School of Education

EED 202|Math Content Standards for Elementary Teachers|3 Credits

This course provides an introduction to math standards from which elementary mathematics curriculums are created. Topics will focus on the processes for learning mathematics and basic learning theories in mathematics. Students will examine the content standards, created by the National Council of Teachers of Mathematics, and explore the general span of instruction and skills for elementary grade levels, as related to these standards.
Prerequisites: MATH 101 and EED 101

EED 204|Children’s Literature|3 Credits

The School of Education at Haskell Indian Nations University is a participant in the Reading First Teacher Education Network (RFTEN). Consequently, this introductory children’s literature course will focus on Scientifically Based Reading Research (SBRR) strategies and activities. The SBRR strategies introduced in this course are designed to assist pre-service candidates with the selection, evaluation, and utilization of literary materials for children from kindergarten through 6th grade (ages 5 –12). The primary emphasis in this course will be the use of research based strategies to help young children develop critical reading and comprehension skills through the use of phonemic awareness, phonics, fluency, and vocabulary development. Integrating SBRR strategies with language arts activities will also be explored. In addition to learning the SBRR strategies recognized by the Reading First Teacher Education Network, candidates will be expected to read a variety of literary selections in order to discuss and demonstrate sensitivity in book selection and analysis with regard to gender, class, disability and ethnicity.
Prerequisites: ENGL 101 and ENGL 102

EED 205|Abnormal Psychology for Teachers|3 Credits

This course provides teacher candidates/class members with an overview of the field of abnormal psychology. An examination of how atypical behaviors may impact the lives of elementary students and their family member’s will be the focus of study. An integration of American Indian/Alaska Native values and cultural perspectives will be emphasized to the greatest extent possible.
Prerequisites: PSYC 101

EED 206|Elementary Classroom Design and Management|1 Credit

This course provides an introduction to establishing an effective elementary classroom. Course content will focus on processes used for creating a well-managed classroom. The use of physical space, office machines, computer software, and other related material and resources will provide course focus. Behavior management techniques and discipline planning will also be studied.
Prerequisites: PSYC 101 and EED 101

EED 208|Exploring Cultural Arts, Music and Drama/Dance with Technology|3 Credits

Designed to engage students in utilizing the Internet for virtual travel to a variety of countries and cultural groups around the world. Students will gather and present a variety of information reflective of the art, music and dance of specific cultural groups. Students will utilize a variety of presentation software to organize topics and visual images to guide oral presentation. Other class experiences include art projects related to specific countries and/or cultures and a culminating group activity.
Prerequisite: ENGL 101 (or concurrent enrollment)

EED 210|Foundations of Education|3 Credits

This course presents an introduction to the historical, philosophical, sociological, cultural, and curricular foundation of education. The influential views from Western Education, Early American Education, Indian Education and current practices will be presented and analyzed in a comparative manner.
Prerequisite: ENGL 101, ENGL 102 and EED 101

EED 303|Walking in Balance I: Physical Well Being|1 Credit

This course is designed to provide support for teacher candidates as they prepare to become educators. Course content emphasizes the importance of self care as it relates to physical well being. A healthy diet, exercise and other related topics will be addressed. Candidates will reflect on and assess their physical well being, identify contributing factors, describe a short term goal, take action and track personal progress. Participation in discussion of course topics, sharing of related experiences and group activities are required.
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 308|Child Growth and Development|3 Credits

This course involves the study of child growth and development during early and late childhood, with a focus on elementary school aged children (5 -12 years). Course content will include the study of developmental domains (physical, cognitive, and emotional/social) and their integration and change as related to developmental stages. Course content is designed to highlight the study of various perspectives and theories (psychoanalytic, behaviorism, social learning, cognitive-developmental theory, information processing, socio-cultural, ecological).
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 309|Writing for the Education Profession|3 Credits

The purpose of this course is to assist teacher candidates in the development of professional writing skills. Candidates will engage in various writing activities – various writing forms, 6 + 1 Writing Traits, writing process and review grammar skills and rules. In addition, candidates will be introduced to the development and maintenance of an electronic professional portfolio along with the methodology behind the writing of rationale statements and choosing supporting artifacts.
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 311|Governance and Organization of Schools|3 Credits

This course explores the governance and organization of various schools operated in America. The focus will be on public, private, and BIA-funded/Tribally-controlled elementary schools along with legislation and law issues affecting these schools. Students will actively participate in activities examining various aspects involved in the operation of elementary schools through visitation of school sites.
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 322|Psychology in Education|3 Credits

This course is designed to study the relationship between psychological principles and their application to teaching and learning. Topics of study will include: learning theory, learning styles, multiple intelligences, behavioral analysis and differentiated learning. Cultural influences on the physical, emotional, intellectual, and spiritual/cultural development of American Indian and Alaska Native elementary school children will also be explored.
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 326|Diversity in Educational Settings|1 Credit

This course is designed to introduce teacher candidates to a variety of diverse school settings that may include a tribal school, Montessori school, a school with an ESL or Bilingual program, a special needs resource room or a school for the deaf. School sites will include both public and private schools located in rural, suburban and urban areas. Candidates will be accompanied by the instructor to school sites. Site visits will include briefings with a school administrator, classroom observations of veteran teachers working with a variety of student populations, and debriefing before departure at the end of the school day.
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 329|Fundamentals of Assessment|3 Credit

