Courses: Education

EDUCATION (ED)

Course descriptions from the 2016-2017 Catalog.

ED 100 Introduction to Education and Teaching (3)

ED 100 is an introductory course where students will learn about the teaching profession, the professional teacher, and the learner. The roles and responsibilities of the educator and the educational system in Hawai'i will be examined. Students will also learn about diverse learners and learning styles and theories. Creating a positive learning environment, managing classrooms effectively, and developing and conducting standards-based lesson plans will be covered. Students will also explore various careers in education.

Rec Prep: ENG 22 with a grade of C or better or placement in ENG 100, or equivalent , or consent of instructor.

ED 279 Educational Media and Technology (3)

Introduction to theories, application of principles, acquisition of practical skills of educational media relevant to teaching/learning situations, in classroom as well as non-school settings. (Formerly ED 297A)

Prerequisite: ENG 22 or ENG 24 with a grade of C or better or equivalent, or placement of ENG 100 or equivalent, or consent of instructor.

ED 282 Collaboration: Roles and Responsibilities as a Member of the Multi-Disciplinary Team (3)

This course is designed to provide teachers with knowledge of collaborative and co-teaching models of instruction and to prepare them to implement these models in their schools and classrooms. While co-teaching can be a rewarding experience for students and professionals, understanding its elements and foundations is critical in creating a positive learning environment for students. Co-teaching requires not only pedagogical skill on the part of the participating teachers, but also a willingness to share and collaborate in the teaching of all students in special education and inclusion classrooms. This course is consistent with state and local educational goals including the focus on activities that participants will apply to real-world settings.

Prerequisites: ENG 22 or ENG 24 with a grade of C or better or equivalent; or placement in ENG 100 or consent of instructor.

Rec Prep: Interest in the field of teaching and experience working with children.

ED 282L Collaboration and Teaming Lab (1)

Collaboration and Teaming is designed to provide students with knowledge of collaborative and co-teaching models of instruction and to prepare them to implement these models in their schools and classrooms. While co-teaching can be a rewarding experience for students and professionals, understanding its elements and foundations is critical in creating a positive learning environment for students. Co-teaching requires not only pedagogical skill on the part of the participating teachers, but also a willingness to share and collaborate in the teaching of all students in special education and inclusion classrooms. This course is consistent with state and local educational goals including the focus on activities that participants will apply to real-world settings. (Previously taught as ED 298L.)

Prerequisite: ENG 22 or ENG 24 or equivalent with a C or better or placement in ENG 100; or consent of instructor. Current registration in or completion of ED 282.

ED 283 Partnerships with Culturally and Linguistically Diverse Families (3)

Partnership with Culturally and Linguistically Diverse Families focuses on the skills necessary for working effectively with families of diverse students including those with disabilities. Instruction will include family system theory; characteristics/functions of families; relevant law and policy such as the Individuals with Disabilities in Education Act (IDEA) and requirements for family participation; strategies for communication and collaboration with diverse families.

Prerequisites: ENG 22 or ENG 24 with a grade of C or better or equivalent; or placement in ENG 100 or consent of instructor.

Rec Prep: Interest in the field of teacher education and experience with children.

ED 284 Foundations of Inclusion in Teaching (3)

Foundations of Inclusion in Teaching (Formerly ED 297S) explores historical and contemporary educational contexts, laws, policies and practices that support special student populations. Curriculum is focused on the demonstration and application of supportive and age-appropriate instructional goals, experiences and assessments. Special populations in need of an inclusive setting include all students, but this course is specifically focused on Native Hawaiians, students from poverty, and low-income communities, and all students with Individualized Education Programs and special needs.

Prerequisite: ENG 22 or ENG 24 or equivalent with a C or better; or placement in ENG 100; or consent of instructor.

Rec Prep: Students should be prepared to travel off campus for field visits and interviews.

