Required for the prospective elementary school teacher who will be teaching mathematics in the classroom.
This class helps K-6 teachers clarify their own understanding of the math concepts they are required to teach.
The structure of the real number systems is studied in detail as well as applications frequently encountered.
For successful completion of this course, a proficiency test of elementary math skills must be completed with
at least 80% accuracy in the following mathematical areas: numbers and computation, algebra, geometry, and data.
Does not meet Mathematics general education requirement. Prerequisite for
ED337.
(Spring)
| ED195 |
Introduction to Education** |
3 credits |
| An overview of the teaching profession and an examination of the role schools play in the fabric of American
society. Coursework will include, among other things, orientation to the Sterling College Teacher Education
Program concept of the teacher as Servant Leader, portfolio design and expectations, education reform at the
state and national level, and standards-based education. Emphasis will be placed on contemporary professional,
ethical, and legal issues and problems facing American schools and the effect changes in American society have
upon the purpose and areas of emphasis in American schools. Students must earn a C- or better, as the successful
completion of this course is prerequisite for taking all 200 level education courses (Fall/Spring). |
| ED201/L |
Field Experience in Education** |
2 credits |
| This course focuses on the impacting factors of cultural diversity within an educational setting. Experiences are
designed to examine critical elements of the educational process that are influenced by culture and to increase
awareness, knowledge and skill in accommodating intercultural interaction in a classroom. Off campus experiences
are required. (Interterm/Spring) |
| ED205 |
Cultural Diversity in Education** |
2 credit |
| This course focuses on the impacting factors of cultural diversity within an educational setting. Experiences are
designed to examine critical elements of the educational process that are influenced by culture and to increase
awareness, knowledge and skill in accommodating intercultural interaction in a classroom. Off campus experiences
are required. (Interterm/Spring) |
| SE210 |
Introduction to Infants, Children, and Youth With Special Needs** |
3 credits |
| This course provides an overview of categorical exceptionalities delineated in the law, service delivery systems,
advocacy groups, the concept of least restrictive alternatives and the purpose and function of the IEP. The course
is designed to introduce pre-service teachers to handicapping conditions of children enrolled in regular education
and give them alternatives for instruction and assessment of these students. It also serves as a foundation for
teachers wishing to focus on the area of special education. Teacher candidates must earn a C- or better as it is a
prerequisite to all Level II education courses. Field experience is required. (Fall/ Spring) |
| ED219 |
Instruction, Assessment, and Management** |
5 credits |
| In this course teacher candidates will develop knowledge and skills in the areas of classroom management, instruction,
and assessment. Candidates will develop six lesson plans, each using a different model of instruction, experience
training in classroom management techniques and identify and design appropriate assessment tools. Unit planning and
micro-teaching are integral components of the course. Prerequisite: ED 195; ED 201
ED 205; SE 210
(Fall and Spring) |
| MU243 |
Elementary Music Methods |
3 credits |
| Required for all elementary and music education majors. See description
under music department. Prerequisite: ED219 (Fall) |
| ED256 |
Child and Adolescent Literature |
3 credits |
| Study of traditional, multi-cultural, and modern literature for children and adolescents and how literature is integrated into
all disciplines. (Spring) |
| ED272 |
Educational Psychology** (BS272) |
3 credits |
| This course assists the student in applying theories and philosophies of child and adolescent development to the
education process. It focuses on theories of teaching and learning. Prerequisite:
BS 225,
ED 195, SE 201, ED 205, ED 210.
(Fall/Spring) |
| AR275 |
Elementary Art Methods |
3 credits |
| Required for all elementary and art education majors. See description
under art department. Prerequisite: ED219 (Spring) |
Elementary Education Methods Block (ED326, ED333, ED335, ED337)
The following four courses will be taken concurrently in a field-based methods experience. The coursework will
encompass both on-campus instruction and elementary classroom participation for a total of 11 hours credit.
| ED326 |
Methods of Teaching Elementary Reading and Language Arts+ |
4 credits |
| This course is designed to teach the instruction of reading and language arts. Classroom environment, planning
and preparation, and instructional strategies are studied as they pertain to teaching in the language arts areas.
Basic developmental reading stages are emphasized along with integration of other subject areas.
Prerequisite: ED219. (Fall) |
| ED333 |
Methods of Teaching Elementary Science+ |
2 credits |
| This course provides an examination of current practices in science research and their application to the classroom.
Emphasis upon process teaching and health issues.
