Bachelor of Arts in Early Childhood Education (Online)

This course is an overview of Christian theology intended to acquaint the student with key theological concepts as they relate to everyday life. This introductory course satisfies the core curriculum requirement for Christian doctrine for students who are not in a program that requires the enhanced church-work core.

This course is an overview of the Old Testament intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content, but students who take it must also take REL 2020 New Testament elsewhere in their programs. It is required for students in a church-work program.

This course presents an overview of texts for children - early childhood through the early adolescent years - along with criteria for making appropriate literature selections. Attention is also given to authors and illustrators and the awards presented by various committees. Practical strategies for stimulating children’s interest in books will also be discussed. Additionally, students will also explore social issues as related to literature and develop an understanding of critical literary theories.

This course is the capstone course of the education program, ideally taken just prior to student teaching. This course emphasizes key tenets of the profession: school law; ethics and judgment of educators, including conflict mediation and resolution; legal responsibilities of teachers; finding and securing a meaningful job, including the Call process to a Lutheran school; and ongoing professional development.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course examines the science, research, and methodology behind literacy instruction. Effective literacy instruction involves an acute understanding of the reading process, which includes oral language development, concepts of print, phonological awareness, phonics/decoding, vocabulary, word knowledge, fluency, and comprehension. Pre-service teachers will assume responsibility for understanding this complex process and delivering an effective instruction using varied instructional approaches, curricular materials, and assessment tools. The results of successful instruction are readers who possess not only basic reading skills but also the ability to read for multiple purposes, including other curricular areas. This course will also consider how to support the reading development of English Language Learners, students with disabilities, students from low socioeconomic status, and students from diverse backgrounds. The practicum component of this course enables students to put some of these strategies and skills into teaching practice. ED 2204 and ED 2358 meet the requirements for Wisconsin Act 20 Reading and Language Arts compliance.

This course is designed to provide students with a practical look at how teachers and families can empower, collaborate, and advocate for children with special needs. Students will see how lasting partnerships can be formed between members of diverse families and professionals in special and general education including administrators, teachers, assistants, special educators, and related service providers. The course includes family systems theory, the history and current status of policy, family rights, and the principles of partnership and their application by teachers and other professionals. Focus is on communication between home and school and strategies for developing culturally appropriate family-centered practices.

This course prepares the Early Childhood educator to create and maintain healthy, developmentally appropriate, and secure environments for young children. Integrated topics including health, wellness, safety, nutrition, and fitness will be considered through the lens of whole child wellness and current trends in health education. Students will explore the roles and responsibilities of Early Childhood professionals in meeting the diverse health needs of young children, the promotion of healthy lifestyles and hygiene habits, responding to common childhood illnesses and injuries, partnering with families to promote children’s overall well-being, and meeting health, nutrition, and safety standards. Students will plan for health, nutrition, and fitness in the Early Childhood setting; and will complete a service project that promotes wellness for young children.

This course provides the Early Childhood educator with the knowledge, skills, and dispositions necessary for engaging curiosity, developing STEM literacy, and embracing a sense of wonder in young children. Through the lens of research-based best practices, this course addresses how young learners construct and represent scientific knowledge through problem solving, inquiry-based and playful exploration, cooperative learning experiences, a notice and wonder model, and integration with other curricular areas. Specific emphasis is placed on Environmental Education and a consideration of place-based learning as essential for the young scientist. Students develop concepts about essential components and skills of scientific inquiry; and use this information in planning, assessing, implementing, differentiating, and modifying developmentally appropriate instructional strategies for diverse learners.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is a study of creativity as a central force in early childhood learning and development (ages birth to age 8). With a strong emphasis on the arts, music, visual arts, movement, and dramatic play, students will learn how to design meaningful, integrated experiences that inspire imagination, curiosity, and joy in young children. Alongside the creative arts, this course highlights the importance of social studies and the child’s world, weaving stories of community, culture, history, and identity into playful, hands-on learning. Through exploration, reflection, and practice, students will develop the skills to create classrooms where creativity fuels discovery, where children see themselves in the world around them, and where every subject comes alive through the lens of imagination.

