Teacher Education Program

EDF 2010 - Foundations of Education

3 Credits

A systematic analysis of how social issues impact schools forcing continual change and reform. Each part of educational system will be analyzed including organization philosophy, environment, management, and assessment. Field experiences are required and structured to focus on early childhood education, elementary education and special education for mild/moderate disorders.

EDF 2020 - Foundations of Elementary Education

3 Credits

A systematic analysis of how social issues impact schools forcing continual change and reform. Each part of educational system will be analyzed including organization philosophy, environment, management, and assessment. Field experiences are required and structured to focus on early childhood education (1 - 6).

Corequisite(s): EDI 2940

EDF 2030 - Foundations of Middle School Education

3 Credits

A systematic analysis of how social issues impact schools forcing continual change and reform. Each part of educational system will be analyzed including organization philosophy, environment, management, and assessment. Field experiences are required and structured to focus on early childhood education (5 - 9).

Corequisite(s): EDI 2940

EDF 2040 - Foundations of Secondary Education

3 Credits

A systematic analysis of how social issues impact schools forcing continual change and reform. Each part of educational system will be analyzed including organization philosophy, environment, management, and assessment. Field experiences are required and structured to focus on early childhood education (9 - 12).

Corequisite(s): EDI 2940

EDF 2240 - Growth Development and Learning

3 Credits

Addresses opportunities to understand various principles, theories, and strands of developmental stages of life (including psychological development of the child and adolescents.) Human development will be examined through the lens of education. Address the psychology/education of the exceptional child and the process of language acquisition. Field experiences included.

EDF 2930 - Special Topics

1-3 Credits (Repeatable for credit)

EDF 2980 - Independent Study

1 or 3 Credits (Repeatable for credit)

EDF 3620 - Culture and the Classroom

3 Credits

This course will permit students to examine multi-cultural education, how it is defined, how it is taught in schools, its conceptual base, and reasons for its development, A special focus will be given to over-arching issues common to development, race, culture, language, gender, age, social class and disability.

EDF 3710 - Development of the Young Child

3 Credits

An examination of the basic theories, principles and research relating to growth and development from a physical, intellectual, social and emotional perspective. Covers development from prenatal period through age five. Review of characteristics of major conditions (including developmental disabilities and giftedness) impacting on development. Field experience with infant/toddlers.

EDF 3840 - Professional Ethics

3 Credits

This course begins with an examination of the concept of professional ethics and its relationship to general ethics. It studies the notions of morality and justice as well as the relationship between morality, values, and religion. Particular emphasis will be placed on the dynamic nature of moral and professional ethical developments, their similarities and the differences between ethics in a variety of service-oriented professions, and the impact of one's values on the ethical treatment of individuals. Ethical issues in education, governments, clinical settings, healthcare, law and business will be investigated through a case study approach and an individual code of professional ethics will be generated.

EDF 3890 - School and Community

3 Credits

This course is designed to acquaint pre-service teachers with the theories, practices, skills, and knowledge of school and community partnerships. This course explores the question 'what role does the family and community play in the educational development of children?' There is a focus in this course to develop understandings of diverse contexts when working with communities, families, children. In this course students will study themselves, the schools, communities, families, and children in the contexts of future teaching situations.

EDF 3930 - Special Topics

3 Credits

EDF 3980 - Independent Study

1-3 Credits (Repeatable for credit)

Independent Study.

EDF 4835 - Foundations of Catholic Education

3 Credits

This course examines the foundations and special dimensions of education in a Catholic school including: 1) Self-knowledge and Spiritual Development; 2) The foundations of governance in a Catholic school including the following topics: canon law and Catholic education; mission, vision, and the role of parents in Catholic education; 3) The historical foundations of Catholic education in the United States 4) Church documents on Catholic Education. Offered annually.

EDF 4930 - Special Topics

1-3 Credits (Repeatable for credit)

EDF 4980 - Advanced Independent Study in Education Foundations

1-3 Credits (Repeatable for credit)

Independent Study.

EDI 1930 - Special Topics

1-3 Credits (Repeatable for credit)

EDI 2000 - Children's Literature and Media

3 Credits

This course surveys a wide variety of literature and media created for children in order to develop understanding and appreciation. Students will become familiar with: various genres and their characteristics; ways children's literature and media is used to develop literacy; notable authors and illustrators; ways to critically analyze literature and media from diverse perspectives. Students will keep a literature log, share books with children, investigate websites, discuss literature and media, and write papers. Includes 10 hours of field experience.

Attributes: Literature Requirement (A&S), Literature BA Requirement(CAS), Literature BS Requirement(CAS)

EDI 2930 - Special Topics

0-3 Credits (Repeatable for credit)

EDI 2940 - Portfolio Development I

0 Credits

This course covers the principles and practices of portfolio development as they pertain to students in Block II course and is specifically designed to address components of students Program Portfolio. Course products at this level include selection of three artifacts and composition of 3 medication statements representing three of the ten standards addressed by the portfolio.

EDI 2980 - Independent Study

1 or 3 Credits (Repeatable for credit)

EDI 3000 - Foundations of Literacy and Language Arts

3 Credits

Develops an understanding of integrated literacy/language arts processes. Guidance and practice in planning in and organizing for instruction in reading, writing, listening, speaking, viewing, and visually representing in early childhood through eighth grade inclusive classrooms. Reading and language arts theory, content, and methods. Includes 15 hours of field experience. Prerequisite: Foundations of Education.

Prerequisite(s): EDI 2000 with a grade of C or higher

EDI 3001 - English Language Learners in the Mainstream Classroom

3 Credits

This course is a survey of social issues impacting English Language Learners (ELL) with an emphasis on instruction and intervention. Focus is on ELL population diversity, philosophies of second language acquisition and ELL education, classroom environments and instructional methodologies conducive to academic language acquisition, management techniques including classroom accommodations to fulfill state requirements, as well as assessment accommodations.

EDI 3005 - Child Language Acquisition

3 Credits (Repeatable for credit)

In this study of language development for school-age populations, learners will discover the developmental sequences of language and how this development impacts reading, writing, executive functioning and critical thinking. All of these factors are essential for academic success. Offered every fall.

EDI 3010 - Methods in Teaching Elementary Mathematics

3 Credits

Instructional techniques and learning materials, including manipulative and multisensory materials suitable for elementary school mathematics. Major emphasis on the NCTM Standards and their application to elementary and early childhood mathematics. Includes Practicum experience. Spring semester.

EDI 3015 - Creative Arts & Play

3 Credits

This course will explore connections between play, the creative arts (art, drama, music, and movement), and learning. Students will investigate play as foundational to learning through theory, research, and practice. Students will develop observation skills to inform the design and documentation of playful learning experiences. Emphasis is on meeting the needs of all young children (ages 3-8) through developmentally appropriate practices and within an anti-bias education framework. Includes field experience. (Offered in Fall)

EDI 3020 - Methods in Teaching Elementary Creative Arts and Movement

2 Credits

This course will focus on art, music and physical education curriculum for early childhood and elementary classrooms. Students will develop techniques for instruction in each area as well as an awareness of developmental expectations for children. Integration of the arts into other content areas will be included. May include Practicum experience. Fall semester.

EDI 3030 - Emergent Literacy

3 Credits

Instructional techniques, classroom materials and strategies appropriate for use with the beginning reader, K-5. This course will emphasize the value of immersing children in language through the use of a balanced literacy program and daily reading to children with children and by children.

EDI 3050 - An Interdisciplinary Immersion in Belize

1 Credit

Weekly seminar and 10 day faculty/staff led trip will immerse you in the cultural, linguistic, and pedagogical practices in Belize City. Students will engage the material through ethical, academic and spiritual frameworks that synthesize past information and experiences with the new paradigms encountered through the course. Application Required.

EDI 3060 - Methods in Teaching Elementary Science

2 Credits

The class combines theory with practical experiences. Students develop safety skills necessary for teaching science as well as experience evaluating student data, integrating technology, and developing curriculum. Teach methodologies include lecture, reflective practice, cooperative learning, small group teaching, whole class teaching, hands-on learning, discussion, discovery, research, and inquiry based learning and teaching. Emphasis is placed on project-based learning (PBL). A 15-hour practicum is required. (Offered in Fall)

EDI 3070 - Methods in Teaching Elementary Social Studies

2 or 3 Credits

This course focuses on an introduction to the methods used in teaching elementary social studies. The class combines theory with practical experiences. In addition, students will develop skills for integrating technology and developing curriculum. Practicum experience is included. (Offered in Fall)

Prerequisite(s): EDI 4100^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3100 - Secondary Methods/Practicum Teaching English

3 Credits

A study of and sequence of English in the High School curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Includes practicum experience. (offered in Fall)

EDI 3120 - Secondary Methods/Practicum Teaching Math

3 Credits

Methods and materials for teaching mathematics to students in secondary schools. Emphasis on NCTM standards. Includes practicum. (Offered in Fall)

EDI 3140 - Sec Meth/Pract Teach Soc Sci

3 Credits

Methods and materials for teaching social studies to secondary students. Includes practicum. (Offered in Fall)

EDI 3200 - Reading/Writing Content Fld

3 Credits

Teaching reading and writing in the content fields in Middle and Secondary schools. Developmental reading for average and above average students as well as remedial techniques for poor readers will be explored. Improving reading rate, motivation, critical reading, reading in special content areas, writing across the curriculum. Includes practicum. Fall semester.

