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Descriptions and credit recommendations for all evaluated learning experiences
Varies (self-study; self-paced).
November 2020 - Present.
Upon successful completion of this course, students will be able to: evaluate foundational concepts related to reading and writing pedagogy for young children; critically analyze the influence of curriculum standards, social, and environmental factors on students’ learning outcome; incorporate emergent literacy and basic decoding strategies, including phonics, and syllabic analysis; determine how literacy acquisition is assessed; choose a verb that clearly articulates how students will achieve this objective; formulate how music and movement can be integrated into curricula; investigate the critical factors associated with literacy instruction and essential reading and writing strategies; investigate strategies for building vocabulary and other foundational literacy skills.
The course includes completing a lesson plan, a comprehensive final examination, and assignments at the end of each chapter. The course presents major concepts and techniques related to research-based literacy instruction. Course participants develop an understanding of effective practices for teaching reading and writing. The readings and practice materials included in this course are designed to engage course participants in critical thought to develop the knowledge, skills, and dispositions necessary to effectively educate students of all ages. Students will gain a deeper understanding of best practices related to developing literacy. Additionally, students will explore the importance of curricula and proper assessment strategies in meeting the individualized needs of learners.
In the graduate degree category, 3 semester hours in Liberal Studies, Education, and Literacy (11/20).
Varies (self-study; self-paced).
August 2018 - Present.
Upon successful completion of this course, students will be able to: analyze children’s literature through multiple literary elements; compare various genres within children’s literature; articulate interpretations and discuss deeper meanings within children’s literature; identify ideologies within children’s literature; employ rhetorical modes to develop and write a literary analysis; and discuss themes in children's literature, including: social differences, family relations, independence, and others.
This course explores a wide selection of children’s literature. Students examine the impact children's literature has had on various generations. Major topics include: genres such as children’s classics, poetry, realistic fiction, folk and fairy tales, gender issues, and realism versus fantasy. Students take a deeper look at the stories they read as children and use literary elements such as themes, symbolism, characterization, and plot to analyze works written for children.
In the lower division baccalaureate/associate degree category, 3 semester hours in Children’s Literature, Early Childhood Education, or Elementary Education (8/18).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: identify the goals of behavior analysis as a science: description, prediction, and control; explain the philosophical assumptions underlying behavior analysis: selectionism, determinism, parsimony, and pragmatism; define critical concept related human psychological development and provide specific examples; explain the role of assessment in applied behavior analysis; evaluate procedures for assessing the social significance of target behaviors; analyze the measurable dimensions of behavior; identify and describe the elements of useful scientific measurement; create and evaluate appropriate graphic representations of behavioral data; systematically manipulate independent variables and analyze their effects on treatment; study the effects of various independent variables using the reversal design, multi-element design, and their variants; compare and contrast positive and negative reinforcement and their application in a classroom setting; investigate behavior analytic perspectives on punishment as a behavior analytical technology; identify methods of implementing different behavior interventions; define “concept” and describe how stimulus generalization and discrimination contribute to concept formation; classify intraverbals by simple, compound, conditional, and function altering verbal biases and reinforcers controlling the response; describe ways that behavioral organizations can create a culture of ethical practice; and analyze instructional tactics for promoting generalized behavior change.
Applied Behavior Analysis for Early Learners (EDU-380) teaches participants foundational concepts related to the social behavior and interactions of children and explains strategies for analyzing and managing relationships with students. Course participants examine factors that influence human behavior and the development of children’s social identities. They also learn about research-based methods for analyzing student behavior and supporting the behavioral development of children. The readings and practice materials included in this course are designed to provide participants with a firm foundation of the principles of child psychology and behavioral development. Course participants gain critical knowledge and understanding of human behavior and managing student relationships. Additionally, participants explore strategies for nurture developmentally appropriate behaviors and attitudes in early learning environments.
