Education

 

For the person who likes children, few career options offer more challenging and rewarding opportunities than elementary teaching. Nurturing the learning of grade school children serves not only children, but their parents and society as well. Elementary teachers must receive sound preparation to be prepared for opportunities to influence the lives of others so profoundly. The program at the University of Great Falls prepares prospective elementary teachers for successful teaching at all grade levels by providing thorough and balanced training in both teaching methods and content knowledge.

Of the 85 credits required for the Elementary Education major, 19 credits apply to the University Core. Furthermore, at least 10 credits from either the University Core or the major requirements may be applied to the Communication Arts, Mathematics, Science, or Social Science concentrations. Thus, with careful planning, students can complete the degree with one of these concentrations with 128 credits.

Students choosing other minors or concentrations may need more than 128 credits to complete their program; however, some of these other concentration areas, specifically Early Childhood Education, Gifted and Talented Education, and Reading Instruction or the Special Education major may provide the student enhanced teaching credentials.

Concentrations Available with Elementary Education Degree
Art	Reading Instruction
Communication Arts	Science
Elementary Mathematics	Social Science
Gifted and Talented
Health and Physical Education

 

Competency Objectives

Students who earn a major in Elementary Education will

• Apply the central concepts, as outlined in Montana’s student content and performance standards, tools of inquiry, and the structures of content for students across grades K-8 to develop meaningful learning experiences that develop students’ competence in subject matter and skills.

• Demonstrate a high level of competence in the use of English language arts and know, understand, and use concepts from reading, language, literature, and child development to teach reading, writing, speaking, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas.

• Use the fundamental concepts in the subject matter of science, including physical, life, and earth and space sciences, as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific literacy.

• Use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics, and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data.

• Use the major concepts and modes of inquiry from the social studies, the integrated study of history, geography, the social sciences (such as anthropology, archaeology, economics, political science, psychology, and sociology), and other related areas (such as humanities, law, philosophy, religion, mathematics, science, and technology) to promote students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

• Use – as appropriate to their own understanding and skills – the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among students;

• Use the comprehensive nature of students’ physical, mental, and social well-being to create opportunities for student development and practices of skills that contribute to health enhancement; and

• Use interdisciplinary connections to integrate subject matter contents, employing inclusive ideas and issues that engage students’ ideas, interests, concerns, and experiences.

Elementary Education Major
Course-name and number	CR
EDU 200 - Orientation to Professional Education	3
EDU 244 - Instructional Technology	2
EDU 260 - Multicultural Education	2
EDU 261 - Introduction to Exceptionalities	3
EDU 284 - Cognitive Psychology Applied to Learning	4
EDU 315 - Assessment of Learning	2
EDU 341 - Methods in Elementary Science	2
EDU 342 - Methods in Elementary Social Studies	2
EDU 352 - Methods in Mathematics	2
EDU 353 - Methods in Elementary Art	2
EDU 354 - Methods in Communication Arts	4
EDU 370 - Children's Literature	3
EDU 462 - PPIE - Elementary	2
EDU 472 - PPIE - Middle School	2
EDU 489 - Elementary/Secondary Education Internship Seminar	2
EDU 490 - Elementary Internship	10
BIO 102 - Fundamentals of Life Science	4
GSC 101 - Physical Science	3
GSC 158 - History of Science	4
HST 203 - U.S. History I	3
HST 204 - U.S. History II	3
HST 230 - World and Regional Geography	3
HPE 188 - Personal Health	3
HPE 300 - Strategies in Health Enhancement	3
MTH 110 - Precalculus I	4
MTH 255 - Mathematics for Elementary Teachers	3
MUS 250 - Elementary School Music	2
PSY 200 - General Psychology	3
Total credits for major	85

 

Download your Elementary Education degree planner PDF.

 

Minors Available with Elementary Education Degree
Art	Reading Instruction
Communication Arts	Science
Elementary Mathematics	Social Science
Gifted and Talented
Health and Physical Education

Competency Objectives

Students who earn a major in Secondary Education will

• Apply the central concepts, tools of inquiry, and the structure of the discipline(s) he or she teaches. Students will create learning experiences that make these aspects of subject matter meaningful for students.

• Analyze how students learn and develop and provide learning opportunities that support their intellectual, social, and personal development.

• Identify how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

• Use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

• Apply individual and group motivation and behavior techniques to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

• Use effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

• Plan instruction based on content area knowledge, students, the community, and curricular goals.

• Apply formal and informal assessment strategies to insure the continuous intellectual, social, and physical development of the learner.

• Apply contextual and experiential learning to the success of students.

• Identify connections between academic learning and the skills required in the present and future workforce.

Special Education Major
Course-name and number		CR
EDU 200 - Orientation to Professional Education		3
EDU 244 - Instructional Technology		2
EDU 260 - Multicultural Education		2
EDU 261 - Introduction to Exceptionalities		3
EDU 284 - Cognitive Psychology Applied to Learning		4
EDU 315 - Assessment of Learning		2
EDU 338 - Teaching Reading in the Content Area		2
EDU 430 - Secondary Teaching Procedures		2
EDU 472 - PPIE - Middle School		2
EDU 482 - PPIE - High School		2
EDU 489 - Elementary/Secondary Education Internship Seminar		2
EDU 498 - Secondary Internship		10
Total credits for major		36
Secondary education students majoring or minoring in Art, HPE, or Special Education or
completing the Reading Instruction or Library/Media Services concentrations will receive
a K-12 endorsement for that subject area and must therefore complete EDU 462 PPIE
Elementary in lieu of EDU 472 PPIE Middle School.

 

Download your Secondary Education degree planner PDF.

 

Must be combined with an approved major and an approved minor or concentration.

Special education teachers provide the most specialized diagnostic and prescriptive teaching available for children aged three through twenty-one. Because of the intensive nature of their training, these very exceptional persons have been in continual demand in schools even in times of decreasing school enrollments. In the coming decade of increasing school-age population, the demand for special education teachers promises to be even greater. Not only can prospective teachers of exceptional individuals expect a wide choice of positions and feel justifiable pride in being on the cutting edge of the teaching profession, but they can also experience the satisfaction of demonstrably aiding children whom others cannot help.

