ED 3000 - Foundations of American Education
Prerequisite: C- or higher in any WC&IL II course and Advisor approval required.
Provide an introduction to the knowledge, skills, and dispositions that characterize the profession of education. Highlights the social, political, legal, historical, philosophical, and curricular foundations of American education. Advisor approval required.
Credit: 3
ED 3040 - Mathematics Concepts for Elementary Teachers
Prerequisite: C- or higher in any WC&IL II course and Advisor approval required.
An introduction to teaching strategies that facilitate effective learning experience in mathematics classes. Major areas of focus include curriculum theory and practice, instructional design, classroom management, assessment of student learning, and reflective teaching.
Credit: 3
ED 3100 - Child and Adolescent Development for Educators
Prerequisite: C- or higher in any WC&IL II course and Advisor approval required.
An overview of the major concepts, principles, theories, and research related to the growth and development of children and young adolescents so that teacher candidates may construct learning opportunities that support the intellectual, psychological, and social development of diverse learners.
Credit: 3
ED 3120 - Educational Psychology for Elementary Education
Prerequisite: C- or higher in any WC&IL II course or HON 1000.
Educational Psychology is a branch of psychology that is concerned with understanding and improving how students acquire a variety of capabilities through formal instruction in classroom settings. Students will explore factors that psychological theories are concerned with and that affect how teachers teach and students learn, included the learner’s physical, social, emotional, and cognitive development; cultural, social, emotional differences; learning and problem-solving processes; self-esteem; motivation; testing; and measurement to formulate effective instructional lessons.
Credit: 3
ED 3200 - Education Research and Writing
Prerequisite: C- or higher in an y WC&IL II course and admission to the B. Ed. in Elementary Education Program or consent.
An introduction to the scholarship of teaching and learning. Engages teacher candidates in disciplined reflection about teaching and learning. Candidates conduct a literature review; develop a research plan; collect, analyze, and interpret data; and engage in action planning.
Credit: 3
ED 3300 - Introduction to Teaching
Prerequisite: C- or higher in any WC&IL II course and Advisor approval required.
Provides an introduction to general principles of reflective teaching. Focuses on the recursive process of planning, teaching, assessment of student learning, and reflection on professional practice. Emphasizes strategies for effective classroom management and teaching. Culminates in the delivery of a lesson plan in a school setting.
Credit: 3
ED 3310 - Foundations of Culturally Based Education in Hawai‘i
Prerequisite: Completion of all General Education requirements, C- or higher in any WC&IL II course, and formally admitted into the School of Education.
This course utilizes culturally responsive principles of teaching and learning, expert guest speakers from the Hawaiian community, guided reflection, critical discourse, and the practical application of the Nā Honua Mauli Ola Hawaiian Cultural Pathways for Healthy and Responsive Learning Environments to the design of a culture-based unit plan. Participants in this course experience the land, history, culture, and language of Hawai‘i to develop pedagogical practices that support the learning and well-being of Hawai‘i’s children.
Credit: 3
ED 3400 - Arts for Elementary Education
Prerequisite: C- or higher in any WC&IL II course.
An introduction to teaching strategies that facilitate effective learning experiences in arts classes. Major areas of focus include curriculum theory and practice, instructional design, classroom management, assessment of student learning, and reflective teaching.
Credit: 3
ED 3420 - Language Arts I: Reading, Writing and Oral Communication
Prerequisite: C- or higher in any WC&IL II course, admission to the B.Ed. in Elementary Education Program or consent.
This course is an introduction to the processes of reading, writing, and oral communication development, emphasizing methods, strategies, and materials for teaching literacy skills in elementary (K-6) education. Major areas of focus include curriculum theory and practice, instructional design, assessment of student learning, and reflective teaching. Attention will be given to the formation and effectiveness of integrating reading, writing, and oral communication skills to enhance and enrich student learning.
Credit: 3
ED 3421 - Language Arts II: Reading, Writing and Oral Communication
Prerequisite: C- or higher in any WC&IL II course, admission to the B.Ed. in Elementary Education Program or consent.
