|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
3 hours lecture, 1 hour lab per week Prerequisite(s): MATH 25; qualification for ENG 100. Comment: Students will complete one hour lab outside of class time. ECON 130 focuses on the price system and market structures; theory of consumer behavior and market demand; production costs and the theory of the firm under competition, monopoly, oligopoly, and monopolistic competition; social costs, ecology, and externalities; public policy and income distribution; conservation and energy; food and the agricultural sector; and fundamentals of international economics. Emphasis will be placed on writing, problem-solving, critical thinking, and abstract reasoning. Students must fulfill one hour of lab work per week. Upon successful completion of ECON 130, the student should be able to: Explain how the American Economic System works, including various approaches to the organization of production and the allocation of resources. Explain how policies of microeconomics nature achieve national and specific goals of public policy. Describe the tools of microeconomics analysis and use them to formulate and analyze possible solutions to contemporary economic and social issues such as agricultural production, world food problems, poverty and the distribution of income, the energy crisis, and environmental pollution.
-
3.00 Credits
3 hours lecture, 1 hour lab per week Prerequisite(s): ECON 130; MATH 25; qualification for ENG 100. Comment: Students will complete one hour lab outside of class time. ECON 131 focuses on macroeconomics with emphasis on modern theory of income determination indicating how and why income, production, employment and price levels fluctuate; on the structure of the banking system and its role in the economy; and on public policy questions arising from changes in these aggregates. Emphasis will be placed on writing, problem-solving, critical thinking and abstract reasoning. Student must fulfill one hour of lab work per week. Upon successful completion of ECON 131, the student should be able to: Demonstrate how the American Economic System works. Describe the tools of classical, Keynesian, and macroeconomics analysis, e.g. demand and supply, the consumption function, the multiplier effect, the quantity theory of money, and the accelerator effect, all of which analyze the change in and determination of national income. Explain government fiscal and Federal Reserve policies and apply these to current economic events. Explain other economic topics, such as economic forecasting and government taxation.
-
3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100; qualification for MATH 24. ED 100 is a service-learning, experienced-based introductory course to exploring the field of education. Students will learn about the teaching profession, the professional teacher, and the learner. The historical foundations of education in Hawai'i and America, what makes schools successful and 1 effective, and learning theories will be discussed. Educational issues, the governance and support of education, and the roles and responsibilities of the educator and the educational system will be examined. Students will also learn about diverse learners, their learning styles and how to address their needs to support their physical, cognitive, and social-emotional development. Creating a positive learning environment, managing classrooms effectively, and developing and conducting basic lesson plans will be covered. Students will also explore various careers in education. Upon successful completion of ED 100, the intended student learning outcomes are: Students will critically evaluate themselves and the overall teaching profession; and specifically critique their areas of strengths and limitations to be able to judge their personal and academic growth in becoming a professional educator. Upon successful completion of ED 100, the student should be able to: Compare the historical foundations of education in Hawai'i and America Identify the key principles of effective and successful schools Demonstrate learning theories in practice Distinguish between facts and inferences when examining educational issues Illustrate how the education system in Hawai'i both publicly and privately is governed and supported Differentiate between the roles and responsibilities of the teacher and a paraeducator in a classroom setting Work with a teacher(s) to address the development, learning styles, strengths, and learning needs of diverse learners Plan and conduct an age-appropriate lesson Select various careers in education that match their strengths, interests, and personality Develop collaborative relationships with a teacher(s) and students in the classroom Work in partnership with a teacher(s) and students to create a positive learning environment and manage a classroom Evaluate the teaching profession and determine if it's a suitable career choice Express and communicate ideas and opinions clearly in writing
-
