Curriculum
Curriculum - Lower Elementary & Upper Elementary - 69 credits (Public Education)
| Code | Title | Hours |
|---|---|---|
| Undergraduate Core Requirements - Public Education | 44 | |
| Public Education Major | 69 | |
| Public Education Elective Credits | 7 | |
| Total Hours | 120 | |
Curriculum - Lower Elementary & Upper Elementary - 75 credits (Lutheran Teacher or Christian Teacher Education)
| Code | Title | Hours |
|---|---|---|
| Undergraduate Core Requirements - Lutheran Teacher Diploma | 47 | |
| Lutheran Teacher Diploma Major | 75 | |
| Total Hours | 122 | |
| Code | Title | Hours |
|---|---|---|
| Concordia Core Curriculum: 44-47 Credits | ||
| Theology - Public Education | ||
| REL 1000 |
The Bible
This course is an overview of the Bible intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content for students who are not in a program that requires the enhanced church-work core. | 3 |
| REL 1100 |
Christian Faith
This course is an overview of Christian theology intended to acquaint the student with key theological concepts as they relate to everyday life. This introductory course satisfies the core curriculum requirement for Christian doctrine for students who are not in a program that requires the enhanced church-work core. | 3 |
| Theology - Lutheran Teacher Diploma (LTD) or Christian Teacher Certificate (CTC) | ||
| REL 2010 |
Old Testament
This course is an overview of the Old Testament intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content, but students who take it must also take REL 2020 New Testament elsewhere in their programs. It is required for students in a church-work program. | 3 |
| REL 2020 |
New Testament
This course presents an overview of the New Testament intended to acquaint the student with its background, content, and messages. The New Testament is read with a focus on the life of Jesus, his teaching and miracles, death and resurrection. The other major people of New Testament are also studied through their writings, especially the apostles Paul, Peter, and John. | 3 |
| REL 2030 |
Biblical Theology
This course is a systematic study of major areas of Christian doctrine with an emphasis on what Scripture says, as well as how Lutheran doctrine reflects what Scripture teaches. This introductory course satisfies the core curriculum requirement for Christian doctrine, and is required for students in a church-work program. Note: For registration, enrollment in a church-work program or permission of the instructor is required. | 3 |
| Liberal Arts Core | ||
| CCE 1020 |
Western Culture & Worldview
This course explores the underpinnings of Western Culture by focusing on crucial historical/cultural moments and the artifacts these civilizations produced. The Classical heritage and Christianity (at least as practiced in Europe and America) have both competed and cooperated for 2000 years, and the work in this class will highlight their interactions that define a Western Christian worldview in the present moment. Through a study of these developments, students will be able to situate themselves culturally and better engage worldviews and cultures other than their own. | 3 |
| CCE 1030 |
Western Thought & Worldview
This course is a Christ-centered reflection on the great conversation between the leading minds of Western philosophy. Mindful of Paul’s admonition to avoid captivity to ideas contrary to Christ, and equipped with the tools of logic and worldview analysis, students engage the great ideas of ancient, medieval, modern, and contemporary philosophy. Along the way, students are trained to give clear definitions, to state worthwhile theses, and to defend them with cogent arguments. There is a particular emphasis on defending the merits of a biblical understanding of the world (apologetics), living a Christian life (ethics) and the relevance of philosophy (evaluating and applying worldviews) to our many vocations. This class is part of the Common Concordia Core required for all traditional students. | 3 |
| CCE 1040 |
Science & Humanity
This interdisciplinary course promotes scientific literacy by developing student understanding of how the natural sciences, social sciences, and technology are practiced, while at the same time providing the foundation for the required lab sciences and social sciences courses. By focusing on both the natural and social sciences, students will learn the types of questions asked by each, the ways knowledge is acquired in each, and how to evaluate the claims made by each. The increased impact of computer science (modelling, algorithms, big data) on science and society will also be covered. Ethical considerations of the uses of scientific knowledge form a key part of this course.
