The Practitioner Preparation (Teacher Education) Program includes areas of study necessary to prepare competent and professional classroom teachers, and is approved by the Iowa Department of Education.

Mission Statement
As a department within an independent, diocesan, Catholic institution of higher learning committed to professional preparation within a strong liberal arts tradition, it is the mission of the SAU Education Department to prepare teachers who are professionally ethical, possess the knowledge and skills in current educational theory and practice needed to serve all learners in diverse current educational environments, and possess the general skills needed to adapt to and create the learning environments of the future.

Licensure
Successful completion of Practitioner Preparation Program enables the student to receive a provisional license to teach in Iowa agencies and schools. Students who plan to teach in a state other than Iowa should consult the Education Department chair concerning certification requirements.

All licenses for teachers are issued by the State of Iowa Board of Educational Examiners upon recommendation of the university through which the applicant has completed an approved program. All applicants must comply with the State of Iowa FBI background check prior to applying for licensure. An applicant who has not completed the Practitioner Preparation Program will not be recommended by this University.

The Practitioner Preparation Program is subject to requirements mandated by the Iowa Department of Education. Any change in requirements which occurs after publication of this catalog may require additional course work in order to complete licensure.

Objectives of Pre-Service Educator

1. Demonstrates an understanding of how students learn and develop and provides learning opportunities that support intellectual, career, social and personal development.
2. Demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners.
3. Demonstrates an ability to plan instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state or other tested curriculum models.
4. Demonstrates an understanding of the need for higher level thinking through the use of a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5. Demonstrates an understanding of individual and group motivation and behavior through creating environments that encourage positive social interaction, active engagement, and self-motivation.
6. Demonstrates knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
7. Demonstrates formal and informal assessment strategies to evaluate the intellectual, social and physical development of learners.
8. Demonstrates his/her professional role through continually evaluating the effects of his/her choices and actions on students, parents, and other professionals in the learning community and actively seeks out opportunities to grow professionally.
9. Demonstrates an understanding of the role of the professional educator through fostering relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.

Admission to Teacher Education
In either EDUC 207, students apply for admission to the Teacher Education program. Full admission is granted if the following requirements are met:

1. Cumulative GPA of 2.7 or above.
2. Education GPA of 3.0 or above.
3. Major GPA of 3.0 or above.
4. Provide an audit sheet indicating courses taken and grades received.
5. Provide documentation of meeting C-BASE requirements.
   College Basic Academic Subjects Examination Requirements: Before gaining full admission to the St. Ambrose Teacher Education program, students must pass the College Basic Academics Subjects Examination (C-BASE).
   Composition of Test
   Subject: English-Sub-sections: Reading, literature, writing.
   Subject: Mathematics-Sub-sections: General mathematics, algebra, geometry
   The English examination consists of (1) 45 multiple choice questions dealing with reading and literature. It also includes (2) a segment during which students are asked to write an essay in response to a question presented to them. The mathematics examination consists of 45 multiple choice questions dealing with general mathematics, algebra, and geometry. Students are allowed 40 minutes for multiple choice questions. The total test, including time for instructions and a short break, requires approximately 150 minutes.
   Passing Scores
   Potential scores may range from 40-560. Overall scores are reported for English and mathematics. Sub-scores are reported for reading/literature, writing, general mathematics, algebra, and geometry. Entrance to the Teacher Education program requires the following scores: Overall English 235, overall Mathematics 235, Writing sub-section 235.
6. Provide verification form indicating completion of required field hours.
7. Provide final professional rating from completed by the field site cooperating teacher.
8. Provide professional rating form completed by the EDUC 205 or 207 instructor.
9. Provide professional rating fomr completed by an instructor in major field.
10. After combining the scores for the three professional rating forms, achieve a score of at least 75%.
11. Provide the statement of fraud form.
12. Obtain the signature of advisor, secondary department chair if applicable, and Education Department Chair.

Students lacking in one or more of these areas may be admitted on a conditional basis. This allows students one semester to correct any deficiencies. Failure to remove any deficiencies will result in denial of admission at the end of the conditional semester. Appeals may be filed with the Teacher Education Working Committee.