This course provides a foundation in using multiple methods of assessment and data sources in making educational decisions, as well as, the legal and ethical issues regarding the assessment of students with exceptional needs. Students will learn to conduct formal and informal assessments for eligibility and instructional purposes. They will interpret assessment results to guide educational decision-making including writing individualized plans and selecting supports and adaptations for learners with special education needs. Students will learn the importance of collaboration with families and other colleagues to assure that nonbiased and meaningful assessments are administered. Students will use technology to support assessment tasks.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

ED 4502 Pre-Student Teaching Clinical Experience 1 provides candidates with an immersive, multi-week clinical experience where they actively engage in the full cycle of teaching—planning, delivering, assessing, and refining instruction. Candidates apply their skills in a classroom setting directly related to their licensure area, tailoring their approach to meet the unique needs of students. For those in specific licensure areas, this course may offer multiple clinical experiences, allowing candidates to deepen their expertise and adaptability in real-world educational environments. This is the first of two courses with clinical experiences that meet state licensure requirements for pre-student teaching in the online licensure programs.

This field experience course provides the candidate with the opportunity to observe and engage in a classroom setting of their choice within the online teacher licensure program. Candidates will explore various instructional methods and classroom management techniques, gaining valuable insight into effective teaching practices. Through reflective analysis of these observations, candidates continue to build the foundational skills essential for success as future educators.

This field experience course allows candidates to observe and analyze teaching practices in a classroom setting of their choice, as part of the online teacher licensure program. Candidates gain firsthand exposure to a variety of instructional approaches and classroom interactions, building a well-rounded perspective on effective teaching. Reflecting on these experiences, candidates continue developing essential skills that will support their growth as educators.

This course serves as the culminating student teaching experience for candidates pursuing an early childhood teaching license. Conducted in an approved early childhood education setting, candidates engage in planning, delivering, and assessing instruction for children from birth through third grade. Under the guidance of a qualified cooperating teacher and university supervisor, candidates demonstrate effective teaching practices, build classroom management skills, and adapt instruction to meet the diverse needs of young learners. This immersive experience prepares candidates for the responsibilities and expectations of a licensed early childhood educator.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class.

A Survey of Christian Thought examines how Christians have probed and presented the mystery and majesty of God's interaction with human beings, from early Christian writers to modern theologians. With a focus on close reading of primary sources, discussion, and writing, this course familiarizes students with some of the most influential thinkers of Christianity, allowing them to explore themes that have fascinated generations of Christians through the centuries.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This interdisciplinary course promotes scientific literacy by developing student understanding of how the natural sciences, social sciences, and technology are practiced, while at the same time providing the foundation for the required lab sciences and social sciences courses. By focusing on both the natural and social sciences, students will learn the types of questions asked by each, the ways knowledge is acquired in each, and how to evaluate the claims made by each. The increased impact of computer science (modelling, algorithms, big data) on science and society will also be covered. Ethical considerations of the uses of scientific knowledge form a key part of this course.

This course is a beginning college-level composition course designed to provide a variety of challenging writing tasks addressing a number of vital ideas and issues. Through critical reading and discussion of essays written by influential thinkers such as Niccolo Machiavelli, Martin Luther King, Jr., and Virginia Woolf, students learn to write thoughtful, logical, creative essays incorporating research when appropriate.

This course explores the importance that physical activity and nutrition play in maintaining wellness in our lives.

This course is the first course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘number’’. Specific number sense topics include numeration systems, number theory, concepts of numbers and operations (whole numbers, integers, fractions, decimals, percents, and ratios), estimation, and proportional reasoning. Preservice teachers will invent strategies to solve computations.

This course is an interaction laboratory course designed to help candidates improve their interpersonal relationship skills and acquire competence in facilitating human relations activities in the classroom. Candidates will examine their attitudes and values toward and improve their techniques in working with learners, parents, colleagues, and community and minority groups. This course serves as an introduction of human relations' components to education majors.

This course presents an overview of texts for children - early childhood through the early adolescent years - along with criteria for making appropriate literature selections. Attention is also given to authors and illustrators and the awards presented by various committees. Practical strategies for stimulating children’s interest in books will also be discussed. Additionally, students will also explore social issues as related to literature and develop an understanding of critical literary theories.

This course is the capstone course of the education program, ideally taken just prior to student teaching. This course emphasizes key tenets of the profession: school law; ethics and judgment of educators, including conflict mediation and resolution; legal responsibilities of teachers; finding and securing a meaningful job, including the Call process to a Lutheran school; and ongoing professional development.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course examines the science, research, and methodology behind literacy instruction. Effective literacy instruction involves an acute understanding of the reading process, which includes oral language development, concepts of print, phonological awareness, phonics/decoding, vocabulary, word knowledge, fluency, and comprehension. Pre-service teachers will assume responsibility for understanding this complex process and delivering an effective instruction using varied instructional approaches, curricular materials, and assessment tools. The results of successful instruction are readers who possess not only basic reading skills but also the ability to read for multiple purposes, including other curricular areas. This course will also consider how to support the reading development of English Language Learners, students with disabilities, students from low socioeconomic status, and students from diverse backgrounds. The practicum component of this course enables students to put some of these strategies and skills into teaching practice. ED 2204 and ED 2358 meet the requirements for Wisconsin Act 20 Reading and Language Arts compliance.