Competency Objectives

Students who earn a major in Special Education will

• Compare and contrast the philosophical, historical and legal foundations of special education within the diverse population of the school setting.
• Differentiate the characteristics of school-age children with diverse learning styles due to an identified disability.
• Integrate assessment, evaluation and program development for the exceptional child into the framework of the school setting and diverse learning population.
• Organize, plan and set up appropriate curriculum and clearly defined modifications along with appropriate instructional planning for students with various disabilities.
• Create a positive learning environment and integrate that environment into the school setting with a consistent management style.
• Differentiate the student with significantly challenging behaviors within the school setting and formulate appropriate experiences for that student.
• Examine and arrange for appropriate communication to foster collaborative partnerships with all individuals involved with each student’s educational career.
• Comprehend and interpret the professional and ethical issues and practices for special education and their relationship to general education within the school community.

Special Education Major
Course-name and number		CR
EDU 202 - Introduction to Gifted Education		2
EDU 355 - Developmental Disabilities		3
EDU 361 - Assessment of Students with Disabilities		3
EDU 362 - Learning Disabilities		3
EDU 363 - Emotional and Behavioral Disabilities		3
EDU 364 - The Preschool Child at Risk		2
EDU 368 - Language Development		2
EDU 388 - Transition and Vocational Issues with Disabilities		2
EDU 420 - Policy and Proceedure in Special Education		2
EDU 441 - Remedial Reading		2
EDU 461 - Curriculum of Special Education		3
EDU 496 - Specialized Internship: Special Education		6
Total credits for major		33
For Elementary education, candidate must also take the following courses:
EDU 338 - Teaching Reading in the Content Area		2
EDU 430 - Secondary Teaching Procedures		2
EDU 482 - PPIE High School (in lieu of EDU 472 PPIE Middle School		2

 

Download your Special Eduation degree planner PDF.

 

Must be completed with a major in Elementary or Secondary Education.

For the person who likes children, few career options offer more challenging and rewarding opportunities than elementary teaching. Nurturing the learning of grade school children serves not only children, but their parents and society as well. Elementary teachers must receive sound preparation to be prepared for opportunities to influence the lives of others so profoundly. The program at the University of Great Falls prepares prospective elementary teachers for successful teaching at all grade levels by providing thorough and balanced training in both teaching methods and content knowledge.

Of the 85 credits required for the Elementary Education major, 19 credits apply to the University Core. Furthermore, at least 10 credits from either the University Core or the major requirements may be applied to the Communication Arts, Mathematics, Science, or Social Science concentrations. Thus, with careful planning, students can complete the degree with one of these concentrations with 128 credits.

Students choosing other minors or concentrations may need more than 128 credits to complete their program; however, some of these other concentration areas, specifically Early Childhood Education, Gifted and Talented Education, and Reading Instruction or the Special Education major may provide the student enhanced teaching credentials.

Competency Objectives

Students who earn a concentration in Gifted and Talented Education will

• Compare and contrast the philosophical, historical, and legal foundations of gifted education.

• Identify the issues in values, languages, definition, and identification of individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds.

• Examine the historical and theoretical foundations of the field of gifted education, current trends and issues, and potential future directions of the field.

• Compare and contrast the principles of human development and the nature of individual differences as applied to exceptional abilities.

• Identify and assess the unique needs of gifted students.

• Identify the cognitive, social, emotional, and environmental factors that enhance or inhibit the development of giftedness in all populations.

• Interpret and apply knowledge related to the nature and needs of gifted students.

• Examine the current and seminal research related to learning theory, giftedness, and creativity.

• Analyze how learning styles, affective and cognitive characteristics, and cultural perspectives can affect learning.

• Plan instruction to address learning style differences in gifted students.

• Examine the theoretical models, program prototypes, and educational principles that offer appropriate foundations for the development of differentiated curriculum for gifted students.

• Design, implement, facilitate, and evaluate differentiated learning experiences for gifted students.

• Select, adapt, and use instructional strategies and materials according to characteristics of individuals with gifted and talents.

• Create a positive learning environment and integrate that environment into the school setting with a consistent management style.

• Arrange a continuum of program service options for gifted students.

• Examine the effects of cultural and linguistic differences on growth and development.

• Study, observe, plan instruction for, and provide direct services to gifted students of different ages and cultural backgrounds commensurate with their abilities.

• Apply a variety of methods for identifying and assessing students with extraordinary potential.

• Utilize current, research-based methods for assessing and reporting on the progress of gifted students for the purposes of making differentiated educational decisions.

• Comprehend and interpret the professional and ethical issues and practices for gifted education and their relationship to general education within the school community.

• Engage in professional activities that benefit individuals with exceptional learning needs, their families, and colleagues.

• Communicate and work in partnerships with colleagues, administrators, students, families, business, and industry, in advocating appropriate programming for gifted students.

• Provide consultation, collaboration, and staff development services in gifted education for teachers and administrators in the general education program.

• Foster partnerships with the families of gifted students in order to facilitate a total learning environment.

Gifted and Talented Education
Course-name and number	CR
EDU 202 - Introduction to Gifted Education	2
EDU 312 - Social and Emotional Components of Giftedness	3
EDU 313 - Developing Gifted and Talented Programs	3
EDU 384 - Creative and Critical Thinking	3
EDU 397 - Field Experience in Gifted Education	3
EDU 410 - Curriculum Differentiation Strategies for Talent Development	3
Approved elective	3
Total credits for concentration	20

 

Download your Gifted and Talented Eduation concentration planner PDF.

 

The health and physical education teaching major program at the University of Great Falls allows the student to prepare for a career as a physical education instructor or coach in the school system.

Competency Objectives

Students who earn a major in Health & Physical Education will

• Determine their health enhancing behaviors through a cognitive process.

