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EDU 303 - Elementary and Middle School Science Methods
This course is a survey of current elementary and middle school science teaching strategies and science programs with an emphasis on the integration of theory and practice.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): BIO 101 , SCI 102 , and SCI 201
Corequisite(s): EDU 307 , EDU 316 , EDU 318 , and EDU 400
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 305 - Middle School Practicum
This course is designed to provide students with an observational practicum experience in the middle school practicum in each student’s major area of study.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 307 - Elementary and Middle School Math Methods
This course is a survey of current elementary and middle school math teaching strategies and math programs with an integration of theory and practice.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): MAT 103 (alone) or MAT 201 and MAT 202 (both)
Corequisite(s): EDU 303 , EDU 316 , EDU 318 , and EDU 400
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 310 - Secondary Practicum I
This course is designed to provide students with a practicum teaching experience in the secondary education classroom in each student’s major area of study.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 311 - Music in the Elementary School
This course introduces methods of teaching singing, classroom instruments, rhythms, reading, and appreciation of music.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 300 , EDU 301 , EDU 312 , EDU 315 , and PED 305
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 312 - Arts in the Elementary School
This course provides students with the study of the basic theories of visual arts as applied to the elementary education curricula and art programs in the elementary schools.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 300 , EDU 315 , and PED 305
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 315 - Elementary and Middle School Language Arts Methods
Elementary and middle school classrooms are learning environments in which students develop communication skills. Students in this course design instructional programs based upon theoretical foundations of instruction in reading, writing, listening, speaking, and thinking.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 300 , EDU 301 , EDU 312 , EDU 320 , and PED 305
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 316 - Elementary and Middle School Reading Methods
This course is designed to examine effective scientifically-based instructional practices used to teach reading in the elementary and middle school curriculum. Emphasis is placed on the use of data in providing flexible grouping and differentiated instruction to effectively meet student needs.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 315
Corequisite(s): EDU 303 , EDU 307 , EDU 318 , and EDU 400
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 318 - Elementary and Middle School Social Studies Methods
This course is a survey of elementary and middle school social studies teaching strategies and social studies programs with an emphasis on the integration of theory and practice.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): HIS 101 or HIS 102
Corequisite(s): EDU 303 , EDU 307 , EDU 316 , and EDU 400
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 320 - Curriculum, Instruction and Assessment
This course focuses on the curriculum development process in K-12 schools; the techniques used in designing and delivering learning activities; and the formal and informal assessment methods used to assess the performance of all students. Emphasis will be placed on the interdependence of curriculum, instruction, and assessment.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 325 - Special Topics
This course provides an opportunity to explore special topics in the subject area. Request syllabus for specific course content.
1-4 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit Yes
Core Course No
Grade Type LT
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EDU 329 - Methods and Materials in ECE I
This course begins the survey of current curriculum and methodology in early childhood education for young children ranging in age from birth to age 7 with focus on pedagogical strategies specific to early learners. This course is designed to explore unique aspects of early childhood teaching in all content areas.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission into the Education Department
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 332 - Cognitive and Language Development
The importance of language, cognition, and thinking are highlighted in this course. Students are exposed to the current theories as well as the traditional theories of Piaget, Vygotsky, Chomsky, and Skinner. Attention is also given to how these theories impact teaching and learning. A 30-hour practicum is included in this course.