In the upper division baccalaureate degree category, 3 semester hours in Applied Behavior Analysis or Education (5/21).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: create effective plans for implementing social studies lessons in the elementary classroom; explain social studies education in regard to curriculum patterns, classroom environments, and roles of the teacher; investigate the role of democracy and citizenship in social studies education; describe strategies that promote a culturally responsive learning environment; explain how curriculum standards may be applied to the social studies disciplines; describe learner-, society-, and knowledge-centered approaches to organize a social studies curriculum; explain how social, emotional, cultural, and educational factors interact to influence English language development in school; analyze the sequential progress of lessons directed toward the development of a theme in an effective unit; identify direct and indirect instructional strategies that are used in effective learning environments; investigate authentic assessments that improve teaching and learning; describe strategies to improve metacognition and inquiry in the social studies classroom; describe how to differentiate instruction to meet the varied needs of English learners; synthesize a variety of projects that can be incorporated in an interdisciplinary unit of study; describe how students can become map-makers rather than map-readers; explain the importance of studying history; describe strategies that promote literacy in social studies curriculum; identify the keys to reflective thinking.
Assessing Students with Special Needs (EDU-340) will teach participants strategies and best practices for teaching social studies to elementary students. Course participants will examine instructional strategies that promote citizenship. The readings and practice materials included in this course are designed to develop the skills that are necessary the skills that are necessary to effectively deliver social studies education to elementary students. Students will gain a deeper understanding of instructional strategies and tools for classroom application. Additionally, students will explore strategies for developing lessons and units that align with district, state, and national standards.
In the upper division baccalaureate degree category, 3 semester hours in Special Education or Education (5/21).
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of this course, students will be able to: explain the purposes of assessment in early childhood and how infants and young children are assessed; describe elements of a comprehensive assessment system for children of all ages; explain how assessment results are used for instruction and evaluation of instructional programs; discuss how the assessment process should be implemented during the school year with school-age children; describe how test scores are reported and how and when they should be shared with parents; evaluate the pros and cons of standardized testing as well as other types of objective assessments; assist in ensuring the development and maintenance of checklists, rating scales, and rubrics; describe the types of assessments used with preschool and primary-grade children; assist in the crafting of quality portfolio assessment systems; and describe model portfolio assessment and reporting systems.
This course serves as an introduction to assessment in early childhood settings. Various means of assessment (i.e. formative, summative, authentic, traditional, etc.) are explored. Course materials are designed to increase students’ understanding of the critical role valid and reliable classroom assessment has in supporting learning in the classroom. Additionally, students explore how to evaluate assessment data for instructional decision-making.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17) (2/22 revalidation).
Varies (self-study, self-paced).
April 2020 - Present.
Upon successful completion of the learning experience, students will be able to: examine the main objectives of a classroom management system and create an effective plan for managing a classroom environment; investigate themes from historical approaches to management that are still prevalent in the field today; compare the relevance of important classroom management terminologies and identify ways in which teachers can help students comprehend expectations; compare and contrast the classroom management recommendations made by leading theorists and experts in classroom management; analyze and evaluate student characteristics that may affect classroom management; evaluate classroom management plans and decisions; interpret the PBIS framework and the broad classroom management themes to which it corresponds; examine issues of diversity and how they impact classroom management and building meaningful relationships with students and their families.
Major topics include: an introduction to the essential elements and principles of classroom management, including behavior, motivation, discipline, communication, and engagement strategies. Students will also learn a variety of classroom management skills, that can be used establish organized and engaging classroom environments and establish positive and cooperative relationships with children and their parents/guardians using the developmentally appropriate classroom management strategies.
In the upper division baccalaureate degree category, 3 semester hours in Classroom Management or Education (4/20).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: Explain the critical role that teachers play in helping students to think and learn with text; analyze strategies to integrate new literacies across content area subjects; describe how new literacies can be integrated across content area subjects; discuss ways to respond to linguistic and cultural differences in your classrooms and to promote academic achievement for all learners; analyze high stakes and authentic assessments and explain how instructional assessment is a continuous process; describe ways to bring students and texts together through instructional plans; create supportive context for active student engagement, inquiry-based learning, and collaboration; investigate classroom strategies that activate students’ background knowledge to increase engagement; explain how giving students multiple opportunities to learn how words are conceptually related to one another promotes reading comprehension; explain the purpose of writing to learn and how writing to learn strategies support students content knowledge; describe how writing facilitates learning by helping students to explore, clarify, and reflect upon the ideas and concepts encountered in texts; synthesize the different ways in which students can respond to what they read.