Requirements for Admission to Student Teaching and Graduation from the Education Department:

1. Be admitted to Practitioner Preparation program. The applicant completes a proposed sequence of courses leading to licensure.
2. Maintain a cumulative GPA of 2.7 Maintain a GPA of 3.0 in education and major/endorsement courses, with all grades at C or above. Grades of D or F are not acceptable.
3. Complete two writing intensive courses before student reaching semester.

An appeal process is available for the above requirements. All appeals must be made in writing to the Teacher Education Working Committee through the Education Department chair. Student teaching appeals must be made before the student teaching semester begins.

Student Teaching Semester Points to Remember for Students and Advisor

1. All students who wish to student teach in grades PK-12 during the following school year must apply by February 1.
2. Student teachers are assigned by the Education Department to public or private agencies or schools in the Quad City area.
3. The length of assignment is all day, every day, for one entire semester. Students earn 12 to 15 semester credits.
4. Applicants seeking licensure in art, music and physical education are assigned to elementary and secondary schools. Early childhood education applicants teach at two ages levels, 0-3 years, 3-6 years, or kindergarten-third grade. Special education applicants teach a split assignment with half in elementary and half in a special education area.
5. During the student teaching semester, all student teachers return to the University about five times to attend Student Teaching Seminars. Student teaching is a full time professional obligation, and additional course work or employment is discouraged.

Bachelor of Education
The Bachelor of Education is for individuals who have completed a bachelor's or master's degree and are seeking teacher licensure. Required course work is identical to that described for early childhood, elementary or secondary licensure. Bachelor of education students are exempt form general education requirements. Changes in licensure guidelines may result in changes in degree requirements.

Requirements for Admission to the Bachelor of Education Program:
1. Thirty of the student’s last 45 semester credits in the previous degree program must meet the Practitioner Preparation Program’s requirement of 2.7 cumulative GPA, and 3.0 GPA in the major/endorsement area, including any hours applicable to the Practitioner Preparation Program.
2. The student needs to complete 30 of the last 45 semester credits through St. Ambrose.
3. All other degree requirements are identical to those described under the Practitioner Preparation Program section.

Iowa Endorsement Early Childhood Education (100)
Students who major in early childhood education are prepared to teach children, including those with disabilities and developmental delays, form birth to age 8 in a variety of settings, including public and private pre-school, kindergarten, first, second and third grade.

To acquire an Iowa early childhood endorsement to be licensed to teach children 0-8 of regular and special needs, an applicatn needs the following to complete a major in early childhood education.

Required Courses: EDUC 205 or 207, 284, 301, 308, 309, 312; two of EDUC 440, 441, 442; PSYC 105; SPED 210; ECSE 204, 311, 410, 420; COMM 325; SPED 412; ECE 303, 306, 315, 320, 350, 365; SOC 300; a course in U.S. history or government; seven semester credits in science (biology and physical science); MATH 121 and ENGL 101. A minimum of 200 clock hours of pre-student teaching experiences in a school or agency setting at three different age levels (0–3 or 3–6 years or grades K–3) are required before student teaching. Early Childhood Education majors also must present evidence of current certification in infant, child and adult CPR and first aid during the student teaching semester.

Iowa Endorsement Elementary Education
To acquire an Iowa elementary endorsement, applicants must complete an elementary education major.
Required Courses: EDUC 205 or 207, 284, 301, 308, 309, 329, 452, 353, 354, 369, 370, 409; PSYC 105; SPED 210; SOC 300; MATH 210; ENGL 313; three of the following: ART 340, HED 201, PED 210, MUS 244; a course in U.S. history or government; seven semester credits in science (biology and physical science); and an approved area of concentration leading to an endorsement in one of the following areas: math, science, social sciences, social studies or history, English/language arts or reading. A minimum of 190 clock hours of pre-student teaching experiences in a school setting at two different grade levels are required before student teaching.

