EDU 101 is a 3-credit hour course consisting of 3 contact hours taught by School of Education Faculty. This course serves as an introduction to the contemporary dynamics of the K-12 education system in the United States. Different pedagogies that encourage active participation in individual and group settings will be explored. Students will also investigate legal and ethical issues, the impact of the multistate adoption of the common core standards, educational theories, and explore the effects of culture on teaching and learning, all of which impact 21st century teachers.

This course is an introduction to the college experience and the opportunity to explore the skills and expectations necessary at the college level. In alignment with the student learning outcomes, students will explore the psychology of success, adapt to effective learning behaviors, and understand the science of learning. This course provides a learning opportunity for the student which includes communication skills, critical reasoning, problem solving, study skills, time management, and goal setting. The content of the course is designed to help students in becoming more independent learners in order that they can make the most of their educational opportunities. Additionally, the course will expose students to the history, numerous resources, and services available at Kentucky State University. Students will learn how to enhance their current study skills toward developing a foundation for lifelong learning and career development.

Introductory course that presents a framework on which to build a solid foundation that deals with the critical role of the teacher in American education. Successful completion required for admission to Teacher Education Program. Daytime field hours required at local schools. (Merger of EDU 294 and EDU 324)

Knowledge and skill development in the use of microcomputers and media in the classroom. Focus on computer literacy, application, and equipment operation. Successful completion required for admission to Teacher Education Program. Field work required. (Formerly EDU 325)

The Cultural Responsiveness course is designed to assist students with examining their understanding of global culture and how they respond to our diverse world. Self-reflection, discussion and respectful sharing of viewpoints and understandings are imperative to this class. Project based learning (PBL) is the major teaching/learning strategy used in this course.

EDU 206 is a 1-credit hour course consisting of 1hour regular classroom contact taught by Mathematics Faculty. In class meetings will be supplemented with online test practice and preparation materials. This course is designed to assist students with examination support and preparation strategies for mathematics portion of the PRAXIS Core Academic Skills for Educatiors (CASE) exam.

EDU 207 is a 1-credit hour course consisting of 1 hour regular classroom contact taught by English Faculty. In class meetings will be supplemented with online test practice and preparation materials. This course is desighnted to assist students with examination support and preparation strategies for the PRAXIS Core Academic Skills for Educators (CASE): Reading (5712) and CASE: Writing (5722) exams.

Stage approach toward physical, cognitive, and social-emotional development of individuals from birth through adolescence. Applies theories, research, cultural factors, and risk and protective factors to the study of student learning. Day-time field hours required at Rosenwald and local schools. (Replaces EDU 221)

This course is designed to teach procedures for authentically assessing and enhancing student learning (P-12). Students will learn to design, administer, and interpret a variety of assessment measures. Deals with concepts of validity, reliability, norms, standard scores, legal and ethical issues. Field hours required in local schools. (Replaces EDU 402)

Practical, ecological approaches toward classroom organization and arrangement, rules and procedures, planning, student self-regulation, communication, assessing and solving problems. Investigates theories, research, school safety, and diversity issues pertaining to each area of management. Day time field hours required in local schools.

This course is designed to assist students with examination support and preparation strategies. Students will prepare a study plan to guide their preparation strategies. Students will also engage in several current issues and topics related to education reform such as common core standards updates and implementation. The student may enroll in this course up to three times under different topics.

This course is designed to assist students with examination support and preparation strategies. Students will prepare a study plan to guide their preparation strategies. Students will also engage in several current issues and topics related to education reform such as common core standards updates and implementation. The student may enroll in this course up to three times under different topics.

Survey of major areas of exceptionality. A study of principles and practices for mainstreaming children with exceptionalities in regular classrooms. Field work required.

A review of pertinent legislation concerning human and constitutional rights and parental issues related to individuals with disabilities.

Overview of Early Childhood Education of the handicapped with discussions of historical and empirical support for providing early intervention services, screening assessment, instructional programming, family involvement, and service delivery models.

Supervised field experience in more than one setting to prepare students to become teachers of handicapped children during early childhood.

A study of the current research, instructional methods and materials, assessments for teaching reading and language arts in the elementary school (P-5). Emphasis is on teaching reading and writing through a balanced literacy approach. Field work required. (Merger of EDU 312 and EDU 415).

