|
(Course numbers listed in parenthesis after McPherson College numbers are ACCK course numbers.)
CI 101 (SPED 320) Beginning American Sign Language
2 hours
The purpose of this course is to learn the basics of sign language. It will provide the student with an opportunity to express and receive signed communication.(Fall and Spring)
G-CI 150 Introduction to Education
3 hours
This course provides an overview of the historical role of schools in our society, the current governance and finance structures, and the challenges schools face in this new century. It also addresses planning for a career in professional education, and becoming a successful teacher.(Fall and Spring)
CI 202 (SPED 322) Intermediate American Sign Language
2 hours
The purpose of this course is to increase conversational sign language and to introduce interpreting skills. It will provide the student with an opportunity to increase his/her ability to express and receive signed communication, expand his/her vocabulary, and improve his/her fluency in signing.(Spring)
CI 220 Principles and Strategies of Teaching
3 hours
A general methods class required of all education students. This course must be taken before or concurrent with other EE or CI courses. If taking concurrent, must have permission from the instructor. The class provides an introduction to teaching, including defining the teaching act, developing classroom communities, classroom management, assessment and evaluation, models of teaching, integration of technology, and professional responsibilities.(Fall and Spring)
G-CI 251 Introduction to Education Practicum
1 hour
This practicum is conducted in the Wichita Public Schools or another urban district. It must be completed before enrolling for EE375 or CI 351. Students are required to spend 30 contact hours in a classroom. This class is offered every semester; however, a block of time must be established to ensure a worthwhile and quality experience. Students will maintain a reflective journal with emphasis on recording observations of teaching and learning, management techniques, the diversity of the student population, and the use of technology. (Prerequisite: G-CI 150 and consent of the Director of Field Experiences)
CI 315 Reading in the Content Field
2 hours
This course provides students seeking licensure at the PK-12 and 6-12 level the strategies necessary for reading to learn. The strategies learned are appropriate for all content areas and all learners. Future educators will learn how to plan instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading. Prerequisite: CI 220. (Fall)
G-CI 333 Intercultural Education Seminar
2 hours
A study of our diverse society and how it pertains to education and the educational setting. Students electing to participate in the related field study that adequately depicts intercultural relations in an educational setting must also enroll in CI 495 Field Experience in Education. Prerequisite: CI 220. (Fall and Spring)
CI 351 Secondary Education Practicum & Seminar
1-4 hours
A field experience and seminar for those seeking licensure at the secondary or PK-12 level. This course is offered for variable hour credit depending on student's past experience(s) and licensure area(s). Student should consult with her/his advisor and the chair of the Department of Curriculum & Instruction for appropriate registration. This practicum must occur between CI 251 and CI 475. It is recommended that students seeking license at the 6-12 level take this class in conjunction with the appropriate content methods class. Prerequisite: CI 220. (Fall/Spring)
CI 401/AR 401 Methods for Teaching Art in the Secondary School
2 hours
This is a comprehensive study of secondary art curricula and instructional methods relevant to today's art educator in the public schools. Discussions will address a multitude of current trends, issues, and "hot" topics on the national scene, including the National Art Standards as part of the Goals 2000 program and Quality Performance Accreditation (QPA) in Kansas public schools. Considerable time and effort will be spent on writing and developing art curricula around the four content areas of art production, art history, art criticism, and aesthetics. Preparing and delivering a micro-teaching experience at McPherson High School is also a component of this course. Prerequisite: CI 220. (Spring)
CI 404 (ED 450) Methods for Teaching Modern Language in the Secondary School
3 hours
This course is designed to prepare the prospective second language teacher for successful teaching at the secondary level (grades 6-12). It provides theories of second language acquisition and second language teaching methods. Includes planning strategies, measurement/evaluations, test item construction, effective discipline, inclusionary practices, and technology media. Students become familiar with professional organizations and their publication/resources. In microteaching, including group and self-evaluation, students demonstrate current second language methodology. Prerequisite: CI 220. (Spring)
CI 406 (ED 406) Methods for Teaching Natural Science in the Secondary School
3 hours