| 3 |
| Faith and Life Course | 3 | |
| ENV 1050 |
Introduction to Environmental Science
This course introduces students to vocabulary, major concepts, and contemporary issues related to the natural world and human interaction with it. | 3 |
| MATH 1190 |
Number Sense: Teaching Pre K-9
This course is the first course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘number’’. Specific number sense topics include numeration systems, number theory, concepts of numbers and operations (whole numbers, integers, fractions, decimals, percents, and ratios), estimation, and proportional reasoning. Preservice teachers will invent strategies to solve computations. | 3 |
| GEOG 2200 |
Cultural Geography
Cultural Geography, or human geography, studies the interaction and integration of human achievements, needs, and institutions based upon geographic location. Cultural Geography investigates the development of food ways, popular culture, religion, economy, medicine, technology, crime, and human rights. In recent decades, the phenomenon of globalization has increased interconnectedness across borders transforming traditional, local cultures into global ones. Starbucks in Italy, Indian films winning American Oscars, and the increasing speed by which epidemics become pandemics characterize globalization. This course looks at these and other issues of culture and globalization. | 3 |
| POLS 2010 |
American Government
An introduction to American government in both theory and practice. The course examines how Congress, the presidency, the judiciary, interest groups, and voters exercise political power. Designed as a foundation for majors and non-majors alike, it equips students to analyze U.S. politics with greater depth. | 3 |
| HHP 1115 |
Fit and Well
This course explores the importance that physical activity and nutrition play in maintaining wellness in our lives. | 2 |
| ED 1103 |
Human Relations for Teachers
This course is an interaction laboratory course designed to help candidates improve their interpersonal relationship skills and acquire competence in facilitating human relations activities in the classroom. Candidates will examine their attitudes and values toward and improve their techniques in working with learners, parents, colleagues, and community and minority groups. This course serves as an introduction of human relations' components to education majors.
| 3 |
| Human Creativity and Expression Course | 3 | |
| ENG 2100 |
College Writing
This course is a beginning college-level composition course designed to provide a variety of challenging writing tasks addressing a number of vital ideas and issues. Through critical reading and discussion of essays written by influential thinkers such as Niccolo Machiavelli, Martin Luther King, Jr., and Virginia Woolf, students learn to write thoughtful, logical, creative essays incorporating research when appropriate. | 3 |
| Communication or Language Course | 3 | |
Elementary Education Curriculum: 48 Credits
| Code | Title | Hours |
|---|---|---|
| Elementary Education Content | ||
| ED 1231 |
Best Practices in Engaging Children in Literacy
This course presents an overview of texts for children - early childhood through the early adolescent years - along with criteria for making appropriate literature selections. Attention is also given to authors and illustrators and the awards presented by various committees. Practical strategies for stimulating children’s interest in books will also be discussed. Additionally, students will also explore social issues as related to literature and develop an understanding of critical literary theories. | 3 |
| HIST 1000 |
Introduction to American Civilization
This course surveys the history of the United States from pre-Columbian America to the present, and explores political, ideological, social and religious changes that have occurred in the American story. | 3 |
| HIST 2230 |
Michigan History
This course surveys and analyzes the social, cultural, and political history of the State of Michigan from contact with the indigenous peoples to the present. This course fulfills the Michigan history requirement for Teacher Certification in Social Studies. While primarily designed for students in social studies education, the course is open to students of any major. This course is offered at CUAA only. | 3 |
| Professional Education Sequence | ||
| EDU 1002 |
Teaching & Learning in Diverse Societies Clinical
Candidates will receive instruction and support for participation in a clinical experience (15 hours minimum) in an elementary classroom appropriate to their program certification level (grades PK-3 or grades 3-6). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices in student-centered learning, active engagement and the presence of bias and personal beliefs within the art of teaching. | 1 |
| ED 1275 |
Human Learning
This course explores theories of human development, learning, and motivation from a brain-based perspective. Students will be actively engaged in the learning process through a variety of assignments and activities including clinicals, presentations, reflections, and other experiences to enhance understanding and application of brain-based learning theory in the classroom. This course includes a field experience component. | 3 |