4 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 334 - Methods and Materials in Early Childhood Education II
This course is a survey of current curriculum of early childhood education for young children ranging in age from birth to age eight with an integration of theory and practice. Professional development, ethical conduct and understanding what developmentally appropriate practices are fundamental in participation in the practicum field experiences. Curriculum planning and managing early childhood classrooms for infants and toddlers, preschool and kindergarten will be integrated throughout the semester.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 329
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 335 - Early Childhood Education Practicum
This course requires field work with each age group - Infant/Toddler, preschool and kindergarten. Students are required to complete practicum hours at locations selected by the instructor. Evaluations will be conducted by cooperating and supervising practicum teachers and include a self-evaluation component.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 334
Repeatable for Credit No
Core Course No
Grade Type LT
Typically Offered
Fall
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EDU 337 - Inclusion in Early Childhood Settings
More young children with disabilities are being included in regular childcare and classroom settings. Inclusion is adding to the tasks that teachers have in classrooms. By helping early childhood educators understand the basic needs of children with disabilities, they will better meet the diverse needs of all children.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 338 - Social Emotional Foundations of Early Childhood Education
Social-emotional development is the basis for all learning. Foundational experiences in early childhood formulate how a child learns to develop and maintain relationships, express and regulate emotion, and behave appropriately in social situations. Students will understand the history of social education, developmentally appropriate milestones, the adult’s role, and strategies for purposeful teaching of skills in this domain.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 339 - English Learners (EL) & Language Development
An introduction to English Learners with an emphasis on educational considerations. Students will also study typical and atypical language development patterns.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 351 - Educational Technology
Students will design and create learning experiences that integrate technological tools and resources to maximize learning. Emphasis will be placed on current technology to support academic development in grades PreK-12 as well as opportunities for continuing professional growth.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 365 - Reading Instruction in the Content Areas
This course emphasizes the importance of content literacy in elementary, middle school, and secondary grades. Special emphasis is given to various models of reading and differentiated instructional strategies for reading in the content areas, as well as best teaching practices in reading. Students in this course will utilize reading and study skills to facilitate vocabulary development, decoding skills, and comprehension abilities in the content areas. Focus of this course is to develop reading and study techniques to be used in content areas, both in regular classrooms and in resource situations.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 367 - Cultural Diversity and Human Relations
The course will focus on how culture and other diversity topics affect interactions with others and will help students gain an increased awareness of, and an appreciation for, the dimensions related to their own culture and to the cultures of others with particular emphasis on the Native American culture. Students will have the opportunity to examine and analyze the impact of prejudice, discrimination, and privilege within self and between groups. The skills necessary for promoting positive human relations in a diverse society will be explored and developed.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 371 - Secondary Methods - English
This course is designed to examine a variety of teaching, planning, and assessment strategies at the secondary level. Students will study ways in which middle and high school teachers can develop positive relationships with students and differentiate instruction to help diverse learners master content standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or high schools and includes current issues and practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are designed to strengthen content knowledge and develop reflective practitioners who take responsibility for student learning.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 301 and EDU 320
Corequisite(s): EDU 310
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 373 - Secondary Methods - Social/Behavioral Sciences
This course is designed to examine a variety of teaching, planning, and assessment strategies at the secondary level. Students will study ways in which middle and high school social studies and history teachers can develop positive relationships with students and differentiate instruction to help diverse learners master content standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or high schools and includes current issues and practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are designed to strengthen content knowledge and develop reflective practitioners who take responsibility for student learning.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 301 and EDU 320
Corequisite(s): EDU 310
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 377 - Secondary Methods - Mathematics
This course is designed to examine a variety of teaching, planning, and assessment strategies at the secondary level. Students will study ways in which middle and high school math teachers can develop positive relationships with students and differentiate instruction to help diverse learners master content standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or high schools and includes current issues and practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are designed to strengthen content knowledge and develop reflective practitioners who take responsibility for student learning.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 301 and EDU 320
Corequisite(s): EDU 310
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 378 - Secondary Methods - Business Education
This course is designed to examine a variety of teaching, planning, and assessment strategies at the secondary level. Students will study ways in which middle and high school business education teachers can develop positive relationships with students and differentiate instruction to help diverse learners master content standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or high schools and includes current issues and practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are designed to strengthen content knowledge and develop reflective practitioners who take responsibility for student learning.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 301 and EDU 320
Corequisite(s): EDU 310
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 379 - Secondary Methods - Biology
This course is designed to examine a variety of teaching, planning, and assessment strategies at the secondary level. Students will study ways in which middle and high school biology teachers can develop positive relationships with students and differentiate instruction to help diverse learners master content standards. The course is delivered online by licensed teachers in the Bismarck area middle schools and/or high schools and includes current issues and practices affecting curriculum and teaching. Assignments, reading, and threaded discussions are designed to strengthen content knowledge and develop reflective practitioners who take responsibility for student learning.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): EDU 301 and EDU 320
Corequisite(s): EDU 310
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 383 - Introduction to Learners with Mild Disabilities
Special education teachers need to have a working knowledge of different mild disabilities. This course will provide an introduction to the characteristics of students who are intellectually disabled, emotionally disturbed, and learning disabled. This course is designed so that students learn special education terminology, laws, and general practices.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 385 - Administration & Leadership of Early Childhood Programs
Personnel who supervise and organize early childhood programs are leaders in governance. Students examine local, state, and federal regulations governing the administration and management of early childhood programs. Methods of record keeping, personnel management, resource management, budgeting and fundraising are explored. Creating business plans and strategic planning for long-term sustainability will be critical to running a successful early childhood program.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 387 - Methods of Education for Learners with Emotional Disturbance
Students must be prepared to serve learners with a wide range of needs. This course provides students with content and practice pertinent to learners with emotional disturbance in the school setting. Emphasis will be on preventative intervention, behavior change interventions, and collaboration with regular school personnel. This course is designed with a practicum component to provide the student with observation and application experiences.