EDI 3300 - Curriculum and Methods in Teaching Secondary English

3 Credits

A study of and sequence of English in the high school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Includes practicum experience. Fall semester.

Prerequisite(s): EDI 3305^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3305 - Practicum in Teaching Secondary English

3 Credits

A study of and sequence of English in the high school curriculum with emphasis on the selection and organization of materials and methods of instruction and evaluation. Includes practicum experience. Fall semester.

Prerequisite(s): EDI 3300^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3310 - Curriculum and Methods in Teaching Secondary Science

3 Credits

Methods and materials for teaching science to students in secondary schools. Includes practicum experience. Fall semester.

EDI 3315 - Practicum in Teaching Secondary Science

3 Credits

Methods and materials for teaching science to students in secondary schools. Includes practicum experience. Fall semester.

Prerequisite(s): EDI 3310^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3320 - Methods in Teaching Secondary Mathematics

3 Credits

Methods and materials for teaching mathematics to students in secondary schools. Emphasis on the NCTM Standards. Includes practicum experience. Fall semester.

Prerequisite(s): EDI 3325^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3325 - Practicum in Teaching Secondary Mathematics

3 Credits

Methods and materials for teaching mathematics to students in secondary schools. Emphasis on the NCTM Standards. Includes practicum experience. Fall semester.

Prerequisite(s): EDI 3320^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3340 - Curriculum and Methods in Teaching Secondary Social Studies

3 Credits

Methods and materials for teaching social studies to secondary students. Includes practicum experience. fall semester.

Prerequisite(s): EDI 3345^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3345 - Practicum in Teaching Secondary Social Studies

3 Credits

Methods and materials for teaching social studies to secondary students. Includes practicum experience. fall semester.

Prerequisite(s): EDI 3340^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3350 - Curriculum and Methods in Teaching World Languages

3 Credits

Techniques of teaching a foreign language to secondary school students. Analysis of learning and teaching approaches. Includes practicum experience. Offered fall and spring semester.

Prerequisite(s): EDI 3355^* with a grade of C or higher

^* Concurrent enrollment allowed.

Attributes: MLIC Elective

EDI 3355 - Practicum in Teaching World Languages

3 Credits

Techniques of teaching a foreign language to secondary school students. Analysis of learning and teaching approaches. Includes practicum experience. Offered fall and spring semester.

Prerequisite(s): EDI 3350^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3461 - Health for Education Majors Pre K - Secondary

2 or 3 Credits

The focus is on the teacher's role in fostering student health during the school years. Establishing collaborative relationships with individuals in the community in a variety of agencies is explored as a way to enhance the services and scope of comprehensive school health programs ranging from pre-school through high school.

EDI 3500 - Curriculum and Methods in Teaching Middle School English

3 Credits

Methods and materials for teaching language arts to students in grades 5-9. Includes practicum. Fall semester.

Prerequisite(s): EDI 3505^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3505 - Practicum in Teaching Middle School English

3 Credits

Methods and materials for teaching language arts to students in grades 5-9. Includes practicum. Fall semester.

Prerequisite(s): EDI 3500^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3510 - Curriculum and Methods in Teaching Middle School Science

3 Credits

Methods and materials for teaching language arts to students in grades 5-9. Includes practicum. Fall semester.

Prerequisite(s): EDI 3515^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3520 - Curriculum and Methods in Teaching Middle School Mathematics

3 Credits

Methods and materials for teaching mathematics to students in grades 5-9. Emphasis on the NCTM standards. Includes practicum. Fall semester.

Prerequisite(s): EDI 3525^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3525 - Practicum in Teaching Middle School Mathematics

3 Credits

Methods and materials for teaching mathematics to students in grades 5-9. Emphasis on the NCTM standards. Includes practicum. Fall semester.

Prerequisite(s): EDI 3525^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3540 - Curriculum and Methods in Teaching Middle School Social Studies

3 Credits

Methods and material for teaching social studies to students in grades 5-9. Includes practicum. Fall semester.

Prerequisite(s): EDI 3545^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3545 - Practicum in Teaching Middle School Social Studies

3 Credits

Methods and material for teaching social studies to students in grades 5-9. Includes practicum. Fall semester.

Prerequisite(s): EDI 3540^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 3550 - Principles of Early Childhood Education

3 Credits (Repeatable for credit)

Exploration of theories and strategies for teaching the young child. Includes an examination of theories and application of theories in the learning environment. Emphasis on diversity and meeting the needs of all children. Includes field work. Spring semester.

EDI 3893 - Technology Application for Professional Growth

3 Credits

This course will focus on the development of technology skills to enhance professional growth and productivity including communicating, collaborating, conducting research and solving problems.

Restrictions:

Enrollment is limited to students with a major in Education.

EDI 3930 - Special Topics

3 Credits (Repeatable for credit)

EDI 3939 - Collaborative Inquiry

1-3 Credits (Repeatable for credit)

Collaborative Inquiry Special Topics.

Prerequisite(s): CORE 1500^*; Minimum Earned Credits of 60; (CORE 1000 or UUC Ignite Seminar Waiver with a minimum score of S)

^* Concurrent enrollment allowed.

Attributes: UUC:Collaborative Inquiry

EDI 3940 - Portfolio Development II

0 Credits (Repeatable for credit)

This course covers the principles and practices of portfolio development as they pertain to students prior to student teaching, and is specifically designed to address components of students' Program Portfolio. Course products at this level include selection of 8 artifacts and composition of 8 medication statements representing 8 of the ten standards addressed by the portfolio. A student must receive a grade of 'S' prior to student teaching.

Prerequisite(s): EDI 2940

EDI 3980 - Independent Study

1-3 Credits (Repeatable for credit)

Independent Study. Every semester.

EDI 4000 - Literacy Assessment and Instruction for Diverse Learners

3 Credits

Examines characteristics and uses of formal and informal literacy assessment tools for children in grades 1 ¿ 6; strategies for incorporating results into literacy instruction; state content and performance standards for literacy; and strategies for providing in-depth intervention, remediation, and acceleration. Students in this course will develop a diagnostic case study that links assessment, instruction, and reflective practices. Includes 1.5 hours of fieldwork per week. (Offered in Spring)

Prerequisite(s): EDI 2000 with a grade of C or higher; EDI 4100 with a grade of C or higher; EDI 3000 with a grade of C or higher

EDI 4100 - Literacy and Language Arts in an Integrated Curriculum

3 Credits

Strategies for helping children develop comprehension in content areas including use of various text organizers and graphics; use of multiple sources of information and technology; and integration of content areas with a focus on expository text. Includes 1.5 hours of fieldwork per week.

Prerequisite(s): EDI 3000 with a grade of C or higher; EDI 3070^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 4200 - Disciplinary Literacy Assessment and Intervention for Secondary Students

3 Credits

Assessment of student literacy skills in the content fields in middle and high school and development of appropriate classroom interventions. Use standardized literacy assessment data and classroom assessments to determine and respond to student strengths needs in accessing and producing print and digital texts. Includes practicum.

Prerequisite(s): (EDI 3200 with a grade of C or higher, EDI 3300 with a grade of C or higher, EDI 3320 with a grade of C or higher, EDI 3310 with a grade of C or higher, EDI 3340 with a grade of C or higher, or EDF 2240); EDSP 4480^* with a grade of C or higher

^* Concurrent enrollment allowed.

EDI 4210 - Methods of Technology Integration

3 Credits

This course emphasizes the authentic use of technology by students in the PK - 12 learning environment. Topics include technology concepts and operations, designing learning environments, teaching and learning with technology, assessment and evaluation, professional practice and social, ethical, legal and human issues. This course meets the compute requirements for teacher certification.

Restrictions:

Enrollment is limited to students with a major in Education.

EDI 4220 - Second Language Acquisition

3 Credits

This course will prepare students to teach English as a second language in a classroom setting. Students will be able to create lesson and unit plans while learning to assess learner backgrounds, needs and preferences, analyze contexts of teaching and learning, and teach listening, speaking, reading and writing with innovative and dynamic methodology. Students will also focus on interaction, practice, and lesson delivery while pacing their lessons and combining different methods of language assessment. Topics include: contexts of teaching and learning; learner backgrounds and preferences; needs analysis; methods of language teaching; lesson planning; continued development for language teaching.

Attributes: MLIC Elective

EDI 4250 - School Curriculum and Instruction Pre-Kindergarten to 6th Grade

3 Credits

Emphasis on curriculum content and development of skills for integration of curriculum areas. Alternative instructional techniques for diverse learners will be included. Practicum in elementary setting required. Fall semester.

EDI 4290 - Mathematics for Diverse Learners

3 Credits

Materials and methods suitable for teaching children experiencing difficulty in learning mathematics. Includes practicum experience. Fall semester.

