Course Descriptions

Course descriptions

Education (EDUC)

EDUC7150. Teaching Communications in the Secondary School (2) 
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school.  Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms.

EDUC7300. Math Lab for Elementary Teachers (2) 
Lab-oriented exploration of Mathematical concepts to provide understanding of basic mathematical structures and strategies for elementary teachers. Prerequisite: 6 credits of mathematics - algebra or higher level.  

EDUC7324. Classroom Management (3) 
An in-depth study of classroom management principles and practices for elementary teachers. Focus is on equipping future teachers with knowledge and skills for effectively managing a classroom. Course explores motivation, classroom environment, minimizing management problems through proactive strategies, and systematically modifying inappropriate behavior. 

EDUC7325. Instructional Support (1) 
This course takes the place of Field Experience for those who are teaching special education. The year-long course is designed to give support to newly hired special education teachers with temporary credentials working on special education certification.  NNU faculty will give frequent, intensive supervision and support in the studentís K-12 special education classroom. 

EDUC7331. Teaching English Language Learners (1) 
Exploration of the unique cultural values of children and families whose primary language is not English and study of teaching strategies for helping all students to succeed. Course includes a 15-hour multicultural field experience. Prerequisite: EDUC7610 Introduction to Teaching.

EDUC7340. Idaho Comprehensive Literacy Course (3) 
This course includes methods, materials, and theoretical bases for reading instruction in an elementary classroom, as well as methods of literacy assessment and intervention.  Research-based components of effective literacy instruction are taught, including phonemic awareness, phonics, morphology, syllabication, vocabulary, fluency, and comprehension. The course is designed to meet the requirements of Idaho code ß 33-1207A and Idaho's Comprehensive Literacy Plan.  A field experience is included. 

EDUC7500. Introduction to Online Learning (1) 
This course introduces students to aspects of online graduate education, with specific attention to expectations and requirements of students in this program.  Components of the course include navigation of an online content management system, access and utilization of research resources, and an exploration of the missional aspects of teaching as a profession. Grade of Pass/Fail.

EDUC7501. Online Summer Orientation I: Program Orientation (1) 
An overview of the program, competencies, and expectations in a one week face-to-face setting on the NNU campus. This first orientation familiarizes participants with services, resources, and the course management software used to deliver courses. Participants will learn how to access library resources, utilize the electronic portfolio system, and experience success as online learners. They will be guided in beginning their first online course. 

EDUC7502. Online Summer Residency II: Accessing Online Resources and Developing Electronic Portfolios (1) 
An examination of advanced research skills in an online environment and support for creating an electronic portfolio. Using saved artifacts, participants will learn how to select and present evidence to demonstrate required proficiencies through the electronic portfolio platform. They will learn how to scan materials, capture video and audio work samples, and develop a completed portfolio for presentation during the final summer residency. 

EDUC7503. Online Summer Residency III: Presentation of Action Research (1) 
This final Summer Orientation provides support and direction for completing the programís required Action Research Paper; the course also incorporates in-depth instruction related to final preparation and presentation of an electronic portfolio to demonstrate proficiency in relation to the programís eleven outcomes. Finally, the Summer Orientation introduces the culminating Internship in Reading and familiarizes students with its requirements.

EDUC7504. Advanced Teaching (3) 
The characteristics of a distinguished teacher using nationally recognized frameworks will be evaluated. Students will experience collaborative lesson planning and reflection using the Professional Learning Community model. Assessment as an integral part of the teaching cycle will be emphasized. 

EDUC7505. Teachers as Leaders (3) 
Students will learn about the correlates of an effective school and understand their role as agents of change in school improvement.  A variety of instructional leadership roles in the field of education will be explored.  Additional topics include the components of effective professional development and strategies for instructional coaching. 

EDUC7506. The Educated Mind: Educational Philosophy for Today (3) 
This course will investigate how we develop knowledge and what evidence and/or reasoning is acceptable to support human knowledge. The course will be set in the context of American education and the high stakes testing required in our schools. Special consideration will be given to how a Christian worldview impacts our epistemological commitments. Offered: As needed. 

EDUC7507. Teaching Students Who Struggle (3) 
Students will be equipped to work with at-risk students.  The various reasons why students fail will be examined, and strategies for addressing attendance, behavior, and academic problems will be presented. Subpopulations that typically struggle in public education will be discussed.  The Response to Intervention model will be used as a guide for both school-wide and individual student intervention planning. 

