ELED Course Descriptions

ELED 220 Issues in Human Development

2 credit hours

This course will examine human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Students will explore the interplay of physical, cognitive, social, emotional, and spiritual/moral development that shapes individuals in diverse contexts. Key topics will include age-level characteristics and developmentally appropriate practice for PK-Grade 12 students.

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ELED 240 Literacy Fundamentals

2 credit hours

This foundational course provides an in-depth exploration of the theoretical underpinnings and practical applications of early literacy development. Students will examine key components of emergent literacy, including oral language, phonological awareness, alphabet knowledge, print awareness, and early writing. A significant focus will be placed on understanding and implementing instructional strategies aligned with state standards, ensuring students are prepared to support children (birth through third grade) in achieving foundational literacy skills. Through application-based assignments and activities, participants will learn how children learn to read.

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ELED 241 Literacy Across the Content Areas

2 credit hours

This course explores five theoretical foundations of Adolescent Literacy essential to the content area teacher. Students will examine reading theory, word study (including morphology, phonemic awareness, and phonics), comprehension, efficacy in reading, and the foundations of literacy as taught to exceptional learners, including EL and dyslexic students. This course provides the theoretical foundations that content area teachers need before exploring the strategies used to build disciplinary literacy.

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ELED 260 Teaching, Schooling & Learning

2 credit hours

This course will focus on professionalism, the purpose of education, educational law, policy, and ethics. Teacher candidates will explore diverse social issues in education and the teaching profession. Learning theories and possible applications in the elementary classroom will be explored. Teacher candidates will reflect on professional identity and dispositional development.

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ELED 324 Issues in Human Development

4 credit hours

This course examines human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Foundations in learning theory and their connections to developmental psychology and learning theory are explored. Foundational knowledge of exceptionalities is built. Included will be age-level characteristics and developmentally appropriate practice for children in early childhood through middle school.

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ELED 326 Integrated Educational Technology

2 credit hours

This course is designed to equip educators with the knowledge and skills necessary to effectively integrate technology into classroom instruction. Candidates will explore a variety of research-based strategies to enhance student learning through technology and will set individualized professional goals for implementing these strategies in real-world educational settings. Emphasis will be placed on understanding and applying national and state technology standards, evaluating current technological practices within schools, and identifying areas of strength and improvement. In addition, candidates will examine the critical role of digital citizenship and its impact on teaching and learning environments. Through analysis, reflection, and practical application, participants will develop a comprehensive understanding of how to use technology to foster engaging, ethical, and effective This course is designed to equip educators with the knowledge and skills necessary to effectively integrate technology into classroom instruction. Candidates will explore a variety of research-based strategies to enhance student learning through technology and will set individualized professional goals for implementing these strategies in real-world educational settings. Emphasis will be placed on understanding and applying national and state technology standards, evaluating current technological practices within schools, and identifying areas of strength and improvement. In addition, candidates will examine the critical role of digital citizenship and its impact on teaching and learning environments. Through analysis, reflection, and practical application, participants will develop a comprehensive understanding of how to use technology to foster engaging, ethical, and effective educational experiences.

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ELED 342 The Inclusive Classroom in a Diverse Society: SPED

2 credit hours

This course provides a comprehensive examination of the historical, legal, and ethical foundations of special education, including IDEA, Section 504, and related federal regulations. Teacher candidates will explore the procedural requirements for developing and implementing IEPs and 504 Plans, with an emphasis on legal compliance, collaboration, and equity. Through critical analysis of the sociocultural and institutional factors that influence educational access—including ethnicity, race, class, gender, sexual orientation, culture, and environment—candidates will identify personal biases and develop strengths-based instructional approaches that promote inclusion. The course emphasizes planning appropriate modifications and accommodations, evaluating classroom and community issues, and advocating for student rights and equitable learning opportunities.

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ELED 343 Math Pedagogy

4 credit hours

This course on mathematics pedagogy for future elementary teachers emphasizes research-based instructional strategies, mathematical reasoning, and fostering a growth mindset in young learners. Effective mathematics instruction for elementary students requires more than procedural fluency; it demands a deep conceptual understanding and the ability to facilitate meaningful mathematical discourse. Teacher candidates engage in hands-on activities, explore constructivist approaches, and examine the role of formative assessment in guiding instruction. Special attention is given to supporting diverse learners and integrating real-world problem-solving. By the end of the course, future educators will develop the confidence and skills needed to create engaging, student-centered mathematics classrooms that inspire curiosity and critical thinking centered on the National Council of Teachers of Mathematics eight effective teaching practices.