Approved Endorsement in English/Language Arts (K-6) Required Courses: ENGL 101, 120, 210 or 211, 216, 313; COMM 101 or 203 or 328 or 329; EDUC 369, 370, 452; THTR 205.
Approved Endorsement in Mathematics (K–6). Required Courses: EDUC 354; three credits in computer science; MATH 151, 152, (or at least five semester credits of higher level math courses if placement scores indicate that the student should begin with 191) 191, 192, 210, 300, 360.
Approved Endorsement in Reading (K–6). Required Courses: ECE 303 or EDUC 370; EDUC 369, 450, 452, 453; ENGL 101, 313; COMM 101 or 203 or 328 or 329, 325.
Approved Endorsement in Science (K–6). Required Courses: ASTR 201 or NSCI 202; BIOL 103, 104, 109; three semester credits in chemistry; EDUC 353; NSCI 105; four credits of electives in science.
Approved Endorsement in Social Studies: History (K–6). Required Courses: HIST 101, 102, 111, 112; EDUC 329, plus six credits of electives in American history and six credits of electives in world history.
Approved Endorsement in Social Science: Social Studies (K–6). Required Courses: 24 credits including U.S. history, world civilization, political science, economics or geography, psychology, sociology. EDUC 329 and SOC 300 are in addition to the 24 semester credits.
Special Education Endorsement in Learning Disabilities. Required Courses: EDUC 452; SPED 210, 410, 411, 412, 413, 414, 420, 498, 521.
Special Education Endorsement in Mental Disabilities. Required courses: SPED 210, 410, 411, 412, 413, 414, 440, 496A, 496B, 541, 543.

Iowa Endorsement Secondary Education
Prospective applicants should contact the Education Department at least six semesters prior to graduation. Bachelor of education applicants need at least three semesters to complete professional core courses for a license; major/endorsement areas may require further preparation.
Secondary practitioner applicants must fulfill endorsement requirements in a teaching major; complete a course in U.S. history or government; SOC 300; PSYC 105; SPED 210; EDUC 205 or 207, 284, 301, 305 (except for art, music and physical education majors), 308, 309, 336 (except art, math, music and physical education majors unless they are seeking another endorsement), 419, or 430 or 432 or 433. A minimum of 140 clock hours of pre-student teaching experiences in two different school settings is required before student teaching. Department majors approved for endorsement areas (7–12) include: art, business-general, marketing/management, English/language arts, French, German, Spanish, mathematics, music, physical education, biology, chemistry, physics, economics, American government, history, psychology, general science, reading and sociology, and Speech communication/theatre.
Approved Endorsement in Reading (7–12)
Required Courses: EDUC 336, 368 or 369, 370, 452, 453; ENGL 101, 316, 313; COMM 101 or 203 or 328 or 329, 325.

Fifth Year Special Education Secondary Endorsement Program
The Special Education Endorsement Program is designed to assist in the development of teaching skills specific to working with adolescents with special needs. The Special Education Endorsement links the practical application of teaching to the theoretical underpinnings involved in human motivation and learning.

St. Ambrose offers Iowa special education endorsement in the areas of mental disabilities and learning disabilities. The mental and learning disabilities endorsements are 38–41 semester hour training programs. Students may take 400-level courses after completion of their sophomore year. 500-level courses can be taken at the graduate level for qualifying juniors, and qualifying seniors can take 600-level courses (see degree requirements for qualification information). All courses numbered 500 or above may be transferred into St. Ambrose’s master’s degree program with advisor approval providing they meet the transfer policies of the Graduate Special Education Programs.

Admission Requirements for Special Education Endorsement Program (500-level or above):
1. Hold junior level status (completion of 60 credit hours).
2. Obtain a positive recommendation from education advisor and one member of the special education program.
3. Possess an overall GPA of 3.0 or above.
Special education course descriptions, admission information and degree requirements are found in the Graduate Information and Master of Education in Special Education sections.

Requirements for Special Education Endorsement in Learning Disabilities: EDUC 556; SPED 210, 410, 411, 412, 413, 414, 420, 622, 629, 660. See the Master of Education in Special Education section on page ** for course descriptions.

Requirements for Special Education Endorsement in Mental Disabilities: SPED 210, 410, 411, 412, 413, 414, 440, 641, 643, 647, 649, 660. See the Master of Education in Special Education section on page 154 for course descriptions.


Illinois Requirement for Middle School Endorsement
Both Iowa and Illinois classify fifth through eighth as middle school grades. Illinois requires a middle school endorsement. Students who plan to apply for the Illinois endorsement through the state should complete six semester hours of approved course work in middle school methods and middle school psychology.

Iowa encourages educational course work specifically dealing with middle school grades, but Iowa middle school endorsement is optional. Contact the Education Department for more information.

