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Course Criteria
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2.00 Credits
A practical orientation to the Teacher Education program, state and ACSI teacher certification requirements, and completion of all program admissions documents. The prospective teacher also observes student behavior, teacher responsibility, and the execution of activities and methods in an elementary or middle school for a minimum of 25 clock hours. The orientation and field experience provide an informed basis on which the student can make decisions about teaching as a career. Prerequisite: Sophomore standing.
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3.00 Credits
A study in the psychological principles underlying learning and effective teaching, the effect of social and personality factors on the learning process, and the application of learning theory to teaching. The course is designed to build upon knowledge gained in the General Psychology course requirement. Cross-listed as PSY 200. Prerequisite: PSY 101 General Psychology.
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2.00 Credits
Intended to provide prospective elementary, middle school, and high school teachers with the opportunity to discuss the relationship between classroom management and effective teaching, to evaluate current theory in classroom management, and to analyze personal management styles and classroom planning in order to minimize wasted time and maximize student attention and discipline. Motivation theory is a significant aspect within this discussion of classroom management.
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2.00 Credits
A study of American pluralism and cultural diversity identifying issues of sensitivity to biases, and the perpetuation of biases in society especially in the use of language, text books, and other classroom materials. This course develops skills to encourage respect for human dignity, diversity, and personal rights without compromising convictions, focus on Constitutional rights, and enhance relationships particularly in the classroom.
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2.00 Credits
Studies methods and materials used in teaching physical education and health in elementary and middle schools. Emphasis is placed on principles of human development in terms of physiology. Consideration of personal, school, and community health problems are addressed along with a discussion on the debate over the education community's role in sex education.
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2.00 Credits
A survey of basic teaching techniques used by elementary and middle school teachers to address music concepts such as rhythm, beat, scales, voice development, music instrument identification, musical styles, music appreciation, and music's impact on cultural development. Designed for the classroom teacher not specializing in music education.
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0.00 Credits
This practicum requires a minimum of 30 clock hours to integrate educational theory and methodology with practical field experience in the classroom. It can be taken in any qualified middle or secondary school setting for the purposes of general exposure. Special fee.
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2.00 Credits
Emphasizes the procedures for constructing tests, evaluating test validity and reliability, and applying proper testing principles to evaluating student progress. Basic statistical principles are also appropriate when using, analyzing, and interpreting test results; focus is also placed on standardized tests and their value in educational assessment.
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3.00 Credits
Designed to provide a survey of the areas of exceptionality in the field of special education. The course will identify significant changes that have occurred in the education and exceptional populations, learn methods of teaching students with handicapping conditions and alternative multi-disciplinary team approaches, and provide an introduction to the various characteristics and classifications of handicapping conditions as defined by the Nebraska Department of Education.
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3.00 Credits
Methods of teaching composition, grammar, mechanics, oral communication, listening, spelling, and handwriting; emphasizes integrated learning and writing across the curriculum. Prerequisite: Co-requisite: ED 313, Teaching Social Studies in Elementary/Middle Schools and ED 321, Practicum in Language Arts and Social Studies.
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