Course Listing For EDUC Courses

This course provides an overview of the nature of the teaching profession including the purpose, history, philosophy, organization, curriculum alignment and standards in U.S. public school education. In the process of addressing the foundation areas, particular attention will be given to the education of all populations and their respective backgrounds, contributions and rights; the legal and ethical foundations of schooling and teaching; and the organizational structure of schooling in the United States.

This course provides an overview of the nature of the teaching profession including the purpose, history, philosophy, organization, curriculum, alignment and standards in U.S. public school education. In the process of addressing the foundation areas, particular attention will be given to the education of all populations and their respective backgrounds, contributions, and rights; the legal and ethical foundations of schooling and teaching; and the organizational structure of schooling in the United States. Prerequisite: Concurrent enrollment in EDUC 202.

This course provides education students a reflective and guided entry into elementary or secondary classrooms as students observe instructional methods, physical arrangements of classrooms, skills implemented, and strategies used. Students are to visit various classrooms in rural, suburban, and urban schools. Prerequisite: Concurrent enrollment in EDUC 201.

This course introduces teacher candidates to skills needed in master teaching. Included will be unit and lesson planning, classroom organization, record keeping, self-reflection practices, time management, classroom rules and expectations, personal qualities, and effective communication. This course will also introduce students to the conceptual framework and program expectations.

This course provides students with an awareness of education technology and how it can be used to enhance the teaching and learning processes. Hands-on experiences will help broaden student knowledge and use of digital media tools and techniques.

This course is a study of the issues related to cultural pluralism, dehumanizing biases, human dignity and individual rights, and the ability to relate effectively to others in the diverse educational setting. The course meets the human relations requirement of the Nebraska Department of Education.

This course introduces theories of learning, motivation, and development of children and adolescents, particularly associated with how students relate physically, morally, cognitively, socially, and behaviorally. Recognizing the diverse stages of development that exist in a learning environment, effective teaching strategies, curriculum development, classroom management, and how to assess student progress will be addressed. This course includes a field experience component.

This course introduces theories of learning, motivation, and development of children and adolescents, particularly associated with how students relate physically, morally, cognitively, socially, and behaviorally. Recognizing the diverse stages of development that exist in a learning environment, effective teaching strategies, classroom management, and assessing student progress will be addressed. Prerequisite: Concurrent enrollment in EDUC 242

This course includes a minimum 15 hour field experience component that aligns with concepts discussed in EDUC 241. Students will observe and assist in a classroom while reflecting on how different stages of development affect the learning environment. Prerequisite: Concurrent enrollment in EDUC 241

This course provides a foundation on differentiated instruction in order to serve the developmental, emotional, academic and social needs of exceptional and gifted learners. This course includes these programs' processes, legal requirements, resources, and history, for creating differentiated and inclusive classrooms. This course includes a field experience component. The course meets the special education requirement of the Nebraska Department of Education.

This course provides a foundation on differentiated instruction in order to serve the developmental, emotional, academic, and social needs of exceptional and gifted learners. This course includes these programs’ processes, legal requirements, resources, and history, for creating differentiated and inclusive classrooms. The course meets the special education requirement of the Nebraska Department of Education. Prerequisite: Concurrent enrollment in EDUC 262

This course includes a minimum 20-hour field experience component that aligns with concepts discussed in EDUC 261. Students will observe and assist in a regular classroom that includes students with exceptional learning needs. The course meets the special education requirement of the Nebraska Department of Education. Prerequisite: Signed and filed Good Conduct Statement and Personal Fitness forms. Enrollment relies on there being a current criminal background check filed at the Teacher Education Program office. Prerequisite: Concurrent enrollment in EDUC 261

This course introduces the historical, political, and social issues that have contributed to public policy regarding services for language minority students. Historical trends and legal issues specifically related to bilingual education in the United States will be discussed. A comprehensive focus will be placed on the theoretical foundations of English as a second language, both linguistic as well as non-linguistic.

This course is designed to introduce you to the terminology and concepts of modern linguistics, helping the student to develop insight into the linguistics phenomena of one’s native language and beyond. Sound systems of languages (phonetics, phonology, and phonemics), word formation (morphology), sentence formation (syntax), and language meaning (semantics) are introduced. A history of the English language is included. The course is intended to develop a curiosity and enthusiasm for language and language writing.

