ART 313. Teaching Art in the Elementary and Middle Grades. 3 hours credit, fall
Overview of child and adolescent development in art; theory, techniques, materials, and activities appropriate for elementary and middle school art instruction; designed to prepare the specialist or the non-specialist to teach art to elementary/middle school students.
EDS 203. Introduction to Learners with Exceptionalities. 3 hours credit, fall and spring
Understanding the recognizable characteristics and exceptional educational needs of learners with handicapping conditions, along with methods that work to meet their needs through the inclusionary process. Knowledge of prereferral alternatives, referral systems, multidisciplinary team decisions and responsibilities, the IEP process, and placement alternatives that provide the least restrictive environment. Prerequisites: EDU 103 and PSY 143.
EDS 323. Inclusion and Collaborative Partnerships. 3 hours credit, fall
Study of the techniques for communicating and collaborating effectively with students, parents, school and community personnel in a culturally responsive program that works in a confidential way to plan individual student programs for learners with exceptionalities. Sources of unique services, networks, and organizations for learners with disabilities will be covered as well asthose consumer and professional organizations, publications, and journals relevant to the field of learning disabilities and other handicapping conditions.
EDS 402. Instructional Interventions for Learning Disabilities. 2 hours credit, spring
A course designed to assist the student to more fully appreciate and understand the problems of the learner with disabilities and to acquaint the student with methods and materials which will assist the learner to more fully reach his potential. Prerequisite: EDS 203.
EDS 442. Instructional Interventions for Mental Disabilities. 2 hours credit, odd years, fall
The course will define the construct of moderated and severe mental retardation. Terminology of the field as well as characteristics of clients, theoretical models, evaluation of psychomotor, cognitive and affective domains of human development and curriculum development will be discussed. Prerequisite: EDS 203.
EDS 443. Instructional Interventions for Behavioral Disorders, At-Risk Students. 3 hours credit, odd years, fall
The course is designed to examine current theories, practices and services related to the education of emotionally disturbed, behavior disordered and socially maladjusted children. Prerequisite: EDS 203.
EDS 452. Transitions to Career/Vocation/Community. 2 hours credit, spring
Will focus on skills necessary for transition from school to community, careers, and vocations for learners with exceptionalities.
EDS 472. Planning and Managing Special Education Programs. 2 hours credit, even years, fall
Understanding of the basic classroom management theories, methods, and techniques for individuals with exceptional learning needs with an understanding of how technology can assist in this endeavor. Research-based best practices for effective management of teaching/learning will be included.
EDS 485. Assessment, Diagnosis, and Evaluation. 3 hours credit, spring
Teaches students to administer and interpret norm referenced, criterion referenced, informal and functional tests. Prerequisites: EDS 203, EDU 313, and EDS 402.
EDS 490. Student Teaching in Special Education. variable credit, fall and spring
All students will formally apply for student teaching during the semester prior to that experience. At this time, a complete review of student records will take place (See EDU 490/494 for details). All student teachers will be placed in special education classrooms of accredited Nebraska schools for a minimum of sixteen weeks [14 semester-hours] (Ten weeks [7 semester-hours ] when combined with another endorsement). Student teaching will provide both elementary and secondary experience. Detailed information on the student teaching experience may be found in the York College Student Teaching Handbook. Co-/Prerequisite: EDU 491.
EDU 103. Introduction to Education. 3 hours credit, fall and spring
An overview of philosophies of education, professional ethics, the history of American schools, contemporary trends and issues in the field, and important aspects of the teaching profession. Includes 14 clock hours of observation in area schools. Students who have been convicted of a felony, or a misdemeanor related to moral turpitude, will not be allowed to participate in non-group field experiences unless an appeal to the
Nebraska State Board of Education has been approved.
EDU 111, 211, 311, 411. Middle School Field Experience. 1 hour credit, fall and spring
A field based experience set in the Middle Grades (4-9) for work in area schools in a variety of classroom experiences. May be repeated for a total of four credit hours; graded S/F; Prerequisite: EDU 103 and specific permission of education advisor.
EDU 213. Field Experience in Elementary/Middle Grades. 3 hours credit, fall and spring
An overview of the professional framework of instructional practices including an introduction to basic lesson planning; classroom organization and management, and includes 45 hours sustained observation and interaction in a K-8 classroom. Prerequisites: COM 113 and EDU 103.
EDU 232A. Field Experience in Secondary Education I. 2 hours credit, fall and spring
An overview of the professional framework of instructional practices including an introduction to basic lesson planning and classroom management. Includes 30 hours sustained observation and interaction in real 7-12 classrooms. Prerequisites: EDU 103, COM 113 and permission of instructor.
