An introductory study of theories, models, and key variables of communication within the context of interpersonal relationships. Using primarily an experiential approach, the course covers topics including verbal and nonverbal processes, listening and feedback, communication competence, and goals.

(Normally offered each semester.)

This course will develop competent participation and facilitation of group communication processes. Students will study theories, models, and key variables of communication within groups, and will participate in a variety of group communication activities.

A course providing a broad, general survey of education in the United States, designed to help students decide whether to continue coursework in professional education. This course is a prerequisite to further work in the department.

(Normally offered each semester.)

A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist a preschool, elementary, or secondary school teacher for a designated period of time each week. May be repeated a maximum of three times.

Pass/Fail only.

Pre or corequisite(s): EDUC 001 Introduction to Education in the United States.

(Normally offered each semester.)

See ART-100.

A course designed to acquaint students with the basic principles of growth and all phases of human development. Students will be required to assist an elementary or secondary teacher for a 50-minute period twice a week.

Pre or corequisite(s): EDUC 001 Introduction to Education in the United States or permission of the instructor.

(Normally offered each semester.)

Students observe/assist in educational settings associated with our P-12 school system.

Corequisite(s): EDUC 105 Human Development and Learning I.

(Normally offered each semester.)

A continuation of EDUC 105 Human Development and Learning I with emphasis on the principles of learning and their application in the field of education. Secondary students will be required to assist a school teacher for a 50-minute period twice a week.

Pre or corequisite(s): EDUC 001 Introduction to Education in the United States and EDUC 105 Human Development and Learning I, or permission of the instructor.

(Normally offered each spring semester.)

This course serves as a theoretical foundation for the Reading and Language Arts Methods course. The students will define reading and discuss the purposeful nature of reading. The class presents a survey of the various theories of reading acquisition and familiarizes students with specific theories. It will encourage students to begin forming their own philosophy about the reading process. The State Standards for Reading and Writing will be presented and explored for their connections to theory and practice. The interconnectedness of listening, speaking, reading, and writing will be explored. This course will begin to build the bridge between theory and classroom application.

(Normally offered each spring semester.)

This course, which meets the Nebraska Human Relations Training requirement for teacher certification, focuses on the history, culture, and contributions of African Americans, Native Americans, Asian Americans, and Hispanics. In addition, it seeks to sensitize students to dehumanizing biases experienced by groups due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background.

Prerequisite(s): Declaration of education major (Elementary Education, Special Education, Middle Grades Education) or a K-12/7-12 Teacher Education Certification program in the Registrar's Office.

This course focuses on the content and process skills of teaching and learning math in the elementary and middle grades. The course incorporates methodologies (including interdisciplinary approaches) for developing and implementing curriculum and assessing learning. Laboratory experiences are provided.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Corequisite(s): EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades.

(Normally offered each spring semester.)

A course focusing on the methodology, processes, and content of elementary social sciences. It includes strategies for teaching the seven disciplines of the social sciences, interdisciplinary approaches, human relationships, mental health, and community health. Laboratory experiences are provided.

Prerequisite(s): EDUC 109 Reading Theory and acceptance into the Teacher Education Program, or permission of the department chair.

This course focuses on the content and process skills of teaching and learning science in the elementary and middle grades. The course incorporates methodologies (including interdisciplinary approaches) for developing and implementing curricula and assessing learning. Laboratory experiences are provided.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades.

(Normally offered each spring semester.)

A course focusing on planning, teaching, and assessing the four broad areas of literacy: listening, speaking, reading, and writing. The course includes writing plans that address objectives and standards, and meeting the needs of individual students. Teaching includes a variety of methodologies: basal series, direct instruction, holistic approaches, and balanced instruction. Effective listening, speaking, and writing through knowledge and proficiency in grammar usage, spelling, and handwriting are covered. Students gather information and experiences throughout the semester to form their own philosophies of teaching and assessing literacy. A unit on educational assessment and interpretation of results is also included. Includes 25 hours of practicum experience.

Prerequisite(s): EDUC 109 Reading Theory and acceptance into the Teacher Education Program, or permission of the department chair.

Corequisite(s): SPED 248 Curriculum Adaptions for Language Art Methods.

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.

Pre or corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades, EDUC 242 Teaching Social Sciences in Elementary and Middle Grades, EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades, EDUC 245 Methods for Teaching Literacy in Elementary and Middle Grades, SPED 246 Methods Practicum, SPED 248 Curriculum Adaptions for Language Art Methods, and SPED 270 Curriculum Adaptions for Math and Science Methods.

A practicum opportunity allowing students to practice the planning, teaching, assessment, and dispositions that are presented in methods classes.

