L.EDU-200: Foundations of Education
The purpose of this course is to introduce students to the teaching profession. Examples of topics explored in the course include historical milestones in U.S. education, education philosophies, learning theories, trends in education, culturally relevant teaching, and the purpose of schools in America. 10 hours of field experience required. Corequisite: L.EDU-205. 3 credits.
L.EDU-203: Teaching for Social Justice
This course focuses on preparing teacher candidates to work with students from diverse backgrounds. Topics include race, religion, gender, social class, disabilities, global education, and English language learners. The goal of the course is for teacher candidates to develop multicultural awareness, learn effective classroom strategies to help close the achievement gap, and to become advocates for multicultural education. Students will also have the opportunity to tutor local students from culturally and linguistically diverse backgrounds. Includes a week-long experience in Chicago. 3 credits. January term.
L.EDU-205: Foundations of Inclusive Education
This course introduces students to the policies and practices of special education, including major models, and historical points of view and contemporary issues. Laws, policies, procedural safeguards and ethical principles related to the process of identifying students with various exceptionalities will be covered. Classroom teacher responsibilities for providing interventions, instructional modifications and accommodations to meet the needs of diverse learners will be introduced, as well as, basic information about the categories of disabilities according to IDEA. Corequisite: L.EDU-200. 3 credits.
L.EDU-221: Learning Environment & Collaborations
This course is required for all students pursuing an elementary education major. It introduces students to different theoretical perspectives associated with students’ behavior in the classroom. This course provides opportunities for students to learn professional collaboration skills and to work on a team to solve problems presented in a variety of situations. The course examines the roles and responsibilities of teachers in creating and managing a classroom environment that supports the academic, emotional, and behavioral needs of all students. In addition, the course explores current ethical and legal standards which frame the use of evidence-based practices designed to establish a collaborative, positive learning environment for all students in an inclusive classroom. Prerequisites: L.EDU-200 and L.EDU-205. 3 credits.
L.EDU-222: Foundations of Early Childhood Education, Birth to Age Eight
The focus is on historical and philosophical developments in the care and education of children with typical and atypical development, birth through age eight. Legal basis of services for young children and current social issues and legislation are studied. Students are introduced to the range of children served and services provided in a variety of settings, and includes a 15-hour field experience. 3 credits.
L.EDU-230: Children’s & Young Adult Literature-AA
This course is a survey and analysis of literacy materials for children and young adults. This course will provide a broad understanding of the history and genres of literature for children and young adults. It will further introduce students to the process of evaluating and choosing quality literature. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110; L.LIB-130, L.LIB-135, or LIB-220. 3 credits.
L.EDU-232: Curriculum & Instruction in PE, Health & Wellness
Collaboration between elementary teachers that are specialists (physical education, art, music, theater, and dance) and generalists is essential for establishing a learning environment that reinforces and deepens the growth and development of the whole child. This course introduces students preparing to become general elementary classroom teachers to a) the content standards and curriculum essentials for physical education and health, b) the importance of developing physically literate individuals that are capable of sustaining an active and healthy lifestyle, and c) strategies for learning about movement and learning through movement. This course is taken concurrently with EDU 233 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. Corequisites: L.EDU-233 and L.EDU-234. 1 credit.
L.EDU-233: Curriculum & Instruction in Performing Arts
Collaboration between elementary teachers that are specialists (physical education, art, music, theater, and dance) and generalists is essential for establishing a learning environment that reinforces and deepens the growth and development of the whole child. This course introduces students preparing to become general elementary classroom teachers to a) the content standards and curriculum essentials in the performing arts (music, theater, and dance), b) the important connections between expressions of art and culture, and c) how the creation and/or performance of art can lead to more meaningful learning. This course is taken concurrently with EDU 232 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. Corequisites: L.EDU-232 and L.EDU-234. 1 credit.
