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Counseling |
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COU 665 - Brief Counseling Interventions (2)
A presentation of theory, methodology, and practice of several modes of brief psychotherapy, including the crisis intervention model and brief cognitive therapy. Emphasis is placed upon acquisition of skills considered to be essential for the effective practice of short-term counseling interventions.
Prerequisites: COU 601 & COU 602 .
Elective course
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COU 671 - Directed Study (1-3)
Supervised research or tutorial arrangements undertaken as a means of conducting an in-depth investigation of a subject or area not covered by, or related to, the regular curriculum. Independent studies must be approved by the instructor and the Dean.
Elective course
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COU 675 - Research in Counseling (3)
This course provides students with the skills necessary to critically evaluate counseling and clinical research literature. Students are introduced to the nature of scientific psychology, the process of research inquiry, and the role of the mental health counselor as a knowledgeable research consumer. Students are also introduced to the application of descriptive and inferential statistics, reliability, and validity to the research endeavor. At the completion of this course, students will be able to read and understand research reports in the literature as well as critically examine literature that is non-empirically based. Students will also understand the process for designing their own research and program evaluation.
Required core course
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COU 678 - Grant Writing and Program Evaluation (2)
A presentation of a variety of methods, including qualitative techniques and measures of outcome, which are relevant to grant writing and program evaluation.
Prerequisite: COU 675 .
Elective course
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COU 691 - Internship (1-6)
A supervised internship experience which consists of a minimum of 800 clock hours that includes: (a) a minimum of 320 hours of direct service work with clients; (b) a minimum of one hour per week of individual supervision with the on-site supervisor; and (c) a minimum of 1 1/2 hours per week of group supervision via weekly internship class meetings. The internship experience enables students to refine and further enhance the knowledge and skills applied during their practicum. In addition, the internship provides an opportunity for students to engage in all of the professional activities performed by a regularly employed staff member at the internship site.
Prerequisite: Admission to Level 3.
Repeatable for a maximum of 12 credits (Pass/Fail)
Required core course
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COU 695 - Culminating Project (1-6)
An optional course recommended for students who plan to pursue a doctoral degree. A final project may be a thesis, a program evaluation, or other approved project.
Prerequisites: COU 675 and COU 678 and approval of the Dean and a member of the graduate faculty.
Elective course
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COU 696 - Preparation for State Licensing Exam (0)
Separate fee.
Elective course
(Pass/Fail)
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COU 699 - Selected Topics (1-3)
Subject-specific courses may be counted toward degree requirements within this category. Such courses will be offered on the basis of expressed student need. A total of 12 graduate credits within this category may be counted toward degree requirements.
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School Counseling |
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COE 601 - Counseling Theories and Methods for K-12 Schools (3)
A survey of counseling theories including processes associated with each theory and the goals each theory attempts to meet for the K-12 schools. This course will introduce students to basic ideas and techniques of major theorists known for their work in the field of psychology. Students will take these major ideas and develop a practical toolkit for their work in schools.
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COE 602 - Practicum Lab in Counseling (3)
A supervised on-site experience in the full range of counselor duties. Students will complete 150 hours of experiences implementing activities relating to the curriculum in COE 601 . Students may choose to do their practicum in 7-12, K-6 or K-12 sites based on their teacher certification level. Practicum hours must be completed under the supervision of a certified school counselor with at least 3 years of experience.
Prerequisites: COE 601 , COE 620 or COE 650 .
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COE 610 - Interpreting Data in School Counseling (3)
A variety of methods and theories of assessing students in school counseling programs. Pre-service school counselors will also develop an understanding of skills in test selection, administration, and interpretation. Students will learn how to read assessment and test scores and use the data to help shape the school counseling program to meet the needs of the students in the school system.
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COE 615 - Counseling Skills and Crisis Intervention (3)
School personnel are often among the first to respond during times of crisis. This course provides information and intervention strategies for a wide variety of crisis situations, including sudden and lingering death and suicide, catastrophic disasters, and incidences of violence. Participants learn how to work with grieving students and staff, identify ways to manage stress during times of crisis, and develop an understanding of cultural factors that can impact crisis interventions. In addition, participants will examine their schools’ crisis and safety plans. This course is helpful for teachers, administrators, and counselors.
Cross-listed with EDU 615
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COE 620 - School Guidance Curriculum (3)
The course presents a variety of methods appropriate for the K-12 schools for the guidance counseling curriculum. Both elementary and secondary areas in instruction, interdisciplinary, group activities, and collaborative work for the classroom will be explored. In addition, working with parents and the community focusing on instruction for this population in a variety of settings will be introduced. Through collaborative work, case studies, development of lessons for counseling, and simulation activities, students will develop skills for a school guidance program.
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COE 630 - Social and Cultural Awareness in School Counseling (3)
The course examines the role of social and cultural contexts on all aspects of human behavior and how that is played out in the educational setting. The course provides an overview of the issues in gender and diverse population counseling. The course assists all counselors to become aware of personal biases in counseling: understand cultural and economic conditions and their impact on counselor, group, and client problem solving and how to manage communication issues in the area of counseling. Students will learn about the effects of social, cultural groups, gender, and diverse populations on educational environment and be able to develop plans to work with cultural and social groups including their subgroups in the educational setting.