Prerequisite: ED219. (Fall) |
| ED335 |
Methods of Teaching Elementary Social Science+ |
2 credits |
| This course provides an examination of current practices and social science teaching methods, including planning, instruction,
and assessment. Emphasis on multicultural concepts, self-esteem, questioning skills, map and globe skills, thematic unit
instruction, inquiry teaching, and cooperative learning. Prerequisite: ED219. (Fall) |
| ED337 |
Methods of Teaching Elementary Math+ |
3 credits |
| The course covers methods of teaching mathematical concepts currently being taught in elementary schools. Candidates
learn strategies to instruct in problem solving, manipulatives, and a variety of materials and ways of developing
understanding and critical thinking. Prerequisites: ED219
& ED130. (Fall) |
| ED340 |
Reading Testing and Diagnosis+ |
3 credits |
| This course emphasizes a developmental approach to teaching reading. Teacher candidates learn diagnostic methods of assessing
students' needs and developmentally appropriate strategies for meeting these needs. Application of acquired skills is achieved
during field experience in the public schools.
Prerequisite: ED326; Level III. (Spring) |
| ED343 |
Writing Across the Curriculum** + |
2 credits |
| This course requires pre-service teachers to apply proper grammar and writing skills in their professional pursuit.
Areas covered include: teacher communication with home, school and community; Six-trait Writing Process and Assessment;
integration across the curriculum; professional improvement; state and national assessments. (Spring) |
| PE344 |
Curriculum and Methods of Teaching Physical Education - Elementary (K-6) |
3 credits |
| Required of all elementary and physical education majors. See description
under physical education department. Prerequisite: ED219.
(Fall) |
| ED356 |
Technology in the Classroom** |
2 credits |
| This course will explore the wide range of instructional applications of computer technology in K-12 classrooms.
Students will learn to integrate and model good and innovative uses of current educational technology. This
will be facilitated by using the computer as an administrative tool, and by using technology as an information
delivery medium, to enhance communication as a source of information, and as a student productivity tool.
Current technology issues and ISTE standards for teachers and students will also be addressed.
Prerequisite: CS101
and/or a basic understanding of computer operations and software applications.
(Fall, Spring) |
| ED360 |
Reading in the Content Area** |
2 credits |
| Teachers must plan for the teaching of reading in their content areas. This class will help candidates learn to
expand content knowledge by making a connection to students' background knowledge and providing a variety of
strategies for teaching reading and vocabulary appropriate to grades four through twelve. Prerequisites:
ED219 and Acceptance into the Teacher Education Program (Fall/Spring) |
| ED395 |
Independent Study in Education |
1-3 credits |
| Open to junior and senior education students. Student and professor agree upon topic/study (i.e. Readings in
Education, Educational Assessment, etc.) and evaluation procedures. Requirements include 1000 pages of reading
material, or equivalent involvement, for each hour of credit. Prerequisite: Approval of the education faculty. |
| ED490 |
Seminar in Education**+ |
1 credit |
| This course is required for all K-6, 6-12, and PreK-12 students. Students individually and collaboratively research
and discuss major topics in education. Open to juniors and seniors, this course prepares teacher candidates for
clinical teaching experience and subsequent employment. It is recommended this course be taken the semester prior
to Clinical Teaching Experience. Prerequisite: Completion of all 300 level professional education courses. (Fall, Spring) |
| ED498 |
Clinical Teaching Experience**+ |
15 credits |
| Course includes observing, assisting and teaching for 15 weeks* in a state accredited school under guidance of general
education classroom teachers and college supervisors. A Clinical Teaching pre-service seminar, designed to cover and
reinforce topics that are timely and relevant to this study is incorporated into this course. It allows for discussion
and reflection on classroom practices. The seminar requirements include five on-campus meetings during the semester
and periodic on-line assignments. Prerequisites: Acceptance into the Teacher Education Program; completion of professional
education courses; completion of coursework in licensure field(s); interview/approval by the Teacher Education Advisory
Council. In addition to tuition and fees, a student teaching fee is assessed. (Fall, Spring) (*Required weeks may vary
according to field of study.) |
(This course will also include two years of post-graduate on-line mentoring to assist teacher graduates in the successful
completion of the Kansas Performance Assessment (KPA). Successful completion of the KPA is required for a beginning
teacher to move from Conditional License level to the Professional License level and must occur with the first four
years of teaching.)
