EDU - Education

Investigates school and its relationship to society in the past, present and future. Includes historical, sociological and philosophical perspectives. Explores roles of teachers, schools and learners in seminars, on-campus practicum experiences and off-campus classroom observations components.

Orientation to teacher certification seeking candidates who have had extensive, recent (within last seven years) experience in the classroom and/or who have taken Introduction to Teaching prior to entering Ottawa University.

Develop skills needed to integrate technology into teaching and learning. Covers multimedia, word processing, spreadsheets, Internet searching, legal and ethical use of technology. Begin construction of electronic portfolio, which demonstrates candidate is ready to be recommended for teacher licensure. Present portfolio at end of student teaching.

Design, implement and evaluate art experiences that are interrelated with other disciplines and developmentally appropriate, meaningful and challenging for all students. Lessons(designed and taught) demonstrate that the learners are developing positive disposition towards artistic exploration and expression.

Designed to acquaint future teachers, librarians and parents with a wide variety of literature for children and criteria for selecting literature. Emphasis on developing ways to make reading a lifetime involvement.

This course will assist students in strategies to successfully take tests. Topics will include general guidelines for preparation, as well as specific strategies for true/false, multiple choice, matching, and essay tests.

Course will examine steps required in creating well-planned lessons. Topics will include integration of content areas and use of technology. Students will apply this knowledge by the creation of a unit consisting of several lesson plans.

Assists prospective teachers in exploring and questioning how reading is taught. Develop skills in a variety of methods and approaches in reading programs in the elementary school. Note: EDU 30001 Elementary Reading Methods/Practicum: Part II must follow this course.

Assists prospective teachers in exploring and questioning how reading is taught. Develop skills in a variety of methods and approaches to reading programs in the elementary school. 20 hours of field experience required. Prerequisite: Required to be taken immediately following EDU 30000 Elemntary Reading Methods and Practicum: Part I

Approaches and methodologies used in teaching mathematics in the elementary school.  Emphasizes knowledge of mathematical concepts and their use in developing understanding of computational skills and logic of mathematics.

Focuses on learning how to teach mathematics in the elementary school. Helps teacher candidates know,understand and use the major content and processes, as defined in state and national standards, with kindergarten through sixth grade students.  Observe and practice mathematical procedures in authentic settings.  20 hours of field experience is required.  Prerequisite or concurrent requisite:  EDU 30030 Elementary Math Methods.

Emphasizes content in social studies, health and science for grades K-9. Focuses on understanding the world from each of the subject areas and how each area influences the others. Covers traditional social sciences including geography and economics, as well as the scientific method. Follows an integrated approach in planning, methodology and assessment, including assessment projects for social studies and science that have been developed for use in elementary schools. Projects focus on integrating all content areas.

Introduces concepts and theoretical positions underlying adolescent personality traits, stages of growth development, learning development, and cultural, family and peer relationships. Develops psychological perspectives in adolescent behaviors, motives and values.

Develops methodology for teaching science and health in the elementary school. Emphasizes knowledge of science and health concepts and the use of these concepts in developing and understanding of the world of children. Stresses scientific inquiry and discovery methods. Practicum portion provides opportunity to practice and develop the skills learned in the coursework. PREREQUISITE: Elementary Methods and Materials.

Continuation of Elementary Science & Health Methods I. Student will complete all requirements for course in this section.

Design, implement and evaluate scientific experiences (physical, life, earth, and space) that are developmentally appropriate, meaningful and challenging to all students. Stresses scientific inquiry and discovery methods. Note: EDU 30531 Elementary Science Methods and Practicum:Part II must follow this course.

Design, implement and evaluate scientific experiences (physical, life, earth, and space) that are developmentally appropriate, meaningful and challenging for all students. Stresses scientific inquiry and discovery methods. 10 hours of field experience required. Prerequisite: EDU 30530 Elementary Science Methods and Practicum:Part I.

Focuses on intergroup and intragroup experiences of various ethnic populations within the U.S. Includes the impact of integration, discrimination, prejudice and social dynamics of conflict and assimilation in relationship to various groups. CROSS LISTED SOC 30653.

Explores current and future teaching profession. Introduces Ottawa University's mission and teacher education program's conceptual framework. Learn about topics such as reflective inquiry, standards driven classrooms, use of technology, and diversity of learners. Skills assessed in relation to profession.

Observe three school districts. One full day is spent in each school so candidates are exposed to educational settings in high, medium and low socio-economic areas, schools with diverse populations and have the opportunity to work with faculty from diverse backgrounds. Prerequisite: Required to be taken immediately following EDU 30731 The Teaching Profession: Part I

Examines a wide range of literary works appropriate to readers of middle school and high school age. Study of types and themes of adolescent literature and issues related to its use in school programs. Designed for teachers, librarians and parents. CROSS LISTED WITH ENG 30924.

