EDUCATION Courses
EDUCATION Courses
ED–110 INTRODUCTION TO TEACHING
FALL/SPRING/ALL YEARS
3 credit hours
This course assists the perspective teacher in Evaluating personal qualifications in the light Of criteria for successful classroom teaching and Helps the student make a well-informed decision for or against a career in teaching. In addition To the classroom assignments, nine hours of Classroom observation in elementary, middle and High school is required to pass this course. Student will work individually to write Reflections on their observations and present a 10-minute presentation on one of the episodes.
ED–201 HUMAN GROWTH AND DEVELOPMENT
FALL/SPRING/ALL YEARS
3 credit hours
This course covers the lifespan of human growth and development with special emphasis on the formative years of the child and the role of parents, caregivers and teachers. Through online and/or on-site observations, developmental patterns are studied in the physical, cognitive, social and emotional domains. Prerequisite: PY-101.
ED–210 MATH REFRESHER: FOUNDATIONS AND APPLICATIONS
AS REQUIRED/AS REQUIRED
1 credit hour
This course offers a concentrated review of key mathematical concepts essential for academic success across disciplines. Students will refresh their understanding of number and quantitative reasoning, data interpretation, and algebra and geometry. The course emphasizes practical applications and problem-solving techniques to build confidence and competence in math. Prerequisites: Must be within 5 points of passing the Praxis Core Math and Instructors consent.
ED–211 WRITING ESSENTIALS IN EDUCATION
AS REQUIRED/AS REQUIRED
1 credit hour
This course provides a focused overview of essential writing skills needed for professional academic success. It covers text types and their purposes, language and research skills, as well as the development of argument and informative writing. Students will also learn revision techniques and practice applying research skills to their writing. Prerequisites: Must be within 5 points of passing the Praxis Core Writing and instructors consent.
ED–212 READING STRATEGIES & ANALYSIS IN EDUCATION
AS REQUIRED/AS REQUIRED
1 credit hour
This course provides a concentrated overview of essential reading skills needed for academic success. Students will focus on identifying key ideas and details, analyzing the craft, structure, and language of texts, and integrating knowledge and ideas from multiple sources. The course is designed to enhance students' comprehension and critical thinking abilities in a variety of reading contexts. Prerequisite: Must be within five points of passing Praxis Core Reading and Instructors consent.
ED–215 INTRODUCTION TO EXCEPTIONAL INDIVIDUALS
FALL/SPRING/ALL YEARS
3 credit hours
This is an introductory course that investigates exceptionalities, including gifted as well as disabling conditions. This course will focus on types of exceptionalities, etiological factors, dynamics, incidence, and the psychological implications of the various exceptionalities on the individuals, the family, including those with culturally and linguistically diverse backgrounds, and the social environment. Special Education majors must complete ED215 and ED292 prior to taking higher-level Special Education courses.
ED–265 CULTURE AND EDUCATION IN GUAM
FALL/SPRING/ALL YEARS
3 credit hours
This is a study of Guam's cultural development focusing on periods of intense cultural conflict and interchange. It focuses on the island and the concomitant implications for educators. Differing educational approaches to the cultural environment, both past and present, are explored. It meets the Guam teacher certification requirement in culture or history.
ED–271 TECHNOLOGY APPLICATIONS FOR EDUCATORS
FALL/SPRING/ALL YEARS
3 credit hours
This teaching methods course emphasizes the psychological and theoretical basis for using instructional media and technology in education. Students produce various instructional media and demonstrate the use of the newer technologies such as telecommunications, assistive technology, computers, and multimedia as educational tools.
ED–280 INTRODUCTION TO BILINGUALISM/ BICULTURALISM
FALL ONLY/ALL YEARS
3 credit hours
This course examines bilingualism/biculturalism and includes the sociological, psychological, linguistics, cultural, and educational aspects.
ED–292 PRACTICUM IN SPECIAL EDUCATION
AS REQUIRED/AS REQUIRED
3 credit hours
This practicum course deals with observations of various agencies serving exceptional individuals. Students are required to put in two (2) hours of observation a week and one-hour seminar. Prerequisite: ED215, or concurrent enrollment or consent of instructor. Special Education majors must take this course prior to taking higher-level special education courses. Grading System: A-F.
ED–300 EDUCATIONAL PSYCHOLOGY
FALL/SPRING/ALL YEARS
3 credit hours
This course offers an analysis of the complex factors involved in learning, individual differences, motivation for learning, individual differences in learning, leadership, and socio-cultural factors as they affect the education of children and youth. Prerequisite: PY101, ED201.
