adolescents. Methods of choosing books related to promoting reading as an enjoyable and meaningful activity and developing competence in presenting literature to children and adolescents (including oral interpretation of literature and creative dramatics).

Designed to teach students about curriculum organization and instructional planning for children in kindergarten through grade 3. Strategies for language development in primary children are explored. Includes methods and materials for teaching all areas of the language arts and developmental reading. Lecture and field hours in a classroom setting are involved.

Learn curriculum organization and instructional planning for children in grades 4-8. Explore strategies for language development in upper primary children. Includes methods and materials for teaching all areas of language arts and developmental reading. Lecture and field hours in a classroom setting are involved. (25 field hours required in an elementary school setting).

This course examines the role of assessment in mathematics education, emphasizing its potential to advance student thinking and learning. Students will explore assessment at multiple levels-from international and national perspectives to classroom practices and individual learner needs-while considering the implications for equitable and effective mathematics instruction. Through engagement with the continuous assessment cycle, preservice teachers will deepen their understanding of how assessment can inform instruction, support meaningful learning, and provide insight into students' mathematical thinking. Special attention will be given to designing, interpreting, and applying assessments within specific mathematical content areas to maximize their impact on teaching and learning.

This course examines the literacy skills and instructional needs of middle and secondary school students in secondary content areas. There is an emphasis on teaching strategies to support all students, especially those with disabilities, including dyslexia; students at risk of academic failure and/or disengagement; and, those with limited English language proficiency. This course has a focus on literacy instruction based on reading theory and evidence based best practices, including strategies for supporting reading comprehension skills and making appropriate accommodations.

Provides an overview of methods and techniques for teaching reading and writing to support literacy in language arts. Emphasis is given to theory, research-based strategies, use of technology and opportunities to teach students with diverse needs in intermediate grade classrooms. Placement in an intermediate classroom is required for application of course content.

This course prepares preservice elementary Art teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades K-6.

Building on EDUC 283, Preservice teachers will further their abstract and quantitative reasoning, modeling and problem solving with emphasis on the content strands of number and operations, geometry, measurement, and algebraic reasoning as it relates to elementary curricula/teaching profession.

Preservice teachers will develop professional knowledge and build a repertoire of skills for teaching mathematics at the elementary level. Recommended instructional practices will be examined in relation to a range of mathematical content and with attention to learner development, including assessment strategies to identify needs and provide intervention with tiered support.

This course focuses on techniques for teaching social studies content appropriate to K-8 curricula within the domains of geography, history, civics/government, economics, financial literacy, and behavior sciences, including social action. Emphasis on classroom management and building classroom communities. Best practices for implementing a social studies program and recent trends in social studies education will be discussed. Preservice teachers will learn skills, strategies, and dispositions necessary to teach in a multicultural society. Preservice teachers will teach one or more social studies lessons in a field placement.

This course prepares elementary education majors to teach science through inquiry-based, developmentally appropriate methods. Emphasis is placed on designing and implementing hands-on, inquiry-driven lessons; managing safe and effective laboratory or classroom science activities; incorporating cross curricular content to enhance student learning, and reflective analysis of teaching practices.

This course prepares preservice Music teachers with research-based methods and strategies aligned to national and state content standards. Emphasis is placed on effective instructional planning, methods, classroom organization, and management in grades K-8.

This course is designed to provide elementary education preservice teachers with an advanced experience in the K-6 classroom. Preservice teachers enrolling in this class will receive a placement to work in an elementary school and will be observed in the field by education faculty. During this course students will have the opportunity to demonstrate INTASC standards appropriate to Level III of the Educator Preparation Program. Students must demonstrate these competencies prior to promotion to Student Teaching.

The major emphasis in this course is on diagnosis of reading difficulties. Tests, testing procedures, and informal diagnostic techniques are examined and discussed. Preservice teachers will have practice administering and interpreting test results; writing diagnostic and progress reports; parent interviews; designing prescriptions for teaching literacy, writing lesson plans for tutoring, and evaluating children in a clinical setting. Current research in the area of MTSS (Multi Tiered Systems of Support) and diagnostic reading will be studied. Lecture and laboratory.