EDU 232B. Field Experience in Secondary Education II. 2 hours credit each enrollment, fall and spring
A practical field experience in a real 7-12 classroom. Includes 50 hours of sustained observation and interaction in the classroom. Prerequisites: EDU 232A and permission of the instructor.
EDU 313. Educational Psychology: Learning & Evaluation. 3 hours credit, fall and spring
A study of child and adolescent development and basic learning theories with applications for guiding the learning of normal and exceptional children; a thorough study of testing and measurement techniques and test construction. Prerequisite: PSY 143.
EDU 323. Teaching Mathematics in the Elementary and Middle Grades. 3 hours credit, spring
A study of the philosophical base, effective teaching methods, and learning activities appropriate for elementary and middle grades students; emphasis on meeting individual needs, using manipulatives, and teaching for transfer to real life situations (includes field experience). Prerequisite: MTH 123.
EDU 333. Teaching Language Arts in the Elementary and Middle Grades. 3 hours credit, fall
Methods of teaching oral and communication skills; emphasizes integrated learning, using state standards and activity based instruction (includes field experience). Prerequisites: COM 113 and ENG 123.
EDU 343. Human Relations/Multicultural Awareness. 3 hours credit, fall and spring
Study of cultural diversity, using historical perspective to understand how our pluralistic society has developed and is developing; analysis of biases that may be reflected in our society, especially in instructional materials; designed to build respect for human dignity and personal rights and to enhance relationships, particularly in the classroom. Prerequisites: Education majors must have completed COM 333.
EDU 353. Children’s Literature. 3 hours credit, fall, crosslisted as ENG 353.
Introduces the students to the various genres of literature for children; surveys winners of the Caldecott, Newberry, and Golden Sower awards; emphasizes creative experiences and responses to books.
EDU 363. Young Adult Literature. 3 hours credit, spring, crosslisted as ENG 363.
Introduces students to the various genre of literature for the middle school and high school years; emphasizes motivation, critical analysis, and activities for sharing literature (may include some field experience).
EDU 373. Instructional Technologies. 3 hours credit, fall and spring
Develops the ability to evaluate, use and make instructional technology; examines the appropriate and effective classroom use of instructional television, computers, and videodisc.
EDU 393. The Middle School and the Middle School Student. 3 hours credit, fall
Overview of the physical and psychological characteristics of the transescent; a study of the middle school philosophy with historical perspective that examines the movement to reorganize junior high schools; examination of the characteristics of the middle-level student and those recognized instructional methods that will best guide learning at this level; looks at the need for a balanced curriculum, variety in instruction, a range of organizational arrangements, an exploratory program, appropriate evaluation procedures, and the comprehensive advising and counseling to deal with the affective domain.
EDU 423. Teaching Social Studies in the Elementary and Middle Grades. 3 hours credit, fall
Examines content, materials, and instructional methods used to teach social studies in elementary and middle grades; emphasizes active student involvement, cooperative learning, and integration across the curriculum (includes field experience).
EDU 433. Teaching Science in the Elementary and Middle Grades. 3 hours credit, fall
Examines content, materials, and methods used to teach the natural sciences in the elementary and middle grades; emphasizes process approach, hands-on laboratory experiences, and cooperative learning; guides in the development of an activity file.
EDU 483. Secondary Methods. 3 hours credit, spring.
Studies general methods and subject-specific methods and materials for teaching in grades 7-12; taken prior to student teaching. Prerequisite: 232A, 232B, and instructor's permission.
EDU 490 or 494. Student Teaching. variable credit (494 if 14 hours), fall and spring
All students will formally apply for student teaching during the semester prior to this experience. At that time, a complete review of student records will take place. The review will include academics, performance in laboratory experiences, health, and personal and professional development. All students must complete 100 clock hours of laboratory experiences in a school setting before they will be allowed to student teach. All student teachers will be placed in accredited Nebraska schools for a minimum of sixteen weeks. Detailed information on the student teaching experience may be found in the York College Student Teaching Handbook.
EDU 491. Student Teaching Seminar. 1 hour credit, fall and spring
Weekly evening sessions focus on the following topics:
1. Current trends and issues impacting education,
2. Teacher and student rights/responsibilities (legal issues),
3. Teacher conduct and potential professional discipline for misconduct,
4. Teacher certification, with state and national trends and information about reciprocal agreements between states to accept certificates,
5. Teacher supply and demand information, and evaluation/appraisal processes, from Nebraska and other states,
6. Parent and community communication,
7. Career development (possibilities for graduate work, specializations, etc.). This course is taken concurrently with student teaching.