This six-week course is designed to provide the prospective teacher with knowledge and skill for teaching the natural sciences at the secondary level (grades 6-12). Content includes curriculum selection and design, safe laboratory management and operation, integration of curriculum, inclusionary practices, methods and modalities of teaching, assessment, classroom application of various forms of technology, and professional organizations. Microteaching, classroom observation and group and self-evaluation are included. Prerequisite: CI 220. (Spring)
CI 407 (ED 467) Methods for Teaching Mathematics in the Secondary School
3 hours
This course is designed to provide the prospective secondary level (grades 6-12) mathematics teacher the methods of teaching contemporary mathematics content. Topics include methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, microteaching of a math lesson, selecting materials, techniques of assessment, inclusionary practices, classroom application of various forms of technology, and techniques of assessment. Prerequisite: CI 220. (Spring)
CI 408 (ED 440) Methods for Teaching Social and Behavioral Science in the Secondary School
3 hours
This course is designed to prepare students for successful teaching at the secondary level (grades 6-12) in both the social and behavioral sciences. Emphasis is placed on different approaches and practices of instruction planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state assessments, research methods, professional organizations and the inclusive classroom. Prerequisite: CI 220. (Spring)
CI 410/PE 410 Methods for Teaching Physical Education in the Secondary Schools
2 hours
A study of various teaching techniques and analysis of fundamental skills of physical education activities in the secondary school setting. The course offers an opportunity to explore various teaching techniques in individual, dual, and team activities in the field of physical education for the secondary schools. Prerequisites: PE 110, PE 160, PE 161, G-CI 150, CI 251, CI 220. (Interterm, odd years)
CI 412/TE 412 Methods for Teaching Technology Education in the Secondary Schools
2 hours
A comprehensive course designed for students contemplating a career in teaching technology. Addresses practical, ethical, and philosophical considerations related to curriculum development, safety programs, administration, and management of classes. Prerequisite: CI 220. (Spring)
CI 416 (ED 416) Methods for Teaching Speech and Theatre in the Secondary School
3 hours
This course requires students to apply speech and drama content to the techniques needed for effective secondary level (grades 6-12) classroom teaching. Opportunities are provided for students to exercise their teaching skills in the areas of unit plans, daily lesson plans, teaching strategies, evaluation, assessment, classroom management, inclusion and different learning styles. Discussions of resource allocation, safety, classroom application of various forms of technology, and professional organizations are also included. Each student is encouraged to develop his/her personal philosophy of education and incorporate it in relation to integrity/ethics in the classroom and personal evaluation to maintain a sense of balance and growth. Prerequisite: CI 220. (Spring)
CI 417 (ED 415) Methods for Teaching English and Language Arts in the Secondary School
3 hours
This course is designed to assist student teachers in becoming confident, effective professional educators in secondary level English (grades 6-12). Students will become familiar with a variety of specific methods to use in teaching literature, composition, and language. Among topics to be considered will be current trends in English curriculum development, the six-trait writing process, inclusionary practices, classroom organization, assessment, classroom application of various forms of technology, and professional organizations. Each student will develop a unit of instruction suitable for a secondary level classroom. Prerequisite: CI 220. (Spring)
CI 426/PE 426 Methods for Teaching Health in the Elementary & Secondary School
2 hours
This course is designed to acquaint the student with a variety of methods and modalities for teaching school health. The health problems of the individual school child and her/his environment will also be studied. Students will be videotaped when teaching a lesson. Prerequisites: G-PE 150 or G-PE 170,G-CI 150, CI 251, and CI 220. (Interterm)
CI 428 Methods for Teaching English as a Second Language in the Elementary & Secondary School
3 hours
This course will increase understanding of several major issues revolving around the teaching of English to non-native speakers. It will provide opportunities to explore and reflect on their personal philosophies and view regarding teaching methods, theories, and issues in the field. Prerequisite: CI 220. (Fall)
CI 451/MU 451 Methods for Teaching General Music in the Elementary School
3 hours
For music education majors. The methods and materials for music teaching at elementary level. (Fall)
CI 453/MU 453 Methods for Teaching Vocal Music in the Secondary School
3 hours
For music education majors. The methods and materials for music teaching at secondary level. (Spring)
