Academics
Academics  |  School of Education  |  Courses

Education

ED 105 Introduction to Computers for Teachers (3)
This course provides educators and education majors with a hands-on introduction to the use of Macintosh computers and computer applications. It introduces them to the Macintosh operating system, to common computer terminology, and to common computer application skills including word processing, databases, spreadsheets, multimedia, and internet. Emphasis is placed on the practical use of these skills in the educational setting. Prerequisites: None. English Placement Level: EN 101.

ED 111 Introduction to Related Services (3)
This course is designed to provide an understanding of working with children and youth with severe disabilities in educational, recreational, and vocational settings, as well as supporting parents and families at home and in community. In this course, students learn to work with therapists and teachers to provide basic assessment, plan intervention, and deliver appropriate intervention to children with severe disabilities in the areas of gross motor and fine motor skills. Concurrent enrollment in ED 112. English Placement Level: EN 093/094.

ED 112 Practicum in Related Services (3)
This course is designed to develop practical skills in supporting children and youth with severe disabilities with related services in educational, recreational, and vocational settings, as well as supporting parents and families at home and in community. In this course, students work with therapists and teachers to provide basic assessment, plan intervention, and deliver appropriate intervention to children with severe disabilities in the areas of gross motor and fine motor skills. Concurrent enrollment in ED 111. English Placement Level: EN 093/094.

ED 113 Intermediate Related Services (3)
This course is designed to continue instruction in working with children and youth with severe disabilities in educational, recreational, and vocational settings, as well as supporting parents and families at home and in community. In this course, students refine their skills in basic assessment, planning intervention, and delivering appropriate intervention to children with severe disabilities with a focus in the areas of communication, feeding, nutrition, self-help skills, and creating adaptations. Values promoted throughout the course include (a) family-centered care, (b) cultural sensitivity, (c) age-appropriate activities, (d) functional skills, and (e) collaborative teamwork. Concurrent enrollment in ED 114. English Placement Level: EN 093/094.

ED 114 Intermediate Related Services Practicum (3)
Intermediate Related Services Practicum is designed to develop further practical skills in supporting children and youth with severe disabilities with related services in educational, recreational, and vocational settings, as well as supporting parents and families at home and in community. In this course, students work with therapists and teachers to refine their basic assessment skills, plan intervention, and deliver appropriate intervention to children with severe disabilities with a focus in the areas of communication, feeding, nutrition, self-help skills, and creating adaptations. Prerequisites: ED 111, ED 112; Concurrent enrollment in ED 113. English Placement Level: EN 093/094.

ED 115 Advanced Related Services (3)
Advanced Related Services is designed to continue instruction in working with children and youth with severe disabilities in educational, recreational, and vocational settings, as well as supporting parents and families at home and in community. In this course, students will refine their skills in planning and delivering appropriate intervention to children with severe disabilities with a focus in the areas of inclusive practices, training others, assistive technology, and rights and advocacy. Concurrent enrollment in ED 116. English Placement Level: EN 093/094.

ED 116 Advanced Related Services Practicum (3)
Advanced Related Service Practicum is designed to continue instruction in working with children and youth with severe disabilities in educational, recreational, and vocational settings, as well as supporting parents and families at home and in community. Students refine their skills in planning and delivering appropriate intervention to children with severe disabilities with a focus in the areas of inclusive practices, training others, assistive technology, and rights and advocacy. Concurrent enrollment in ED 115. English Placement Level: EN 093/094.

ED 141 Curriculum I in Early Childhood (3)
This course introduces activities and techniques that promote learning through creative expression by children during their early childhood years. Content areas include developmentally appropriate practices, learning environments, and interest/learning centers, along with designing and implementing physical, cognitive, communication, and creative activities in the classroom. English Placement Level: EN 093/094.

ED 143 Education for Parenthood (3)
This course is designed to provide the student with a systematic approach to the study of parent-child relationships. This approach is based upon an understanding of developmental theory and is intended to aid individuals who work with both parents and children as well as individuals who either are or will be parents. Course content emphasizes information rather than advice. English Placement Level: EN 093/094.

ED 144 Guiding and Nurturing Young Children (3)
This course is designed to acquaint the student with skills and techniques for nurturing, guiding, and directing the behavior of young children. Such skills and techniques include understanding behaviors according to age, building positive self-concepts, and planning for prevention of problems. English Placement Level: EN 093/094.