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COE 635 - School Counseling and Special Populations (3)
This course will help school counselors understand their role in working with special education and other special educational programs within the school system (504, SAT, RTI, etc.). Students will learn about the special education process, procedures, interventions, and terminology. In addition, this course will cover the behavioral and academic challenges associated with disabilities, understanding disability categories, and understanding the legal and ethical issues surrounding special education.
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COE 650 - Programming for School Counseling (3)
An examination of a variety of techniques for counseling including individual counseling, group counseling, and classroom guidance programs ensuring equitable access to resources that promote academic achievement, career development including identification of post-secondary education. Students will explore vocational, occupational, and educational information in career counseling and decision making. Students will engage in activities to enhance their understanding of the techniques of counseling. Students will also be required to demonstrate their understanding of school counseling activities and procedures.
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COE 655 - Ethics, Law and Professional Practice for School Counselors (3)
An examination of the mission, goals, and objectives of the professional school counselors. Students learn and apply codes of ethics, laws, and regulations pertaining to school counseling and professional standards of performance.
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COE 691 - Internship in Counseling (3)
An experience in counseling in which pre-service counseling students participate in the full range of counselor duties and responsibilities in a school setting. Students are expected to complete 450 hours of internship under the direction of a licensed school counselor. May be K-6, 7-12 or K-12 depending on student’s teacher certification. This course will also provide assistance in preparation for the Nebraska Professional School Counselor examination required for certification. The 450 hours of internship must be under the supervision of a certified school counselor with at least 3 years of experience.
Prerequisites: COE 601 , COE 620 or COE 650 , COU 634 and COE 602
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Education |
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EDU 600 - Improvement of Instruction (3)
A treatment of the forces influencing instructional planning and emergent instructional practices. The current research base serves as a foundation for the examination of topics such as models of teaching, peer coaching, and reflectivity. Also included is an emphasis on current trends/issues in the student’s area of teaching (e.g., natural science, social science, art, etc.).
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EDU 601 - Critical Issues in Curriculum and Instruction (3)
This course considers current social, political, and economic issues affecting curriculum and schooling. Course discussions and readings focus on, but are not limited to, curriculum reform, alternative teaching and learning paradigms, classroom philosophy, and topics selected by class members. At the conclusion of the course, students develop a personal curriculum platform based on their understanding of the issues and how these issues affect the school environment.
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EDU 602 - Assessment of Learning (3)
This course provides an examination of authentic assessment procedures used in K-12 classrooms. Attention is given to the examination, construction, interpretation, and use of authentic assessments for measuring student learning in areas of the K-12 curriculum. Students will move from theory to practice as they develop an evaluation plan with an emphasis on using portfolios and authentic assessment measures in the classroom. (EDU 602 and EDU 645 may not both be used by a student for completion of the Master of Education degree.)
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EDU 603 - Research Methods (3)
The course includes a comparative examination of qualitative and quantitative research methods. Upon completion of the course, the graduate student has selected a research question relevant to a K-12 classroom teaching assignment, reviewed literature about the question, and designed a project or thesis that includes a plan to evaluate the effectiveness of the educational innovation related to the research question.
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EDU 604 - Culminating Project (3)
An individual experience for graduate students choosing a non-thesis program of study that includes implementing an educational innovation selected in EDU 603 . Upon completion, the graduate student presents a synthesis and evaluation of the project, identifies ongoing questions for further examination, submits a final copy of the culminating project abstract, and presents a portfolio. The project adviser is typically the same faculty member with whom the graduate student completed EDU 603 .
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EDU 605 - Thesis (3)
An individual student research project under faculty supervision. The student is expected to produce a scholarly paper suitable for publication. The student is also expected to present his/her paper to a faculty committee in a seminar setting. Students choosing this option must complete both EDU 603 - Research Methods (3) and EDU 660 - Statistics (3) .
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EDU 606 - Improving Strategic Instruction in the Language Arts (3)
Participants learn a variety of approaches that help to develop strategic readers and writers. The emphasis is on exploring instructional approaches such as guided reading, shared reading, literature groups, mini-lessons focusing on phonics and word recognition strategies, and enhancing comprehension, vocabulary, spelling and grammar. Participants move from theory to practice as they design and implement strategies for their classroom.
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EDU 607 - Building Communities Within the Classroom: Strategies for the Learning Environment (3)
The participants learn to promote K-12 students’ independence and social responsibility. Programs to be introduced and discussed include collaborative teaming, student-led and early-bird conferencing, T.R.I.B.E.S., parents as partners, business buddies, and shadow-learning. Teachers will be able to apply current trends and formulate strategies to use in their learning environments.
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EDU 608 - Current Social and Legal Issues in Education (3)
Considers the current social and legal issues affecting public schools and education. Course presentations, guest lectures, discussions, and readings will focus on the legal foundations of public education and the impact the federal and state court cases have had on public and private schools. Students will complete a variety of experiences, both oral and written, to understand the impact educational law has had on schools, teachers, and students, and how it has shaped the development of our public school system.
