Select a subject area to view course descriptions
Prerequisites: CDC 112
Focus on developmentally appropriate methods and materials to enhance young children's awareness of science, technology, engineering and math concepts. Emphasizes techniques to develop observation, problem solving and thinking skills. Site observations are a part of the course work. Students may not receive credit for both EDU 201 and CDC 201.
Introduces techniques and materials to foster creativity, imagination and artistic expression. It investigates the role of play in children's development. Examines teacher's role in planning and implementing process-oriented activities. Site observations are a part of the course work. Students may not receive credit for both EDU 202 and CDC 102.
Prerequisites: CDC 101 and CDC 112
Investigates theory and practice of early childhood education in variety of program settings. Includes survey of program models, teaching techniques, curriculum planning and scheduling, and classroom management. Site observations are a part of the course work. Students may not receive credit for both EDU 204 and CDC 104.
Overviews interrelationships between children, families and society. Highlights topics of home/school, communication and involvement, community resources and societal influences such as violence and divorce. Students cannot receive credit for both CDC 205 and EDU 205.
Introduces characteristics of individuals with exceptionalities and overviews history and educational theories related to individuals with exceptionalities, especially children. Examines impact of disabilities and other special needs on individuals, families, schools and communities. Site observations are a part of the course work. Students cannot receive credit for both EDU 207 and CDC 107.
Examines nutrition, health and safety factors affecting children from birth through adolescence. Topics include dietary requirements and nutrition education, health assessment, childhood illnesses and immunizations, first aid, accident prevention and child abuse recognition and intervention. Students may not receive credit for both EDU 208 and CDC 208.
Prerequisites: ENG 101
Examination of the historical, philosophical, sociological, political, economic, and legal foundations of the American public education system. Nature of school environments, design, and organization of school curricula and characteristics of effective schools and instruction in grades P-12 will be explored. Educational structures, practices, and projections for the future will be studied.
Prerequisites: ENG 101 and EDU 211 or department permission
Focus on integration of instructional technology into the P-12 classrooms. Variety of software programs, presentation technology, and telecommunication tools. Concentration on social, ethical, legal, and human issues surrounding the use of technology. Course fulfills A.A. general education requirement for computer literacy.
Corequisites: ENG 101 and EDU 211 or department permission
Prerequisites: PSY 101, EDU 211 or department permission and ENG 101 or assess into ENG 102
Relation of psychological principles to teaching, learning, and assessment, and the educational practice in P-12 classrooms. Focusing on the learner and the learning process, teacher characteristics, and classroom processes that increase student motivation. Student diversity and appropriate instructional strategies for students with special needs will also be introduced.
Prerequisites: ENG 101 or higher and EDU 211 or department permission
Experience in teaching techniques of various appropriate media of visual arts and uses in elementary and middle school curricula.
Prerequisites: EDU 240, EDU 211 or department permission
Introduction to exceptional learners and their education in grades P-12. Knowledge, skills, and dispositions that will enable students to work effectively with exceptional learners in general education or special education will be covered.
Corequisites: EDU 211 or department permission
Prerequisites: EDU 211, EDU 250 or Permission of Instructor
Focuses on a broad overview of autism spectrum disorders with particular emphasis on characteristics, definition, educational aspects and contemporary issues in the field of special education. It is designed to provide students with a firm grounding in the foundations of teaching persons with autism, methods to enhance classroom functioning and skill acquisition and expose them to recent developments in the field. Special emphasis will be given to selecting evidence-based practices and enhancing collaboration among individuals with ASD, their families and supporting professionals.
Corequisites: EDU 250
Prerequisites: EDU 211, EDU 250 or Instructor Permission
Provides students with an overview of the components of communication and issues and strategies to increase an individual's communication abilities, with emphasis on visual aspects of language. Sensory systems, sensory processing and sensory motor development and the implications of sensory processing when working with students with autism spectrum disorders. It will include emphasis on strategies for team building, planning, data-based decision making and evaluation.
Prerequisites: EDU 211, EDU 220, EDU 240, EDU 250, EDU 252, EDU 285
Culminating course for the A.A.S. for Paraprofessionals. Observation and participation in local P-12 classrooms. Investigation and discussion will relate to the profession. Students must be available to participate in local classrooms during the P-12 school day.
Corequisites: EDU 285
Prerequisites: ENG-101, and EDU-211,EDU-220, EDU-240 with a grade of "C" or better in the EDU courses.
This course has been designed to acquaint students with the day-to-day realities of classroom life and expose them to various professional and instructional issues in order to provide a realistic understanding of the teaching profession. The SCC student will perform a variety of activities such as: providing small group instruction, tutoring individuals, assisting students with assignments, providing whole class instruction, proctoring exams, and more while under the guidance of a Pre-K-12th grade classroom teacher. Furthermore, the course instructor from SCC observe our students in action as he/she is fulfilling their practicum experience in community classrooms.
Prerequisites: EDU 211, EDU 220, and EDU 240 with grade "C" or better.
Compilation by pre-service teachers of portfolios of observations, descriptions, and reflections upon their studies in professional education as required by the Missouri Department of Elementary and Secondary Education mid-preparation benchmarks of the MoSTEP standards. Portfolios will be presented to the four-year school to which the student transfers, and copies will be retained by the Education program as assessment evidence for accrediting bodies.
Corequisites: EDU 285