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Department Code: EDUC
150 Introduction to Education.
Students explore education as a career option for their future. The design of the course is to assist each prospective teacher in gaining a valid and comprehensive knowledge of what is involved in a teaching career. Emphasis is upon inquiry and personal involvement in planning an effective and successful career in education. Students have the opportunity for school visits and participating in the Southwestern Bell mentoring program in area schools. Credit 2 hours.
215 Foundation of Education.
This course explores the theories and applications of educational philosophies for students' use in both the classroom and their personal and professional lives. Additionally, students will examine educational institutions from historical, economic, sociological, and political perspectives. Prerequisites: Successful completion (minimum grade of C) of PSYC112, successful completion or concurrent enrollment in 218. Credit 3 hours.
216 Diversity Field Experience.
This course provides an opportunity for prospective teachers to observe, tutor, or mentor students in a school where there is a diverse population. Arrangements with Wichita USD 259, Dodge City USD 443, Garden City USD 457, Geary County USD 475, Ponca City, Chicago Urban Life Center, and the Wesley-Rankin Community Center in Dallas to allow students to participate in this two-week experience. Prerequisites: 215. Must be completed prior to enrollment in 440, 447, 448, or 449. Credit 1 hour.
218 Developmental Psychology.
The development of behavior from infancy through adulthood is the foundation of the class. Emphasis is on learning the environmental factors in the socialization of children and adolescents. Prerequisite: PSYC112. Cross listed with Psychology. Credit 3 hours.
220 Educational Technology.
Students will investigate and evaluate the significant impact technology has on learning, motivation, and pedagogy. Students will interpret and implement the Nation Education Technology Standards for Teachers (NETS-T) and for students (NETS-S) and apply the NETS-T to construct valuable teaching experiences, as well as experiences to highlight student learning that reflect the NETS-S. Students learn about technology integration across the curriculum to develop and design lessons to use the technology to support learning in an education environment. Credit 3 hours.
223 Fine Arts in the Elementary School.
The course provides a pre-service teacher with the design, implementation, and evaluation of fine arts (music, art, dance) learning activities that are developmentally appropriate, meaningful, and challenging for all K-6 students, and the learning activities lead to positive learning outcomes that develop positive dispositions toward artistic explorations and expression. Credit 3 hours.
311 Introduction to Early Childhood Education.
This introductory course prepares students for certification to teach in the early childhood area. The course design is to assist each prospective teacher in gaining a valid and comprehensive knowledge of what is involved in early childhood education. Emphasis for the course is on reflection, inquiry and personal involvement in planning an effective and successful career in early childhood, and developing an understanding of how children develop and learn successfully. Exploration of current trends, issues, developmental theories, and research findings related to the education of young children is included in the classroom materials. Credit 3 hours.
318 Numbers, Computation, and Mathematical Processes.
This course focuses on number sense, number systems, and their properties with an emphasis on analyzing the Kansas State Department of Education (KSDE) number and computations standard, benchmarks, and indicators. Students integrate and address introductory theorists, theories, and developmental stages into their activities and lessons. Exploration of the development and understanding of the five process standards, connections, and application with number sense in the classroom make up the rest of the course. Students will apply the methods, concepts, and strategies from this course to a classroom environment and differentiate learners. Credit 3 hours.
322 Education Psychology.
A course designed specifically to study the behavior of individuals and groups in educational settings. Emphasis for the course is on development, motivation, assessment, individual differences, teaching modalities and learning preferences. Attention on character education and attitudes is given as well. Directed Observation/participation in the public schools provides practical application of course theory. Twenty hours of observation/participation in a public school, with classroom time required. Prerequisites: Successful completion of 215. Cross-listed with Psychology. Credit 3 hours.
323 Introduction to Exceptionalities.
A course designed to prepare prospective elementary and secondary teachers in the understanding and appreciation of students with exceptionalities. Emphasis of the course is on characteristics and categories of exceptionality, processes of referral, assessment, and placement of exceptional students. Effective teaching practices and observation in the public school provide practical application of course theory. Twenty hours of observation/participation in a public school classroom required. Prerequisites: Successful completion of 215, concurrent enrollment in or successful completion of 322. Credit 3 hours.
325 Motor Development, Expressive Arts, Social Studies.
This course will examine the curricula, instructional strategies, and classroom organization for motor development, expressive arts, and social studies relevant to children aged birth through five. Emphasis for the course is on the interrelatedness of different content areas and their successful implementation in the classroom environment. Credit 3 hours.
