3 Credits. Examination and application of theories of learning and human development through adolescence with implications for teaching and learning environments addressing individual and diverse needs, testing and measurement instruments, and assessment strategies.

3 Credits. This course is designed to assist teacher candidates in meeting the needs of the diverse learners in today’s classroom. Examples of diversity in the classroom include students identified with special education needs, students who are English Language Learners, students from multicultural backgrounds, students who live in poverty, and students with other unique learning needs. Following the Multi-Tiered Systems of Supports (MTSS) model, teacher candidates will examine current research-based strategies with emphasis on data collection, professional collaboration and assessment techniques to determine appropriate interventions that best meet student instructional, social and behavior needs in the classroom setting.

3 Credits. This course provides an intensive study of student behavior, discipline techniques, classroom routines and procedures. Particular focus is given to formulating a discipline plan and strategies for proactive versus reactive discipline techniques.

3 Credits. This course examines the interrelationships of learning theory, curricula design, and assessment to develop coherent educational programs. Building on social and cultural foundations, candidates analyze learning principles and apply them to curriculum and plan alternative assessment of program outcomes.

 3 credits. This course incorporates current methodologies and materials for teaching a total language arts program (reading, writing, speaking, and listening) and assessing student progress. Attention is given to research-based instructional strategies that meet the needs of all learners including those with special needs, English Language Learners, and learners with socio-economic challenges. A balanced approach to instruction promotes the integration of children’s literature throughout the curriculum to enhance skills and reading enjoyment.

1 credit. Candidates complete thirty hours of supervised teaching of reading in an elementary classroom. Incorporating the contextual factors of the classroom within the teaching/learning cycle, candidates design and teach developmentally appropriate units that integrate content, research-based reading strategies, and technology. Candidates establish a positive learning environment and provide instruction to meet the individual needs of students. Taken concurrently with ED720 and ED753.

2 credits. The Instructional Technology course focuses on the social and technological changes in schools and educational systems. In this course, candidates will examine technology integration in an educational environment. Candidates will research, discuss, and develop projects related to technology in: instruction, assessment, personal/professional productivity, and communication. Candidates will be required to earn Google Classroom proficiency.

 3 Credits. In this course candidates will explore the nature of science and mathematics and the K-6 standards established at the state and national levels as well as the Kansas Common Core State Standards for Mathematics. They will examine content and instructional methods for effectively teaching developmental science and math concepts and skills to students while designing appropriate assessment procedures to evaluate the students’ understandings and application of concepts.

 3 credits. Teacher Candidates examine instructional methods for effectively teaching developmental math concepts and skills to students in K-6 classrooms based on Kansas College and Career Ready standards and Mathematical Practices. They design appropriate assessment procedures to evaluate the students' understanding and application of main concepts. Field experience required in assigned practicum classroom.

3 credits. Analyzing the curricular content and instructional methods of social studies, candidates design appropriate learning experiences and assessments for teaching the social sciences in diverse K-6 classrooms while incorporating theoretical and practical inquiry into aesthetics including the integration of art, music and physical education/movement in cultural and individual expression.

1 credit. Using field experiences, students analyze culturally and economically diverse classroom contexts related to curriculum, instruction, assessment and integration of music, art, health, and movement. Thirty hours of observation, aiding, and teaching in a diverse setting.

1 credit. Student teaching is an integrated experience which completes the professional teaching sequence. During the student teaching experience, the student teacher evolves from the role of student into that of teacher. In this final semester the candidate develops a summary portfolio documenting professional growth, leadership, scholarship and demonstrates the level of knowledge attained in the program. 

6 credits. Student teaching in an integrated experience which completes the professional teaching sequence and provides content and methods designed to foster student “integration of faith, learning and behavior”. This is a full time 13 week long experience in an elementary school with an assigned mentor teacher taken during last semester of program.