• Compare and contrast behaviors that impact psychosocial health within their lives.

• Plan physical fitness programs to improve personal health.

• Examine a variety of strategies to become skillful, lifelong movers.

• Select and apply strategies of health literacy as a means to improve personal and community health.

• Formulate procedures to manage and evaluate health and physical education programs.

• Examine the impact of the spiritual health within their lives.

• Formulate a plan to use developmentally appropriate instruction in K through 12 education programs.

• Evaluate the overall effectiveness of K-12 health enhancement, intramurals, and extramural programs.

Health and Physical Education
Course-name and number	CR
HPE 188 - Personal Health	3
HPE 201 - Safety, First Aid & CPR	2
HPE 210 - Foundation of HPE & Recreation	2
HPE 215 - PE, Recreation, Fitness Management	3
HPE 230 - Adapted PE	2
HPE 260 - Sports Psychology	2
HPE 300 - Strategies in Health Enhancement	3
HPE 312 - Methods in Individual & Team Sports	3
HPE 330 - Assessment & Testing	2
HPE 350 - Coaching Certification	2
HPE 405 - Prevention & Care of Athletic Injuries	2
HPE 415 - Kinesiology & Applied Anatomy	2
HPE 485 - Physiology of Exercise	2
BIO 103 - Structure & Function of the Human Body	4
Total credits for major	34

 

Download your Health and Physical Eduation Major planner PDF.

 

 

Competency Objectives

Students who earn a concentration in Health & Physical Education will

• Determine their health enhancing behaviors through a cognitive process.

• Compare and contrast behaviors that impact psychosocial health within their lives.

• Plan physical fitness programs to improve personal health.

• Examine a variety of strategies to become skillful, lifelong movers.

• Select and apply strategies of health literacy as a means to improve personal and community health.

• Formulate procedures to manage and evaluate health and physical education programs.

• Examine the impact of the spiritual health within their lives.

• Formulate a plan to use developmentally appropriate instruction in K through 12 education programs.

Health and Physical Education Minor
Course-name and number	CR
HPE 188 - Personal Health	3
HPE 201 - Safety, First Aid & CPR	2
HPE 210 - Foundation of HPE & Recreation	2
HPE 230 - Adapted PE	2
HPE 300 - Strategies in Health Enhancement	3
HPE 312 - Methods in Individual & Team Sports	3
HPE 350 - Coaching Certification	2
HPE 415 - Kinesiology & Applied Anatomy	2
HPE 485 - Physiology of Exercise	2
BIO 103 - Structure & Function of the Human Body	4
Total credits for concentration	25

 

Download your Health and Physical Eduation Minor planner PDF.

Must be combined with a major in Elementary Education or Secondary Education.

The library/media program is designed to prepare library/media specialists for K-12 educational settings. To be eligible for library/media certification in Montana, students must meet the teacher certification requirements for elementary or secondary education and complete a minimum of 22 credits in the following required courses.

Competency Objectives

Students who earn a concentration in Library/Media Services will

• Be able to develop and use strategies to locate and retrieve information using print, CD-ROM and internet reference resources in a school library setting.

• Develop the skills to conduct reference interviews.

• Demonstrate an understanding of the methods of reference work in a school library setting.

• Be able to teach the use of these materials to others.

• Evaluate acquisition resources.

• Utilize traditional and electronic ordering procedures.

• Be able to implement standardized library procedures including cataloging, indexing, processing, and managing records.

• Be able to interpret classification and cataloging rules and procedures.

• Be able to instruct others in shelf preparation and stacks management procedures.

• Evaluate library media programs and procedures according to state, regional, and national guidelines.

• Assess needs and set goals, objectives, and priorities which support the mission of the school.

• Design a comprehensive and collaborative planning process.

• Create policies and procedures.

• Develop plans for supervision and training personnel.

• Plan use of, and maintenance of, facilities and equipment.

• Define the role of professional organizations in aiding in the process of keeping current on issues related to school librarianship.

• Know the laws, regulations, and guidelines pertinent to library media programs.

• Identify legislation and policy at the local, state, and national levels that effect school library media programs.

• Demonstrate broad knowledge of curriculum contents, development and evaluation in K-12 settings.

• Create and demonstrate professional development activities for teachers.

• Communicate effectively with colleagues, faculty, staff, students, parents, and the general public to develop and promote the library media program.

• Comprehend the basic principles of collection development and maintenance.

• Plan and implement policies related to the selection, acquisition, and organization of resources and media, including the use of evaluative selection aids including standard and current review sources for print/non-print media and equipment.

• Explain how to work collaboratively with administrators and teachers to develop and implement programs and units.

• Analyze the budget process and plan the administration of a library budget.

• Work effectively in a school library media center.

Course-name and number	CR
LMS 300 - Information Sources & Services	3
LMS 320 - Library-Media Technical Processing	3
LMS 440 - Administration of School Library/Media Center	3
LMS 460 - School Library Media Center	3
LMS 495 - Specialized Internship - Library	6
EDU 302 - Literature for Young Adults	1
EDU 370 - Children's Literature	3
Total credits for concentration	22

 

 

 

Must be combined with a major in Elementary or Secondary Education.

For the person who likes children, few career options offer more challenging and rewarding opportunities than elementary teaching. Nurturing the learning of grade school children serves not only children, but their parents and society as well. Elementary teachers must receive sound preparation to be prepared for opportunities to influence the lives of others so profoundly. The program at the University of Great Falls prepares prospective elementary teachers for successful teaching at all grade levels by providing thorough and balanced training in both teaching methods and content knowledge.

Of the 85 credits required for the Elementary Education major, 19 credits apply to the University Core. Furthermore, at least 10 credits from either the University Core or the major requirements may be applied to the Communication Arts, Mathematics, Science, or Social Science concentrations. Thus, with careful planning, students can complete the degree with one of these concentrations with 128 credits.

Students choosing other minors or concentrations may need more than 128 credits to complete their program; however, some of these other concentration areas, specifically Early Childhood Education, Gifted and Talented Education, and Reading Instruction or the Special Education major may provide the student enhanced teaching credentials.

