Education

Teacher education programs educate prospective teachers through professional courses which emphasize the acquisition of knowledge, skills, competencies and professional dispositions. The experiences offered within the educational program enhance and complement the knowledge and values encompassed in the liberal arts component offered at College of Saint Mary. The department provides for individual differences, interests and needs within specific curriculum experiences while providing a broad overall theoretical and philosophical background in education. Professional course work, labs, and field-based experiences (at least 100 hours) provide students with practical knowledge regarding learners, learning processes, and teaching competencies relevant to identified careers. All methods courses provide opportunities for students to plan and conduct lessons consistent with Nebraska K-12 Academic Standards. Appropriate use of instructional technology is integrated into all content and pedagogy. Intensive reading and writing experiences are integrated into all Teacher Education courses.

Teacher Education students select from:

  1. Bachelor of Science with an elementary education major and an early childhood minor.
  2. Bachelor of Science with early childhood education major and a special education minor.
  3. Bachelor of Science with an elementary education major and a special education major.
  4. Bachelor of Science with an elementary education major and an ESL minor.
  5. Bachelor of Science with Reading and Writing minor
  6. Bachelor of Science with an elementary education major and a minor in a subject area, for example, art, English, math, music, physical education, science, social studies, world language, or a related area, such as information technology or psychology.
  7. Bachelor of Science/Arts with specialization in a field or subject area.

Students may seek certification in the following areas:

Early Childhood Inclusive Educ. (B-3) K-12 Endorsements

Elementary Education (K-6)
  • Art (PK-12)
  • Spanish World Language (K-12)
  • Religious Education (K-12)

Middle Grades Education (5-9)
                          Language Arts, Mathematics, Science, Social Studies
Secondary Education (7-12)
 
  • Business, Marketing & Info. Tech. (6-12)
  • Biology
  • Chemistry
  • English
  • English Language Arts (6-12)
  • Mathematics (6-12)
  • Science
  • Social Studies (6-12)
  • Spanish World Language

Supplemental Endorsements

  • Early Childhood Education (PK-3) 
  • Reading and Writing (PK-6)
  • Reading and Writing (7-12)

Special Education (K-6) (7-12)

  

Admission

Students are introduced to early childhood, primary, middle grades, and secondary school programs through introductory courses in education and special education. These courses explore the nature of teaching at varied levels and identify specific needs of exceptional students. Students participate in diverse classroom guided experiences in Omaha or surrounding area schools. Students complete course work in developmental science and initial methodology courses within the second year.

During the spring semester of the sophomore year or second semester after transfer, students are evaluated and considered for formal acceptance into the teacher education program. Prior to or during the first year, students take the Core Academic Skills for Educators Test that is required for admission into the teacher education program. Core Academic Skills for Educators test scores, academic performance, evidence of professional dispositions for successful teaching, field experience evaluations, student interview, student website and command of oral and written language are factors considered in determining acceptance into the teacher education program. Students must provide evidence of academic competence and professional development by having attained a cumulative GPA of 2.65 in course work, providing an active digital portfolio of work that demonstrates professional and scholarly growth, and completion of an interview with the Teacher Education Committee.

Application for formal admission must be submitted to the Teacher Education Committee by March 1 or February 15 or September 15 using the online application form provided by the committee (located on MyCSM, Communities, Undergraduate Teacher Education). This committee is composed of a student’s education advisor, all members of the Teacher Education Department, and other faculty members. Evaluation procedures result in acceptance, provisional status, or no acceptance. Acceptance is granted to students who meet all of the requirements. Provisional status or non-acceptance is granted at the discretion of the committee based upon their judgment of the individual student’s preparedness to enter the education program.

Application for formal admission must be submitted to the Teacher Education Committee by March 1 or February 15 or September 15 using the online application form provided by the committee (located on MyCSM, Communities, Undergraduate Teacher Education). This committee is composed of a student’s education advisor, all members of the Teacher Education Department, and other faculty members. Evaluation procedures result in acceptance, provisional status, or no acceptance. Acceptance is granted to students who meet all of the requirements. Provisional status or non-acceptance is granted at the discretion of the committee based upon their judgment of the individual student’s preparedness to enter the education program.

