Education - Theological Research Institute
Descriptions and credit recommendations for all evaluated learning experiences
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: articulate the creative process; describe the role of play in a child’s growth and development and developmental sequences for creative arts; analyze the role of the teacher in enhancing creativity; describe concepts taught using the creative arts and components of creative environments; and plan, implement, and assess child-centered activities for music, movement, visual arts, and dramatic play.
This is an advanced course that uses creative arts and play as central approaches to teaching and learning. The aim of this course is to explore an integrated approach to what a creative-focused curriculum looks like and how it functions.
In the lower division baccalaureate/associate degree category, up to 6 semester hours in Education, Early Childhood Education, Special Education, or Art Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: identify significant factors that have influenced curriculum development in early childhood education; examine curriculum models that have been used in early childhood programs; critique early childhood curriculum models and curricula in light of issues of culture, philosophy, content, and implementation; generate an early childhood curriculum framework that reflects best practices to promote the growth and development of all children; describe distinguishing features of major early childhood curricula models and programs; demonstrate leadership ability as a professional educator for analyzing curriculum materials and models with particular attention to assessment, content, and alignment to state and national standards; synthesize knowledge of evaluation research involving the comparisons of curriculum models; and examine the relationship among theory, research, and practice regarding major curriculum models.
This course explores various models and underlying theories utilized in designing early childhood curriculum. Additionally, factors that influence curriculum development in early childhood education will be examined. Moreover, certain factors that have influenced the development of a variety of curriculum models that have shaped the present curriculum in early childhood education will be explored.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education, or Pre-K to 6 Education (8/21).
45 hours (6 weeks).
July 2024 - Present.
Upon successful completion of the course, students will be able to: evaluate the historical trends, learning theories, and pedagogical approaches that have shaped the integration of technology in education, and apply this understanding to contemporary teaching practices; critically analyze how technological innovations influence teaching methods and learning outcomes, and develop strategies to integrate emerging technologies effectively in the classroom; articulate understanding of digital citizenship, including what constitutes responsible online behavior, digital ethics, and privacy, and apply these principles to educational practices; utilize practical models and frameworks to design, implement, and assess technology-supported instruction in various educational contexts, including stem, social sciences, arts, and physical education; develop strategies to use technology effectively for diverse learner populations, such as students with special needs and English language learners, ensuring inclusive and accessible educational experiences; exhibit leadership in technology integration efforts within educational settings; and create a professional digital identity that supports ongoing collaboration and professional development in the field of educational technology.
The course explores the evolving role of technology in education, providing a comprehensive overview of historical trends, learning theories, and pedagogical approaches that influence technology integration. Topics include digital citizenship, instructional software, and web-based resources for collaboration and creation; application of technology in specialized areas such as STEM, social sciences, arts, health, and physical education, as well as approaches for diverse learner populations, including special needs and language learners. Practical models and frameworks for planning and implementing technology-supported instruction are emphasized, along with considerations for blended and online learning environments. This course equips future educators and instructional leaders with the knowledge and tools to transform teaching and learning through technology. Students gain skills to lead technology integration efforts and build professional digital identities.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Educational Technology, Instructional Design, Curriculum and Instruction, Teacher Education, Special Education, STEM Education, or Digital Literacy (10/24).
45 hours (6 weeks).
July 2024 - Present.
Upon successful completion of the course, students will be able to: discuss the evolving dynamics of U.S. families and their impact on student learning and development, with a focus on diverse family structures; apply bodies of knowledge and skills that are essential for the well-being of an entire household and that people actively use to define themselves; develop strategies for engaging with families and valuing their contributions to the educational process; reflect on how personal backgrounds and experiences influence professional practices in education, fostering a deeper understanding of the educator's role in family engagement; develop and implement effective communication strategies that promote positive, collaborative relationships between families, schools, and communities; and analyze and apply theories of family engagement and historical perspectives to create inclusive school climates that honor the diverse needs and strengths of all families; utilize leadership skills to advocate for social justice and equity in education, ensuring that all families have a voice in their child’s educational journey and that barriers to family participation are addressed.
This course explores the evolving dynamics of U.S. families and their impact on education, equipping future educators and professionals with strategies to effectively engage and collaborate with diverse family structures, with an emphasis on the application of knowledge and skills essential for the well-being of a household and that people use to identify themselves. The course provides an in-depth analysis of family theories, inclusive historical perspectives, and school climate considerations for fostering positive partnerships. Topics include effective communication strategies, leadership skills for educators, and advocacy based on social justice principles.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Early Childhood Education, Family Studies, Community and Educational Leadership, or Sociology of Education (10/24).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: describe the philosophical, historical, and social foundations of education; articulate the governance structure of education and the responsibilities of schools in a 21st century, diverse society; implement the process of instruction and learning; explain the roles of teachers and parents in education; and describe field observations as they relate to course content.