Competency Objectives

Students who earn a concentration in Reading Instruction will

• Articulate a philosophy of reading instruction which recognizes the importance of teaching reading and writing as process rather than discrete series of skills or unrelated activities.

• Demonstrate sensitivity to individual differences and the information the reader brings to the reading experience.

• Plan instruction based on the reading and literacy strengths of individual learners.

• Integrate a wide variety of genres into the curriculum.

• Demonstrate knowledge of the nature of the learner and the learning process with specific applications to reading.

• Use techniques in reading instruction to diagnose reading problems.

• Select and evaluate appropriate instructional materials.

Course-name and number	CR
EDU 302 - Literature for Young Adults	1
EDU 336 - Developing Emergent Literacy	1
EDU 338 - Teaching Reading in the Content Area	2
EDU 354 - Methods in Communication Arts	4
EDU 362 - Learning Disabilities	3
EDU 368 - Language Development	2
EDU 370 - Children's Literature	3
EDU 441 - Remedial Reading	2
EDU 442 - Practicum in Reading	2
EDU 493 - Specialized Internship: Reading Instruction	6
Total credits for concentration	26

 

 

Available only with a Major in Elementary Education.

The Social Science curriculum blends course sequences in History, Government, Psychology, and Sociology into a cohesive study of the human experience, past and present. Students majoring in Social Science particularly explore the human condition. They contemplate the inherent dignity of all people, the value of diverse cultures and societies, the importance of community, and the need to advance justice in the world.

Many students in the Social Science program elect to complete preparation in Secondary Education, and embark on careers teaching at the middle school and high school levels. Others go on to complete graduate studies in history and law. The wide-ranging, human centered studies completed by Social Science graduates, in the spirit of the University of Great Falls’ mission, constitute an excellent enhancement for “living and for making a living.”

Competency Objectives

Students who earn a concentration in Social Science will

• Use the major concepts and modes of inquiry from the integrated social studies.

• Make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Course-name and number	CR
EDU 283 - The Middle School	2
EDU 338 - Teaching Reading in the Content Area	2
EDU 383 - Middle School - Integrated Approach to Curriculum	3
GOV 150 - American Government	3
HST 101 - World Civilization I	3
HST 102 - World Civilization II	3
HST 203 - U.S. History I	3
HST 204 - U.S. History II	3
HST 230 - World and Regional Geography	3
PSY 200 - General Psychology	3
Total credits for concentration	28

 

 

EDU 200 Orientation to Professional Education. A general survey of the American education system and its place in American society. This course will help candidates decide if they wish to take up a teaching career. Upon completion of this course, candidates will be able to demonstrate understanding of: 1) the foundation underlying the development and organization of public education, including its purposes, administrative organization, financial aspects, board functions and operations, professional ethics, conduct, rights and responsibilities; and 2) the structure and financial basis of the Montana school system. Expected to be offered: Fall, Spring, and Summer semesters 3 credits

EDU 202 Introduction to Gifted Education. This course is designed for prospective teachers who require current research, trends, and practices within the field of education of the gifted and talented. Gifted and talented students have special needs that require instructional and curricular modifications commensurate with their abilities within the classroom setting and specialized programs. This course provides the students with an overview of giftedness as it relates to young people and as it provides an introduction to virtually all aspects of program planning and development. Expected to be offered: Fall and Spring semesters 2 credits

EDU 244 Instructional Technology. The application of computer technology to instruction is emphasized. Topics include: teacher productivity elements; internet presentations; and the use of software for instruction. Teacher productivity is emphasized, and applications are extended to assessment. Sources and resources for instruction utilizing technology are applied. Macintosh and IBM computers are used in this course. Prerequisite: CPS 101 Expected to be offered: Fall and Spring semesters 2 credits

EDU 260 Multicultural Education. Upon completion of this class, candidates will be able to demonstrate the ability to understand and respect the broad range of cultural expression, and to incorporate that knowledge in a sensitive and humane manner to promote understanding and concern among people of differing economic, social, cultural, racial, ethnic, gender, and religious backgrounds and develop a classroom and social climate that values this diversity. Expected to be offered: Spring semesters; Ext. Campus-Kalispell: Spring semesters 2 credits

EDU 261 Introduction to Exceptionalities. This course is a foundation course which introduces the teacher candidate to the various exceptionalities and provides an opportunity to observe first-hand in the school setting the procedures and practices in the education of individuals with disabilities. Various forms of diversity are studied along with how exceptionalities affect families. The federal mandate to provide a free appropriate public education in the least restrictive environment for children and adolescents with disabilities is closely reviewed. Expected to be offered: Fall, Spring, and Summer semesters 3 credits

EDU 270 Creative Dramatics. This course prepares candidates to use developmentally appropriate methods in drama and movement including play, cooperative learning, and inquiry experiences. Candidates will develop an understanding of how to create and manage a learning environment appropriate for young children. Expected to be offered: Spring semesters, even years; Ext. Campus-Kalispell: Spring semesters, odd years 2 credits

EDU 280 Integrated Curriculum. This course prepares candidates in the development and implementation of an integrated early childhood curriculum based on themes, topics, and projects. The focus is on conceptually sound activities which take into account culturally valued content and the children's home environment. Expected to be offered: Fall semesters, odd years 3 credits

EDU 283 The Middle School. This course is a foundation course in middle school design and exposes the teacher candidate to the middle school concept. The focus is on understanding the middle school environment and how a balanced curriculum can fulfill the academic and developmental needs of this diverse population of students. Organizational arrangements and instructional strategies will be introduced to broaden the knowledge base of the teacher candidate. Expected to be offered: Fall semesters 2 credits

EDU 284 Cognitive Psychology Applied to Learning. Current developmental and cognitive theories are analyzed and their application to instruction is developed through an active learning environment. Psychological principles of instruction are identified and applied to assessment, planning, and development of instruction. Critical motivational concepts and the psychology of individual differences are also examined and applied to instruction. Prerequisite: PSY 200 Expected to be offered: Fall, Spring, and Summer semesters; Ext. Campus-Kalispell: Fall semesters 4 credits

