Middle Level Education Degree

Credits: 2

Description: This course outlines the essentials of the reading processes and skills necessary for secondary students to become proficient learners of content, the incorporation of reading instruction into content delivery, and examination of the Nebraska Language Arts standards. The course also provides candidates with a solid foundation in educational assessment.

Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)

Credits: 3

Description: In this course, students will examine the history and philosophy of middle level education, the concepts of teaming and learning communities, knowledge specific to curriculum and learner-centered instructional design in the core subjects, assessment appropriate for middle level learners, and other organizational and communication models specific to middle level education. This course should be taken prior to enrollment in EDU 332 Development of Language Arts in the Elementary and Middle School, EDU 423 Development of Social Studies in the Elementary and Middle School, EDU 431 Development of Science in the Elementary and Middle School, EDU 432 Development of Mathematics in the Elementary and Middle School, and the required sections of EDU 409 Content Area Methods and Assessment.

Prerequisite: Candidacy in Educator Preparation

Credits: 3

Description: This course examines the essential knowledge, skills, dispositions, and innovative applications of content needed for effective teaching in the 21st century. Specific content-area topics include instructional planning for differentiated instruction; effective strategies, techniques, materials, and assessment methods; reading and writing in the content area; classroom management; and the relationship of the content area to standards-based curriculum. To be taken concurrently with EDU 414 Content Area Practicum Experience. Course will need to be repeated for each selected subject area.

Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)

Credits: 1

Description: This 80-clock hour minimum (60 hours in classroom plus 20 hours in activities related to teaching) content-specific clinical experience is designed to induct students into classroom teaching and develop an awareness of the many roles of a professional educator. Under the mentorship of a practicing K-12 educator, students will assist/co-teach/teach. Students will also actively participate in school-related activities commonly encountered by professional educators.

Prerequisite/corequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion or concurrent enrollment in EDU 409 Content Area Methods and Assessment

Choose one of the following courses that corresponds to your core academic content area:

• EDU 332 Development of Language Arts in Elementary and Middle School (3 credits) – To prepare emergent professionals to become confident in their ability to develop and implement quality instruction in the language arts, with an emphasis on writing, listening, and speaking. Prerequisite/corequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and successful completion of or concurrent enrollment in either EDU 340 Early Reading or EDU 341 Intermediate Reading.
• EDU 423 Development of Social Studies in the Elementary and Middle School (3 credits) – To prepare emergent professionals to become confident in their ability to implement social studies and to create an environment in which students become confident learners and participants of social studies. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks).
• EDU 431 Development of Science in Elementary and Middle School (3 credits) – To prepare emergent professionals to become confident in their ability to implement Science activities and to create an environment in which students become confident learners and participants of Science. Prerequisite/corequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of one course in General Studies Biology or Physical Science.
• EDU 432 Development of Mathematics in Elementary and Middle School (3 credits) – To prepare emergent professionals to become confident in their ability to implement mathematics and to create an environment in which students become confident learners and participants of mathematics. Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks) and completion of all coursework except the professional semester and clinical practice.

Required courses:

• ENG 270 Critical Approaches to Literature (3 credits) – Study of a variety of analytical and interpretive approaches to the study of literature in print and non-print media. This course provides an introduction to the English major in which the English program goals are communicated.
• ENG 384 World Literature (3 credits) – This course examines works from literary canons and traditions world-wide. This course may treat a common theme across various cultures; focus on a particular time period, culture, or genre; or compare and contrast texts from two or more countries
• ENG 426 Linguistic Theory and Application (3 credits) – A linguistic study primarily of English, including phonetics, phonology, morphology, syntax, semantics, pragmatics, orthography, historical linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and linguistic anthropology.
• ENG 441 Traditional English Grammar (1 credit) – Study of the rules and principles of traditional grammar in the English language, and of techniques and strategies for teaching grammar.
• ENG 442 Teaching Writing (2 credits) – A survey of the major theories and issues surrounding the teaching of writing in the pre-college classroom. Topics include classroom strategies, traditional grammar and its alternatives, grading and testing, and individualizing the writing curriculum. After an initial survey of current literature on these topics, students will be involved in designing their own writing curricula, micro-teaching, and adapting materials to the needs of the student population they expect to encounter in their professional careers.
• ENG 443 Young Adult Literature (2 credits) – Study of popular and traditional literature appropriate for adolescent readers, and of techniques and strategies for teaching this literature.