EDUC7508. Orientation: Exceptional Child (0) 
This required, non-graded course gives students an overview of the Exceptional Child program and the policies and procedures of the Graduate Education department, and it introduces them to NNU campus departments with which they will be interacting throughout the program.  It also introduces the students to the required Electronic Portfolio, with hands-on demonstrations of how to use the portfolio, what artifacts need to be included, and how to store artifacts. Grade of Pass/Fail.

EDUC7509. Orientation: Curriculum and Instruction (0) 
This required, non-graded course gives students an overview of the Curriculum and Instruction program and the policies and procedures of the Graduate Education department, and it introduces them to NNU campus departments with which they will be interacting throughout the program. Grade of Pass/Fail.

EDUC7510. Overview of Special Education - Forms and Compliance (2) 
This course introduces students to the required practices and procedures of being a special educator in a 21st century school.  The student will learn the necessary steps and forms to ensure compliance to district, state, and federal laws and regulations. 

EDUC7511. The Learning Process (3) 
Examination of accepted theories and current research in learning behavior. Course explores the unique styles of learning and recent studies in brain function and behavior as they relate to the learning process. 

EDUC7512. Orientation: Educational Leadership (0) 
This required, non-graded course gives students an overview of the Educational Leadership program and the policies and procedures of the Graduate Education department, and it introduces them to NNU campus departments with which they will be interacting throughout the program. Grade of Pass/Fail.

EDUC7513. Theory & Foundations of Language Acquisition (2) 
Participants will explore key research in the development of language acquisition programs. Areas of emphasis will include first and second language acquisition, comprehensible input, affective filter, and bilingual instruction. This course will also explore the foundation of curriculum and instruction in language acquisition. Students will participate in a variety of instructional strategies. 

EDUC7518. Action Research for Educators (3) 
Introduction to traditional and action research in the school setting. Literature review, data collection, interpretation, and surveys will be included. Students will prepare an action research proposal as part of the course requirements.  

EDUC7520. Brain Research and Reading: How We Learn, How to Teach (3) 
This course presents an in-depth and systematically-structured progression, beginning with a review of current brain research as it relates to the acquisition of reading. The content then investigates the many complex processes that contribute to reading abilities, and how instruction alters the neural pathways to strengthen reading skills. The information is critical for todayís educators as they teach to establish successful reading abilities for a diversity of learners. We will explore and become comfortable with language essentials and the challenges of learning to read. Participants explore phonetics, phonology, and phonemic awareness as they relate to skill acquisition for beginning, and later reading abilities. This course also investigates many dimensions of English orthography that include basic spelling conventions and extend to the exploration of the languageís etymology.

EDUC7525. Teaching and Assessing Early Reading and Spelling (3) 
A study of current research and best practices in assessing, planning, and implementing reading instruction. This course presents basic skills that beginning readers from pre-reading through third grade need for unlocking unknown words. Attention will be given to phonological skills, phonics, spelling, assessment, and writing. Participants will become skilled in applying these principles in lesson planning and instruction. 

EDUC7526. Online Course Design (3) 
This course is designed for faculty who are developing or redeveloping an online course. The course will provide an overview of the fundamentals of developing an online course based on best practices in instructional design and teaching and learning online. Participants will begin developing their own online course by defining specific goals and objectives, and creating course units that incorporate activities to address multiple learning styles, facilitate an online learning community, and assess student learning online. 

EDUC7527. Theoretical Foundations of Online Education (3) 
Students will be introduced to the theoretical foundations and current research on virtual learning environments. They will analyze and discuss the theoretical implications for developing and facilitating successful online student learning. 

EDUC7528. Effective Online Teaching (3) 
This course is designed for faculty who will be facilitating (teaching) an online course. Experiencing the online learning environment from a studentís perspective, participants will explore the theoretical foundations and ďbest practiceĒ principles of teaching and learning online. Topics include applying basic instructional design principles to teaching an online course; selecting pedagogical approaches to facilitate online learning; implementing strategies for conveying instructor presence and building an online learning community; exploring methods for integrating faith online; and using technology to effectively communicate and manage teaching activities in virtual environments. Participants will also explore legal issues related to the online learning environment, identify relevant institutional policies, procedures, and support resources, and develop an online teaching philosophy and professional development plan. 

EDUC7529. Online Teaching Internship (5) 
Students will demonstrate their ability to meet the needs of online learners using synchronous and asynchronous online learning tools. Students will demonstrate best practices in online instruction by promoting critical thinking in online students as they facilitate online discussions and group projects. Learners will explore various instructional strategies and digital assessments for use in the online classroom. 

EDUC7530. Statistical Methods and Analysis (3) 
Students will be introduced to statistical approaches and will gain an understanding of how these concepts apply to curriculum development, use of assessment, student evaluations, program evaluations, and educational research. The course includes an overview of descriptive and inferential statistical tools. 