L.EDU-234: Curriculum & Instruction in Visual Arts
Collaboration between elementary teachers that are specialists (physical education, art, music, theater, and dance) and generalists is essential for establishing a learning environment that reinforces and deepens the growth and development of the whole child. This course introduces students preparing to become general elementary classroom teachers to a) the content standards and curriculum essentials in the performing arts (music, theater, and dance), b) the important connections between expressions of art and culture, and c) how the creation and/or performance of art can lead to more meaningful learning. This course is taken concurrently with EDU 232 and EDU 233 in order to provide students with the opportunity to plan and apply integrated lessons. Corequisites: L.EDU-232 and L.EDU-233. 1 credit.
L.EDU-260: Foundations of Reading
This course is an introduction to the psychological, sociocultural, motivational, linguistic, and historical foundations of reading and writing processes and instruction. A primary focus of the course includes the range of research pertaining to reading, writing, and learning, including the analysis of scientifically based reading research, as well as the histories of reading instruction. Includes information on reading difficulties and dyslexia. Out-of-class is time required for clinical work with English language learners and observations of reading instruction. Restrictions: Reading endorsement students only, not open to first year students. Prerequisites: L.EDU-200 and L.EDU-205. 3 credits. Spring semester.
L.EDU-261: Early Childhood Language & Literacy
This course is an intensive study of the oral and written language acquisition and development of children birth through kindergarten. As a community-based learning course, students will spend time in kindergarten classrooms providing supplemental literacy instruction using current technology. Prerequisites: Declared endorsement in Reading K-8. Not open to first year students. 3 credits. January Term.
L.EDU-265: Multicultural Education–AC
This course introduces students to the diversity of cultures prevalent in K-12 U.S. schools today and the impact that this diversity has on student learning. The course examines the historic influences of cultures on education policy in the U.S., how this continues to have an impact on K-12 systems today, and global education. In addition, the course explores how different elements of culture (particularly race, religion, gender, social class, disabilities, language, and geographic region) in the K-12 classroom have influenced student learning. Most importantly, this course addresses how schools are effectively addressing the needs of multiple cultures in their classrooms and developing successful strategies to counter bullying, harassment and discrimination of all kinds. Students in the course have the opportunity to mentor students from diverse backgrounds in the community. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110 and completion of either L.LIB-130, L.LIB-135 or L.LIB-220. 3 credits.
L.EDU-321: Curriculum Methods & Materials, Infants & Toddlers
Planning and implementing an integrated program appropriate to infant and toddler development of language, thinking and reasoning are primary aims of this course, with an exploration of techniques and approaches for creating safe and healthy infant and toddler learning environments. Requires a 10-hour field experience. Prerequisites: admission to Teacher Education; L.EDU-222. Corequisites: L.EDU-323 and L.EDU-327. 3 credits.
L.EDU-323: Curriculum, Methods & Materials/Preprimary
Planning and implementing an integrated program appropriate to preprimary level development of language, thinking and reasoning, and creative expression. Requires a 10- hour field experience. Prerequisites: admission to Teacher Education; L.EDU-222. Corequisites: L.EDU-321 and L.EDU-327. 3 credits.
L.EDU-327: Developmental Curriculum & Methods for Children with Special Needs, Birth to Age Five
This course focuses on philosophy, goals, and service delivery approaches for children birth through five, with and without special needs, and their families. This course will follow the interdisciplinary team-based development and implementation of an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP). The successful implementation of these plans within natural environments and typical routines will be investigated. Includes a 10-hour field experience. Prerequisite: admission to Teacher Education; L.EDU-222. Corequisites: L.EDU-321 and L.EDU-323. 3 credits.
L.EDU-331: Curriculum & Instruction in Language Arts
This course is an introduction to teaching the language arts (listening, speaking, reading, writing, viewing and visually representing) within an integrated, comprehensive, and balanced literacy program. Addresses standards-based instruction; writing and spelling development; assessment and strategies for teaching writing (process, genres, grammar, and handwriting); effectively using digital tools and resources; and differentiating instruction to meet the unique needs of all students.
Prerequisite: admission to Teacher Education. Corequisite: L.EDU-332. 3 credits.