EDI 4350 - Intercultural Seminar & Practi

1-3 Credits

In this course, students will apply concepts from ENGL 4110 Introduction to Linguistics and EDI 4220 Second Language Acquisition to their teaching practicum, which consists of teaching a Community ESL class, attending of a series of classroom discussions, practical workshops and lectures, and being observed teaching by both peers and the instructor.

EDI 4360 - Principles and Methods of Catechetics

3 Credits

This course will engage participants with the role of the elementary teacher as a catechist in the mission of the Catholic elementary school. Throughout the course, participants will design age-appropriate lessons to engage children and young adolescents with the core teachings of the Catholic Church in ways that enable deepening understanding and growth in faith in elementary-aged students. Offered occasionally.

EDI 4361 - Art and Science of Human Flourishing

3 Credits

This course addresses the philosophical, scientific and practical foundations of flourishing/ overall well-being. Broadly defined, flourishing is composed of five domains: mental and physical health, character and virtue, meaning and purpose, close social relationships and happiness and life satisfaction. To flourish in life, one has to do good, and be well in these domains. This course will explore each of the domains in depth and provide students the foundation to apply strategies, tools and philosophies of flourishing to their own life. Finally, this course will teach contemplative practices that will help students connect mind, body and soul.

Prerequisite(s): CORE 1500<sup>*

*</sup> Concurrent enrollment allowed.

Attributes: UUC:Self in Contemplation

EDI 4420 - Assess Classroom Performance

1-3 Credits

This course is an introduction to the principles and practices of assessment—specifically focused on general assessment methods. The course will include issues such as test administration issues, test interpretation procedures, and assessment development in specific areas.This course is an introduction to the principles and practices of assessment—specifically focused on general assessment methods. The course will include issues such as test administration issues, test interpretation procedures, and assessment development in specific areas.

EDI 4440 - Assessment in Early Childhood

3-4 Credits

Emphasis on use of developmental screening and diagnostic measures and translation of the results into appropriate practice. Focus on informed and formal measures and the incorporation of observation into the assessment process for children with and without disabilities. Includes family involvement, ethical considerations and development of individual plans. Incorporates field experience.

EDI 4480 - Integrated Early Childhood Curriculum I

3 Credits (Repeatable for credit)

Basic methods of curriculum development for young children (birth-kindergarten) with emphasis on emergent curriculum as a developmentally appropriate practice within an anti-bias education framework. Exploration of integrated early childhood curricular approaches and frameworks, with special attention to social constructivism. Considers the various responsibilities of the teacher in designing the environment, facilitating learning experiences, and documenting children’s learning. Focus on preschool and kindergarten math content through the lens of integrated curriculum. Includes 15 hours of field experience. (Offered in Fall)

Prerequisite(s): EDI 3550 with a grade of C or higher

EDI 4490 - Integrated Early Childhood Curriculum II

3 Credits

Advanced methods for curriculum development for young children (birth - grade 3) with emphasis on developmentally appropriate practice. Focus on planning, implementation and evaluation of integrated curriculum with special emphasis on language/literacy, science, social studies, safety, nutrition and health. incorporated application of research. Includes field work.

EDI 4540 - Field Experience: Early Childhood Practicum

5 Credits (Repeatable for credit)

Classroom experience under guidance of master teacher in an early childhood setting (birth - grade 3). Incorporated application of theories in the learning environment. Opportunities for development and implementation of appropriate activities with individuals and groups. Field experience focuses on children at various developmental levels including children with disabilities.

EDI 4550 - Practicum: Elementary Education

1-4 Credits (Repeatable for credit)

Classroom experience under the guidance of a master teacher in an elementary setting (Grades 1-6). Opportunities for development and implementation of appropriate activities with individuals, small and large groups.

EDI 4560 - Practicum: Middle School

1-4 Credits (Repeatable for credit)

Classroom experience under the guidance of a master teacher in a middle school setting (grades 5 -9 ). Opportunities for development and implementation of appropriate activities with individuals, small and large groups.

EDI 4570 - Practicum: Secondary Education

1-4 Credits (Repeatable for credit)

Classroom experience under the guidance of a master teacher in a secondary setting (grades 9 - 12). Opportunities for development and implementation of appropriate activities with individuals, small and large groups.

EDI 4720 - Families as Educational Partners

3 Credits

Survey existing community resources, investigate parenting styles, and examines various areas of home/school cooperation. Spring semester.

EDI 4810 - Observation and Student Teaching in Early Childhood

10 Credits

Involves ten weeks of full time student teaching under the direction of an experienced teacher and a University supervisor. Student initially observes, then gradually assumes responsibility for all classroom activities. Every semester.

EDI 4820 - Observation & Student Teaching for Elementary Schools

10 Credits

Involves ten weeks of full time student teaching under the direction of an experienced teacher and a University supervisor. Student initially observes, then gradually assumes responsibility for all classroom activities. Every semester.

EDI 4830 - Observation & Student Teaching in Middle Schools

10 Credits

Involves ten weeks of full time student teaching under the direction of an experienced teacher and a University supervisor. Student initially observes, then gradually assumes responsibility for all classroom activities. Every semester.

EDI 4840 - Observation and Student Teach in Secondary School

10 Credits

Involves ten weeks of full time student teaching under the direction of an experienced teacher and a University supervisor. Student initially observes, then gradually assumes responsibility for all classroom activities. Every semester.

EDI 4860 - Pro Dev EC,Elem,SpEd, ECSE

3 Credits

This course is designed to focus on issues related to student teaching and professional development. The seminar will include opportunities for problem solving and for developing a professional portfolio. Focus is also on meeting requirements as a beginning teacher. This course is to be taken concurrently with student teaching.

EDI 4870 - Prof Dev Sem Middle,Sec,SpEd

3 Credits

This course focuses on the inclusion of all students in the general early childhood and elementary classrooms. Emphasis will be on the development of interventions, strategies, differentiation of instruction for all students, facilitation of social acceptance, participation in the IEP process and collaboration with other professionals. Includes strategies for gifted students and students with disabilities. Includes field work.

EDI 4880 - Senior Inquiry: Non-Certification

3 Credits

Senior inquiry. Offered annually.

EDI 4930 - Special Topics

1-3 Credits (Repeatable for credit)

EDI 4940 - Portfolio Development III

1 Credit

This course covers the principles and practices of portfolio development as they pertain to student teaching and is specifically designed to assist students in completing their Program Portfolios. Course products at this level include selection of 12-15 artifacts and composition of ten mediation statements representing the ten standards addressed by the portfolio. A student must receive a grade of 'S' for certification and graduation.

EDI 4980 - Advanced Independent Study in Curriculum and Instruction

1-3 Credits (Repeatable for credit)

EDL 3892 - Leadership and Service Seminar

3 Credits

The Leadership and Service course explores the nature of leadership in an organizational setting from a range of perspectives and paradigms, as well as through an Ignatian lens. The course will engage students in service learning as well as a series of analytical exercises designed to help them understand themselves as a leader. The course challenges students to consider how one uses one's own gifts in a purpose-driven vocation in the service of others.

Prerequisite(s): CORE 1500^*; (CORE 1000 or UUC Ignite Seminar Waiver with a minimum score of S)

^* Concurrent enrollment allowed.

Attributes: UUC:Reflection-in-Action, UUC:Social & Behavioral Sci, UUC:Self in Contemplation

EDL 3910 - Internship in Orientation Leadership

0-1 Credits (Repeatable for credit)

This course is an experiential education internship with the SLU 101 Summer Orientation program for selected SLU 101 Leaders. It is open to all disciplines and provides students with theoretical and skill-based knowledge to apply in leadership positions including student development theory, group management, role modeling, and other related issues.

Prerequisite(s): (CORE 1000 or UUC Ignite Seminar Waiver with a minimum score of S); CORE 1500<sup>*

*</sup> Concurrent enrollment allowed.

Attributes: UUC:Reflection-in-Action

EDL 3915 - Internship in Peer Instruction

0-1 Credits (Repeatable for credit)

This course serves as an internship for students selected as peer instructors for the UNIV 1010. This internship is designed to provide students with knowledge to apply to the classroom setting, including student development theory, classroom management and teaching techniques, paraprofessional role modeling, and other related issues.

Prerequisite(s): (CORE 1000 or UUC Ignite Seminar Waiver with a minimum score of S); CORE 1500<sup>*

*</sup> Concurrent enrollment allowed.

Attributes: UUC:Reflection-in-Action

EDL 3930 - Special Topics

3 Credits (Repeatable for credit)

EDL 3980 - Independent Study

1 or 3 Credits (Repeatable for credit)

EDR 3891 - Quantitative and Qualitative Methods in Research

3 Credits

This course will begin with an introduction to the philosophical base, a survey of different modes of inquiry. Using this philosophical base, a survey of different modes of inquiry both quantitative and qualitative will be studied using several examples from the disciplines within the College. Emphasis in the course will be placed on the students actively reading and critiquing research from a variety of disciplines as well as in developing a proposal for research study while working in interdisciplinary teams.