2 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 388 - Methods of Education for Learners with Moderate/Severe Intellectual Disabilities
Teachers who serve students with moderate and severe disabilities must implement specialized teaching practices. This course explores those practices. Students learn about alternative curricula; how to teach students with physical, sensory or other health impairments; and how to evaluate and provide for the long-range needs of learners with intellectual disabilities. Practicing professionals will be sharing their expertise with students. This course will be combined with classroom and practicum experience.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 389 - Methods of Education for Learners with Learning Disabilities
Special education teachers need a variety of specific methods to teach the unique needs of the students they serve. This course is designed to examine a variety of methods and approaches to be used in providing education for students with learning disabilities. Emphasis will be accommodations, modifications, and meta-cognition strategies. This course will be combined with a practicum experience.
3 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 390 - Diverse Learners Practicum
This course provides students in the School of Education and Behavioral Sciences (SEBS) the opportunity to observe and interact with persons of diverse backgrounds. The course is generally taken concurrently with EDU 367-Cultural Diversity and Human Relations. This Practicum is designed to provide students experiential and skill building opportunities. This course will be individualized to meet students’ needs and/or opportunities.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 392 - Transition Issues for Learners with Disabilities
Students must be knowledgeable about strategies and programs for persons with disabilities making a transition from school settings to: a) employment, b) post-secondary training or education, or c) independent living. This course will focus on the critical issues facing persons with disabilities when transitioning from the school setting to full participation in adult society. It emphasizes empowering service providers with the tools and strategies needed to assist students throughout the transition process. Practicum required.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 399 - Curriculum Integration Seminar
The course will focus on applying curricular theory to best practices to the 21st century classroom setting. It explores theories, methods, and procedures underlying the development of curriculum and instruction; the interrelationships among curriculum, instruction, and assessment; and presents best practices for developing curriculum and instruction.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission into the Education Department
Corequisite(s): EDU 303 , EDU 307 , EDU 318 , and EDU 400
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 400 - Elementary Practicum II
This course is designed to give students practical experiences in the classroom in the areas of reading, mathematics, science, social studies, and the integration of technology.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 303 , EDU 307 , EDU 316 , EDU 318 , and EDU 399
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 401 - Secondary Practicum II
Students must have practical teaching experience in the secondary education classroom prior to student teaching. In this course students are placed in a secondary education classroom in the student’s major area of study. Each student is required to teach a specific number of lessons and the practicum student’s knowledge, skills, and attitude as a preservice teacher are evaluated by the as-signed practicum teacher.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 421
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 409 - Introduction to Integrated Assessment
Teachers specializing in the areas of exceptionality assess students in order to provide the most appropriate programs for students with special needs. Based upon the premises of least restrictive environment and inclusive practice, students will establish beginning proficiency as consultants and practitioners of strategies related to Universal Design, Response to Intervention, and Positive Behavior Support. Emphasis is on developing skill in informational assessment and meeting individual learners’ needs through accommodations and modifications.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 410 - Practicum in Special Education
Teachers must apply best practices within real-life settings. This course allows students to observe and apply content and methods from current and prior coursework and provides an experiential base for upcoming courses.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 388
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 411 - Student Teacher Assessment
Student teacher candidates must have obtained a satisfactory level of proficiency in a number of teaching skill areas prior to their student teaching placement. This course is designed to provide students with feedback on the Department of Education professional competencies. This assessment provides insight into the professional readiness of each student teacher candidate. The student teaching candidate must present scores for both Praxis II exams: Content and Principles of Learning & Teaching (PLT), a current Advising Worksheet from my.umary.edu, three Student Teaching Recommendation Forms, proof of liability insurance coverage for the time period of studen teaching, a passing fingerprinting background investigation report by both FBI and BCI, and pass a portfolio presentation before being placed in student teaching.