L.EDU-332: Beginning Reading
This course is an introduction to how teachers help children build an effective beginning reading process over time and support the acquisition of strategic activities to problem-solve novel aspects of print within an integrated, comprehensive, and balanced literacy program. Addresses the major components of reading; the integration of standards with interest, motivation, and background knowledge; grouping students and selecting appropriate print and digital materials; and differentiating instruction to meet the unique needs of all students including those with dyslexia. Prerequisite: admission to Teacher Education. Corequisite: L.EDU-331. 3 credits.
L.EDU-333: Curriculum & Instruction in Mathematics
This course is a treatment of the goals, content, materials and teaching strategies for planning and implementing a mathematics program in the elementary Professional Development School. Prerequisites: admission to Teacher Education; L.MAT-111. 3 credits.
L.EDU-334: Intermediate Clinical
Development of technical teaching and management skills through clinical teaching experiences; observations, reflections, analysis and evaluation of teaching performance by student, peers, classroom teacher, and course instructor within a 50-hour field experience in a local elementary classroom. Prerequisites: admission to Teacher Education; L.EDU-331, L.EDU-332, L.EDU-333, and L.EDU-335 or L.EDU-336. Corequisite: L.EDU-340. 1 credit.
L.EDU-335: Social Studies Curriculum & Instruction
This course prepares students with the knowledge and skills necessary to implement an inquiry-based social studies program in an elementary classroom. Students will integrate content from anthropology, economics, geography, history, political science, and sociology in developing and implementing a place-based curriculum for elementary students. Prerequisites: admission to Teacher Education; L.EDU-331, L.EDU-332, L.EDU-333. 3 credits.
L.EDU-336: Science Curriculum & Instruction
Science teaching is a complex activity and requires that teachers have both theoretical and practical knowledge. Effective science teachers have (1) a clear understanding of the nature of science, (2) adequate science content knowledge, (3) knowledge of how students learn, and (4) competence in implementing strategies that exemplify best practice in science teaching. Students will complete this course with a strong foundation in these four areas in order to continue to grow and develop throughout their elementary science teaching career. Prerequisites: admission to Teacher Education; L.EDU-331, L.EDU-332, L.EDU-333. 3 credits.
L.EDU-337: Reading Across the Curriculum
This course focuses on the integration of effective research-based literacy assessment and instruction for all students in the content areas or how teachers help children move from the beginnings of processing to fully functioning systems that expand in strength over time and across texts. Includes standards; academic language and vocabulary (knowledge of morphology and etymology); dimensions of comprehension (literal, interpretive, critical, and evaluative) and text structure; strategies for reading a variety of print and digital texts; fluency; and effectively using a variety of digital tools to support reading. Prerequisites: admission to Teacher Education; L. EDU-331, L.EDU-332, and L.EDU-333. 3 credits.
L.EDU-339: Differentiated Instruction, Grades 5-12
This course will deepen student’s capacity to identify individual learning differences among children (grades 5-12) and to develop specific strategies for meeting their different learning needs. Students will gain experience in developing individualized learning goals and determining the content, materials, teaching and management strategies for learners with special needs, including the gifted and talented. Students will design an entire unit plan implementing a wide variety of differentiated instructional strategies. Corequisite: L.EDU-350 and L.EDU-350L. Prerequisite: admission to Teacher Education program. 2 credits.
L.EDU-340: Differentiated Instruction, Grades K-6
This course will deepen student’s capacity to identify individual learning differences among children (grades K-6) and to develop specific strategies for meeting their different learning needs. Students will gain experience in developing individualized learning goals and determining the content, materials, teaching and management strategies for learners with special needs, including the gifted and talented. Prerequisite: admission to Teacher Education. Corequisite: L.EDU-334. 3 credits.
L.EDU-343: Assessment & Evaluation of Exceptionality, Grades PreK-8
The purpose and content of a variety of formal and informal assessments and their use in making data-based educational decisions are explored. Topics covered include informal assessment and analysis, standardized, norm-referenced and criterion-referenced instruments, systematic observation, curriculum-based measurement, response to intervention (RTI), IEP development, and progress monitoring. Prerequisite: admission to Teacher Education; L.EDU-331, L.EDU-332. 3 credits.