ED–310 REMEDIATION OF INDIVIDUALS WITH LEARNING DISABILITIES/BEHAVIOR DISORDERS
AS REQUIRED/AS REQUIRED
3 credit hours
This is a methods course, which will provide an in-depth study of children and adolescents with specific learning disabilities. The course will focus on the identification, assessment, placement and delivery of services across all grade levels. It will include the adaptation of content, methodology and delivery of instruction to students with learning disabilities, including those with culturally and linguistically diverse backgrounds and social environment. Prerequisite: ED215 or consent of instructor.
ED–311 CURRICULUM FOR CHILDREN AND YOUTH WITH DISABILITIES
AS REQUIRED/AS REQUIRED
3 credit hours
This is curriculum course for working with students with disabilities. In this course the major focus is the discussion of the role practiced by special education personnel and other school based support individuals on the relevant curriculum needs for individuals with developmental disabilities. This includes the logical and systematic decision-making process for both short and long term planning, which involves the student, parent and teachers in setting curriculum content priorities in the planning process. Prerequisites: ED215 and ED292, or consent of instructor.
ED–312 GUIDANCE FOR EXCEPTIONAL INDIVIDUALS AND FAMILY
AS REQUIRED/AS REQUIRED
3 credit hours
This course considers the counseling role of the professional in providing support to exceptional children with disabilities and their families. The improvement of mental health and adjustment of exceptional pupils being served is a major topic. This course includes some basic skills useful for counselors. Understanding of the stages of parental reaction to having a child with a disability, family dynamics, and special considerations one must take into account prior to working with a family (i.e. student age, family culturally competent strategies are learned, specifically in the areas of developing a counseling plan, developing trust, building relationships, and family needs assessment. Prerequisites: ED215 or consent of instructor.
ED–314 ASSESSMENT OF SKILLS FOR CHILDREN AND YOUTH WITH SPECIAL NEEDS
AS REQUIRED/AS REQUIRED
3 credit hours
This is an assessment course for determining the present levels of educational performance of student with or without disabilities. The course addresses pre-placement assessments, determination of eligibility for special education programs, assessing daily progress in meeting learning goals and objectives and reevaluation strategies of students with disabilities. It will also address the understanding of psychoeducational reports and determining the instructional implication of such reports. School-wide assessments for both groups and individual's assessment, as will performance- based and authentic assessments will be reviewed. Prerequisite: ED215 or consent of instructor.
ED–315 METHODS OF TEACHING CHILDREN AND YOUTH WITH SPECIAL NEEDS
AS REQUIRED/AS REQUIRED
3 credit hours
This is a method course, which will provide an in-depth educational study of children and adolescents with moderate to severe disabilities including mental retardation, autism, cerebral palsy, etc. The course will focus on the identification, assessment, placement and delivery of services across all grades levels in various educational settings. It will include the adaptation of content, methodology and delivery of instruction to all students, including those with culturally linguistically diverse backgrounds and social environment, with moderate to severe disabilities. Prerequisite: ED215 or consent of instructor.
ED–317 FOUNDATIONS IN EARLY CHILDHOOD DEVELOPMENT AND INTERVENTIONS
FALL/SPRING/ALL YEARS
3 credit hours
This course is designed to help students understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Students will learn how to apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children's development and learning. These contextual factors as well as social, cultural, and linguistic diversity will be considered when learning how to facilitate meaningful learning experiences and individualize intervention and instruction across contexts. Insructors consent required.
ED–318 FOSTERING SOCIAL-EMOTIONAL DEVELOPMENT THROUGH PARTNERSHIPS AND PLAY
FALL/SPRING/ALL YEARS
3 credit hours
This course is designed to help students plan and implement intentional, systematic, evidence based, responsive interactions, interventions, and instruction to support all children's learning and development across all developmental and content domains in partnership with families and other professionals. Students will learn to facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Students will use data-based decision making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation. Instructors consent required.
ED–319 CHILDREN'S LITERATURE
FALL/SPRING/ALL YEARS
3 credit hours
This course emphasizes the reading and examination of all types of printed and audio-visual materials, a study of the history and development of children's literature, its value to the communication process, and the criteria for selection and utilization of books and closely related materials suited to the needs and tastes of elementary school children including exceptional children.
