Courses

All K-12 education students take the same set of core courses and select 9-10 credits from a concentration of their choice.

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Education K-12, Core Courses

  • Teacher as Leader (EDUC606)

    Focus is on the centrality of the teacher in the educational process. Examination of a variety of informal and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. The format for examining teaching in this light incorporates encounters with autobiography, critical reflection, and large and small group conversation.

    3 credits

  • Educational Research (EDUC614)

    Focus is on understanding and reporting educational and psychological research. Learners will conduct online computer searches, appraise the quality of professional literature, cite research using APA style, and understand the options of writing a master’s thesis or conducting an action research project. Course is required of all master’s degree-seeking learners and is strongly recommended for learners seeking a license. Course should be taken with a cohort of the learner’s same major except with program director’s permission. Graded on an S/U basis.

    1 credit

  • Improving Instruction (EDUC616)

    Emphasis is on teaching strategies that will build on the experience of practicing teachers. Examination of a rich variety of approaches to instruction, along with supporting research. Provision of tools to analyze and incorporate the best of the newly emerging teaching methodologies. Particular attention is paid to the characteristics of an effective learning environment, as well as the understanding that how teaching is conducted has an enormous impact on students’ ability to educate themselves. Models of teaching are really models of learning. The intent is to impart a renewed sense of the intellectual zest inherent in the craft of teaching and to make each model a potential part of a teacher’s repertoire.

    3 credits

  • Introduction to Differentiation and Responsive Teaching (EDUC730)

    Overview of the theory and research of differentiated instruction as a model for acquiring content, in processing ideas and in developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-learner’s classroom. Meeting the needs of students with disabilities will be emphasized.

    3 credits

  • Responsive Pedagogy for English Language Learners (EDUC731)

    An overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of the grade-level content. Strategies for intentional academic language teaching within each content area will drive the lesson planning approach in this course. Crucial factors that influence the acquisition of the second language such as linguistic and cultural identity negotiation will also be addressed.

    3 credits

  • Culturally Responsive Instruction (EDUC732)

    Through stories, learners will examine multicultural research, theory and practice. Learners will explore their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research-based best practice to become culturally responsive practitioners.

    3 credits

  • Preparing the Thesis/Action Research Project (EDUC755)

    Assists learners in preparing their master’s thesis or conducting an action research project. Focus is on the design process and includes the following topics: information on the nature and scope of the master’s thesis/action research project; selection and refinement of topic; APA style; and the oral examination process. Graded on an S/U basis.

    1 credit

    Prerequisite Courses: EDUC614

  • Writing the Thesis/Action Research Project (EDUC790)

    Exploration of a significant educational issue relevant to the learner’s professional involvement through an independent, individually supervised thesis or project. Graded on an S/U basis.

    3 credits

    Prerequisite Courses: EDUC614, EDUC755

Concentrations

Special Education
  • Measurement and Assessment in Education (PSYC635)

    Opportunity for learners to develop their knowledge and understanding of the uses, misuses, and limitations of educational assessment techniques and tools. Focus is on the practices and principles involved in the assessment process for teacher-made tests, including: 1) psychometric theory, 2) test construction, and 3) standards for teacher-made tests. Emphasis on alternatives to traditional forms of assessment, particularly authentic assessment. Emphasis also on ethical issues in assessment and factors that influence test performance. Learners will be required to investigate and discuss current scholarly research on a specific issue in the field of educational measurement and assessment.

    3 credits

  • Characteristics of Mild-Moderate Disabilities (SPED600)

    Overview and introduction to the mild-moderate range of 5 disability categories represented under Academic Behavior Strategist (ABS) including: Learning Disabilites (LD), Emotional and Behavior Disorders (EBD), Other Health Disabilites (OHD), Developmental Disabilities (DD), and Autism Spectrum Disorders (ASD). Definitions, eligibility criteria, characteristics, curriculum and contemporary issues of each will be studied. Thorough examination of historical and legal issues of special education including a thorough review of the Individuals with Disabilities Education Act.