EDR 3930 - Special Topics

3 Credits (Repeatable for credit)

EDR 3980 - Independent Study

1 or 3 Credits (Repeatable for credit)

EDR 4930 - Special Topics

1-3 Credits (Repeatable for credit)

EDR 4970 - Action Research for Educators

1 Credit

This course introduces students to action research techniques and their application to schools. Students come to the course with a basic understanding of research methods. The course then builds on this basic understanding to focus on approaches to action research to use in schools. Students will be required to conduct an action research project. Their involvement in the action research studies and the course readings will provide the background for class discussions.

Restrictions:

Enrollment is limited to students with a major in Education.

EDR 4980 - Advanced Independent Study

0-3 Credits (Repeatable for credit)

EDSP 3560 - Special Ed. Process

3 Credits

Focus on the process involved in special education assessments, diagnosis, placement and intervention. Analysis of federal, state and local requirements. Emphasis on development of IEP/IFSP's. Strategies for parent involvement are included.

EDSP 3700 - Intro to Disabilities Studies

3 Credits

This course investigates the interdisciplinary nature of disabilities studies. Historical, legal, cultural, social, economic and political factors that shape our understanding of disability is explored and analyzed in this course. The course also analyzes the impact of these factors on education of students with disabilities in today’s world.

EDSP 3930 - Special Topics

3 Credits (Repeatable for credit)

EDSP 3980 - Independent Study

1-3 Credits (Repeatable for credit)

Independent Study. Every semester.

EDSP 4240 - Classroom Organization and Management (Early Childhood, ECSE, Elementary, Special Education)

2 or 3 Credits

In this course students will examine classroom organization and behavior management in EC, ECSE, Elementary and Special Education settings. Causes of problems, prevention techniques and models for management will be explored. Family, community and advocacy issues will be addressed. This course is to be taken prior to the professional semester.

EDSP 4250 - Classroom Organization and Management (Middle, Secondary and Special Education)

3 Credits

In this course students will examine classroom organization and behavior management in middle, secondary and special education settings. Causes of problems, prevention techniques and models for management will be explored. Family, community and advocacy issues will be addressed. This course is to be taken prior to the professional semester.

EDSP 4310 - Ed & Psych of the Exp Ind

3 Credits

Survey of the historical development of Special Education: introduction to current issues. Psychological, medical, and sociological aspects related to development of the exceptional individual in classroom learning environments. Alternative instructional strategies, special education resources, family programs, multi-cultural issues introduced. Every semester.

Attributes: Social Science Req (A&S)

EDSP 4380 - Student Teaching in Early Childhood Inclusive Classrooms

6-10 Credits

Involves full time student teaching in a class for young children with special needs under the direction of an experienced teacher and a university supervisor.

Prerequisite(s): EDSP 4530 with a grade of C or higher

EDSP 4400 - Speech & Lang Dev Exp Ch

2-4 Credits

A study of language and speech acquisition development, structure and function in non-disabled and exceptional children, preschool through adolescence. Spring semester.

EDSP 4470 - Teach Meth for Inc Class EC/EL

3 Credits

Course focuses on the inclusion of all students in the general early childhood and elementary classrooms. Emphasis will be on the development of intervention strategies, differentiations of instruction for all students, facilitation of social acceptance, participation in the IEP process and collaboration with other professionals. Includes strategies for gifted students with disabilities. Included field work.

Prerequisite(s): EDSP 4310 with a grade of C or higher

EDSP 4480 - Teaching Method Incl Class Mid & Sec

3 Credits

Course focuses on the inclusion of all students in the general middle and secondary classrooms. Emphasis will be on the development of intervention strategies, differentiation of instruction for all students, facilitation of social acceptance, participation in the IEP process and collaboration with other professionals. Includes strategies for gifted students and students with disabilities. Includes field work.

Prerequisite(s): EDSP 4310 with a grade of C or higher

EDSP 4510 - Collaboration in Special Education

2 Credits

Presents approaches to working collaboratively with students with disabilities and their families in schools, homes, and communities. Exploration of theories and methods to inform and support family/professional partnerships. Offered in spring.

Prerequisite(s): EDSP 3700; EDSP 4310

EDSP 4530 - Curriculum Methods & Matl ECSE

3 Credits

An investigation of designs for early childhood special education environments. Focus on intervention approaches including parental involvement. Survey of existing programs and an introduction to basic research in the field. Every third semester.

EDSP 4540 - Supervised Practicum in Early Childhood Special Education

3 Credits

Individual, small group and/or classroom teaching experience under the supervision of a master teacher and a University supervisor. Seminar included.

Prerequisite(s): EDI 3550 with a grade of C or higher

EDSP 4600 - Medical Implications in Special Education

3 Credits

Course designed to provide theoretical and practical information about physical and health related problems related to the exceptional child. Emphasis on developmental, medical and genetic characteristics related to the field of special education.

EDSP 4610 - Meth Mild/Mod Elem

3 Credits

This course provides an overview and opportunity for curriculum and instructional planning as related to psychological (cognitive, emotional, and social) and physical characteristics of elementary-age learners with mild-moderate disabilities. The course provides an introduction to researching evidence-based approaches, methods, and materials. Included is an introduction to how screening and diagnostic results inform planning for educational supports and equitable practices within the classroom. Additional topics include tiered systems for supporting instruction and behavior and transitional planning.

Prerequisite(s): EDSP 3700 with a grade of C or higher

EDSP 4620 - Intro to Mild/Mod Dis Sec Meth

3 Credits

This course provides an overview and opportunity for curriculum and instructional planning as they relate to psychological (cognitive, emotional, and social) and physical characteristics of secondary-age learners with mild-moderate disabilities. The course includes an overview of evidence-based approaches, methods, and materials. Included is an overview of how screening and diagnostic results inform planning for educational supports and equitable practices within the classroom. Additional topics include tiered systems for supporting instruction and behavior and post high school transitional planning.

Prerequisite(s): EDSP 3700 with a grade of C or higher

EDSP 4640 - Seminar in Early Childhood Special Education

3 Credits

A seminar to examine issues related to early childhood special education. Topics include theoretical perspectives, family issues, infant programming, environmental and personal strategies for self management, transdisciplinary practices, collaborative consultation and current trends.

Prerequisite(s): EDSP 4530 with a grade of C or higher

EDSP 4660 - Pract Mild/Mod Elem

3 Credits

Classroom experience under guidance of a cooperating teacher and university supervisor in an elementary setting (grades 1-6). Incorporating application of instructional design in the learning environment. Opportunities for development and implementation of evidence-based teaching practices with individuals and groups. Field experience focuses on children with disabilities at various developmental levels and educational settings.

EDSP 4670 - Pract Mild/Mod Sec

3 Credits

Classroom experience under guidance of a cooperating teacher and university supervisor in a secondary setting (grades 9-12). Incorporating application of instructional design in the learning environment. Opportunities for development and implementation of evidence-based teaching practices with individuals and groups. Field experience focuses on learners with disabilities at various developmental levels and educational settings.

EDSP 4850 - Student Teaching: Elementary Inclusive Classroom

10 Credits

Addresses real-world teaching experiences in birth-grade 12 settings. Participants will be under the direction of a certified teacher, who has a minimum of three years of teaching experience, and a university supervisor certified in the participant's content area. Participants will continually reflect, gradually increasing responsibilities, knowledge, skills, and dispositions in the classroom for a minimum of two weeks of solo teaching. This 15 week culminating clinical experience is a part of the Missouri teacher certification requirement. Field experience included.

Prerequisite(s): CORE 1500^*; (CORE 1000 or UUC Ignite Seminar Waiver with a minimum score of S)

^* Concurrent enrollment allowed.

Attributes: UUC:Reflection-in-Action

EDSP 4980 - Advanced Independent Study in Special Education

1-3 Credits (Repeatable for credit)

Independent Study.

EDUC 1004 - Internalizing Curriculum I

1 Credit

This course is intended as an introduction to planning from a high-quality curriculum and is focused primarily on English language arts and math. Participants prepare for the school year by internalizing curriculum and standards at the year, unit, and lesson levels. They will recognize the importance of long-range planning and curriculum development and understand the central concepts, structures, and tools of inquiry of the discipline(s). Throughout this course, participants will connect with the Ignatian Pedagogical Paradigm by situating themselves in their specific educational context, understanding and evaluating their current level of subject-area knowledge, and applying new knowledge to their instructional planning. This course can be completed over the summer session and does require access to the school’s instructional materials.

EDUC 1010 - Introduction to Teaching: Sense of Identity

1 Credit

Introduces critical examination of one’s own identity in relation to systems of power and privilege as an essential element of critical teaching practice. Explores multiple facets of personal identity, including the privilege that shapes their own behavior and their interactions with others.

Prerequisite(s): (EDUC 1015^* or EDUC 1025^*)

^* Concurrent enrollment allowed.

EDUC 1015 - Teacher Learning Community Seminar (Phase I)

1 Credit (Repeatable up to 5 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise.

Prerequisite(s): (EDUC 1010^*, EDUC 1020^*, EDUC 1030^*, EDUC 1040^*, EDUC 1050^*, or EDUC 1100^*)

^* Concurrent enrollment allowed.