| EDU 1022 |
Human Growth and Development Clinical
Candidates will receive instruction and support for participation in a clinical experience (minimum 15 hours) in a classroom appropriate to their program certification level (elementary, middle, or secondary). Under the supervision and direction of the mentor/classroom teacher, candidates will engage with students, applying best practices related to human development, behavior assessment, and intervention. Candidates will observe and reflect on how developmental stages and individual differences influence learning and classroom interactions. | 1 |
| EDU 5010 |
Designing Instruction
Candidates will understand best practices as they relate to instructional planning, aligning assessment to effective teaching, the use of technology to enhance teaching and learning, pedagogical theories and skills, and classroom management. Candidates will further gain knowledge in student motivation, building relationships with various entities and the dispositions required of an effective educator that lead to individual student success. | 3 |
| EDU 5020 |
Differentiated Instruction
Candidates will create challenging, standards-based instruction aligned with curriculum that reflects learners’ needs, assets, and interests and connects the learners’ language, culture, and experiences to their learning. Candidates will also design and enact appropriate instruction that leverages the strengths and contributions of all learners including the unique developmental needs and related instructional and behavioral goals of adolescents with disabilities, gifted students and English language learners. | 3 |
| ED 1230 |
Nature of the Exceptional Child
This course is designed to introduce the education student to a study of the major characteristics of all disabilities and gifted students as defined by state and federal law in order to provide for their needs in the general education classroom. The course provides significant foundational theories and practices for understanding special education as a discipline, legal requirements for Special Education services including IEPs, and rights and responsibilities of parents, teachers, other professionals and schools related to children with exceptional needs. Students learn about characteristics of learners, assessments used to diagnose them, support services, and how to create instructional and behavioral strategies for exceptional learners in the general education classroom. This course includes a field experience component. | 3 |
| EDU 3050 |
Preparing for Student Teaching
Candidates will purposefully prepare for the semester of Student Teaching through understanding of ethical practices and development of classroom culture. Candidates will further reflect on Core Teaching Practices and specific grade band standards to ensure that they are prepared to advocate for all students and their learning. | 1 |
| EDU 4191 |
Student Teaching for Lower Elementary
Under the supervision of a mentor teacher and university supervisor, the candidate will design and deliver instruction and assessments to students in a lower elementary classroom (grades PK-3). Through reflection on their instruction and feedback from the mentor, the candidate will develop and improve their practice. With support from the mentor teacher, the candidate will manage the classroom and all related activities. | 12 |
| or EDU 4192 | Student Teaching for Upper Elementary | |
| Elementary Education Sequence | ||
| ED 2204 |
The Art & Science of Teaching Reading
This course examines the science, research, and methodology behind literacy instruction. Effective literacy instruction involves an acute understanding of the reading process, which includes oral language development, concepts of print, phonological awareness, phonics/decoding, vocabulary, word knowledge, fluency, and comprehension. Pre-service teachers will assume responsibility for understanding this complex process and delivering an effective instruction using varied instructional approaches, curricular materials, and assessment tools. The results of successful instruction are readers who possess not only basic reading skills but also the ability to read for multiple purposes, including other curricular areas. This course will also consider how to support the reading development of English Language Learners, students with disabilities, students from low socioeconomic status, and students from diverse backgrounds. The practicum component of this course enables students to put some of these strategies and skills into teaching practice. ED 2204 and ED 2358 meet the requirements for Wisconsin Act 20 Reading and Language Arts compliance. | 3 |
| ED 3401 |
Reading Strategies for Engagement and Growth
This course provides students with multiple reading and learning strategies to use across the curriculum. Theoretical models of reading and instructional approaches to the teaching of reading are reviewed, including developmentally appropriate instructional methods for teaching phonics and spelling, and assessments for instruction and accountability. Students will learn evidence-based instructional methods for:
concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary and comprehension.