ED–321 LANGUAGE ARTS METHODS: SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
This course covers objectives, methods, materials and philosophy for instruction in the secondary school program. It is designed for majors English Education or language arts specialization students. Classroom observation is required. Prerequisites: ED110, ED-300, and Admissions to SOE and 12 credit hours in EN, CO, LN. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–322 SOCIAL SCIENCES METHODS: SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
This course covers objectives, methods, materials and philosophy for teaching social studies at the secondary school level, for History for Education or Government for Education majors or social studies specialization students. Observation in secondary social science classes is required. Prerequisites: ED-110, ED-192, ED-300, and Admissions to SOE and 12 credit hours in social sciences. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–323 MATHEMATICS METHODS: SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
This course covers objectives, methods, materials and philosophy for teaching the mathematics at the secondary school level, for majors and mathematics specialization students. Observation in secondary mathematics classes is required. Prerequisites: ED-110, ED-300, and Admissions to SOE and 12 credit hours in mathematics. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–324 SCIENCE METHODS: SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
Science majors and general science specialization students are directed to objectives, methods, materials and philosophy of teaching science in the secondary schools. Observation in secondary science classes is required. Prerequisites: ED-110, ED-300, and Admissions to SOE and 12 credit hours in science. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–325 BUSINESS SUBJECTS METHODS: SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
This course covers objectives, methods, philosophies, and materials for the improvement of instruction in both skills and non-skill subjects in business. Observation in secondary school business classes is required. Prerequisites: ED-110, ED-300 and Admission to SOE and 12 credit hours in science. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–326 FINE ARTS METHODS, SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
This course covers objectives, methods, materials, and philosophy for teaching fine arts at the secondary school level, for majors and fine arts specialization students. Observation in secondary fine arts classes is required. Prerequisites: ED-110, ED-300 and Admission to SOE and 12 credit hours in art or music. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–327 CONSUMER FAMILY SCIENCES METHODS: SECONDARY
FALL/SPRING/ALL YEARS
3 credit hours
This course covers objectives, methods, and philosophies for teaching Consumer Family Science (CFS) in middle and high school. Observations and participation in CFS classes in secondary schools are required. Prerequisites: ED-110, ED-300 and Admission to SOE and 12 credit hours CFS. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–328 CAREER AND TECHNICAL EDUCATION METHODS I
AS REQUIRED/AS REQUIRED
3 credit hours
This course aids the prospective teacher in developing and implementing Career and Technical Education (CTE) curriculum and teaching methods in the classroom with emphasis on research finding. Observation in CTE classes is required. Prerequisites: ED-110, ED-300 and Admission to SOE and 12 credits hours in CFS. Students should take ED-489 concurrently and course should be taken the semester before student teaching.
ED–329 VOCATIONAL/TECHNICAL METHOD II
SPRING ONLY/ALL YEARS
3 credit hours
This course is an extension of ED328 and provides students an opportunity to strengthen their skills in Vocational/Technical Curriculum Development and instructional techniques. Students also prepare and utilize instructional material that support individualized learning. Prerequisite: ED328.
ED–330 LANGUAGE ARTS IN EARLY CHILDHOOD
FALL/SPRING/ALL YEARS
3 credit hours
This course explores the foundational principles and practices for fostering language and literacy development in young children, emphasizing the integration of listening, speaking, reading, and writing. Students will learn to create and implement developmentally appropriate, inclusive, and culturally responsive language arts curricula tailored to diverse learners, including children with developmental delays or disabilities. The course addresses the role of families, communities, and technology in supporting language development and literacy skills. Through evidence-based strategies and practical applications, students will be equipped to assess, plan, and deliver engaging, literacy-rich learning experiences that promote overall cognitive, social, and emotional growth.
ED–331 TEACHING THE YOUNG CHILD
FALL/SPRING/ALL YEARS
3 credit hours
This course prepares future educators to support the holistic development of young children by addressing their social, emotional, physical, creative, and cognitive needs. Through an emphasis on developmentally appropriate practices, students will explore research-based methods for fostering a nurturing and inclusive learning environment. The course integrates cultural responsiveness, family engagement, and collaboration as essential components in early childhood education, ensuring that diverse linguistic and cultural backgrounds are respected and celebrated.
ED–332 CURRICULUM FOR YOUNG CHILDREN
FALL/SPRING/ALL YEARS
3 credit hours
This course explores the design and implementation of developmentally appropriate, inclusive, and culturally responsive curricula for young children. Emphasizing play, holistic development, and family engagement, students will learn to create meaningful learning experiences that align with Early Childhood Education Standards (ECP). The course integrates theory and practice to prepare educators for observing, assessing, and planning effective early learning environments.
ED–333 CREATIVE ARTS IN EARLY CHILDHOOD
FALL/SPRING/ALL YEARS
3 credit hours
This course introduces students to the essential role of creativity and artistic expression in early childhood education. This course emphasizes the importance of play, sensory experiences, and exploration in fostering children's cognitive, emotional, and social development. Students will explore research-based practices for integrating creative arts into early childhood curricula, focusing on diverse artistic mediums, play-based learning, and emergent curriculum approaches. Through hands-on experiences, reflective practice, and the creation of a comprehensive arts portfolio, students will develop strategies to design meaningful, culturally responsive, and developmentally appropriate art activities for young children.