| Secondary Teaching Methods Courses+ |
3 credits |
| A teaching methods course in the student's licensure area is required for 6-12 licensure. Teaching methods in the areas
of art, music, and physical education are taught within the departments, on the SC campus. (Course descriptions can be
found under those departments.) For other areas, classes meet weekly during the spring semester on the McPherson College
campus, or by arrangement. Prerequisites for all the ACCK methods courses are
ED360, ED219 and admission into the Teacher Education Program. 15 hours of field
experience are required. See descriptions for ACCK courses below. |
ACCK SECONDARY METHODS COURSES
| ED406/L |
Methods/Teaching Natural Science in the Secondary School+ |
3 credits |
| This course is designed to provide the prospective teacher with knowledge and skills for teaching the natural sciences
at the secondary level (Grades 6-12). Content includes curriculum selection and design, safe laboratory management and
operation, integration of curriculum, inclusionary practices, methods and modalities of teaching, assessment, classroom
application of various forms of technology, and professional organizations. Micro-teaching, classroom observation and group
and self-evaluation are included. Concurrent with ED406L. Prerequisite: ED219 (Spring) |
| ED415/L |
Methods for Teaching English/Language Arts in the Secondary School+ |
3 credits |
| This course is designed to assist student teachers in becoming confident, effective professional educators in secondary
level English (Grades 6-12). Students will become familiar with a variety of specific methods to use in teaching
literature, composition, and language. Among topics to be considered will be: current trends in English curriculum
development, the six-trait writing process, inclusionary practices, classroom organization, assessment, classroom
application of various forms of technology, and professional organizations. Concurrent with ED415L. Prerequisite:
ED219
(Spring) |
| ED416/L |
Methods for Teaching Speech and Theatre in the Secondary School+ |
3 credits |
| Students are required to apply speech and drama content to the techniques needed for effective secondary level (Grades 6-12) classroom
teaching. Opportunities are provided for students to exercise their teaching skills in the areas of unit plans, daily lesson
plans, teaching strategies, evaluation, assessment, classroom management, inclusion and different learning styles. Discussions
of resource allocation, safety, classroom application of various forms of technology, and professional organizations are
also included. Each student is encouraged to develop his/her personal philosophy of education and incorporate it in
relation to integrity/ethics in the classroom and personal evaluation to maintain a sense of balance and growth.
Concurrent with ED416L. Prerequisite:
ED219 (Spring) |
| ED440/L |
Methods for Teaching Social and Behavioral Science in the Secondary School+ |
3 credits |
| This course is designed to prepare students for successful teaching at the secondary level (Grades 6-12) in both the
social and behavioral sciences. Emphasis is placed on different approaches and practices of instruction planning and
classroom management, selection and classroom application of various forms of technology, evaluation and questioning
techniques, state assessments, research methods, professional organizations and the inclusive classroom. Concurrent
with ED440L. Prerequisite: ED219
(Spring) |
| ED467/L |
Methods for Teaching Mathematics in the Secondary School+ |
3 credits |
| This course is designed to provide the prospective secondary-level (Grades 6-12) mathematics teacher the methods of
teaching contemporary mathematics content. Topics include methods of presentation, awareness of national mathematics
organizations, the writing of unit/daily lesson plans, micro-teaching of a math lesson, selecting materials,
inclusionary practices, classroom application of various forms of technology, and techniques of assessment.
Concurrent with ED467L. Prerequisite: ED219
(Spring) |
Special Education Course Descriptions:
| SE220 |
Field Experience in Services for Students with Special Needs |
1 credit |
| An early field placement for directed observation of special education teachers working with elementary or
secondary-level students with mild/moderate disabilities. (Fall, Interterm, Spring, and Summer) |
| SE310 |
Foundations for Special Education Services |
4 credits |
| This course addresses historical perspectives and current practices (Module A), laws, regulations, and policies
governing practice (Module B), and affects of individual differences, language, and culture on educational
performance (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D. (Fall & Spring) |
| SE315 |
General Methods for Special Education Services |
4 credits |
| This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special
education process from pre-identification through individual program implementation (Module B), and effective
collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders
(Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D.Prerequisite:
SE310. (Fall & Spring) |
| SE320 |
Beginning American Sign Language |
2 credits |
| This course provides a beginning study of ASL structure and teaches ASL, a visual-gestural language, using second
language teaching techniques and learning strategies. American Sign Language is the sign language of the deaf
community in the United States. No prerequisites. This class is intended as an elective education course.
(Fall, Spring) |
| SE321 |
Grades K-6 Methods for Special Needs |
4 credits |
| This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models.
Topics of study include lesson planning; basic skill and content area instruction; adapting methods and materials;
positive behavior supports; and progress monitoring. Includes supervised field experience. SE331 Grades K-6 Field
Experience must be taken concurrently. Prerequisites: SE310 &
SE315. |
| SE322 |
Intermediate American Sign Language |
2 credits |
| This course provides an intermediate study of ASL structure and teaches ASL, a visual-gestural language, using
second language teaching techniques and learning strategies. Prerequisite: SE320. (Fall, Spring).
Prerequisite: SE320. (Fall, Spring) |
| SE331 |
Grades K-6 Field Experience |
1 credit |
| This course is a supervised field experience with children in grades K-6 who have an identified disability.