ED 145 Safety and Health for Young Children (3)
This course is an introductory study of methods for establishing a healthy, safe environment for the young child. Included are a basic understanding of a child’s nutritional needs and their relationship to growth and development; training and methods of cardio-pulmonary resuscitation (CPR) for the adult, child and infant; standard first aid; identification and handling of suspected child abuse; and recognition of and procedures for dealing with communicable disease and illness. English Placement Level: EN 093/094.

ED 146 Administration in Early Childhood Education (3)
This course examines the management and operation of an early childhood program or school. The course is designed to acquaint the student with practices and policies in the management of schools and institutions caring for the development of children in early childhood. Emphasis is placed on effective interpersonal relationships and communication skills of the teacher, coordinator, director, or principal of a school or program. English Placement Level: EN 093/094.

ED 205 Child Development (3)
ED 205 Child Development provides students with an understanding of the steps and processes of a child’s development from birth to adolescence. It examines physical, cognitive, emotional, and social stages of growth. It explores the roots of child development study and examines theories in early childhood and childhood development. Prerequisite: EN 101, PY 101. English Placement Level: EN 102.

ED 211 Introduction to Teaching (3) This course is designed to introduce students to the fundamental theories and practices of teaching. Students examine a variety of teaching approaches, discuss the importance of and ways to address individual differences and needs, and learn how to write specific objectives as well as short- and long-term lesson plans. A required observation in schools provides students with the opportunity to view practicing teachers and to reflect upon topics discussed in class. The student is expected to spend 30 hours per semester in assigned classroom settings. English Placement Level: EN 101.

ED 215 Introduction to Exceptional Individuals (3)
This course provides an overview of legal provisions, characteristics, and classroom strategies for students considered at risk or with disabilities. The Individual with Disabilities Act Amendments of 1997 encourage inclusion for all students with a disability in the general education classroom to the greatest extent possible. The course aims to provide an introductory survey of the possible effects of a disabling condition on a student’s learning and performance, strategies and techniques to facilitate successful inclusion, and collaboration with special educators and families in order to meet the needs of the student within the general education setting. English Placement Level: EN 093/094.

ED 252 Early Interventions in Natural Environments (3)
This course introduces students to methods and procedures for therapeutic intervention for medically at-risk infants and toddlers within their home and in other natural environments. It emphasizes methods for facilitating communication with parents and strategies needed to encourage social, emotional, physical, and cognitive development, with a special emphasis on linguistic development. Students develop expertise in explaining and modeling intervention procedures for both parents and caregivers. English Placement Level: EN 093/094.

ED 253 Partnerships with Families of Children With Disabilities (3)
This course offers the opportunity to gain an understanding of the stages and steps of parental reactions to having a child with a disability, family dynamics, and special considerations, such as the child's age, the family structure, and cultural diversity, that need to be taken into account prior to working with a family. Skills and strategies for building positive relationships through trust, acceptance, communication, and support are the focus of the course. English Placement Level: EN 093/094.

ED 260 Observation and Participation in Early Childhood Education (1)
This course allows the study of early childhood through observation and participation in a preschool, kindergarten, or primary classroom. The primary focus of the course is the recording of behaviors indicative of physical, emotional, social, cognitive, linguistic, and motor development of preschool children and their interaction with peers and adults. Recommendation: concurrent enrollment in ED 251. For each credit hour enrolled, the student is expected to spend 30 hours per semester in an assigned early childhood setting. English Placement Level: EN 093/094.

ED 282 Multicultural Foundations (3)
Multicultural Foundations introduces teachers-in-training to the educational aspects of teaching in a multicultural classroom environment. This course provides an overview of the historical foundations, relevant theories, social and political aspects that have influenced education in the CNMI. In addition to informing teachers about the laws that impact education in the CNMI, this course endeavors to create awareness, respect, and appreciation of the various cultures that exist in the CNMI as well as to enhance the teacher-in-training’s understanding of the influence that culture has on the educational process and of cultural influences on behavior as they relate to the schooling process. The course endeavors to create awareness of patterns of thinking and behavior that contribute to stereotyping, prejudices, and difficulties in intercultural contact. Prerequisites: Completion of ED 211 with a grade of “C” or better. English Placement Level: EN 202.