ED–334 SOLVING DISCIPLINE PROBLEMS: STRATEGIES FOR CLASSROOM TEACHERS
FALL/SPRING/ALL YEARS
3 credit hours
Teachers who work with young children need the most effective ways to address problems. In this course students will learn different problem-solving techniques that help children learn to accept responsibility and communicate with each other.
ED–336 BUILDING HOME AND SCHOOL RELATIONSHIPS IN EARLY CHILDHOOD EDUCATION
FALL/SPRING/ALL YEARS
3 credit hours
This course explores the critical role of family-school collaboration in promoting children's academic success and holistic development, particularly within multicultural and multilingual contexts like Guam. It emphasizes the importance of building strong, respectful, and culturally responsive relationships with families to support student learning. The course provides students with strategies to engage families effectively, focusing on creating inclusive partnerships that honor diverse cultural backgrounds. Students will learn to communicate and collaborate with families as partners in education, enhancing their capacity to support children's social, emotional, and cognitive growth. Through practical activities and reflection, future educators will develop the skills needed to create supportive learning environments that foster family involvement, contributing to student success and well-being.
ED–337 COLLABORATIVE STRATEGIES FOR INCLUSIVE EDUCATION AND TRANSITIONS
FALL/SPRING/ALL YEARS
3 credit hours
This course is designed to help students apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices. In partnership with families and other professionals, candidates will develop and implement individualized plans and plan for successful transitions that occur across the age span. Students will learn how to use a variety of collaborative strategies while working with and supporting other adults. Instructors consent required.
ED–338 FAMILY AND COMMUNITY ENGAGEMENT IN EARLY INTERVENTION
FALL/SPRING/ALL YEARS
3 credit hours
This course examines the critical role of family-centered practices and collaborative partnerships in supporting children's development, learning, and holistic well-being. Emphasizing family systems theory and family capacity-building, students will develop skills to engage families as partners in education, fostering competence and confidence in advocating for their children. The course highlights culturally responsive approaches within multicultural and multilingual contexts, focusing on creating inclusive, respectful relationships with families to promote academic success and social-emotional growth. Through practical activities and reflection, students will explore strategies to build on families' strengths, address their goals, and support their active involvement in creating supportive learning environments. Instructor Consent required.
ED–340 INTERVENTION APPROACHES TO MATH FLUENCY IN EARLY LEARNING
FALL/SPRING/ALL YEARS
3 credit hours
This course focuses on building foundational mathematical concepts and fluency in early childhood education. Students will explore strategies for fostering number sense, problem-solving, and mathematical reasoning in children from birth through age 8. The course emphasizes research-based practices, the integration of manipulatives and technology, and the alignment of teaching methods with national and state standards. Additionally, students will examine and apply intervention strategies to support children with diverse learning needs, ensuring equitable access to mathematical understanding and development. Instructors consent required.
ED–342 SYSTEMATIC APPROACHES TO RESPONSIVE TEACHING
FALL/SPRING/ALL YEARS
3 credit hours
This course is designed to help students plan and implement intentional, systematic, evidence based, responsive interactions, interventions, and instruction to support all children's learning and development across all developmental and content domains in partnership with families and other professionals. Students will learn to facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Students will use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation. Instructors consent required.
ED–343 TRANSITION IN SPECIAL EDUCATION
AS REQUIRED/AS REQUIRED
3 credit hours
This course provides knowledge and skills necessary for implementing relevant career education, vocational, family living and transition programs critical to the individuals with disabilities becoming contributing members to society. Career awareness programs in the elementary, middle, and senior high schools are examined. This course is required for all Special Education majors. Prerequisite: ED215 or consent of instructor.
ED–346 ASSESSMENTS IN EARLY CHILDHOOD
FALL/SPRING/ALL YEARS
3 credit hours
This course is designed to help students gain knowledge and understanding of the purposes of assessment in relation to ethical and legal considerations. Students will learn how to choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, students will develop or select as well as administer informal measures and select and administer formal measures in partnership with families and other professionals. Students will learn to analyze, interpret, document, and share assessment information using a strength-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting. Instructor consent required
ED–350 EFFECTIVE TEACHING STRATEGIES FOR THE ELEMENTARY MULTICULTURAL CLASSROOM
FALL/SPRING/ALL YEARS
3 credit hours
This is a study of techniques of classroom management, learning objectives, writing lesson and unit plans, and matching teaching strategies with learning styles. Prerequisites: ED-110, ED-192 or equivalent, ED-201, 300 or consent of instructor.