Course introduces the education major to the modern classroom and gives the observer a working knowledge of how the classroom teaching professional sets the tone for learning. Students will learn observation skills prior to visiting the classroom and will participate in a debriefing session after.

Become familiar with various emotional and behavioral disorders, health and physical impairments, and intellectual deviations associated with children (birth through high school age) who are identified as expectional. Addresses strategies for meeting academic, social and emotional needs of these children within the confines of the classroom (including IEPS). Examines criteria for effectively working with administrators, specialists, support personnel, and family who impact the educational experiences of these children. Field experience required.

Students acquire necessary skills and technologies for the classroom including those required for the development of an electronic portfolio. The portfolio serves as a comprehensive illustration of the competencies required for teacher certification. This portfolio will be required to be submitted at the end of the student's program of study.

Designed to acquaint students with knowledge gained from educational psychologists in learning theory and practice, motivation and management, and effective instruction. Meets required competencies in research, teaching methods and materials, media and technology, teaching effectiveness, interpersonal relations, educational ethics, understanding the learner, teaching-learning process, learning styles, and understanding the relationship between school and home. Emphasis placed on understanding methods needed to maintain an effective learning environment through classroom management strategies and motivational techniques.

Focuses on methods integrating reading and study skill evaluation with content instruction.Topics considered include assessing readability of prose materials, evaluating student reading skill and teaching work attack and comprehension skills. Prerequisite: Required to e taken with or after EDU 30000 Elementary Reading Methods and Practicum: Part I and EDU 30001 Elementary Reading Methods and Practicum: Part II.

Learn about formal, informal, formative and summative assessments. Use assessment data planning and goal setting. Discusses topics such as school improvement plans and quality performance assessment.

Assists prospective teachers in exploring and questioning how reading and language arts are taught in the modern elementary school. Develops skills in a variety of methods and approaches to teach language arts and reading. Presentation of whole language, phonics and other approaches.

Study of handwriting, listening, speaking, creative writing skills, as well as diagnosis, assessment and remediation techniques in the area of language development and reading. Field experience in tutoring children designated as at-risk in this area.

Course exploress the characteristics and needs of children who have learning disabilities, emotional disabilities, hearing impairments, mental retardation,physical handicaps, speech impairments, visual limitations, as well as those who are gifted and talented.

Course explores the application of respondent and operant learning principles to classroom learning, teaching models for different instructional goals,

Course explores recognition of emotional-social disturbances, assessment of educational needs, establishment of programs to implement behavioral change, as well as the necessary modification in educational programs to remediate learning and behavioral difficulties of children.

Course explores how to teach students with physical, sensory or other health impairment as well as how to evaluate and provide for the long-range needs of learners with retardation.

Course explores teaching strategies for students with physical and other health impairments.

Course examines a variety of methods and approached used in providing education for students with learning disabilities, with emphases on accommodations, modifications, and meta-cognition strategies.

Course explores school based experiences relating to the understanding of and teaching strategies for exceptional learners with mild/moderate mental retardation, learning disabilities, emotional disabilities, physical disabilities, and/or health related impairments.

Provides survey of all areas in special education related to services for individuals with disabilities. Focuses on the psychological, physiological, sociological, and educational impact of disabling conditions on all exceptional children and youth.

Helps teacher candidates know, understand and use the major content and processes, as defined in state and national standards, with kindergarten through sixth grade students. Observe and practice mathematical procedures in authentic settings. Field experience required. Prerequisites: EDU 10932 Introduction to Teaching, EDU 31132 The Exceptional Child and EDU 31233 Educational Psychology.

Emphasis on understanding the organization and control of schools in this country and the level framework within which teachers and schools operate. Presentations by state and local level representatives. Field experience in multicultural settings.

Designed to assist prospective teachers in exploring and questioning how reading is taught. Students develop skills in a variety of methods and approaches to reading programs in the elementary school.

Emphasis on approaches and methodologies used in teaching language arts in the elementary school. Presents techniques for teaching listening, oral language, writing, spelling, grammar and handwriting.

Helps teacher candidates know, understand and use concepts from emerging literacy, reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills with kindergarten through sixth grade students. Observe and practice literacy skills in authentic settings. Field experience required. Prerequisites: EDU 10932 Introductin to Teaching, EDU 31132 The Exceptional Child and EDU 31233 Educational Psychology.

Design, implement and evaluate social studies experiences (history, geography, social sciences, and other related areas) that are developmentally appropriate, meaningful and challenging for all students. Lessons (designed and taught) demonstrate that the learners are becoming effective decision makers and responsible citizens in a culturally diverse democratic society and interdependent world.