ED 284A Foundations of Inclusion in Teaching for CTE Teacher Candidates (3)

Foundations of Inclusion in Teaching for Career and Technical Education Teacher Candidates explores historical and contemporary educational contexts, laws, policies and practices that support special student populations. Curriculum is focused on the demonstration and application of supportive and age appropriate instructional goals, experiences and assessments. Special populations in need of an inclusive setting include all students, but this course is specifically focused on Native Hawaiians, students from poverty and low-income communities, and all students with Individualized Education Programs and special needs.

Prerequisite: ENG 22 or ENG 24 or equivalent with a C or better; or placement in ENG 100; or consent of instructor. Acceptance into the Alternative Certification for CTE Teacher Licensure program.

ED 285 Classroom Management within the Instructional Process (3)

An introductory course which offers the student exposure to the various issues of classroom management. The professional role of the teacher, development of positive and inclusive classroom culture, planning for effective instruction, and proactive approaches to supporting student behaviors and community relationships will be addressed. Learning will focus on the development of values oriented and organized learning environments. Students will learn how to develop classroom discipline and individualized behavior plans. Behavioral assessment, strategies and interventions will be introduced. Learning styles, theory, instructional assessment, planning and delivery will be explored. 10 hours of field experience is required which will lead to the development of a case study.

Prerequisite: ENG 22 or ENG 24 with a grade of C or better or equivalent; or placement in ENG 100 or consent of the instructor.

ED 285A Classroom Management within the Instructional Process for CTE Teacher Candidates (3)

An introductory course for CTE Teacher Candidates which offers the student exposure to the various issues of classroom management. The professional role of the teacher, development of positive and inclusive classroom culture, planning for effective instruction, and proactive approaches to supporting student behaviors and community relationships will be addressed. Learning will focus on the development of values oriented and organized learning environments. Students will learn how to develop classroom discipline and individualized behavior plans. Behavioral assessment, strategies and interventions will be introduced. Learning styles, theory, instructional assessment, planning and delivery will be explored.

Prerequisite: ENG 22 or ENG 24 with a grade of C or better or equivalent; or placement in ENG 100; or consent of instructor. Acceptance into the Alternative Certification for CTE Teacher Licensure program.

ED 289 Educational Psychology (3)

This course introduces students to major concepts and principles in the field of Educational Psychology that form the foundations of learning and instruction. Students will examine various development domains and learning theories and translate this knowledge into effective teaching practices for motivating learners with diverse needs. While traditionally educational psychology focuses on the teaching profession, this course is open for all students interested in developing a deeper understanding on how humans learn. (Previously offered as an experimental course, PSY 298)

Prerequisite: Psychology 100 with a grade of C or better and completion of ENG 22 or ENG 24 with a grade of C or better or placement in ENG 100 or equivalent.

ED 289A Educational Psychology for CTE (3)

This course introduces CTE Teacher Candidates to major concepts and principles in the field of educational psychology that form the foundations of learning and instruction. Candidates will examine various development domains and learning theories and translate this knowledge into effective teaching practices for motivating learners with diverse needs.

Prerequisite: PSY 100 with a grade of C or better and completion of ENG 22 or ENG 24 with a grade of C or better or placement in ENG 100 or equivalent. Acceptance into the Alternative Certification for CTE Teacher Licensure Program.

ED 290 Foundations of Education (3)

This is an introductory course that provides a broad yet detailed exposure to the American Educational System, an introduction to the teaching profession and a knowledge base of contemporary issues in Education. Students will examine the structure, culture, and curriculum of schools and the broad forces (historical, philosophical, legal and financial) that shape the foundation of our educational system.

Prerequisite: ENG 22 or ENG 24 with a grade of C or better or placement in ENG 100 or equivalent.