L.EDU-346: Learning & Behavior Strategies I
Introduction to learning and behavior characteristics of students with exceptional learning needs, identification and classification systems, inclusionary practices, evidence-based strategies and teaching techniques, and the development of the Individual Education Plan. This course covers specific learning and behavior strategies related to lesson design and the development of the IEP for students who have identified learning, emotional or behavioral needs, early learners to middle school age. Prerequisites: admission to Teacher Education Program; L.EDU-331 and L.EDU-332. 3 credits.
L.EDU-348: Learning & Behavior Strategies II
Extended work on learning and behavior characteristics of students with exceptional learning needs, evidenced-based practices, curriculum methods, strategies and teaching techniques; development of the Individual Education Plan, from early learners to middle school age. Prerequisites: admission to Teacher Education; L.EDU-346. Corequisite: L.EDU-369. 3 credits.
L.EDU-350: General Secondary Curriculum & Instruction
This course focuses on preparing teaching candidates to teach in middle and high school settings. Topics include: lesson planning, instructional strategies, classroom management, the middle school concept, 21st century skills, technology, and the Iowa Core Curriculum. This course takes place at a Professional Development School site. Prerequisite: admission to Teacher Education. Corequisites: L.EDU-339 and L.EDU-350L. 3 credits.
L.EDU-350L: Intermediate Clinical, Grades 5-12
This is a supervised, 50-hour clinical field experience in the Professional Development School program located on-site at a single high school setting. During the semester, teacher candidates will close the gap between theory and practice by teaching lessons and implementing what they have learned from L.EDU 350. In addition, they will complete teacher-related tasks coordinated by the instructor and their partner teacher at the school. Prerequisite: admission to Teacher Education. Corequisites: L.EDU-339 and L.EDU-350. 1 credit.
L.EDU-352: Special Secondary Curriculum & Methods-English
This is a survey of the goals, content, materials, and strategies for teaching English at the middle and high school levels, including an analysis of specific subject matter curriculum. Includes a 30-hour field experience in a middle or high school. Prerequisite: admission to Teacher Education. Recommended prerequisite: L.EDU-350. 3 credits.
L.EDU-353: Special Secondary Curriculum & Methods-Mathematics
This is a survey of the goals, content, materials, and strategies for teaching mathematics at the middle and high school levels, including an analysis of specific subject matter curriculum. Includes a 30-hour field experience in a middle or high school. Restriction: admission to Teacher Education. Recommended: L.EDU-350. 3 credits.
L.EDU-354: Special Secondary Curriculum & Methods-Science
This is a survey of the goals, content, materials, and strategies for teaching science at the middle and high school levels, including an analysis of specific subject matter curriculum. Includes a 30-hour field experience in a middle or high school. Restriction: admission to Teacher Education. Recommended: L.EDU-350. 3 credits.
L.EDU-355: Special Secondary Curriculum & Methods-Social Studies
This is a survey of the goals, content, materials, and strategies for teaching social studies at the middle and high school levels, including an analysis of specific subject matter curriculum. In particular, there will be an emphasis on the powerful social studies teaching strategies emphasized by NCSS (National Council for the Social Studies), and a focus on the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Includes a 30-hour field experience in a middle or high school. Prerequisite: admission to Teacher Education. Recommended: L.EDU-331 and L.EDU-332. 3 credits.
L.EDU-356: Special Methods Spanish, Grades K-8 & 5-12
Goals, content, materials, and strategies for teaching a second language (Spanish) at the elementary and secondary level. Analysis of specific curriculum and methodologies, exploration of the intersection between language and culture, and 30-hour field experience included in course expectations. Restriction: admission to Teacher Education. Recommended: L.EDU-350 (for secondary majors) or L.EDU-334 (for elementary majors) completed. 3 credits.
L.EDU-357: Reading in the Middle & Secondary School
Secondary students are presented an overview of reading and reading techniques, assessment, materials, teaching strategies and study strategies for middle and high school subject-matter areas. Prerequisite: Admission to Teacher Education. 3 credits.