Applications for Nebraska certification are completed in this class. Corequisite: EDU 490 and/or EDS 490 and/or EDU 494.
MUS 383. Teaching Music in the Elementary and Middle Grades. 3 hours credit, spring, summer, on demand
Basic skills for the elementary/middle school classroom teacher: basic music theory, voice development, listening, creative skills, and other musical concepts necessary for nonspecialized teachers to infuse music into their curriculum.
MUS 413. Elementary Music Methods. 3 hours credit, alternate years, spring
Designed to expose the student to the educational concepts and activities necessary for running a successful elementary music program. Some of the things included are: curricular scope and sequence, the child voice, concert programming, recorders, listening and creativity skills, classroom management. Students will develop units and teach them in an actual classroom setting. Prerequisite: permission of instructor.
MUS 433. Secondary Vocal Music Methods. 3 hours credit, alternate years, fall
Designed to expose the student to the educational concepts and activities necessary for running a successful secondary music program. Some of the things included are: curricular scope and sequence, the adolescent voice, concert programming, repertoire, listening and creativity skills, classroom management, preparing students for various audition ensembles, and other things necessary for skillful assimilation into the secondary choral setting. Students will develop units and teach them in a classroom setting. Prerequisite: permission of instructor.
PED 102. First Aid & Cardio-Pulmonary Resuscitation. 2 hours credit, fall and spring
A study in the immediate care of persons involved in various types of emergencies. Students will be required to certify in cardio-pulmonary resuscitation.
PED 141. Clinical Field Study I. 2 hours credit, fall and spring
Clinical “hands-on” experience in the training room, on the practice field, and sidelines under the guidance of a Certified Athletic Trainer. Acquire basic knowledge and skills in how to handle acute injuries and apply treatments as instructed in the training room. Will also handle basic training room maintenance. Prerequisite:
PED 102 and “Open only to students pursuing an Athletic Training Minor”.
PED 203. Care and Prevention of Athletic Injuries. 3 hours credit, spring
Basic athletic training, first aid instruction and skills practicum for parents, teachers, coaches and trainers.
PED 212. Concepts of Coaching and Officiating. 2 hours credit, fall
To broaden the understanding of various roles that coaches play. Principles and problems will be discussed with opportunity given to apply knowledge to specific sports. Various job opportunities and career paths will be explored.
PED 222. Physical Education Non-Rhythmic Activities. 2 hours credit, spring
A general survey of non-rhythmic activities at the elementary level. Creative movement, physical fitness, and various games will be introduced. For the physical education and elementary majors.
PED 223. Health Education. 3 hours credit, fall and spring
Consideration of personal, school, and community health problems. Required of physical education majors and all persons preparing to teach.
PED 233. Introduction to Physical Education. 3 hours credit, odd years, fall
Introduces the scope of the profession; gives the foundation for building an effective philosophy of physical education.
PED 241. Clinical Field Study II. 2 hours credit, fall and spring
Clinical “hands-on” experience in the training room, on the practice field, and sidelines under the guidance of a Certified Athletic Trainer. Apply basic first aid to acute injuries and apply treatments as instructed in the training room. Prerequisite: PED 102, PED 203, and “Open only to students pursuing an Athletic Training Minor”.
PED 244. Anatomy/Physiology for Physical Education. 4 hours credit, spring
This course is designed for majors in education and/or physical education who desire a background in anatomy and physiology for coaching and/or teaching. It includes an integrated overview of specific body systems including the musculo-skeletal, neuro-muscular, cardiopulmonary, along with studies on cell respiration, pulmonary gas exchange, and their application to fitness and training. Prerequisite: BIO 154 or consent of instructor. No additional credit after BIO 314 or 324.
PED 302. Coaching Baseball and Softball. 2 hours credit, spring
A study of the individual fundamentals, team procedures, rules, techniques for practice, and conditioning problems unique to baseball and softball.
PED 303. Adapted Physical Education. 3 hours credit, fall
A study of mechanical and posture problems that may be somewhat alleviated by exercise; includes an overview of physically handicapping conditions and suggestions for meeting special needs. Pre-/Co-requisite: PED 233.
PED 312. Coaching Basketball. 2 hours credit, fall
A study of the rules, offensive and defensive strategies, fundamental drills, and tournament preparation; may include field experiences.
PED 323. Teaching Health & Physical Education in the Elementary and Middle Grades. 3 hours credit, fall and spring
Studies methods and materials used in teaching physical education and health in Kindergarten through grade 8; designed for the majors in elementary, middle grades or physical education. Prerequisite: EDU 103.
PED 332. Coaching Football. 2 hours credit, fall
A study of rules, how to practice fundamental offensive and defensive drills, safety practices, proper equipment, and game strategies for football.