| 3 |
| ED 4321 |
The Art and Science of Teaching Language Arts
This course focuses on the methods and materials essential for teaching language arts in the elementary classroom. Candidates will explore strategies to develop students’ communication skills, including speaking, listening, reading, and writing, through a literacy-rich approach. Emphasis will be placed on using digital resources and platforms to support diverse learners and integrate literacy goals across various subjects. Candidates will also gain practical experience in curriculum planning and instructional design tailored to the language arts classroom. | 2 |
| ED 4322 |
The Art and Science of Teaching Social Studies
This course prepares candidates to design and deliver effective social studies instruction in the elementary classroom. Through the integration of literacy strategies, candidates will explore how to foster critical thinking, inquiry, and communication skills within the context of social studies content. The course emphasizes curriculum planning, innovative teaching methods, and the use of digital tools to engage students and make social studies relevant to their lives. Practical applications will focus on developing a deep understanding of social studies standards and creating interdisciplinary connections. | 1 |
| ED 4323 |
The Art and Science of Teaching Mathematics
This course provides an in-depth exploration of curriculum and methodologies for teaching mathematics in the elementary classroom. Emphasis is placed on helping students develop a strong conceptual understanding, procedural fluency, reasoning, and problem-solving skills. Candidates will explore effective strategies for creating engaging, hands-on math experiences that build confidence and competence in learners. The course integrates the use of digital tools and resources to support diverse learning needs and align instruction with standards-based practices in mathematics education. | 2 |
| ED 4324 |
The Art and Science of Teaching Science
This course focuses on the methods and curriculum necessary for teaching science in the elementary classroom. Candidates will explore how to engage students in scientific inquiry, using evidence-based practices to investigate real-world phenomena. Emphasis is placed on helping learners develop critical thinking and problem-solving skills through hands-on exploration and experimentation. The course also examines the integration of technology and engineering concepts to foster a deeper understanding of science content and its applications. | 1 |
| Total Hours | 48 | |
| Code | Title | Hours |
|---|---|---|
| Lower Elementary (Pre-Kindergarten to Grade 3) | ||
| EDU 2110 |
Mathematics in Early Childhood
Candidates will explore current research, theories and practices regarding the early development of mathematical understanding and strategies for supporting lower elementary (grades PK-3) children’s exploration and understanding of the world through inquiry-based, hands-on activities. | 2 |
| EDU 2140 |
Assessment of Young Children
Candidates will explore purposes and techniques of formal and informal assessment with lower elementary students (grades PK-3), including observation, analysis and reporting of results. The application of assessment data in planning developmentally appropriate activities for children will be discussed. In a clinical setting under the supervision of a mentor/classroom teacher (10 hours minimum), candidates will apply these principles of assessment. | 3 |
| ED 2358 |
Emergent Writing: Birth to Grade 3
This course examines the development of children as writers from ages birth to grade 3. This course includes a study of children’s language development, specifically the relationship between language and writing, stages of writing development, supporting the child as a writer through Writer's Workshops and Writing Conferences. The course explores the use of writing as a way to communicate to a variety of audiences for multiple, authentic purposes. A deep understanding of the process writing approach is developed through course work. The course will examine current research and instructional strategies. ED 2204 and ED 2358 meet the requirements for Wisconsin Act 20 Reading and Language Arts compliance. | 2 |
| EDU 3111 |
Elementary Literacy – Lower Elementary Clinical
This course will focus on applying the concepts of teaching literacy in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of a mentor/classroom teacher, candidates will identify the needs of elementary students and will design and delivery literacy instruction. Candidates will use formative and summative assessments to evaluate lesson effectiveness and will reflect on and adapt pedagogy to continuously improve their instruction. | 1 |
| EDU 3121 |
Literacy Challenges – Lower Elementary Clinical
This course will focus on identifying and addressing literacy challenges for readers and writers in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will use specific assessments and assessment data to develop and implement effective instructional strategies that meet the needs of each learner, to monitor student progress in reading and writing, and to adapt and modify teaching strategies to meet unique student needs. | 1 |
| EDU 4111 |
Language Arts & Social Studies – Lower Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in language arts and social studies in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in language arts and social studies, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| EDU 4121 |