CI 454/MU 454 Methods for Teaching Instrumental Music in the Secondary School
3 hours
For music education majors. The methods and materials for music teaching at secondary level. (Interterm)
CI 455 The Teaching-Learning Process
3 hours (Language Intensive)
A comprehensive course that deals primarily with the learner, the learning process, and the learning situation. Examines the role of the teacher in relationship to each of these. This class should be taken semester before student teaching. Prerequisite: CI 220. (Fall and Spring)
CI 475 Student Teaching in the Secondary School
6 or 12 hours
Student Teaching in the Secondary School at McPherson College is a capstone experience allowing students to practice the skills and talents necessary to become effective educators. McPherson College offers student teaching at the appropriate level for all licensure purposes. Student teaching occurs after students have fulfilled all the necessary requirements as outlined in the Advisor/Advisee Handbook. The student teaching experience is scheduled for a minimum of 14 consecutive weeks. Placement and hours may depend on the area(s) of licensure. Students enrolled in this course must have completed the student teaching application process and be concurrently enrolled in CI 476. (Fall and Spring)
CI 476 Professional Seminar in Education
2 hours
This is a capstone seminar for teaching candidates allowing an interactive opportunity to reflect upon and share their insight, expertise, and commitment to professional education. Must be taken in conjunction with CI 475 and/or EE 465. (Fall/Spring)
CI 495/295 Field Experiences in Education
1-4 hours
An elective laboratory oriented field experience that the student elects to take, or is assigned to, in an educational setting that is designed to enrich their understanding of the profession of education. This experience may or may not be tied to requirements in another course within the department or college. Involvement may be in an educational related role or with an approved experience anywhere in the world. Arrangements must be made in advance. (Fall/Interterm/ Spring)
EE 210 Children's Literature
2 hours
This course compliments the reading/language arts aspect of the elementary education program. It provides the opportunity for students to become knowledgeable of the elements of children's literature, the different genres, and current issues pertaining to children's literature. In addition to gaining knowledge, the students will develop an appreciation of children's literature and develop presentation skills. (Spring)
EE 301/AR 358 Methods for Teaching Art in the Elementary School
2 or 4 hours
This course is a comprehensive study of elementary art curricula and methods relevant to today's educator in the public schools. Topics to be covered include: current techniques and materials, issues in art, basic design concepts, the developmental states of children in an art program, and curriculum implementation. (Fall)
EE 303 Reading and Language Arts I
4 hours (Language Intensive)
This course delivers the knowledge base for understanding and using concepts from emerging literacy, reading, language and child development to teach reading, writing, speaking, viewing, listening, and thinking skills and to help all students successfully apply their developing literacy skills to many different situation, materials, and ideas. This course focuses on literacy assessment and evaluation and methods for teaching K-3 grade levels. (Fall)
EE 304/MU 370 Methods for Teaching Music in the Elementary School
2 hours
This course is for elementary education majors. The emphasis is placed on methods for teaching elementary school children and the integration of music into the elementary school curriculum. Prerequisite: CI 220.(Fall)
EE 305/PE 305 Methods for Teaching Physical Education in the Elementary School
2 or 3 hours
This course is designed to introduce prospective elementary school physical education and classroom teachers to the fundamentals, principles, and practices of physical education at the elementary school level. Movement exploration and methods will be stressed in the variety of play activities introduced. Additionally, this course has been designed to integrate theory and concept learning with practical laboratory experiences. Prerequisites: CI 150, CI 220 and CI 251.(Spring)
EE 306 Methods for Teaching Science in the Elementary School
2 hours
This course provides the knowledge base for future elementary teachers to understand and use fundamental concepts in science (including physical, life, and earth and space) as well as concepts in science and technology, science in personal social perspective, the history and nature of science, the unifying concepts of science, and the inquiry process scientists use in discovery of new knowledge to build a base for scientific and technological literacy for all students. Prerequisite: CI 220.(Fall)
EE 307 Methods for Teaching Mathematics in the Elementary School
2 hours
This course provides the knowledge base for future elementary teachers to know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define numbers and operations, geometry, measurement, data analysis and probability, and algebra so that all students understand relationships that can represent phenomena, solve problems, and manage data. Prerequisite: CI 220.(Spring)