Content Area Reading and Interdisciplinary Instruction (ECE-235) introduces students to strategies and best practices for teaching reading and learning across the curriculum. Course participants will examine that factors that influence literacy development. The readings and practice materials included in this course are designed to develop the skills that are necessary to effectively integrate literacy across content are subjects. Students will gain a deeper understanding of literacy instruction, assessment, and pedagogy. Additionally, students will explore strategies for developing vocabulary and concepts and writing across the curriculum.
In the lower division baccalaureate / associate degree category, 3 semester hours in Early Childhood Education, Reading, Middle and/or Secondary Education, Educational Leadership, Special Education (5/21),
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: examine the contributions of creativity and imagination to the total learning of the child; discuss the scope and social and personal impact of the fine arts; explore methods of helping children discover the fine arts through practical experiences, materials, and museum experiences; promote understanding and appreciation of other cultures through research about prominent artists from various cultures, both globally and within the United States; and create and use the arts and aesthetics in integrating the arts into other disciplines in the elementary curriculum.
This course supports students as they examine children’s creative expression and critical thinking through art, drama, and music. Exam content reflects contemporary theory and practice and promotes ideas and skills that tap children's propensity for creativity and critical thinking. Numerous strategies of arts integration and examples of learning content through the visual arts, music, dance, and poetry are discussed.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17) (2/22 revalidation).
Varies (self-study; self-paced).
March 2021 - Present.
Upon successful completion of this course, students will be able to: explain the key concepts of diversity and the purpose of studying diversity; analyze the frameworks for illustrating cultural identity; identify teaching strategies to promote positive responses to diversity; explain race from sociopolitical and historical perspectives; identify successful approaches to supporting linguistically diverse children; investigate the potential for challenges and resiliency connected to socioeconomic status; evaluate strategies for support children from lower SES backgrounds; explain the context of religions and spirituality within families, schools, and across the United States; describe demographic contexts and diverse family structures; explain concepts of ability and disability in a historical and social context; identify the responsibilities of professionals in meeting all children’s needs in program and school settings; synthesize evidence-based decisions that inform culturally and individually relevant practice; and evaluate instructional strategies that support diverse learners.
Cultural Diversity in the Classroom (EDU-330) will teach participants strategies for teaching with through the lens of culturally responsive pedagogy. Course participants will examine instructional strategies for teaching diverse populations. The readings and practice materials included in this course are designed to develop the cultural competency skills that are necessary to engage students with diverse background. Students will gain a deeper understanding of important differences among students, and strengths within families, communities, and programs. Additionally, students will explore strategies for making instructional decisions that reflect culturally responsive pedagogy.
In the upper division baccalaureate degree category, 3 semester hours in Education (5/21).
Varies (self-study; self-paced).
June 2017 - Present.
Upon successful completion of the course, students will be able to: describe the characteristics of early childhood programs and describe the steps generally necessary to plan and apply developmentally appropriate practices; discuss the responsibilities of early childhood professionals and how they facilitate learning through effective lesson planning and group placement; describe how program quality depends on the development of differentiated instructional approaches to meet students’ needs; and evaluate the importance of building communication skills to communicate effectively with parents and coworkers.
This course explores early childhood organizational plans, procedures, physical facilities and surveys appropriate materials and equipment. Emphasis is placed on the process of designing appropriate learning environments for young children and an integrated, developmental approach to curriculum and instruction in the early childhood education. The course covers all aspects of classroom life, the roles of children and adults in education, the physical and social environments, and the multiple developmental domains for children in early childhood education and provides a collaborative approach to curriculum development in early childhood education.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17) (2/22 revalidation).