Field Experience

For all courses with a field experience requirement, an official background check must be secured. The background check must be completed the first term a student is enrolled in a course with a field experience requirement and is valid for five years. Students are encouraged to join the Student Education Association of Nebraska (SEAN). Costs for these two requirements amount to approximately $90 per year.

Clinical Practice (Student Teaching)

Applicants for certification with a single endorsement complete a sixteen week clinical practice in one setting. Those seeking multiple endorsements complete a ten week clinical practice in each field for which they are seeking certification. Clinical practice placements are planned in regard to students’ specific needs and certification requirements. Placements are intended to enhance prospective teachers’ exposure to various teaching styles, philosophies, and cultural settings. The online application for clinical practice must be submitted no later than September 15 or February 1 during the semester immediately preceding assignments.

Students applying for clinical practice are expected to show evidence of cumulative scholastic achievement (cumulative GPA of 2.75), appropriate methodological background, up-to date electronic portfolio, proficiency in spoken and written language, and a record of professional dispositions for successful teaching. An official background check must be completed within 30 days of beginning clinical practice. Transportation to clinical practice sites are the responsibility of the student. The Teacher Education Committee reviews applications for consideration of placement. The committee may accept, not accept or defer a candidate’s application. Deferred candidates may appeal and request a hearing before the Teacher Education Committee.

Certification

Students who successfully meet state required competencies may qualify for a Nebraska Teaching Certificate. Continuous growth in knowledge, pedagogy and professionalism, as well as satisfactory performance during clinical practice, and completion of Praxis II for each content area as required by Nebraska Rule is in the recommendation for certification. Completion of the education program does not guarantee certification.

Failure to apply for Nebraska Teacher Certification at the time of program completion/graduation may result in your program not meeting Rules 20, 21, 23, 24 or 27 changes in interim between application and program completion. Rule changes in effect at the time of application will need to be made up as deficiencies.

Since certification requirements of various states differ, a student planning to teach in a state other than Nebraska should inquire about specific requirements for that state.

In-Service Education

The education department recognizes its obligation to the community to provide leadership in the field of education and to act as an educational center for schools within the surrounding area. It recognizes the importance of requirements for certification and the multiplicity of changes in techniques, technology and needs of individual students and teachers. Therefore, some professional education courses are offered during summer sessions and in late afternoons or evenings.

Elementary 
Academic preparation for elementary education majors may include a minor in a subject area and/or supporting field useful in elementary.

The professional courses that are required include: EDU 101, 201, 312, 315, 342, 350, 353, 355, 372, 375, 427, 430, 470 or 471, 495, and 496. Supporting courses include PED 360 SPE 101 240, and 430.

Secondary Education and Middle School Major Sequences:
College of Saint Mary offers endorsement in these areas in secondary education:

Biology

English Language Arts (5-9, 6-12)

Social Studies (5-9, 6-12)

Business, Marketing, and Information Technology

Mathematics (5-9, 6-12)

Special Education

Chemistry

Science (5-9, 7-12)

Spanish World Language
 

Reading and Writing 7-12

  

During registration, students in secondary education are required to obtain advising for education courses in the education department.

The professional courses that are required include: EDU 101, 201, PSY 203, SPE 101, 240, EDU 312, 315, 351, 360, 375, 427, 471 and/or 472 and 495 and ENG 262.

PK-12 Endorsement

College of Saint Mary offers a PK-12 endorsement in Art.

K-12 Endorsements

College of Saint Mary offers K-12 endorsement in these areas: Religious Education or World Languages-Spanish

K-12 endorsements in art, religious education and world languages require methods and Clinical Practice in K-6 and 7-12.

Education Minor Sequences:

  • Reading and Writing PK-6, 7-12
  • English as a Second Language PK-12
  • Special Education
  • Early Childhood Education PK-3

Supplemental Endorsements

College of Saint Mary offers a supplemental PK-12 endorsement in English as a Second Language. College of Saint Mary offers supplemental K-12 endorsements in these areas: Reading and Writing and a supplemental Prek-3rd grade endorsement in Early Childhood Education* (see Early Childhood Education section for program requirements).
* Early Childhood Education can only be added by Nebraska law to elementary education.