This course further expands on the processes of reading, writing, and oral communication development, emphasizing methods, strategies, and materials for teaching literacy skills in elementary (K-6) education. More in-depth focus on curriculum theory and practice, instructional design, assessment of student learning, and reflective teaching will be provided. Examination will be given to the benefits of a reading, writing, and oral communication integrated skills approach for overall effective student learning.
Credit: 3
ED 3430 - Foundations of English Language Learning
Prerequisite: C- or higher in any WC&IL II course, admission to the B.Ed. in Elementary Education Program or consent.
An introduction to teaching strategies that facilitate an effective learning experience for English Language Learners. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Credit: 3
ED 3440 - Mathematics for Elementary Education
Prerequisite: C- or higher in any WC&IL II course, admission to the B.Ed. in Elementary Education Program or consent.
An introduction to teaching strategies that facilitate effective learning experiences in mathematics classes. Major areas of focus include curriculum theory and practice, instructional design, classroom management, assessment of student learning, and reflective teaching.
Credit: 3
ED 3450 - Science for Elementary Education
Prerequisite: C- or higher in any WC&IL II course, admission to the B.Ed. in Elementary Education Program or consent.
An introduction to teaching strategies that facilitate effective learning experiences in science classes. Major areas of focus include curriculum theory and practice, instructional design, classroom management, assessment of student learning, and reflective teaching.
Credit: 3
ED 3460 - Social Studies for Elementary Education
Prerequisite: C- or higher in any WC&IL II course, admission to the B.Ed. in Elementary Education Program or consent.
An introduction to teaching strategies that facilitate effective learning experiences in social studies classes. Major areas of focus include curriculum theory and practice, instructional design, classroom management, assessment of student learning, and reflective teaching.
Credit: 3
ED 3500 - Service Learning in Elementary Education
Prerequisite: C- in any WC&IL II course, and Advisor approval required.
Integrates practical classroom-based activities into the academic content of the accompanying education courses. Highlights reflection; develops the candidate’s professional and pedagogical knowledge, skills, and dispositions; and fosters a commitment to the teaching profession.
Repeatable for up to 3 credits.
Credit: 1 to 3
ED 3600 - Foundations of Special Education
Prerequisite: C- in any WC&IL II course, Admission to the B.Ed. in Elementary Education Program or consent.
An overview of the different categories of exceptionality, special education law, identification and placement procedures, current delivery systems, and basic philosophies and strategies relating to special education practice in an inclusion environment.
Credit: 3
ED 3990 - Internship
Prerequisite: At least a 2.7 GPA for undergraduate level .
Internships provide students with applied, experiential learning opportunities so that they can make connections between academic study and the practical application of that study in a professional work environment. Academic internships are supervised by a faculty member and an on-site professional supervisor. All academic internships must be approved in advance by the department or program. Unless stipulated otherwise by the department or program, credit hours are defined by the university's credit hour policy (for example, a 3-credit internship will require a minimum of 120 hours onsite). Internships may be repeated for a total of 9 credit hours.
Repeatable for up to 9 credits.
Credit: 1-3
ED 4510 - Elementary Clinical Experience Seminar
Prerequisite: Completion of all major courses for the B.Ed. degree and a passing score on the PRAXIS II Content Knowledge Test. Co-requisite: ED 4512.
This course is a capstone course for the Elementary Education major that provides an opportunity to examine the complexities of curriculum planning, teaching, classroom management, assessment, and synthesis of the clinical practice experience. Emphasizes reflective practice by providing opportunities for teacher candidates to interact with each other, receive continuous support from their professor and mentor teacher, prepare for licensing and employment, and complete their professional portfolios.
Capstone course.
Credit: 3
ED 4511 - Elementary Clinical Experience I
Prerequisite: Completion of all major courses for the B.Ed. degree and a passing score on the PRAXIS II Content Knowledge Test.