EDUC 1020 - Introduction to Teaching: Sense of Purpose

1 Credit

Introduces the opportunity to grow as reflective scholar-practitioners, and to develop a sense of purpose that helps them identify their goals, motivates them to reach those goals through purposeful action, and lends meaning to their actions in service to others. This sense of purpose is grounded in Jesuit values and evolves through an openness to continuous learning, a willingness to interrogate personal perspectives, and a commitment to engage in and advocate for ethical policies and practices.

Prerequisite(s): (EDUC 1015^* or EDUC 1025^*)

^* Concurrent enrollment allowed.

EDUC 1025 - Teacher Learning Community Seminar with Field Experience (Phase I)

2 Credits (Repeatable up to 8 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise. Field experience included.

EDUC 1030 - Introduction to Teaching: Sense of Context

1 Credit

Introduces context as an essential element of critical teaching practice. Examines varied systems and settings in which teaching and learning take place with attention to the intersection of context and opportunity.

Prerequisite(s): (EDUC 1015^* or EDUC 1025^*)

^* Concurrent enrollment allowed.

EDUC 1040 - Introduction to Teaching: Sense of Inquiry

1 Credit

Introduces inquiry as an essential element of critical teaching practice. Recognizes teaching as a collaborative and continuous inquiry experience – individually, in settings for learning, and in the community and broader society.

Prerequisite(s): (EDUC 1015^* or EDUC 1025^*)

^* Concurrent enrollment allowed.

EDUC 1050 - Introduction to Teaching: Sense of Praxis

1 Credit

Introduces the belief that each individual can learn, grow, and develop their unique identity and purpose to contribute as citizens of the world, this course introduces participants to “praxis” related to learning that is rooted in foundational theory and professional knowledge to aid in designing, implementing, and accounting for meaningful learning experiences.

Prerequisite(s): (EDUC 1015^* or EDUC 1025^*)

^* Concurrent enrollment allowed.

EDUC 1100 - Reimagining School and Society

2 Credits

Addresses the diverse aspects of culture represented in classrooms and the broader community. Examines purposes of schooling and historical and system-level influences on schooling. Explores legal and ethical aspects of teaching and implications on praxis. Discusses considerations for and steps toward change. Field experience included.

Prerequisite(s): (EDUC 1015^* or EDUC 1025^*)

^* Concurrent enrollment allowed.

EDUC 1104 - Internalizing Curriculum

2 Credits

This course is intended as an introduction to planning from a high-quality curriculum and is focused primarily on English language arts and math. Participants prepare for the school year by internalizing curriculum and standards at the year, unit, and lesson levels. They will recognize the importance of long-range planning and curriculum development and understand the central concepts, structures, and tools of inquiry of the discipline(s). Throughout this course, participants will connect with the Ignatian Pedagogical Paradigm by situating themselves in their specific educational context, understanding and evaluating their current level of subject-area knowledge, and applying new knowledge to their instructional planning. This course can be completed over Fall session and does require access to the school’s instructional materials.

EDUC 1200 - Growth, Development, and Learning

3 Credits

Addresses opportunities to understand various principles, theories, and strands of developmental stages of life (including psychological development of the child and adolescents.) Human development will be examined through the lens of education. Address the psychology/education of the exceptional child and the process of language acquisition. Field experiences included.

Attributes: UUC:Social & Behavioral Sci

EDUC 1204 - Classroom and Community

3 Credits

This course provides foundational learning related to creating a trusting learning environment that encourages active engagement, positive social interaction, and self-motivation at the beginning of a school year or teacher-class relationship. Unit topics include initiating positive relationships, establishing norms, and creating routines to create an environment of trust and integrity. These topics provide an introduction to components of positive classroom culture that, when successfully implemented, provide an environment that prioritizes well-being and allows learners to flourish in a classroom. Through this course, participants engage in self-reflection, context-building, and collaboration independently and with their learners.

EDUC 1300 - Exceptional Learners

3 Credits

Addresses characteristics of differing abilities related to child development - cognitive, affective, psychological, and psychomotor. Examines historical trends, current issues, and the impact of laws and regulations on educational services, as well as models of service delivery and philosophies that influence educational practices and language acquisition. Focuses on teaching strategies, accommodations, and instructional and assistive technologies that help individual learners succeed. Addresses interdisciplinary collaboration to meet individual learners' needs (child and adolescent). Field experience included.

Attributes: UUC:Dignity, Ethics & Just Soc

EDUC 1304 - Instructional Delivery

3 Credits

This course is focused on the process of delivering content instruction in a way that acknowledges and respects individual learner needs and, ultimately, ensures greater mastery of instructional material. Participants learn how to unpack and monitor learning targets in collaboration with their learners, how to frame, convey, and stamp content instruction to engage and motivate all learners, and how to respond to classroom challenges that disrupt instructional time in an equity-minded way.

EDUC 1404 - Partnerships with Learners and Caregivers

3 Credits

Close social relationships build a sense of belonging and well-being for learners and caregivers. When trust is cultivated, growth and transformation become possible. This course builds on previous learning about establishing relationships but focuses on how to build and strengthen relationships with learners and their families as the school year progresses. Effective partnerships require humility, openness, and empathy. In this course, participants reflect and practice these skills as they engage in ongoing, two-way communication with families, leverage meaningful interactions to connect with learners on a deeper level, and provide additional support to a learner that has proven more challenging to reach.

EDUC 1504 - Inclusive Practices for Learner Support

3 Credits

Each learner brings a unique set of background knowledge, skills, and strengths to a classroom. This course is focused on ensuring all learners can flourish, including those with diverse needs and backgrounds. Participants learn how to navigate structures within their schools to co-plan with other teachers, scaffold complex tasks, and use flexible grouping to ensure all learners have the support they need to grow and meet content objectives.

EDUC 1604 - Assessment for Learning and Evaluation

3 Credits

Assessments are “the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students” (Great Schools Partnership, 2015, para. 1). Educators rely on assessments to provide evidence of student learning and, when done effectively, assessments build trust with learners. The cycle of assessment aligns with the Ignatian Pedagogical Paradigm. This course teaches participants how to purposefully choose assessment methods for their context; scrutinize and, if necessary, improve the quality of tests before administering them; and use results to evaluate past instruction and inform future instruction. Rather than seeing learners simply as data points, this course helps educators use assessment as a tool to help them address the needs of the whole child.

EDUC 2004 - Foundations for Supporting Exceptional and Bilingual Emergent Learners

3 Credits

Advancing equity-minded transformation is a moral imperative of education. When educators step into a classroom, they commit to the pursuit of well-being, growth, and improvement for each of their learners. In this course, participants learn about special populations of learners, including learners with disabilities, bilingual emergent learners, and gifted learners, to better understand and serve a diversity of populations. Each unit in the course is structured in the same way to provide 1) an overview of relevant laws and policies, 2) characteristics of identified learners, and 3) methods for inclusively supporting the flourishing of those learners. The unit assessments in this course require participants to summarize their learning for a professional audience and engage in reflection to deepen the understanding of their own learning which, in turn, advances the social justice aims of each participant's classroom.

EDUC 2015 - Teacher Learning Community Seminar (Phase II)

1 Credit (Repeatable up to 4 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise. (Focuses on preparation for Phase II culminating event.)

Prerequisite(s): EDUC 1025 with a grade of S or higher; (EDUC 2100^*, EDUC 2150^*, EDUC 2200^*, EDUC 2310^*, EDUC 2320^*, EDUC 2330^*, EDUC 2400^*, or EDUC 2410^*)

^* Concurrent enrollment allowed.

EDUC 2100 - Big Ideas: Literacy and Social Studies (Birth-Grade 12)

3 Credits

Addresses foundational content (including vertical strands in curriculum) and current issues in language acquisition, Literacy, Language Arts, and Social Studies. Considers literature, writing, and history as sources for inquiry, learning, and knowledge production including critical thinking and problem solving. Explores development of literate and civic identities. Field experience included.

Prerequisite(s): EDUC 1030 with a grade of C or higher; EDUC 1040 with a grade of C or higher; EDUC 1050 with a grade of C or higher

Corequisite(s): EDUC 2015,EDUC 2200

EDUC 2104 - Instructional Design for Flourishing Learners

3 Credits

A strong classroom is an environment where learners can flourish. ​Developing an understanding of practices that strengthen close social relationships through discussion and build positive character traits like collaboration and agency can increase the meaning and purpose that learners derive from classroom instruction. While “student-centered learning” can be used to describe a variety of instructional approaches, for this program of study, it is defined as educational practices that motivate students to be actively engaged in their own learning and require students to perform the majority of the cognitive lifting. This course focuses specifically on inclusive discussions, collaborative learning structures, student agency and voice, and the intentional cultivation of creativity and talent. Cura Personalis 2 will be embedded within this course.

EDUC 2150 - Environments for Learning 1: Space and Classroom Design

1 Credit

Addresses how learning spaces are influenced by beliefs, values, and purpose. Explores influences on environmental organization and design. Examines the connections between learning expectations and classroom management. Personal relationships within these spaces are explored. Field experience included.