Math & Science– Lower Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in mathematics and science in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in mathematics/numeracy and science, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| Upper Elementary (Grades 3 to 6) | ||
| MATH 1200 |
Data & Space: Teaching Pre K-9
This course is the second course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘uncertainty’’ and ‘‘geometry’’. Topics include collecting, representing and analyzing data; concepts of chance; strategies for determining probability of events; functions; properties of 2-D and 3-D figures; transformations, similarity and symmetries; measurement systems; perimeter, area, volume, and surface area; and topology. | 3 |
| ED 4301 |
Data Driven Analysis of Classroom Practice
This course examines the research and methodology behind classroom management practices. It encourages the development of a personal philosophy to plan, implement, and assess the management, instruction, and student achievement occurring within a classroom. The course examines the use of formative assessment as a means for both developing and extending student understanding. Further, the course addresses a comprehensive framework for teaching that includes preparation, classroom environment, instruction, and professional responsibilities. | 2 |
| EDU 3002 |
Assessment and Evaluation for Educators Clinical
Candidates will receive instruction and support for participation in a clinical experience (minimum 15 hours) in a classroom appropriate to their program certification level (elementary, middle, or secondary). Under the supervision and direction of the mentor/classroom teacher, candidates will engage in assessment activities with students, gaining hands-on experience with a variety of assessment types, including formative, summative, standardized, and project-based methods. Candidates will learn how to interpret and use assessment data to monitor student progress, guide instructional decisions, and improve learning outcomes. | 1 |
| EDU 3112 |
Elementary Literacy - Upper Elementary Clinical
This course will focus on applying the concepts of teaching literacy in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of a mentor/classroom teacher, candidates will identify the needs of elementary students and will design and delivery literacy instruction. Candidates will use formative and summative assessments to evaluate lesson effectiveness and will reflect on and adapt pedagogy to continuously improve their instruction. | 1 |
| EDU 3122 |
Literacy Challenges - Upper Elementary Clinical
This course will focus on identifying and addressing literacy challenges for readers and writers in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will use specific assessments and assessment data to develop and implement effective instructional strategies that meet the needs of each learner, to monitor student progress in reading and writing, and to adapt and modify teaching strategies to meet unique student needs. | 1 |
| EDU 4112 |
Language Arts & Social Studies – Upper Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in language arts and social studies in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in language arts and social studies, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| EDU 4122 |
Math & Science - Upper Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in mathematics and science in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in mathematics and science, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| Total Hours | 21 | |
| Code | Title | Hours |
|---|---|---|
| Lutheran Teacher Diploma (LTD) Requirements | ||
| ED 2306 |
Teaching the Faith
This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class. | 3 |
| REL 4000 |
Lutheran Confessions
This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today. | 3 |
Curriculum - Lower Elementary & Special Education - 86 credits (Public Education)
| Code | Title | Hours |
|---|---|---|
| Undergraduate Core Requirements - Public Education | 44 | |
| Public Education Major | 86 | |
| Total Hours | 130 | |
Curriculum - Lower Elementary & Special Education - 92 credits (Lutheran Teacher or Christian Teacher Education)
| Code | Title | Hours |
|---|---|---|
| Undergraduate Core Requirements - Lutheran Teacher Diploma | 47 | |
| Lutheran Teacher Diploma Major | 92 | |
| Total Hours | 139 | |
Concordia Core Curriculum (44-47 Credits: see above)
Elementary Education Curriculum (48 Credits: see above)
| Code | Title | Hours |
|---|---|---|
| Lower Elementary (Pre-Kindergarten to 3rd Grade) | ||
| EDU 2110 |
Mathematics in Early Childhood
Candidates will explore current research, theories and practices regarding the early development of mathematical understanding and strategies for supporting lower elementary (grades PK-3) children’s exploration and understanding of the world through inquiry-based, hands-on activities. | 2 |
| EDU 2140 |
Assessment of Young Children
Candidates will explore purposes and techniques of formal and informal assessment with lower elementary students (grades PK-3), including observation, analysis and reporting of results. The application of assessment data in planning developmentally appropriate activities for children will be discussed. In a clinical setting under the supervision of a mentor/classroom teacher (10 hours minimum), candidates will apply these principles of assessment. | 3 |
| ED 2358 |
Emergent Writing: Birth to Grade 3