3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100. ED 125 is an experienced-based introductory course to working collaboratively with families, schools, and communities. Students will learn about family theories, and how family structures, attributes, and dynamics influence the school system. Family diversity, its impact on schools, and how to respond to these diversities in a respectful, professional, ethical, and culturally responsive way will be addressed. Issues of family and school interactions, and family involvement within the school setting will be examined. Students will also learn about family rights and how to support and advocate for families in the education milieu. The impact of communities on families and schools, and strategies for communicating effectively and building collaborative partnerships with families, school personnel, and the community will be discussed. Upon successful completion of ED 125, the intended student learning outcomes are: Students will regard families, schools, and communities as equal partners and their perspectives in the education system and evaluate how each entity contributes to, enhances, and supports the learning and teaching of students. Students will evaluate themselves and judge their strengths and limitations to collaboratively work, interact, and communicate with families, school personnel, and the community in a respectful, professional, ethical, and culturally responsive way. Students will use their strengths and improve their limitations as they collaboratively work, interact, and communicate with families, school personnel, and the community in a 2 respectful, professional, ethical, and culturally responsive way. Upon successful completion of ED 125, the student should be able to: Justify how the change in families, schools, and communities affect the teaching and learning of students and family-school relations. Analyze family theories in the context of the school and community environments. Identify the educational implications of family structures, membership, and roles. Respond to family diversity in a respectful, professional, ethical, and culturally responsive way. Distinguish between facts and inferences when examining social, political, legal, and educational issues in the context of family-school interactions. Debate how family attributes and dynamics influence interactions with schools. Defend family involvement in schools. Differentiate between the roles and responsibilities of the family and the school within the education system. Advocate for families within the school setting using community resources. Demonstrate effective and ethical communication practices with families, school personnel, and the community. Assess the influence of the community on family-school relations. Employ best practices in building collaborative partnerships with families, schools, and communities. Express and communicate ideas and opinions clearly in writing.
-
3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for MATH 24; qualification for ENG 100. ED 170 is an introduction to the application of computers to teaching and learning. This course provides hands-on experience with computer and Internet applications such as operating systems, common programs such as word processors, spreadsheet managers, database managers and presentation programs, and Internet applications such as electronic mail, World Wide Web browsers and resources and their use in educational settings. Coverage of web-based classroom management software and electronic portfolios is also provided. Assistive technologies both hardware and software that are commonly used by students with disabilities will also be introduced. Upon successful completion of ED 170, the intended student learning outcomes are: Students will evaluate the importance of using technology in the classroom with students with and without disabilities, and in their professional lives as educators. Students will integrate technology in their classrooms and teaching to enhance students' learning; and in their professional lives to foster their growth as an educator. Upon successful completion of ED 170, the student should be able to: Describe educational theories supporting the use of computers in educational settings. Describe appropriate uses of computers in educational settings. Describe examples of technology integration in the various curricula. Describe ways technology can be used as productivity and classroom management tools for educators. Shut down/start/restart systems, launch programs; navigate through folders and documents; and perform maintenance activities such as create, copy, delete, and move. 3 Use a word processor to produce instructional material such as exams and handouts. Use a spreadsheet manager to manage student-related data such as a grade book. Use presentation software to create and deliver an instructional lesson. Describe assistive technologies both hardware and software that are commonly used by students with disabilities. Create a comprehensive electronic portfolio of work produced for the course. Use electronic mail. Participate in electronic discussions. Perform web searches. Upload and download files to and from the World Wide Web. Identify ethical and social issues related to computer technology in education.
-
3.00 Credits
3 hours lecture per week Comment: ED 260 is intended for DOE educational paraprofessionals. Others may enroll on a space-available basis. ED 260 provides an overview of the positive behavioral supports process, procedures and intervention strategies for working with all students with behavioral problems and challenges. How a teambased functional approach to behavior management is effective and efficient for problem solving intervention strategies will be described and practiced. Understanding how to prevent problem behaviors from escalating and how to intervene will also be addressed. Introductions to school-wide discipline and how to address behavioral challenges in the classroom, non-classroom, and with individual students will be completed. Upon successful completion of ED 260, the student should be able to: Describe the key elements of school-wide discipline and PBS. Implement a functional approach to problem solving behavior problem. Explain a paraprofessional's role in dealing with disruptive students. Identify and apply the seven stages of escalation. Demonstrate how to defuse anger and aggressive behaviors. Demonstrate knowledge of how to conduct functional assessments. Apply basic strategies for school-wide, classroom, no classroom and individual student systems.