EDUC7531. Statistical Applications for Educators (2) 
An introduction to statistical approaches to making decisions in K-12 schools. This course introduces students to descriptive and inferential statistics commonly used in education. No previous course work in statistics is assumed.  

EDUC7532. Instructional Models (3)
Acquaints students with four basic families of instructional models:  1) information processing; 2) concept development; 3)  social development; and 4) behavioral systems.  Examples of models representing each family will be reviewed.  Reflective teaching practices will be encouraged as students use the various models to plan for instruction. 

EDUC7533. Curriculum and Assessment (3) 
This course explores historical, philosophical, and contemporary issues of traditional and online curriculum design, including standards-based curriculum. Sound assessment practices will be explored, promoting the effective use of assessment as a teaching tool. Students will develop and analyze curriculum including assessment components. 

EDUC7534. Intensive Behavioral Interventions (2) 
This course includes an overview of specific intervention strategies and their connection to behavior change procedures. IDEA and IDAPA rules will be considered in the application of the interventions.  The student will learn how and where to find recent developments to remain current in this field of practice.  The student is responsible for having a culminating portfolio that demonstrates the competencies taught.  

EDUC7535. Teaching Reading in the Content Area (3)
An exploration of principles and strategies for helping all students to access content materials presented in secondary classrooms. Course focuses on teaching content vocabulary, activating prior knowledge, effectively using text materials and graphic organizers to improve comprehension, and designing lesson plans that promote content literacy. Also included are strategies for making content comprehensible for English Language Learners and other at-risk students. Corequisite: EDUC7537 Effective Classroom Instruction for English Language Learners.

EDUC7537. Effective Classroom Instruction for English Language Learners (3) 
A historical and legal foundation for instructing English language learners (ELLs) as well as an exploration of research and theory of second language acquisition necessary for understanding and meeting the needs of ELLs in the mainstream classroom. Participants will explore the natural progression of English language proficiency through the domains of listening, speaking, reading and writing. Participants will become skilled in applying the Sheltered Instruction Observation Protocol (SIOP) and all of its components to lesson planning and instruction. A 15-hour multicultural field experience provides students with the opportunity to apply strategies in a setting reflecting diverse student needs. Corequisite: EDUC7535 Teaching Reading in the Content Area. 

EDUC7540. Research, Theory, and Intervention of Reading Difficulties (3)
An in-depth exploration of how children learn to read and why some fail, the structure of the language and its convergence with reading, and explicit research-based methods for assessing and teaching students with reading disabilities. Includes a practicum in which the student will design and implement a focused intervention sequence to improve the reading proficiency of a struggling reader.

EDUC7541. Learning Exceptionalities for the Classroom Teacher (3) 
A survey of the characteristics and educational needs of students with learning challenges and those identified as gifted. Course emphasizes causes, incidence, and implications of disabilities and practical strategies for assisting all students to succeed in the regular classroom. Also included is information on special education law and individual educational plans as they apply to general education teachers. A 15-hour field experience is included. 

EDUC7545. Classroom and Behavior Management in the Mainstreamed Classroom (3) 
An exploration of procedures for developing appropriate behaviors in the regular classroom both with regular students and with students considered behaviorally disordered. Behavior modification techniques will be discussed as well as development of management techniques. Non-instructional expectations of the teacher and relations with colleagues and parents will be explored. 

EDUC7547. Reading for Meaning: Fluency, Vocabulary and Comprehension (3)
Although Parts A and B of this course have been organized into three units, reading fluency, vocabulary, and comprehension, Part B highlights comprehension. For this emphasis, students engage in activities involving application of research findings and analysis and reflection about instructional practice. Typical activities include readings, on-line discussions, lesson planning and implementation of reading strategies, completion of a work sample for a struggling reader, and reflection on personal practices. Ideally, students will be able to fulfill applications in their own classrooms with their students. 

EDUC7547A. Reading for Meaning: Fluency, Vocabulary and Comprehension -- Part A (1.5)
Although Parts A and B of this course have been organized into three units, fluency, vocabulary, and comprehension, Part A highlights fluency and vocabulary. For each emphasis, students engage in activities involving application of research findings and analysis of and reflection about instructional practice. Typical activities include readings, on-line discussions, lesson planning and implementation of reading strategies, production of a work sample for a struggling reader, and reflection on personal practices. Ideally, students will be able to fulfill applications in their own classrooms with their own students.  