Course is limited to candidates for elementary or middle school teaching licensure or certification in mathematics and science. Topics include the nature and goals of each of the STEM disciplines, integrating the content and context of STEM, interdisciplinary approaches to teaching, curriculum & standards mapping, information literacy skills in STEM, process of science and scientific inquiry, mathematical problem solving models, and instructional strategies for the inclusive classroom. Students complete a 10-hour field experience in a mathematics, science, engineering, or technology classroom as part of this experience. EDUC 590 will take the course asynchronously online.

This course examines the vital role of collaboration and working in partnership with families for both general education and special education teachers, working with diverse students and their families/caregivers. Strategies for effective communication between teaching staff, specialist services practitioners, families, and community agencies in order to best meet student and family needs are emphasized. Legislation and legal issues, including parental rights, are applied to practice. By developing an IEP/IFSP, students will utilize the collaboration and communication skills necessary for professionals within education to work together as a team, to collaborate, and to advocate in ways that are responsive to the diversity and complexity of each family's system.

This course examines assessment methods used in special education for identification, eligibility determination, and progress monitoring. Emphasis is placed on the evaluation of academic and behavioral skills. Students will gain knowledge and practical experience in collecting, analyzing, and applying assessment data to support planning and instruction for individuals with disabilities.

This course provides a comprehensive overview of the foundations of special education. Preservice teachers will examine the historical and philosophical roots of the field, explore key legislation and legal requirements, and consider ethical and professional perspectives for special education teachers. The course highlights the development and implementation of Individualized Education Programs (IEPs), collaborative practices for working with families and professionals, and learner characteristics of students with disabilities.

This course examines behavior assessment and intervention in general and special education. Preservice teachers will learn to conduct Functional Behavior Assessments (FBAs), develop Behavior Intervention Plans (BIPs), and apply evidence-based classroom management strategies. Classroom observations are required.

The content of this course includes research-based ESL listening, speaking, reading, and writing strategies on which to build a solid foundation for success with second language learners. A field experience of 12 hours of tutoring ESL students is required.

Preservice teacher-preparation course focuses on instructional methods and strategies designed to maximize elementary student content area learning (e.g. social studies, science, literature, math, art, music, etc.). Literacy strategies discussed enhance learning by improving students' abilities to read, write, study, and think critically in the language of the content area.

This course expands upon the knowledge and causes of reading disabilities and remedial treatment of reading difficulties. Current techniques as well as research in the field will be discussed. Preservice teachers will use remedial reading techniques in tutoring children in the schools. Using and evaluating formal and informal test instruments; writing diagnostic and progress reports; student and parent interviews; designing prescriptions and writing and implementing lesson plans for tutoring and evaluating children in literacy. Lecture and lab.

Introduces research-based instructional methods, materials, and assessments for K-8 students with mild to moderate disabilities. Emphasizes age-appropriate and ability-level strategies, environmental and instructional considerations, and effective techniques for inclusive and specialized settings. A field experience component is required.

This seminar supports preservice teachers in developing effective classroom management practices and professional growth habits. Candidates will analyze strategies for creating safe and positive learning environments, synthesize theory and practice into a personal management philosophy, and reflect on their teaching decisions to promote continuous improvement. Through collection of artifacts, engagement with professional literature, and goal setting, candidates will demonstrate growth toward InTASC and Iowa Teaching Standards while embodying ethical and professional dispositions.

This seminar supports students completing the Education Studies Major during their internship semester. During this course, candidates will complete a Capstone Portfolio including a research paper, program design project and reflective essays demonstrating the integration of Educational theory and practice.

This capstone experience provides Education Studies majors with a supervised opportunity to apply knowledge, skills, and dispositions in a non-traditional education setting. Students will apply theories of learning, development and motivation to design and/or evaluate educational programs.