ED–351 FINE ARTS METHODS: ELEMENTARY
SPRING ONLY/ALL YEARS
3 credit hours
This course gives students a working knowledge of the fundamentals of teaching music, arts, and drama. The abilities to keenly observe and perceive in order to create personal expressions that can serve as mortar for all learning are encouraged. Prerequisites: Any 100-200 level courses in Art Theater Music & ED-350 or concurrent enrollment
ED–353 SOCIAL STUDIES METHODS: ELEMENTARY
FALL ONLY/ALL YEARS
3 credit hours
This course covers objectives, methods, materials and philosophy of the elementary social studies program. Prerequisites: Any 100 or 200 level PS, GE, HI, AN, SO, BA/EC or LN course and ED-350 or concurrent enrollment. .
ED–354 SCIENCE METHODS: ELEMENTARY
FALL ONLY/ALL YEARS
3 credit hours
This course strives to develop an attitude of research and inquiry among students who are in teacher preparation as well as demonstrating methods to accomplish a similar goal with children. Prerequisites: Any 100 or 200 level BI, CH, NS or PH courses and ED350.
ED–355 LANGUAGE ARTS METHODS: ELEMENTARY
SPRING ONLY/ALL YEARS
3 credit hours
This course stresses an understanding of the phases of language arts development and the selection and use of educational approaches to enhance this development. Both ED-355 and ED-357 to be taken concurrently. Prerequisites: EN-111 and ED-350 or concurrent enrollment. Corequisite: ED-357.
ED–356 MATHEMATICS METHODS: ELEMENTARY
FALL ONLY/ALL YEARS
3 credit hours
This course covers objectives, methods and materials for teaching mathematics in the elementary schools. Experience in planning and teaching mathematics lessons on several levels within the elementary level is required. Prerequisites: MA-110 and ED-350 or concurrent enrollment.
ED–357 READING METHODS: ELEMENTARY
AS REQUIRED/AS REQUIRED
3 credit hours
This course examines modern theory and practice in the various areas of reading instruction. Emphasis is placed on a basic developmental reading program in the classroom; organization and administration; adjustment to meet individual differences; reading readiness; basic reading skills; word analysis structural and phonetic); reading in the content subjects; and recreational reading. Classroom observation and participation are required. Practicum is required. Both ED355 and ED357 to be taken concurrently. Prerequisites: EN111 and ED350 or concurrent enrollment. Corequisite: ED355.
ED–363 P.E. AND HEALTH METHODS ELEMENTARY
SPRING ONLY/ALL YEARS
3 credit hours
This course is designed to prepare elementary classroom teachers to teach Health and Physical Education in the elementary schools. Health and Physical Education concepts and skills that are contained in the professional association standards as well as the standards of teaching from the GPSS Teacher Standards and the conceptual framework adopted by the UOG school of Education are integral components. Prerequisite: AL-185 or HS200 and ED-350
ED–384 STUDENT ACADEMIC COUNSELOR TRAINING
FALL/SPRING/ALL YEARS
3 credit hours
This course covers the theory and practice of peer counseling with emphasis on study skill development and cross-cultural communication. Students gain experience as instructor aids in FY101. Prerequisites: EN111. Sophomore standing. Approval of Counseling Services Committee required.
ED–385A STRUCTURE OF THE LANGUAGE
FALL ONLY/ALL YEARS
3 credit hours
This is the study of the structure of a target language which provides valuable information for second language teachers and teachers in bilingual/bicultural programs. The course may be repeated for credit when different target languages are studied. Prerequisite: Professionally assessed language competency.
ED–385B STRUCTURE OF THE LANGUAGE
AS REQUIRED/ALL YEARS
3 credit hours
This is the study of the structure of a target language which provides valuable information for second language teachers and teachers in bilingual/bicultural programs. The course may be repeated for credit when different target languages are studied. Prerequisite: Professionally assessed language competency.
ED–385C STRUCTURE OF THE LANGUAGE: CHAMORU ORTHOGRAPHY
SUMMER ONLY/AS REQUIRED
3 credit hours
This is the study of the structure of the language which provides valuable information for second language and bilingual teachers. This course may be repeated for credits when different targeted languages are studied. Prerequisite: ED385a-b.
ED–392 METHODS PRACTICUM
FALL ONLY/ALL YEARS
3 credit hours
This course provides a field experience with the first upper division in the Elementary Education Program. Prerequisites: ED350; Effective Teaching in the Elementary Multicultural Classroom; consent of instructor.
ED–403 FOUNDATIONS OF EDUCATION
SPRING ONLY/SPRING ONLY
3 credit hours
Through a study of philosophy and principles which underlie American's schools, the forces which influence education (economic, historical, social and psychological) are examined. Open only to students with 60 hours or more earned college credits. Meets the requirement for ED110. Prerequisite: Upper division standing.