Prerequisite(s): EDUC 1010 with a grade of C or higher; EDUC 1020 with a grade of C or higher

Corequisite(s): EDUC 2015

EDUC 2200 - Big Ideas: Mathematics and Science (Birth-Grade 12)

3 Credits

Addresses foundational content (including vertical strands in curriculum) and current issues in Science and Math Education. Considers these disciplines as sources for inquiry, learning, and knowledge production including critical thinking and problem solving through productive struggle. Explores development of Science and Math identities. Field experience included.

Prerequisite(s): EDUC 1030 with a grade of C or higher; EDUC 1040 with a grade of C or higher; EDUC 1050 with a grade of C or higher

Corequisite(s): EDUC 2015

EDUC 2204 - Equity and Asset-based Pedagogy

3 Credits

The heart of the work of education is care for the whole person. For learners to flourish in schools, educators must be armed with strategies to ensure the well-being and sense of belonging for all learners in their classrooms. Equality is defined as giving the same things or applying the same rules to everyone; equity instead recognizes that treating every person or situation the same is not always just because it can fail to acknowledge the needs of those who have been underserved due to systemic barriers. In an educational context, equity means recognizing that disparities in achievement among subgroups of learners are the result of opportunity gaps, not capability gaps. In pursuit of equity, educators partner with learners and communities to ensure the flourishing of all learners. This course is designed to increase participants’ awareness of equity issues while also informing their practice.

EDUC 2304 - Foundations of Language and Literacy

3 Credits

The foundations of language and literacy are essential for learners to flourish. Learning to read is a fundamental skill that impacts a learner’s present and future educational access, self-determination, and societal inclusion. Strong literacy instruction is a tool to dismantle instances of institutional and systemic oppression deliberately embedded in society and advance racial and socioeconomic equality through literacy. Reading is a complex cognitive process. Reading requires both the ability to decode the words on the page and the ability to make sense of those words. Word recognition must take place automatically and language comprehension skills must be applied strategically to enable skilled reading. This course is focused on developing an understanding of the components of effective literacy instruction as well as the classroom practices that support them.

EDUC 2310 - Principles of Early Childhood Education (Birth-Grade 3)

3 Credits

Explores theories of development and learning for young children birth-age 8. Aquaints participants with historical and philosophical foundations of early childhood education. Emphasis on diversity, equity, and meeting the needs of all children through developmentally appropriate practices. Includes an introduction to play-based and inquiry-based learning. Field experiences included.

Prerequisite(s): EDUC 1050 with a grade of C or higher; EDUC 1200 with a grade of C or higher

Corequisite(s): EDUC 2015

EDUC 2320 - Play Across the Curriculum (Birth-Grade 3)

3 Credits

Addresses play and inquiry-based learning routed in theory, research, and praxis. Instructional strategies for playful learning are explored. Emphasis on children birth through age eight. Field experience included.

Prerequisite(s): EDUC 2310<sup>*

*</sup> Concurrent enrollment allowed.

Corequisite(s): EDUC 2015

EDUC 2400 - Literature and the Arts: A Tool for Advocacy, Equity, and Identity (Kindergarten-Grade 8)

3 Credits

Addresses critical exploration of children’s and adolescent literature to promote consideration of identity and culture, including gender, race, class, sexuality, ability, age, region, and religion. Applies art, music, and drama strategies to support critical conversations about justice, equity, race, and bias. Opportunities to develop facilitation skills for critical conversations.

Prerequisite(s): EDUC 1010 with a grade of C or higher; EDUC 1020 with a grade of C or higher

Corequisite(s): EDUC 2015

EDUC 2404 - Childhood Development and Learning

3 Credits

This course provides an overview of the history of pedagogical theory with a focus on the last decade of advances in cognitive psychology. Participants reflect on how these findings can be practically applied in the classroom to better understand and care for their learners as a whole, while also recognizing the aspects of teaching and learning that are still not fully understood. A robust understanding of child development and learning increases a teacher’s ability to create an environment for flourishing, where each of their learners' experiences appropriate, deep, and motivating teaching and learning. Due to its heavy focus on theory, this course can be completed over the summer and does not require access to students.

EDUC 2410 - Language Acquisition and Supports for Learners with Special Needs

3 Credits

Addresses language development of the exceptional child, as well as developmental sequences of language. Examines how language development affects reading, writing, executive functioning and critical thinking. Explores how culture influences language development, and addresses the role of teachers in differentiating supports for the development of language and literacy.

Prerequisite(s): EDUC 1300 with a grade of C or higher

Corequisite(s): EDUC 2015

EDUC 2504 - Historical and Systemic Issues in Education

3 Credits

This course supports participants in developing a deep understanding of how their personal experiences and beliefs shape their philosophy of education. Participants explore the long history of education in the United States, as well as current systemic issues, to develop deep understanding of the historical and sociological context of their current educational context. This course prioritizes self-examination and research as participants use a framework based on Brofenbrenner’s Ecological Systems Theory to analyze important issues in their educational environment through a layered and systemic lens. Throughout the course, participants will formulate informed positions and develop their agency as they recognize the effects of issues and advocate for positive change. This course is designed to be completed over the summer and does not require access to students.

EDUC 3000 - Inclusive Practices in Instructional Settings (Birth-Grade 12)

3 Credits

Addresses the following concepts specific to inclusive practices: curriculum and instructional planning; consultation and collaboration; legal and ethical aspects of teaching; and a cycle of teaching praxis that supports differentiated learning. In addition, participants will explore course concepts and practices that promote human flourishing.

Prerequisite(s): (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3004 - Practicum and ELA Methods

3 Credits

English language arts (ELA) education builds critical thinking skills necessary for questioning and engaging in societal issues that affect learners’ lives. By engaging with a diverse range of texts and perspectives, students can learn to identify and challenge social injustices, develop empathy and understanding for people from different backgrounds, and clearly and effectively advocate for their beliefs. This introductory methods course focuses on instructional planning and strategies that include increasing text complexity; grounding reading, writing, and speaking in evidence from texts; and building knowledge through content-rich nonfiction.

EDUC 3015 - Teacher Learning Community Seminar - Teachers as Researchers (Phase III)

1 Credit (Repeatable up to 4 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise. (Focuses on preparation for portfolio and action research presentations.)

Prerequisite(s): (EDUC 3000^*, EDUC 3150^*, EDUC 3310^*, EDUC 3320^*, EDUC 3330^*, EDUC 3335^*, EDUC 3340^*, EDUC 3350^*, EDUC 3440^*, EDUC 3470^*, EDUC 3480^*, EDUC 3490^*, EDUC 3500^*, EDUC 3550^*, EDUC 3600^*, EDUC 3700^*, or EDUC 3800^*)

^* Concurrent enrollment allowed.

EDUC 3025 - Teacher Learning Community Seminar - Learners as Researchers (Phase III)

1 Credit (Repeatable up to 4 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise. (Focuses on preparation for portfolio and action research presentations.)

Prerequisite(s): (EDUC 3000^*, EDUC 3150^*, EDUC 3310^*, EDUC 3320^*, EDUC 3330^*, EDUC 3335^*, EDUC 3340^*, EDUC 3350^*, EDUC 3440^*, EDUC 3470^*, EDUC 3480^*, EDUC 3490^*, EDUC 3500^*, EDUC 3550^*, EDUC 3600^*, EDUC 3700^*, or EDUC 3800^*)

^* Concurrent enrollment allowed.

EDUC 3104 - Practicum and Math Methods

3 Credits

This introductory methods course is focused on the theory behind equity-minded instructional shifts toward rigor, as well as how to implement them in a math classroom. The college and career readiness standards that emerged in a majority of states—including Missouri—reflect three important shifts: greater focus on fewer topics; coherence or linking topics and thinking across grades; and rigor or pursuing conceptual understanding, procedural skills and fluency, and application with equal intensity. These standards are a focus in this course and aim to ensure that all learners, regardless of their background or socioeconomic status, have access to high quality math education that prepares them for success in college and careers.

EDUC 3150 - Environments for Learning 2: Intentional Design for Classroom Management

1 Credit

Addresses classroom management and environmental organization and design to promote flourishing. Focuses on learners’ senses of purpose and how to honor learners’ multiple and complex identities within daily routines and classroom experiences.

Prerequisite(s): EDUC 2150 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3204 - Practicum and Science, Social Studies, and Technology Methods

3 Credits

This course provides an introduction to disciplinary methods, including research-based approaches to science, social studies, and digital literacy instruction. The units explain the theory behind recent shifts in each content area and then require participants to locate evidence of those shifts in instructional plans (science and social studies) or apply best practices in a lesson (technology integration).

EDUC 3310 - Designing, Delivering, and Documenting Integrated Curriculum for Infants and Toddlers (Birth-Age 3)

4 Credits

Addresses curriculum and instructional planning specific to infants and toddlers. Focuses on designing and documenting playful learning experiences, observing and assessing young children, and fostering family engagement. Engages in shared exploration of the inquiry process for children and teachers. Field experience included.

Prerequisite(s): EDUC 2310 with a grade of C or higher; EDUC 2320 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3320 - Designing, Delivering, and Documenting Integrated Curriculum for Preschoolers (Ages 3-5)

4 Credits

Addresses curriculum and instructional planning specific to preschoolers. Focuses on designing and documenting playful learning experiences, observing and assessing young children, and fostering family engagement. Engage in shared exploration of the inquiry process for children and teachers. Field experience included.