EDUC7547B. Reading for Meaning: Fluency, Vocabulary and Comprehension -- Part B (1.5)
Although Parts A and B of this course have been organized into three units, reading fluency, vocabulary, and comprehension, Part B highlights comprehension. For this emphasis, students engage in activities involving application of research findings and analysis and reflection about instructional practice. Typical activities include readings, on-line discussions, lesson planning and implementation of reading strategies, completion of a work sample for a struggling reader, and reflection on personal practices. Ideally, students will be able to fulfill applications in their own classrooms with their students. Prerequisite:  EDUC7547 Reading for Meaning: Fluency, Vocabulary and Comprehension -- Part A

EDUC7548. Methods and Adaptations for Exceptional Learners (3)
Design effective instructional strategies and adapt and implement curricula for students with mild or moderate exceptionalities. Strategies learned are appropriate for inclusive and pullout programs at both the elementary and secondary levels. Content includes methods for teaching language arts, mathematics, and content specific courses. 

EDUC7549. IEPs and Transition (3)
Design, implement, and manage Individualized Educational Programs (IEPs), which includes designing and managing transitional programs. As part of transition planning, identify resource agencies, and use these outside sources to strengthen program planning for students. 

EDUC7561. Multicultural Issues in Education (2)
An examination of the pluralistic nature of the school population. The implications to society and to the instructional process will be addressed. 

EDUC7562. Technology in Education (3) 
This course is designed to help students gain an awareness of current and emerging educational and computer technologies and develop practical skills in integrating these technologies in educational settings. The course focuses on helping students acquire the skills necessary to demonstrate technology proficiency based on the "Proficient" level of the current ISTE NETS-T standards. 

EDUC7563. Educational Technology (2) 
This course is designed to help students gain an awareness of current and emerging educational and computer technologies and develop practical skills in integrating these technologies in educational settings. The course focuses on helping students acquire the skills necessary to demonstrate technology proficiency based on the "Proficient" level of the current ISTE NETS-T standards. 

EDUC7564. Values in Education (2) 
A study of the educator's role in relation to student and societal values. Includes theories and practical application related to moral development and the educatorís responsibility in character education and values formation. 

EDUC7565. Assessment and Identification of ELLs (1) 
Students will participate in the assessment of ELLs through multiple contexts. Traditional and alternative language assessments will be explored as well as State level testing. Multiple classroom, cultural, and educational contexts will also be examined as they relate to the identification of language, speech, special education, and emotional issues. 

EDUC7566. Educational Values (1) 
A study of the educator's role in relation to student and societal values. Includes theories and practical application related to moral development and the educatorís responsibility in character education and values formation. 

EDUC7567. Philosophical and Legal Foundations of ESL (1) 
Office for Civil Rights guidelines will be the central focus of this course. Students will examine both state and federal requirements for district educational plans and implications for program planning. Landmark court cases impacting educational requirements for language minority students and their parents will also be discussed along with other professional issues. 

EDUC7568. Math Pedagogy and Intervention (3) 
This class will focus on the reasons some students have difficulties learning mathematics.  The components of effective mathematics instruction will be reviewed as well as different instructional models.  The impact of learning disabilities on math achievement will be examined.  Participants will be required to work individually with a K-12 student who is having difficulty learning mathematics for a minimum of 15 hours over the duration of the class.  

EDUC7569. Applied Linguistics (3) 
This course will introduce students to linguistics (the scientific study of language) and its application within research-based teaching strategies.  This includes principles of both psycholinguistics and sociolinguistics. 

EDUC7570. Oregon Law and Finance (2)
This course has two sections to it: Oregon Law and Oregon Finance. The finance section deals with two broad areas: school finance and budget management. It includes federal, state, and local roles in financing public education, school funding objectives, the history of Oregon school finance, the state-level process of budget development, and major school financing issues. The law section deals with the application of state and federal laws as they relate to local district operations and the operation of the state education program. The class is offered during odd-numbered years only.

EDUC7573. Technology: Exceptional Child (2) 
An overview of technology and assessment for technological needs for varied exceptionalities, such as mobility, prosthetics, orthotics, adaptive devices, visual technologies, hearing technologies, and the use of ecological assessment. This includes the adaptive use of computers. 

EDUC7574.  Student Teaching in Special Education (8)
Directed observation, participation, and responsible teaching conducted under the supervision of a certified special education teacher and NNU supervisor.  Weekly seminars are part of this program.  Students participating in fall student teaching should plan to report to their assigned school the first day that teachers report.  Students already employed must have a certified special education teacher as a school supervisor.  Prerequisites: Approval for student teaching and passing score on the required PRAXIS II exams. 

EDUC7575. Legal and Financial Issues in Education (3) 
An overview of constitutional and state legal expectations of the schools, both public and private, and basic principles of school finance. 