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EDU 609 - Student-Centered Math in the K-5 Classroom (3)
This course helps educators learn how to help students construct mathematical understanding by teaching through meaningful problem solving and rich, relevant tasks. Teachers will expand their knowledge of the NE Standards/Common Core Standards, learn developmental progressions within and across domains, learn how to develop math communities of self-regulated learners that enhance discourse, and learn strategies to teach math effectively and in ways that excite and motivate the wide range of student abilities and interests in classrooms by making math relevant and purposeful to the students’ lives. This course links math to all subject areas and the real-world through the use of literature, manipulatives (Cuisenaire Rods, pentominoes, tangrams, pattern blocks, base-ten blocks, etc.), and real-life tools (glyphs, graphs, menus, evernts, maps, sports, etc.). These techniques and strategies will bring the NCTM Standards/Common Core Standards alive in the classroom. Participants will be able to apply the ideas to help students make sense of mathematics and apply it as a tool for reasoning and problem solving.
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EDU 611 - Teaching Strategies for Middle School Mathematics (3)
Teachers expand and enhance their knowledge to teach mathematics using manipulatives, real-life applications of mathematics, technology resources, and problem-solving strategies appropriate for the middle level classroom (4-9). Modeling of manipulatives, strategies, and games are key elements of the course. Participants are able to integrate these new teaching ideas into their classrooms by designing strategies for implementation.
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EDU 612 - Nebraska and the Overland Trails (3)
This course studies the life and times of the early pioneers and their hardships as they traveled the trail through the study of journals that they kept. Field trips to historical sites along the trail in eastern Nebraska, journaling, discussion, music, and readings will further prepare each participant to design materials for use in the teacher’s classroom.
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EDU 613 - Models of Teaching (3)
This course focuses on a variety of teaching strategies for use in instructional planning and practice. Students will participate in the design of lessons for classroom use by applying instructional models that provide active learning, inquiry skills, and deductive and inductive reasoning. Students will develop an understanding of the various models of teaching and learning. This course is designed for all content areas and grade levels.
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EDU 614 - Assessment of Literacy Development (3)
This course is based on the work of Rick Stiggins and is intended for teachers in Nebraska schools. The course is designed to assist teachers in developing the knowledge needed to effectively create and use a classroom assessment system. Educators will study a variety of assessment practices, including the identification of learning targets and designing systems to track and report student progress. Assessment tools covered include paper pencil assessments, performance assessments, and other authentic measures of student growth and achievement. Teachers will design balanced assessment systems for their classroom to use as reporting and teaching tools.
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EDU 615 - Counseling Skills and Crisis Intervention (3)
School personnel are often among the first to respond during times of crisis. This course provides information and intervention strategies for a wide variety of crisis situations, including sudden and lingering death and suicide, catastrophic disasters, and incidences of violence. Participants learn how to work with grieving students and staff, identify ways to manage stress during times of crisis, and develop an understanding of cultural factors that can impact crisis interventions. In addition, participants will examine their schools’ crisis and safety plans. This course is helpful for teachers, administrators, and counselors.
Cross-listed with COE 615
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EDU 616 - Utilizing Inquiry Learning in the Classroom (3)
This course is designed to explore effective uses of the inquiry process in K-12 classrooms. Students examine their current practice as it relates to the inquiry process. Opportunities to enhance lessons and current practice are presented. Focus is on science and social studies, but other subject areas are addressed.
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EDU 617 - Developmentally Appropriate Practices in the Middle Grades (3)
An exploration of the practical and philosophical issues concerning developmentally appropriate learning for middle grade students. Participants learn strategies for implementing practices that support the emerging adolescent, including methods and materials in the content areas.
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EDU 618 - Active Learning: Strategies to Enliven Your Classroom (3)
This experiential class explores the scientific basis for energizers, movement, play, games, and physical education, as well as strategies to implement active learning into existing lesson plans. The latest brain research supports the importance of movement at every age. Participants design curriculum to take back to their classrooms to enhance and improve student achievement.
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EDU 620 - Gifted Education in the Regular Classroom (3)
Provides classroom teachers with curriculum modifications, instructional strategies, and practical ideas for meeting the needs of bright, gifted, or able students in the regular Pre-12 classroom. Participants learn methods for modifying the existing curriculum, developing an appropriate learning environment, and designing a curriculum for able learners.
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EDU 621 - Internship for ESL (3)
Student teaching (internship) is arranged on an individual basis. This professional term experience is designed to place the student into a school setting in which he/she can be given first-hand experience in parent conferencing, student evaluation and assessment, classroom management, and related development of curriculum topics to meet Nebraska’s K-12 student standards.
Pre-requisites: EDU 682 & EDU 684
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EDU 622 - Study Strategies for Struggling Middle and High School Students (3)
This course explores strategies to assist struggling middle and high school students. Participants will develop lessons to help students increase their self-awareness, raise their self-esteem, write more effectively, improve their creative and critical thinking skills, master effective study skills, and maximize their learning.
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EDU 624 - Multicultural Education and Practice (3)
This course is designed to move participants beyond individualistic concerns to the broader concerns of humanity by viewing multicultural education as an emerging field of study. Class members analyze their beliefs, attitudes, and behaviors in relationship to multicultural views. Through critical reading of selected literature and articles, participants expand their knowledge of the theory that exists in multicultural education and discover its relevancy in practice. As a result of this course, practitioners will be able to define and identify components of an effective multicultural education program, evaluate curriculum materials for diversity, model appreciation and awareness of multiple perspectives, teach effectively to a broader range of students, and confront prejudice and other social injustices.