This course presents the concepts and strategies of teaching career readiness and career development to secondary education students. The roles and responsibilities of secondary teachers in coordinating and implementing both school-based (academic) and work-based learning strategies will be explored. Emphasis is placed on the techniques used by the teacher-coordinator to organize and supervise cooperative education programs. Three Nebraska frameworks foundational to this course include: 1) the Nebraska Department of Education Career Education Model, 2) Standards for Career Ready Practices, and 3) the Nebraska Workplace Experiences Continuum.

This course examines the assessment of English Language Learners in the ESL/bilingual classroom and in regular content classrooms. Special attention is given to authentic assessment techniques and strategies and the role of assessment alternatives to standardized testing and other paper-and-pencil, multiple-choice tests. Assessment designs are examined for use as an integral part of instruction. The main goal of the course is to provide teachers, particularly within K-12 settings, theoretical and practical information about assessment.

This course explores the theory and practice of teaching writing, mostly in middle and secondary school contexts. Participants will learn about important issues impacting the teaching of writing and will evaluate, revise, and extend those issues toward building an approach to teaching writing. Students will cultivate their knowledge not only as a future teacher of writing, but also as a writer, thinker, and professional. Prerequisite: Acceptance into the Teacher Education Program

Students in this course will learn how to select, read, evaluate and analyze depictions and aspects of social justice and injustice in children’s and young adult literature. Through various genres of literature intended for the adolescent reader, students will develop an informed awareness of the complex perspectives, uses and boundaries of literature and will learn to recognize and analyze how adolescent and children’s literature depict stories related to social justice, tolerance, equality and social change.

This course examines literary works written for and about adolescents, introduces critical contemporary social issues, and methods of instruction for teaching. It requires reading and review of multiple genres and the development of thematic secondary education reading and curriculum. Prerequisite: Acceptance into the Teacher Education Program

A study of the concepts, skills, tools of inquiry and methods of instruction necessary for the study of social studies in elementary and middle schools. This course will develop the skills needed to create learning experiences that make all aspects of the field of social studies meaningful for students. Emphasis will be placed on geography, economics, sociology, anthropology, political science and history. Prerequisite: Acceptance into the Teacher Education Program; Concurrent enrollment in EDUC 351 or permission from the Program Director.

This 40-hour minimum practicum will be in an approved secondary school setting in order to observe the inner workings of classrooms from the point-of-view of an educator. Professional dispositions and reflective practice will be emphasized. Students will be encouraged to collaborate with cooperating teachers and focus on implementation of a variety of instructional strategies, individual and group motivational factors, characteristics of effective instruction, and working with diverse learners. A seminar is included in the course. Prerequisite: Acceptance into the Teacher Education Program NOTE: Students pursuing elementary education must take EDUC 330, 350, and 351 in lieu of EDUC 340 and EDUC 420.

An overview of the reading process (using graphophonic, semantic, and syntactic aspects of language) focusing on historic and current philosophies of reading instruction. This course acquaints students with the developmental reading process in elementary and middle grades presenting a variety of instructional approaches, examines current materials and ways to organize the classroom for reading instruction, emphasizes the reading-writing connection, and the value of good literature. Prerequisite: Acceptance into the Teacher Education Program; Concurrent enrollment in EDUC 351 or permission from the Program Director.

Candidates will participate in a supervised 30-hour field practicum designed to link theory with practice in social studies and language arts classrooms. Completion of at least 30 hours is required in order to pass the practicum course. Prerequisite: Acceptance into the Teacher Education Program; Concurrent enrollment in EDUC 330 or EDUC 350, or permission from the Program Director.

This course focuses on the methodology, processes, and content of reading and writing in the content areas. Prerequisite: Acceptance into the Teacher Education Program

This course is the study of literature for children and adolescents, with an emphasis on selecting, interpreting, critiquing, and using quality literature with children. The course is primarily intended to help teachers develop, extend, and refine their own literary understanding, as well as to recognize and value good children’s literature for its literary and social merits. Emphasis is placed on the sensitive and informed reading of books in a variety of genres, as well as the general and genre-specific issues in children’s literature. Candidates will explore ways to deepen and broaden children’s interest in literature.

This course is designed to provide educators with a background in the curriculum, history, and philosophy of the middle school. It investigates the organizational structure, team planning, collaborative techniques, and student advising roles that are unique to the middle grades in early adolescence. Prerequisite: Acceptance into the Teacher Education Program

Candidates will participate in a supervised 30-hour field practicum designed to link theory with practice in reading and literacy classrooms. Completion of at least 30 hours is required in order to pass the practicum course. Prerequisite: Concurrent enrollment with SPED 300

This course surveys methods, materials, and instructional issues in teaching mathematics in elementary and middle school classrooms. This course is designed to help future teachers develop knowledge, skills, and beliefs that enhance their ability to teach mathematics to children. Prerequisite: Acceptance into the Teacher Education Program; Concurrent enrollment in EDUC 390, or permission from the Program Director.