Choose one of the following:

• ENG 150 Topics in Literature (3 credits) – Students will read and analyze selected literary works. The course focuses on the relation of literature to place, biography, culture, gender, class, and race. Students will be introduced to the principles of close reading, interpretation, and criticism of literary texts.
• ENG 260 Studies in Genre (3 credits) – Studies in techniques and forms of one of the major genres of literature, poetry, drama, fiction, and film. Film sections may require a lab. Title will vary with offering.
• ENG 280 Themes and Movements in Literature (3 credits) – Readings in world literature organized around a specific literary theme or movement. Topic and title vary from offering to offering.

Choose 9 hours from the following:

• ENG 361 American Literature I (3 credits) – A survey, beginning with pre-contact indigenous literature and concluding with the Naturalist/Symbolist Period.
• ENG 362 American Literature II (3 credits) – A survey, beginning with the Harlem Renaissance and Modernist Period in American Literature and concluding with study of significant contemporary writers.
• ENG 365 Modern American Fiction (3 credits) – Short stories and novels by significant 20th-century American writers.
• ENG 371 British Literature I (3 credits) – A survey of British literature, beginning with Beowulf and concluding with works by 18th century writers.
• ENG 372 British Literature II (3 credits) – A survey of British literature, beginning with the Romantic writers and concluding with contemporary writers.
• ENG 378 Topics in Modern British Literature (3 credits) – Short stories and novels by significant 20th-century British writers.
• ENG 380 Shakespeare(3 credits) – Directed reading of Shakespeare’s plays and poetry against the background of Renaissance culture.
• ENG 381 Classical Mythology (3 credits) – A study of the ancient epic and of Greek drama; readings of Homer, Virgil, Aeschylus, Sophocles, Euripides, Aristophanes, and Aristotle.
• ENG 382 The Bible as Literature (3 credits) – Literary analysis of the Hebrew scripture (Old Testament) and of the New Testament.
• ENG 386 Modern World Drama (3 credits) – Reading of representative global dramatists in translations from Ibsen to the Post-Moderns.

Required courses:

• ECO 202 Principles of Macroeconomics (3 credits) – In this course, the principal macroeconomic measurements of national production; unemployment and inflation will be introduced. Theories of how these measures interact and how they are influenced by activity in households, businesses, the Federal Government, and the Federal Reserve System, as well as the impact of international trade, will also be studied.
• GEO 120 World Regional Geography (3 credits) – A global survey of the geographic interrelationships between people and their environments.
• HIS 170 World Civilizations I (3 credits) – This course surveys the world’s cultures and their interactions from the rise of civilization through the age of European expansion. Required for majors and educator preparation candidates seeking a Social Studies field endorsement or a history subject endorsement.
• HIS 171 World Civilizations II (3 credits) – This course surveys the world’s cultures from the age of the European voyages of discovery to the 20th century. Required for majors and educator preparation candidates seeking a Social Studies field endorsement or a history subject endorsement.
• HIS 280 America, 15,000 B.C. to 1845 (3 credits) – A comprehensive survey of American History from the Pre-Columbian Period to the beginning of the Mexican-American War, including a survey of Pre-Columbian cultures, the Colonial Era, the American Revolution, the Early National Period, and Antebellum America. This course focuses on studying the diversity of America by analyzing and interpreting the role of gender, class, race, and ethnicity in history. Students will engage in historical research using multiple historical and contemporary sources to investigate, interpret, and analyze the events of the time under study and the persistent issues that have compelled this dynamic nation forward. This class is required for majors and educator preparation candidates seeking a Social Studies field endorsement or a History subject endorsement.
• HIS 281 America, 1845-1945 (3 credits) – A comprehensive survey of American History from 1845 to 1945, including a survey of Western expansion, the Civil War and Reconstruction, the Gilded Age and Progressive Era, World War I, the Roaring Twenties, the Great Depression, and World War II. The course focuses on studying the diversity of America by analyzing and interpreting the role of gender, class, race, and ethnicity in history. Students will engage in historical research using multiple historical and contemporary sources to investigate, interpret, and analyze the events of the time under study and the persistent issues that have compelled this dynamic nation forward. This class is required for majors and educator preparation candidates seeking a Social Studies field endorsement or a History subject endorsement.
• HIS 490 Geography and History of Nebraska (3 credits) – A history and geography of Nebraska focusing on principal people, events, and themes in the state’s history.
• POS 100 American National Government (3 credits) – The study of the institutions and political processes of the national government.