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EDU 625 - Educational Uses of the Internet (3)
Investigates classroom applications and curriculum integration of Internet resources. In doing so, educators are provided with the technological skills to navigate the global superhighway and to communicate and share information with others worldwide.
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EDU 626 - Secondary Methods (3)
A secondary methods course designed to acquaint students with strategies for teaching in a middle/high school setting. Students examine topical issues to include curriculum development and execution, methods for the content area being studied, assessment, and classroom management. Emphasis is placed on practical application through role play, applied research, and lesson presentation and critique. At the conclusion of the course, students will be able to articulate a teaching philosophy, design lessons appropriate to the content area, and teach effectively to large and small groups of students. A practicum experience of 150 hours is included.
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EDU 627 - Meeting Learner Needs Through Multiple Intelligences (3)
Using Howard Gardner’s method of mapping capabilities into multiple “intelligences,” this course explores strategies for encouraging children’s full development by identifying and promoting multiple intelligences, designing challenging curriculum using all the intelligences, and developing assessments to demonstrate what students know and what they can do.
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EDU 628 - Teaching ESL Students in the Regular Classroom (3)
This course prepares K-8 teachers to teach ESL students in their classrooms. Upon completion of this class, teachers are able to identify activities and manipulatives that can be teacher directed, peer directed, or independently directed in all content areas. Participants will utilize the information to create materials for use with ESL students in their classrooms.
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EDU 629 - Beginning Studies in Brain Research (3)
This comprehensive course provides an overview of the newest brain research available. The course identifies and describes the basic components of a brain-based classroom environment. The students discuss interventions that promote a positive classroom atmosphere and create a learning community. They also demonstrate knowledge of techniques that motivate students and enhance the learning processes, describe specific interventions for correcting early emotional and physical disruptions, and identify major emotional needs for the developmental stages of childhood and adolescence. Participants develop personal and professional competencies as evidenced by preparing a personal plan utilizing brain research techniques to be implemented in the classroom.
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EDU 630 - Methods for Teaching Math in Elementary School I (3)
A methods course with the central focus on methodologies in teaching mathematics and the use of manipulatives within the content of mathematics that is developmentally appropriate for the elementary (including early childhood K-3) grade setting. Students use problem solving as an approach to learn mathematics, identify curricular sequences within common instructional topics, and plan appropriate learning activities and evaluation procedures.
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EDU 631 - Advanced Brain Compatible Learning Strategies (3)
A continuation of the examination of the latest brain research and its practical applications in educational settings. This experiential class builds on previous knowledge of brain-compatible learning. Participants design and implement a plan suitable for the classroom setting. Through the development of a variety of classroom techniques, emphasis is placed on increasing activities that promote learning and help overcome obstacles in the learning process.
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EDU 633 - Middle and High School Practicum (3)
Practicum in the Middle and High School is a secondary methods course designed to introduce the student to the middle and high school routines. Students will assist a classroom teacher for 150 hours in the content area in which certification is sought. Students will design and teach lessons, learn how to manage the classroom, and begin to apply the Nebraska K-12 standards to curriculum.
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EDU 634 - Reading in the K-6 Classroom (3)
This course provides participants with the opportunity to improve their understanding of reading instruction and assessment in their classroom. By promoting the teaching of reading strategies that enhance comprehension and encourage book talk, teachers can increase learner interest and performance. A variety of strategies for fiction and informational text is presented, as well as the use of focus groups on specific areas of concern. The assessment component includes training on the use of Individual Reading Inventories, observation surveys, and other reading diagnostic tools.
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EDU 635 - Nebraska Heritage Studies (3)
Provides classroom teachers with information and resources to develop curricula integrating local and state history into the K-12 classroom. Participants in this course explore the issues surrounding territorial and early state settlement, social life, leisure activities, residential architecture, and historical preservation. Discussion is centered on Native Americans, the effects of 20th century wars on Nebraska communities, and the impact of technological development. Students learn to integrate these topics into broader social studies units, as well as how to develop specific classes in Nebraska history.
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EDU 636 - Technology as an Instructional Tool (3)
Technology can be an effective tool in the educational process. This course provides an awareness of many educational uses of technology, including multi-media computer applications, laser disks, CD-ROM, and the Internet. A basic level of competency and understanding is gained through the use of these technologies, followed by an exploration of how they can be integrated into the educational process. At the completion of the course, students will have an increased awareness of many types and uses of instructional technology; have an increased ability and confidence to use, understand, and evaluate various instructional technologies; and be able to effectively and appropriately integrate technologies into the educational process and assess their effectiveness.
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EDU 637 - Technology in Business and Industry (3)
An opportunity for educators to visit companies to view the technological changes and discover the skills needed by today’s workers. Company tours and presentations by human resource departments are part of this class designed for counselors, administrators, curriculum coordinators, and teachers of business, science, art, and industrial technology. Using this information, participants design curricula and experiences to enhance the employability of their students.