Emphasis on approaches and methodologies used in teaching language arts in the elementary school. Learn to present techniques for teaching listening, oral language, writing, spelling, grammar, and handwriting through social science experiences (history, geography, social sciences, and other related areas) that are developmentally appropriate, meaningful and challenging for all students. Construct lessons that demonstrate ways for elementary students to become effective decision makers and responsible citizen in a culturally diverse democratic society and interdependent world.

 

Investigates the school and its relationship to society and learner in the past, present and future. Includes historical and philosophical perspectives, as well as approaches of major educational philosophers.

Provides candidate with understanding of historical, philosophical and social foundations of education in the United States. Addresses legal and ethical issues. Learn how educational policy is formulated and affects classroom practice. Provides opportunities to learn from a variety of professionals from diverse backgrounds.

Students explore the issues and challenges of urban education through site visits, teacher interviews, observations and selected readings.

Emphasis on approaches and methodologies used in teaching science in the elementary school. A hands-on approach to science methods for the acquisition of attitudes, skills and knowledge to teach science.

Approaches and methodologies used in teaching mathematics in the elementary school. Emphasizes knowledge of mathematical concepts and their use in developing understanding of the computational skills and logic of mathematics.

Assists prospective elementary teachers in exploring and questioning how reading is taught.  Develop skills in a variety of methods and approaches in reading programs in the primary classroom.  Field experience is required.

Study of the phonetic and linguistic elements in the English language as related to the teaching of reading.

Assists prospective elementary teachers in exploring and questioning how reading is taught.  Develop skills in a variety of methods and approaches to reading programs in the intermediate classroom.  Field experience required.

Provides understanding of the function of testing and measurement in education, emphasizing the construction, selections, administration and application of tests. Assessment instruments include aptitude, ability and intelligence measures, and personality and interest inventories.

Implementation of the six pillars of self-esteem via the classroom curriculum. Assessment of teacher behaviors for modeling.

Overview of cooperative learning strategies and their application in the classroom.

Focuses on methods teachers may use to stem the drop-out rate and help students identify and eliminate self-defeating behaviors. Emphasizes teaching positive self-esteem and successful behaviors. Especially recommended to those working with special education students and/or remedial groups.

Learn to design, implement, and evaluate materials and instructional techniques for early through late adolescent learner. Topics include assessing readability of materials, evaluating student reading skills, teaching vocabulary, comprehension and study skills, working with at risk students, and incorporating writing into curriculum.

Observe, develop, and practice skills under the guidance of a classroom teacher in the student's major area of interest.

Provides knowledge of Physical Education methods at the secondary level. Topics include lesson planning, resource development, and physical as well as psychological development of the older child. Emphasis on physical activities and development related to age group and abilities.

The study of philosophical and theoretical frameworks of English language learners (ELL), and includes aspects of SEI programs. The review of historical and legislative foundations, teaching strategies/methods, culture related factors used in determining educational strategies and interventions, assessment/placement, special education/gifted ELL programs, and parent/community programs.

The study of emergent language and linguistic development, including the processes of first and second language acquisition and the social cultural aspects of language. In addition, emphasis is placed on the role of linguistics in the acquisition of reading and writing skills and the implications for curriculum development.

The teaching of English to speakers of other languages. The study of curriculum and program development, teaching strategies, assessment procedures and material selection for ELL introduction. Review of practical aspects on organizing and managing the ELL classroom, including the why and when to transition students.

Identification and implementation of a variety of assessment tools to determine the placement of English language learners (ELL).

Explores film to promote understanding of cultural diversity. Examines the power of media effects and the use of cinematography as a catalyst for public dialogue and political change. Evaluates the practice of visual learning techniques and digital storytelling as a pedagogical tool. Crosslisted with COM 36673, LAS 36673.

Covers theories of adult motivation, strategies and techniques necessary to motivate adults from both the student and instructor perspective. Recent advances in the field are reviewed in the context of classic adult education theory.

Focuses on selection, use and evaluation of andragogical teaching methods and procedures appropriate to particular domains of adult learning. Includes development of appropriate teaching formats, instructional resources and learning activities.

Learn to modify teaching and learning strategies in reading and mathematics.

Teaches essential writing skills at both the elementary and secondary levels. Evaluation techniques also emphasized. CROSS LISTED WITH ENG 40524.

Provides familiarity with resources for instruction and classroom management. Discusses contemporary discipline strategies for the classroom. Formulate working philosophy of classroom discipline. Gives exposure to communication issues that affect relationships with students of different cultures and backgrounds.

This course provides supervision in a teaching situation by the student's content area professor and by a professor from the Teacher Education Department of the parent institution. The parent institution observes the student at least three times per year, meeting with the student and his/her direct supervisor, and completing the Stronge's Teacher Checklist. Students receive a pass/fail grade.

Provides opportunity for student teachers to reflect on teching and learning. Complete portfolio, develop credential files and interviewing skills, and make application for teaching licensure.