-
3.00 Credits
3 hours lecture per week Comment: ED 285 is intended for DOE educational paraprofessionals. Others may enroll on a space-available basis. ED 285 is an introductory course that offers the student exposure to the legal and ethical issues of classroom management in the field of Special Education. Behavioral assessment, strategies and interventions will be introduced. Learning styles, learning theory, instructional assessment, planning and delivery will also be addressed. Upon successful completion of ED 285, the student should be able to: Identify the legal and ethical issues regarding classroom management. Define the behavioral theories that impact positive classroom management strategies. Demonstrate various behavioral strategies through role-plays that are used for intervention in the classroom. Demonstrate appropriate behavioral assessment procedures utilized in the classroom. Identify non-violent intervention procedures and other conflict resolution strategies used in the classroom. Describe the learning theories that explain how students learn. Explain different learning styles that affect student learning. Delineate the components of the instructional planning process. Identify the various phases of instructional delivery. Compare the formal and informal assessment procedures used in assessing student learning.
-
3.00 Credits
3 hours lecture per week Comment: ED 286 is intended for DOE educational paraprofessionals. Others may enroll on a space-available basis.4 ED 286 addresses the issues confronted by people who currently work, or plan to work with special needs populations in primary and secondary education. It will cover characteristics of selected disabilities and the particular needs experienced by students with mild to moderate disabilities. Identification of the challenges that confront the disabled student, the EA and the teacher within the classroom setting will be described. An examination of strategies used to work with each area of disability will be explored. There will also be an emphasis on information needed to help prepare students with disabilities to transition into adulthood. Upon successful completion of ED 286, the student should be able to: Identify the eligibility categories that allow students to receive special education services as designated under IDEA and Chapter 56. Identify the characteristics and teaching implications of the mild to moderate eligibility categories. Describe the transition process, laws, and identify the process for providing transition services and community resources available for the student with disabilities. Explain social skills instruction for students with mild to moderate disabilities, and the available community resources that provide this training. Identify the current trends in special education today.
-
3.00 Credits
3 hours lecture per week Prerequisite(s): ED 286. Comment: ED 287 is intended for DOE educational paraprofessionals. Others may enroll on a space-available basis. ED 287 addresses the issues confronted by people who currently work, or plan to work with special needs populations in primary and secondary education. It will cover characteristics of moderate to severe disabilities and the particular needs experienced by students with these disabilities. Information regarding other populations needing support (Multicultural and ESL learners) will also be covered. Identification of the challenges that confront students with disabilities, the EA and teacher within the classroom setting will be described. An examination of strategies used to work with each area of disability will be explored. There will also be an emphasis on the use of assistive technology as part of related and supplementary services to help students succeed, as well as best inclusion and transition practices for the moderate to severe population. Identifying community resources and increasing parent involvement will also be included in this course. Upon successful completion of ED 287, the student should be able to: Identify the moderate to severe eligibility diagnostic categories that allow students with disabilities to receive special education services, as designated under IDEA and Chapter 56. Identify the characteristics attributed to seven disabilities and the implications for educational paraprofessionals and teachers working with this population. Describe the transition process and services needed for learners with moderate and severe disabilities, as well as the community resources available for these students. Demonstrate the skill of task analysis by structuring instruction that will be effective with students with moderate to severe disabilities. Identify the various assistive technology devices that are available for learners with disabilities Describe effective inclusion practices to use with the students with moderate to severe disabilities. Identify the ways that parent involvement and effective communication strategies can be utilized to promote successful home-school partnerships.
-
3.00 Credits
8 hours lecture, 150 hours practicum experience Prerequisite(s): Instructor consent. Comment: Students should obtain fingerprint and TB test clearance, as required by the schools, before enrolling in ED 294. ED 294 will provide each student with an overview of the education of students with disabilities in pre-K to 12 settings and provide an opportunity to work directly with those students. Students will be encouraged to participate in as much "hands-on" experience as is appropriate to the particular situation. After initial observation, the students will assist the teacher in a variety of areas including; working with students with disabilities individually 5 or in small groups, helping to prepare instructional materials, and other support activities as assigned by the mentor teacher. Upon successful completion of ED 294, the student should be able to: Assist in instructional activities including tutoring with individual students or small groups, with teacher direction and supervision. Accept teacher guidance and feedback during practicum assignment. Apply principles of learning and effective teaching strategies when assisting students. Use appropriate teaching materials for various content areas. Interact effectively with students, staff, and parents (when appropriate). Apply problem-solving techniques and skills. Demonstrate professional and ethical behaviors appropriate to the environment. Document practicum assignments, summarize and analyze experiences in Practicum Notebook.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|