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EDU 638 - Integrating Technology in the Classroom: A Tool for the Future (3)
This course expands on the competencies and understandings developed in EDU 636 by enhancing participants’ effectiveness in applying technology to K-12 classroom curriculum and instruction. At the completion of the course, students will have increased their ability and confidence to use various instructional technologies and be able to appropriately integrate technologies into the educational process and assess their effectiveness.
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EDU 639 - Seminar in Secondary Education (3)
A seminar course to accompany the secondary student teaching experience. Students examine topical issues to include educational philosophy, curriculum development, assessment, school law, special needs students, applications of technology in the classroom, parent-teacher relations, action research and other related topics as they pertain to the student teaching experience. Students will apply the foundations of education to the development of a personal philosophy of teaching, develop curriculum appropriate for the middle or high school, and work closely with the cooperating teacher to develop and implement a classroom project to provide evidence of effective teaching by the student teacher.
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EDU 640 - Literature for Children and Youth (3)
This course provides an analysis of literary materials for children and youth. Attention is given to the different genres, the selection of quality literature, the integration of literature across the curriculum, and the importance of multicultural literature representing African American, Hispanic American, Asian American and Native American children and youth. Students will read, critique, and analyze literature and its use in today’s classroom.
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EDU 641 - Language Arts & Reading I (3)
A methods course focusing on the discovery and investigation of language arts, reading methods, and materials for the elementary (including early childhood K-3) including handwriting, spelling, listening, creative dramatics, grammar, language development, oral language, writing as a process approach, and the six traits of analytical writing. Students will become acquainted with literature for children and adolescents, including the different genres, storytelling, oral reading, choral reading, and its application for teaching language arts skills. Emphasis will be placed on implementing state and national reading and language arts standards.
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EDU 643 - Methods for Teaching Math in Elementary School II (3)
A methods course building upon the foundation laid in Teaching Math in Elementary School I with the central focus on methodologies in teaching mathematics and the use of manipulatives within the content of mathematics that is developmentally appropriate for the elementary and middle grades setting. Students use problem solving as a approach to learn mathematics, identify curricular sequences within common instructional topics, and plan appropriate learning activities and evaluation procedures.
Prerequisite: EDU 630
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EDU 644 - Methods for Teaching Science & Social Studies in Elementary School (3)
A methods course focusing on methodologies in teaching science and social science that are developmentally appropriate, integrated, and interdisciplinary for the elementary (including early childhood K-3) settings. Students apply current research in the areas of science and social science education, design lessons and curricular sequences, integrate technology, plan evaluation procedures, and explore concepts and local environments through inquiry activities. This course is based upon the National Science Literacy Standards, the National Curriculum Standards for Social Studies, the Nebraska State Science Standards, and the Nebraska Social Studies Standards.
Prerequisite: EDU 737
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EDU 645 - Assessment of Literacy (3)
This course provides an examination of authentic assessment procedures used in the assessment of literacy in the elementary and middle grades classrooms. Attention is given to the examination, construction, interpretation, and use of authentic assessments for measuring student learning in reading and writing. Students will also examine the Nebraska K-12 content reading standards and develop assessments appropriate for them. Students will move from theory to practice as they develop an evaluation plan with an emphasis on using portfolios and authentic assessment measures in the classroom. (EDU 602 and EDU 645 may not both be used by a student to complete the Master of Education degree.)
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EDU 646 - Teaching Science K-8 with Everyday Things (3)
This course is designed as a methods and content course in science for K-8 teachers. The course includes many interdisciplinary techniques for teaching earth science, environmental science, and biology. Project Learning Tree and other materials will be used. Opportunities to enhance lessons and current practice will be presented. Students will design developmentally appropriate learning experiences with integration of curriculum and assessment of student outcomes. The course is based upon the Nebraska State Science Standards, the National Science Literacy Standards, and the Next Generation Science Standards.
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EDU 647 - Technology for Special Needs Students (3)
Technology can be a very effective tool when meeting the needs of special populations. This course will provide educators with the tools needed to 1) effectively utilize technology in inclusion and pullout settings to help meet student objectives; 2) evaluate individual student needs; 3) use as a management tool to tackle paperwork; 4) use technology to record and measure student growth; 5) use as a research tool to explore disabilities and current practices; 6) strengthen communication between special education, regular education, and parents; and 7) request the technology needed.
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EDU 648 - Differentiated Curriculum for Gifted Education in the Regular Classroom (3)
This class is designed to introduce teachers to the process of differentiating curriculum in the classroom. Participants will develop an understanding of the differentiation process for the gifted and develop implementation techniques and units of study which incorporate curriculum modifications. Additional topics to be explored and put into practice include tiered assignments, flexible grouping, interest in learning centers, independent projects, learning contracts, curriculum compacting, and adjusting scope and sequence. Students also learn to apply the techniques of higher level questioning and critical thinking. Students will develop effective evaluation techniques for differentiated curricular options.
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EDU 649 - Counseling Skills for Classroom Teachers (3)
A course which explores strategic counseling tools and practices to assist the classroom teacher in managing personal/social issues and crisis-oriented events in children’s lives. Behavioral interventions that work in conjunction with group dynamics, classroom curriculum, and management are also addressed. Key themes include social development, educational achievement, and the development of school-to-work ethic, including classroom climate, managing transition times/places, and strategies to develop empathetic understanding. Participants also identify classroom issues to discuss and explore options for their resolution. Community resources, case studies, and behavioral interventions that are specific to teacher experiences are presented. Participants develop plans of intervention, resource guides for classroom use, and read and report on current literature appropriate for counseling use in the classroom.