EDU 302 Literature for Young Adults. Survey of young people's literature; evaluation and selection of books for students of high school age; and methods of introducing young people to books. Upon completion of this course candidates will be able to demonstrate the ability to integrate a wide variety of genre into the curriculum, including quality literature and the diversity of expository materials appropriate to the age and developmental levels of learners. Prerequisite: EDU 200 Expected to be offered: Fall semesters; Ext. Campus-Kalispell: Summer semesters, even years 1 credit

EDU 312 Components of Giftedness. This course is designed to address the social and emotional needs of students who display gifted behaviors and to discuss current research on affective growth and potential adjustment problems of gifted youth. This course is specifically designed to help teacher candidates understand the cognitive complexity and emotional intensity of high ability students. An overview of psychological theory, current research, and practical counseling techniques will provide beginning teachers with a supportive network of developmental knowledge and strategies to help them serve this special population. Expected to be offered: Fall semesters, odd years 3 credits

EDU 313 Developing Gifted and Talented Programs. This course is designed to introduce the variety of models used in programming services for high ability youth. Participants will review the research and history regarding talent development and gifted education. Program models, which focus on talent development, curriculum modification, and differentiation, will be explored in depth. Participants will spend a majority of their time learning how to implement a classroom-based or school-based enrichment and talent development program. Additionally, the role of the enrichment specialist will be articulated so that a teacher candidate will be prepared to design and develop a comprehensive program for a school district and work directly with classroom teachers to develop curricular options to meet the academic and social needs of students. Prerequisite: EDU 202 Expected to be offered: Spring semesters, even years 3 credits

EDU 315 Assessment of Learning. The major purpose of this course is to study the theoretical and practical aspects of the use of assessment in understanding student achievement. The course has been designed to familiarize teacher candidates with the various purposes and types of assessment used in school settings to document academic achievement. Prerequisite: EDU 284 Expected to be offered: Fall, Spring, and Summer semesters; Ext. Campus-Kalispell: Spring semesters 2 credits

EDU 336 Developing Emergent Literacy. The focus of this course is on how young children learn literacy skills and how educators can provide developmentally appropriate communication arts experiences in the classroom. Teacher candidates will demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences in the area of language and teaching. Prerequisite: EDU 200 Expected to be offered: Spring semesters; Ext. Campus: Summer semesters, odd years 1 credit

EDU 338 Teaching Reading in the Content Area. Techniques and materials particularly suited to instruction on the secondary level will be learned and examined. Upon completion of this course teacher candidates will demonstrate: 1) recognition of the need to plan instruction based on the reading and literacy strengths of individual learners rather than emphasizing weaknesses; 2) recognition of fluent integration of text information and reader knowledge; and 3) use of reading strategies. Prerequisite: EDU 200 Expected to be offered: Fall semesters; Ext. Campus-Kalispell: Summer semesters 2 credits

EDU 341 Methods in Elementary Science. Models of "hands-on" science instruction are analyzed in a constructivist learning environment. National and state science standards and their implications for assessment are coupled with science curriculum. Key concepts of the methods of science inquiry are connected to various content areas, and applications of technology are examined. Prerequisite: BIO 102, GSC 101, GSC 158 (concurrent enrollment permitted) Expected to be offered: Fall semesters; Ext. Campus-Kalispell: Fall semesters 2 credits

EDU 342 Methods in Elementary Social Studies. This course is designed for prospective elementary teachers who require current research, trends, practices, and knowledge of professional literature within the field of elementary social studies instruction. This course provides the teacher candidate with an overview of the discipline, with special emphasis on curriculum development procedures, resource media, and instructional strategies and procedures for teaching social studies through a process approach. Prerequisite: HST 203, HST 204 or HST 230 (concurrent enrollment permitted) Expected to be offered: Spring semesters; Ext. Campus-Kalispell: Spring semesters, even years 2 credits

EDU 352 Methods in Mathematics. Active learning based on concrete modeling of mathematical concepts is emphasized. National and state standards and their implications for assessment are analyzed. Critical problems in mathematics instruction are identified, and instructional solutions are proposed. Applications of technology for math instruction are examined. Prerequisite: MTH 255 (concurrent enrollment permitted) Expected to be offered: Spring semesters; Ext. Campus-Kalispell: Spring semesters 2 credits

EDU 353 Methods in Elementary Art. This course prepares candidates in content, pedagogical, and professional knowledge, skills and dispositions related to art education. At the end of this course, candidates will know, understand, and use the visual arts as primary media for communication, inquiry, and insight. Prerequisite: MUS 250 Expected to be offered: Spring semesters 2 credits

EDU 354 Methods in Communication Arts. After taking this course, candidates will be able to demonstrate the use of English language arts in the elementary classroom, through the use of concepts from reading, language, literature, and child development to teach reading, writing, speaking, listening, and thinking skills in different situations with different materials and ideas. Candidates will be able to use this knowledge and understanding of verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and supportive interactions. Prerequisite: ENG 117, ENG 200, EDU 370 (concurrent enrollment permitted) Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Spring semesters 4 credits

EDU 355 Developmental Disabilities. Information on the various kinds of developmental disabilities including cerebral palsy, cognitive delay (mental retardation), epilepsy, and blindness. Forms of treatment, educational strategies, community services, citizen advocacy, and career roles working with individuals with developmental disabilities. Prerequisite: EDU 261 Expected to be offered: Fall semesters, Spring semesters, odd years, Summer semesters, even years; Ext. Campus-Kalispell: Summer semesters odd years 3 credits