Teaching Science is designed to prepare the pre-service teacher with actual activities and information as well as the methodology to deliver lessons. This is an Inquiry-based science methods class utilizing firsthand concrete materials available to classroom teachers. The ideas, lessons, and units can be directly applied to elementary and middle level classrooms. Emphasis will be placed upon the investigative approach to the teaching of elementary science. Prerequisite: Acceptance into the Teacher Education Program; Concurrent enrollment in EDUC 390, or permission from the Program Director.

This practicum is taken concurrently with the corresponding Teaching Science and Teaching Math in Elementary/Middle School. This practicum requires a minimum of 30 hours of clock hours to integrate theory and practice in the areas of math and science. Prerequisite: Acceptance into the Teacher Education Program; Concurrent enrollment in EDUC 383 or EDUC 385, or permission from the Program Director.

This course is a study of the comprehensive research-based framework on cognition and learning in relation to classroom applications and management. The framework will provide students with a basis to improve the quality of teaching and learning in any content area. Prerequisite: Acceptance into the Teacher Education Program

This course will examine a full array of assessment procedures, both formal and informal, as well as current trends and issues of assessment and evaluation of student performance. Prerequisite: Acceptance into the Teacher Education Program.

A survey of methods and materials of teaching English as a Second Language in reading, writing, and oral language. Additional topics to be covered include materials, selection, objective writing, materials preparation, test construction and classroom management.

The intent of this course is to help students translate educational theory into best practice in order to teach effectively in a secondary classroom. Particular attention will be given to the following topics: awareness of and development of a broad range of learning resources and instructional strategies that are appropriate to diverse classrooms; use of assessment strategies and technology as a means to enhance student learning; awareness of the standards and resources of the professional organizations; consideration of curricular and ethical issues relative to teaching the subject area. This course includes a 40-hour practicum. Prerequisite: Acceptance into the Teacher Education Program NOTE: Students pursuing elementary education must take EDUC 330, 350, and 351 in lieu of EDUC 340 and EDUC 420.

This practicum is taken concurrently with the corresponding ESL Methods course. It provides field experience in elementary, middle, or secondary education settings. This practicum requires a minimum of 45 hours of clock hours to integrate theory and practice in the area of English as a Second Language learners. Prerequisite EDUC 265 and EDUC 415

Secondary Student Teaching is necessary for each additional field or subject endorsement after the first two field or subject endorsements. This course lasts for only 9 consecutive weeks. Prerequisite: Acceptance into the Student Teaching Semester is required, which includes a criminal background check passed prior to being placed in a school environment. Students must already have or be completing either 2 field endorsements or two subject endorsements, or a field and a subject endorsement.

Student Teaching is the capstone experience in the teacher education process. This is a practical application of learning principles in the classroom with a progressive introduction into full teaching responsibilities at multiple grade levels. Student teaching occurs for 14 consecutive weeks, two weeks beyond the normal term. Prerequisite: Acceptance into the Teacher Education Program, permission from the Program Director, and a minimum GPA of 2.75.

Under the direction of a university supervisor and an on-site mentor, the teacher candidate will engage in supervised teaching in the classroom, lesson planning and implementation, evaluation of instruction, classroom management, and interaction with school personnel. This course applies to the actual process of teaching and guiding PreK-12 students and offers practice in all phases of teacher responsibility. Student teaching occurs for 14 consecutive weeks.

This course explores the diverse student population in today’s K-12 schools to better prepare teachers for the 21st century. The course content will include various ethnic and cultural viewpoints and gender roles in today’s world. Special attention is given to teaching students whose lives are affected by poverty. This course meets the HRT requirement for Nebraska licensure. This course explores the diverse student population in today’s K-12 schools to better prepare teachers for the 21st century. The course content will include various ethnic and cultural viewpoints and gender roles in today’s world. Special attention is given to teaching students whose lives are affected by poverty. This course meets the HRT requirement for Nebraska licensure. Prerequisites: Acceptance into MAT program.