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EDU 651 - Character Education in K-12 Classrooms (3)
Building Character Education in K-12 Classrooms encourages teachers to explore the history of character education in the United States, recognize the need for character education in today’s society, and analyze the impact Nebraska’s Character Education Laws have on today’s schools. Teachers integrate character education with Nebraska Standards and Links to L.E.A.R.N.S. The relationship between character education and service learning, student leadership, peer mediation/conflict management, literature, and school climate are also examined.
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EDU 652 - Teaching and Assessing Writing in the K-8 Classroom (3)
An introduction to the Six Trait Analytical Model using voice, ideas, organization, word choice, sentence fluency, and conventions. Discussion of the writing process, the modeling and planning of instructional lessons, learning how to recognize and encourage the emergence of these traits, integrating writing across curricular areas, and learning how to assess the traits is emphasized.
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EDU 654 - Developing Web Applications (3)
A course designed to provide educators with the knowledge and skills necessary to develop web sites that may be used in the classroom setting. Participants develop a web site. The course focuses on the principles of site design and development, the concept of hyperlinking information, integration of text, graphics, and sound, and the access of information via the World Wide Web.
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EDU 655 - Internship (8)
Student teaching (internship) is arranged on an individual basis depending upon the program in which the student is enrolled. This professional term experience is designed to place the student into a school setting in which he/she can be given first-hand experiences in parent conferencing, student evaluation and assessment, classroom management, and related development of curriculum topics to meet the Nebraska K-12 student standards. This is a 14-week full-time experience.
Pre-requisites: EDU 624 , EDU 663 & EDS 620
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EDU 656 - Reaching Understanding: Communicating Effectively in an Educational Environment (3)
This course is concerned with understanding and utilizing effective communication skills with colleagues, administration, parents, and community members. Participants explore effective oral and written communication with the emphasis on oral communication. The participants develop skills to decrease misunderstandings, send clear messages, receive and interpret messages accurately, and, in general, enhance their interactions.
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EDU 657 - Working with Struggling Students (3)
This course explores common barriers to students’ learning experiences. Specific techniques are presented to assist students unable to function effectively in the classroom. Participants develop adaptations and interventions which may be utilized to increase comprehension, memory, achievement, motivation, and self-esteem.
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EDU 659 - Differentiated Curriculum in the Regular Classroom (3)
Designed to introduce teachers to the process of differentiating curriculum in the regular classroom. Students will develop an understanding of the differentiation process and develop implementation techniques and units of study that incorporate curriculum modifications. Additional topics students will explore and put into practice include tiered assignments, flexible grouping, interest in learning centers, independent projects, learning contracts, curriculum compacting, and adjustment of scope and sequence. Students will also learn to apply the techniques of higher level questioning and critical thinking. Students will develop effective evaluation techniques for differentiated curricular options.
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EDU 660 - Statistics (3)
A study of the competencies needed in order to understand the fundamental statistical methods and procedures most commonly used in educational research. The student is expected to understand the processes of descriptive, inferential, and correlational statistics so that he/she can apply these techniques to the data or can read, comprehend, and evaluate the findings of other professionals as they are reported in the literature of the student’s respective field.
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EDU 663 - Reading and Writing in the Content Area (3)
This course provides educators with a variety of reading, writing, speaking and listening strategies, and informal assessment techniques they may utilize to improve student understanding of texts and materials in their classrooms and at home. Students will explore and utilize specific strategies which include basic processes of reading, methods of instruction, and techniques for identifying materials appropriate for all readers. These strategies can be adapted for 7-12 students to help them become more reflective thinkers as well as active and purposeful learners. The strategies introduced in this course are appropriate for all content areas and participants will be actively involved in using the strategies. Participants will also review the Nebraska 7-12 reading standards to explore opportunities to extend the reading standards across the curriculum. Students will use both electronic and print resources and critique their application in the content classrooms.
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EDU 664 - Seminar for Beginning Teachers I (3)
A course required for all students completing initial certification for elementary and middle grades, education, or special education. Students will explore issues for the first-year teacher. Students will begin planning for their teaching positions, developing curriculum, and making final decisions concerning classroom organization and management. In addition, students will review the topics of parent conferencing, school law, the Nebraska K-12 content standards, crisis intervention, and effective teaching of mainstreamed students. Other current topics in education will be addressed as they relate to the beginning teacher.
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EDU 666 - Classroom Computer Applications (3)
An examination of the methods and materials for using microcomputers to enhance instruction in the K-12 classroom. The use and evaluation of available software, the organization and development of teaching units which integrate microcomputer use, and the evaluation of computer hardware are given particular attention.
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EDU 667 - Writing Across the Curriculum (3)
An examination of writing as a process approach and its application in the classroom. An emphasis is placed on reviewing current best practices in implementing writing across curriculum areas.