ED–404 FOUNDATIONS OF VOCATIONAL/TECHNICAL EDUCATION
FALL ONLY/ALL YEARS
3 credit hours
This is an overview of the evolution and current developments in various forms of Vocational-Technical Education. It includes an introduction to differing philosophical perspectives, as well as an exploration and analysis of the technological, cultural, political, economic and legislative factors that affect current and future forms of Vocational and Technical Education.
ED–405 ORGANIZATION AND MANAGEMENT OF VOCATIONAL/TECHNICAL EDUCATION LABORATORIES
SPRING ONLY/ALL YEARS
3 credit hours
This course assists students in the development of knowledge and skills necessary to organize and manage the Vocational/Technical Education Laboratories.
ED–406 EVALUATION AND THE IMPROVEMENT OF VOCATIONAL/TECHNICAL EDUCATION PROGRAMS
SPRING ONLY/ALL YEARS
3 credit hours
Vocational teachers develop skills and acquire knowledge for the evaluation and reporting of vocational students' performance, determining student grades, evaluating instructional program effectiveness, and evaluating vocational programs. Prerequisite: ED404 or consent of instructor.
ED–411 CONTEMPORARY ISSUES IN COUNSELOR EDUCATION
SPRING ONLY/ALL YEARS
3 credit hours
This is an approach to human endeavor as a matter of interpersonal relations with basic information concerning personality development, mental mechanisms and pathological personality types. It is aimed at the WHY of human behavior and intended for teachers. Prerequisite: Upper division standing or consent of instructor.
ED–420 YOUNG ADULT LITERATURE
SPRING ONLY/ODD YEARS
3 credit hours
This is a survey of books and other forms of literature that are suitable for secondary school students with emphasis on current interests and materials. It is an introduction to basic aids for selection, as well as practice in techniques of reading guidance and promotional programs such as book talks, booklists, and film programs.
ED–442 SPECIAL EDUCATION LAW
AS REQUIRED/ALL YEARS
3 credit hours
This course develops the knowledge and skills necessary for pre-service, in-service and related personnel in the development and implementation of Individualized Education Plans (IEPs) for children and youth with disabilities, including those with culturally linguistically diverse backgrounds and social environment, who are eligible for Special Education services. The development of both long term and short-term goals and objectives within the guidelines of current Special Education legislation is a major focus of the course. Prerequisites: ED215 or consent of instructor.
ED–443 ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION
AS REQUIRED/AS REQUIRED
3 credit hours
This course is designed for special education and regular education teachers who expect to teach students with disabilities. Students learn to select, adapt, create, and use materials and assistive technology for students with disabilities. Prerequisite: ED215 or consent of instructor.
ED–444 SOCIOCULTURAL ASPECTS OF EDUCATION
SPRING ONLY/ALL YEARS
3 credit hours
This is a survey of sociological and psychological factors related to education of children outside the cultural and economic mainstream of American society, and includes a review of local resources and facilities to assist these pupils. Prerequisites: SO101, PY101 or consent of instructor.
ED–446 INCLUDING CHILDREN WITH DISABILITIES IN THE REGULAR CLASSROOM
FALL/SPRING/ALL YEARS
3 credit hours
This course is designed for special and general education teachers at both elementary and secondary level. It covers basic knowledge and skills necessary for teaching students with disabilities in order to be involved in and progress within the least restrictive environment. Emphasis is placed on the placement of students primarily within the general education setting unless it is determined that placement in this setting with supplementary aids and services has proven to be unsatisfactory. Special emphasis is also given to multicultural populations and settings, including those with culturally and linguistically diverse backgrounds, and the social environment. Prerequisites: Admission to SOE.
ED–449 DIRECT INSTRUCTION TEACHING STRATEGY
AS REQUIRED/AS REQUIRED
4 credit hours
This competency-based course deals with the development of skills necessary for effectively teaching direct instruction programs dealing with basic skills of reading, spelling, language, or arithmetic. The specific conceptual content will vary depending on the specific levels of the program(s) taught. Prerequisites: ED300 or consent of instructor.
ED–451 AUDIO VISUAL EDUCATION
FALL/SPRING/ALL YEARS
3 credit hours
This is a laboratory course in which instructional design and the selection, production, and utilization of media resources are studied. A survey of perception, communication and learning theories, as well as selected research studies applicable to the design of instructional systems are included. Prerequisites: ED300 or consent of instructor.
ED–452 COMPUTERS IN EDUCATION
FALL/SPRING/ALL YEARS
3 credit hours
The course is designed to teach preservice and in-service teachers about micro-computers in education. It provides practical experience with computers, and aids students in learning the various types of software (applications, utilities, CAI/CMI) and their school and classroom uses. LOGO is taught. Issues involved in computer use in education are studied. No previous computer experience is necessary.