328 Instructional Strategies in Physical Education for the Elementary Classroom Teacher.
Designed for K-5 classroom teacher, this course addresses the major concepts of health education, human movement, and physical activity as essential elements which foster a healthy lifestyle. Content includes health, nutrition, safety, impact of movement on brain development and learning, and integrates movement learning theories and practice across all curricular areas and instruction. Credit 2 hours.
329 Children's and Adolescents' Literature.
Students explore the relevant contemporary issues regarding literary works and pedagogy in pre-K through 12th grade in this course. Cross-listed with English. Credit 3 hours.
333 Teaching Young Children with Disabilities.
This course prepares prospective early childhood teachers in the understanding and appreciation of young children with exceptionalities. It will provide an overview of early childhood special education including service delivery models, atypical infant/toddler development, the effects of early intervention, and characteristics and etiologies of disabilities in young children. Appropriate delivery systems, assessment, curriculum, and intervention strategies make up the core of this course. Credit 4 hours.
335 Infant Development.
The purpose of this course is to introduce students to growth and development issues related to infants and toddlers and to provide experiences with the organization and management of high quality environments for infants. Introduction of appropriate play activities give students the opportunity to use the information they learned in a practical setting. Credit 3 hours.
336 Introduction to the Reading Process.
The study of emergent and balanced literacy issues including shared reading and writing, guided reading, interactive writing, and big books. Prospective PK-third grade teachers will learn how to organize and establish a classroom "community of learners". Students will work in the field with early childhood reading and language arts teachers observing, developing, and teaching lessons to young children. Credit 3 hours.
337 Science in the Elementary School.
A course that focuses on methods of science instruction, organizing and presenting science materials for instruction, observation of classroom science presentation, familiarization with current trends in science education, and the development of a background in the content areas of science. Credit 3 hours.
338 Math in the Elementary School.
A course focusing on principles and methods of mathematics instruction at the elementary level organized around the 13 math standards of the Kansas State Board of Education (adapted from NCTM guidelines). Development and presentation of math materials and units of instruction, familiarization with current trends in math curriculum and instructional methodology, and attention to evaluating and adapting instructional materials and delivery methods to the needs and learning styles of students are components of this course. Credit 3 hours.
339 Assessment Strategies in Early Childhood.
This course is designed to prepare teachers to conduct reliable and valid assessments of children's growth and development in the early childhood arena. Students are introduced to and have an opportunity to practice developing and evaluating both open and closed assessment formats. Special attention is given to performance based assessments, particularly in the context of instruction that is developmentally appropriate. Credit 3 hours.
341 Reading in the Elementary School.
This course emphasizes the various methods of teaching and assessing reading, diagnosing reading problems, and developing programs to strengthen comprehension and vocabulary. Students also practice adapting teaching strategies and content for special needs or learning styles. In conjunction with regular course work, students gain experience through practical application with a required 20-hour practicum in the public schools. Prerequisites: Successful completion of 322 and 323. Credit 3 hours.
343 Home, School, and Community.
The purpose of this course is to promote the understanding that quality services for young children and their families is best by establishing collaborative relationships between the home, school, program, and community. A portion of the course focuses on techniques for establishing collaborative relationship with parents and involving family members in the growth and development of the young child. Students also explore health, nutrition, and safety in this course. Credit 3 hours.
344 Content Area Literacy.
This course will address the content area literacy movement and the philosophy behind this approach to instruction in K-12. Addressing of Schema activation for pre-reading, metacognitive monitoring for during reading and post-reading discussion building and critical thinking make up the core coursework. This class will also address vocabulary and concept development, study skills, effective writing prompts, assessments, and considerations for special-needs and English language learners. Credit 3 hours.
345 Social Science in the Elementary School.
This course emphasizes the relationship of the various social science areas and the elementary school curriculum. Content includes unit and instructional material development and presentation, familiarization with current trends in social studies instruction. Emphases include multicultural instruction, interdisciplinary unit development, and the methodology of content delivery. Credit 3 hours.
352 Principles of Effective Secondary Instruction.
The design for this introductory course provides an overview of essential elements of planning and implementing effective instruction at the secondary level. Emphasis will be given to integrating fundamental concepts and processes of curriculum development with select instructional strategies and models that can best be employed to enhance student learning. Prerequisite: Admission to Teacher Education. Credit 3 hours.
420 Oral Language Development.
This course introduces prospective education to children's speech and language development, recognition and development of readiness skills, and appropriate methodologies for developing the communication skills of young children. Credit 3 hours.