Prerequisite(s): EDUC 2310 with a grade of C or higher; EDUC 2320 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3330 - Curricular Foundations of Language and Literacy (Birth-Grade 3)

3 Credits

Addresses foundational and emergent literacy concepts and developmental patterns in language and literacy birth through grade three. Includes early reading concepts including vocabulary, comprehension and fluency. Incorporates instructional strategies for reading, writing, and integration of the arts in language and literacy development. Addresses language acquisition in relation to literacy development, and diversity of communication styles in families and cultures. Introduces language acquisition for emergent bilingual learners. Critiques curriculum as a value-laden democratic enterprise. Incorporates equitable teaching practices, adopting an asset-based perspective for all learners that builds on family and cultural resources. Field experience included.

Prerequisite(s): EDUC 2100 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3335 - Curricular Foundations of Mathematics and Science (Birth-Grade 3)

3 Credits

Addresses identity and context as foundational in curriculum planning and methods of instruction in specific content areas with an emphasis on individual lesson planning in an integrated curriculum in Math and Science, Birth through Grade Three. Includes approaches to planning, use of appropriate state and professional standards, strategies for instruction and assessment (including connecting mathematics/science to families and communities), and processes for reflection and revision. Prioritizes working with individual learners and small groups. Critiques curriculum as a value-laden democratic enterprise. Incorporates equitable teaching practices, adopting an asset-based perspective for all learners that builds on family and cultural resources. Field experience included.

Prerequisite(s): EDUC 2200 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3340 - Socially Just Pedagogy in Early Childhood Education (Birth-Grade 3)

3 Credits

Addresses early childhood science and social studies concepts through a social justice lens. Focuses on caring for the whole child. Explores the role of advocacy from multiple perspectives.

Prerequisite(s): EDUC 2310 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3350 - Creative Arts for Young Children (Birth-Grade 3)

3 Credits

Addresses creative arts (art, drama, music, and movement). Development of observation skills to inform the design and documentation of playful experiences in the creative arts. Emphasis on children birth through age eight. Field experience included.

Prerequisite(s): EDUC 2310 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3404 - Process of Special Education

2 Credits

In this course, educators assess the strengths and needs of students with disabilities to make educational recommendations, with an emphasis on the skills required for developing and implementing IEPs. Educators collect information on a learner using a variety of formal and informal assessment methods. Educators select and adapt assessments, interpret assessment results, and make instructional decisions based on assessment data. Educators also apply knowledge of best practices for intervention (RTI/MTSS) and identification. Throughout the course, educators engage learners, their caregivers, and other stakeholders as partners by gathering input, communicating assessment results, and collaborating to use assessment data to guide decisions that may lead to building a learner's IEP.

EDUC 3440 - Assessment to Inform Special Education Programming

3 Credits

Addresses assessment tools and practices, evaluation of abilities and achievement, interpreting learner data, and data-based decision-making for diagnostic purposes and educational planning. Emphasizes collaboration with stakeholders for Individualized Educational Plans and the special education process.

Prerequisite(s): (EDUC 3015^* with a grade of C or higher or EDUC 3025^* with a grade of C or higher)

^* Concurrent enrollment allowed.

EDUC 3470 - Transition and Independence for Learners with Special Needs

2 Credits

Addresses transition processes within Individual Education Plans for learners with special needs. Investigates career education, career readiness, person-centered planning, self-advocacy, legal and ethical rights. Explores independent living skills, community resources, play, recreation and leisure. Field experience required.

Prerequisite(s): EDUC 1300 with a grade of C or higher; EDUC 3440^*; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3480 - Developing Strength-Based Class Communities in Specialized Settings

3 Credits

Addresses classroom management and behavior intervention, with special emphasis on respectful and equitable learning communities, as well as functional behavioral assessment practices and behavioral intervention plans for individual learners. Examines practices that promote social, emotional and mental well-being in school and family settings. Field experience included.

Prerequisite(s): (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3490 - Designing and Implementing Curriculum for Learners with Mild/Moderate Educational Needs

3 Credits

Addresses curricular and instructional design and planning for mild moderate special needs, instructional strategies, collecting learner data, assessment and data-based decision making. Emphasizes systematically designed instruction for individualized learning goals through tiered systems of instructional support. Promotes individual learner's flourishing, as well as generalization and maintenance of skills across time and settings. Explores communication and its relationship to effective classroom performance. Investigates educator role as advocate for equity in inclusive perspectives. Explores instructional and assistive technologies that support students with special needs.

Prerequisite(s): EDUC 3330 with a grade of C or higher; EDUC 3500 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*); EDUC 3440<sup>*

*</sup> Concurrent enrollment allowed.

EDUC 3500 - Curricular Foundations of Disciplinary Literacy (Grades 4-12)

3 Credits

Addresses identity and context as foundational in curriculum planning and instruction in specific content areas with emphasis on lesson planning in an integrated curriculum, grades 4 through 12. Includes approaches to planning, use of state and professional standards, strategies for instruction and assessment (including relationship building), and processes for reflection and revision. Prioritizes working with individual learners and small groups. Incorporates ways of organizing for learning and consideration of cultural and linguistic resources of families, school, and communities. Critiques curriculum as a value-laden democratic enterprise. Addresses literacy as a tool for inquiry across the disciplines.Field experience included.

Prerequisite(s): EDUC 2100 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3504 - Educational Foundations and Characteristics of Exceptional Learners

3 Credits

In this course, educators examine the characteristics of learners with disabilities in the categories specified in the Individuals with Disabilities Education Act (IDEA) to ensure equitable educational access for all learners. Educators first examine the characteristics of learners with high-incidence disabilities to understand their cognitive, physical, social-emotional, and communication strengths and needs. Next, they research effective approaches and strategies for learners to support growth in these domains. Educators then research the characteristics of learners with autism, emotional disabilities, and sensory needs and identify effective approaches and strategies for meaningful support and inclusion. Finally, educators examine the characteristics of learners with a range of other low-incidence disabilities including physical impairment, traumatic brain injury, significant disabilities, multiple disabilities, and other health impairments. Educators research effective approaches and strategies to leverage the strengths and address the needs of these learners with attention to transition and vocational planning.

EDUC 3550 - Curricular Foundations of Mathematical/Scientific Problem-Solving (Grades 4-12)

3 Credits

Addresses identity and context as foundational in curriculum planning and methods of instruction in specific content areas with an emphasis on individual lesson planning in an integrated curriculum in Math and Science in Grades 4 through 12. Includes approaches to planning, use of appropriate state and professional standards, strategies for instruction and assessment (including relationship building), and processes for reflection and revision. Prioritizes working with individual learners and small groups.Critiques curriculum as a value-laden democratic enterprise. Incorporates equitable teaching practices, adopting an asset-based perspective for all learners that builds on family and cultural resources. Field experience included.

Prerequisite(s): EDUC 2200 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3560 - Promoting Health and Wellness Across the Elementary

2 Credits

Addresses topics related to general health and physical education in an integrated curriculum for learners, kindergarten through grade 6. Explores factors contributing to healthy living and wellness for individuals and communities.

Prerequisite(s): EDUC 2100 with a grade of C or higher; EDUC 2200 with a grade of C or higher; (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3600 - Designing, Delivering, and Documenting Integrated Mathematics/Science Curriculum (Kdg-Grade 12)

3 Credits

Addresses curriculum development, delivery, and documentation of unit level teaching in specific content areas with an emphasis on integrated curriculum in Math and Science in Kindergarten through Grade 12. Includes approaches to curriculum design, use of appropriate state and professional standards, strategies for instruction and assessment (including relationship building), and processes for reflection and revision. Prioritizes working with small groups and whole class learning experiences. Addresses use of classroom data in decision-making and differentiation. Focuses on lived experiences and identity in preparation to participate in democracy to harness the power of Math and Science to address real-world problems. Field experience.

Prerequisite(s): (EDUC 2330 with a grade of C or higher, EDUC 3335 with a grade of C or higher, or EDUC 3550 with a grade of C or higher); (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3604 - Methods of Teaching Exceptional Learners

3 Credits

Exemplar teachers take ownership of the well-being, growth, and improvement of all of their learners, including those with special rights. In this course, educators learn to plan and implement individualized instruction for learners with disabilities in a variety of settings. Educators first plan instruction that meets the needs of all learners in a general education classroom using universal design, and then implement and monitor strategies to help individual learners access grade-level instruction and build independence. Educators support learners with disabilities in literacy by implementing research-based specialized literacy instruction that addresses learner needs in foundational skills, vocabulary, and comprehension. Educators also support learners with disabilities in math by applying understanding of grade-level and prerequisite standards to identify learner needs and by designing, implementing, and monitoring specialized math instruction.