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EDU 669 - Cooperative Learning (3)
Cooperative learning helps students become more engaged participants in classroom instruction. With the use of cooperative learning, classrooms can change immensely. This course will explore the many elements of cooperative learning. It will focus on the theory, goals, and
communication in regards to cooperative learning. It will also address how to structure classrooms so that teachers can be successful when using cooperative learning. Skills will be taught in order to build relationships within teams in one’s classroom. Participants will develop plans for implementation of cooperative structures in the classroom for each student.
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EDU 670 - Classroom Management (3)
A review of research on academic and behavioral interventions and on school, teacher, and instructional effectiveness. Activities, management, and teacher organizational tasks in the classroom are also considered.
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EDU 671 - Directed Study (1-3)
An individual student empirical investigation reviewing the literature on research and theory related to curriculum and instructional systems.
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EDU 672 - Teaching Strategies (3)
An investigation of teaching strategies incorporating theory and practice in conventional group instruction, individualized instruction, and instruction using new media. Attention is also given to planning and developing lessons, environmental issues affecting instruction, and constructionalist theory and practice.
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EDU 674 - Meeting the Needs of the At-Risk Child in the Classroom (3)
This course brings together the best ideas from several schools of thought on providing a classroom environment which works effectively with at-risk students. The class gives particular attention to providing a school/classroom climate in which all students have the best opportunity to develop a positive self-concept.
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EDU 675 - Sign Language and Teaching to the Deaf/Hard of Hearing (3)
This course is intended to teach individuals how to communicate with the deaf using sign language. Objectives include: involvement in activities to become more aware of deaf culture, finger-spelling, total communication, decisions parents face as they care for their deaf child, interpreter issues, and learning how to make accommodations in the main-stream classroom for deaf or hard of hearing students. The use of assistive technology for the deaf or hard of hearing is also demonstrated and discussed in this course. Individuals in this class gain useful and appropriate teaching strategies for deaf or hard of hearing students. At the end of the course, students are expected to demonstrate their understanding of sign and how to develop a positive classroom/school experience for the deaf or hard-of-hearing student.
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EDU 676 - Literature in the Secondary Classroom (3)
This course focuses on the secondary classroom (grades 7-12). The purpose of the course is to assist secondary teachers in all content areas to teach reading strategies appropriate for their discipline. Teachers will share practical ideas for integrating reading, motivating students to read, and methods that will assist students in reading. New ideas for using fiction and non-fiction will be discussed, along with ways to effectively utilize books in the content classroom. Participants will share book titles, methods, and experiences to promote reading in an effective way. Students will be able to apply content reading and writing strategies in secondary classroom content areas.
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EDU 677 - Student-Centered Early Childhood Math (3)
This course focuses on the progressive learning trajectories young children travel through as they learn foundational early number sense. Educators will learn how to help children developmentally move through CRA (concrete-representation-abstract) thinking and reasoning, meaningful ways to use a variety of manipulatives (Ten-frames, Two-sided Counters, Cuisenaire Rods, Pattern Blocks, Hundred chart, Base-ten Blocks, etc.) to support the young mathematician’s math understanding, and how to make math meaningful and relevant to students’ lives through the use of children’s literature, real-life events, real-life tools, and connections to other subject areas. With knowledge of how children progress through Pre-K- primary grades math trajectories, educators will learn how to differentiate to meet the needs of the varying levels of knowledge and thinking of their students, leading to proficiency. Educators will expand their knowledge of the NE Standards/Common Core Standards, develop the art of questioning, prompting, and probing to get to the depth of student understanding, and learn how to develop math communities of self-regulated young mathematicians.
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EDU 678 - Reading in the K-3 Classroom (3)
This course provides participants with the opportunity to improve their understanding of reading instruction and assessment in their classroom. By promoting the teaching of reading strategies that enhance comprehension and encourage book talk, teachers can increase learner interest and performance. The student will engage in a variety of strategies for teaching fiction and informational text. The student will also complete an assessment component including training on the use of Individual Reading Inventories, observation surveys, and other reading diagnostic tools.
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EDU 679 - Language Arts & Reading II (3)
A methods course building upon the foundation laid in Language Arts and Reading I. It familiarizes elementary (including early childhood K-3) teachers with the current information about the process of teaching reading through a balanced approach. Students will explore instructional approaches including direct instruction teaching strategies such as systematic phonics instruction and mini-lessons on reading strategies, shared reading, guided reading, literature groups, as well as different management strategies for setting up an effective reading program. Children’s and adolescents’ literature is reviewed as to its application for teaching reading. Emphasis will be placed on implementing state and national reading and language arts standards.
Prerequisite: EDU 641
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EDU 680 - Practicum for Middle Grades (1-3)
This course is required for a Middle Grades Endorsement in Nebraska. Students must teach 150 hours in a middle grades classroom plus complete the assigned reading and journaling requirements.
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EDU 681 - Practicum for Recertification (3)
This course is designed for former teachers needing to renew their Nebraska teaching certificate if the certificate expired several years ago. Students must teach 150 hours in a K-12 classroom plus complete the assigned reading and journaling requirements.