Provides opportunity for student teachers to reflect on teaching and learning. Complete portfolio, develop credential files and interviewing skills, and make application for teaching licensure/certificate.

Explores various models, techniques and management systems that enhance teaching skills in the classroom. Adaptation of theories to develop an individualized classroom management plan for elementary or secondary classrooms.

Provides students with a comprehensive study of assessment of the exceptional student. Course emphasizes underlying concepts of tests and measurement, formal and informal assessment test administration, the interpretation and utilization of test information for identification and eligibility, and the interpretation and utilization of diagnostic results in educational intervention.

Course examines techniques to prevent, analyze, and manage challenging and disruptive classroom behavior as well as teaching social skills.

Focuses on theories for curriculum development, historic and contemporary and their application in the high school curriculum. Emphasizes the Essential Elements of Instruction (EEI). Students prepare a total teaching unit within the chosen content area and micro-teach a portion to the class.

Investigates the dynamics of accelerated learning and the practical classroom application of accelerated learning for teachers and schools of the future. Explores the dimensions of learning, mental imaging and the implications of brain research on teaching and education.

Emphasizes stages of language development and second language acquisition. Foundations of bilingual instruction and perspectives on today's multicultural classroom.

Emphasizes teaching strategies, curriculum/materials adaptation and management techniques for the ESL classroom. Addresses assessment, placement and monitoring of limited English proficient students.

Course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze the content and use of the Stanford English Language Proficiency (SELP). Assessment in guiding ELL instruction, as well as describing the legal, historical and educational reasons for SEI. The course will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement.

Course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze and apply disaggregated data to differentiate instruction as well as integrate diagnostic, formative, and summative assessments for ELLs. In addition, the course will describe the legal, historical and educational reasons for SEI. The course will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement. It will also identify the socio-cultural influences on ELLs such as Language shift, identity issues, and the role of culture in learning.

The course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze the content and use of the Stanford English Language Proficiency (SELP) Assessment in guiding ELL instruction, as well as describing the legal, historical and educational reasons for SEI. The course will build upon the systemic foundation and skill development set forth in EDU 44033 and will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement

Course is designed specifically for candidates who have met requirements identified in the Teacher Education Program Handbook (Performance based documentation in lieu of student teaching).

Legal overview of special education and its impact on teachers and students in the classroom.

Supervised application of course content in a PreK - 12 setting. Emphasis on strategies for English language learner in lesson planning, implementation and evaluation for both small and large group instruction.

A supervised clinical practicum in a clinic or school setting integrating the practice, theory and technique of speech pathology. 200 field hours including screening assessment, planning and treatment.

Course is an overview of the process of successfully mainstreaming special needs students into a typical classroom in accordance with the Least Restrictive Environment special education mandate. Course is intended for teachers in regular classrooms.

Specialized work on an individualized basis, consisting of practice in actual service in a department, program, or discipline, representing at least 3 of the 5 disability areas of mental retardation, emotional disability, specific learning disability, orthopedic impairments, and other health impairments.

Focuses on assessment of learning specific to adult education programs. Includes measurement of learning, assessing needs and review of assessment instruments

Capstone field experience for elementary pre-service teachers. Provides opportunity to observe and teach in an elementary school setting. Consult Education Department for placement information. Prerequisite: All professional education courses and courses in the major must be completed prior to enrollment in course.

Capstone field experience for elementary pre-service teachers. Provides opportunity to observe and teach in an elementary school setting. Consult Education Department for placement information. Prerequisite: All professional education courses and courses in the major must be completed prior to enrollment in course.

Students will create and submit an electronic portfolio, selecting from a variety of strategies for development, organization, storage, and presentation. The portfolio is a collection of material that demonstrates proficiencies in relation to national and state standards.

Reviews literature on a current issue in education. Develop an annotated bibliography and write a summary of findings.

Capstone course which integrates psychological issues as they relate to issues of education for young children. Topics include motivation, emotion, and the fine arts.

Capstone field experience for secondary pre-service teachers. Gives opportunity to observe and teach in a secondary school setting. Consult Education Department for placement information. Prerequisite: All professional education courses and courses in the major must be completed prior to enrollment in course.

Capstone field experience for secondary pre-service teachers. Gives opportunity to observe and teach in a secondary school setting. Consult Education Department for placement information. Prerequisite: All professional education courses and courses in the major must be completed prior to enrollment in course.

Supervised student teaching that provides opportunity to apply and integrate principles and techniques learned in previous courses in special education.

Supervised student teaching that provides opportunity to apply and integrate principles and techniques learned in previous courses in special education.

Course aides theatre teachers interested in developing skills in CAD (computer aided design) through interactive study. Topics include lesson plan development and drama assessments. Course targets grades 7-12 and is aligned with State and National Standards in theatre education.