This course examines the development of children as writers from ages birth to grade 3. This course includes a study of children’s language development, specifically the relationship between language and writing, stages of writing development, supporting the child as a writer through Writer's Workshops and Writing Conferences. The course explores the use of writing as a way to communicate to a variety of audiences for multiple, authentic purposes. A deep understanding of the process writing approach is developed through course work. The course will examine current research and instructional strategies. ED 2204 and ED 2358 meet the requirements for Wisconsin Act 20 Reading and Language Arts compliance. | 2 |
| EDU 3111 |
Elementary Literacy – Lower Elementary Clinical
This course will focus on applying the concepts of teaching literacy in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of a mentor/classroom teacher, candidates will identify the needs of elementary students and will design and delivery literacy instruction. Candidates will use formative and summative assessments to evaluate lesson effectiveness and will reflect on and adapt pedagogy to continuously improve their instruction. | 1 |
| EDU 3121 |
Literacy Challenges – Lower Elementary Clinical
This course will focus on identifying and addressing literacy challenges for readers and writers in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will use specific assessments and assessment data to develop and implement effective instructional strategies that meet the needs of each learner, to monitor student progress in reading and writing, and to adapt and modify teaching strategies to meet unique student needs. | 1 |
| EDU 4111 |
Language Arts & Social Studies – Lower Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in language arts and social studies in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in language arts and social studies, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| EDU 4121 |
Math & Science– Lower Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in mathematics and science in lower elementary (grades PK-3) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in mathematics/numeracy and science, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| Special Education - Learning Disabilities | ||
ED 1230 |
Nature of the Exceptional Child
This course is designed to introduce the education student to a study of the major characteristics of all disabilities and gifted students as defined by state and federal law in order to provide for their needs in the general education classroom. The course provides significant foundational theories and practices for understanding special education as a discipline, legal requirements for Special Education services including IEPs, and rights and responsibilities of parents, teachers, other professionals and schools related to children with exceptional needs. Students learn about characteristics of learners, assessments used to diagnose them, support services, and how to create instructional and behavioral strategies for exceptional learners in the general education classroom. This course includes a field experience component. | |
| EDU 2410 |
Math Strategies for Special Learning Needs
This course will provide candidates with expertise in the teaching of mathematics to children with learning disabilities. Candidates will develop expertise in the area of NCTM standards for prek-12 grade, RTI as it applies to students with learning disabilities, curriculum based measures and progress monitoring tools to develop appropriate programs, and strategies to modify and adapt mathematics curriculum to meet the needs of students with learning disabilities. | 3 |
| EDU 2420 |
Language and Literacy
This course will provide candidates with expertise in the teaching of language and literacy skills to students with learning disabilities. Candidates will demonstrate the skills in language and literacy assessments and development of instructional strategies designed to meet the individual needs of each student with learning disabilities. The candidates will also demonstrate the expertise in the area of response to intervention (RTI) and the role of the special education teacher in this process. | 3 |
| EDU 2430 |
Special Education Legislation and Legal Guidelines
This course will provide candidates with a deep understanding of the history of special education, current legal and ethical standards, and emerging issues which will provide them with a strong base to advocate for educational policy and appropriate resources to support high quality education and legal rights of individuals with exceptional learning needs. | 3 |
| EDU 2440 |
Meeting the Social, Emotional, & Behavior Needs of the Student
This course will provide candidates with proficiency in understanding and managing the diverse social/emotional and behavioral needs of students with learning disabilities. Candidates will apply a thorough understanding of research-based strategies to develop intervention plans using current data-based assessment and practices. Candidates will be able to apply knowledge to create positive learning environments for all students. | 3 |
| EDU 2450 |
Collaboration with Parents, Students, and Other Professionals
This course will provide candidates advanced understanding of the educational and societal needs of students with learning disabilities as well as skills to advocate for educational policy, services, programs, and resources to support high quality education. Candidates will apply deep understanding to promote ethical, legal, and evidence-based practices for collaboration and professional development with stakeholders. | 3 |
| EDU 2460 |
Determining Eligibility and Designing Educational Programs