ED–457 BEHAVIOR MANAGEMENT IN SPECIAL EDUCATION
AS REQUIRED/ALL YEARS
3 credit hours
This course focuses on managing student behavior (with or without disabilities) to improve classroom instruction and increase learning. This course is designed to help teachers to increase on-task behavior on academic tasks and decrease problem behaviors. The primary focus is on prevention and intervention for inappropriate behavior that interferes with teaching and learning. Emphasis is given to procedures for administration and management of the learning situation in the classroom in order to provide a positive learning environment. This course will also address issues related to discipline as specified in the Individuals with Disabilities Act (IDEA). Prerequisite: ED215.
ED–462 CONTENT AREA LITERACY
FALL ONLY/ALL YEARS
3 credit hours
This course is designed to meet those specific needs for instruction of reading in the middle and secondary school environment. Reading in the content area is emphasized and such concepts as readability levels, study skills and vocabulary development are covered utilizing the competency-based approach. Current strategies concerning remedial readers, motivation of the reluctant reader, material development and comprehension skills are related to this instructional level. Prerequisites: ED110, ED300 and Admission to SOE.
ED–463 CLASSROOM MANAGEMENT FOR A DIVERSE SCHOOL AND SOCIETY
SPRING ONLY/ALL YEARS
3 credit hours
The course covers practical, theoretical, Philosophical, and ethical aspects of school and Society, the education profession, and secondary Schools with particular focus on classroom Management, school violence, school safety, Educational law, and other critical social issues. Prerequisites: Admission into the School of Education. Course should be taken just prior to student teaching.
ED–473 DEVELOPING COGNITIVE ABILITIES
AS REQUIRED/AS REQUIRED
3 credit hours
This course examines how to help pupils develop skills necessary to independent learning; strategies designed to help pupils make inferences and predications. Three processes essential to developing independent learners are emphasized: concept diagnosis, interpretation of data and application of knowledge.
ED–476 EFFECTIVE MIDDLE SCHOOLS
FALL ONLY/ALL YEARS
3 credit hours
This course examines the middle school concept and movement; the rationale for designing educational programs for the middle grades (6-8). The course explores the implications of teacher learner, instructional leader and learning environment data for curriculum and instruction. It focuses on dealing with the complex problems facing the middle school teachers.
ED–480 SECOND LANGUAGE CURRICULUM AND MATERIALS DEVELOPMENT
AS REQUIRED/ALL YEARS
3 credit hours
The course surveys curriculum selection and evaluation and analyzes various methods of curriculum modification. It focuses on the selection of existing second language materials, adaptation of materials, and development of original materials for use in a second language or bilingual/bicultural classroom. Prerequisite: ED280.
ED–481 SECOND LANGUAGE TEACHING METHODOLOGY
AS REQUIRED/ALL YEARS
3 credit hours
This is an introduction to the large and growing field of second language pedagogy. The primary purpose of the course is to provide current and prospective second language teachers with knowledge of the theoretical bases and research which are related to second language learning. The secondary purpose is to consider the practical application of the theories and research within the second language classroom.
ED–482 WORKING WITH SECOND LANGUAGE LEARNERS
AS REQUIRED/ALL YEARS
3 credit hours
This course deals with understanding the plight of the limited English proficient student in the mainstream classroom, and techniques and strategies for effectively teaching these students. A practicum is included.
ED–483 INTRODUCTION TO EARLY CHILDHOOD SPECIAL EDUCATION
AS REQUIRED/AS REQUIRED
3 credit hours
This course provides an overview of the rationale, policies, and procedures for Early Childhood Special Education Services. The etiology of disabilities and a description of children with handicaps are presented. Implications for educational intervention and service delivery for children from birth to 5 years are discussed. The course is designed to introduce students to the field of Early Childhood Special Education.
ED–486 BEST (BUILDING EFFECTIVE STRATEGIES FOR TEACHING)
FALL ONLY/ALL YEARS
3 credit hours
This course brings together novice and experienced teacher to work collaboratively on strategies to solve classroom problems via the action research methodology. The course will equip beginning teachers with pedagogical and professional skills; and experienced teachers with research skills, particularly those that are needed to carry out collaborative action research. Prerequisite: current enrollment in or completion of ED392, or consent of advisor.
ED–488 SCHOOL LAW FOR TEACHERS
FALL ONLY/ALL YEARS
3 credit hours
This course is design as an introductory class in legal basics for the prospective or recently assigned teacher in the public school system. The class will provide guidance in the everyday decision making that will help make the teacher actions more defensible in this modern era of litigation in the school scene.
ED–489 EVALUATION
FALL/SPRING/ALL YEARS
3 credit hours
This course covers the fundamental principles and practices of classroom assessment and evaluation. Effective decision making and professional judgement, using assessment data is critical to the assessment process. Norm-referenced and criterion- referenced assessment instruments, crafting teacher-made assessment tools, using technology and effective formative and summative classroom assessment are major topics. Students are required to complete service learning hours as part of course requirements. Prerequisites: ED110, ED300, MA151.
