Education

Focus on successful inclusion of students with various disabilities, students from culturally diverse backgrounds, and English language learners in a general education classroom.

Historical development of paramount issues in contemporary education. Emphasizes legal aspects of emerging educational patterns. Meets state licensure requirements in Nevada School Law. [S/U]

Lab course on advanced skills and strategies for integrating technology into the K-12 classroom. Computer experience is required in word processing, basic spreadsheet design, and file management.

This course is designed for paraprofessionals, substitute teachers, or other support staff to understand the current research, theory, methods, and instructional strategies related to the science of reading. This focus includes the 5 pillars of literacy instruction: phonemic & phonological awareness, phonics and spelling, vocabulary, reading fluency, and reading comprehension. Effective literacy assessments, intervention strategies, and differentiated techniques will also be explored.

A foundations course in education and introduction to the philosophy, history, and sociology of modern education. Emphasis is placed on current trends in education. Prerequisite: Must have completed ENG 100 or ENG 101 and be enrolled in EDEL 311 or EDEL 313 or EDSC 311 or EDSC 313.

Special topics in education. Unlimited repeatability. [S/U]

In this course participants will understand the characteristics and needs of gifted children and youth, types of programs available to gifted children and youth, the historical and philosophical foundations required of professionals int he field, the history of the gifted child movement, and advocacy for gifted children and youth.

In this course participants will understand how to create safe learning environments that foster emotional well-being, positive social interaction, leadership, and cultural understanding success in a diverse society. They will gain knowledge of the impact of giftedness and diversity on social-emotional development and be enabled to design environments, withing a continuum of services, that encourage independence, motivation, and self-efficacy of individuals from all backgrounds.

In this course participants will understand and apply research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. Participants will understand the purpose of using a comprehensive and sequenced core curriculum that is aligned with local, state, and national standards, and hot to differentiate and expand it in order to meet the unique needs of students with gifts and talents. Participants will select, adapt, and plan for the use of a variety of evidence-based instructional strategies to advance learning of gifted and talented individuals.

In this course participants will understand how to collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents. They will understand how ongoing assessments such as pre- and post -, self-, performance-based, and product-based assessments guide differentiation. Participants will understand the importance of using non-biased, technically adequate, and equitable approaches in order to identify students from diverse backgrounds for gifted programs. This course will focus on interpreting multiple assessments in different domains and understand the uses and limitation of the assessments in identifying the needs of students with gifts and talents.

Includes planning for family engagement including families from diverse backgrounds in learning-centered environments, preparing lesson plans, preparing a professional portfolio, and understanding the Nevada Academic Core Standards.

Course covers the range of assessments used in elementary schools. Students learn to administer and interpret standardized or norm referenced tests, create appropriate criterion-referenced assessments, portfolios, performance tasks with data-collection, and record-keeping strategies for reporting student academic progress. Nevada Curriculum Standards and state testing instruments will be studied. Prerequisite: Must be enrolled in EDEL 313 or EDSC 313.

This course explores identity, culture, and multiculturalism for educators. Special emphasis is placed upon the understanding of race and ethnicity and the interconnectedness of race and ethnicity with other aspects of diversity, including, but not limited to, geographic origin, residency status, language, socioeconomic status, sex, gender identity or expression, sexual orientation, religion, spirituality, age, physical appearance and disability. Students will review cognitive theory for culturally responsive teaching, examine culturally responsive instructional materials, design curricula, and explore effective assessments.