This course will provide candidates with expertise in the assessment procedures required to identify a specific learning disability. Candidates will demonstrate skill in using assessment data to develop individualized educational plans which take into account a full continuum of program of program options and services. Candidates will demonstrate the ability to provide extensive information regarding the results of assessments and educational recommendations to all stakeholders. | 3 |
| EDU 2470 |
Instruction Across the Content Areas for Students with Learning Disabilities
This course will provide candidates with the knowledge and skill required to assist general educators with understanding the educational and emotional needs of students with disabilities along with the ability to implement accommodations, modifications and best practice instructional strategies in the general education setting. | 3 |
| EDU 4499 |
Directed Student Teaching: Special Education with Seminar
In this course, candidates will complete 8 weeks for directed student teaching under the direction of a certified special education teacher along with student teaching seminar. During this student teaching experience, candidates will be evaluated by their cooperating teacher in 5 areas: demonstrating understanding of students with learning disabilities, assessing students with learning disabilities and developing individualized programs, teaching and modifying instruction and curricula for students with learning disabilities, working in the professional environment. | 6 |
| Total Hours | 38 | |
| Code | Title | Hours |
|---|---|---|
| Lutheran (LCMS Members) Teacher Diploma Requirements | ||
| ED 2306 |
Teaching the Faith
This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class. | 3 |
| REL 4000 |
Lutheran Confessions
This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today. | 3 |
Curriculum - Upper Elementary & Special Education - 85 credits (Public Education)
| Code | Title | Hours |
|---|---|---|
| Undergraduate Core Requirements - Public Education | 44 | |
| Public Education Major | 85 | |
| Total Hours | 129 | |
Curriculum - Upper Elementary & Special Education - 91 credits (Lutheran Teacher or Christian Teacher Education)
| Code | Title | Hours |
|---|---|---|
| Undergraduate Core Requirements - Lutheran Teacher Diploma | 47 | |
| Lutheran Teacher Diploma Major | 91 | |
| Total Hours | 138 | |
Concordia Core Curriculum (44-47 Credits: see above)
Elementary Education Curriculum (48 Credits: see above)
| Code | Title | Hours |
|---|---|---|
| Upper Elementary (Grades 3 to 6) | ||
| MATH 1200 |
Data & Space: Teaching Pre K-9
This course is the second course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘uncertainty’’ and ‘‘geometry’’. Topics include collecting, representing and analyzing data; concepts of chance; strategies for determining probability of events; functions; properties of 2-D and 3-D figures; transformations, similarity and symmetries; measurement systems; perimeter, area, volume, and surface area; and topology. | 3 |
| ED 4301 |
Data Driven Analysis of Classroom Practice
This course examines the research and methodology behind classroom management practices. It encourages the development of a personal philosophy to plan, implement, and assess the management, instruction, and student achievement occurring within a classroom. The course examines the use of formative assessment as a means for both developing and extending student understanding. Further, the course addresses a comprehensive framework for teaching that includes preparation, classroom environment, instruction, and professional responsibilities. | 2 |
| EDU 3002 |
Assessment and Evaluation for Educators Clinical
Candidates will receive instruction and support for participation in a clinical experience (minimum 15 hours) in a classroom appropriate to their program certification level (elementary, middle, or secondary). Under the supervision and direction of the mentor/classroom teacher, candidates will engage in assessment activities with students, gaining hands-on experience with a variety of assessment types, including formative, summative, standardized, and project-based methods. Candidates will learn how to interpret and use assessment data to monitor student progress, guide instructional decisions, and improve learning outcomes. | 1 |
| EDU 3112 |
Elementary Literacy - Upper Elementary Clinical
This course will focus on applying the concepts of teaching literacy in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of a mentor/classroom teacher, candidates will identify the needs of elementary students and will design and delivery literacy instruction. Candidates will use formative and summative assessments to evaluate lesson effectiveness and will reflect on and adapt pedagogy to continuously improve their instruction. | 1 |
| EDU 3122 |
Literacy Challenges - Upper Elementary Clinical
This course will focus on identifying and addressing literacy challenges for readers and writers in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will use specific assessments and assessment data to develop and implement effective instructional strategies that meet the needs of each learner, to monitor student progress in reading and writing, and to adapt and modify teaching strategies to meet unique student needs. | 1 |
| EDU 4112 |
Language Arts & Social Studies – Upper Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in language arts and social studies in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in language arts and social studies, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| EDU 4122 |
Math & Science - Upper Elementary Clinical