This course is designed to provide students with a practical look at how teachers and families can empower, collaborate, and advocate for children with special needs. Students will see how lasting partnerships can be formed between members of diverse families and professionals in special and general education including administrators, teachers, assistants, special educators, and related service providers. The course includes family systems theory, the history and current status of policy, family rights, and the principles of partnership and their application by teachers and other professionals. Focus is on communication between home and school and strategies for developing culturally appropriate family-centered practices.

This course prepares the Early Childhood educator to create and maintain healthy, developmentally appropriate, and secure environments for young children. Integrated topics including health, wellness, safety, nutrition, and fitness will be considered through the lens of whole child wellness and current trends in health education. Students will explore the roles and responsibilities of Early Childhood professionals in meeting the diverse health needs of young children, the promotion of healthy lifestyles and hygiene habits, responding to common childhood illnesses and injuries, partnering with families to promote children’s overall well-being, and meeting health, nutrition, and safety standards. Students will plan for health, nutrition, and fitness in the Early Childhood setting; and will complete a service project that promotes wellness for young children.

This course provides the Early Childhood educator with the knowledge, skills, and dispositions necessary for engaging curiosity, developing STEM literacy, and embracing a sense of wonder in young children. Through the lens of research-based best practices, this course addresses how young learners construct and represent scientific knowledge through problem solving, inquiry-based and playful exploration, cooperative learning experiences, a notice and wonder model, and integration with other curricular areas. Specific emphasis is placed on Environmental Education and a consideration of place-based learning as essential for the young scientist. Students develop concepts about essential components and skills of scientific inquiry; and use this information in planning, assessing, implementing, differentiating, and modifying developmentally appropriate instructional strategies for diverse learners.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course ​provides students with multiple reading and learning strategies to use across the curriculum. Theoretical models of reading and instructional approaches to the teaching of reading are reviewed, including developmentally appropriate instructional methods for teaching phonics and spelling, and assessments for instruction and accountability. Students will learn evidence-based instructional methods for: concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary and comprehension.
Prerequisites: minimum score of 01 in 'Upper Division Status' and ED 204^* or ED 2204^*.
^* May be taken concurrently.

This course provides a foundation in using multiple methods of assessment and data sources in making educational decisions, as well as, the legal and ethical issues regarding the assessment of students with exceptional needs. Students will learn to conduct formal and informal assessments for eligibility and instructional purposes. They will interpret assessment results to guide educational decision-making including writing individualized plans and selecting supports and adaptations for learners with special education needs. Students will learn the importance of collaboration with families and other colleagues to assure that nonbiased and meaningful assessments are administered. Students will use technology to support assessment tasks.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

ED 4502 Pre-Student Teaching Clinical Experience 1 provides candidates with an immersive, multi-week clinical experience where they actively engage in the full cycle of teaching—planning, delivering, assessing, and refining instruction. Candidates apply their skills in a classroom setting directly related to their licensure area, tailoring their approach to meet the unique needs of students. For those in specific licensure areas, this course may offer multiple clinical experiences, allowing candidates to deepen their expertise and adaptability in real-world educational environments. This is the first of two courses with clinical experiences that meet state licensure requirements for pre-student teaching in the online licensure programs.

This field experience course provides the candidate with the opportunity to observe and engage in a classroom setting of their choice within the online teacher licensure program. Candidates will explore various instructional methods and classroom management techniques, gaining valuable insight into effective teaching practices. Through reflective analysis of these observations, candidates continue to build the foundational skills essential for success as future educators.

This field experience course allows candidates to observe and analyze teaching practices in a classroom setting of their choice, as part of the online teacher licensure program. Candidates gain firsthand exposure to a variety of instructional approaches and classroom interactions, building a well-rounded perspective on effective teaching. Reflecting on these experiences, candidates continue developing essential skills that will support their growth as educators.

