Secondary Education Endorsement

A course providing a broad, general survey of education in the United States, designed to help students decide whether to continue coursework in professional education. This course is a prerequisite to further work in the department.
(Normally offered each semester.)

A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist an elementary, or secondary school teacher for a designated period of time each week. May be repeated a maximum of three times.
Pass/Fail only.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States.
(Normally offered each semester.)

A course designed to acquaint students with the basic principles of growth and all phases of human development. Students will be required to assist an elementary or secondary teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States or permission of the department chair or instructor.
(Normally offered each semester.)

A continuation of EDUC 2050 with emphasis on the principles of learning and their application in the field of education. Secondary students will be required to assist a school teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States and EDUC 2050 Human Development and Learning I, or permission of the department chair or instructor.
(Normally offered each spring semester.)

This course helps future teachers and coaches recognize and understand biases experienced by groups and individuals due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background to help them work effectively with a diverse student or student-athlete population. This course meets the Nebraska Human Relations Training requirement for teacher certification and for the NSAA coaching certification
Pre or Corequisite(s): EDUC 1010 Introduction to Education in the United States or declared Coaching minor, or permission of instructor.
(Normally offered each semester.)

See SPED 2870 Instructional and Adaptive Technology.

A study of teacher-made, informal tests as well as formal, standardized tests. Students learn to devise assessment instruments for evaluation purposes. They also learn to administer, score, and interpret the results of standardized tests.
Prerequisite(s): Acceptance in the Teacher Education Program or permission of the department chair.
(Normally offered each fall semester.)

A study of the tools and techniques of measurement and evaluation. The specific topics depend upon the student's program and needs.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

A critical and functional study of effective methods of instruction with emphasis on the planning/teaching/assessment processes applicable for junior high and high schools. Students design and teach an interdisciplinary unit plan in EDUC 3360 General Secondary Methods Lab that incorporates specific forms of instructional technology.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
Corequisite(s): EDUC 3360 General Secondary Methods Lab.
(Normally offered each semester.)

Students plan and teach a variety of lessons within a unit plan that incorporates specific teaching and assessment strategies. Second, students will apply various classroom management approaches.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
Corequisite(s): EDUC 3350 General Secondary Methods.
(Normally offered each semester.)

A course focusing on the methodology, processes, and content of reading and writing at the secondary school level. Particular attention is given to strategies effective in teaching developmental reading and writing, content area reading and writing, and basic skills in diagnosis and remediation. Laboratory experiences are provided. No P/F.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered each fall semester.)

A course designed to acquaint secondary education students with appropriate teaching strategies and methodologies for the regular classroom when teaching students who are gifted or have mild/moderate disabilities. Legal responsibilities and obligations concerning both populations are also discussed. A field experience is included as part of this course.
(Normally offered each spring semester.)

A study of a variety of methods as well as curriculum design/implementation for successful teaching of modern languages in the middle and secondary school classroom. Materials are evaluated as well as created to enhance learning. French, German, Japanese, and Spanish are included.
Prerequisite(s): Acceptance into the Teacher Education program or permission of the department chair.
(Normally offered alternate years.)

A survey of the methods for teaching communication in the classroom and of directing extracurricular activities. Cross listed with THTRE 3240.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

The study and use of teaching methods and models in middle and secondary schools and their application to the learning styles of these age groups. Includes an examination of various science curriculum programs, laboratory safety procedures, and the selection and organization of content and teaching materials.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered every even spring semester.)

The study of the methods of teaching mathematics in middle and secondary schools. Includes teaching materials, methods, objectives, and various models of teaching.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered each odd spring semester.)

Designed for middle and secondary education students working toward certification in one of the following social science fields: economics, general social studies, history, political science, psychology, and sociology. No P/F.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered each fall semester.)

This course will provide a practical overview of setting objectives, utilizing teaching materials, selecting and organizing subject matter, and instructing and evaluating as applied to accounting and basic business subjects. No P/F.
Prerequisite(s): Acceptance into the Teacher Education Program or approval of the department chair.

A survey of teaching visual arts education in the secondary schools (grades 7-12). Emphasis on administration, organization, curriculum, and philosophy of art in education. Required for K-12 art certification. Cannot be applied toward a major in art. Cannot be applied toward a major or minor in art.
Cross listed with EDUC 2000.
Prerequisite(s): 15 hours of art and acceptance into the Teacher Education Program or permission of the chair of Department of Education.

A course designed for students interested in teaching middle and/or secondary physical education. Topics include curriculum development, teaching goals and objectives, curriculum guide and lesson plans, constructing and using evaluation tools and measures, and methods and materials (including technology) used in teaching middle and/or secondary physical education. A 10- hour practicum experience in the middle and/or secondary physical education class setting is required.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair, and junior standing.
(Normally offered every odd spring semester.)

Students work with one or more regular teachers in a secondary school. They attend the student teaching seminar and conference with their college supervisor as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

The Chicago Center for Urban Life and Culture project is a semester-long program that involves both interdisciplinary class work and field experiences in Chicago, Illinois, including full-time student teaching. The semester program will replace certain teacher certification program requirements as determined by the department chair.
Prerequisite(s): Students must meet the preliminary requirements for student teaching, be approved by the education department and the chair of the department in which the student is majoring, and be accepted by the Chicago Center Program Director.

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilites, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.
Corequisite(s): Student teaching or permission of the department chair.
(Normally offered each semester.)