EDUC 3700 - Designing, Delivering, and Documenting Integrated Literacy/Social Studies Curriculum (Kdg-Grade 12)

3 Credits

Addresses content specific methods in Literacy and Social Studies for unit design and types of classroom assessment, utilizing content specific strategies for promoting vocabulary development, critical thinking and problem solving relative to content specific learning outcomes and standardized assessment data. Includes the role of technology in multimedia, multimodal text comprehension and production. Addresses use of classroom data in decision-making and differentiation. Adopts an inquiry perspective on student learning and curriculum design. Prioritizes working with small groups and whole class learning experiences. Focuses on lived experiences and identity in preparation to participate in democracy. Field experience included.

Prerequisite(s): (EDUC 3330 with a grade of C or higher or EDUC 3500 with a grade of C or higher); (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 3704 - Professionalism and Collaboration for Educators Working with Exceptional Learners

2 Credits

Working in partnership with others is essential for learner success. In this course, educators develop the skills for building relationships and collaborating professionally with learners, caregivers, school-based staff, and other stakeholders to improve support and enhance opportunities for learners with disabilities. Special educators create opportunities for asset-based collaboration within a community of caregivers, school-based staff, and other stakeholders. Educators then establish a co-teaching relationship to improve support for all learners, including individualized support for learners with disabilities. The course culminates with an opportunity for educators to advocate for the unique needs of a learner with a disability by building a compelling case for change and leveraging systems and stakeholder relationships to promote learner success.

EDUC 3800 - Middle School Organization and Philosophy

2 Credits

Addresses effective teaching and learning strategies for the middle school learners including comprehension of the developmental and academic needs of learners. Explores questions such as: Who are middle schoolers? How do their developmental needs guide instructional practice? How do teachers incorporate exploration and inquiry into middle school curricula?.

Prerequisite(s): (EDUC 3015^* or EDUC 3025^*)

^* Concurrent enrollment allowed.

EDUC 4000 - Collaboration in Education: Families and Communities

3 Credits

Addresses and promotes collaborative partnerships among learners, educators, and families. Emphasizes the role of consultation among professionals and families to promote well-being and learners’ success. Highlights the importance of family engagement and strategies to link families with community resources.

Prerequisite(s): EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher

Corequisite(s): EDUC 4015

EDUC 4015 - Teacher Learning Community Seminar (Phase IV)

1 Credit (Repeatable up to 4 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise. (Focuses on internship experiences.)

Prerequisite(s): EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher; EDUC 4000^*; EDUC 4200^*; (EDUC 4310^*, EDUC 4150^*, or EDUC 4400^*)

^* Concurrent enrollment allowed.

EDUC 4025 - Teacher Learning Community - Senior Seminar (Phase IV)

1 Credit (Repeatable up to 4 credits)

Addresses collaborative inquiry and reflective practice as central to a participant’s experience in the School of Education. Participants come together to synthesize and make meaning of learning from education courses and field/community-based experiences. With an emphasis on learning through inquiry, reflection, and dialogue, participants will work together to apply this shared learning within their chosen specialty areas to deepen understandings about collaboration while developing content and pedagogical expertise. Focused group events, mock interviews, and the completion of a professional teaching portfolio will enable continuous growth. Field experience included.

Prerequisite(s): EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher

Corequisite(s): EDUC 4500

EDUC 4104 - Student Teaching and Advanced ELA Methods

3 Credits

This course builds on Practicum: ELA Methods, providing deeper learning on the topics of planning, speaking and writing instruction, and assessment. It prepares participants to effectively implement high-quality ELA curriculum and develop targeted, engaging, and effective lessons tailored to the needs of their learners. Effective instruction in speaking and writing, supported by well-designed units, lessons, and assessments, helps students develop skills in communication, analysis, and critical thinking, which are essential components of success in academic and professional settings and important for learners to meet their full potential. High-quality planning and analysis enables participants to differentiate instruction to meet the diverse needs of their learners and effectively identify areas of strength and growth.

EDUC 4150 - Environments for Learning 3: Creating Culturally Sustaining Learning Environments

1 Credit

Addresses learning environments with a focus on individual and group needs. Examines the role culture and diversity plays in classroom settings and how classrooms support the uniqueness of all learners.

Prerequisite(s): EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher; EDUC 3150 with a grade of C or higher

Corequisite(s): EDUC 4015

EDUC 4200 - Internship

3-5 Credits

Addresses real-world teaching experiences in a birth-grade 12 setting that bridges the worlds of theory and practice. Participants will be provided extended teaching opportunities while collaboratively teaching with a cooperating teacher and coached by a university supervisor. Field experience included.

Prerequisite(s): EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher

Corequisite(s): EDUC 4015

EDUC 4204 - Student Teaching and Advanced Math Methods

3 Credits

This course builds on Practicum: Math Methods, providing deeper learning on the topics of assessment, mathematically productive discussions, and analysis of student work. It prepares participants to effectively implement high-quality math curriculum. Analyzing summative and formative math assessments allows teachers to understand the strengths and weaknesses of their learners’ mathematical understanding and tailor instruction to address specific needs of their learners. Facilitating productive discussions enables learners to share and learn from one another, promoting critical thinking amongst a community of learners who value and respect each other’s perspectives. Analyzing student work allows teachers to adjust their instruction to better meet the needs of their learners. The units in this course ensure that teachers are meeting the needs of their learners and promoting rigorous instruction.

EDUC 4300 - Understanding and Responding to All Literacy Learners (Kindergarten-Grade 12)

3 Credits

Addresses assessment and differentiation for all learners in Literacy with an emphasis on the impact of cultural, linguistic, educational, contextual factors that influence learning. Emphasis on learner literate identity as it impacts learning success. Prioritizes developing a case study of one learner while also differentiating for small groups within whole class learning experiences. Addresses use of school and classroom data in decision-making. Addresses the inclusiveness of democracy in valuing each individual’s lived experiences, goals, and intersectional identities as they impact learning opportunities. Celebrates diverse representation in texts and ways of making meaning. Field experience included.

Corequisite(s): EDUC 4025

EDUC 4304 - Student Teaching and Advanced Science Methods

3 Credits

This course builds on Practicum: Introduction to Science, Social Studies, and Technology Integration Methods and provides deeper learning on integrating science and engineering practices, facilitating productive science discussions, and supporting learners in the science classroom through effective assessment. It prepares participants to effectively implement high-quality science curriculum.

EDUC 4310 - Leadership in Early Childhood Education

3 Credits

Addresses leadership practice in early childhood education. Participants will explore child care and curriculum models; foundations of behavioral guidance; program development and evaluation; and staff professional development through a leadership lens. Participants will align the philosophies of early childhood to policies and procedures of program administration and management.

Prerequisite(s): EDUC 3340 with a grade of C or higher; EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher

Corequisite(s): EDUC 4015

EDUC 4400 - Understanding and Responding to All Mathematics Learners (Kindergarten-Grade 12)

3 Credits

Addresses assessment and differentiation for all learners in Kindergarten through Grade 12 in Math with an emphasis on the impact of cultural, linguistic, educational, contextual factors that influence student learning. Emphasis on student Math identity as it impacts learning success. Prioritizes developing a case study of one student while also differentiating for small groups within whole class learning experiences. Addresses uses of school and classroom data in decision-making. Field experience included.

Prerequisite(s): EDUC 3015 with a grade of C or higher; EDUC 3025 with a grade of C or higher; EDUC 3600 with a grade of C or higher

Corequisite(s): EDUC 4015

EDUC 4404 - Student Teaching and Advanced Social Studies Methods

3 Credits

This course builds on Practicum: Introduction to Science, Social Studies, and Technology Integration Methods, providing deeper learning on implementation of the inquiry arc in social studies. The first unit focuses on source analysis and the disciplinary methods that support rigorous historical inquiry and contemporary media literacy. The second unit focuses on argumentation within social studies and how to support learners to communicate effectively in speaking and writing. The final unit recognizes that students arrive to the social studies classroom with different needs and provides methods for ensuring learners are able to access the content and improve their literacy skills.

EDUC 4500 - Student Teaching

8 Credits

Addresses real-world teaching experiences in birth-grade 12 settings. Participants will be under the direction of a certified teacher, who has a minimum of three years of teaching experience, and a university supervisor certified in the participant's content area. Participants will continually reflect, gradually increasing responsibilities, knowledge, skills, and dispositions in the classroom for a minimum of two weeks of solo teaching. This 15 week culminating clinical experience is a part of the Missouri teacher certification requirement. Field experience included.

Prerequisite(s): EDUC 4200 with a grade of C or higher

Corequisite(s): EDUC 4025

EDUC 4804 - Student Teaching and Advanced Methods of Teaching the Exceptional Learner

3 Credits

Educators have the responsibility to maintain classrooms that support the academic, social, emotional, behavioral, and communication needs of all of their learners, including learners with special rights. Inclusive practices ensure that learners have the ability to actively participate in classroom activities. In this course, educators extend their ability to plan and implement individualized instruction for learners with special rights in a variety of settings. Educators first implement strategies for promoting active engagement and countering disproportionality in discipline through universal design and inclusive and trauma-informed classroom practices. Educators then implement research-based strategies to provide additional behavioral and social-emotional support to learners that require additional intervention. Educators also more deeply consider how to leverage assistive technology tools to support learner independence and provide equitable access to learning opportunities.