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Blended B.A. – Teacher Credential Course Descriptions

 
Core Courses

CD 100
Child Growth and Development (3 units)

This course focuses on the study of psychological growth and development from the prenatal stages to adolescence. It emphasizes the process through which children move toward physical, mental, social, and emotional maturity, and the roles that their culture and natural learning environments play in their continuing development. The impact of cultural/ethnic variations on the lives of children, families, and society are explored. Individual differences in learning are discussed from within a culturally sensitive framework.



ECE 103
Child Growth and Development (3 units)

This course focuses on the study of growth and development from the prenatal stages to adolescence, addressing physical, cognitive, social, and emotional domains. The course emphasizes both the impact of cultural diversity on the lives of children and individual differences in the study of human development. This course requires some field work.



ETH 265
Minorities in the United States (3 units)

This course examines the historical traditions and cultural differences that exist among the major ethnic groups in the United States. Students learn important concepts and theories that are vital to the study of race and ethnicity. The course focuses on Native Americans, Latinos, African Americans, Asian Americans, and European Americans in the context of their acculturation, assimilation, and cultural amalgam in the United States, and critically analyzes inter-racial relations.



MAT 200
Conceptual Geometry (3 units)

This course is an introduction to geometry, various forms of measurement, the inductive and deductive process, and reasoning. Content includes introductory exercises in transformations and strategies designed to identify and enact problem-solving techniques. Technology is integrated throughout the course.

Prerequisite: MAT 100


CS 120
Integrated Computer Applications (3 units)

This course discusses productivity software packages and Internet tools for use in business and educational settings. The course emphasizes the use of word processing, professional presentation, database, and spreadsheet software packages. Applications include verbal, numerical, and graphical forms to communicate, analyze and provide solutions to business and educational problems.



MAT 312
Educational Statistics (3 units)

This course is the study of descriptive statistics: histogram, measures of central tendency and variability, and sampling distributions. Content includes estimation and hypothesis tests for means, proportion, and variances; linear regression and correlation, nonparametric methods. Examples and data are taken from education.

Prerequisite: MAT 100 or MAT 108


ENG 401
Multi-Ethnic Children's Literature (3 units)

This course focuses on various genres for young people, including picture books, classics, personified machine heroes, and realistic books. The course provides enrichment ideas that teachers can use with young children.

Prerequisite: ENG 100, Upper Division Standing


ETH 400
Gender, Race, and Culture in American Society (3 units)

This course examines the multiple intersections of race, gender, and class relations in American society, focusing on multiculturalism, relations of power, and cultural production and representation. The course includes historical perspective, lived experiences, theoretical constructs of race, class, and gender, and a major research project comparing two or more disciplines.

Prerequisite: Upper Division Standing


GEO 300
Principles of Cultural Geography (3 units)

This course is an introduction to the interrelationships of world cultural groups and their environments. It includes map analysis, climates, and settlement patterns on the varieties of human, social, business, and political development.

Prerequisite: Upper Division Standing


HIS 313
California History (3 units)

This course covers the political, social, and intellectual growth of California from Spanish colonial era to the present, with emphasis on the themes and movement identified in the California State Framework.

Prerequisite: Upper Division Standing


Teaching Major Courses

LIN 406
Comparative Linguistics (3 units)

Students compare and contrast language systems (phonology, morphology, structure, and syntax) with English. The class includes major languages spoken in California schools.

Prerequisite: Upper Division Standing


EDU 447
Theoretical Foundations of Physical Education and Health Education for K-8 (3 units)

This course introduces K-8 teaching strategies in physical education and health that follow the California State Standards. Students investigate the principles of motor development, biomechanics, and growth; development; and organized games and sports. Teaching methods are included.

Prerequisite: Upper Division Standing


EDU 508
Educational Foundations (3 units)

This course involves a systematic analysis of the effect of culture, values, language, economic status, gender, and ethnicity on children in the classroom. Issues related to political control of education, English language learners, culture, philosophy, and history will be addressed. Students develop an understanding of the relationship between schools and society by focusing on recent contemplated changes in the role of the teacher, historical contexts of education and politics, educational responses to an increasingly diverse and multicultural society, the law and its effect on schools, and the organization and financing of schools.



EDU 514
Effective Teaching and Learning (3 units)

This course provides the teacher with the tools and strategies to be effective in managing a classroom. The content includes learning processes, principles of instruction, teaching strategies, principles, and techniques of classroom organization, behavior management, and parent involvement. The California Standards for the Teaching Profession is introduced.