The course will emphasize evidence-based practices and techniques presented in SE321. Students will participate in
IEP development, lesson planning, and instruction. SE321 must be taken concurrently.. Prerequisites:
SE310 & SE315. |
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| SE345 |
Behavior Management |
2 credits |
| This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics
include school-wide discipline systems, classroom management, social skills instruction, student support meetings
(Module A) and functional analysis, non-aversive intervention, and behavior intervention plans
(Module B). (Fall & Spring) |
| SE361 |
Grades 6-12 Methods for Special Needs |
4 credits |
| This course addresses IEP implementation, including transition components. Emphasis is on self-determination,
self-advocacy, career awareness, and post-school options in specific outcome areas. Topics of study include
curriculum standards, lesson planning, basic skills instruction, learning strategies, adapting methods,
materials and assessments, positive behavior supports, and progress monitoring. SE371 must be taken
concurrently. Prerequisites: SE310 & SE315. |
| SE371 |
Grades 6-12 Field Experience |
1 credit |
| This course is a supervised field experience with children in grades 6-12 who have an identified disability.
The course will emphasize evidence-based practices and techniques presented in SE361. Students will participate
in IEP development, lesson planning, and instruction. SE 361 must be taken concurrently. Prerequisites:
SE310 & SE315. |
| SE380 |
Topics in Special Education |
1 credit |
| This class deals in depth with a specific topic related to infants, toddlers, children or youth with disabilities
or developmental risk conditions and/or their families. (As announced) |
| SE381 |
Grades K-12 Functional Resources |
4 credit |
| This course focuses on building an understanding of how to plan and implement effective instruction for students
with functional learning needs. Topics of study include service delivery options, personal profile assessments,
community based instruction, principle of partial participation, student instruction matrix, complex health,
physical and emotional needs, related service providers, and social networks. Includes a supervised field
experience within various service delivery models using least restrictive arrangements, and |
| SE431 |
Grades K-6 Clinical Experience |
6 credits |
| A supervised teaching experience with a special educator who provides services for elementary level students
with adaptive learning needs. The pre-service teacher will work collaboratively with the cooperating special
educator, families, and school team members to apply research-based knowledge of assessment, instruction
aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive
practice. Prerequisites: SE210, SE310, SE315, SE345, & SE321 or SE331. Concurrent
or subsequent semester:
SE499. (Fall, Spring, or Summer) |
| SE433 |
Grades K-6 Internship |
6 credits |
| A supervised teaching experience with an on-site mentor who provides or supervises services for elementary-level
students with adaptive learning needs. Emphasis is on application of research-based content knowledge and
pedagogy and reflective, culturally-sensitive practice. This internship is designed for practicing teachers
adding grades K-6 adaptive endorsement or for students who have completed a special education clinical
experience. Prerequisites: SE210, SE310, SE315,
SE345, & SE321 or SE331.
Concurrent or subsequent semester: SE499. (Fall, Spring, or Summer) |
| SE471 |
Grades
6-12 Clinical Experience |
6 credits |
| A supervised teaching experience with a special educator who provides services for secondary level students
with adaptive learning needs. The pre-service teacher will work collaboratively with the cooperating special
educator, families, and school team members to apply research-based knowledge of assessment, instruction
aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice.
Prerequisites: SE210, SE310, SE315, SE345, & SE361 or SE371.
Concurrent or subsequent semester: SE499. (Fall, Spring, or Summer) |
| SE473 |
Grades 6-12 Internship |
4-6 credits |
| This course is a supervised teaching experience with an on-site mentor who provides or supervises services for
secondary level students with adaptive learning needs. Emphasis is on application of research-based content
knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing
teachers adding grades 6-12 adaptive endorsement or for students who have completed a special education clinical
experience.
Prerequisites: SE210, SE310, SE315, SE345, & SE361 or SE371.
Concurrent or subsequent semester: SE499. (Fall, Spring, or Summer) |
| SE499 |
Capstone Issues |
1 credit |
| This course is designed to provide students with an opportunity to reflect on their clinical experience or
internship and professional role with peers, ACCK faculty, and special educators. Topics of discussion include
ethical issues, advocacy, and professionalism, diversity, and resources. Prerequisites: SE210,
SE310, SE315, SE345, SE321
& SE331 or SE361 & SE371.
Concurrent or previous semester:
SE 431 or SE471 or comparable internship. (Fall, Spring, or Summer) |
Graduate Level Classes:
| SE678 |
Topics in Special Education |
1 credit |
| This class deals in depth with a specific topic related to children and
youth with disabilities or developmental risk conditions and/or their families. (As announced.) |
Topic G: Current Issues in Special Education - is designed to be taken by the practicing teacher returning for
endorsement in special education. It will be taken in lieu of SE310 for those that meet the qualification of
three years of teaching children or youth with special needs, a letter documenting satisfactory performance,
and a copy of teaching license and transcripts. This course will focus on bringing the students up to date on
current laws, changes in the field of special education, and new information related to the characteristics of
children and youth with special needs.
(While we do not offer a graduate degree, the above graduate level classes are available through the ACCK
upon the completion of a Bachelor's degree.)