ED 292 Observation and Participation with Exceptional Children (3)
This practicum course provides an opportunity for supervised observation and participation in a variety of special education settings. Students observe and interact with children enrolled in special education who exhibit various categories of exceptionality. They also observe professionals in a variety of settings. This course is taken concurrently with ED 220. English Placement Level: EN 093/094.

Note: A “C” grade or higher in EN 202 and ED 211 is a prerequisite for all ED 300-level courses and higher.

ED 300 Educational Psychology (3)
Educational Psychology is a foundation course for all education majors. The course presents an analysis of the complex factors involved in individual differences in learning, multiple intelligences, motivations for learning, individual differences in learning, the psychology of leadership, and socio-cultural factors which affect the education of children and youth. Prerequisites: Successful completion of all general education requirements with a grade of “C” or better and ED 105, ED 205, ED 211, ED 282 with a grade of “C” or better, or the permission of the Director of the SOE. English Placement Level: EN 202. Math Placement Level: MA 161.

ED 315 Inclusive Practices for Children with Learning Problems (3)
ED 315 provides and overview of legal provisions, characteristics, and classroom strategies for students considered at-risk or with disabilities. The Individuals with Disabilities Act encourages inclusion of all students with a disability in the least restrictive environment to the greatest extent possible. This course aims to provide an introductory survey of the possible effects of a disabling condityion on a student’s learning and performand, strategies and techniques to facilitate successful inclusion, and frameworks for collaboration with special educators and families in order to meet the needs of the students within the general education setting. Prerequisites: All core course and general education requirements and ED 300 with a grade of “C” or better or permission of the Director of the School of Education.

ED 319 Children’s Literature (3)
This course surveys the field of children’s literature and assists in the selection and presentation of developmentally appropriate literature for children, based on an understanding of how the reading process develops. It presents a study of the history and development of children’s literature, examines its value to the literacy process, and defines criteria for the selection and utilization of children’s books and closely related materials. Students become familiar with authors, illustrators, and publishers of noteworthy children’s books and learn how to integrate literature into thematic units. Prerequisites: Successful completion of all general education requirements with at grade of “C” or better, ED 300, or permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 132.

ED 320 Fine Arts for Elementary Teachers (3)
This course provides students with the fundamental content in art history and art production needed to teach art and art appreciation at the K-8 level. Topics covered include the role of art in society and schools; artistic development; aesthetics; curriculum development and activity design; teaching, grading, and evaluation strategies; integrating art with core subjects; and techniques for encouraging creativity. Prerequisite: AR 135.

ED 321 Literacy and Language Arts for Elementary Teachers (3)
This is a language arts methods course that focuses on the ways that children learn to listen, speak, read, and write. Students learn approaches to teaching the language arts, including process approaches, phonetic integration, and whole language methodologies. It provides students with theories, methods, and activities appropriate for integrating the language arts into thematic classroom units. Students learn detailed procedures for implementing exciting and effective language arts curricula in elementary classrooms. Prerequisites: All general education requirements with a “C” or better and ED 319, or permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 132.

ED 330 Math for Elementary Teachers (3)
The purpose of this course is to provide teachers-in-training with a conceptual understanding of mathematics, a broad knowledge of basic mathematical skills, and ideas and methods that generate enthusiasm for learning and teaching mathematics. It will introduce them current mathematics standards as developed by the National Council for Teachers of Mathematics (NCTM) and the Public School Sytems Standards and Benchmarks. Emphasis is placed on problem solving and active student participation. Prerequisite: All core and general education requirements and ED 300 and ED 370 with a grade of “C” or higher or permission of the Director of the School of Education. Mathematics Placement: MA 161.

ED 351 Instructional Strategies and Classroom Management (3)
This course provides students with theories, approaches, methods, and activities necessary for designing a cohesive, cooperative classroom. Students examine a variety of curriculum models, discuss ways to accommodate alternative learning styles, and investigate methods of developing cooperative lessons, group and independent projects, and thematic learning experiences. Students examine the concepts of limits, control, safety, trust, and acceptance in the classroom. Students also research and discuss strategic reinforcement, intervention, and disciplining techniques and practice a variety of content-specific activities for enhancing instructional focus. Prerequisite: All core and general education requirements a grade of “C” or better or the permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 161.