EDU 515
Cultural Diversity in the Classroom (3 units)

This course focuses on the general nature of cultural diversity. Students explore school and community implications such as ethnic, linguistic, socioeconomic, gender, and handicapping differences. A focus on theoretical and practical issues of diversity in a classroom setting as they relate to culture, race, gender ethnicity, language, and socio-economic levels is included. Group culture patterns and value orientation, research findings in multicultural education, learning experiences, and curriculum development are discussed.



EDU 516
Classroom Field Experience and Seminar (1 unit)

This course is the companion course to EDU 514, Effective Teaching and Learning. It provides an introduction to the K–12 classroom. Students engage in observations, interviews, and interaction with students, teachers, and administrators in a selected school setting as they investigate effective teaching strategies. Findings and observations are shared in a seminar setting. (This course is best taken with EDU 514, although it is not mandatory.)



EDU 520
Second Language Learners (3 units)

This course focuses on theories and factors in first and second language acquisition and English language development, including cognitive, affective, socio-cultural, political, and pedagogical factors that affect first and second language development in a multicultural setting. The course prepares teacher credential candidates to achieve knowledge about language learning issues required for teaching culturally and linguistically diverse learners in California. In addition, students explore and develop instructional models, strategies, approaches, and assessment for English as a Second Language (ESL) and content-based second language teaching in diverse cultural and linguistic settings. Field work observation is included.



EDU 522
Methods: Science Curriculum and Instruction (2 units)

This course is designed to provide a comprehensive overview of the State Content Standards and State Framework. It addresses the objectives, skills, concepts, experiments, materials, and methods necessary to teach science to elementary school children. This course focuses on instructional methods, techniques, materials, lesson planning, curriculum development, organization, and assessment in science.



EDU 527
Methods: Mathematics Curriculum and Instruction (2 units)

This course covers the theory, content and methods of teaching mathematics in the elementary classroom for mainstream and English language learners. Emphasis is on planning, instruction, assessment, computer-assisted instruction, and resource materials.



EDU 529
Methods: History Social Science Curriculum and Instruction (3 units)

This course will cover the methods of implementing History-Social Science and the Visual and Performing Arts framework and standards in the classroom. This course is designed to introduce prospective elementary school teachers to the theoretical concepts, instructional methods, and materials for use in social studies education and curriculum integration. Research indicates that when teachers use a variety of teaching methods that are integrated into the content of the course, learners become more effectively engaged in learning. Therefore, the broad emphasis of this course will focus on issues of planning, organization, and assessment that involve the learner in higher-level thinking through cognitive and affective involvement.



EDU 530
Methods: Language Arts and Reading Curriculum and Instruction (6 units)

The course includes theory, content, and methods for teaching reading and promoting literacy in the classroom. Teaching candidates participate in intensive instruction in reading, literacy development, and language methods grounded in sound research. The course includes exposure to a substantive, research-based program that provides a balanced, comprehensive program of instruction in reading, writing, listening, and oral language. The course includes explicit instruction in reading skills and comprehension strategies for all students regardless of reading level or language background. The course presents, analyzes, and critically explores research and practice related to the development of literacy. In addition, the course is standards-based and linked to the state framework and content standards.

Prerequisites: Subject Matter Competency for Multiple Subject Candidates


EDU 531
Computer Technology for Teaching and Learning I (2 units)

This course addresses the use of personal computers with applications to the classroom. It includes the use of collaborative computer tools, selection and evaluation of computer software and resources, development of computer-based lessons targeting different learning styles, and knowledge of copyright, privacy, and security issues.



EDU 550
Teaching Health Education (2 units)

This course is designed to raise teacher awareness and examine the current health issues confronting today's educators. The course will introduce educators to resource links within the community and public school system. Participants reflect on how this information connects to their own practice within their own classrooms and schools. Topics include chemical dependency, nutrition, fitness, HIV/AIDS, conflict resolution/mental health, and maintaining a healthy school environment.



EDU 551
Inclusive Education Practices (3 units)

This course is designed to provide the basic knowledge, skills, and strategies for teaching special populations including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. The course will examine the philosophical, legal, and educational foundations of inclusive education and its implications for the classroom teacher. Practical ideas for adapting standard instruction to provide the least restrictive environment consistent with classroom strategies are discussed. The course includes integration of learning handicapped, physically handicapped, severely handicapped, gifted, and culturally diverse students.



EDU 555
Student Teaching Practicum (4 units)

This course includes supervised field experience, systematic field experiences, portfolio assessment of personal growth and development, problem solving, and documentation of Teacher Performance Expectation (TPE). University supervisors meet with the students to discuss issues and concerns, and to conduct on-site conferences with the candidates and cooperating teacher to ensure that satisfactory progress is being made toward proficiency in the TPEs.

Prerequisite: Subject Matter Competency