Choose one of the following:

• GEO 130 Physical Geography (3 credits) – An introduction to the physical elements of geography and the environment in which people live, focusing on natural processes that create landscape diversity on the earth.
• HIS 300 The Ancient World (3 credits) – A survey of the ancient Near East, Greece, and Rome, from the Neolithic Revolution to the decline of the Roman Empire in the West, circa 10,000 B.C. to 400 A.D. The emphasis is on cross-cultural borrowings and the diverse patterns of social and political organization.
• HIS 385 America, 1945 to the Present (3 credits) – A survey of America in the latter half of the century. Topics include World War II, Industrialism, the Cold War, and changes in American domestic and foreign policies.
• POS 100 Introduction to World Politics (3 credits) – The study of the institutions and political processes of the national government.

Earth Science required courses:

• EAS 110 Introduction to Meteorology (4 credits) – An introduction to the Earth as planet with special emphasis being placed upon atmospheric and oceanic processes. High school mathematics is used extensively in this course. 3 hours lecture, 3 hours lab. Meteorology lab fee of $20 required.
• EAS 120 Introduction to Geology (4 credits) – A study of the solid earth in terms of its internal structure and surface landforms. High school mathematics is used extensively in this course. 3 hours lecture, 3 hours lab. Geology lab fee of $30 required.

Physical Science required courses:

• PHY 201 General Physics I (3 credits) – An algebra-based general physics course intended primarily for health professions, life science, and education students. Topics include vectors, kinematics and dynamics, equilibrium, rotational motion, energy, momentum, oscillations, fluids, and thermodynamics. PHY 321 Physics Lab I required.
• PHY 321 Physics Lab I (1 credit) – This laboratory is a required course for both PHY 201 General Physics I and PHY 301 University Physics I. Experiments, appropriate to the level of lecture, include topics in mechanics, momentum, work and energy, and fluids. 3 hours lab. Physics lab fee of $20 required. Corequisite: Concurrent enrollment in PHY 201 recommended but not required.
• CHE 106 General Chemistry I (4 credits) – Emphasis on nomenclature, atomic structure, bonding, gaseous and liquid states, equilibrium, and stoichiometry. 3 hours of lecture and 3 hours of laboratory. Class fee of $20 required. Prerequisite: High school chemistry or CHE 102 Chemistry for General Studies.
• CHE 107 General Chemistry II (4 credits) – A continuation of CHE 106 General Chemistry I with emphasis on kinetics, redox reactions, molecular geometry, hydrolysis, electrochemistry, and solubility products. Qualitative analysis included. 3 hours of lecture and 3 hours of laboratory. Class fee of $20 required. Prerequisite: C- or better in CHE 106 General Chemistry I, or instructor consent.

Life Science required course:

• BIO 110 Biology Concepts (4 credits) – The first course for students in the biology program. A grade of C- or better in this course is a prerequisite for all biology courses in the biology concentration. A study of the microscope, basic cell structure and function, DNA replication, mitosis, meiosis, genetics, evolution, population biology, and diversity. 3 hours lecture, 3 hours lab. Class fee of $20 required. Prerequisite: One year of high school biology or BIO 102 Biology for General Studies.

Choose one of the following Life Science courses:

• BIO 200 Zoology(4 credits) – A study of the principles of biology as they apply to the uniformity, diversity, and organization of the animal kingdom. 3 hours lecture, 3 hours lab. Class fee of $20 required. Prerequisite: A grade of C- or better in BIO 110 Biology Concepts.
• BIO 210 Experimental Plant Science (4 credits) – A study of the principle of biology through an investigation into the molecular, anatomical, and morphological diversity of the non-animal Eukarya. Students will use laboratory methodology and scientific inquiry to understand plant structure, function, and evolution. Topics related to the human use of plants including phytopharmacology, ethnobotany, and plant biotechnology will also be examined. 3 hours lecture, 3 hours lab. Class fee of $20 required. Prerequisite: C- or better in BIO 110 Biology Concepts.
• BIO 220 Human Anatomy (4 credits) – Study of the anatomic structure of the human organism. The 11 organ systems of the human and representative quadrupeds will be examined in detail with lecture, dissection, and other laboratory exercises. Dissection is required of all students taking this course. An understanding of human anatomy is beneficial for students that will ultimately enroll in advanced courses of cell biology, histology, comparative vertebrate embryology and anatomy, and parasitology. Having training in human anatomy is also beneficial for students interested in health-related and biomedical careers. 3 hours lecture, 3 hours lab. Class fee of $20 required. Prerequisite: BIO 110 Biology Concepts.