ED 352 Behavior Modification In The Classroom (3)
This course provides prospective educators with theoretical and practical knowledge of the techniques of behavioral engineering in the classroom, and the extension of behavioral applications at home. The course addresses the Federal mandate for intervention and prevention, as well as applications to enhance learning and socialization skills. Prerequisites: All general education requirements, ED 300, ED 450, and ED 351.

ED 353 Health and Physical Education Methods for Elementary Teachers (4)
This course gives teachers-in-training the content, skills and curriculum they will be using in their future elementary classrooms. This course includes the following PSS approved curricula: Reducing the Risks (RTR), Growing Healthy, and Sports, Play and Active Recreation for Kids (SPARKS). The last component of this course includes how to work with special needs students in the regular P.E. program (Adaptive PE). Prerequisite: All core and general education requirements with a “C” or better, or permission of the Director of the School of Education. Mathematics Placement: MA 161.

ED 360 Modification and Adaptations of Curriculum for SPED Students (3)
This course addresses a fundamental element of the IEP, the adaptation of the school and classroom to accommodate exceptionalities. The modification application addresses changing curriculum to enable the special education student to participate meaningfully in the general education classroom. In-depth discussion will address the realities of “least restrictive environment.” Prerequisites: All general education requirements, ED 300, ED 450, and ED 351.

ED 362 Student Evaluation: Special Education (3)
Student Evaluation addresses the teacher’s need to employ appropriate evaluation instruments to determine eligibility, provide effective plans, and provide ongoing evaluations of student performance. Students become familiar with a variety of instruments, including those that measure ADDHD, Learning and Behavioral assessment, and the instruments that are commonly used as forms of alternative assessment. Prerequisites: All general education requirements, ED 351, and ED 352.

ED 365 Transition and Career Development (3)
Complex interagency interactions are required to facilitate a meaningful transition, this course will enable the prospective special educator to assist students and their families with decision making, and provide a smooth interface with other agencies and institutions to properly facilitate appropriate transition, and guarantee the concept of Least Restrictive environment and Free Appropriate Public Education. Prerequisites: All general education requirements, ED 300, ED 350, and ED 351.

ED 370 Integrated Thematic Programs (3)
This course provides a comprehensive examination of the rationale and methods for curriculum planning including integrating elementary curricula content through the use of thematic approaches. It investigates the Interdisciplinary Thematic Unit (ITU) model and the concept of yearlong themes. It also examines current research on brain-based learning and the importance of affective factors, choice, collaboration, and feedback. Prerequisites: All core and general education requirements, ED 105, ED 205, ED 211, ED 282 and ED 300 with a grade of “C” or better, and completion of Teacher Candidacy Requirements. Mathematics Placement Level: MA 161.

ED 395 Internship in Special Education (3)
This course provides teachers-in-training with a final practice teaching experience. It is the culminating practicum course for the endorsement in special education. Prerequisite: Students taking ED 395 must have completed all required courses for special education endorsement. ED 397 must be taken concurrently.

ED 397 Current Issues in Special Education (3)
Current Issues in Special Education is a required course for students seeking an endorsement to their degree in Education. Included in this course is a historical overview of treatment of persons with Disabilities in and out of the education setting. Using this historical view we will create a comparison with social conditions that led up to the passage of early civil rights and education legislation. The course examines local statutes and policies, a well as some local attitudes regarding persons with abilities. Prerequisite: All general education requirements, EN 202, ED 300, ED 351, ED 352, and ED 450.

ED 406 Teaching Linguistically Diverse Students (3)
This course provides students with theories, methodology, approaches, and practices necessary for effective teaching of students who are English Language Learners (ELL). It assists students in understanding English language learners, offers experience in how a second language is effectively taught and learned, and gives students practice in developing integrated ESL/ELL lessons that are engaging, entertaining, and appropriate. Prerequisite: All core and general education requirements a grade of “C” or better, ED 300, ED 319, or permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 132.