This course provides an overview of the social, philosophical, and historical foundations for education and the implications for its role in today’s society. It also examines the profession of teaching, the diverse population with whom teachers work, and the impact of curriculum, technology, and school organization on the classroom and profession. Fieldwork is intended to provide opportunities for students to learn through observation, data collection, research, assessment, and evaluation, as well as written and oral communication.
In the lower division baccalaureate/associate degree category, 6 semester hours in Education, Early Childhood Education, Special Education, Educational Leadership, Middle Education, or Secondary Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: coordinate space, time, and materials to plan developmentally-appropriate experiences that encourage children’s play, exploration, and learning; articulate an understanding of the principles of child growth and development to serve as a foundation for working effectively with young children; design and implement a safe environment for young children and promote the development of safe practices; create a healthy environment and promote the development of good health habits; apply policies and practices needed to meet the nutritional needs of young children; design and implement strategies and techniques for providing a supportive environment in which children can develop self-control and interact positively with others; describe strategies for establishing and maintaining positive and productive relationships with families; identify the existence of possible special needs and make program adaptations to provide an appropriate program for all children; advocate for quality care in early childhood programs and take advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of families and children; recognize ways to utilize community resources to assist children with diverse abilities, their families, and early care and education professionals; and interact with children with an awareness of the importance of respecting diversity in programs for young children.
Major topics include characteristics and needs of children in a variety of early care and education settings, the role of the professional, and requirements for employment in the field.
In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education or Pre-K to 6 Education (8/21).
90 hours.
August 2021 - Present.
Upon successful completion of the learning experience, students will be able to: define literacy and describe emerging literacy in early childhood education; articulate language development in young children; identify factors that influence language development; describe adult behaviors that promote the language development of young children; implement developmentally appropriate and culturally diverse activities that promote language and literacy acquisition for English and non-English speaking children; identify various forms of children’s literature; describe the interconnectedness of listening, speaking, reading, and writing; articulate how to plan and implement a curriculum that promotes listening, speaking, reading, and writing interest and abilities; identify phoneme, phonological awareness, and alphabetic principle activities; and outline ways schools and families can work together to strengthen children’s literacy development.
This course provides an introduction to language and literacy development in the young child. Students explore the early childhood language arts curriculum, including speaking, listening, writing, and reading skills, the teacher’s role and methods of creating a literacy-rich environment that engages children in creative, developmentally appropriate language arts experiences. Students create plans and materials for use with children.
In the lower division baccalaureate/associate degree category, 6 semester hours in Education, Early Childhood Education, Special Education, or Educational Leadership (8/21).
45 hours (6 weeks).
July 2024 - Present.
Upon successful completion of the course, students will be able to: design instructional plans that incorporate both teacher-centered and student-centered strategies, focusing on meeting diverse student needs and fostering engagement and motivation; apply differentiated instruction techniques to tailor teaching methods for students with varying learning styles, abilities, and backgrounds, ensuring equitable access to learning opportunities; demonstrate effective classroom management strategies to maintain a positive and productive learning environment, including managing lesson delivery and addressing discipline issues; develop and utilize a variety of assessment methods to measure student learning, provide constructive feedback, and report progress accurately to students, families, and stakeholders; integrate culturally responsive teaching practices to create inclusive classrooms that respect and celebrate the diverse cultural backgrounds of students, and promote equity and social justice; engage in meaningful collaboration with colleagues, families, and the community to support student well-being, enhance learning experiences; and address the needs of all students, particularly those from underrepresented groups.
This intermediate course provides comprehensive coverage of the central concepts of effective teaching methods—knowing, connecting, and supporting diverse students; instructional planning; teacher-centered and student-centered instructional strategies; differentiating instruction; engagement and motivation; managing lesson delivery; classroom management and discipline; assessment and reporting; and collaborating with colleagues and families. This course also examines the instructional implications for issues especially important and influential in current K–12 education, including topics such as meeting the needs of the increasing diversity of the student population, equity and social justice, culturally responsive teaching, and student well-being.
In the lower division baccalaureate/associate degree category, 3 semester hours in Teaching Methods and Assessment, Education, Instructional Design, Classroom Management, and Assessment Strategies (10/24).
