Course Descriptions – Fall 2020

GED 509 – Integrative Curriculum

 Integrative Curriculum is designed to offer a theoretical and historical overview of the concept of integrative curriculum, as well as many practical applications. We will consider integrated curriculum theory as expressed by interdisciplinary, thematic, student directed, and standards based curriculum.  Students will have the opportunity to explore multiple intelligences, differentiated learning styles, brain based learning and the integration of artistic, ethical and holistic approaches to curriculum.

Credits: 3 cr.


GED 521 – Early Childhood Education: Foundations

This course introduces students to the field of early childhood education. It provides an overview of different program models, policy and advocacy issues, current research on early child development and education and state and national program standards. A course in human development is a prerequisite.

This course aims to prepare early education graduates who are committed to the provision of quality early childhood education for each and every child and their family. Using evidence-based practice, this course emphasizes the values of equity and inclusion in supporting students to develop skills that will prepare them to work in diverse early education learning environments.

Students will spend a minimum of 15 hours visiting different early childhood settings.

Credits: 3 cr.


GED 526 – Understanding and Responding to Harm Using a Holistic Restorative Approach

The restorative approach to discipline in schools is a relationally based, non-exclusionary approach rooted in the principles of voluntary participation, meaningful engagement, active responsibility, collaborative problem-solving and fair process. It places each person’s dignity and inherent goodness at the center of the process and seeks to approach every challenge with compassionate curiosity and desire to grow. It is a “human-centered” approach, aimed at serving everyone in a school community including students, staff, families and school leaders.  In this course you will not only explore the restorative practices associated with this approach—restorative chat, restorative conference, class circle, and community circle—you will also explore the nature of harm and healing as they are experienced by individuals and entire groups. Understanding of and/or dedicated interest in equity, mindfulness, and trauma informed practices is required.

100% online with bi-weekly synchronous meetings.

Credits:  3 cr.


GED 581 Social/Emotional Development and Individual Differences

This course examines commonly occurring emotional and behavioral disorders of childhood and how they influence student learning. Research supported interventions and strategies to support students with social/emotional issues will be explored. Emphasis will be placed on structuring learning environments for students with social/emotional needs, serving students who have experienced trauma, completing a functional behavioral assessment, and creating a behavior plan.  General educators will gain skills and knowledge to incorporate into their classrooms while special educators will expand their base of knowledge to support their consultation to general education personnel.

Credits: 3 cr.


GED 606 Literacy Development and Instruction in grades K-12.

This course is designed for licensed teachers and will focus on literacy development and instruction in grades K-12.  We will explore the research and “best practices” in literacy instruction with a particular emphasis on differentiated instruction within the context of the Common Core Standards.

Credits: 3 cr.