Tremendous growth in numbers of immigrant children in the United States, particularly in Nebraska, has created a need for teachers trained to teach English as a Second Language (ESL). Undergraduate students at College of Saint Mary may earn a supplemental ESL endorsement with a 15-credit-hour program (ENG 320; EDU 415; EDU 425; COM 306; and EDU 473). When combined with EDU 375, teaching in a Multicultural Society, students achieve a minor in ESL.

Degrees and Certificates

Courses

EDU 101: Introduction to Education

(Also taught as High School Dual Enrollment course) Students survey the historical development of education and analyze the role of personnel and career opportunities, problem areas and contemporary issues. Emphasis is placed on the cultural diversity of American schools today. Students' complete observations in school settings. Course requirements include a 10-hour field experience (Also listed as ECE 101.)

EDU 101: Introduction to Education

Students survey the historical development of education and analyze the role of personnel and career opportunities, problem areas and contemporary issues. Emphasis is placed on the cultural diversity of American schools today. Students complete observations in school settings. Appropriate use of instructional technology is integrated into instruction of content and pedagogy.

EDU 201: Technology in the Classroom

This course focuses on using technology in the PK-12 classrooms consisting of a series of experiences related to using educational technology in the classroom, including content and pedagogy. Teaching about technology, teaching with technology, and integrating technology in the classroom are topics of this course. Course experiences provide an awareness of the educational uses of technology and the skills necessary to use and integrate technology in the classroom. Competency will be demonstrated in the use of application software relevant to the classroom.

EDU 240: Guidance and Classroom Management

Students learn techniques, models and psychological theories related to managing individual and small and large group learning activities. Practical methods are emphasized that enhance self-control and provide healthy classroom environments. Common behavior problems of pre-K through grade 12 students and exceptional children and assessment techniques are addressed. Effective collaboration in teams and communication skills with students, families and professionals are emphasized.

EDU 262: Adolescent & Young Adult Literature

This course includes the study of both traditional and contemporary works written for or about young adults. The works studied will be evaluated for their artistic merit and for their insights into the adolescent stage of human development.

EDU 312: Educational Psychology and Measurement

This course involves the study of teaching/learning processes. Students learn the nature of educational psychology and applications of major learning theories. They identify specific relationships among learning and characteristics of learners, including personality, intelligence, motivation, and transfer of learning. Students learn strategies used in measurement and evaluation of learning. Course requirements include a 10-hour field experience. (Also listed as PSY 312.)

EDU 315: Assessment of Learners

Assessments and tests are an essential part of the instructional process. When designed and used appropriately, they can effectively evaluate and enhance student learning and inform instruction. This course is designed to introduce students to key concepts and issues in classroom assessment and large-scale, standardized educational assessment.

EDU 342: Children'92s Literature

Students interact with a wide variety of children's literature that is representative of ethnic and cultural diversity. Critical appraisal in light of significant authors and illustrators, quality of writing and appropriateness of topic to age and/or experience level are emphasized. Techniques and procedures for promoting lifelong reading habits are explored. (Also listed as ECE 342.)

EDU 350: Literacy Methods

Instruction centers on theoretical background, Nebraska and National Standards in Reading and Language Arts. Content emphasizes organization of programs, effective teaching methodologies, and varied instructional materials for all students in elementary and middle school literacy settings. Techniques for enhancing literacy skills, verbal and written expression are emphasized. A directed field experience of 32 hours is required and provided in local schools.

EDU 351: Literacy Methods for Secondary Schools

This course is designed to provide teachers with an understanding of developmental processes of reading and study techniques in middle grades and secondary education. Students identify Nebraska and National Standards and assessment techniques used in middle and secondary settings. Activities focus on learners who struggle within the reading process. Reading behaviors necessary for successful reading and effective strategies used in reading applications in content areas are emphasized. Implementation of knowledge of this curriculum is achieved in a directed reading field experience of 40 required hours.

EDU 353: Teaching Natural and Social Sciences: Elementary and Middle

Study combines content such as: history, geography, political science/civic literacy, economics, physical science, earth/space science and life science methodology and appropriate materials for effectively presenting social studies and science in elementary and middle school settings. Implementation of content and methodologies presented in "hands on" activities is achieved through a required field experience of 32 hours and in planning and teaching units of study.