0 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 412 - Cognitive Behavior Strategies
Teachers of special needs students will be direct service providers and consultants to other teachers, and they must have expertise in behavioral theory and intervention. This course explores the philosophy and applied practice of behavior change. Emphasis will be on functional behavior analysis, positive behavioral support, and cognitive practices. Students will write individual and group behavior change plans based on case studies.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 413 - Community/Parent/Teacher/Child
This course examines the relationship between schools, families, and communities in meeting the educational needs of children in many settings.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 415 - Integrated Assessment II
Special education teachers demonstrate competence in using assessments for identification of disabilities and for monitoring of students’ progress. Teacher candidates practice choosing appropriate assessment instruments, administering of standardized and non-standardized instruments (including state mandated achievement tests and the alternative assessment process), interpreting results, and identifying eligibility and/or planning instruction based upon interpretations.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 418 - Student Teaching - Elementary Education
Students majoring in Elementary Education are required to spend 8-12 weeks in an elementary education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
8-16 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 421 - Instructional Strategies in the Technological Classroom
This course is designed to increase the teaching effectiveness of preservice teachers who are preparing to become licensed teachers by improving their teaching skills in the areas in which research has demonstrated will increase student learning. The course is also designed to familiarize students with managerial, instructional, and institutional responsibilities of the professional teacher and the pre-service teacher in the technological classroom.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 401
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 423 - Student Teaching Seminar
The purpose of the seminar is to provide an orientation for students about to begin to student teach; to offer practical support for students while student teaching; and to provide students with a capstone culminating educational experience. In this course, students will discuss problems common to student teachers in K-12 classrooms, address individual concerns, and readdress legal issues. The course relies extensively on people outside of the program to serve as resources.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 424 - Student Teaching: ECE (P-K)
Students majoring in Early Childhood Education are required to successfully complete 6-8 weeks in an early childhood classroom at the kindergarten (and/or P-K) level under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
6-8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): EDU 427
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 425 - Special Topics
This course provides an opportunity to explore special topics in the subject area. Request syllabus for specific course content.
1-4 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit Yes
Core Course No
Grade Type LT
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EDU 426 - Student Teaching - Special Education
Students majoring in Special Education are required to spend 6-8 weeks in a special education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
6-8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 427 - Student Teaching: ECE (Primary)
Students majoring in Early Childhood Education are required to successfully complete 6-8 weeks in an early childhood classroom at the primary level (1st-3rd grades) under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
6-8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to the Student Teaching Program
Corequisite(s): EDU 424
Repeatable for Credit N
Core Course No
Grade Type PF
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EDU 429 - Assistive Technology
Special education teachers must be competent in choosing and using assistive technology to support and enhance educational and life experiences for students with disabilities. Teacher candidates will gain knowledge and skills in assessment, funding, and use of specific, complex technology available for students with disabilities. Teacher candidates will learn to enhance their own productivity through use of general information technologies (e.g. computers, telecommunications, and the Internet) and to share information resources on disabilities, education, independent living, and health and wellness with the community.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 430 - Student Teaching - English
Students majoring in English Education are required to spend 8-12 weeks in a secondary English classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
8-12 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 432 - Student Teaching - Physical Education (Elementary)
Students majoring in Physical Education are required to spend 8 weeks in an elementary physical education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): EDU 433
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 433 - Student Teaching: Physical Education (Secondary)
Students majoring in Physical Education are required to spend 8 weeks in a secondary physical education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to Student Teaching Program
Corequisite(s): EDU 432
Repeatable for Credit N
Core Course No
Grade Type PF
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EDU 434 - Student Teaching: Music Ed (Elementary)
Students majoring in Music Education are required to spend 8 weeks in an elementary general music education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): EDU 435
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 435 - Student Teaching: Music Ed (Secondary)
Students majoring in Music Education are required to spend 8 weeks in a secondary vocal and/or instrumental music education classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
8 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to the student teaching program
Corequisite(s): EDU 434
Repeatable for Credit N
Core Course No
Grade Type PF
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EDU 438 - Student Teaching: Social Studies Education
Students majoring in Social Studies Education are required to spend 8-12 weeks in a secondary social studies classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
8-12 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 439 - Student Teaching: History Education
Students majoring in History Education are required to successfully complete 8-12 weeks in a secondary history classroom under the supervision of an assigned cooperating teaching. The student teaching experience includes observation, teaching, and the performance of teacher-related responsibilities.