This course is a capstone clinical practice course for the Bachelor of Education in Elementary Education. Full- time, supervised clinical practice in a public or private school. Culminating experience that involves practical application of professional and pedagogical knowledge, skills, and dispositions in a school setting. Opportunities to engage in reflective practices, such as planning, implementing, and assessing curriculum initiatives and projects.
Credit: 3-12
ED 4512 - Elementary Clinical Experience II
Prerequisite: Completion of all major courses for the B.Ed. degree and passing score on the PRAXIS II Content Knowledge Test. Co-requisite: ED 4510.
This course is a capstone practice course for the Bachelor of Education in Elementary Education. Full-time, supervised clinical practice in a public or private school. Culminating experience that involves practical application of professional and pedagogical knowledge, skills, and dispositions in a school setting. Opportunities to engage in reflective practices, such as planning, implementing, and assessing curriculum initiatives and projects.
Credit: 3 to 9
ED 6000 - The Professional Educator
Prerequisite: Graduate standing.
An introduction to the knowledge, skills, and dispositions that characterize the profession of education. Highlights the practical, historical, philosophical, political, legal, ethical, social, and cultural aspects of teaching in the American educational system.
Credit: 3
ED 6100 - Educational Psychology
Prerequisite: Graduate standing.
Students will explore factors that psychological theories are concerned with and that affect how teachers teach and students learn, included the learner’s physical, social, emotional, and cognitive development; cultural, social, emotional differences; learning and problem-solving processes; self-esteem; motivation; testing; and measurement to formulate effective instructional lessons.
Restricted to MED students.
Credit: 3
ED 6200 - Introduction to Educational Research
An introduction to the scholarship of teaching and learning. This course engages candidates in disciplined reflection about teaching and learning. Candidates conduct research to study the problems or issues in education, collect, analyze and interpret data, communicate results in academic writing, and engage in self-reflection and peer review.
Restricted to MED Students.
Credit: 3
ED 6300 - Introduction to Teaching
An introduction to general principles of reflective teaching. Focuses on the recursive process of planning, implementing, assessing, and refining teaching practices; developing teaching strategies and materials; and evaluating student learning through various assessments.
Restricted to MED Students
Credit: 3
ED 6310 - Culturally-Responsive Education in Hawai‘i
Prerequisite: Graduate standing.
This course utilizes culturally-responsive principles of teaching and learning, expert guest speakers from the Hawaiian community, guided reflection, critical discourse, and the practical application of the Nā Honua Mauli Ola Hawaiian Cultural Pathways for Healthy and Responsive Learning Environments to the design of a culture-based unit plan. Participants in this course experience the land, history, culture and language of Hawai‘i to develop pedagogical practices that support the learning and well-being of Hawai‘i’s children.
Credit: 3
ED 6401 - Elementary Curriculum I: Language Arts
An introduction to teaching strategies that facilitate effective learning experiences in elementary language arts, and reading classes. Major areas of focus include curriculum theory and practice, instructional design, classroom management, and assessment techniques.
Restricted to MED Students.
Credit: 3
ED 6402 - Elementary Curriculum II: Math and Science
An introduction to teaching strategies that facilitate and effective learning experience in elementary mathematics and science classes. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Restricted to MED Students.
Credit: 3
ED 6403 - Elementary Curriculum III: Social Studies and the Arts
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate and An introduction to teaching strategies that facilitate effective learning experiences in Social Studies and the Art classes. Major areas of focus include curriculum theory and practice, instructional design assessment of student learning, interdisciplinary learning, and reflective teaching.
Restricted to MED students.
Credit: 3
ED 6420 - English Curriculum and Instruction
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate an effective learning experience in English classes. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Credit: 3
ED 6430 - The English Language Learner
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate an effective learning experience for English Language Learners. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Credit: 3
ED 6440 - Math Curriculum and Instruction
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate an effective learning experience in mathematics classes. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Credit: 3
ED 6450 - Science Curriculum and Instruction
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate an effective learning experience in science classes. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Credit: 3
ED 6460 - Social Studies Curriculum and Instruction
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate an effective learning experience in social studies classes. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques.