EDU 355: Teaching Mathematics: Elementary and Middle

Students learn current trends and strategies in teaching elementary and middle level mathematics with a focus on lesson planning, state and national standards, assessment, differentiation, intervention and problem solving. Students examine beliefs and knowledge about the goals and content of elementary and middle school mathematics including content such as numbers and operations, algebra, number patterns, geometry, measurement, data analysis, and probability. Implementation of teaching strategies is achieved through a required field experience of 32 hours in planning and teaching units of study.

EDU 360: Teaching Middle Secondary Students

The course components emphasize middle school and secondary instruction for the changing early and later adolescent. Instruction provides an educational response to the development needs and characteristics of students between the ages of ten and fifteen and fifteen and nineteen. It is designed to address intellectual, physical, emotional, and social needs of these learners. It emphasizes skills and understandings that result in the provision of effective learning environments for these students. Instruction explores teaching methods, learning styles, motivation, teaming, and classroom management, planning, and presenting techniques, and student evaluation. Course requirements include a field experience of 40 hours in a middle or secondary school.

EDU 372: Integrating Fine Arts Instruction Into the Classroom

Designed to provide prospective teachers with practical implementation of integrating fine arts: art, music, drama, and dance (visual and performing arts) into the classroom curriculum. Basic concepts and instructional techniques of each area will be examined with an emphasis of infusion into the academic curriculum.

EDU 375: Human Relations in a Multicultural Society

Students in this course identify characteristics of various ethnic and social groups which relate to learning, working, and living in our pluralistic society. Focus is on social factors such as discrimination, diversity, equity, racism, sexism, and ethnic and socioeconomic pluralism and their influence on American schools and classrooms. Students develop strategies for assisting people living and learning jointly in our pluralistic society. Learning activities include guest speakers, field trips to area events and places and reflections based on texts and individual experiences as well as service-learning opportunities.

EDU 415: Teaching ESL

A course focused on exploring instructional methods and materials to teach English as a Second Language (ESL). Methods and materials will be evaluated for age appropriateness and cultural sensitivity. (Graduate Level EDU 515)

EDU 425: Assessment of ESL Learners

Designed to acquaint educators with assessment instruments and evaluation procedures including language proficiency testing, entry and placement procedures, theories of second language acquisition, and selection, development, and evaluation of curriculum based on language proficiency. (Graduate Level EDU 525)

EDU 427: History, Trends and Issues in Education

Compare philosophical foundations of historical and contemporary education and consider current issues using an informed discussion centered approach. Assess political and social trends, laws, proper conduct and penalties for teachers, and shifts and technological changes related to contemporary and future educational planning. Discussions center on all levels of education from preschools to secondary schools. Students prepare a major research paper.

EDU 470: Clinical Practice: Elementary

Supervised elementary level clinical experience, under the direction of a University faculty member, and a classroom teacher. Appropriate use of instructional technology is integrated into instruction and pedagogy. Concurrent enrollment with EDU 495.

EDU 471: Clinical Practice: Middle

Supervised middle level clinical experience, under the direction of a University faculty member, and a classroom teacher. Appropriate use of instructional technology is integrated into instruction and pedagogy. Concurrent enrollment with EDU 495.

EDU 473: ESL/K-12 Field Experience

A practical experience teaching English as a Second Language in an age-appropriate setting under supervision. Course requirements include 45 hours of field experience. (Graduate Level EDU 573)

EDU 495: Clinical Practice Seminar

The clinical practice seminar is to provide an opportunity and environment for teacher candidates and university faculty to share and discuss problems, success, teaching methods, and innovations of mutual interest. Teacher candidates are encouraged to share their ideas, insights and observations, for the benefit of others in the seminar. Students will learn strategies for career planning and seeking professional employment. Emphasis will be placed on professionalism, organizational skills and ethical behaviors for successful employment in a teaching career. (Also listed as ECE 495 and SPE 495.)

EDU 496: Research Seminar

Students evaluate educational research and analyze procedures, logic, and strategies implemented by researchers. Students complete research projects demonstrating effective research designs. Presentation of papers to faculty members and the public is required. (Also listed as ECE 496 and SPE 496.)