Course Descriptions
EDUC 205. Field Experience (First or Second Year) 2 credits
Course provides orientation to the performance-based approach utilized in teacher education at St. Ambrose. Requires 70 hours of field observational experience. Students must enroll in either EDUC 205 or 207. Required of all education students. Regular grade option.

EDUC 207. Orientation to Teaching 1 credit
Course provides orientation to the performance based approach utilized in teacher education at St. Ambrose. Intended for transfer students who completed equivalent of EDUC 205 at another institution (including 70 field hours) or students who have already met 70 field hour requirement. Course does not require field hour requirement. Course does not require field hours. Students must enroll in either EDUC 205 or 207. Prerequisite: Students must already have met 70 field hour requirement either by documented completion of the hours at another college or university or through documented teaching experience such as in the position of a teacher aide or substitute teacher. Because this course is basically designed for transfer students, it should be taken the first semester at St. Ambrose.

+EDUC 284. Child and Adolescent Psychology 3 credits
Physical, cognitive, emotional and social development through adolescence. Prerequisites: EDUC 205; PSYC 105. (Same as PSYC 284)

WI-EDUC 301. History and Philosophy of Education 3 credits
Provides teacher education majors with a background in the historical development of U.S. education and in-depth analysis of its structural, philosophical, legal and ethical concerns. Panel discussions, debates and written reports are used. Prerequisites: EDUC 205, sophomore status and ENGL 101 with C or better.

EDUC 305. Special Secondary Methods 3 credits
Organization, lesson planning, development of a teaching unit, secondary classroom procedures emphasized. Lecture and laboratory. Field hours are required. Prerequisites: EDUC 205, 284, 309. (Department methods of art, music and physical education are accepted in place of this course.)

EDUC 308. Educational Technology 2 credits
An introduction to a variety of technologies and media. Students construct a lesson incorporating technology relevant to their particular teaching endorsement. Prerequisites: Sophomore status and EDUC 205.

EDUC 309. Educational Psychology: Tests and Measurements 3 credits
Psychological principles in teaching and learning, preparation and use of devices to evaluate learning and instruction. Prerequisites: EDUC 205, 284; PSYC 105. (Same as PSYC 309)

EDUC 310. Child and the Community 3 credits
An overview of children from infancy through age 8 and the relationships that they develop with their families in care-giving situations, at school, and in the large community. Students learn procedures to help children develop these relationships. Students will also become knowledgeable about community resources which further children’s development. Prerequisites: EDUC 205, 284.

EDUC 311. Organization and Guidance of Pre-Kindergarten–Kindergarten Children and Programs 3 credits
The current theories and approaches for organizing and administering programs for children from the ages of infancy to 6 years, including kindergarten. Personnel management, facilities, equipment, governance and funding will be emphasized. Prerequisite: EDUC 310 or concurrent enrollment.

EDUC 312. Curriculum Development for Young Children (Ages 5-8)   3 credits
Techniques of planning, presenting and evaluation child centered experiences for young children of typical and atypical needs, with emphasis on kindergarten to grade three. Required field hours. Prerequisites: EDUC 365, ECSE 311, ECE 303, 306, 350.

EDUC 329. Methods of Teaching Social Studies 3 credits
Development of basic concepts in social sciences taught in elementary schools, including multiculturalism. Examines management techniques and methods such as inquiry, cooperative learning, and problem-solving. Several projects, including unit and lesson planning, are required. Field hours required. Prerequisites: EDUC 205, 284.

EDUC 336. Content Reading 3 credits
Examines literacy skills and instructional needs of middle and secondary school students, with emphasis on teaching and management techniques for a range of reading levels. Strategies for teaching comprehension study skills and recreational reading are introduced (field hours in a classroom setting). Prerequisites: EDUC 205, 284, and 309 or concurrent enrollment.

EDUC 353. Methods of Elementary Science 3 credits
Lesson and unit planning, problems of instructional design, use and development of curricular materials which foster science teaching and learning as a dynamic human enterprise. Lecture and field hours in a science classroom. Prerequisites: EDUC 205, 284.

EDUC 354. Methods of Elementary Mathematics 3 credits
Current issues, approaches and materials in elementary school mathematics teaching, including philosophy and objectives, technology, curricula problems, review and evolution of current literature. Field hours in a math classroom. Prerequisite: MATH 210 and admission to Teacher Education Program.