EE 309 Methods for Teaching Social Studies in the Elementary School
2 hours
A class designed for equipping elementary preservice teachers with skills, strategies, and major concepts germane to the six social studies litecies: history, geography, socio-politics, citizenship, economics, and culture. Prerequisite: CI 220.(Spring)
EE 375 Elementary Education Practicum & Seminar
1-4 hours
A field experience and seminar for those seeking licensure in elementary education at the K-6 level and those seeking licensure in art, physical education, and Spanish at the PK-12 level. This course is offered for variable hour credit depending on student's past experience(s) and licensure area(s). Student should consult with her/his advisor and the Chair of Teacher Education Program for appropriate registration. This practicum must occur between CI 251 and EE 465. Prerequisite: CI 220. (Fall/ Spring)
EE 444 Reading/Language Arts II
2 hours
This course provides a structure for providing future elementary teachers an opportunity to use concepts from emerging literacy, reading, language and child development to teach reading, writing, speaking, viewing, listening, and thinking skills and to help all students successfully apply their developing literacy skills to many different situation, materials, and ideas. This course focuses on assessment and evaluation and teaching strategies for grades 4-6Prerequisites: EE 303 and CI 220 (Spring)
EE 465 Student Teaching in the Elementary School
6 or 12 hours
Student Teaching in the Elementary School at McPherson College is a capstone experience allowing students to practice the skills and talents necessary to become effective educators. McPherson College offers student teaching at the appropriate level for all licensure purposes. Student teaching occurs after students have fulfilled all the necessary requirements as outlined in the Advisor/Advisee Handbook. The student teaching experience is scheduled for a minimum of 14 consecutive weeks. Placement and hours may depend on the area(s) of licensure. Students enrolled in this course must have completed the student teaching application process and be concurrently enrolled in CI 476. (Fall and Spring)
SE 210 Introduction to Infants, Children, and Youth with Special Needs
3 hours
This class is a survey of federal and state mandates for special education, including an overview of categorical exceptionalities delineated in the laws; service delivery systems; advocacy groups; the concept of natural environments and least restrictive environments; and the purpose and function of the IFSP and IEP. The class, which is required for all students seeking licensure in education, is designed to introduce all pre-service teachers to mild and moderate disabilities. The course also serves as a foundation for additional special education coursework. This course is a prerequisite for other special education courses. .(Fall and Spring)
SPED 220 Field Experience in Services for Students with Special Needs
1 hour
An early field placement for directed observation of special education teachers working with elementary- or secondary-level students with mild/moderate disabilities. (Fall, Interterm, Spring, and Summer)
SPED 310 Foundations for Special Education Services
4 hours
This course addresses historical perspectives and current practices (Module A), laws, regulations, and policies governing practice (Module B), and affects of individual differences, language, and culture on educational performance (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D. (Fall & Spring)
SPED 315: General Methods for Special Education Services
4 hours
This course addresses assessments used for eligibility, placement and curricular decisions (Module A), the special education process from pre-identification through individual program implementation (Module B), and effective collaboration and communication skills with diverse learners, families, colleagues, and community stakeholders (Module C). The course includes a supervised field experience (Module D). Concurrent: Modules A-D Prerequisite: SPED 310 (Fall & Spring)
SPED 321 Grades K-6 Methods for Special Needs
4 hours
This course addresses IEP implementation using evidence-based practices. Emphasis is on collaborative teaching models. Topics of study include lesson planning, basic skill and content area instruction, adapting methods and materials, positive behavior supports, and progress monitoring. SPED 331: Grades K-6 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315. (Fall & Spring)
SPED 331 Grades K-6 Field Experience
1 hour
This course is a supervised field experience with children in grades K-6 who have an identified disability. The course will emphasize evidence-based practices and techniques presented in SPED 321. Students will participate in IEP development, lesson planning, and instruction. SPED 321: Grades K-6 Methods for Special Needs must be taken concurrently. Prerequisites: SPED 310 & 315. (Fall & Spring)
SPED 345 Behavior Management
2 hours