Directed observation and supervised teaching experience. Student required to spend a full day, five days a week, for six weeks at the PK or K levels. Student teaching is a full-time professional obligation. Prerequisites: Senior status. *An additional course fee will be charged.

This capstone experience provides Education Studies majors with a supervised opportunity to apply knowledge, skills, and dispositions in a non-traditional education setting. Students will apply theories of learning, development and motivation to design and/or evaluate educational programs.

Directed observation and supervised teaching experience. Student required to spend a full day, five days a week, for a semester in the elementary schools. Student teaching is a full-time professional obligation. Prerequisites: Senior status. *An additional course fee will be charged.

Directed observation and supervised teaching experience. Students required to spend a full day, five days per week, for a semester in a secondary school. Student teaching is a full-time professional obligation. Prerequisites: Senior status. *An additional course fee will be charged.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the elementary schools and for a quarter in the secondary schools. Student teaching is a full-time professional obligation. Prerequisites: Senior status. *An additional course fee will be charged.

Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the elementary schools and for a quarter in the secondary schools. Student teaching is a full-time professional obligation. Prerequisites: Senior status. *An additional course fee will be charged.

Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the elementary schools. Student teaching should be considered a full-time professional obligation. Senior Status. *An additional course fee will be charged.

Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the secondary schools. Student teaching should be considered a full-time professional obligation. Senior Status. *An additional course fee will be charged.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

Diagnostic and prescriptive techniques for classroom teachers of reading. Corrective techniques appropriate for less severe reading disabilities; writing diagnostic and progress reports; parent interviews; designing prescriptions for teaching, tutoring and evaluating children in clinical setting. Lecture and laboratory.

Diagnosis and correction of reading problems in a clinical setting. Using and evaluating formal and informal test instruments; writing diagnostic and progress reports; parent interviews; designing prescriptions for teaching, tutoring and evaluating children in reading programs and content areas. Senior Status.

Examines growth and development of the middle school age child with particular emphasis on emotional, physical and mental characteristics and needs of middle school children. Course also examines role of teacher in assessment, coordination and referral of students to health and social services.

Assessment of adolescent reading and study skills in various content areas. Methods and materials used in teaching developmental reading and study skills in junior high through senior high school content courses will be taught.

Undergraduate teacher-preparation course focuses on methods and strategies designed to maximize elementary student content area learning (e.g., social studies, science, literature, math, art, music, etc.) using literacy strategies. Literacy strategies discussed enhance learning by improving students' abilities to read, write, study, and think critically in the language of the content area. Incorporates technology and requires the student do a learning designed project to reinforce strategies learned.

Provide students with the organizational skills needed to develop appropriate evidence-based reading instructional practices. Synthesize information from previous reading and language arts classes in order to organize evidence-based reading instruction programs and organize instructional reading strategies.

Coursework includes middle school philosophy, curriculum design, developmentally appropriate instructional methods including but not limited to interdisciplinary teaming and content area reading instruction.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

This capstone experience provides Preservice Teachers with a full-time, supervised opportunity to apply knowledge, skills, and dispositions in authentic classroom settings. Preservice Teachers assume increasing responsibility for planning, instruction, assessment, and classroom management while demonstrating professional growth and reflective practice. Emphasis is placed on designing meaningful learning experiences, engaging all students in critical thinking and collaboration, and using assessment data to inform instruction. Through mentorship, collaboration, and self-reflection, Preservice Teachers demonstrate readiness to enter the teaching profession as competent, ethical, and reflective educators.

Limited to candidates for elementary or middle school teaching licensure or certification in mathematics and science. This course is designed to serve as the capstone course for students earning the K-8 STEM endorsement. Topics discussed include: promoting learning through purposeful, authentic, real world connections, engaging with subject-matter experts in STEM experience in and out of the classroom, assessing integrative learning approaches, communicating with a variety of audiences, discussing the role of classroom management in project-based classrooms, engaging in computational thinking, and using mathematics and technological modeling. Students will complete a 30 hour field experience in a STEM program. EDUC 591 students will take the course asynchronously online.