Education Courses

Formerly ED 101, EDUC 101

Students receive an overview of the history and philosophy of education, as well as develop an awareness of current educational requirements based on legislation for K-12 schools. Students also begin to develop a personal philosophy of education.

Formerly ED 108, EDUC 108

Explore paraeducator roles and responsibilities in the delivery of educational services to students and certified/licensed staff. Demonstrate knowledge of selected core competencies for paraeducators in order to work effectively with a diverse student population.

Formerly ED 111, EDUC 111

An overview of instructional strategies including theory and practical application within the K-12 classroom.

Formerly ED 112, EDUC 112

Provides an overview of the philosophy and stages of language acquisition for second language learners, K-12. Models and instructional strategies are explored and language assessment tools are examined.

Formerly ECE 106, EDUC& 114

A study of the physical, emotional, social, and cognitive development of children from conception through eight years of age and related theories. Emphasis is given to current early childhood brain development research.

Formerly ED 106, EDUC 106, EDUC& 115

Build a foundation for explaining how children develop in all domains, conception through early adolescence. Explore various developmental theories, methods for documenting growth, and impact of brain development. Topics addressed: stress, trauma, culture, race, gender identity, socioeconomic status, family status, language, and health issues.

Formerly ED 117, EDUC 117

Provides an opportunity to participate in an intensive, short-term learning experience relating to the field of early childhood education.

Formerly ED 128, EDUC 128

An introduction to math instruction including math reform philosophy, theory, and practical application within the K-12 system.

Formerly ECE 104, EDUC& 130

Students will examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences.

Students will develop skills to provide developmentally appropriate and culturally relevant activities/care for children ages 5-12 in a variety of settings. Topics include: implementation of curriculum, preparation of environments, building relationships, guiding cognitive and social emotional development, and community outreach.

Formerly ECE 209, EDUC& 150

Students will integrate the family and community contexts in which a child develops. Explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child, and tools for effective communication.

Designed to be taken just before completion of the paraeducation certificate, this class combines the paraeducation course content with practical application. Emphasis is on improving personal teaching skills while gaining on-the-job experience working with professionals in the field. Grade is pass/no credit.

Students have an opportunity to observe theory in action and to gain experience in the field of education. This class must be taken in conjunction with EDUC 101. Grade is pass/no credit.

A class used to explore new coursework.

Formerly ECE 107, EDUC& 203

A comprehensive introduction to the field of special needs children and their families, including an examination of legislative action, Individualized Education Program (IEP), handicapping conditions, child abuse, drug and alcohol effects, and socioeconomic, societal, and cultural factors that affect family functioning.

A class used to explore new coursework.

This course examines identity, power, and systemic inequities within educational contexts and their impact on learners, families, and communities. Candidates analyze how bias operates within curriculum, instruction, assessment, and institutional structures. Emphasis is placed on designing and enacting culturally and linguistically responsive instructional practices that promote equitable access to learning. Through critical reflection and applied clinical experiences, candidates develop strategies to disrupt bias and foster inclusive classroom communities.

This course examines instructional frameworks and research-based practices that support multilingual learners in early and elementary educational settings. Emphasis is placed on integrating language development with academic content, designing linguistically responsive instruction, and utilizing culturally sustaining pedagogies that promote equitable access to learning. Candidates analyze language acquisition processes, evaluate assessment practices, and implement instructional strategies during clinical experiences to support multilingual learners¿ academic and linguistic growth.

This course supports candidates during full-time clinical practice in the development of a professional portfolio aligned with program outcomes and certification requirements. Emphasis is placed on evidence-based instructional decision-making, analysis of student learning, professional reflection, and ethical practice. Candidates collect, analyze, and synthesize artifacts from their clinical experiences to demonstrate growth in planning, instruction, assessment, and professional collaboration. The course prepares candidates to articulate and defend their pedagogical decisions within professional contexts.

This course examines the legal, historical, and instructional foundations of special education within inclusive educational settings. Emphasis is placed on understanding characteristics of learners with diverse abilities, implementing evidence-based instructional strategies, and collaborating within multi-tiered systems of support. Candidates analyze Individualized Education Programs (IEPs), apply principles of Universal Design for Learning (UDL), and design inclusive instructional practices that promote equitable access for learners across a continuum of needs. Clinical experiences are used to connect theory to inclusive classroom practice.

This course develops essential professional skills for effective collaboration with families, colleagues, community agencies, and support personnel in inclusive educational settings. Emphasis is placed on ethical practice, collaborative problem-solving, supervision of assistants and paraprofessionals, and the development of inclusive classroom organizational practices. Candidates examine their roles within professional communities and engage in structured reflection to support continued professional growth and leadership development.

This seminar supports candidates during Student Teaching I through structured reflection and professional goal setting. Emphasis is placed on applying the BAS-TE lesson planning framework, interpreting mentor feedback, and developing professional dispositions aligned to effective teaching practice. Candidates engage in guided reflection to connect pedagogical theory with clinical experience and establish goals for continued instructional growth. This course is taken concurrently with EDUC 411 Student Teaching I.

This seminar supports candidates during full-time Student Teaching II through structured reflection on instructional effectiveness, professional communication, leadership, and collaboration. Emphasis is placed on analyzing student learning evidence, strengthening professional responsibility, and refining instructional decision-making. Candidates engage in guided dialogue and feedback processes to support continued growth in autonomous teaching practice. This course is taken concurrently with EDUC 412 Student Teaching II.

This seminar supports candidates during Student Teaching III through structured analysis of instructional practice and student learning within diverse classroom contexts. Emphasis is placed on examining language development, evaluating instructional and assessment decisions, and refining practices to promote equitable outcomes for culturally, linguistically, and ability diverse learners, including multilingual learners. Candidates engage in collaborative inquiry, case discussion, and reflective analysis to strengthen professional reasoning and instructional effectiveness. This course is taken concurrently with EDUC 413 Student Teaching III.

This course initiates the clinical practice sequence through supervised field experience in an educational setting serving culturally, linguistically, and ability diverse learners, including multilingual learners (MLLs). Candidates engage in structured observation, guided co-teaching, and gradual assumption of instructional responsibility under the supervision of a certificated mentor teacher. Emphasis is placed on applying pedagogical theory to practice, developing inclusive instructional strategies, and engaging in reflective goal setting. This is the first of three required student teaching courses and is taken concurrently with EDUC 401 Reflective Seminar I. Grade is pass/no credit.

This course advances the clinical experience to full-time, autonomous student teaching under the supervision of a certificated mentor teacher. Candidates assume primary instructional responsibility, including planning, instruction, assessment, and classroom leadership in settings serving culturally, linguistically, and ability diverse learners. Emphasis is placed on instructional effectiveness, analysis of student learning, collaborative professionalism, and reflective refinement of practice. This is the second of three required student teaching courses and is taken concurrently with EDUC 402 Reflective Practice II. Grade is pass/no credit.

This course culminates the clinical practice sequence through continued supervised field experience in an educational setting serving culturally, linguistically, and ability diverse learners. Candidates demonstrate sustained instructional effectiveness, refine assessment practices, and assume increased professional responsibility within their clinical placements. Emphasis is placed on analyzing student learning evidence, adapting instruction to meet diverse learner needs, and demonstrating readiness for professional practice. This course is taken concurrently with EDUC 370 Professionalism, Collaboration, and Classroom Leadership and EDUC 403 Reflective Seminar III. Grade is pass/no credit