    3 credits

  • Foundations of Instructional Strategies for Students with Mild-Moderate Disabilities (SPED618)

    Course provides teacher-students a framework for designing, implementing, and evaluating instructional methods to teach exceptional studentw writing, mathematics, social skills, organizational skills and transition skills. Examine and apply evidence-based instruction while making instructional modifications and accommodations to address the needs of students with a range of disabilities and needs.

    3 credits

    Prerequisite Courses: SPED600

  • Reading Foundations (SPED620)

    Covers the major components of reading and the instructional strategies that support the development of literacy for K-6 students including those students with mild-moderate disabilities. The course also provides an overview to the structure of the English language and basic linguistic analysis. A 30 hour reading clinical, SPED 621, will run concurrently with this course.

    3 credits

    Corequisite Course: SPED621

  • Introduction to Behavioral Methods & Mental Health for Mild to Moderate Special Needs (SPED641)

    Introduction to behavior methods and foundations of mental health for students with mild to moderate SPED needs. Analyze classroom behavior methods/interventions with emphasis on brain-based research. Explore mental health and behaviors within behavioral, social, emotional, educational, cognitive, physical, communication and functional contexts. Explore foundations of cognitive/emotional development and informal screening tools.

    3 credits

    Prerequisite Courses: SPED600

International Baccalaureate
  • Curriculum Processes (EDUC771)

    First in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Curriculum Processes will be on these four essential questions. 1) What is international mindedness and how does the International Baccalaureate’s mission and philosophy promote it? 2) What are the principles of learning that underpin International Baccalaureate curriculum? 3) What are the curriculum and instructional designs that make the Primary Years Program, Middle Years Program, and the Diploma Program unique? 4) What implications does the International Baccalaureate mission and philosophy have for matters of worldview?

    3 credits

  • Assessment and Learning (EDUC772)

    Second in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Assessment and Learning will be on these four essential questions. 1) What is the role of assessment in International Baccalaureate? 2) What assessment strategies and assessment tools are emphasized in all three programs? 3) What assessment strategies and assessment tools make the three programs unique? 4) How is assessment connected to international-mindedness? Prerequisite: EDUC771.

    3 credits

    Prerequisite Courses: EDUC771

  • Teaching and Learning (EDUC773)

    Third in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Teaching and Learning will be on these five essential questions. 1) What are the learning strategies that are appropriate to effectively implement the IB programs? 2) What teaching strategies, learning activities, and learning resources support the learner outcomes of the three IB programs? 3) How do the three IB programs support the learning needs of all students? 4) What resources support the learner outcomes of the three IB programs? 5) How can worldview and international-mindedness be integrated into teaching and learning?

    3 credits

    Prerequisite Courses: EDUC771, EDUC772

  • Capstone (EDUC774)

    Fourth in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of the capstone will be on two essential questions: 1) How does reflective practice and collaborative work support International Baccalaureate standards and practice? 2) What experiences can contribute to the learning of others for the purpose of becoming better members of the global community?

    1 credit

    Prerequisite Courses: EDUC771, EDUC772, EDUC773

  • Measurement and Assessment in Education (PSYC635)

    Opportunity for learners to develop their knowledge and understanding of the uses, misuses, and limitations of educational assessment techniques and tools. Focus is on the practices and principles involved in the assessment process for teacher-made tests, including: 1) psychometric theory, 2) test construction, and 3) standards for teacher-made tests. Emphasis on alternatives to traditional forms of assessment, particularly authentic assessment. Emphasis also on ethical issues in assessment and factors that influence test performance. Learners will be required to investigate and discuss current scholarly research on a specific issue in the field of educational measurement and assessment.

    3 credits

STEM in K-12 Education Concentration
  • Exploring STEM Practices (EDUC740)

    This course will provide an introduction to the practices of STEM: asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.

    4 credits

  • Applied STEM in the Classroom (EDUC741)

    This course will utilize an integrative approach, focusing on the nature of science and engineering, scientific argumentation, and mathematical reasoning to solve authentic problems through chemical, mechanical, and electrical applications. Technological applications will be utilized, and classroom lesson segments developed for STEM in the classroom.