8-12 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to the Student Teaching Program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 442 - Student Teaching - Biology
Students majoring in Biology Education are required to spend 8-12 weeks in a secondary biology classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
8-12 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 444 - Student Teaching - Mathematics
Education Students majoring in Mathematics Education are required to spend 8-12 weeks in a secondary math classroom under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
8-12 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 445 - Student Teaching -Business Education
Students majoring in Business Education are required to spend 8-12 weeks in a secondary business education class- room under the supervision of an assigned cooperating teacher. The student teaching experience includes observation, teaching, and the performance of teacher related responsibilities.
8-12 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to student teaching program
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 505 - Exceptional Child
Teachers in public schools have the responsibility to provide an education in the least restrictive environment for children who have been identified as having physical, emotional and/or academic disabilities. Using terminology specific to each area of exceptionality as defined in the Individuals with Disabilities Education Act, students examine prevalence, causes, medical and psychosocial interventions, and outlooks. Emphasis is on practical application of inclusionary strategies.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 506 - Philosophy of Happiness in Education
This course critically investigates the philosophy of eudaimonia, which is the human quest for happiness throughout the ages, and various cultures, especially within the Catholic tradition and its educational practice. Arguments for and against various philosophical claims about paths to achieve human happiness are evaluated In light of ancient, medieval, modern and contemporary secular and religious thought. Students will identify and analyze the cultural expressions of the search for happiness evident in theology and the Catholic educational environment. Emphasis given to reading the classics and analyzing the claims made regarding education and the pursuit of truth and happiness in the Western tradition.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 507 - Introduction to Mild Disabilities
Special education teachers need to practice strategies for teaching students with mild disabilities. This course will provide an introduction to the characteristics of students who are intellectually disabled, emotionally disturbed, learning disabled, or who otherwise need adaptations due to difficulties in learning. This course is designed so that the students learn special education terminology, laws, and practices.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 509 - Writing for Professionals
Successful professionals need to write clear and effective proposals, reports, directives, and requests. Students learn how to re-search, manage, and clarify information; how to revise through multiple drafts to tailor writing to its intended audience; how to anticipate reader’s needs for information and manage reader’s attitudes; and how to balance conciseness with communication. They also study the results of recent research into how people read and how writers write most effectively. This focus enables student writers to manage the process of writing to achieve both clarity and desired results.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 510 - Secondary Education Clinical Practice: Licensure Track
This course is designed to familiarize adult learners with the managerial, instructional, and institutional responsibilities of a middle school and/or secondary teaching assignment. Research in current best teaching practice, general pedagogy, and teaching in a particular content area will be addressed. The course content is delivered by licensed teachers in the middle and/or secondary schools in Bismarck, Mandan, or 132 surrounding area. This course meets the needs of students seeking North Dakota teacher licensure at the graduate level who are currently employed in schools.
1 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 511 - Student Teacher Assessment: Licensure Track
Graduate level teacher licensure candidates must have a satisfactory level of proficiency in a number of teaching skill areas prior to being placed in an applied internship. This course is applied to provide candidates with feed-back and insight regarding their readiness for internship. The candidate must present Praxis I test scores no lower than the state mandated cut-off scores and a graduate plan of study (including transcript review) prior to placement in the school.
0 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type PF
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EDU 525 - Special Topics
This course provides an opportunity to explore special topics in the subject area. Request syllabus for specific course content.