EDUC7576. Special Education Law (3) 
Enables students to understand the legal complexities involved in identifying and providing educational services to students with special needs. Federal, state, and local laws including IDEA, Section 504, and ADA will be examined as well as case law. 

EDUC7577. Teaching and Assessing Reading and Writing: Intermediate and Secondary (3) 
Examination of the reading-writing connection as it pertains to students in grades 4 -12. This course focuses on four main areas: (1) developing confident, independent readers in a reading-writing friendly classroom; (2) reading instruction; (3) writing instruction; and (4) assessment and intervention. Participants will become skilled in applying effective strategies in lesson planning and instruction. 

EDUC7578. The Literacy-Focused School: Leadership and Program Design (3)
An examination of school-wide literacy models and the importance of collaboration and teamwork in developing successful programs. This course will equip participants to identify the necessary components of a school-wide literacy plan, develop an on-going assessment plan for a school, and identify individual professional development needs for a school so that all students learn to read and write proficiently. 

EDUC7579. Special Education Law for Administrators (2) 
Enables students to understand the legal complexities involved in identifying and providing educational services to students with special needs. Federal, state, and local laws including IDEA, Section 504, and ADA will be examined as well as case law. 

EDUC7580. ESL Practicum (1)
This course provides students with the opportunity to work with sheltered English practitioners to become more familiar with school and community issues. 

EDUC7581. Instructional Supervision and Leadership (3)
A discussion of the educator as an instructional leader and supervisory systems the leader can implement to improve instruction. 

EDUC7582. Bilingual Practicum (1)
This course provides students with the opportunity to work with bilingual practitioners to become more familiar with school and community issues. 

EDUC7583. Curriculum and Assessment for English Language Learners (3)
This course explores criteria for quality curriculum and assessment for English Language Learners (ELL). Contemporary issues in curriculum planning for ELL programs will be discussed, and sound assessment practices for ELL will be explored. 

EDUC7585. Administering Human Resources (3) 
The role of the administrator in working with people. Shared decision-making, conflict management, goal setting, development of human potential, evaluation, and selection are examined. Legal expectations including negotiations, contracting, and policy development are also explored. 

EDUC7586. Assessment and Collaboration (2) 
Choose and administer assessment procedures, collaborate with teachers, administrators, and parents. Includes norm-referenced, criterion-referenced, curriculum-based assessments. Strategies for providing indirect services to students with exceptionalities by working effectively with other service providers for effective interventions will be included. 

EDUC7587. ESL/Bilingual Methods (3)
This course will examine the implementation of a research-based content language acquisition framework. Participants will define content and language objectives and select appropriate strategies for comprehensible input. Students will also apply strategies in classrooms and reflect on their experiences through a variety of formats. Program instructors will engage in periodic observations of instruction and hold debriefing sessions with students. Whole class sessions will provide models of effective instruction and opportunity to dialogue about in-class experiences. 

EDUC7588. ESL Methods II (3) 
This course will examine the implementation of a research-based content language acquisition framework. Participants will define content and language objectives and select appropriate strategies for comprehensible input. Students will also apply strategies in classrooms and reflect on their experiences through a variety of formats. Program instructors will engage in periodic observations of instruction and hold debriefing sessions with students. Whole class sessions will provide models of effective instruction and opportunity to dialogue about in-class experiences. 

EDUC7589. Cultural Diversity (3) 
This course will take an in-depth look at cultural issues impacting students academically, socially and emotionally. The classroom implications for each area will be examined through ethnographies and case studies. Effective strategies for meaningful involvement of culturally diverse parents will also be explored. As a major component of this course, students will participate in a culturally diverse service learning project. 

EDUC7592. Project (2-6) 
An approved independent project designed and implemented by the student to demonstrate proficiency and understanding of a particular aspect of the discipline. 

EDUC7593. Readings (1-4)
Independent exploration of significant reference sources related to some area of study. 

EDUC7594. Topics (1-4)
Exploration of current topics or practices in education. May be repeated for credit. 

EDUC7595G. Practicum in Special Education and Related Services (4)
One semester of applied study in a district Special Education and Related Services office with on-site supervision by a graduate faculty member. Corequisite: EDUC7598D Seminar: Special Education Policies and Procedures. 

EDUC7596III. The Principalship/Internship in School Principalship (1-7) 
A full year part-time supervised internship in a school setting concurrent with scheduled class sessions. Typically, three credits are taken Fall Semester, and four credits are taken Spring Semester. 