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ELED 344 Science and STEAM Pedagogy

4 credit hours

This course focuses on research-based best practices of science and STEAM (science, technology, engineering, arts, and mathematics) education at the early childhood/elementary and middle school (EC/EL/MS) levels. In this course, teacher candidates develop pedagogical knowledge and skills related to integrative science and STEAM curriculum, assessment, and state and national standards. These skills and practices foster inclusive, student-centered learning experiences and honor the diversity of all learners.

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ELED 346 The Inclusive Classroom in a Diverse Society: ESOL

2 credit hours

This course explores the legal, ethical, and pedagogical responsibilities of educators in supporting all learners, including English/Multilingual Learners (EL/ML). Through an equity-focused lens, teacher candidates will examine the institutional influences of race, ethnicity, class, gender, sexual orientation, language, and culture on teaching and learning. This course aims to introduce future educators to the knowledge, skills, and dispositions necessary to apply inclusive practices and advocate for equitable educational outcomes for every student in a diverse society.

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ELED 347 The Arts Pedagogy

1 credit hour

This course is designed for teacher candidates preparing to teach the arts in early childhood and elementary education settings. Through active investigation of current research and best practices, candidates will explore effective strategies for managing and setting up inclusive, engaging, and developmentally appropriate arts classrooms that support all learners. Emphasis will be placed on the value and purpose of education in the visual arts, music, theater, and dance, with an understanding of how each contributes to the cognitive, social-emotional, and creative development of young children.

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ELED 348 Social Studies Pedagogy

3 credit hours

This course is designed to provide students with a firm understanding of research-based, best practices for teaching social studies at the elementary and middle school levels. This course encourages prospective teachers to view social studies as a way to analyze patterns of human behavior and understand cultural perspectives. Prospective teachers will develop pedagogical content knowledge. Part of developing pedagogical content knowledge entails a specific focus on exploring and analyzing national social studies standards. In addition, students will utilize technology, best practices, hands-on experiences, and student-centered learning. This course will celebrate the diversity of all learners.

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ELED 349 Integrated STEAM

2 credit hours

This course focuses on the pedagogy of integrated STEAM (science, technology, engineering, arts, and mathematics) education that uses engineering design and language arts as authentic contexts for student learning. With an emphasis on engineering design, teacher candidates will develop engineering content and pedagogical content knowledge, as well as familiarity with the engineering practices and learning progressions described in the Next Generation Science Standards. Teacher candidates will develop efficacy to design, instruct, and assess STEAM units within the K through 5 grade span and the ability to critically examine STEAM resources and curriculum from the perspective of equity and social justice to support inclusive classroom environments.

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ELED 354 Health and PE Pedagogy

1 credit hour

This course will provide teacher candidates with an overview of how to effectively teach health and physical education in elementary settings. Emphasizing both content knowledge and pedagogical skills, the course explores key concepts in health education—including personal wellness, nutrition, mental and emotional health, safety, and prevention—and their role in supporting student well-being. Candidates will also develop an understanding of human movement, motor skill development, and the importance of physical activity in promoting lifelong healthy lifestyles.

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ELED 371 Curriculum Assessment

4 credit hours

This course will explore and apply essential concepts and instructional strategies designed to support the academic success of students from culturally, linguistically, and academically diverse backgrounds, as well as provide support for students with accommodations and modifications. Through the framework of differentiation, candidates will examine strategies for planning, managing, and teaching content. Emphasis is placed on curriculum, teaching, and hands-on learning approaches that accommodate a diverse student population.

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ELED 381 Classroom Culture and Management

3 credit hours

This class introduces and deepens teacher candidates’ understanding of research-based classroom management practices that foster positive and productive learning environments. Candidates will explore foundational models of classroom culture and discipline through a social justice lens, reflecting on the teacher’s role in supporting the academic and social-emotional development of all students. Candidates will also apply and extend this knowledge by developing and analyzing response plans for a variety of classroom situations. Emphasis is placed on prevention and intervention strategies, as well as collaboration and communication with families, school specialists, and district personnel, to ensure multiple layers of student support. Students will also be given opportunities to integrate, explore, and reflect upon the nine teacher formation/character traits (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-management) and how they relate to their personal approaches to classroom management.