L.EDU-360: Evaluation & Diagnosis of Reading Problems
In this course students will learn the types of literacy assessments and their purposes, strengths, and limitations for the identification, screening, and diagnosis of all students’ reading proficiencies and needs including knowledge of the signs and symptoms of dyslexia and other reading difficulties. Within an MTSS framework, students will learn to use assessment data analysis to inform, plan, measure, progress monitor, and revise instruction for all students and how to communicate the outcomes of ongoing assessments to stakeholders. Prerequisites: admission to Teacher Education; L.EDU-332. 3 credits.
L.EDU-361: Practicum & Instruction in Remediation of Reading Problems
In this course students will work under the guidance of appropriately licensed professionals who will observe, evaluate, and provide feedback on students’ knowledge, dispositions, and performance of the teaching of reading and writing in a clinical setting. Students will use reading and writing strategies, materials, and assessments based upon appropriate literacy research, and work with others and families in the support of children’s literacy development. Prerequisites: admission to Teacher Education, L.EDU-332 and L.EDU-360. 3 credits.
L.EDU-369: Special Education Seminar
This seminar covers planning and teaching a variety of curriculum and instructional programs appropriate for individuals with exceptional learning needs, discussing case studies, problem solving to identify and use academic and behavioral strategies to assist students in achieving classroom success and reflecting on the outcomes of teaching and/or interventions. Prerequisites: admission to Teacher Education Program and completion of L.EDU-346. Corequisite: L.EDU-348. 2 credits.
L.EDU-411: Student Teaching in Elementary Music
Directed participation in an elementary school; observation and teaching under guidance of College supervisor and cooperating teacher; individual and group conferences; full-day experience for nine weeks. Corequisite: L.EDU-412. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-412: Student Teaching in Secondary Music
Directed participation in a secondary school; observation and teaching under guidance of College supervisor and cooperating teacher; individual and group conferences; full-day experience for nine weeks. Corequisite: L.EDU-411. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-424: Student Teaching in Early Childhood Special Ed (ages 0-5)
Directed participation in infant and toddler or pre-k inclusive settings; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience for nine weeks. Corequisite: L.EDU-426. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-425: Student Teaching in Early Childhood (ages 0-5)
Directed participation in infant and toddler or pre-k inclusive settings; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience for nine weeks. Corequisite: L.EDU-426. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-426: Student Teaching in Primary, Grades K-3 (ECE)
Directed participation in kindergarten, first, second or third grade inclusive settings; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience for nine weeks. Corequisite: L.EDU-424 or L.EDU-425. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-432: Student Teaching in the Elementary School
Directed participation in the schools; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience for eighteen weeks. Restriction: admission to Teacher Education. Graded pass/fail only. 10 credits.
L.EDU-441: Student Teaching: Instructional Strategist I, K-8
Directed participation in the schools; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience for nine weeks. Co-requisite: L.EDU-442. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-442: Student Teaching: Elementary Education with Instructional Strategist I
Directed participation in the schools; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience nine weeks. Co-requisite: L.EDU-441. Restriction: admission to Teacher Education. Graded pass/fail only. 5 credits.
L.EDU-452: Student Teaching in Secondary School
Directed participation in a secondary school; observation and teaching under guidance of College supervisor and cooperating teacher; full-day experience for eighteen weeks. Restriction: admission to Teacher Education. Graded pass/fail only. 10 credits.
L.EDU-490: Capstone Seminar & Portfolio-PJ
This course provides student-teachers with an opportunity to reflect on their own learning experience at the same time that they are facilitating the learning of others through their student teaching experience. This course prompts students to reflect on how they have grown as a learner in relation to the Loras College dispositions and how their Loras experience has shaped the teacher that they are becoming. The course also serves to help prepare students for the job search and first years in the teaching profession. Fundamentally, the course requires that students create an electronic portfolio that synthesizes their skills and dispositions as an emerging teacher within the context and value of their liberal arts preparation at Loras College. 2 credits.