EDUC 368. Literature for the Young Adult 3 credits
Evaluation of literature for young adults. Methods of choosing books related to reading interest, promoting reading as an enjoyable and meaningful activity and developing competence in presenting literature to young adults. Prerequisites: EDUC 205, 284; ENGL 101 with a grade of B or better; college level literature class with grade of B or better or permission of teacher.

EDUC 369. Child and Adolescent Literature 3 credits
Evaluation of quality literature written and read by children and young adolescents. Methods of choosing books related to promoting reading as an enjoyable and meaningful activity and developing competence in presenting literature to adolescents and children, including oral interpretation of literature and creative dramatics. Prerequisites: EDUC 205, 284.

EDUC 370. Language Arts and Reading in the Elementary Schools 5 credits
Curriculum organization and instructional planning for children in kindergarten through grade 6. Strategies for language development of the child from birth through adolescence. Includes methods and materials for teaching all areas of the language arts and developmental reading. Lecture and field hours in a classroom setting. Prerequisites: EDUC 205, 284.

EDUC 403. Observation and Student Teaching: Pre-Kindergarten–Kindergarten 6 credits
Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for six weeks at the PK–K levels. Normally completed with ESCE 434 or by teachers holding elementary licensure. Prerequisites: Admission to Practitioner Preparation Program; senior status; EDUC 205 or ECSE 200/201, EDUC 310, 311, 312; recommendation from PK–K coordinator and the Education Department chair. Student teaching should be considered a full-time professional obligation.

EDUC 409. Observation and Student Teaching: Elementary Grades 12–15 credits
Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a semester in the elementary schools. Prerequisites: Admission to the Teacher Education Program; senior standing; all requirements for elementary education; recommendation of the Education Department chair. Student teaching should be considered a full-time professional obligation.

EDUC 419. Observation and Student Teaching: Secondary Grades 12–15 credits
Directed observation and supervised teaching experience. Students are required to spend a full day, five days per week, for a semester in a secondary school. Prerequisites: Admission to the Teacher Education Program; senior standing; all requirements in secondary education; major, minor areas; recommendations of chairs from the major, minor and Education Departments. Student teaching should be considered a full-time professional obligation.

EDUC 430. Observation and Student Teaching: Art 12–15 credits
Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the elementary schools and for a quarter in the secondary schools. Prerequisites: Admission to the Teacher Education Program; senior standing; all requirements in art education; recommendation of the Art and Education Department chairs. Student teaching should be considered a full-time professional obligation.

EDUC 432. Observation and Student Teaching: Music 12–15 credits
Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the elementary schools and for a quarter in the secondary schools. Prerequisites: Admission to the Teacher Education Program; senior standing; all requirements in music education; recommendation of the Music and Education Department chairs. Student teaching should be considered a full-time professional obligation.

EDUC 433. Observation and Student Teaching: Physical Education 12–15 credits
Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week, for a quarter in the elementary schools and for a quarter in the secondary schools. Prerequisites: Admission to the Teacher Education Program; senior standing; all requirements in physical education; recommendation of the Physical Education and Education Department chairs. Student teaching should be considered a full-time professional obligation.

EDUC 440. Student Teaching Early Childhood: Birth to 3 6 credits
Directed observation and supervised teaching experience in a home-based model with infants, toddlers and families. Full day, five days a week for one half a semester. Application is to be made by February 1 of the year before student teaching. Prerequisites: Admission to Teacher Education Program; senior standing; all requirements for early childhood major; recommendation of Education Department chair. Student teaching should be considered a full-time professional obligation.

EDUC 441. Student Teaching Early Childhood: Ages 3 to 6 6 credits
Directed observation and supervised teaching experience in a center-based model with pre-primary age children. Full day, five day a week for one half a semester. Application is to be made by February 1 of the year before student teaching. Prerequisites: Admission to Teacher Education Program; senior standing; all requirements for early childhood major; recommendation of Education Department chair. Student teaching should be considered a full-time professional obligation.

EDUC 442. Student Teaching Early Childhood: Ages 5 to 8 6 credits
Directed observation and supervised teaching experience in a school-age classroom with primary children, kindergarten-third grade. Full day, five days a week for one half a semester. Application is to be made by February 1 of the year before student teaching. Prerequisites: Admission to Teacher Education Program; senior standing; all requirements for early childhood major; recommendation of Education Department chair. Student teaching should be considered a full-time professional obligation.