1-4 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit Yes
Core Course No
Grade Type LT
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EDU 527 - Management Theory/Personnel
Administrators must know how to effectively manage resources in order to attain school objectives. The students study the theories of management and know how they relate to effective decision making. Discussion will focus on the study of research and data-based program evaluation, management and the use of information systems, planning, and education improvement processes. By concentrating efforts toward these areas, administrators will develop effective management skills.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 530 - Philosophy and Foundations of Middle School
The heart of the middle school philosophy is interdisciplinary team organization. Interdisciplinary teams are faced with the problems of how to use the resources of time and space effectively. This course will describe the philosophy and foundations of middle school education. Emphasis will be on the use of teams to meet the physical, intellectual, social, and emotional needs of the young adolescent.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 531 - Ethics in Education
Educators and human performance leaders must uphold community norms while at the same time demonstrating exemplary tolerance for differing ethical viewpoints. Students learn how to identify and analyze systems of values including their own, and how to structure meaningful ethical standards and practices in the community and larger society.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 534 - History of Western Education
Provides an overview of the western educational tradition beginning with the ancient Greeks up to the present. Examines the Greek philosophical tradition, Jewish revelatory tradition, and the Christian synthesis of both, especially concerning those traditions’ reflection on the nature of the human person and excellence or virtue, which is the basis of the Western tradition. Investigates the nature and purposes of Western education, tracing its unfolding over time, including challenges by modernism and its contemporary iterations.
2 Semester Credit(s)
Crosslisted with: CTH 534
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
Typically Offered
Fall
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EDU 535 - Foundations of Literacy
Practitioners in the elementary and secondary schools make effective instructional decisions that are based upon exemplary research based teaching methods for reading and writing education. Students will examine and apply contemporary theory and pedagogical issues and techniques in literacy instruction to include comprehension, word knowledge, social/environmental, psycholinguistic factors in reading and writing development.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 536 - Teaching writing Across the School Curriculum, K-12
The focus will be upon comprehensive writing instruction for learning across the curriculum at grade levels K-12. The current best practices in the teaching of writing to understand the role of writing instruction and assessment in promoting student learning and motivation will be studied. Graduate candidates will identify the interdependence of reading and writing development as similar recursive processes. The teaching of one process can affect the students’ expertise in the other process. Writers need to be readers for when they read, they have the opportunity to study the why, how, and what of the reading process. Candidates are expected to gain competency and growth through a variety of writing assignments during the course.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 537 - Catholic Education in America
This course looks at the historical development of a Catholic educational system in the United States at the nexus of missionary enterprise and social reform. By looking at how Catholic educators have drawn from the Catholic intellectual tradition, this course will explore how educators have adapted methodology and philosophy to form the whole person for a widely divergent student population, including, but not limited to, recent immigrants, urban poor, and Native Americans.
2 Semester Credit(s)
Crosslisted with: CTH 537
Laboratory/Experience Hours N/A
Prerequisite(s): It is highly recommended, but not required, that this course be taken after EDU 534 /CTH 534
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
Typically Offered
Fall
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EDU 542 - Language Development and Disorders
Being able to effectively communicate with others is essential. Students study normal language development in children, both expressive and receptive. Students study the literature, observe and record language use, assess language using formal and informal assessment tools, and evaluate a child’s language scores with suggested norms to determine the discrepancy from acceptable performance.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 543 - Coaching Today’s Athlete
This course will enable students to discover new and additional perspectives in the professions of coaching. This course is developed to address the coach-athlete relationship, team cohesion, the various elements contributing to peak performance, arousal and anxiety, attentional focus, successful performance components, aggression and sportsmanship, and strategies for avoiding burnout. Student will perform an analysis of National Coaching Standards.
3 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 545 - School Administration
The administrator’s role in the local educational agency is a multi-faceted leadership function. Students learn the principles of personnel administration and staff development. They also develop introductory skills in curriculum design, budgeting, and effective communication.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 550 - Philosophy of Happiness: Catholic Education and Community Relations
This course critically investigates the philosophy of eudaimonia, that is the human quest for happiness throughout the ages, and various cultures, especially within the Catholic tradition and its educational practice. Arguments for and against various philosophical claims about paths to achieve human happiness are evaluated in light of ancient, medieval, modern and contemporary secular and religious/political thought. Students will identify and analyze the cultural expressions of the search for happiness evident in theology and the Catholic educational environment. Emphasis is given to analyzing the ethical implications of Catholic educational policy and the strategies to communicate these policies to community stakeholders. Students will utilize classical readings to inform contemporary claims made regarding education and the pursuit of truth and happiness in the Western tradition.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 555 - John Henry Newman the Educator
Approaching both the person of John Henry Newman and his extensive writings, this class will examine how his vision of education arises out of his work as friend, scholar, tutor, professor, and priest. By mastering the principles he discovered and promoted, students will relate this Catholic vision to their own situation within the task of education.
