EDU - Education

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.

Approaches and methodologies used in teaching mathematics in the elementary school.  Emphasizes knowledge of mathematical concepts in accordance with the NCTM standards, and the use in developing understanding of computational skills and logic of mathematics.15 hours of field experience is required.

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 pre-kindergarten through sixth grade students.  Observe and practice mathematical procedures in authentic settings.  15 hours of field experience is required. 

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, ethics -- including ethical behavior and practices in the classroom setting and community, and diversity of learners. Skills assessed in relation to profession. 15 hours of field experience is required.

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. 

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 exceptional. Areas of exceptionality include, but are not limited to the following: ADHD, autism, dyslexia, gifted, etc. 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. 15 hours of field experience is required.

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.

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 citizens in a culturally diverse democratic society and interdependent world. 15 hours of field experience is required. 

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.

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. 15 hours of field experience is required. 

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 including beginning phonemic awareness, phonics, and decoding. 30 hours of field experience is required.

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.  30 hours of field experience is required.

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. 30 hours of field experience is required. 

This course will help students explore strategies for instruction, inclusion, classroom organization, data management and student engagement. Student will also gain experiences with research-based strategies, project-based instruction, global collaboration, and reflective practices, which assumes use of technology and universal design. Course is required prior to taking a practicum course. 

Students who have taken EDU 30731 Teaching Profession can take this course for 1 or 0 credits. If the student transfers in a substitution for EDU 30731 they must take this course for credit. 

Observe, develop, and practice skills under the guidance of a classroom teacher in the student's major area of interest. 30 hours of field experience is required. 

The study of philosophical and theoretical frameworks of English language learners (ELL) building on the foundation of the science of reading including aspects of SEI programs and phonetic programs. The review of historical and legislative foundations, teaching strategies/methods, culture related factors used in determining educational strategies and interventions (including tools for dyslexia), 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).

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.

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.

Capstone field experience for elementary and P-12 pre-service teachers. Provides opportunity to observe and teach in an elementary school setting. Consult School of Education for placement information.

Capstone field experience for elementary pre-service teachers. Provides opportunity to observe and teach in an elementary school setting. Consult School of Education for placement information. 

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 proficiency 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 field experience for secondary and P-12 pre-service teachers. Gives opportunity to observe and teach in a secondary school setting. Consult School of Education for placement information. 

Capstone field experience for secondary pre-service teachers. Gives opportunity to observe and teach in a secondary school setting. Consult School of Education for placement information.