EDUC7596IV. Internship in Teaching the Exceptional Child (4) 
This course is an extended period of applied study under the supervision of an on-site supervisor with the support of a graduate faculty member. Two options will be available. The first option is a traditional one term student teaching experience with a cooperating teacher. The second option is designed to accommodate the intern who is currently employed as an Exceptional Child educator while working to obtain certification. Internship is taken during the final spring semester of the program. The intern receives intensive supervision in the classroom in which he/she is teaching (in-classroom placement) and an additional one-week out-of-classroom experience.  

EDUC7596V. Internship in Reading (3) 
In this culminating internship, participants will extend and synthesize learning as they diagnose and tutor students who are struggling in their reading development. This internship component can take place within the participantís classroom and will be supported by online supervision. Students will also complete and present electronic portfolios. 

EDUC7597A. Studies in Education (1-4) 
Examination of a specified issue or problem pertinent to one's field of study. May be repeated for credit. Prerequisite: Advisor approval required. 

EDUC7598A. Seminar (2-3)
Prerequisites determined by the nature of the specific seminar. Seminar approach to the study of clearly defined problems or issues. May be repeated for credit. 

EDUC7598B. Seminar: Educational Technology (2) A seminar in technological skills and application experiences appropriate to the classroom. Sessions provide support information and new ideas to enhance the practicum activity. Grant proposal models for the school and classroom will be studied. 

EDUC7598C. Seminar: Action Research (1) 
The purpose of this seminar is to provide guidance and instruction to students completing their action research project. The finished product is the action research paper and presentation. Must be repeated for credit during subsequent terms in which the student is making progress on the research paper. Grade of Pass/Fail. Prerequisites: EDUC7518 Action Research for Educators and EDUC7531 Statistical Applications for Educators or EDUC7530 Statistical Methods and Analysis.

EDUC7598D. Seminar: Special Education Policies and Procedures (2) 
Developing and implementing district-wide special education policies and procedures in compliance with federal and state laws and mandates. Corequisite: EDUC7595G Practicum in Special Education and Related Services. 

EDUC7598E. Seminar: Action Research and Electronic Portfolio (1-3) 
This course provides the opportunity for participants to conduct an action research project within their classrooms. Participants will implement the research study that was designed in the Research course and write a paper describing the study and the results. In addition, they will collect artifacts, develop rationales, and create other required items for an electronic portfolio, in which they demonstrate proficiency in the Master of Education in Reading Programís eleven outcomes.  

EDUC7599. Independent Study (1-4) 
Study of an assigned topic as directed by a graduate faculty member. Signature of department director is required. 

EDUC7610. Introduction to Teaching (1) 
Exploration of the rewards and challenges of the teaching profession. Course includes discussion of current issues in education, a preview of the NNU education program, insights from enthusiastic educators, and a 25-hour field experience at the grade level of the student's interest. 

EDUC7633. Teaching Art in the Elementary School (3) 
Introduces elementary education majors to theoretical and practical experiences necessary for incorporating a discipline-based art education program into the elementary school curriculum. This course may include actual practicum teaching experiences. Fees: Materials fee required. 

EDUC7634. Teaching Music in the Elementary School (2)
Study in the application of the principles, procedures, and objectives in school music in the primary and intermediate grades. Special emphasis is given to the basic elements of music and creativity as found on Orff and Kodaly as well as folk music of various cultures and traditions. 

EDUC7635. Teaching Health in the Secondary School (2) 
Designed to provide knowledge and background in three divisions of health education: healthful living, school health services, and health education. Recognition of health problems of children and adolescents with the opportunity to develop competencies in handling methods and teaching techniques. Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms.

EDUC7636. Teaching Physical Education in the Secondary School (2) 
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7638. Teaching Physical Education in the Elementary School (2) 
Introduces students to the basic principles of physical education for children in grades kindergarten through six. Emphasis will be on the development of systematic physical education programming. Students will participate in simulated teaching experiences and field observations. Prerequisites: Instructor's permission if not a Kinesiology or Health major. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7651. Teaching Methods in Secondary Schools (3)
An investigation of teaching methods and techniques appropriate for the secondary school classroom. Theoretical principles upon which teaching strategies are based and the principles of classroom management will be considered. Lesson and unit planning are included. Mini-Cross-Cultural Experience. Corequisite: Methods course in teaching area or first and second teaching fields. 

EDUC7653. Teaching Art in the Secondary School (3) 
Examine pragmatic techniques and philosophical approaches necessary to design, implement, and evaluate a comprehensive discipline-based art education program at the secondary school level. Additionally, both historical and contemporary art education issues are examined, discussed, and evaluated. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7654. Teaching Music in the Secondary School (3) 
Strategies appropriate to this subject field, instructional choral materials and tools, curricular structure common to this subject in the secondary school. Activities and music of various cultural groups will be explored. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7657. Teaching Mathematics in the Secondary School (2) 
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms.  