This course surveys exceptionality in education and Special Education. The course identifies changes in education policy, methods of teaching students with handicapping conditions, alternative multi-disciplinary team approaches, and an introduction to the various characteristics and classifications of handicapping conditions as defined by the Nebraska Department of Education. This course includes 20 hours of practicum. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

This course provides an overview of instructional and educational technologies for K-12 teachers. Special emphasis is placed on instructional software, classroom technology tools, learning applications, technology frameworks, and technology standards for integration. This course includes 20 hours of practicum. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

This course explores the relationship between classroom management and effective teaching in the elementary, middle, and high school settings. Students evaluate current theories in classroom management, analyze personal management styles, and learn to maximize student learning based on management. This course includes 20 hours of practicum. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

Theoretical bases for and the study of the concepts, skills, tools of inquiry and methods of instruction necessary for the study of social studies in elementary and middle schools. This course will develop the skills needed to create learning experiences that make all aspects of the field of social studies meaningful for students. Emphasis will be placed on geography, economics, sociology, anthropology, political science and history. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

This course is a study of the concepts, skills, and tools of inquiry for methods of instruction. Students will develop the skills necessary to create meaningful learning experiences for their future classroom learning environments. Emphasis is placed on effective teaching in every subject area. This course includes 20 hours of practicum. Note: Students pursuing an elementary education endorsement must take EDUC 535, 555, 583, and 585 in lieu of EDUC 540. This decision will be made in consultation with the Certification Officer and the Program Director. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

This course is a study of the concepts, skills, and tools of inquiry and methods of instruction necessary for literacy comprehension at the elementary, middle, and secondary levels. Students will develop the skills necessary to create meaningful learning experiences for their future classroom learning environments. Emphasis is placed on effective teaching of reading in every subject area. This course includes 20 hours of practicum. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

An overview of the reading process (using graphophonic, semantic, and syntactic aspects of language) and its theoretical foundations focusing on historic and current philosophies of reading instruction. This course acquaints students with the developmental reading Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

This course is a historical and philosophical analysis of educational theorists and their contribution to current educational thought. Theories addressed include Realism, Pragmatism, Existentialism, Marxism, analytical theories, and naturalistic theories and their proponents. Students learn to analyze and evaluate the philosophical presuppositions in various educational philosophies, textbooks, methodologies, trends, or subject matter used in the educational community. Prerequisite: Acceptance into MAT program.

This course presents the psychological principles underlying learning and effective teaching, the effect of social and personality factors on the learning process, and the application of learning theory to teaching. Attention is given to the human development process and its effects on student learning in the classroom. Prerequisite: Acceptance into MAT program.

This course emphasizes the procedures for creating assessments, evaluating validity and reliability, and applying testing principles to evaluating student progress. Basic statistical principles are applied to using, analyzing, and interpreting test results. The emphasis is placed on standardized tests and their value in educational assessment. The course also explores the use of alternative types of assessment as indicators of outcome completion. Prerequisite: Acceptance into MAT program.

This course surveys the theoretical foundations, methods, materials, and instructional issues in teaching mathematics in elementary and middle school classrooms. This course is designed to help future teachers develop knowledge, skills, and beliefs that enhance their ability to teach mathematics to children. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

Teaching Science is designed to prepare the pre-service teacher with actual activities and information as well as the theoretical foundations for and methodology to deliver lessons. This is an Inquiry-based science methods class utilizing firsthand concrete materials available to classroom teachers. The ideas, lessons, and units can be directly applied to elementary and middle-level classrooms. Emphasis will be placed upon the investigative approach to the teaching of elementary science. Prerequisites: Acceptance into MAT program. All fieldwork requirements must be met before practicum experience can begin.

Taken concurrently with Student Teaching Experience. This seminar accompanies the Student Teaching Experience and provides opportunities for discussion, reflection, and input related to the ongoing student teaching experience. Topics are generated from classroom experiences. Discussions focus on practical solutions to concerns faced by student teachers. Emphasis is placed on integrating theory and practice. Prerequisites: Successful completion of all endorsement courses, MAT EDUC courses and Praxis 2 content exam(s). Current enrollment with EDUC 610.

Taken concurrently with Student Teaching Seminar. Student teaching provides field experience in elementary, middle, or secondary schools related to the teaching of the specific subject areas. Total Student Teaching requires at least 14 full-time weeks of classroom time with students to integrate theory and practice with elementary, middle, or secondary school experience. Prerequisite: Successful completion of all endorsement courses, MAT courses and Praxis 2 content exam(s). Current enrollment with EDUC 600.