Education - Consortium for International Studies
Organization
- Business and Communications - Consortium for International Studies
- Economics - Consortium for International Studies
- English and Literacy - Consortium for International Studies
- Math - Consortium for International Studies
- Psychology and Sociology - Consortium for International Studies
- Science - Consortium for International Studies
Descriptions and credit recommendations for all evaluated learning experiences
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: explain the challenge of educating young children with special needs; summarize partnership with families; develop individualized intervention plans and programs and monitor progress; design instructional programs; explain considerations for teaching children with specific disabilities; understand emotional and social development; summarize how educators can nurture communication skills; describe the development of cognitive skills and literacy; and outline various teaming, collaboration, problem-solving, and consultation.
This self-study course consists of 15 weekly lessons. Topics include: various models, history, current issues and strategies in providing collaborative supports, accommodations, and differentiated curriculum to include students with disabilities and other special needs in general education classes.
In the upper division baccalaureate degree category, 3 semester hours in Education (8/18).
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: describe key concepts associated with adolescence and emerging adulthood; identify the importance of outside influences, such as friends and social media in adolescent; discuss the importance of family relationships; describe school and achievement measurement; identify adolescent work opportunities; explore content literacy assessments and teaching approaches for struggling readers; discuss how to use active reading in the classroom: and promote reading comprehension.
Adolescence and Emerging Adulthood is a self-study course of 15 weekly lessons. In this course, students explore the field of adolescent development. Students learn key theories, research and application. Topics include: biological foundations, cognitive foundations, cultural beliefs, the self, family relationships, friends and peers, school, work, and adolescence and emerging adulthood in the 21st century.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Psychology (6/19) (3/24 revalidation).
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: explain the purpose, history and trends of assessment in early childhood; describe how standardized tests are used, designed, and selected for infants and young children; describe the purposes of classroom assessments and their role in developing effective classroom instruction; and discuss the importance of developing alternative reporting systems.
This course examines the use of assessment practices and strategies to improve student learning in early childhood. Special emphasis is placed on standardized tests and, more importantly, other types of assessments that are appropriate for young children, such as screening tools, observations, checklists, and rating scales.
In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Education (8/18) (9/23 revalidation).
Version 1 and 2: Varies; self-study.
Version 1: September 2018 - September 2022. Version 2: October 2022 - Present.
Versions 1 and 2: Upon successful completion of this course, students will be able to: discuss the development of play throughout the human life span from a variety of theoretical perspectives; identify types of play based on a variety of forms such as ritual, story-making, games and fairy tales; explore the role of play in human experience; discuss the relationship of play to other aspects of development, such as language, logical-mathematical thinking, social and moral development, spiritual development and creativity; critically reflect upon research and theory on play from the perspective of cultural bias; evaluate personal biases and evidence of collective bias and stereotyping in children’s toys, games, and television programming and commercials and demonstrate how these biases and stereotypes influence children’s play, plan and facilitate play-based learning activities; and construct an understanding of the role of play in counseling and therapy.
Versions 1: This self-study course consists of 15 weekly lessons. The course provides a broad study of the philosophical and social foundations of early childhood education in the United States. Topics include: review of recent research on play and development in the early childhood classroom; various instructional strategies and techniques designed to support a play-centered curriculum in the core curriculum areas; use of play as a form of assessment; and toys and technology that support a play-based curriculum. Version 2: same as version 1 and includes additional scholarly readings, research assignment, learning activities, and an expanded final examination.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education or Education (8/18). Version 2: In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Education (10/22).
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: list and describe the three social settings named in this course; explain the term ‘parent’ and recognize different parenting styles; recognize the benefits and processes associated with placing children with disabilities in regular education classrooms; distinguish between signs of neglect, abuses and how to deal with them; outline and describe the various influences attributed to the three social settings, namely home, community, and school on the overall development of the child; and appraise and compare the different communication strategies for establishing and maintaining collaborative relationship and partnership among schools, communities, and families
Family, school, and community collaboration is the key to addressing the alarming rate of school dropout while also fostering higher educational aspirations. This fact holds true for students at both the elementary and secondary level and is regardless of the parents’ education, family income or background. In this course, students explore the effects of social settings on children’s lives, including home, school, and the community. Students examine the different roles of parents and how cultural patterns and outside influences differ among families, which are necessary components for teachers in fostering collaborative connections with the different family types. The roles of teachers as protectors against abuses such as bullying, federal laws behind inclusive practices for children with disabilities, and how teachers aid in supporting families will be explored. Students also analyse strategies in establishing both communicative and collaborative relationships among the three social settings (family, school, and community).
In the lower division baccalaureate/associate degree category, 3 semester hours in Education (8/18) (9/23 revalidation).
Varies; offered as a proficiency examination or self-study format.
July 2022 - Present.