EDU 501: Technology in the Classroom

This course focuses on using technology in the PK-12 classrooms consisting of a series of experiences related to using educational technology in the classroom, including content and pedagogy. Teaching about technology, teaching with technology, and integrating technology in the classroom are topics of this course. Course experiences provide an awareness of the educational uses of technology and the skills necessary to use and integrate technology in the classroom. Competency will be demonstrated in the use of application software relevant to the classroom.

EDU 506: Intercultural Communications

This course emphasizes skills you can utilize throughout your and personal and professional life by preparing you to effectively communicate both within small group settings and one-on-one communication. It is based on a study of self-perceptions and verbal/non-verbal communication moving through audience analysis. Effective interpersonal communication is the key to success in any career field. The course will provide an overview of cultural issues related to second language learners. This knowledge will include an understanding of how language and culture are inseparable, the parents' beliefs of the educational system, and how to create an inclusive, linguistically, and culturally rich learning community where students take risks and learn how to work independently and collaboratively in the educational setting.

EDU 512: Educational Psychology and Measurement

This course involves the study of teaching/learning processes. Students learn the nature of educational psychology and applications of major learning theories. They identify specific relationships among learning and characteristics of learners, including personality, intelligence, motivation, and transfer of learning. Students learn strategies used in measurement and evaluation of learning.

EDU 520: Lifespan Development

The comprehensive study of theoretical perspectives of human growth and development which focuses on adolescents (for middle and secondary) or children (for K-6) and their levels of development. It draws from current social science research in examining the complex array of social, psychological, cultural and physical, intellectual, emotional, social, academic and moral forces that combine to determine each individual's life course. Critical thinking, technology and communication skills will be used to enhance the learning experience. Applications to real world settings and successful passage through life will be emphasized.

EDU 527: History, Philosophy and Trends in Education

Compare philosophical foundations of historical and contemporary education and consider current issues using an informed discussion centered approach. Assess political and social trends, laws, proper conduct and penalties for teachers, and shifts and technological changes related to contemporary and future educational planning. Discussions and extensive readings center on all levels of education from preschools to secondary schools. Students write a philosophy of teaching paper and prepare a major research paper. (Also listed as SPE 527.)

EDU 550: Teaching Reading & Language Arts

Instruction centers on theoretical background, Nebraska and National Standards in Reading and Language Arts. Content emphasizes organization of programs, effective teaching methodologies, and varied instructional materials for all students in elementary and middle school literacy settings. Techniques for enhancing literacy skills, verbal and written expression are emphasized. (Also listed as EDU 350.)

EDU 551: Reading in the Content Area

This course is designed to provide teachers with an understanding of developmental processes of reading and study techniques in middle grades and secondary education. Students identify Nebraska and national standards and assessment techniques used in middle and secondary settings. Clinical activities focus on learners who struggle within the reading process. Reading behaviors necessary for successful reading and effective strategies used in reading applications in content areas are emphasized.

EDU 552: Writing in the Content Area

Students explore the nature and structure of language and language acquisition. Philosophical approaches to teaching listening, speaking and spelling are presented for all levels of learners within the middle and secondary classroom, including those with special needs as well as gifted. Techniques for enhancing written expression are emphasized.

EDU 553: Teaching Natural and Social Sciences: Elementary and Middle

Study combines content such as: history, geography, political science/civic literacy, economics, physical science, earth/space science and life science methodology and appropriate materials for effectively presenting social studies and science in elementary and middle school settings. Implementation of content and methodologies presented in "hands on" activities is achieved through a required field experience of 32 hours and in planning and teaching units of study.

EDU 555: Teaching Mathematics: Elementary and Middle

Students learn current trends and strategies in teaching elementary and middle level math, including content such as numbers and operations, algebra/number patterns, geometry, measurement and data analysis/probability methodology, and appropriate materials. Implementation of teaching strategies is achieved through a required field experience of 32 hours and in planning and teaching units of study.

EDU 560: Teaching Middle & Secondary Students

The course components emphasize middle school and secondary instruction for the changing early and later adolescent. Instruction provides an educational response to the development needs and characteristics of students between the ages of ten and fifteen and fifteen and nineteen. It is designed to address intellectual, physical, emotional, and social needs of these learners. It emphasizes skills and understandings that result in the provision of effective learning environments and teaching methods for these students. Instruction explores teaching methods, learning styles, motivation, planning and presenting techniques, and lesson writing as well as unit development.