This course serves as the culminating student teaching experience for candidates pursuing an early childhood teaching license. Conducted in an approved early childhood education setting, candidates engage in planning, delivering, and assessing instruction for children from birth through third grade. Under the guidance of a qualified cooperating teacher and university supervisor, candidates demonstrate effective teaching practices, build classroom management skills, and adapt instruction to meet the diverse needs of young learners. This immersive experience prepares candidates for the responsibilities and expectations of a licensed early childhood educator.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class.

A Survey of Christian Thought examines how Christians have probed and presented the mystery and majesty of God's interaction with human beings, from early Christian writers to modern theologians. With a focus on close reading of primary sources, discussion, and writing, this course familiarizes students with some of the most influential thinkers of Christianity, allowing them to explore themes that have fascinated generations of Christians through the centuries.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course is an overview of Christian theology intended to acquaint the student with key theological concepts as they relate to everyday life. This introductory course satisfies the core curriculum requirement for Christian doctrine for students who are not in a program that requires the enhanced church-work core.

This course is an overview of the Old Testament intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content, but students who take it must also take REL 2020 New Testament elsewhere in their programs. It is required for students in a church-work program.

This interdisciplinary course promotes scientific literacy by developing student understanding of how the natural sciences, social sciences, and technology are practiced, while at the same time providing the foundation for the required lab sciences and social sciences courses. By focusing on both the natural and social sciences, students will learn the types of questions asked by each, the ways knowledge is acquired in each, and how to evaluate the claims made by each. The increased impact of computer science (modelling, algorithms, big data) on science and society will also be covered. Ethical considerations of the uses of scientific knowledge form a key part of this course.

This course is a beginning college-level composition course designed to provide a variety of challenging writing tasks addressing a number of vital ideas and issues. Through critical reading and discussion of essays written by influential thinkers such as Niccolo Machiavelli, Martin Luther King, Jr., and Virginia Woolf, students learn to write thoughtful, logical, creative essays incorporating research when appropriate.

This course explores the importance that physical activity and nutrition play in maintaining wellness in our lives.

This course is the first course in a two-course sequence that presents an integrated approach to mathematics content and methods appropriate for early childhood, elementary, and middle school pre-service teachers. Emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Pre-service teachers will develop their conceptual understanding of ‘‘number’’. Specific number sense topics include numeration systems, number theory, concepts of numbers and operations (whole numbers, integers, fractions, decimals, percents, and ratios), estimation, and proportional reasoning. Preservice teachers will invent strategies to solve computations.

This course is an interaction laboratory course designed to help candidates improve their interpersonal relationship skills and acquire competence in facilitating human relations activities in the classroom. Candidates will examine their attitudes and values toward and improve their techniques in working with learners, parents, colleagues, and community and minority groups. This course serves as an introduction of human relations' components to education majors.

This course presents an overview of texts for children - early childhood through the early adolescent years - along with criteria for making appropriate literature selections. Attention is also given to authors and illustrators and the awards presented by various committees. Practical strategies for stimulating children’s interest in books will also be discussed. Additionally, students will also explore social issues as related to literature and develop an understanding of critical literary theories.

This course is the capstone course of the education program, ideally taken just prior to student teaching. This course emphasizes key tenets of the profession: school law; ethics and judgment of educators, including conflict mediation and resolution; legal responsibilities of teachers; finding and securing a meaningful job, including the Call process to a Lutheran school; and ongoing professional development.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course examines the science, research, and methodology behind literacy instruction. Effective literacy instruction involves an acute understanding of the reading process, which includes oral language development, concepts of print, phonological awareness, phonics/decoding, vocabulary, word knowledge, fluency, and comprehension. Pre-service teachers will assume responsibility for understanding this complex process and delivering an effective instruction using varied instructional approaches, curricular materials, and assessment tools. The results of successful instruction are readers who possess not only basic reading skills but also the ability to read for multiple purposes, including other curricular areas. This course will also consider how to support the reading development of English Language Learners, students with disabilities, students from low socioeconomic status, and students from diverse backgrounds. The practicum component of this course enables students to put some of these strategies and skills into teaching practice. ED 2204 and ED 2358 meet the requirements for Wisconsin Act 20 Reading and Language Arts compliance.

This course is designed to provide students with a practical look at how teachers and families can empower, collaborate, and advocate for children with special needs. Students will see how lasting partnerships can be formed between members of diverse families and professionals in special and general education including administrators, teachers, assistants, special educators, and related service providers. The course includes family systems theory, the history and current status of policy, family rights, and the principles of partnership and their application by teachers and other professionals. Focus is on communication between home and school and strategies for developing culturally appropriate family-centered practices.

