Study of appropriate methodology, processes, philosophy, and content for visual arts instruction in the elementary schools. Includes strategies for teaching art criticism, art history, art media, and techniques, and developing curriculum for the elementary school art program. Laboratory experiences and teaching experiences in elementary schools are provided. Required for certification of elementary teachers and K-12 endorsements. Cannot be applied toward a major or minor in art.

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 Art in the Elementary School.

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.)

See MUSIC 121 Music Methods and Materials for Elementary Teachers.

An introduction to and survey of the genres of literature for children, along with the place of children's literature in the curriculum and the evaluation of the literary worth of children's books. Opportunity to design trade book activities is provided by a lab experience.

(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.

See SPED 187 Instructional and Adaptive Technology.

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.

Students work with one or more regular teachers in an elementary school. They teach a full day, attend the student teaching seminar, and conference with their college supervisors as directed.

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

This course focuses on various attitudes, behaviors, and techniques which lead to effective classroom management. Students will engage in critical thinking and reflection as they review and develop effective classroom management practices.

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

(Normally offered each fall semester.)

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.)

An examination of the objectives of an elementary health and physical education program and the development of a curriculum to meet these objectives. An introduction to teaching methods and class management skills are utilized in these programs. This course is designed for elementary education majors.

Prerequisite(s): Sophomore standing.

(Normally offered each fall semester.)

A course designed to deepen prospective elementary school teachers' understanding of mathematics. Using reasoning and logic to understand the connections between various mathematical ideas will be emphasized.

(Normally offered each fall semester.)

A study of the theoretical materials of music and the methods of teaching music in the elementary schools. Intended primarily for elementary education majors and not open to music majors.

Prerequisite(s): Sophomore standing or permission of the instructor.

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.

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.

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.