2 Semester Credit(s)
Crosslisted with: CTH 555
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
Typically Offered
Fall
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EDU 557 - Research and Applied Statistics
To develop teachers and administrator’s research skills, students study the components of the research process and the methods employed in conducting experimental and descriptive research with application to the field of education. Also, students must have a basic understanding of the application of statistical concepts and procedures utilized in conducting research.
3 Semester Credit(s)
Crosslisted with: N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
Typically Offered
Fall
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EDU 560 - Sports Compliance
This course examines the governing structure, rules, and legislative process within the NCAA Division I, II,
and III and high school athletics associations. Students will classifY and relate practices of institutional control, amateurism and recruiting, academic eligibility, financial aid, awards and benefits, playing and practice season and enforcement. Students will develop an understanding of the history of college athletics, high school athletics, gender issues in athletics, and the various roles athletics plays on campus and in society.
3 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 561 - Classroom Culture and Management
This course exposes graduate candidates to cultures within schools and the broader community that form the basis of social and behavioral practices while familiarizing them with theories and practices of classroom management and discipline. The course emphasizes research and application of proactive strategies designed to cultivate an atmosphere of respect for all within the K-12 classroom. Students will also focus on prevention of disruptive behaviors and resolution of conflict.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 564 - Introduction to Autism Spectrum Disorder
This course provides an overview of characteristics, theory, and teaching approaches for individuals with Autism Spectrum Disorder (ASD). Emphasis will be upon definition, incidence and prevalence, classification systems, etiological and diagnostic issues, educational structure and environment, and family/guardian involvement regarding individuals with ASD.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 566 - School Curriculum K-12
This course explores the foundations, design, development, and implementation of curriculum in K-12 and other settings and examines administrators’, teachers’, and leaders’ role in curriculum decision-making, development, and implementation.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 567 - Diversity in Culture and Human Relations
Educators and human performance professionals must be respectful of the needs of all People. This course examines ethnic, cultural, economic, gender and other types of diversity in the classroom. It fosters attitudes and strategies that meet the needs of diverse students, families, and communities. North Dakota Indian heritage, culture, education, and health issues will be emphasized.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 570 - Differentiated Instruction
This course fosters the use of differentiated instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. Graduate candidates are encouraged to evaluate their own teaching strategies and to adopt an approach to teaching and learning that provides multiple options for taking in and making sense of ideas and information. Candidates will also be encouraged to make curricular and instructional decisions based upon student assessment data.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 573 - Curriculum and Methods of Middle School Education
Curriculum and methods of a middle school are designed to meet the intellectual, physical, emotional, and social needs of the young adolescent. The course will explore components necessary for effective middle school curriculum. A number of interactive strategies including cooperative learning and integrated curriculum will be presented. The application of integrated curriculum and service learning will be modeled.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 576 - Advanced Methods and Materials / Learning Disabilities
Teachers of children and youth with learning disabilities design programs for direct instruction and for collaboration and consultation services. To attain this skill, students develop a working knowledge of methods and materials for teaching students who have been identified with learning disabilities. Emphasis is on developing effective teaching strategies.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
|
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EDU 578 - Methods in Secondary Education: Licensure Track
This course is designed to familiarize adult learners with the managerial, instructional and institutional responsibilities of a middle school and/or secondary teaching assignment. Research in current best teaching practice, general pedagogy, and teaching in a particular content area will be addressed. This course meets the needs of students seeking North Dakota teacher licensure at the graduate level and who are not currently employed in schools.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 588 - Advanced Methods and Materials Intellectual Disabilities
Teachers serving students with moderate and severe disabilities must implement specialized teaching practices. This course explores those practices. Students will learn about alternate curricula; how to teach students with physical, sensory, or other health impairments; and how to evaluate and provide for the long range needs of learners with intellectual disabilities. Practicing professionals will share their expertise with students.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 609
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 592 - Special Education Transitions
Special Education service providers must be knowledgeable of strategies and programs for persons with disabilities transitioning from the school setting to: a) employment, b) postsecondary training or education, or c) independent living. This course will focus on the critical issues facing persons with disabilities when transitioning from the school setting for full participation in adult society. It emphasizes empowering service providers with the tools and strategies needed to assist students throughout the transition process. Local travel required.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 595 - Behavior Management
Skilled school personnel function on the premise that academic progress is achieved through effective behavior management of children. Students demonstrate their knowledge of the theories underlying the appropriate practices of managing significant behavior in educational settings. Emphasis is upon functional behavior analysis and positive behavior support.