EDU 361 Assessment of Student with Disabilities. This course will provide teacher candidates with a thorough study of the various instruments for the assessment of children with disabilities and will focus on a variety of alternative methods of assessment in the classroom setting including curriculum-based measurement. Development of goals, objectives, and benchmarks will be learned, and the writing of each will be practiced. Interpreting goals and developing instructional formats and data collection systems will be initiated. Teacher candidates will be able to develop, select, administer, and interpret formal and informal assessment tools at the end of this course. Prerequisite: EDU 261, EDU 315 Expected to be offered: Fall semesters; Ext. Campus-Kalispell: Summer semesters, odd years 3 credits

EDU 362 Learning Disabilities. T eacher candidates in this course will examine the learning difficulties of P-12 students. They will study the criteria for identification, the major characteristics, and the instructional strategies for those students who present learning difficulties or learning disabilities in the areas of reading, mathematics, and written expression. A major focus in this course will be upon exploration of the concepts of collaboration, inclusion, modifications of the general curriculum, and techniques for implementation of each in classroom settings at the elementary, middle, and high school levels. Prerequisite: EDU 261, EDU 315 Expected to be offered: Fall semesters, Spring semesters, odd years; Summer semesters, odd years 3 credits

EDU 363 Emotional and Behavioral Disabilities. Teacher candidates taking this course will review the philosophical, historical, and legal foundations of the emotionally disturbed child and adolescent and will learn the models, theories, and philosophies that provide the basis for past and present educational practices with the P-12 student with emotional and behavioral disabilities. The etiology and characteristics of behavior will be studied along with how P-12 students with this disability impact the community of the classroom and school and the home. Attention will be given to understanding how to write behavioral goals and to carrying out a functional behavior assessment and manifestation review. Prerequisite: EDU 261, EDU 315 Expected to be offered: Fall semesters, odd years, Summer semesters, even years; Ext. Campus-Kalispell: Spring semesters, even years 3 credits

EDU 364 The Preschool Child at Risk. A detailed analysis of infant and early childhood growth and developmental patterns with emphasis on the high-risk infant. Prenatal and perinatal difficulties, as well as postnatal environmental hazards will be studied in this course. Teacher candidates will have the opportunity to observe and work in a preschool setting and put into practice concepts learned in the classroom environment. Emphasis will also be given to an understanding of language and its effect on the development of the infant and young child. The federal mandate for preschool students with disabilities will be reviewed. Prerequisite: EDU 261 Expected to be offered: Spring semester, even years, Summer semesters, odd years; Ext. Campus-Kalispell: Spring semesters, even years 2 credits

EDU 368 Language Development. This course will focus on the importance of language development from birth through adolescence and will emphasize the relationship of language to all aspects of life. How receptive and expressive language development affects reading and written language as well as all other academic areas will be studied. Social communication will be reviewed and candidates will demonstrate through written projects their knowledge of typical and atypical language development in children and the part that language has played in the historical development of theories of education. Prerequisite: EDU 261 Expected to be offered: Fall semesters, Summer semesters, even years; Ext. Campus-Kalispell: Fall semesters, odd years 2 credits

EDU 370 Children's Literature. This course is a survey of the best literature for elementary students. Teacher candidates will know, understand, and use children's literature to create interdisciplinary connections between content areas. Candidates will work with literature from all genres including multicultural literary works. Prerequisite: EDU 200 Expected to be offered: Fall semesters, Summer semesters, odd years; Ext. Campus-Kalispell: Fall semesters 3 credits

EDU 372 Kindergarten and Early Childhood Methods. This course provides an overview of the principles, history, and practices in early childhood education. Child development, foundations of learning, assessment, and evaluation will be emphasized. Teacher candidates will complete 30 hours of supervised practicum in an early childhood setting. Prerequisite: EDU 284 Expected to be offered: Fall semester, odd years 3 credits

EDU 383 Middle School - Integrated Approach to Curriculum. This course is designed to develop an in-depth understanding of the middle school concept after taking the basic foundations course (EDU 283) in middle school design. Curricular design will be reviewed, and candidates will learn in detail how quality curriculum and instructional framework are vital for successful learning to take place in the middle school setting. The framework is based on research data, state initiatives, and national reports for implementation. Teacher candidates will demonstrate the knowledge, skills, and disposition reflective of the successful teacher in the middle school environment. Prerequisite: EDU 283 Expected to be offered: Spring semester, even years 3 credits

EDU 384 Creative and Critical Thinking. The major purpose of this course is to study the theoretical and practical aspects of creativity (i.e., what it is and how to develop it in ourselves and in the students with whom we work). This course is an introduction to major definitions, theories and research related to the study of creativity and the creative individual. This course is designed to help students better understand creativity and the creative processes, and to suggest ideas for stimulating creative growth and production in their lives. Prerequisite: EDU 202 Expected to be offered: Fall semester, odd years 3 credits

EDU 388 Transition and Vocational Issues with Disabilities. Teacher candidates will study the issues of transition and vocational education necessary to prepare the candidate to successfully deal with those transition points and transition years with the student with a disability in the school setting. Understanding the community resources available to assist in this transition and vocational educational planning will be emphasized and studied throughout the course. Prerequisite: EDU 261 Expected to be offered: Spring semester, even years; Ext. Campus-Kalispell: Summer semesters, even years 2 credits

EDU 390 Administration of Early Childhood Programs. This course covers all aspects of managing an early childhood program. Candidates will know, understand and use management principles; will be able to apply appropriate techniques when dealing with legal issues; will be able to carry-out detailed record-keeping; will know how to deal effectively with families of preschool children; and will learn how to integrate early childhood programs in forming positive community relationships. Prerequisite: EDU 280, EDU 284 Expected to be offered: Spring semester, even years 3 credits

EDU 394 Field Experience in Early Childhood Education. Candidates desiring a better understanding of the early childhood area will be placed in a classroom setting for observation and practice. Candidates will record their experiences in a reflection log and create a file of early childhood activities and lessons. Candidates must complete 50 hours of supervised practicum for each credit. Prerequisite: EDU 284, EDU 372 Expected to be offered: Fall, Spring, and Summer semesters 1-4 credits