Students are required to display an in-depth knowledge of young childrens' development and developmentally appropriate early childhood educational practices, from 0 - Grade 3, with a focus on toddler programs and preschool classrooms. Topics include: developmentally appropriate practices, classroom management and guidance, parent involvement, the early childhood curriculum, and adapting instruction for learners with diverse needs; and approaches to learning that include Behaviorist, Maturationist, Constructivist, Brain-based Learning, and the Project Approach. Students will also be able to discuss the history of early childhood education, understand the influence of families and culture, and demonstrate familiarity with the professional ethics and experiences of early childhood educators.
Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on the study of physical, social, emotional, cognitive, language, and aesthetic development in young children and methods employed in an early childhood program that best support children's learning and development through appropriate expectations, activities, and materials. Students are expected to make connections between theory and classroom practice. Beyond the requirement for students to display thorough knowledge of this topic via a broad array of short questions, students must display an ability to present ideas in an organized, creative and sophisticated manner through two short essay responses and one extensive essay.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education (7/22 revalidation). NOTE: This learning experience is also offered by Torah Accreditation Liaison (TAL).
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: identify the causes of the increased professionalization of teaching in the United States today and the ramifications of this phenomenon; link educational philosophies to applied educational practices; describe the development of American education and the factors that have influenced it, from roots in classical Western civilization through the current times; compare and contrast different theories of education, curriculum and instruction, and apply them; apply principles of multicultural education to classroom instruction identify at-risk behaviors and proper responses to such behaviors; and identify methods that can decrease or remove racial, ethnic or gender gaps in education.
This course provides a broad study of the philosophical and social foundations of education in the United States. Students become proficient in terminologies, educational theories, practice and legislation relevant to the American educational system. Students link previously developed educational ideas to present practices and compare and contrast the benefits and deficiencies of the applications of these ideas.
In the graduate degree category, 3 semester hours in Education (8/18) (9/23 revalidation).
Varies; offered as a proficiency examination or self-study format.
July 2022 - Present.
Upon successful completion of this learning experience, students will display an in-depth knowledge of the basic principles underlying the development of children ages 0-3 and demonstrate the key skills required for planning and facilitating a holistic curriculum for infants and toddlers in early childhood programs. Topics include: the physical, emotional, and nutritional needs of infants and toddlers, family education and involvement, and curriculum planning for the infant and toddler program.
Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on the physical, cognitive, social and emotional development of infants and toddlers. Students are expected to make connections between theory and practice. Beyond the expectation that students will have thorough knowledge of this topic which will be tested via a broad array of questions, they must display an ability to present ideas in an organized and sophisticated manner through two short essay responses and one extensive essay.
In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Early Childhood Education and Childhood Education Pre-K to 2 (7/22 revalidation). NOTE: This learning experience is also offered by Torah Accreditation Liaison (TAL).
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: facilitate students’ understanding of expository text material and content-specific vocabulary; plan for and provide a literate classroom environment to meet the diverse needs of all students; plan meaningful literacy experiences that integrate reading, writing, listening and communicating competencies in content area teaching; interact with students, colleagues, parents and community members to enhance literacy development; demonstrate a basic understanding of reading assessments for students and text; incorporate instructional technology into the preparation and teaching of lessons to enhance literacy development; and use critical and creative thinking skills relevant to course content and appropriate to student needs in planning lessons.
Literacy Instruction for Secondary Education is a self-study course with 15 weekly lessons. The primary purpose of this course is to provide preservice teachers with information and experiences that will help them develop and deliver effective instructional reading programs for students in secondary grades (7-12). The course focuses on study of theories and methods for integrating literacy instruction in content area classrooms.
In the upper division baccalaureate degree category, 3 semester hours in Education or Secondary Education (6/19) (3/24 revalidation).
Varies; self-study.
September 2018 - Present.
Upon successful completion of this course, students will be able to: recognize models that explain challenging behavior; evaluate positive behavior interventions and supports; describe rules and procedures to prevent challenging behaviors; recommend effective use of scheduling, climate, and classroom planning and organization to prevent challenging behavior; explain high-quality instruction to prevent challenging behavior; describe behavioral monitoring to prevent challenging behavior; justify reasons to implement functional assessment; summarize how to effectively implement social skills instruction; and explain how to effectively prevent challenging behavior through reinforcement strategies.
Managing the Environment is designed to prepare Special Education educators to manage learning environments and student behaviors in the special education classroom, as well as the inclusive classroom setting. Instruction focuses on the theoretical foundations of classroom management by providing a physical, emotional, and social environment that is safe, supportive, and conducive to learning. This course emphasizes positive behavior interventions and supports, or Positive Behavioral Interventions and Supports (PBIS), an umbrella term that refers to a wide array of individual and systemic strategies to teach and strengthen appropriate behavior and to reduce challenging behavior.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education (8/18) (9/23 revalidation).