• MAT 130 Precalculus (5 credits) - A rigorous course in the computational and theoretical aspects of algebra and trigonometry: equations and inequalities; systems of equations and inequalities; complex numbers; polynomial, rational, radical, exponential logarithmic, and trigonometric functions, equations, and graphs; right triangle trigonometry; inverse functions; law of sines; law cosines, trigonometric identities. Mastery of these skills will empower a student to achieve success in Calculus I. Prerequisite: Placement or C- or better in MAT 121 College Algebra.
• MAT 140 Calculus I (5 credits) - Mastery of algebra and trigonometry is necessary before taking this course. Theory and applications of limits, derivatives, antiderivatives, definite integrals, and differentials of algebraic, trigonometric, logarithmic, and exponential functions. Prerequisite: Placement or C- or better in MAT 121 College Algebra.
• MAT 180 Applied Probability and Statistics (3 credits) - An introduction to the practice of statistics including sampling, experimental design, data displays, descriptive statistics, binomial and normal probability distributions, sampling distributions, one and two sample confidence intervals, hypothesis tests for means and proportions, and linear regression with analysis. Traditional and resampling/bootstrapping methods are employed. 4 hours of lecture-lab combined. Prerequisite: Placement or C- or better in MAT 121 College Algebra, MAT 130 Precalculus, or MAT 140 Calculus I.
• MAT 210 Mathematics for Elementary School Teachers I (3 credits) - Place value, models and algorithms for addition, subtraction, multiplication, and division of whole numbers, fractions, decimals, and integers. Applications involving ratios, percentages, and rates. Generalizations involving algebra, divisibility, primes, greatest common factors, and least common multiples. This course is intended for students majoring in Early Childhood Inclusive, Elementary Education, Middle Level Education, and Special Education. Prerequisite: Placement or C- or better in MAT 105 Intermediate Algebra, MAT 121 College Algebra, MAT 130 Precalculus, or MAT 180 Applied Probability and Statistics.
• MAT 215 Mathematics for Elementary School Teachers II (3 credits) – Probability and data analysis, geometry, measurement, problem-solving, reasoning and proof. Prerequisite: C- or better in MAT 210 Mathematics for Elementary School Teachers.
• MAT 270 Transitions to Advanced Mathematics (3 credits) – A bridge course into abstract mathematics. Proof construction and craft, quantifiers, logical connectives, and structure of valid arguments. Prerequisite: “C-” or better in MAT 140 Calculus I.
• MAT 320 College Geometry (3 credits) - Formal axiomatic development of neutral and Euclidean geometry with an emphasis on valid arguments. Non-Euclidean geometry will also be investigated. Prerequisite: C- or better in MAT 140 Calculus I.
• MAT 471 Connections in Math Education (2 credits) - This is a capstone experience where middle level or secondary mathematics education students connect mathematical knowledge from previous courses in their major to the teaching of mathematics in middle and secondary level mathematics. Prerequisite: C- or better in MAT 140 Calculus I and Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks). Corequisite: Recommended to take concurrently with EDU 409 Content Area Methods and Assessment.

Required courses:

