º¬Ð߲ݴ«Ã½

Study of age- and developmentally-appropriate philosophy, methodology, processes, and content for visual arts instruction in the pre-kindergarten and elementary schools. Includes strategies for teaching art criticism, art history, art media and techniques, aesthetics, and developing curriculum for the PK-elementary school art program. Students will engage in constructing and solving a series of design problems via a range of 2-dimensional and 3-dimensional art processes. Practicum teaching experiences required (Art majors will have both pre-kindergarten and elementary school practicums, all other students will have elementary school practicum) as well as assigned readings, reflective writings, lecture/presentations, hands-on activities, and classroom discussions are provided. Required for certification of elementary teachers and PK-12 art endorsements. Cannot be applied toward a major in art.

A course providing a broad, general survey of education in the United States, designed to help students decide whether to continue coursework in professional education. This course is a prerequisite to further work in the department.
(Normally offered each semester.)

An introduction to and survey of the genres of literature for children, along with the place of children's literature in the curriculum and the evaluation of the literary worth of children's books.
(Normally offered each spring semester.)

A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist an elementary, or secondary school teacher for a designated period of time each week. May be repeated a maximum of three times.
Pass/Fail only.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States.
(Normally offered each semester.)

A course designed to acquaint students with the basic principles of growth and all phases of human development. Students will be required to assist an elementary or secondary teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States or permission of the department chair or instructor.
(Normally offered each semester.)

A continuation of EDUC 2050 with emphasis on the principles of learning and their application in the field of education. Secondary students will be required to assist a school teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States and EDUC 2050 Human Development and Learning I, or permission of the department chair or instructor.
(Normally offered each spring semester.)

This course serves as a theoretical foundation for the Reading and Language Arts Methods course. Students will define reading and discuss the purposeful nature of reading. The class presents a historical look at the various theories of reading acquisition with an in depth look at the science of reading and the five components of reading identified by the National Reading Panel-phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Prerequisite(s): EDUC 1010 Introduction to Education in the United States, EDUC 2050 Human Development and Learning I and sophomore standing.
(Normally offered each spring semester.)

This course helps future teachers and coaches recognize and understand biases experienced by groups and individuals due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background to help them work effectively with a diverse student or student-athlete population. This course meets the Nebraska Human Relations Training requirement for teacher certification and for the NSAA coaching certification
Pre or Corequisite(s): EDUC 1010 Introduction to Education in the United States or declared Coaching minor, or permission of instructor.
(Normally offered each semester.)

See SPED 2870 Instructional and Adaptive Technology.

This course focuses on the content and process skills of teaching and learning math in the elementary and middle grades. The course incorporates methodologies (including interdisciplinary approaches) for developing and implementing curriculum and assessing learning. Laboratory experiences are provided.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
Corequisite(s): EDUC 3440 Teaching Natural Sciences K-8.
(Normally offered each spring semester.)

A course focusing on the methodology and content of elementary social studies. It includes a survey of social science content, strategies for teaching the disciplines of the social sciences, interdisciplinary approaches, human relationships. Students will be introduced to historical thinking skills. No P/F.
Prerequisite(s): EDUC 2090 Theory of Reading and acceptance into the Teacher Education Program, or permission of the department chair.
(Normally offered each fall semester.)

This course focuses on the content and process skills of teaching and learning science in the elementary and middle grades. The course incorporates methodologies (including interdisciplinary approaches) for developing and implementing curricula and assessing learning. Laboratory experiences are provided.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
Corequisite(s): EDUC 3400 Teaching Mathematics in K-6.
(Normally offered each spring semester.)

A course focusing on planning, teaching, and assessing the four broad areas of literacy: listening, speaking, reading, and writing. Students learn the developmental process of how students learn to read and write. They become familiar with state and national literacy standards, objectives, scope, content, organization of the reading curriculum, and lesson planning. Emphasis is placed on the science of reading and the five components of reading identified by the National Reading Panel-phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students apply what they learn in this class in the corequisite practicum courses. This course is to be taken the fall semester prior to student teaching or with
permission of the instructor and Department Chair.
Prerequisite(s): EDUC 2090 Theory of Reading and acceptance into the Teacher Education Program, or permission of the department chair.
Corequisite(s): SPED 3480 Curriculum Adaptations for Language Art Methods.
(Normally offered each fall semester.)

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.
Corequisite(s): EDUC 3450 Methods for Teaching Literacy in K-6, SPED 3460 Adapted Methods Practicum K-6 and SPED 3480 Curriculum Adaptations for Language Art Methods.
(Normally offered each fall semester.)

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.
Co-requisite: EDUC 3400 Teaching Mathematics in K-6 and EDUC 3440 Teaching Natural Sciences K-8.
(Normally offered each spring semester.)

This course focuses on various attitudes, behaviors, and techniques which lead to effective classroom management. Students will engage in critical thinking and reflection as they review and develop effective classroom management practices.
Prerequisite(s): Acceptance into the Teacher Education Program or approval of the department chair.
(Normally offered each fall semester.)

Students work with one or more regular teachers in an elementary school. They teach a full day, attend the student teaching seminar, and conference with their college supervisors as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

The Chicago Center for Urban Life and Culture project is a semester-long program that involves both interdisciplinary class work and field experiences in Chicago, Illinois, including full-time student teaching. The semester program will replace certain teacher certification program requirements as determined by the department chair.
Prerequisite(s): Students must meet the preliminary requirements for student teaching, be approved by the education department and the chair of the department in which the student is majoring, and be accepted by the Chicago Center Program Director.

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilites, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.
Corequisite(s): Student teaching or permission of the department chair.
(Normally offered each semester.)

An examination of the objectives of an elementary health and physical education program and the development of a curriculum to meet these objectives. An introduction to teaching methods and class management skills are utilized in these programs. This course is designed for elementary education majors.
Prerequisite(s): Sophomore standing.
(Normally offered each fall semester.)

A course for elementary education majors designed to promote a deep understanding of elementary mathematics topics, including the decimal system, fractions, percentages, arithmetic operations and problem-solving. Emphasis is placed on communicating mathematics, both in writing and orally.
(Normally offered each fall semester.)

A study of the theoretical materials of music and the methods of teaching music in the elementary schools. Intended primarily for elementary education majors and not open to music majors.
Prerequisite(s): Sophomore standing or permission of the instructor.

This course provides an overview of basic concepts related to the inclusive education of differently abled students. A broad understanding of a range of low and high incidence disabilities will be explored. Historical factors, legislation, litigation, service delivery models, and cross-cultural issues are examined in the course. Students will complete a fieldwork experience that will allow them an opportunity to assist kindergarten, elementary, middle school, or junior high special education students for a designated period of time. No P/F.
(Normally offered each fall semester.)

A practicum opportunity allowing students to practice adapting lessons for children with exceptionalities.
Pre or corequisite(s): EDUC 3400 Teaching Mathematics in K-6, EDUC 3420 Teaching Social Sciences in K-6, EDUC 3440 Teaching Natural Sciences K-8, EDUC 3450 Methods for Teaching Literacy in K-6, SPED 3480 Curriculum Adaptations for Language Art Methods, and SPED-3700.

As a corequisite with EDUC 3450 Methods for Teaching Literacy in K-6, this course will involve the critical study of materials, curriculum, and effective instruction used in teaching children and youth with disabilities.
Corequisite(s): EDUC 3450 Methods for Teaching Literacy in K-6.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.