ED 432 Teaching Elementary and Middle School Mathematics Developmentally (3)
This course provides teachers-in-training with an examination of fundamental principles of mathematics. It provides the student with methodology, activities, and techniques for teaching elementary and middle school mathematics. It also examines current elementary mathematics standards and the modern mathematics curriculum. This is a required course for the Bachelor of Science Degree in Elementary Education. Prerequisite: All core course and general education requirements and ED 300 with a grade of “C” or higher or permission of the Director of the School of Education. Mathematics Placement Level: MA 161.

ED 433 Teaching Inquiry Strategies: Science (3)
This course provides the skills, concepts, and content needed to teach science to elementary school children in ways that make science personally relevant. It provides the teacher-in-training with experience in planning, developing, and conducting interdisciplinary science investigations. Concepts covered include project planning, presentation strategies, group management, and the inquiry process. Prerequisite: All core and general education requirements a grade of “C” or better plus ED 300, ED 351, and ED 370 or permission of the Director of the School of Education. Math Placement Level: MA 161.

ED 434 Developing Concepts: Social Studies (3)
This course puts theory into practice by providing teachers-in-training with the necessary methodology, strategies and techniques for fostering and encouraging a standards-based, performance driven developmental process across the social studies curriculum. The course also assists students in learning research techniques, including modern technology and how to organize subject-matter principles based upon social studies curriculum standards. Prerequisite: All core and general education requirements with a “C” or better, ED 300, ED 370, and all 100/200 level history/political science/geography requirements or permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 132.

ED 435 Diagnostics and Prescriptive Reading (5)
ED 435 Diagnostics and Prescriptive Reading provides the strategies, skills, and techniques necessary to assess and recognize reading levels, diagnose reading difficulties, and determine and carry out actions to address those problems. This course will utilize observations and hands-on practices to provide teachers-in-training with both theoretical and practical experience in enhancing student reading abilities. Prerequisite: All general education requirements with a “C” or better or permission of the Director of the School of Education plus ED 300, ED 319, ED 321. English Placement Level: EN 202. Math Placement Level: MA 132.

ED 450 Planning and Assessment (3)
This course provides students with educational theories and approaches to assessing and evaluating student abilities and performance as well as the effectiveness of their own planning and instruction. Specific subjects covered include giving and interpreting standardized tests, pre-assessments in content areas, learning styles and intelligences, products, processes, and progress. The course also covers the translation of assessment into letter grades, motivating students using self-assessment, and professionally interpreting all forms of assessment. Prerequisite: All core and general education requirements, ED 300, and ED 370 with a grade of “C” or better or the permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 161.

ED 471 Integrated Lessons and Activities (5)
This course provides opportunity for practical application of methods and activities for integrating elementary curricula content through the use of thematic approaches. It investigates the processes needed to develop lessons and activities that fit into units and themes, to select and organize themes, to gather resources and materials, to design activities and projects, and to implement integrated units. It also examines a variety of strategies for evaluation of both units and students and explores methods for enhancing parent and community involvement in lessons.

ED 480 Educational Technology (3)
This course introduces students to computer technology needed to teach at the elementary level. Topics include technology projects using audio, video, communications, and interactive multimedia. It is a required course for all BS in Elementary Education majors. Prerequisite: All general education requirements with a grade of “C” or better, EN 202, plus ED 300 or the permission of the Director of the School of Education.

ED 492 Student Teaching Practicum (12)
Student Teaching is the opportunity for teacher education candidates to participate in an experiential learning setting where they can begin to utilize the skills, strategies, and knowledge they learned during their teacher preparation program. Students enrolled in this course experience first hand al the many facets of teaching in an elementary or middle school setting. Prerequisite: Students taking ED 492 must have completed all core and general education requirements as well as all 300/400-level BS requirements with a grade of “C” or better or the permission of the Director of the School of Education. English Placement Level: EN 202. Math Placement Level: MA 161.

ED 493 Community Education Practicum (12)
This course provides the education student who does not intend on teaching in an elementary or middle school setting an alternative to student teaching that best serves their career goals. Prerequisite: Students taking ED 492 must have completed all core course, general education, and education courses, and permission of the Director of the School of Education. Math Placement Level: MA 161.

ED 495 Student Teaching Internship (12)
This course provides a full-time practice teaching experience for teachers at all levels who already have baccalaureate degrees in areas outside of education, who are already working full-time in a regular classroom, and who need a practicum course for certification or to enhance their teaching abilities, methods and strategies.

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