This course is designed as a fundamental assessment course to introduce teacher candidates to various types of assessment used in elementary education classrooms. Candidates will examine formal and informal types of assessments including criterion and norm-reference assessments used at the national and state level. They will create various assessment instruments to be used by diverse learners in diverse situations (exam items, rubrics, checklist, and portfolio projects). They will organize and manage an assessment project – gather and encode data, analyze data, and reflect and make instructional decisions based on the data. Candidates will also have an opportunity to role play various situations in which assessment is a key focal point, such as parent-teacher conference, teacher-student conference, and teacher-building principal meeting.
Prerequisites: Admission to ETEP, concurrent enrollment in all SOE Junior I level courses and subscription to taskstream.com

EED 304|Walking in Balance II: Emotional Well Being|1 Credit

This course is designed to provide support for teacher candidates as they prepare to become educators. Course content emphasizes the importance of self care as it relates to emotional well being. Managing and expressing feelings, maintaining optimism, adjusting to change, and coping with stress in a healthy way will be addressed. Candidates will reflect on and assess their emotional well being, identify contributing factors, describe a short term goal, take action and track personal progress. Participation in discussion of course topics, sharing of related experiences and group activities are required.
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com

EED 318|Multicultural Education and English Language Learners|3 Credits

This course introduces teacher candidates to the changing demographics of this country and their implications for education. Individuals may differ in class, ethnicity and race, religion, and language. English Language Learners represent a growing number of students in today’s classrooms. Principals for working with English Language Learners will be addressed. Gender, sexual orientation, age and physical and mental abilities also contribute to diversity. Teacher candidates will explore these differences to build understanding of the role they play in students’ lives. This course will identify responsive approaches for meeting diverse student needs that draw from the cultures of students and their communities while supporting the practice of democratic citizenship for all learners.
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), and concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com

EED 323|Understanding Exceptionalities|3 Credits

This course is designed to provide candidates with an introduction to the field of special education. Candidates will gain an awareness and understanding of the various types of exceptional characteristics, needs, and strengths which influences the development and learning process in elementary children who have been diagnosed as an exceptional child or at-risk student. Other topics of study will include: state and federal legislation, IEP process and document, intervention strategies, meaningful accommodations, and adapting instruction and curriculum to meet the diverse needs of all the students in the classroom (ELL, ESL, and Bilingual).
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), and concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com

EED 324|Introduction to Curriculum Theory and Development|3 Credits

This course is designed to provide teacher candidates with an introduction to curriculum theory and development, at the elementary (K-6) level. National and Kansas State Department of Education standards will be utilized. Teacher candidates will utilize the Taskstream system to reference standards, rubrics, required lesson plan formats, to make lesson plan submission, and to receive evaluations. Teacher candidates will study various lesson planning models and strategies, including direct instruction, indirect instruction, cooperative learning, questioning strategies, and application of Bloom’s Taxonomy. Class participants will study lesson planning in relationship to childhood development, use of assessment data, and alignment with state and local curriculum standards. Class participants will demonstrate skills learned during microteaching activities.
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), and concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com

EED 330|Math Methods for K-3 Learners|3 Credits

This course is designed to provide teacher candidates with knowledge and application of methods used to present mathematical concepts to students, grades kindergarten through sixth. Emphasis will be placed on concept introduction, concept expansion and reinforcement, and assessment practices. The National Council of Teachers of Mathematics (NCTM) content and process standards provide the framework for course content. Course content is also aligned with Kansas State Board of Education Professional Educator Standards, and Kansas State Board of Education Content Standards – Mathematics. Relevant local district standards and grade level content provide additional framework for course content. Course content will address, in part, KSDE Content Standard 2 and KSDE Professional Educator Standards 1-12.
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), and concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com

EED 341|Language Arts Methods for K-3|3 Credits

This course will introduce teacher candidates to various K-3rd grade reading programs (guided reading and whole language), Scientifically Based Reading Research (SBRR) strategies and activities (the “Big 5” – phonemic awareness, word study/phonics, fluency, vocabulary and comprehension), reading assessments (DIBELS, running records, and fluency) and the connection of writing with reading. The primary emphasis in this course will be the development of critical reading and comprehension skills in kindergarten through 3rd grade. Candidates will prepare and teach mini-lessons and administer reading assessment with peers. Field placement experience hours are embedded in this course as candidates are required to observe the teaching of language arts content and write reflective journal entries connecting theory with practice. Direct interaction with elementary learners in one-on-one or small group situations is possible.
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), and concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com

EED 350|Field Experience in K-6 Classrooms|3 Credits

Teacher candidates are required to accumulate 90 hours of field experience in an assigned K-3 classroom. This field experience placement provides teacher candidates the opportunity to observe teaching and learning within a classroom setting. The placement also provides candidates the opportunity to observe teaching methods which they are currently studying during concurrent enrollment in EED 330 and EED 340. Candidates will acquire approximately 6 hours per week of field experience.
Prerequisites: Successful completion of ETEP Junior I Semester courses (“C” or better), and concurrent enrollment in all SOE Junior II level courses and subscription to taskstream.com