This course will focus on applying the skills for planning, teaching, and assessing in mathematics and science in upper elementary (grades 3-6) classrooms. In a clinical setting under the supervision of the mentor/classroom teacher, candidates will plan and teach lessons in mathematics and science, with an emphasis on integration of these content areas. Through personal reflection and feedback from the mentor teacher, candidates will improve and refine their pedagogy. | 1 |
| Special Education - Learning Disabilities | ||
ED 1230 |
Nature of the Exceptional Child
This course is designed to introduce the education student to a study of the major characteristics of all disabilities and gifted students as defined by state and federal law in order to provide for their needs in the general education classroom. The course provides significant foundational theories and practices for understanding special education as a discipline, legal requirements for Special Education services including IEPs, and rights and responsibilities of parents, teachers, other professionals and schools related to children with exceptional needs. Students learn about characteristics of learners, assessments used to diagnose them, support services, and how to create instructional and behavioral strategies for exceptional learners in the general education classroom. This course includes a field experience component. | |
| EDU 2410 |
Math Strategies for Special Learning Needs
This course will provide candidates with expertise in the teaching of mathematics to children with learning disabilities. Candidates will develop expertise in the area of NCTM standards for prek-12 grade, RTI as it applies to students with learning disabilities, curriculum based measures and progress monitoring tools to develop appropriate programs, and strategies to modify and adapt mathematics curriculum to meet the needs of students with learning disabilities. | 3 |
| EDU 2420 |
Language and Literacy
This course will provide candidates with expertise in the teaching of language and literacy skills to students with learning disabilities. Candidates will demonstrate the skills in language and literacy assessments and development of instructional strategies designed to meet the individual needs of each student with learning disabilities. The candidates will also demonstrate the expertise in the area of response to intervention (RTI) and the role of the special education teacher in this process. | 3 |
| EDU 2430 |
Special Education Legislation and Legal Guidelines
This course will provide candidates with a deep understanding of the history of special education, current legal and ethical standards, and emerging issues which will provide them with a strong base to advocate for educational policy and appropriate resources to support high quality education and legal rights of individuals with exceptional learning needs. | 3 |
| EDU 2440 |
Meeting the Social, Emotional, & Behavior Needs of the Student
This course will provide candidates with proficiency in understanding and managing the diverse social/emotional and behavioral needs of students with learning disabilities. Candidates will apply a thorough understanding of research-based strategies to develop intervention plans using current data-based assessment and practices. Candidates will be able to apply knowledge to create positive learning environments for all students. | 3 |
| EDU 2450 |
Collaboration with Parents, Students, and Other Professionals
This course will provide candidates advanced understanding of the educational and societal needs of students with learning disabilities as well as skills to advocate for educational policy, services, programs, and resources to support high quality education. Candidates will apply deep understanding to promote ethical, legal, and evidence-based practices for collaboration and professional development with stakeholders. | 3 |
| EDU 2460 |
Determining Eligibility and Designing Educational Programs
This course will provide candidates with expertise in the assessment procedures required to identify a specific learning disability. Candidates will demonstrate skill in using assessment data to develop individualized educational plans which take into account a full continuum of program of program options and services. Candidates will demonstrate the ability to provide extensive information regarding the results of assessments and educational recommendations to all stakeholders. | 3 |
| EDU 2470 |
Instruction Across the Content Areas for Students with Learning Disabilities
This course will provide candidates with the knowledge and skill required to assist general educators with understanding the educational and emotional needs of students with disabilities along with the ability to implement accommodations, modifications and best practice instructional strategies in the general education setting. | 3 |
| EDU 4499 |
Directed Student Teaching: Special Education with Seminar
In this course, candidates will complete 8 weeks for directed student teaching under the direction of a certified special education teacher along with student teaching seminar. During this student teaching experience, candidates will be evaluated by their cooperating teacher in 5 areas: demonstrating understanding of students with learning disabilities, assessing students with learning disabilities and developing individualized programs, teaching and modifying instruction and curricula for students with learning disabilities, working in the professional environment. | 6 |
| Total Hours | 37 | |
| Code | Title | Hours |
|---|---|---|
| Lutheran (LCMS Members) Teacher Diploma Requirements | ||
| ED 2306 |
Teaching the Faith
This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class. | 3 |
| REL 4000 |
Lutheran Confessions
This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today. | 3 |