PED 333. Physical Education for Persons with Severe Disabilities. 3 hours credit
Study of the etiology, pathology, and characteristics of chronic and permanent disabilities. Focus on physical education programs for students with severe/profound disabilites. (Prerequisite: PED 303)
PED 341. Clinical Field Study III. 2 hours credit, fall and spring
Clinical “hands-on” experience in the training room, on the practice field, and sidelines under the guidance of a Certified Athletic Trainer. Apply basic first aid to acute injuries, assist in rehabilitation protocols as instructed, and apply necessary treatments in the training room. Prerequisite: PED 102, PED 203, and “Open only to students pursuing an Athletic Training Minor”.
PED 342A. Coaching Soccer and Volleyball. 2 hours credit, fall
A study of strategies, rules and training procedures involved in soccer and volleyball competition; may include field experience.
PED 342B. Coaching Tennis and Track & Field. 2 hours credit, spring
A study of strategies, rules and training procedures involved in tennis and track and field competition; may include field experience.
PED 343. Diagnostic-Prescriptive Techniques for Adapted Physical Education. 3 hours credit
Evaluation/assessment instruments utilized in adapted physical education will be described and critically analyzed. Students will acquire competencies related to administration of these instruments, interpretation of results, and prescription of remedial, developmental, and adapted activities. (Prerequisite: PED 303)
PED 353 Instructional Strategies in Adapted Physical Education. 3 hours credit.
Study of physical, mental, and emotional impairments which limit human performance. Detailed study of effective strategies for integration of handicapped students into activities of the regular class, strategies for individualizing instruction and procedures for implementation of objective based instruction. (Prerequisite: PED 303)
PED 413. Organization and Administration of Physical Education Programs. 3 hours credit, spring
A study of the organization and administration of physical education and athletic programs for grades K-12 in the public schools. Topics considered include curriculum planning, organization of a fitness program, understanding legal responsibilities, class organization, public relations, interscholastic athletics programs, scheduling, program philosophies, budgeting and management of finances, purchase and care of equipment
and supplies, and intramural programs. Prerequisites: PED 323 & 382.
PED 433. Kinesiology. 3 hours credit, fall
Anatomical foundations and mechanics of human motion; basic principles of motor skills. The purpose of this course is to familiarize the student with the skeletal and muscular systems as they work together to produce body motion. Prerequisite: PED 244 (or corequisite BIO 314).
PED 441. Clinical Field Study IV. 2 hours credit, fall and spring
Clinical “hands-on” experience in the training room, on the practice field, and sidelines under the guidance of a Certified Athletic Trainer. Apply basic first aid, administer acute care, acquire knowledge and skills for injury evaluation and apply necessary treatments and rehabilitation protocols as necessary in the training room. Prerequisite: PED 102, PED 203, PED 244 (or BIO 314 & BIO 324), and “Open only to students pursuing an
Athletic Training Minor”.
PED 443. Physiology of Exercise. 3 hours credit, spring
This course is a study of the physical processes of the body and how they relate to exercise. It includes an overview of motor development at all ages. Applications will be made to teaching, coaching, and athletic conditioning. Prerequisite: PED 433 and either PED 244 or BIO 314.
PED 463. Advanced Athletic Training. 3 hours credit, fall
Advanced theories, methods and materials of athletic training, prevention and rehabilitation of athletic injuries, and therapeutic modalities. Designed for the student pursuing certification in athletic training. Pre-requisites: PED 203, PED 244 (or BIO 314 and 324).
RDG 243. Foundations of Reading Instruction. 3 hours credit, fall
An overview of the reading process (using the graphophonic, schematic, and syntactic aspects of language); a survey of the history and philosophies of reading instruction; provides a knowledge base for decisions about reading methodology.
RDG 413. Writing and Reading for Secondary Content Areas. 3 hours credit, spring
Developmental reading in secondary schools; analyzes the skills involved in reading secondary content area text; examines techniques for teaching study skills, organizing information to improve comprehension, and teaching vocabulary.
RDG 443. Reading Strategies for Elementary and Middle Grades. 3 hours credit, spring
Acquaints students with the development reading processes in elementary and middle grades and a variety of instructional approaches to guide that process. Examines current materials and ways to organize the classroom for literacy instruction; emphasizes the reading-writing connection;
(includes some field experience). Prerequisite: RDG 243.
RDG 463. Diagnosis/Remediation for Reading Difficulties. 3 hours credit, spring
Surveys diagnostic and remedial Teaching techniques in reading: including the analysis of reading materials and programs suitable for meeting special needs in the elementary and middle grades. Prerequisite: RDG 243.