3 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 600 - Internship for Sports and Physical Education Administration
This course will require a minimum of 30 hours of field experience. The focus of the internship experience is to further develop knowledge, skill and abilities, and prepare for professional practice in a designated area of interest.
1 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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-
EDU 602 - Administration of Physical Education and Sport
The course involves the study of principles and practices in the administration of physical education, health, and athletic programs. Students will create staff development and budget plans, will learn about management of facilities and equipment, will develop administrative procedures, and will understand legal implications.
3 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 603 - Assessment and Planning
This course includes developing, evaluating, integrating, and designing assessment programs within human performance geared toward physical education and athletics. The student will develop the skills to use, select and administer appropriate tests for measurement of physical performances; to interpret the measurement results; and to prescribe programs to meet the needs of the tested individuals. In addition, the student will learn classroom skills and will be able to construct effective objectives and assessments, and to evaluate the results.
3 Semester Credit(s)
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 606 - History of Catholic Education
This course studies the history of Catholic education and defines the core principles which have developed through the intellectual, social, and political developments from the eve of the French Revolution (1789) to the Second Vatican Council (1962). Special emphasis is given to the distinctive character of secular and private religious education constructs and educational outcomes. Students will engage the historical development of modern thought in order to articulate the distinctive approach of Catholic Schools to students, families and the larger community and will examine the necessary components of effective family and community relations.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 608 - Foundations in Education
This course examines the historical, legal, and philosophical foundations of American education and the current issues and trends influencing it. Students study the development of the field of education and the issues and trends currently affecting teaching and learning.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 609 - Internship: Intellectual Disabilities
School personnel have developed skills in their areas of study that are augmented by field based experiences under the supervision of master teachers and administrators. Students practice their knowledge and skills at practicum sites or other school environments. Through the internship/practicum, students have practical experiences in their areas of emphasis as well as experiences such as site based decision making, personal relations, curricular planning, organization and time management, and student relations.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): Admission to the graduate program and completion of area of emphasis
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 611 - Reading Diagnosis and Correction
Children with difficulties in reading and language arts make significant gains when their problems are properly diagnosed and the correct remediation procedures are prescribed. These gains are made when children are taught by clinicians who have developed skill in the selection and administration of formal and informal diagnostic procedures and in prescribing remediation strategies that address the children’s needs. This course is designed to provide knowledge of theories and procedures of the remedial reading process and application of those theories and procedures in the reading clinic.
2 Semester Credit(s)
Crosslisted with: N/A
Laboratory/Experience Hours N/A
Prerequisite(s): N/A
Corequisite(s): EDU 617
Repeatable for Credit No
Core Course No
Grade Type LT
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EDU 613 - Principles of Catholic Ed
Principles of Catholic education include that the mind is fit to know the truth, that faith and reason are avenues to truth, and that human beings are made in the image of God and made for happiness with God. This course examines these principles and their application to all areas of education today including theories of the human person and his flourishing, diversity in educational philosophies and trends, use of technology, theories of instruction and assessment, the relationship between parochial and public education systems, etc.
2 Semester Credit(s)
Crosslisted with: CTH 613
Laboratory/Experience Hours N/A
Prerequisite(s): It is highly recommended, but not required, that this course be taken after EDU 534 /CTH 534 and EDU 537 /CTH 537
Corequisite(s): N/A
Repeatable for Credit No
Core Course No
Grade Type LT
Typically Offered
Fall
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