ED–490 SPECIAL PROJECT
FALL ONLY/FALL ONLY
3 credit hours
ED–491 SEMINAR: EDUCATIONAL STUDIES CAPSTONE
SPRING ONLY
3 - 6 credit hours
A culminating seminar that synthesizes the candidate's professional learning and field experience from ED498. Students construct a professional ePortfolio that documents mastery of teaching and learning competencies across InTASC standards and AAQEP criteria. Emphasis is placed on reflection, self-assessment, and professional growth through portfolio development, career planning, and oral presentation. The course supports readiness for professional practice in informal or non-licensure education sectors. Prerequisite: Successful completion of ED498 or concurrent enrollment with instructor approval; senior standing. Completion of all professional education course and ED498
ED–491ES SEMINAR: EDUCATIONAL STUDIES CAPSTONE
FALL/SPRING/ALL YEARS
6 credit hours
A culminating seminar that synthesizes the candidate's professional learning and field experience from ED498. Students construct a professional ePortfolio that documents mastery of teaching and learning competencies across lnTASC standards and AAQEP criteria. Emphasis is placed on reflection, self-assessment, and professional growth through portfolio development, career planning, and oral presentation. The course supports readiness for professional practice in informal or non-licensure education sectors. Prerequisite: Successful completion of all professional education courses, ED498 and instructors consent. Senior Standing.
ED–492 PRACTICUM IN STUDENT TEACHING
FALL/SPRING/ALL YEARS
12 credit hours
Note: Prior to Student Teaching/Internship all teacher candidates must take the following Praxis tests and pass with a score as set by the Guam Commission for Educator's Certification (GCEC): . Praxis II Content Knowledge/Subject Assessment and . Praxis II Principles of Learning and Teaching: K-6, or Praxis II Principles of Learning and Teaching: 7-12 General description for all ED492: The student is assigned to a cooperating teacher in an appropriate classroom. Regular observation, counseling and evaluation are provided by the School of Education faculty. Individual counseling and group seminars are required. (Grading System: Letter Grade System). General Prerequisites: Overall GPA of at least a 2.7 GPA in the teaching area; completion of all education courses. Senior standing and no general education courses can be taken concurrently without special permission from their program chairperson and field experience coordinator; application must be completed by announced deadline. Special Prerequisites: Secondary - Completion of all professional and related area course requirements. Student is also required to be present at the assigned school the entire school day and is encouraged to follow the Department of Education calendar. Special Education: Students must complete student teaching experiences in both elementary and secondary special education settings (split semester). Elementary, Early Childhood, Special Education and Secondary: Completion of all professional and related area course requirements. Students are advised to follow the Guam Public School System calendar.
ED–498 INTERNSHIP IN TEACHING:
AS REQUIRED/AS REQUIRED
12 credit hours
Note: Prior to Student Teaching/Internship all teacher candidates must take the following Praxis tests and pass with a score as set by the Guam Commission for Educator's Certification (GCEC): . Praxis II Content Knowledge/Subject Assessment and . Praxis II Principles of Learning and Teaching: K-6, or Praxis II Principles of Learning and Teaching: 7-12 This course provides teaching experience under intensive supervision in private or public schools. The student is assigned a cooperating teacher in the school who acts as a mentor teacher. Regular observation, counseling and evaluation are provided by the SOE. Internship requests from currently employed students or from applicants with unusual circumstances may be made in the form of a written letter of request to the Office of the Field Experience Coordinator. Individuals and or group conference is required. (Grading System: A-P-NC) letter grades. General Prerequisites: Current employment in a full-time teaching position and consent of the employer. Overall GPA of at least a 2.70 GPA for Degree students-- completion of all professional and related area requirements, for Certification students-- completion of all certification requirement; senior standing. Application completed by announced deadlines. ED498 must be completed to meet the degree requirements for student teaching.
ED–498ES INTERNSHIP IN EDUCATIONAL STUDIES
FALL/SPRING/ALL YEARS
6 credit hours
A 180-200-hour supervised internship providing students with professional experience in informal educational settings such as museums, nonprofit organizations, private learning institutions, or military-affiliated programs. Candidates design and deliver learning modules, conduct program evaluations, and demonstrate effective communication, reflection, and cultural responsiveness in diverse learning environments. The internship emphasizes the integration of InTASC standards, AAQEP competencies, and UOG institutional learning outcomes through authentic practice and reflection. Prerequisite: Completion of all professional education courses (except ED491 Seminar in Educational Studies Capstone); senior standing and instructors consent.