EDU 395 Field Experience in Special Education. Teacher candidates will engage in clinical practice in the school environment to implement the skills learned in previous coursework. Candidates must be concurrently enrolled in a content course to assist them in designing, implementing and evaluating activities in their field experiences in P-12 settings. Application of knowledge, skills and dispositions will be the focus in this 50-hour practicum. There are 8 classroom sessions that are required during alternating weeks of the semester in addition to the on-sight practicum hours. Prerequisite: EDU 261, EDU 361, EDU 362 Expected to be offered: Fall, Spring, and Summer semesters; Ext. Campus-Kalispell: Fall and Spring semesters 1-3 credits

EDU 396 Field Experience in Middle School Education. Teacher candidates preparing to obtain certification will have the opportunity to participate in a middle school field experience. In this experience teacher candidates will put into practice the knowledge learned in their coursework. They will learn to modify their approaches as needed for the diversity found in the middle school setting. Teacher candidates will learn the skills and dispositions necessary to face the challenges of the middle school population. 50-hour practicum required. Prerequisite: EDU 283 Expected to be offered: Fall, Spring, and Summer semesters 2 credits

EDU 397 Field Experience in Gifted Education. This course is designed for prospective elementary teachers who require knowledge of professional literature and field practices within the field of gifted education. The purpose of this course is to provide the students with a practical experience in a resource room setting where identified students are being served by a gifted and talented program. In conjunction with the field experience, the students will meet with the instructor in a seminar session to discuss local, state, and national issues in the field of gifted education. Prerequisite: EDU 202 Expected to be offered: Fall, Spring, and Summer semesters 1-3 credits

EDU 398 Field Experience in Education. This field experience is a practical experience to explore and gain experience in sample career opportunities. The opportunity is offered by consent and arrangement with the director of field experiences. Educational field experience may include fieldwork in elementary and secondary schools or other human services agencies. Credits up to 4 may be arranged, and each credit equals 50 hours of contact time in the classroom setting. Prerequisite: Admission to teacher education and internship through application Expected to be offered: Fall, Spring, and Summer semesters 1-4 credits

EDU 410 Curriculum Differentiation Strategies for Talent Development. The major purpose of this course is to study the theoretical and practical aspects of curricular experiences for meeting the needs of diverse learners. This course has been designed to familiarize educators with the various theories, principles, and models of curriculum development that can assist teachers in designing curriculum that addresses the diverse instructional needs of students. Prerequisite: EDU 202 Expected to be offered: Fall semesters, even years 3 credits

EDU 420 Policy and Proceedure in Special Education. 2 credits

EDU 430 Secondary Teaching Procedures. This course will emphasize best teaching practices employed in secondary and middle schools. Areas of instruction will be planning lessons, writing objectives, classroom management, discipline, instructional strategies, interdisciplinary methods, creating a positive and supportive classroom environment, and school curriculum including state standards. Prerequisite: Concurrent enrollment in EDU 472 or EDU 482 Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Fall semesters, even years 2 credits

EDU 441 Remedial Reading. Upon completion of this course, candidates will have (1) carried out research in reading which includes a range of methodologies; (2) acquired knowledge of techniques in reading instruction and skills to diagnose reading problems; (3) acquired knowledge of current perspectives about the nature and purpose of reading and research-based approaches to reading instruction; and (4) acquired knowledge of the integration of the reading and writing process with all content areas through collaboration with teachers, other specialists, administrators, support personnel, parents, and others. Prerequisite: EDU 354 Expected to be offered: Spring and Summer semesters; Ext. Campus-Kalispell: Spring semesters, even years 2 credits

EDU 442 Practicum in Reading. Supervised and coordinated clinical experience in teaching reading is the focus of this course. The University of Great Falls and the Great Falls Public Schools work jointly to determine placement and to provide appropriate learning experiences for the teacher candidate. Prerequisite: EDU 338 or EDU 354 Expected to be offered: Fall, Spring, and Summer semesters; Ext. Campus-Kalispell: Fall and Spring semesters 2 credits

EDU 461 Curriculum of Special Education. Teacher candidates preparing for a career in teaching special education will learn principles of curriculum development for children and youth with various special needs, particularly those with learning disabilities, developmental disabilities, behavioral disorders, and other health impairments. Particular attention will be given to understanding the skills necessary to develop instructional plans to meet goals set down in the individual education plan for the individual student. Attention will be given also to the adjustment of instruction based on data collection in meeting the needs of the P-12 student. Significance of various aspects of the Federal mandate will be addressed in detail. A total classroom management system will be developed for instruction. Prerequisite: EDU 261, EDU 361, and EDU 362 (concurrent enrollment in EDU 361 and EDU 362 permitted) Expected to be offered: Spring semesters; Ext. Campus-Kalispell: Spring semesters, odd years 3 credits

EDU 462 Pre-professional Integrative Experience (PPIE) Elementary. The purpose of this course is to provide the teacher candidate with a pre-professional experience in an elementary school classroom setting prior to the internship experience. Candidates will be required to spend two mornings each week in the school setting. Additionally, candidates will meet with the course instructor in seminar sessions. Prerequisite: EDU 341, EDU 342, or EDU 354 (concurrent enrollment permitted) Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Spring semesters 2 credits

EDU 472 Pre-professional Integrative Experience (PPIE) Middle School. The purpose of this course is to provide the teacher candidate with a pre-professional experience in a middle school classroom setting prior to the internship experience. Candidates will be required to spend two mornings each week in the school setting for a total of 60 hours. The initial portion of this course will consist of 24 hours of classroom instruction at the University. Additionally, candidates will meet with the course instructor in seminar sessions. Prerequisite: EDU 341, EDU 342, EDU 354, or EDU 430 (concurrent enrollment permitted) Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Fall semesters 2 credits