    3 credits

    Prerequisite Courses: EDUC740

  • STEM Curriculum and Instruction (EDUC742)

    STEM Curriculum and Assessment draws the prior two STEM Certificate courses to design, test, and implement a STEM learning segment. Learning progressions in STEM will be examined, as well as appropriate formative and summative assessment aligning Backward Design and GRASP assessments to grade level expectations.

    3 credits

    Prerequisite Courses: EDUC740, EDUC741

Autism Spectrum Disorders
  • Measurement and Assessment in Education (PSYC635)

    Opportunity for learners to develop their knowledge and understanding of the uses, misuses, and limitations of educational assessment techniques and tools. Focus is on the practices and principles involved in the assessment process for teacher-made tests, including: 1) psychometric theory, 2) test construction, and 3) standards for teacher-made tests. Emphasis on alternatives to traditional forms of assessment, particularly authentic assessment. Emphasis also on ethical issues in assessment and factors that influence test performance. Learners will be required to investigate and discuss current scholarly research on a specific issue in the field of educational measurement and assessment.

    3 credits

  • Characteristics of ASD (SPED601)

    Examination of the spectrum of Autism. Information will be accessed regarding theories, research, medical, and legal requirements of autism. Personal viewpoints and ethics from a biblical perspective will be examined regarding educational approaches to autism. Introduction to educational criteria, identification and assessment, teaching strategies, and family issues. Introduction to behavior management: behavior management philosophy, practical strategies, and skills related to children identified with autism spectrum disorders (ASD). Prerequisites: (SPED600 and SPED605), or qualifying special education license, or enrollment in certificate in ASD program.

    3 credits

    Corequisite Course: SPED603

    Prerequisite Courses: SPED600, SPED605

  • Evaluation, Communication and Intervention Strategies in ASD (SPED611)

    Examination of ASD assessment procedures to identify needs and develop intervention plans; review current tools and strategies used to understand communication, language and social skills including in-depth descriptions of research-based interventions and video examples; discuss ethical and moral issues from a biblical perspective. Prerequisites: SPED600, SPED601, and SPED605; or SPED601 and qualifying special education license; or SPED601 and enrollment in Certificate in ASD program.

    3 credits

    Prerequisite Courses: SPED600, SPED601, SPED601, SPED605

  • Planning, Instruction & Consultation for ASD (SPED612)

    This course will examine educational planning, collaboration and how that impacts instruction for students with mild, moderate, and severe Autism Spectrum Disorders from birth to grade 12. Focus will revolve around planning appropriate educational plans based on evidence of disability. Create and modify lessons and units to meet and address the needs of students with mild, moderate, and severe Autism Spectrum Disorders. Examine collaboration methods that prove successful in the educational programming and success of students with Autism Spectrum Disorders. Pre-requisites: SPED 601, SPED 611.

    3 credits

    Prerequisite Courses: SPED601, SPED611

ENVoY Classroom Mgmt Strategies Conc
  • ENVoY: The 7 Gems (EDUC745)

    A deep examination of the underlying patterns of nonverbal communication that make teachers effective classroom managers. Teachers who systematically use specific nonverbal skills are able to reinforce consistent and fair parameters while preserving relationships with students, and honoring unique learning styles and cultural backgrounds.

    3 credits

  • Classroom Charisma: A Cat in the Doghouse (EDUC746)

    An analogy based on the personalities of common household pets helps us understand students as highly accommodating “dogs” or highly independent “cats.” Learn how the most effective and charismatic teachers form relationships according to the unique personalities of individual students to operate from influence instead of power.

    3 credits

    Prerequisite Courses: EDUC745

  • Group Dynamics in a Healthy Classroom (EDUC747)

    A culmination of concepts, skills, and behaviors associated with effective classroom management. The most difficult management situations faced by teachers are when attempting to manage the individual and the class at the same time. A sophisticated look at the intricacies of group dynamics in the classroom through practical axioms and skills that can be applied immediately.