EDUC 450. Seminar 1–3 credits
Current research and trends in the teaching of reading. Prerequisites: Admission to the Education Department.

WI-EDUC 452/552. Diagnostic and Prescriptive Techniques of Teaching Reading 4 credits
Diagnostic and prescriptive techniques for classroom teachers of reading. Corrective techniques appropriate for less severe reading disabilities; writing diagnostic and progress reports; parent interviews; designing prescriptions for teaching, tutoring and evaluating children in clinical setting. Lecture and laboratory. Graduate students (552) are required to fulfill 452 requirements, complete a daily reflection form, and transcript six interactions with their child. Prerequisite: ECE 303/EDUC 370 or consent of instructor, minimum 25 clock hours of clinical work with students. EDUC 552 prerequisites: One foundation course in reading and at least two years teaching experience.

EDUC 453. Reading Clinic: Advanced Teaching Practicum 4 credits
Diagnosis and correction of reading problems in a clinical setting. Using and evaluating formal and informal test instruments; writing diagnostic and progress reports; parent interviews; designing prescriptions for teaching, tutoring and evaluating children in reading programs and content areas. Prerequisites: Senior standing; ECE 303 or EDUC 370, 369, 452; and minimum 25 clock hours of clinical work with students.

EDUC 455/PSYC 555. Middle School Psychology 3 credits
Examines growth and developemtn of middle school age child with particular emphasis on emotional, physical and mental characteristics and needs of middle school children. Course also examines role of teacher in assessment, coordination and referral of students to health and social services. Prerequisites: EDUC 205 or 207, 284, 309. [Prerequisites for PSYC 555: Hold teaching license or certificate. (Some states such as Iowa, issue a license. Other states such as Illinois issue a certificate.)]

EDUC 461/561. The Middle School 3 credits
Examines middle school philosophy, research on current middle school practices, instructional methods including technology and pedagogical styles, design and curriculum. EDUC 461 prerequisites: EDUC 205, 284, 305. EDUC 561 prerequisites: possession of teaching license or certificate.

EDUC 542. Counseling Theories and Practices 3 credits
Provides students with an overview of contemporary counseling theories, critically examining the strengths and weaknesses of each theoretical approach. Students will be trained in effective counseling techniques designed for therapeutic change. Prerequisite: Graduate status.

EDUC 556. Teaching Reading to Adolescents 3 credits
Assessment of adolescent reading skills in various content areas. Methods and materials used in teaching developmental reading in junior and senior high content courses. Prerequisite: Graduate status or permission of instructor.

EDUC 620. College and University Curriculum 3 credits
Emphasis on the various intricacies of the curriculum at the post secondary level. Students will be exposed to the various aspects of college- and university-level curriculum including two- and four-year preparatory programs. Students explore issues in post-secondary curriculum, basic considerations in curriculum development, instructional processes that interact with the curriculum, evaluation and curriculum, and curriculum models. Prerequisite: Graduate status.

EDUC 710. Educational Research and Statistics 3 credits
Provides basic skills in conducting educational research including methodology and statistical procedures. Prerequisite: Graduate status.

EDUC 715. Teaching Culturally Diverse Children in Special Education Settings 2 credits
Designed to assist special education teachers in developing the understanding of issues surrounding cultural and gender diversity within special education settings. Prerequisites: SPED 500; graduate status or instructor permission.

ECE 303. Literacy for Young Children 5 credits
Students learn to foster developmentally appropriate literacy practices for the birth to 8 population in child care, early childhood and primary classrooms. Techniques supporting speaking, listening, writing and reading are introduced, and children's literature is emphasized.  25 field hours required. Prerequisites: ECE 365 and admission to the Education Department.

ECE 306. Science and Social Studies for Young Children 4 credits
Explores the learning dimensions of science and social studies for preprimary and primary children while integrating curriculum and supporting active learning. Science is emphasized for all students connecting it to technology and society; social studies examines people in society as they interact with each other and their many environments. Prerequisite: ECE 303.

ECE 315. Creative Expression in Early Childhood Curriculum 3 credits
Integrates drama, dance, movement music and art into developmentally appropriate curriculum. Prerequisites: ECE 303.