The supervised pre-student teaching experiences with children, identified as exceptional learners, will afford students the opportunity to be mentored by an experienced teacher, as well as observe and work with students in “real life” educational environments. Field work required.

Designing curriculum and implementing learning environment which enhance the growth and development of young children with disabilities.

This course is an interdisciplinary approach to teaching and learning social studies. Emphasis will be placed on concept development, planning, preparing students to live in a global and culturally diverse world, developing critical competencies, and evaluating and assessing student learning. Field work required. (Replaces EDU 314.)

A study of the methods and tools for assessment of reading in elementary grades. Also includes proven intervention strategies for improvement of reading related to assessment results. This course is tied closely to the assessment procedures of the Teacher Work Sample.

Designed to provide the prospective teacher with an opportunity to implement effective instructional programs. The focus of the course will include lead-up games and a variety of low organized activities, as well as health and nutrition for young children. Field work required. (Merger of PHE 258 and PHE 260)

Content, instructional methods, materials, and assessment for each subject area. Field work required.

Content, instructional methods, materials, and assessment for each subject area. Field work required.

Content, instructional methods, materials, and assessment for each subject area. Field work required.

Content, instructional methods, materials, and assessment for each subject area. Field work required.

Content, instructional methods, materials, and assessment for each subject area. Field work required.

Content, instructional methods, materials, and assessment for each subject area. Field work required.

This course examines current research, instructional methods, materials, and assessment for language arts instruction (P-5). Includes developmental processes and assessment techniques that will give pre-service teachers the proper fundamental foundation for reading. Field work required

This course is designed to provide the prospective teacher with tools to implement effective instructional programs. The course fill focus on content, instructional methods, and assessment procedures of Health and Physical Education P- 12. (Merger of EDU 408, EDU 412, and EDU 420)

A study of content, instructional methods, materials, and assessment for teaching mathematics and science (P-5). Field work required.

Explore basic principles of school administration. Emphasizes the role of teachers as leaders and managers in the classroom and as participants in the administration of schools. Overviews key topical issues in P-12 education and critiques instructional principles and strategies. Field and work required. (Merger of EDU 305 and EDU 409)

A study of assessment, materials and methods for reading instruction in secondary schools with emphasis on improving reading in content areas.

Clinical Education Experience provides 200 hours of constantly supervised, real-world teaching in public schools, for candidates pursuing a bachelor degree and teacher certification. This course meets the state Regulation 16 KAR 5:040 requirement that governs admission, placement, and supervision in student teaching and stipulates that all candidates enrolled in student teaching shall complete a minimum of 200 hours of diverse and focused field experiences prior to student teaching. Placements will include engagement with diverse population of student which include PREREQUISITES: Student must be admitted into the EPP and classified as at least a junior.

Undergraduate student teaching provides 70 days of full-time, unpaid, constantly supervised clinical practice in public schools, for candidates pursuing a bachelor degree from one of KSU's teacher education programs (TEPs). Individuals who have completed all coursework and required, standardized exams go through a formal application process for admission to student teaching. By Kentucky regulation, student teachers may not be employed by their schools in any way in any role, although they may be employed by a different school in a manner that does not interfere with fullfillment of student teaching responsibilities.

Observation and practice of lesson planning, classroom teaching, classroom management, and assessment of learning under the guidance of a supervising teacher and a university supervisor. Other appropriate placements for IECE majors will be designed. The ten Kentucky New Teacher Standards are emphasized.

Observation and practice of lesson planning, classroom teaching, classroom management, and assessment of learning under the guidance of a supervising teacher and a university supervisor. Other appropriate placements for IECE majors will be designed. The nine Kentucky New Teacher Standards are emphasized.

Observation and practice of lesson planning, classroom teaching, classroom management, and assessment of learning under the guidance of a supervising teacher and a university supervisor. Other appropriate placements for IECE majors will be designed. The nine Kentucky New Teacher Standards are emphasized.

Observation and practice of lesson planning, classroom teaching, classroom management, and assessment of learning under the guidance of a supervising teacher and a university supervisor. Other appropriate placements for IECE majors will be designed. The nine Kentucky New Teacher Standards are emphasized.

This course is designed to be a culminating experience for teacher candidates who have worked on provisional or probationary certificates or in private schools. This course is not open to degree-seeking students. Grading is pass/fail.