This course addresses culturally sensitive methods for preventing and intervening with problem behavior. Topics include school-wide discipline systems, classroom management, social skills instruction, student support meetings (Module A) and functional analysis, non-aversive intervention, and behavior intervention plans (Module B). (Fall & Spring)
SPED 361Grades 5-12 Methods for Special Needs
4 hours
This course addresses IEP implementation, including transition components. Emphasis is on self-determination, self-advocacy, career awareness, and post-school options in specific outcome areas. Topics of study include curriculum standards, lesson planning, basic skills instruction, learning strategies, adapting methods, materials and assessments, positive behavior supports, and progress monitoring. SPED 371: Grades 5-12 Field Experience must be taken concurrently. Prerequisites: SPED 310 & 315. (Spring)
SPED 371 Grades 5-12 Field Experience
1 hour
This course is a supervised field experience with children in grades 5-12 who have an identified disability. The course will emphasize evidence-based practices and techniques presented in SPED 361. Students will participate in IEP development, lesson planning, and instruction. SPED 361: Grades 5-12 Methods for Special Needs must be taken concurrently. Prerequisites: SPED 310 & 315. (Spring)
SPED 381 Grades K-12 Functional Resources
This course focuses on building an understanding of how to plan and implement effective instruction for students with functional learning needs. Topics of study include service delivery options, personal profile assessments, community-based instruction, principle of partial participation, student instruction matrix, complex health, physical and emotional needs, related service providers, and social networks. This course includes a supervised field experience.
SPED 431 Grades K-6 Clinical Experience (Student Teaching)
5-6 hours
This course is a supervised teaching experience with a special educator who provides services for elementary level students with adaptive learning needs. The preservice teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer)
SPED 433 Grades K-6 Internship
4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for elementary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades K-6 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer)
SPED 453 Grades 5-8 Internship
4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for middle level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades 5-8 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 321 or 331. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching)
5-6 hours
This course is a supervised teaching experience with a special educator who provides services for secondary level students with adaptive learning needs. The preservice teacher will work collaboratively with the cooperating special educator, families, and school team members to apply research-based knowledge of assessment, instruction aligned to IEP goals, and positive behavioral supports. Emphasis is on reflective, culturally sensitive practice. Prerequisites: SPED 210, 310, 315, 345, and 361 or 371 Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer)
SPED 473 Grades 6-12 Internship
4-6 hours
This course is a supervised teaching experience with an on-site mentor who provides or supervises services for secondary level students with adaptive learning needs. Emphasis is on application of research-based content knowledge and pedagogy and reflective, culturally sensitive practice. This internship is designed for practicing teachers adding grades 6-12 adaptive licensure or for students who have completed a special education clinical experience. Prerequisites: SPED 210, 310, 315, 345, and 361 or 371. Concurrent or subsequent semester: SPED 499. (Fall, Spring & Summer)
SPED 499 Capstone Issues
1 hour
This course is designed to provide students with an opportunity to reflect on their clinical experience or internship and professional role with peers, ACCK faculty, and special educators. Topics of discussion include professionalism, ethical issues, advocacy, diversity, and resources. Prerequisites: SPED 210, 310, 315, 345, 321 & 331 or 361 & 371. Concurrent or previous semester: SPED 431 or SPED 471 (or comparable Internship). (Fall, Spring & Summer)
SPED 349 Communication Development and Communication Disorders
3 hours
This class offers a survey of normal and atypical language development, assessment, bilingual education, contributions of the educator to overcoming language problems, and the relationships between oral language and reading and writing. There are no prerequisites for this course. (Interterm and Summer)
SPED 380/678 Topics in Special Education (variable secondary title)
1 hour
This class deals in depth with a specific topic related to infants, toddlers, children or youth with disabilities or developmental risk conditions and/or their families. (Summer)
Individualized Courses Available
299/499 Independent Study 1-4 hours
388 Career Connections 1-12 hours
445 Readings and Research 1-4 hours
For complete MC course descriptions and schedules please refer
to the latest Course Catalog 07-08 (1.5MB .pdf)
and Schedule 08-09 (2.5MB .pdf).
|
