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).
60 hours (6 weeks).
May 2025 - Present.
Upon successful completion of the course, students will be able to: analyze the role of cultural, linguistic, and socioeconomic diversity in shaping educational experiences and outcomes for students; develop strategies for creating inclusive and culturally responsive classroom environments that honor and respect the backgrounds of all students; evaluate the effectiveness of educational policies and practices in promoting equity and access for marginalized and underrepresented groups apply critical reflection and analysis to identify personal biases and articulate their impact on instructional practices and relationships with students from diverse backgrounds; design and implement engagement practices that support meaningful participation and success for students from diverse cultural, linguistic, and socioeconomic backgrounds; and advocate for systemic changes in educational settings that promote diversity, equity, and inclusion by effectively communicating with stakeholders and policy makers.
This course examines the impact of cultural, linguistic, and socioeconomic diversity on students' educational experiences and outcomes. Major topics include how systemic inequalities and biases influence learning opportunities and assess the role of educators in addressing these challenges; developing strategies to create inclusive, culturally responsive classrooms that celebrate and respect the diverse backgrounds of all learners. This course prepares future educators to advocate for and implement equitable practice in education.
In the upper division baccalaureate degree category, 3 semester hours in Education, Special Education, or Educational Psychology (5/25).
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).
60 hours (6 weeks).
May 2025 - Present.
Upon successful completion of the course, students will be able to: differentiate between key theories of motivation and their impact on student behavior and engagement in the classroom; Utilize Functional Behavior Assessments (FBAs) to systematically identify specific factors contributing to students' challenging behaviors within the classroom context; Construct evidence-based Behavioral Intervention Plans (BIPs) that incorporate principles of motivation, behavior change, and positive reinforcement to address individual students' needs; Analyze classroom data and student feedback to assess the effectiveness of motivational strategies and BIPs in real-world educational settings; Apply reflective practices to assess personal teaching methodologies, making necessary adaptations to better support motivation and self-regulation among primary school students; Collaborate with educational stakeholders, including students, parents, and fellow educators, to develop a cohesive approach to motivation and behavior management in primary classrooms; Advocate for the use of motivational theories and behavioral strategies in educational policies and practice, contributing to a positive and inclusive learning environment for all students.
This course explores key theories of motivation and their practical application in primary school classrooms. Students will develop strategies that foster engagement, positive behavior, and self-regulation among young learners. Emphasis is placed on conducting Functional Behavior Assessments (FBAs) to identify the root causes of challenging behaviors and designing Behavioral Intervention Plans (BIPs) tailored to individual student needs. Through data-driven analysis, students will evaluate the effectiveness of motivational and behavioral strategies, refining their approaches to enhance classroom dynamics and improve student learning outcomes.
In the upper division baccalaureate degree category, 3 semester hours in Education, Psychology, or Behavioral Sciences.
60 hours (6 weeks).
May 2025 - Present.
Upon successful completion of the course, students will be able to: examine the historical and legal foundations of special education, including key legislation and court cases that have shaped current practices; apply theories of child development to understand the diverse learning needs of students with disabilities and develop appropriate educational strategies; and design inclusive educational environments that accommodate the needs of students with disabilities, ensuring equitable access to learning opportunities.
This course provides an in-depth examination of the historical and legal foundations of special education, focusing on the evolution of educational practices for students with disabilities. Students will explore key legislation and court cases, apply theories of child development, and develop strategies to design inclusive and equitable educational environments. Through problem- based learning and reflective discussion, students critically engage with contemporary challenges and opportunities in special education, ensuring they are prepared to address the diverse needs of students with disabilities.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Special Education, or Educational Psychology (5/25).
60 hours (6 weeks),
May 2025 - Present.
Upon successful completion of the course, students will be able to: examine the historical and legal foundations of special education, including key legislation and court cases that have shaped current practices; apply theories of child development to understand the diverse learning needs of students with disabilities and develop appropriate educational strategies; and design inclusive educational environments that accommodate the needs of students with disabilities, ensuring equitable access to learning opportunities.
This course explores the development and sustenance of inclusive, ethical, and collaborative educational environments. Students learn to promote equity and social justice while applying ethical principles in decision-making. Emphasis is placed on fostering a positive school climate, ensuring all members feel valued and supported. Practical strategies and theoretical frameworks are examined to enhance leadership skills in educational settings.
In the upper division baccalaureate degree category, 3 semester hours in Education, Special Education, or Inclusive Education (5/25).
60 hours (6 weeks).
May 2025 - Present.
Upon successful completion of the course, students will be able to: apply instructional design models to create effective and engaging learning experiences for diverse learners; design and evaluate instructional materials that support inclusive and equitable educational outcomes; and analyze the role of technology in instructional design, identifying its potential benefits and challenges in diverse educational settings.
This course explores the principles and practices of Instructional Design in education, focusing on designing and evaluating instructional materials for diverse learners and equips students to apply instructional design models effectively, fostering engaging learning environments. Other topics include the impact of technology in educational settings, addressing both opportunities and challenges. It is an ideal course for educators seeking to enhance their instructional strategies in today's diverse classrooms.
In the graduate degree category, 3 semester hours in Education, Educational Technology, Instructional Design, or Curriculum and Instruction (5/25).