This course prepares the Early Childhood educator to create and maintain healthy, developmentally appropriate, and secure environments for young children. Integrated topics including health, wellness, safety, nutrition, and fitness will be considered through the lens of whole child wellness and current trends in health education. Students will explore the roles and responsibilities of Early Childhood professionals in meeting the diverse health needs of young children, the promotion of healthy lifestyles and hygiene habits, responding to common childhood illnesses and injuries, partnering with families to promote children’s overall well-being, and meeting health, nutrition, and safety standards. Students will plan for health, nutrition, and fitness in the Early Childhood setting; and will complete a service project that promotes wellness for young children.

This course provides the Early Childhood educator with the knowledge, skills, and dispositions necessary for engaging curiosity, developing STEM literacy, and embracing a sense of wonder in young children. Through the lens of research-based best practices, this course addresses how young learners construct and represent scientific knowledge through problem solving, inquiry-based and playful exploration, cooperative learning experiences, a notice and wonder model, and integration with other curricular areas. Specific emphasis is placed on Environmental Education and a consideration of place-based learning as essential for the young scientist. Students develop concepts about essential components and skills of scientific inquiry; and use this information in planning, assessing, implementing, differentiating, and modifying developmentally appropriate instructional strategies for diverse learners.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is a study of creativity as a central force in early childhood learning and development (ages birth to age 8). With a strong emphasis on the visual arts, music, dance, movement, dramatic play, illustration, storytelling, and bookmaking; students are prepared to provide developmentally appropriate and integrated opportunities for young learners to be creative. Students will learn how to design meaningful and developmentally appropriate experiences that inspire imagination, curiosity, and joy in young children. Through exploration, reflection, and practice, students will develop the skills to create classrooms where creativity fuels discovery, where children see themselves in the world around them, and where every subject comes alive through the lens of creativity and imagination.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course provides a foundation in using multiple methods of assessment and data sources in making educational decisions, as well as, the legal and ethical issues regarding the assessment of students with exceptional needs. Students will learn to conduct formal and informal assessments for eligibility and instructional purposes. They will interpret assessment results to guide educational decision-making including writing individualized plans and selecting supports and adaptations for learners with special education needs. Students will learn the importance of collaboration with families and other colleagues to assure that nonbiased and meaningful assessments are administered. Students will use technology to support assessment tasks.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

ED 4502 Pre-Student Teaching Clinical Experience 1 provides candidates with an immersive, multi-week clinical experience where they actively engage in the full cycle of teaching—planning, delivering, assessing, and refining instruction. Candidates apply their skills in a classroom setting directly related to their licensure area, tailoring their approach to meet the unique needs of students. For those in specific licensure areas, this course may offer multiple clinical experiences, allowing candidates to deepen their expertise and adaptability in real-world educational environments. This is the first of two courses with clinical experiences that meet state licensure requirements for pre-student teaching in the online licensure programs.

This field experience course provides the candidate with the opportunity to observe and engage in a classroom setting of their choice within the online teacher licensure program. Candidates will explore various instructional methods and classroom management techniques, gaining valuable insight into effective teaching practices. Through reflective analysis of these observations, candidates continue to build the foundational skills essential for success as future educators.

This field experience course allows candidates to observe and analyze teaching practices in a classroom setting of their choice, as part of the online teacher licensure program. Candidates gain firsthand exposure to a variety of instructional approaches and classroom interactions, building a well-rounded perspective on effective teaching. Reflecting on these experiences, candidates continue developing essential skills that will support their growth as educators.

This course serves as the culminating student teaching experience for candidates pursuing an early childhood teaching license. Conducted in an approved early childhood education setting, candidates engage in planning, delivering, and assessing instruction for children from birth through third grade. Under the guidance of a qualified cooperating teacher and university supervisor, candidates demonstrate effective teaching practices, build classroom management skills, and adapt instruction to meet the diverse needs of young learners. This immersive experience prepares candidates for the responsibilities and expectations of a licensed early childhood educator.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class.

A Survey of Christian Thought examines how Christians have probed and presented the mystery and majesty of God's interaction with human beings, from early Christian writers to modern theologians. With a focus on close reading of primary sources, discussion, and writing, this course familiarizes students with some of the most influential thinkers of Christianity, allowing them to explore themes that have fascinated generations of Christians through the centuries.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).