Pre or corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades, EDUC 242 Teaching Social Sciences in Elementary and Middle Grades, EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades, EDUC 245 Methods for Teaching Literacy in Elementary and Middle Grades, SPED 246 Methods Practicum, SPED 248 Curriculum Adaptions for Language Art Methods, and SPED 270 Curriculum Adaptions for Math and Science Methods.

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilities, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.

Corequisite(s): Student teaching or permission of the department chair.

(Normally offered each semester.)

A course designed to include current research findings and the best practices to assist professionals in designing and implementing appropriate physical education programs for individuals with disabilities.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair, and junior standing.

(Normally offered summers and each spring semester.)

A course designed to allow students an opportunity to assist a preschool, elementary, middle grades, or junior high special education teacher for a designated period of time each week. May be repeated a maximum of three times.

Pass/Fail only.

Corequisite(s): SPED 107 Understanding Human Differences for special education majors.

This course provides an overview of basic concepts related to the inclusive education of differently abled students. A broad understanding of a range of low and high incidence disabilities will be explored. Historical factors, legislation, litigation, service delivery models, and cross-cultural issues are examined in the course. Students will complete a fieldwork experience that will allow them an opportunity to assist kindergarten, elementary, middle school, or junior high special education students for a designated period of time.

Students will learn to develop and deliver specific academic and social curriculum using Direct Instruction/Behaviorist methodology. Demonstration of competence of instructional design and evaluation within a Direct Instruction/Behaviorist model is emphasized in relation to students with mild/moderate disabilities. Students may complete a fieldwork experience that will allow students an opportunity to assist a preschool, elementary, or middle school education teacher for a designated period of time using these instructional methods.

Students will learn to develop and deliver specific academic and social curriculum using Cognitive Strategy methodology. Demonstration of competence of instructional design and evaluation within a Cognitive Strategy framework is emphasized for students with mild/moderate disabilities. Students may complete fieldwork experience that will allow them an opportunity to assist a preschool, elementary, or middle school special education teacher for a designated period of time using these instructional methods.

Students will learn to develop and deliver specific academic and social curriculum using Social Learning theory and methodology. Demonstration of competence in instructional design and evaluation with a Social Learning theory model is emphasized for students with mild/moderate disabilities. Students may complete a fieldwork experience that will allow them an opportunity to assist a preschool, elementary, or middle school special education teacher for a designated period of time using these instructional methods.

This course is the study of the various forms of instructional technology available to today's educators. Instructional technologies include computers, data bases, wireless telecommunication, augmentative communication software, literacy, and mathematic support software. Specific emphasis is placed on those forms of adaptive technology that will assist the teaching and learning of students with mild/moderate disabilities.

This course is a study of the informal and formal techniques and instruments for assessing children/youth for a variety of functions across multiple curriculum areas. Primary focus will be on effective tools for the identification and support of children/youth with mild/moderate disabilities.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

A practicum opportunity allowing students to practice adapting lessons for children with exceptionalities.

Prerequisite(s) or corequisite(s):  EDUC 240 Teaching Mathematics in Elementary and Middle Grades, EDUC 242 Teaching Social Sciences in Elementary and Middle Grades, EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades, EDUC 245 Methods for Teaching Literacy in Elementary and Middle Grades, EDUC 246 Methods Practicum, SPED 248 Curriculum Adaptions for Language Art Methods, SPED 270 Curriculum Adaptions for Math and Science Methods

As a corequisite with Education 245, this course will involve the critical study of materials, curriculum, and effective instruction used in teaching children and youth with mild/moderate disabilities.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Corequisite(s): EDUC 245 Methods for Teaching Literacy in Elementary and Middle Grades.

This course provides students with knowledge of national, state, and local laws, policies, procedures, and resources that affect the definition of disability and the ensuing education programs for students with mild/moderate disabilities. Models of social and personal advocacy will form a critical foundation for development of a personal consultation model. Students will reflect their understanding of these issues through the development of Individual Education Plans, Transition Plans, and School Service Plans for students with mild/moderate disabilities.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

As a corequisite of EDUC 240 Teaching Mathematics in Elementary and Middle Grades and EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades, this course involves the critical study of materials, curriculum and effective instruction used in teaching children and youth with mild/moderate disabilities.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Corequisite(s): EDUC 240 Teaching Mathematics in Elementary and Middle Grades and EDUC 244 Teaching Natural Sciences in Elementary and Middle Grades.

This course provides an intensive study of ways that collaborative practice can support children with emotional/behavioral needs. An emphasis of the course will be on the creation of safe schools through cognitive, behavioral, and social support strategies.

Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Students are given the opportunity to teach children who have mild/moderate disabilities in the elementary grades for 10 weeks.

Prerequisite(s): Completion of preliminary student teaching requirements and approval of the department chair.