EDU 562: Children's Literature

Education students interact with a wide variety of children's literature that is representative of ethnic and cultural diversity. Critical appraisal in light of significant authors and illustrators, quality of writing and appropriateness of topic to age and/or experience level are emphasized. Techniques and procedures for promoting lifelong reading habits are explored. A service-learning project is a requirement in this course. (Also listed as ECE 342/EDU 342.)

EDU 570: Elementary Clinical Practice

Supervised elementary level clinical experience, under the direction of a University faculty member, and a classroom teacher. Appropriate use of instructional technology is integrated into instruction and pedagogy. Concurrent enrollment with EDU 595.

EDU 571: Middle Level Clinical Practice

Supervised middle level clinical experience, under the direction of a University faculty member, and a classroom teacher. Appropriate use of instructional technology is integrated into instruction and pedagogy. Concurrent enrollment with EDU 595.

EDU 572: Secondary Clinical Practice

Supervised secondary level clinical experience, under the direction of a University faculty member, and a classroom teacher. Appropriate use of instructional technology is integrated into instruction and pedagogy. Concurrent enrollment with EDU 595.

EDU 575: Human Relations in a Multicultural Society

Students in this graduate course identify characteristics of various ethnic and social groups which relate to learning, working and living in our pluralistic society. Focus is on social factors such as discrimination, diversity, equity, racism, sexism, and ethnic and socioeconomic pluralism and their influence on American schools and classrooms. Students develop strategies for assisting people living and learning jointly in our pluralistic society. Learning activities include guest speakers, field trips to area events and places and reflections based on texts and individual experiences as well as service-learning opportunities.

EDU 576: Integrating Fine Arts Instruction into the Classroom

Designed to provide prospective teachers with practical implementation of integrating fine arts: art, music, drama and dance (visual and performing arts) into the classroom curriculum. Basic concepts and instructional techniques of each area will be examined with an emphasis of infusion into the academic curriculum. (Also listed as EDU 372.)

EDU 582: Special Topics

The subject matter and methods for this course vary from semester to semester in light of current trends.

EDU 593: Introduction to the Teaching Profession

In accordance with Nebraska Department of Education's Rule 20 (regulations for the approval of teacher education programs), all teacher candidates are required to complete a minimum of 100 contact hours with students. These fieldwork based practicum experiences must be completed prior to clinical practice and provide opportunities for candidates to observe, assist, tutor, instruct, or conduct research (NDE, Rule 20, p. 17). This graduate level course is designed to introduce MAT teacher candidates to professional educational practice. Students will become familiar with field work expectations and the Nebraska Teacher Code of Ethics prior to field work placement, as well as begin to develop their own professional identity and skill set. During the course, students will compete their first 50 hours of field work with supervision and support from the seminar instructor.

EDU 594: Transition to Practice

In accordance with Nebraska Department of Education's Rule 20 (regulations for the approval of teacher education programs), all teacher candidates are required to complete a minimum of 100 contact hours with students. These fieldwork-based practicum experiences must be completed prior to clinical practice and provide opportunities for candidates to observe, assist, tutor, instruct, or conduct research (NDE, Rule 20, p. 17). This graduate level course is designed to assess the required field-based practicum experiences. Teacher candidates will be required to synthesize their fieldwork experiences, complete written reflections on the evaluations received from the cooperating teachers and draw connections between MAT coursework and the fieldwork experiences in the capstone portfolio which is submitted for evaluation prior to the approval of the clinical placement.

EDU 595: Clinical Practice Seminar

The student teacher seminar is to provide an opportunity and environment for student teachers and college faculty to share and discuss problems, successes, teaching methods and innovations of mutual interest. Student teachers are encouraged to share their ideas, insights and observations for the benefit of others in the seminar. Students will learn strategies for career planning and seeking professional employment. Emphasis will be placed on professionalism, organization skills and ethical behaviors for successful employment in a teaching career. Students will complete a Case Study from their student teaching placement. (0 credit) Students hired on an alternative program teaching permit prior to the assigned student teaching semester will be required to take this course as a zero-credit course. They will register for the same course in their assigned student teaching semester for the same course in their assigned student teaching semester.