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EDU 682 - Curriculum for ESL Students (3)
This course is designed to assist teachers in working with English Language Learners in the standard mainstream classroom or ESL classroom. Teachers will learn to apply strategies that increase comprehension and language usage for the English language learner. Sheltered Instruction will be presented as a means for making grade-level academic content (e.g. science, social studies, math) more accessible for English Language Learners while at the same time promoting language development. At the conclusion of this course, the student will be able to apply sheltered instruction approaches to second language teaching; apply sheltered instruction approaches to academic settings; experiment with strategies for the negotiation of meaning in the classroom; and use the sheltered instruction model as a framework for designing and delivering instruction in a way that complements other instructional approaches.
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EDU 683 - Linguistics for ESL Teachers (3)
This course introduces concepts in linguistics and sociolinguistics relevant to the teaching of English as a second language. Aspects of linguistics theory and English language structure-phonology, morphology, syntax, semantics, and pragmatics are discussed with an emphasis on how language functions as a means of communication. The connection between language, thought, and culture is examined for its applications in classroom teaching in ESL settings. Students will be able to apply linguistics theory to classroom practices.
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EDU 684 - Methods of Teaching and Assessing the ESL Student (3)
This course will explore theories and practices for understanding how to teach and guide the ESL student. Students will study past and current methods for teaching ESL learners and examine those methods and how they impact lesson development and teaching as it relates to the different skill and content areas. Students will be able to apply these methods in the classroom and adapt them to suit the diverse needs of the ESL student. Students will also gain a working knowledge of standard and non-standard forms of assessment appropriate the ESL learner. Students will create materials for classroom assessment and develop assessment plans.
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EDU 685 - Critical Issues in Reading (3)
This course considers current social, political, and economic issues affecting reading. Course discussions and readings focus on, but are not limited to, curriculum reform, alternative teaching and learning paradigms, and topics selected by class members. At the conclusion of the course, students develop a personal reading platform based on their understanding of the issues and how these issues affect the school environment.
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EDU 686 - Providing Leadership in Literacy (3)
This course focuses on the different roles teachers can play as they provide leadership in literacy. A primary role that will be explored is that of a literacy coach. The emphasis will be on learning ways to work with teachers in a collaborative manner that will provide in-depth professional development to build capacity in providing effective instruction to enhance student learning. Different models of coaching such as one-to-one, grade-level or small group study, and large group study will be reviewed with information on developing effective contexts for coaching. Strategies will be shared for building trust and getting started with coaching through individual conferences, demonstration lessons, co-teaching, and leading study groups. Participants will move from theory to practice as they design and implement strategies for providing leadership in literacy.
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EDU 687 - Diagnosis, Assessment & Instruction in Reading (3)
This course provides an examination of procedures used for diagnosis and assessment in reading with a link to planning instruction. Attention will be given to the examination, construction, interpretation, and use of authentic assessments for measuring student learning in reading. An emphasis will be placed on using a team approach in helping students experience success in reading. Students will move from theory to practice as they develop a framework for reading assessment that can easily be implemented in the classroom.
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EDU 688 - Literature for Adolescents (3)
The focus of this course is on literature for young adults, written by writers who write specifically for the young adult audience. Participants in the course will examine trends in literature for young adults, consider relevant issues presented in the literature, pursue topics of interest to young adults as reflected in their literature, and become familiar with authors of young adult literature. Course participants will also consider the role of literature within the community of an individual classroom and across the curriculum of grades 6-12.
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EDU 689 - Internship in Reading Instruction (3)
Internship is arranged on an individual basis. This professional term experience is designed to place the student into a school setting in which he/she can be given first-hand experiences in reading instruction to meet the Nebraska K-12 student standards.
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EDU 690 - Writing in the Primary Classroom (3)
This course is designed to enable teachers to establish ongoing structures that will scaffold children’s writing development. It is intended to guide teachers in leading effective mini-lessons for writing strategies and implement writing conferences with children. Aspects of the writing process will be highlighted as well as the development of units of study. Literacy instruction that surrounds and supports the teaching of writing will be examined. Building principles and tools for assessment will be included in order to guide ongoing instruction.
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EDU 691 - ELL Curriculum for Primary Students (3)
This course focuses on a variety of techniques to help the K-3 mainstream classroom teachers help their English Language Learners (ELL students) to be successful in the classroom. Students will develop an understanding on how ELL students learn and will receive hand-on opportunities to actively teach language learners. Participants will design curriculum materials to take back to their classrooms to provide support for their ELL students.
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EDU 692 - Fine Arts for Elementary Teachers (3)
A foundation of art education course exploring problems related to the teaching of art in the elementary (including early childhood K-3) and middle grades emphasizing various materials and techniques including fiber art, photography projects printing, drawing and painting, and three-dimensional art.
Prerequisite: EDU 737
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EDU 693 - Multicultural Art for the Elementary Classroom (3)
This course is designed to provide multicultural art experiences suitable for the K-8 classroom. This course will offer a wide variety of creative multicultural ideas appropriate for different age levels. Students will design multicultural art lessons appropriate for their classroom and be able to use their art as an instructional tool in the classroom setting. Students will have time to make examples for their classroom. This is a “hands-on” class.
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EDU 694 - Teaching the History & Culture of the Middle East (3)
This course will offer a brief examination of the history, politics, religion, and culture of the Middle East. We will examine a variety of text, video, and Web-based resources available to educators for use in the classroom. Participants will design lessons to fit their personal needs in their classroom settings. This course is appropriate for elementary and secondary school teachers.
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