• FCS 103 Clothing Construction (3 credits) - Evaluation of clothing construction for the consumer relative to sewing projects and ready-to-wear. Components of quality workmanship, apparel fibers/fabrics, and cost factors are emphasized through construction projects. Lecture and lab combined.
• FCS 104 Principles of Food Preparation(3 credits)– The nutritional value of foods and the relation of food to health, fundamental principles of cookery applied to foods commonly used in the home. Lecture and lab combined. Class fee of $42 required.
• FCS 108 Introduction to FCS (1 credit) - The history, growth and development of family and consumer sciences. Career exploration of the opportunities for careers open to family and consumer sciences graduates. Freshmen, sophomores, undeclared majors, or by permission of instructor.
• FCS 110 Family and Personal Relationships (3 credits) - A study of relationships throughout the life cycle. Application of the critical thinking process to the identification of values, the formulation of goals, and the decision-making model in order to improve the quality of life for individuals and families.
• FCS 207 Nutrition (3 credits) - A study of the basic nutrients and their relationship to physical, mental, and emotional health. Nutritional requirements and dietary planning for all age groups. The use of the computer for dietary analysis, evaluation of the analysis, and application to daily eating habits.
• FCS 314 Organization and Administration of Family and Consumer Sciences Programs (3 credits) - Introduction to the administration and organization of family and consumer sciences programs including budget and lab management, curriculum development for programs of study and scope/sequence of courses, effective technology use for households and classrooms, and analysis and assessment of resources.
• FCS 315 Consumer Economics (3 credits) - Development of responsible consumerism through value clarification, goal formulation, decision-making, and effective use of resources.

Choose one of the following:

• FCS 220 Infants and Toddlers(3 credits)– A study of human growth and behavior from conception through 2 years of age. Curriculum and assessment, language development, appropriate literature, play and discovery, children with a range of abilities, family and community partnerships will be addressed. Early childhood center observation is required. Prerequisite: FCS 120 Introduction to Early Childhood Education or permission of instructor.
• FCS 335 Preschool Age Child(3 credits)– A study of human growth and behavior from 3 years of age through 5 years of age. Curriculum and assessment, emergent literacy, appropriate literature, play and discovery, children with a range of abilities, and family and community partnerships will be addressed. Early childhood center and preschool observations are required. Prerequisite: FCS 120 Introduction to Early Childhood Education or permission of instructor.

Choose one of the following:

• FCS 240 Design and Interior Environments(3 credits) - The study and discussion of concepts, issues, and resolutions in which research of human behavior is influenced by built environment. Use of communication skills, problem-solving, and media to design interior environments. An exploration of sustainable design and its effects on interior design, architecture, city planning, and landscape design.
• FCS 305 Housing Development and Design(3 credits) - A study of architectural housing styles, future trends in housing, housing selection as it concerns the family during stages of the family life cycle. Floor plans, furniture arrangement, elements and principles of design, color theory, and their application to housing will be covered. Lecture and lab combined.

• PED 105 Anatomy and Physiology I (3 credits) - An introduction to the physiological processes and anatomical features of the body which are related to and affected by physical activity and training. Systems include the integumentary, skeletal, and muscular.
• PED 205 Anatomy and Physiology II (3 credits) - A continuation of the study of the physiological processes and anatomical features of the body which are related to and affected by physical activity and training. Systems include the nervous, endocrine, cardiovascular, and respiratory. The study of metabolic and renal physiology will be addressed in the context of these systems. Prerequisite: PED 105 Anatomy and Physiology I.
• PED 242 CPR/AED Certification (1 credit) - This course is designed to meet the needs of non-healthcare professionals (i.e. teachers, coaches, and recreational personnel) and community members. Students will gain knowledge and partake in hands-on skills training that will prepare them to respond to breathing and cardiac emergencies. It also teaches the skills and knowledge needed to provide care for victims of sudden cardiac arrest through the safe use of an automated external defibrillator (AED). This class will include CPR and AED for adults, children, and infants. Class fee of $30 required.
• PED 243 First Aid Certification (1 credit) - This course will prepare students to identify and eliminate potentially hazardous conditions in their environment, recognize emergencies, and make appropriate decisions for first aid care. It teaches skills that participants need to know in order to provide immediate care for a suddenly ill or injured person until more advanced medical care arrives. Class fee of $30 required.
• PED 305 Exercise Physiology (3 credits) - A study of the major physiological systems and their response to exercise for Physical Education K-12, K-6, 7-12, and wellness majors and students in these areas also taking Coaching minor or endorsement. This includes the application of physiological concepts to physical training. Prerequisite: PED 105 Anatomy and Physiology I or BIO 220 Human Anatomy, and PED 205 Anatomy and Physiology II or BIO 340 Human Physiology.
• PED 341 Organization Administration and Curriculum Development of Secondary Health and Physical Education (3 credits) - Utilization of the philosophy, aims, and objectives of health and physical education in developing programs and curricula for secondary school health and physical education.
• PED 351 Biomechanics (3 credits) - A kinesiological approach to the anatomical and mechanical analysis of human movement. Movement terminology as well as muscular and neuro-muscular function in sport will be studied. Special emphasis will be placed relating biomechanics to movement evaluation in K-12 health and physical education. Prerequisite: PED 105 Anatomy and Physiology I or BIO 220 Human Anatomy.
• PED 361 Methods and Materials in Health and P.E. (3 credits) - A study of methods and materials for teaching health and physical education. Special emphasis will be placed on aims, principles, philosophies, and organization.
• PED 407 Motor Perception and Adaptives for Special Populations (3 credits) - The study of the processes of identification, evaluation, and remediation of children with mild to moderate structural, developmental, and perceptual motor problems. Also designed to study techniques in adapting health and physical education curriculum needs of special populations.
• PED 200-level activity course (choose any)