ED 291 Developing Language & Literacy I (3)

This is an introductory class for students interested in becoming educational assistants, as well as teachers in elementary, secondary or special ed. classrooms. Through a balanced literacy approach, instruction will include developmental stages of reading and writing, phonemic awareness, phonics, fluency, vocabulary development and text comprehension. The major characteristics of multi-level literacy instruction and assessment techniques will also be examined. Students will complete 10 hours of field experience which will lead to the final project of a case study.

Prerequisite: ENG 22, ESL 22 or ENG 24 or placement in ENG 100, ENG 100E or consent of instructor.

ED 294 Introduction To Multicultural Education (3)

Reflective practitioners realize that in order to create a community of learners, we must first build that community by celebrating diversity. This introduction to multicultural education will integrate discussion, "hands-on" activities, skills and methods to develop an awareness and sensitivity to the challenges facing K-12 educators in today's classrooms.

Prerequisite: ENG 22 or ENG 24 with a grade of C or better OR placement in ENG 100 or equivalent or consent of the instructor.

ED 295 Field Experience in Education (1)

Field Experience in Education is a culmination of the knowledge, skills, and dispositions learned in the Associate in Arts in Teaching (AAT) program. Students will engage in observations of, and personal reflection on, effective teaching practices and successful student interactions. They will also engage in seminar discussions with their peers about their experiences and observations in the classroom. Students will have the opportunity to work with classroom teachers at the elementary, middle, and/or high school levels to give them a range of exposure to the K-12 educational experience. 45 hours of field experience is required (students can apply 10 hours of field experience from ED 291 and 10 hours of field experience from ED 285 toward the total of 45 hours). This course is a hybrid with four (4) mandatory in-class sessions. Accommodations for class attendance will be made for off-island students.

Prerequisite: ED 285, ED 290, ED 291, and ED 294, or consent of instructor.

ED 295A Practicum I: Alternative Certification for CTE Teacher Licensure (1)

The Alternative Certification for Career and Technical Education (CTE) teacher licensure program will prepare candidates who have content knowledge with the pedagogy necessary to become effective practitioners in CTE classrooms at the secondary level. A critical component of the program is the supervised practicum where knowledge of content and strategies for best teaching practice will be integrated and polished. Through extensive mentoring and performance evaluations completed by program faculty, CTE teacher candidates will be well prepared to meet the high standards for licensure and practice. Practicum I will provide mentoring for the CTE candidate as they intern in their own CTE high school classroom.

Prerequisite: Acceptance into the Alternative Certification for CTE Teacher Licensure program.

ED 295B Practicum II: Alternative Certification for CTE Teacher Licensure (1)

The Alternative Certification for Career and Technical Education (CTE) teacher licensure program will prepare candidates who have content knowledge with the pedagogy necessary to become effective practitioners in CTE classrooms at the secondary level. A critical component of the program is the supervised practicum where knowledge of content and strategies for best teaching practice will be integrated and polished. Through extensive mentoring and performance evaluations completed by program faculty, CTE teacher candidates will be well prepared to meet the high standards for licensure and practice. Practicum II, the second semester of the practicum experience will provide formal supervision for the CTE candidate as they intern in their own CTE high school classroom. Five formal observations will be completed by an Education faculty member.

Prerequisite: Acceptance into the Alternative Certification for CTE Teacher Licensure program.

ED 296 Introduction to Art, Music and Creative Movement in the Classroom (3)

This is an introductory course which will introduce students to the principles, concepts and values in integrating the arts into our elementary or special education classrooms. Educators are aware that children need to be engaged visually, auditorily and kinesthetically to enhance learning and support content. The arts support a balanced program of instruction across all content areas.

Prerequisite: ENG 22, ENG 24, or ESL 22, with a grade of C or better OR placement in ENG 100 or equivalent or consent of the instructor.