EDU 482 Pre-professional Integrative Experience (PPIE) High School. This course will provide the teacher candidate with pre-professional experiences in a high school classroom setting prior to the candidate's actual internship. The initial portion of this course will consist of 24 hours of classroom instruction at the University followed by two seminars during the semester (approximately at midterm and near finals week). Sixty hours of on-site observation and participation in a local secondary school classroom(s) will comprise the second piece of the student's PPIE experience at high school. At the completion of the course, students will demonstrate an ability to involve parents and community in an educational setting to solve daily problems that face teachers, to plan both long and short-term lessons, and to implement sound secondary teaching procedures. It is expected that once placed in a school, PPIE students will assist the mentoring teacher with planning and instruction. Prerequisite: EDU 430 (concurrent enrollment permitted) Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Spring semesters 2 credits

EDU 483 The Middle School - Learning Designs. This course will deal with learning designs to ensure the personal, social, and intellectual development of young adolescents. Incorporating developmentally appropriate learning activities within a context that encourages discovery and exploration in a culturally diverse setting will be a focus. Grouping, teaming, service learning, and core programming will be an integral part of this course of study. Prerequisite: EDU 383 Expected to be offered: Spring semesters, even years 3 credits

EDU 489 Elementary/Secondary Education Internship Seminar. The internship seminar provides the student with opportunities to learn how to develop a placement file, how to complete certification requirements and submit necessary materials, how to prepare for an interview, and how to complete an application for a teaching position. Discussion includes various aspects of classroom management, techniques for helping students learn, and methods of instruction for effective delivery. Students also meet with their University Supervisors. Five seminars are required. Prerequisite: Internship placement and concurrent enrollment in EDU490 or EDU 498 Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Fall and Spring semesters 2 credits

EDU 490 Elementary Internship. This capstone experience will provide students with opportunities in a classroom setting (K-8). After completing all methods courses, interns will observe, plan and implement lessons and be responsible for the delivery of the total program in a classroom. Interns will attend monthly seminars at the University as well. They will know, understand and use the knowledge they have acquired during the completion of their educational program to develop the skills and dispositions necessary to be a successful teacher in the school setting. Supervision is provided at the school site by both the mentor teacher and the University supervisor. Professional development and professional ethics will be addressed during this experience. Prerequisite: Admission to teacher education and internship through application, concurrent enrollment in EDU 489 required Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Fall and Spring semesters 10 credits

EDU 491 Elementary Internship. This capstone experience will provide students with opportunities in a classroom setting (K-8). After completing all methods courses, interns will observe, plan and implement lessons and be responsible for the delivery of the total program in a classroom. Interns will attend monthly seminars at the University as well. They will know, understand and use the knowledge they have acquired during the completion of their educational program to develop the skills and dispositions necessary to be a successful teacher in the school setting. Supervision is provided at the school site by both the mentor teacher and the University supervisor. Professional development and professional ethics will be addressed during this experience. Prerequisite: Admission to teacher education and internship through application, enrollment limited to interns placed outside campus area. Expected to be offered: Fall, Spring, and Summer semesters 12 credits

EDU 493 Specialized Internship - Reading Instruction. This experience will help the teacher candidate gain and demonstrate competence in teaching reading K-12. Upon completion of this internship, candidates will have: (1) knowledge of corrective and accelerated reading instruction; (2) knowledge of instructional techniques which facilitate direct instruction and model the "what, when, why, where, and how" reading strategies with narrative and expository texts; and (3) knowledge of modeling and teaching questioning strategies, and modeling teacher and student initiated questions. Assessments of candidates will be carried out throughout clinical practice jointly by the candidates themselves, school personnel, and University faculty. Prerequisite: Admission to teacher education and internship through application Expected to be offered: Fall, Spring, and Summer semesters; Ext. Campus-Kalispell: Fall and Spring semesters 6 credits

EDU 494 Specialized Internship - Early Childhood. This course will provide experiences in an early childhood setting (PreK-3 rd grade). Candidates will co-teach for a period of 10 weeks learning how to plan, implement and evaluate developmentally appropriate lessons. Candidates will keep reflective logs to record their self-assessments, and candidates will attend on campus seminars to review their experiences. Prerequisite: Admission to teacher education and internship through application Expected to be offered: Fall and Spring semesters; Ext. Campus-Kalispell: Fall and Spring semesters 6 credits

EDU 496 Specialized Internship - Special Education. Teacher candidates placed in this internship will gain and demonstrate competence in teaching P-12 students with disabilities. Candidates will demonstrate their knowledge, skills and dispositions in planning and managing the teaching and learning environments; and in communicating and collaborating with co-workers, administrators and parents. Professional development and professional ethics will be emphasized during this experience. Interns will demonstrate skill in assimilating the use of technology into their teaching environment. The University of Great Falls and the school districts in and around Great Falls will work as collaborative partners to provide the candidate with a placement suited to the candidate's needs and wishes to maximize the learning for both the candidate and the P-12 student. Prerequisite: Admission to teacher education and internship through application Expected to be offered: Fall, Spring, and Summer semesters 6 credits

EDU 498 Secondary Internship. This experience will provide the intern direct daily contact with students in a teacher/pupil relationship under the supervision of a classroom mentoring teacher and the observation of a university professor. The intern will plan and deliver units and daily lessons. The intern will demonstrate knowledge acquired in the courses taken, and develop the skills and dispositions necessary to be a successful secondary school teacher. Professional development and professional ethics will be emphasized during this experience. Prerequisite: Admission to teacher education and internship through application, concurrent enrollment in EDU 489 required Expected to be offered: Fall, Spring, and Summer semesters; Ext. Campus-Kalispell: Fall and Spring semesters 10 credits

EDU 499 Secondary Internship. This experience will provide the intern direct daily contact with students in a teacher/pupil relationship under the supervision of a classroom mentoring teacher and the observation of a university professor. The intern will plan and deliver units and daily lessons. The intern will demonstrate knowledge acquired in the courses taken, and develop the skills and dispositions necessary to be a successful secondary school teacher. Professional development and professional ethics will be emphasized during this experience. Prerequisite: Admission to teacher education and internship through application, enrollment limited to interns placed outside campus area. Expected to be offered: Fall, Spring, and Summer semesters 12 credits