Credits: 3

Description: Students are introduced to teaching as a profession through the historical, cultural, and philosophical foundations of educational systems. Students will explore various aspects of education, as well as their beliefs and values about teaching and learning through the exploration of professional knowledge, practice, and values. This course may include a field experience.

Credits: 0

Description: This course is designed for students in Level 1 of WSC’s educator preparation programs who are progressing into Level 2. Students will receive valuable information including, but not limited to, admission, program progression, degree and certification requirements, the use of portfolio software, professional dispositions for success, etc. Graded S/NC.

Prerequisite: Acceptance to Clinical Practice (successful completion of Level 1 Benchmarks)

Credits: 3

Description: Students construct a conceptual basis for understanding the growth and development of learners. Theories of physical, cognitive, and socio-emotional development are explored in order to better understand the importance of the nurturing role of the teacher in human development and learning. Students begin to understand the human learning process and individual differences in how learners think and behave based on their unique characteristics. Students study theoretical models and the integration of models for planning and facilitating effective and differentiated experiences for diversified learners. This course will include field experience.

Prerequisite: EDU 150 Introduction to Professional Education

Credits: 3

Description: Students will practice instructional design methodologies or analysis, design, development, implementation, and evaluation. To explore and learn to recognize their biases, including but not limited to sexism, racism, prejudice, and discrimination, students will develop an awareness of the impact such biases have on their interpersonal relations. Students will be challenged to reflect on how they can relate more effectively to other individuals and groups in a pluralistic society in order to promote equitable approaches to instructional design. This course fulfills the human relations component established by the Nebraska Department of Education. This course may include a field experience.

Prerequisites: EDU 150 Introduction to Professional Education and EDU 250 Human Development and Cognition must be taken concurrently or prior to this course.

Credits: 0

Description: This course is designed for graduate students in Level 2 of WSC’s educator preparation program who are progressing into Level 3 and those completing clinical practice to change endorsement levels. Two virtual sessions will be held at the beginning of each academic session for graduate teacher candidates planning to student teach in the following semester. Graduate teacher candidates will attend one of the two virtual sessions to receive valuable information including, but not limited to, how to apply for clinical practice, an overview of Clinical Practice requirements, rules regarding placement choices and department approval requirements. Graded S/NC.

Prerequisite: Acceptance to Clinical Practice (successful completion of Level 2 Benchmarks)

Credits: 6-12

Description: A semester course of full-day learning experiences in the middle level under the supervision of a cooperating 5-9 teacher, a supervisor from the School of Education and Behavioral Sciences, and a faculty member from each content subject area. On-campus seminars will be offered periodically throughout the semester. This is the culminating experience of the middle level pre-service educator preparation program. Students in the Growing Together residency program will enroll for 3 credit hours in their first semester and 12 credit hours in their second semester (this course may be repeated by residency students only). All other students will enroll for 6 or 12 credit hours in one semester. Graded S/NC.

Prerequisite: Acceptance to Clinical Practice (successful completion of Level 2 Benchmarks)

Credits: 3

Description: Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment; promotion of social competence; awareness of prosocial skills; and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of elementary learners.

Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)

Credits: 3

Description: Understanding social and emotional development of all learners while considering Multi-Tiered Systems of Support (MTSS). Emphasis on implications for the inclusive learning environment, promotion of social competence, awareness of prosocial skills, and effective utilization of responsive relationships. Completing the Functional Behavior Assessment (FBA) process and developing the Behavior Intervention Plan (BIP) product to meet the needs of secondary learners.

Prerequisite: Acceptance to Educator Preparation (successful completion of Level 1 Benchmarks)