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, EDUC752, EDUC754, EDUC755

  • 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

Concentrations

Special Education
  • 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, 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)

    This course 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 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

  • Directed Study (SPED760)

    1 credit

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

Autism Spectrum Disorders
  • Characteristics of ASD (SPED601)

    Course examines characteristics of Autism Spectrum Disorders (ASD). Course content will prepare special education teachers for their unique role as academic instructors and skillful classroom managers for students with ASD. Instruction will draw from theories, research, medical, diagnostic, and legal criteria for autism. Personal viewpoints and ethics from a biblical perspective will be examined regarding educational approaches to autism. This course begins with an introduction to educational criteria, identification and assessment, teaching strategies and socio/cultural family issues. The course later progresses through an overview of behavior management philosophy and practical strategies and skills related to the instruction of children identified with autism spectrum disorder. Course objectives are congruent with current standards mandated by the Minnesota Department of Education for special education teachers working with students with autism spectrum disorders.

    3 credits

    Corequisite Course: SPED603

    Prerequisite Courses: SPED600, SPED605

  • Communication, Assessment and Intervention of ASD (SPED611)

    Examination and communication characteristics and challenges often associated with autism spectrum disorders. Current tools and strategies used to assess speech, language, and interaction skills. Ethical and moral issues from a biblical perspective will be discussed. Use of assessment results to identify needs and develop intervention plans. Creation of an Autism Tool Kit (defined in the assessment section), including techniques and interventions for building receptive and expressive language, as well as social communication skills of children with ASD.

    3 credits

    Prerequisite Courses: SPED600, SPED601, SPED601, SPED601, SPED603, SPED605

  • ASD: Identification, Evaluation, Planning and Consultation (SPED612)

    Focus is on the process of identification, assessment, and educational planning for students with autism and Asperger’s syndrome. Using appropriate tools for evaluation of autism spectrum disorders, effective utilization, and reporting results. Examine and/or design critical elements of consulting in an educational and family environment specifically for students identified with autism spectrum disorders.

    3 credits

    Prerequisite Courses: SPED600, SPED601, SPED601, SPED601, SPED605, SPED611, SPED611, SPED611

Literacy
  • Explorations in K-12 Literature (EDUC600)

    Overview of the fields of children’s and adolescent literature with an emphasis on the use of tradebooks in the classroom. Learners will read and critically review a wide variety of genres across a span of age groups.

    3 credits

  • Foundations of Reading (EDUC601)

    Introduction to the historical and pedagogical issues related to the field of reading instruction. Examination of the reading process from both a psychological and sociocultural perspective. Emphasis on current educational principles as they relate to the cognitive, linguistic development of children, preadolescents, and adolescents. Review of current research as well as national initiatives in reading instruction.

    2 credits

    Prerequisite Courses: EDUC600

  • Reading Instruction in Primary Grades (EDUC602)

    Focus is on the development of reading proficiency in young children, grades K–2. Best practices in literacy that foster phonemic awareness, alphabet recognition, phonology, and word study. Design and implementation of a developmentally appropriate curriculum and instructional strategies for a wide range of abilities in literacy for young students. Prerequisite: EDUC601.

    2 credits

    Prerequisite Courses: EDUC601

  • Reading Instruction in Intermediate Grades (EDUC607)

    Development of skills and understandings to teach reading in the intermediate grades (3–6). Emphasis on the development of comprehension in a wide range of reading contexts, including fiction and expository text in a context that develops engagement in reading for pleasure and learning. Examination of methods to strengthen decoding, reading fluency, vocabulary, and concept development. Application of research and theory to evaluate and design curriculum. Prerequisites: EDUC601 and EDUC602.

    2 credits

    Prerequisite Courses: EDUC601, EDUC602

  • Strategy Instruction in Content Areas (EDUC618)

    Exploration of comprehension strategies that assist textbook understanding. A wide range of expository texts found in a variety of disciplines and content areas will be examined. Examination of behaviors of adolescent readers. Prerequisites: EDUC601, EDUC602, and EDUC607.

    2 credits

    Prerequisite Courses: EDUC601, EDUC602

  • Assessment and Evaluation in Reading (EDUC622)

    Focus is on best practices in formal and informal assessments. Engagement in assessing, measuring, evaluating, and reporting individual and group performance in reading. Evaluation of data to make informed decisions for instructional and curricular purposes. Participation in data analysis teams and development of expertise in reporting assessment results to a wide variety of audiences. Prerequisites: EDUC601, EDUC602, EDUC607, and EDUC618.

    3 credits

    Prerequisite Courses: EDUC601, EDUC602, EDUC607, EDUC618

  • Leadership and Supervision in Reading (EDUC637)

    Examination of the role of a reading specialist in assisting and directing district and school-wide programs in reading. Examination of ways to align district and school goals as they relate to state and federal initiatives. Exploration of fiscal, budgetary, and purchasing practices for operating a comprehensive reading program. Learners will develop expertise in planning and providing effective professional development programs. Prerequisites: EDUC602, EDUC607, EDUC618, and EDUC622.

    1 credit

    Prerequisite Courses: EDUC602, EDUC607, EDUC618, EDUC622

  • Language, Literacy, and Cultural Diversity (EDUC657)

    Examination of issues related to literacy acquisition in English Language Learners (ELLs) and their instructional implications. Topics include first and second language acquisition (SLA), bilingualism, language and identity, social and cultural factors in SLA, reading and writing in a second language, and content reading.

    3 credits

  • Policy and Practice in Reading (EDUC662)

    3 credits

Customized Concentration
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

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

    Studies the history and progress of work-based earning. Examines the federal and state legislation that applies to the field of work-based learning. Gives work coordinators knowledge and tools to turn learenrs’ 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)

    Learners design instruction for work-based programs that connects students’ school experiences to the world of work. Current employment trends. The 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. Learners must successfully complete this course before taking EDUC709.

    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 Licensure. Prerequisites: EDUC705 and EDUC707.

    3 credits

    Prerequisite Courses: EDUC705, EDUC707

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