EDUC7658. Teaching Social Studies in the Secondary School (2)
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7659. Methods of Teaching English in the Secondary School (3) 
Strategies for teaching literature, grammar, writing and other communication skills necessary to effectively teach secondary English. Emphasis will be placed on writing processes based on research, as well as on the selection of appropriate literature and how to teach it.  Includes a 20 hour practicum for students to teach in a secondary English classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7663. Teaching Foreign Language in the Secondary School (2) 
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7664. Teaching Science in the Secondary School (2) 
Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to observe and teach a minimum of 20 hours in a secondary classroom. Corequisite: EDUC7651 Teaching Methods in Secondary Classrooms. 

EDUC7686. Student Teaching in the Middle School/Junior High School (10)
Directed observation, participation, and responsible teaching conducted under the supervision of a middle school/junior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Students participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Students participating in spring student teaching will need to complete a "school start-up" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Prerequisite: Approval for student teaching. 

EDUC7687. Student Teaching in the Senior High School (10) 
Directed observation, participation, and responsible teaching conducted under the supervision of a senior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Students participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Students participating in spring student teaching will need to complete a "school start-up" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Prerequisite: Approval for student teaching. 

EDUC7692. Foundations of Education (2) 
Exploration of the historical, philosophical, social, and legal foundations of the teaching profession.  Purposes and challenges of education will be addressed in relationship to todayís changing world. 

EDUC7696. Field Experience (1) 
An overview of lesson planning, principles of learning and classroom observation, and participation. The observation and participation component includes 30 hours of field experience. Student placements are based on previous field work and individual needs. 

EDUC7700. Comprehensive Examination (0)
Required by some Graduate Education master's programs for degree completion. Grade of Pass/Fail.

EDUC7950. Secondary School Start-up (1)
Attendance at the opening of faculty meetings, assisting in the preparation for opening of school and observing and assisting the teacher in a regular public school classroom during the first week of school.  This work is to be done in the fall before student teaching.  Materials and instructions for this course must be secured from the Director of Student Teaching three months in advance of the opening of school.  Prerequisite:  Approval for student teaching. 

EDUC7951. Seminar/Capstone (1)
Weekly reflection and discussion about changes in thinking and professional practice resulting from growth in teaching competency as it intersects with growth in the four university outcomes. Corequisite: Student teaching.

EDUC8670. Labor Relations in Schools (3)
The historical and practical aspects of labor relations in the school setting. Laws and procedures for working with union and non-union employees will be presented. Negotiation skills will be developed. 

EDUC8671. Educational Change: A Historical Perspective (3)
The impact of the psychological, sociological, and cultural changes that have made our schools into what they are today and how that impact affects school administration. Problem solving/decision making skills will be emphasized. 

EDUC8672. The Superintendency (3) 
Prepares students for assuming the key leadership role of superintendent of a local school district. There is an emphasis on research-based role expectation and practical guidelines for superintendent behavior and developing a working relationship with the local school board. 

EDUC8673. Advanced School Finance (3)
Provides the economic principles needed to provide insights into school finance for principals, teachers, business managers, and other school officials. The issues of educational productivity, allocation of resources, efficiency, and equity are covered. There is also a review of basic accounting principles and requirements applying to both district and building levels. 

EDUC8674. School Facilities (3) 
Prepares students for planning new school facilities and major upgrades. Facility maintenance, legal provisions involving financing, preliminary surveys of need, and relationships with architects and contractors will be covered. 

EDUC8675. Public Relations and Marketing for Schools (3) 
Interpreting the schools to the public and developing ways to provide a two-way flow of ideas between school and community will be explored. 

EDUC8676. Special Populations: Issues and Resources (3)
A study of the issues and potential resources involved in dealing with the diverse special populations in today's schools. These issues include, but are not limited to, cognitive differences (special education and gifted and talented), as well as ethnic, national, cultural, socio-economic, and religious differences. 

EDUC8677. Introduction to Qualitative and Quantitative Research (3) 
Prepares the student for going beyond action research and introduces academic research utilizing both quantitative and qualitative research methodologies. 

EDUC8678. Central Office Internship (1-4)
Interns are assigned for two semesters to practicing administrators in district offices. The 4 required credits may be broken out between the Fall Semester and Spring Semester. Graded Pass/Fail. Prerequisites: Approval of major professor and substantial completion of certification program. 