EDU 603: Teacher Leadership

The purpose of this course is to provide an examination of theories and research related to leadership of teachers in educational organizations. Students will examine major schools of thought regarding teacher leadership theory and organizational theory and will focus on concepts that inform an understanding of the roles of teachers as leaders in P-12 schools. Students will have the opportunity to apply the constructs of teacher leadership in their school settings.

EDU 612: Learning in Educational Settings

This course considers how theory, research, and practice inform each other in order to improve the efforts of educators. It engages students in in-depth exploration of learning theories, and how they relate to learning in today's classrooms. Topics including how to interest and engage students; intelligence and creativity; the conditions for generating student satisfaction with learning; the relationship between teaching and learning; and issues of assessment, and accountability will be addressed.

EDU 621: Curriculum Design and Program Planning

Using sound principles of curriculum development and instructional design, implementation and evaluation, students learn to create a meaningful and significant teaching-learning environment for all students. Students will examine effective practices, procedures and theories for the development, implementation and evaluation of quality curriculum. A major focus of the course is the theoretical relationship among curriculum, instruction and assessment as a basis for creating and evaluating standards-based curriculum. Approaches to standards-based curriculum and assessment are explored and applied to PK-12 classrooms. Current issues and theories about curriculum are analyzed throughout the course. (Many components of this course are in an on-line format.) Students will examine researched best teaching practices and apply them. (Also listed as ECE 621.)

EDU 642: Research Statistics

Graduate level course prepares the master's student to utilize and interpret statistics for a master's level research project. Students will review descriptive statistics including distributions, introduction to central tendencies, population and sample. Students will focus on inferential statistics, hypothesis testing, confidence intervals, t-tests, one-way ANOVA, and correlation. Introduce PASW/SPSS for data analysis of education or health related data sets. 35-50% of course will focus on application, including reading and understanding health care and education research studies.

EDU 651: Technology Integration in Instruction

This graduate level course examines the role of technology in today's classrooms. Students will be provided theory, gain knowledge, and develop skills necessary to use, evaluate, plan, and implement technologies effectively within a school or school system. Students will also examine issues, including funding, pedagogy, curricular integration, social media, security and ethics, and professional development associated with computers and other technologies.

EDU 655: Teaching Practice Self Study

This course addresses topics of concern to practicing teachers and guides them in developing action plans to revise their teaching and classroom management practices to improve learning in their classrooms. Students will consider various theories and models of teaching and classroom management to develop knowledge and skills required to analyze their own teaching practices and develop plans for improvement or revision to better meet the needs of their students.

EDU 662: Research Methods

Evidenced-based inquiry processes will provide students with tools for conducting a major research project. Topics include conceptualizing a research study, designs for research, methodology, data collection, analysis of data, communicating results and utilizing research findings. Application of research methods to PK-12 education, continuing education, or staff development is expected.

EDU 667: Urban Education

Approximately half of American public schools students are educated in urban schools. Though much of the state of Nebraska is considered rural, many smaller Nebraska towns experience the same problems as schools located in areas that are technically defined as urban. This graduate level course is designed to provide a framework understanding of urban education. The course includes critical examination of issues that impact urban schools, and how the context of urban schools impact the community including students, teachers, parents, policymakers, and taxpayers. Students will explore the political, social, and pedagogical issues that confront and challenge educators in urban schools.

EDU 674: Special Projects

This course will guide educators through implementing knowledge and skills acquired through program coursework in genuine educational settings. Through electronic discussion, students will share experience and results of their projects and receive assistance from instructor.

EDU 675: Diversity and Education

This course is designed to engage students in exploration and analysis of issues that influence how instructional practices affect the learning of diverse student populations. Students will examine curricular and instructional strategies needed to meet the needs of diverse student populations and to focus on sociological and cultural influences on learning. Principles of Universal Design for Learning (UDL) are studied and applied in this course.

EDU 695: Capstone Project

Students individually explore a problem or issue within their area of educational practice. Similar in weight to a thesis, but more flexible, this final project should synthesize and apply concepts acquired in the graduate program. The student will work closely with an academic advisor throughout the project. Evaluation will focus on the quality and professionalism of applied research and writing; analytical, management, critical and creative thinking; problem-solving skills; and an oral presentation.