ECE 320. Management of Young Children 3 credits
Includes principles of administration, organization, and operation of programs for children ages birth to 8 and their families. Students study behavior management, preventive discipline, quality program design, positive guidance, transition, collaboration, and ethical standards that support the development, learning and well being of all young children. Prerequisite: ECE 303.

ECE 450. Seminar in Early Childhood 3 credits
Current research and trends in early childhood education. Prerequisite: Admission to the Education Department.

ECE 350. Math Education for Young Children 3 credits
Teaches how to help young children make important connections among physical, pictorial, graphic, symbolic, verbal and mental representations of mathematical ideas. Incorporates constructive activities to help children develop mathematical reasoning and to understand fundamental operations of addition, subtraction, multiplication and division. Prerequisite: ECE 303.

ECE 365. Early Childhood Development 3 credits
Child growth and development for infants, toddlers, preprimary and primary school children, both typical and atypical in areas of cognition, communication, physical motor, social-emotional, aesthetics and adaptive behavior. Students explore individual differences in development and learning, including risk factors, developmental variations and developmental patterns of specific disabilities and special abilities. Prerequisites: EDUC 205, 284.

ECSE 204. Introduction to Early Childhood Education: Birth to 8 3 credits
An overview of intervention from birth through the age eight population including typical infants, toddlers, preprimary and primary children and those with special health concerns developmental delays, and at risk conditions including children with sensory impairments, physical disabilities, emotional and behavioral disorders, and learning disabilities. Applies theories and knowledge of dynamic roles and relationships between families, schools, and communities. Identifies resources and service delivery options in meeting the needs of children birth through age eight and develops and understanding of the Individual Family Service Plan (IFSP) and the Individual Education Plan (IEP) process. Prerequisites: EDUC 205, ECE 365 taken concurrently.

ECSE 311. Assessment of Young Children 3 credits
Teaches skills in administrating informal and formal assessments and in interpreting information from testing and observation for the purpose of monitoring development and planning intervention for young children. Links assessment techniques to planning, implementing and evaluation curriculum goals and teaching practices for infants, toddlers, preprimary and primary children based on the needs and interests of individual children, their families, and community. Prerequisites: EDUC 205, 209; ECE 365.

ECSE 410. Infant Toddler Curriculum and Methods 3 credits
Students will plan, implement and learn to evaluate developmentally and individually appropriate curriculum goals, content and teaching practices for infants and toddlers based on the needs and interests of individual children and their families. Techniques for adapting material, equipment and the environment will be emphasized to meet social, cognitive, physical motor, communication, and medical needs for children of varying abilities. 25 field hours required. Prerequisites: ECE 306, 350.

ECSE 420. Developmental Curriculum and Methods: Ages 3 to 6 3 credits
Students will develop and implement learning experiences for pre-primary children with focus on multicultural content that includes development of responsibility and aesthetic, artistic, physical, cognitive, language, emotional and social development. Through developmentally and individually appropriate curriculum goals, content and teaching practices, students learn to adapt materials, equipment, the environment, programs and resources to meet the diverse learning needs of pre-primary children. 25 field hours required.

ECSE 434. Student Teaching Early Childhood Special Education 6 credits
For students seeking endorsement in ECSE and PK-K (Option 1). Directed observation and supervised teaching experience. The student is required to spend a full day, five days a week for one-half a semester in an approved early childhood setting. Co-requisite: EDUC 403.

ECSE 619. Practicum in Early Childhood Special Education 3 credits
For students seeking an approved endorsement in ECSE and who already hold an Iowa Teaching Elementary License (Option 3). Provides field and supervised teaching experience in an early childhood special education setting. Students obtain practical, first-hand experience working with curriculum, behavior management and teaching strategies. Requires a minimum of 145 hours, at least 90 must be in direct contact with preschool handicapped children.

SPED 210. Inclusion Strategies for Students with Special Needs 3 credits
The inclusion of students with disabilities in the general classroom focuses attention on ways to accommodate unique learners. This course addresses, at an introductory level, characteristics of these learners, techniques and strategies for accommodating them in the general classroom and the communication skills needed to collaborate with parents, teachers and specialists. Prerequisites: EDUC 205, PSYC 101.