ED 297C Instructional Methods for Culturally Responsive Teaching (3)

Culturally responsive education supports students in developing a lifelong appreciation for cultural understanding in all settings of life. This course will prepare students to learn how a culturally responsive teaching approach in curriculum, activities and services is a pedagogical practice that can improve the academic lives of all students. Students will gain an understanding of culturally responsive teaching implementation, increase understanding of how culturally responsive teaching can increase student achievement, learn the characteristics of culturally competent teachers and schools, learn how to engage families, and complete a self-analysis of personal biases.

Prerequisite: ENG 22 or ENG 24 with a grade of C or better or placement in ENG 100 or equivalent, or consent of instructor.

ED 297D SPED Law and IEP Development (3)

This course will give students the opportunity to review special education law, with an emphasis upon Hawai'i Administrative Rules, Chapter 60 and the 2004 Reauthorization of IDEA. Heavy emphasis will be on Individual Education Program development through examination of required elements of IEPs and simulated IEP team scenarios. Students will be introduced to state and federal special education rules and regulations, practical application of the law, ethical codes and related professional standards. Students will review curriculum standards and mock student records, participate in mock IEP/Placement meetings, develop mock IEPs and develop methods for monitoring progress. The course will also discuss Section 504 of the Rehabilitation Act of 1973, The No Child Left Behind Act of 2001 and the impact of key laws upon students with disabilities.

Prerequisite: ENG 22 or ENG 24 or equivalent with a grade of C or better, or placement in ENG 100, or consent of instructor.

ED 297E Behavior Management for Students with Special Needs (3)

This course will discuss selection, development and implementation of appropriate teaching strategies for use with students with disabilities. Students will learn about developmental, remedial and compensatory strategies for use in instruction and management, modifications to materials, teaching approaches, and the physical environment, and the use of on-going evaluation procedures for monitoring student progress.

Prerequisite: ENG 22 or ENG 24 or equivalent with a grade of C or better, or placement in ENG 100, or consent of instructor.

ED 297F Special Education Assessment (3)

This course focuses on assessing the exceptional child, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/ program decision-making to progress monitoring of scientifically-based instructional interventions based on Response to Intervention (RTI). Emphasis will be on using assessment information to determine strengths and needs to design instruction related to Individualized Education Program (IEP) goals and state standards, and to evaluate the effectiveness of that instruction using progress-monitoring techniques. This course will introduce students to commonly used tests and evaluation systems used in public school special education programs.

Prerequisite: ENG 22 or ENG 24 with a grade of C or better or placement in ENG 100 or equivalent, or consent of instructor.

ED 298B Registered Behavior Technician Training Credential (3)

This training program is based on the Registered Behavior Technician Task List ( http://bacb.com/wp-content/uploads/2016/03/160321-RBT-task-list.pdf ) and is designed to meet the 40-hour training requirement for the RBT credential. The program is offered independent of the BACB. As the number of children diagnosed with ASD continues to increase so does the need for specially trained and credentialed (certified) professionals and caregivers in the area of applied behavior analysis (ABA). The training covers measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, and professional conduct and scope of practice. In addition to the 40-hour training, students will complete a competency assessment administered by a Board Certified Behavior Analyst (BCBA) which involves an interview and direct-observation competencies based on the RBT Task Lisk. Upon completion of this course, students will be eligible to apply for the RBT Examination for their RBT Credential.

ED 298L Collaboration and Teaming Lab (3)

Collaboration and Teaming is designed to provide students with knowledge of collaborative and co-teaching models of instruction and to prepare them to implement these models in their schools and classrooms. While co-teaching can be a rewarding experience for students and professionals, understanding its elements and foundations is critical in creating a positive learning environment for students. Co-teaching requires not only pedagogical skill on the part of the participating teachers, but also a willingness to share and collaborate in the teaching of all students in special education and inclusion classrooms. This course is consistent with state and local educational goals including the focus on activities that participants will apply to real-world settings.

Prerequisite: ENG 22 or ENG 24 or equivalent with a C or better or placement in ENG 100; or consent of instructor. Corequisite: ED 282.

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