    4 credits

    Prerequisite Courses: EDUC745, EDUC746

Educational Leadership
  • Historical, Cultural, and Philosophical Issues Impacting School Administration (EDUC800)

    Today’s educational and intellectual leaders must understand the historical, cultural, and philosophical roots and trends that have contributed to educational practices today. Current and emerging roles of the administrator are examined in light of these roots and trends in the establishment of policy and practice, both in the school and the community at large. In addition, learners develop an understanding of the currently prevailing cultural and philosophical “drivers” in learners’ home districts.

    3 credits

  • Principles of Organizational Leadership (EDUC805)

    Examination of the theory and practice of leadership applied to K–12 school district operations. Leading organizational leadership theories, both educational and managerial, as well as change theory are analyzed and critiqued, with emphasis on their implementation in practical school district settings. Content emphasis is on the implications of a Christian worldview when incorporated with these theories and practices. Specific foci of content include philosophical and values anchors, vision casting, developing shared priorities and commitments, and implementing vision through policy and program.

    3 credits

    Prerequisite Courses: EDUC800

  • Curriculum and Instructional Management and Student Development (EDUC810)

    Examination of the fundamentals of curriculum design, effective curriculum planning and implementation, as well as trends, issues, forces, and ideas affecting today’s curriculum. Focus is on synthesizing knowledge gained from the curriculum with knowledge gained from professional experience. Overview of cognitive and behavioral issues and theories of learning as they affect student performance. Examination and practice of effective techniques for working with culturally and academically diverse student populations as well as techniques for managing varied types of student behavior. Implications for staff development are surveyed.

    3 credits

  • Measurement and Assessment in Education (PSYC635)

    Opportunity for learners to develop their knowledge and understanding of the uses, misuses, and limitations of educational assessment techniques and tools. Focus is on the practices and principles involved in the assessment process for teacher-made tests, including: 1) psychometric theory, 2) test construction, and 3) standards for teacher-made tests. Emphasis on alternatives to traditional forms of assessment, particularly authentic assessment. Emphasis also on ethical issues in assessment and factors that influence test performance. Learners will be required to investigate and discuss current scholarly research on a specific issue in the field of educational measurement and assessment.

    3 credits

Work-Based Learning
  • History and Advancement of Work-Based Learning (EDUC705)

    Study of the history and progress of work-based learning. Examination of the federal and state legislation that applies to the field. Gives work coordinators knowledge and tools to turn students' work experiences into meaningful learning experiences. One of three courses needed for the Teacher Coordinator of Work-based Learning Licensure.

    3 credits

  • Designing School-Based Instruction for Work-Based Learning (EDUC707)

    Students design instruction for work-based programs that connect students’ school experiences to the world of work. Current employment trends. Role of human resources in an organization. Career and technical student organizations. One of three courses needed for the Teacher Coordinator of Work-based Learning License.

    3 credits

  • Implementing and Monitoring Work-Based Learning (EDUC709)

    Tools teacher coordinators will use to implement work-based learning. Monitoring programs. Collaborating with the community, employers, school officials, and parents. Reporting to state and other agencies. Employment laws. One of three courses needed for the Teacher Coordinator of Work-based Learning License.

    3 credits

    Prerequisite Courses: EDUC705, EDUC707

  • Measurement and Assessment in Education (PSYC635)

    Opportunity for learners to develop their knowledge and understanding of the uses, misuses, and limitations of educational assessment techniques and tools. Focus is on the practices and principles involved in the assessment process for teacher-made tests, including: 1) psychometric theory, 2) test construction, and 3) standards for teacher-made tests. Emphasis on alternatives to traditional forms of assessment, particularly authentic assessment. Emphasis also on ethical issues in assessment and factors that influence test performance. Learners will be required to investigate and discuss current scholarly research on a specific issue in the field of educational measurement and assessment.

    3 credits

This course listing reflects the current term at Bethel. All courses and requirements are subject to change.