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ELED 390 Teacher Portfolio

2 credit hours

In preparation for licensing, this course will introduce the key components of the teacher portfolio to prepare candidates for the required licensing submission.

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ELED 401 Geometry for Teachers

3 credit hours

The Geometry for Teachers course is a mathematics course on the study of Euclidean and non-Euclidean geometries for secondary teachers. The purpose of the course is for thinking about geometric content deeply while simultaneously connecting to the practice of teaching geometry. With an emphasis on geometric understanding, the course will support learning proof, critiquing reasoning, defining axiomatics systems, making constructions and transformations, and incorporating different technologies.

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ELED 402 Literary Analysis for English Language Arts Teachers

3 credit hours

This course is designed to introduce analysis of literacy as defined by the integrated processes of reading, writing, listening, and speaking. An emphasis on literary analysis will guide our exploration of foundational readings in ELA classes at the secondary level. Writing, listening, and speaking skills will be further explored through the lens of literary analysis.

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ELED 403 Nature of Science

3 credit hours

In this course, students will culturally, socially, and historically contextualize the Nature and Process of Science. Science is a human endeavor; it is affected by, and in turn affects, individual scientists, culture, and society. Students will survey the history of scientific inquiry as currently accepted, starting with Aristotle and concluding with modern day, and contextualize key findings and events within the context of the historical events and personal lives of the scientists. From this survey, students will also form an understanding of how the scientific method, as we know it today, came into being and how it shapes the process of science in education. Finally, students will be asked to thoughtfully design ways to incorporate nature and process of science principles in classroom instruction and assessments.

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ELED 413 Social Studies and Writing Pedagogy: Integrative Approaches

4 credit hours

This course prepares teacher candidates to teach both writing and social studies at the elementary and middle school levels. It establishes a foundation in research-based best practices for creating student-centered learning environments. We'll explore how to meet the individual needs of diverse learners by applying pedagogical content knowledge and educational theory. Students will learn to design and implement effective lessons and units, integrating national standards and technology, with an emphasis on writing workshop and using social studies as a basis for writing.

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ELED 414 Reading Pedagogy

4 credit hours

This course prepares teacher candidates to design and analyze effective, culturally responsive literacy instruction for a diverse range of students. Candidates will learn and apply evidence-based strategies to build all components of reading, from foundational skills—i.e., phonemic awareness, phonics, and fluency—to advanced comprehension strategies. We'll focus on how to use students' diverse backgrounds and cultural assets to ensure all learners, including multilingual students and those with disabilities, receive equitable instruction. A key part of the course involves selecting and interpreting a variety of formal and informal assessments to make data-informed instructional decisions and provide targeted support to meet the unique needs of every learner.

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ELED 475 Student Teaching

10 credit hours

The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and the completion of the teacher licensing portfolio. The teacher licensing portfolio is a written documentation of the student's ability to teach all students. Additional course fee required.

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ELED 480 Assessment for All Learners

2 credit hours

This course will focus on assessment as a collaborative cycle involving students, teachers, and other stakeholders to empower student success. Throughout this course, teacher candidates will analyze assessment data for all students and examine the use and interpretation of standardized assessments. Using student data, teacher candidates will develop plans for instruction and intervention to support both the whole class and individual student needs. Teacher candidates will gain insights into the identification, placement, monitoring, and exiting criteria for English Learner and/or Multilingual Learner students, according to federal and state policies. This course will also incorporate and reinforce best practices in assessment design and implementation, including fair and realistic accommodations and assessments in the mainstream classroom.

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ELED 481 Pedagogy A

3 credit hours

A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.

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ELED 482 Pedagogy B

3 credit hours

A study of structures, strategies, issues, designs and possibilities for the implementation of curriculum to meet the specific developmental needs of secondary students with an emphasis on mid-level students in the content area. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices with an emphasis on the content area at the mid-level.

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ELED 490 Senior Seminar

1 credit hours

This course assists teacher candidates to synthesize their foundation, methods, and content background during the full-time clinical experience, including content to prepare the teacher candidates as they transition into the teaching profession. The course content is presented in a professional development workshop while encouraging an understanding of the need for continued growth as teaching professionals, as well as additional information on classroom management and differentiation, etc. Students are given opportunities to reflect upon the nine teacher formation/character traits (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-management), connect them to personal faith, and how they align with their goals as they enter the teaching field.

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