425 Administration, Guidance, and Behavior.
This course will provide an overview of the responsibilities of administrators, directors, and teachers in school and program management. Students will cover legal and financial issues, as well as, ethical aspects of early childhood programs. Additionally, students will learn successful classroom management strategies. Credit 3 hours.
429 Assessment in EC Intervention.
This course will focus upon the administration and interpretation of test instruments including screening tests, formal and informal tests, norm- and criterion-referenced tests, and diagnostic and achievement tests. Individual assessment of developmental skills, academic achievement, adaptive behavior, and processes will be included. Credit 3 hours.
432 Technology in Special Education.
The goal of this course is to provide an overview of technology; specifically, assistive technology available and what it can do for learners with special needs. In addition, students will be able to implement a framework for identifying student needs and determining desired outcomes when choosing technological solutions. Credit 3 hours.
435 Science and Math.
This course will prepare prospective teachers to teach science and mathematics in the early childhood (birth through eight) setting. Students will explore theories and methodologies with special attention given to developmentally appropriate activities, with significant emphasis placed on integrating subject matter. Addressing of technology issues in the classroom is included as well. Credit 3 hours.
436 Early Childhood Methods and Management.
This course focuses on the development of professional teaching skills for the early childhood teacher, including: a personal philosophy of education; classroom management procedures; a discipline plan; instructional methods. This course is for online learners only. Credit 3 hours.
437 Elementary School Methods and Management.
This course focuses on the development of professional teaching skills for the elementary and middle school teacher, including: a personal philosophy of education; classroom management procedures; a discipline plan; instructional methods and strategies; program, course, unit, and lesson planning; awareness of current trends in education; and assessment/evaluation strategies. During this semester, students complete their professional portfolio and make application for student teaching placement. Students take this course immediately prior to the professional block. Prerequisites: Permission of instructor, successful completion of 341, and senior standing. Credit 3 hours.
438 Teaching (subject) in the Secondary school.
This course provides secondary education candidates with instructional strategies, methods and familiarity with current trends in their content area. Students are involved in a mentoring triad with public school teachers, subject area faculty, and the secondary education director. In conjunction with his or her mentor partners, each student develops a plan for study, observation, and practice in the public schools and on campus. Prerequisites: Concurrent enrollment in 439 and successful completion of 348 or permission of instructor. Credit 3 hours.
439 Secondary School Methods and Management.
This course focuses on the development of professional teaching skills for the secondary and middle school teacher, including: a personal philosophy of education; classroom management procedures; a discipline plan; instructional methods and strategies; program, course, unit, and lesson planning; awareness of current trends in education; and assessment/evaluation strategies. During this semester, students complete their professional portfolio and make application for student teaching placement. Students take this course immediately prior to the professional block. Prerequisites: Permission of instructor, successful completion of 348, and senior standing. Credit 3 hours.
440 Student Teaching Seminar
A seminar course designed to be taken in conjunction with the student teaching block. The course exposes students to current trends and practices related to effective teaching and school improvement. Students will also identify and reflect upon the professional problems that beginning teachers may face. Prerequisites: Successful completion of 437 or 439, senior standing, acceptance as a candidate for teacher licensure. Credit 1 hour.
446 Observation and Supervised Teaching in Early Childhood Programs.
Clinical experiences in kindergarten through third grade public school classrooms for teacher certification candidates. Concurrent with 440. Prerequisites: Successful completion of the eight early childhood core courses. Credit 12 hours.
447 Observation and Supervised Teaching in the Elementary School.
Students gain clinical experience in the public schools for teacher certificate candidates. Prerequisites: Successful completion of 437, acceptance as a candidate for teacher certification. Concurrent with 440. Credit 12 hours.
448 Observation and Supervised Teaching in the Middle School.
Students gain clinical experience in the public schools for teacher certificate candidates. Prerequisites: Successful completion of 437 or 439, acceptance as a candidate for teacher certification. Concurrent with 440. Credit 12 hours.
449 Observation and Supervised Teaching in the Secondary School.
Students gain clinical experience in the public schools for teacher certificate candidates. Prerequisites: Successful completion of 439, acceptance as a candidate for teacher certification. Concurrent with 440. Credit 12 hours.
Please note the following: The KSDE approved and NCATE accredited Teacher Education Program offered by Southwestern College provides study and practice of the essential knowledge, skills, and dipositions for obtaining a teaching license. In addition to successfully completing the program of study, each student is required to take and pass one or more KSDE identified licensure exam(s) at or above the level of performance specified by KSDE. With successful completion of the teacher education program of study as well as passing the required licensure exam(s), Southwestern College will be able to recommend the successful student for a specific teaching license or endorsement.