EDUC8694. Topics (1-4)
Exploration of current topics or practices in education. May be repeated for credit. 

EDUC8699. Independent Study (1-4) 
Study of an assigned topic as directed by a graduate faculty member. Prerequisite: The program director and department chair must approve the study plan before the student can enroll. 

EDUC8700. Comprehensive Examination (0)
Required by the Education Specialist (Ed.S.) programs for degree completion. Grade of Pass/Fail.

EDUC9170. Advanced Qualitative Research: Analysis and Methods (3) 
Students examine in depth the theory and practice of the design, conduct, analysis, and interpretation of qualitative research in education. Students will be able to critique qualitative research and create and design an effective qualitative research project related to their anticipated dissertation topic. Prerequisite: EDUC8677 Introduction to Qualitative and Quantitative Research.

EDUC9180. Advanced Quantitative Research: Analysis and Methods (3) 
Students will examine the theory and practice of the design, conduct, analysis, and interpretation of quantitative research in education. Students will be able to critique quantitative research and develop an effective quantitative research project related to their anticipated dissertation topic. 

EDUC9200. Policy Influence and Development (3) 
Students will explore and investigate strategies for engaging in and working to shape education policy at the local, state, and federal levels. Students will engage in relevant conversations regarding current educational issues and work to influence the larger political, social, economic, legal, and cultural context of education.

EDUC9300. Effective Leadership for Change Management (3) 
Students will examine leadership for effective change management. Students will examine multiple theories of leadership and change and apply them to current educational initiatives. Students will be able to articulate their philosophy of leadership and be able to critique examples of leadership in change. 

EDUC9400. Advanced Data Analysis (3) 
Students will explore and analyze data generated from their research and conduct statistical, descriptive, or qualitative analysis.

EDUC9500. Professional and Ethical Leadership (3) 
Students will examine the impact of leadership on policy and procedure development and its role in protecting individual rights, honoring diversity, and advancing student learning. Students will examine their values and beliefs as leaders and explore ethical frameworks and perspectives. 

EDUC9900. Dissertation Proposal (3) 
This directed study course includes the selection of the dissertation topic, the identification of the methodology to be employed in the dissertation process, the composition of the dissertation proposal with initial outline and bibliography, and the selection of the dissertation committee. 

EDUC9910. Dissertation Research I (3) 
This directed study course includes the initial stages of research and the review of relevant literature/scholarship under the supervision of the dissertation advisor. Prerequisite: EDUC9900 Dissertation Proposal. 

EDUC9920. Dissertation Research II (3) 
This directed study course is a continuation of EDUC9910 Dissertation Research I and includes some initial stages in writing portions of the dissertation under the supervision of the dissertation advisor. Prerequisite: EDUC9910 Dissertation Research I. 

EDUC9930. Extended Dissertation Research and Writing (1-3) 
This directed study course is a continuation of EDUC9920 Dissertation Research II, when the dissertation research and initial stages of writing extend beyond the time provided by the two required dissertation research courses. This work will be under the supervision of the dissertation advisor. This course may be repeated for credit. Prerequisite: EDUC9920 Dissertation Research II. 

EDUC9990. Dissertation Writing and Defense (3) 
This directed study course includes final revisions and an oral defense of the dissertation. Students must obtain written permission from their dissertation advisor to register for this course.

The following courses are for ESL students to assist them in improving their language skills prior to full admission to the Graduate Education program.

EDUC6010. English Language Assistance I (1-3)
This course is designed to be taken by graduate education students who have recently come to the United States to study and whose native language is not English. The instruction in each course will relate to the supported graduate education course. Emphasis will be placed on professional language development and assistance with completing the supported graduate education course outcomes. Grade of Pass/Fail. 

EDUC6020. English Language Assistance II (1-3)
This course is designed to be taken by graduate education students who have recently come to the United States to study and whose native language is not English. The instruction in each course will relate to the supported graduate education course. Emphasis will be placed on professional language development and assistance with completing the supported graduate education course outcomes. Grade of Pass/Fail.

EDUC6030. English Language Assistance III (1-3)
This course is designed to be taken by graduate education students who have recently come to the United States to study and whose native language is not English. The instruction in each course will relate to the supported graduate education course. Emphasis will be placed on professional language development and assistance with completing the supported graduate education course outcomes. Grade of Pass/Fail.

EDUC6040. English Language Assistance IV (1-3)
This course is designed to be taken by graduate education students who have recently come to the United States to study and whose native language is not English. The instruction in each course will relate to the supported graduate education course. Emphasis will be placed on professional language development and assistance with completing the supported graduate education course outcomes. Grade of Pass/Fail.