Page 117 - 2018-2019 Academic Catalog

leaders. While not as extensive as EDU 450, the student will be able to experience their chosen educational setting to evaluate future employment in education. Students meet with their faculty advisor to discuss internship experiences. The number of credits will be determined according to the number of hours the student spends in the internship. Forty hours of successful onsite work equals one academic credit. Two goals for each internship are developed in conjunction with the student and an additional two required goals are developed by the professor. The goals reflect an increasing level of difficulty through the 199/299/399 sequence. Prerequisite: EDU 101 (1-3 credits)
201 Lifespan Development
This course provides an opportunity for the student to explore and evaluate both secular and Christian theories related to the study of human development and the self. The course will examine biological, cognitive, spiritual, and psychosocial perspectives of our growth and maturation from conception to old age. The student will utilize research, observation, interviews, field work, and self-evaluation to gain a more comprehensive understanding of their own experience as a person in relationship with God, others, and creation. (3 credits) (Cross-listed as PSY 201)
202 Educational Psychology
This course answers the epistemological question: How does a student know? This course will primarily focus on the application of psychology as it is applied to teaching. All aspects of the educational process, including motivation, classroom management, preparation, and pedagogy will be evaluated through a psychological lens. Special emphasis is placed on a biblical approach both to knowing and to truth. Prerequisite: EDU 201. (3 credits) (Cross-listed as PSY 202)
299 Field Experience - Internship II
This course is an internship for one semester in an off-campus location that provides students with the opportunity to assist teachers, librarians, school administrators, or church education leaders. While not as extensive as EDU 450, the student will be able to experience their chosen educational setting to evaluate future employment in education. Students meet with their faculty advisor to discuss internship experiences. The number of credits will be determined according to the number of hours the student spends in the internship. Forty hours of successful onsite work equals one academic credit. Two goals for each internship are developed in conjunction with the student and an additional two required goals are developed by the professor. The goals reflect an increasing level of difficulty through the 199/299/399 sequence. Prerequisite: EDU 101 and 199. (1-3 credits)
300 Exceptional Learners
This course equips future classroom teachers with the knowledge and skills required to meet the educational needs of students with exceptional abilities or disabilities. The categories of exceptionality covered in this course focus on those most prevalent in the classroom, such as learning disabled, ADD (with and without hyperactivity), emotional and behavioral disorders, language and communication disorders, autism spectrum disorders, and gifted and talented. Practically, this course will be presented from an overarching perspective of differentiated
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