Credit: 3
ED 6463 - Economics for Hawaii Teachers
Prerequisite: Graduate standing. Chair/Dean approval required.
This course provides an introduction to teaching economics. The course is aimed at both future and current Hawaii social studies and economics teachers. The course will provide instruction on the economic principles in the National Council for Economic Education’s Voluntary Content Standards in Economics. Included within these standards are disciplinary concepts of the C3 Framework for Economics such as; (1) Economic Decision Making, (2) Exchange and Markets, (3) The National Economy, and (4) The Global Economy. The course will also present an overview of the economic history of Hawaii, explore strategies for incorporating economic content into existing curriculums, and provide materials and on-going support for teaching economics content. This elective course cannot be used to satisfy subject matter concentration requirements for teaching licensure.
Credit: 3
ED 6470 - World Languages Curriculum and Instruction
Prerequisite: Graduate standing.
An introduction to teaching strategies that facilitate an effective learning experience in world languages classes. Major areas of focus include curriculum theory and practice, instructional design, classroom and lab management, and assessment techniques
Credit: 3
ED 6480 - Integrated Curriculum: Literacy and Content
This course covers a wide variety of instructional strategies that interweave language arts instruction in the learning of subject matter contents. Student also explore various curricular models such as curriculum integration, project-based learning, and inquiry-based learning as examples of curricular approaches that break disciplinary silos
Restricted to MED students.
Credit: 3
ED 6510 - Elementary Clinical Practice Seminar
Prerequisite: Successful completion of all required core courses. Passing score on the PRAXIS II Content Knowledge Test. Co-requisite: ED 6512.
Provides an opportunity to examine the complexities of curriculum planning, teaching, classroom management, assessment, and synthesis of the elementary clinical practice experience. Emphasizes reflective practice by providing opportunities for teacher candidates to interact with each other, receive continuous support from their professor and mentor teacher, prepare for licensing and employment, and complete their professional portfolios.
Credit: 3
ED 6511 - Elementary Clinical Practice I
Prerequisite: Successful completion of all required core, field, and specialized courses. Passing score on the PRAXIS II Content Knowledge Test.
Full-time, supervised clinical practice experience in a public or private elementary school. Culminating experience that involves practical application of professional and pedagogical knowledge, skills, and dispositions in a school setting. Opportunities to engage in reflective practices, such as planning, implementing, and assessing curriculum initiatives and projects.
Credit: 3-9
ED 6512 - Elementary Clinical Practice II
Prerequisite: Successful completion of all required core courses. Passing score on the PRAXIS II Content Knowledge Test. Co-requisite: ED 6510.
Full-time, supervised clinical practice experience in a public or private elementary school. Culminating experience that involves practical application of professional and pedagogical knowledge, skills, and dispositions in a school setting. Opportunities to engage in reflective practices, such as planning, implementing, and assessing curriculum initiatives and projects.
Credit: 3-6
ED 6520 - Secondary Clinical Practice Seminar
Prerequisite: Successful completion of all required core courses. Passing score on the PRAXIS II Content Knowledge Test. Co-requisite: ED 6522.
Provides an opportunity to examine the complexities of curriculum planning, teaching, classroom management, assessment, and synthesis of the secondary clinical practice experience. Emphasizes reflective practice by providing opportunities for teacher candidates to interact with each other, receive continuous support from their professor and mentor teacher, prepare for licensing and employment, and complete their professional portfolios.
Credit: 3
ED 6521 - Secondary Clinical Practice I
Prerequisite: Successful completion of all required core courses. Passing score on the PRAXIS II Content Knowledge Test.
Full-time, supervised clinical practice experience in a public or private secondary school. Culminating experience that involves practical application of professional and pedagogical knowledge, skills, and dispositions in a school setting. Opportunities to engage in reflective practices, such as planning, implementing, and assessing curriculum initiatives and projects.
Credit: 3-9
ED 6522 - Secondary Clinical Practice II
Prerequisite: Successful completion of all required core courses. Passing score on the PRAXIS II Content Knowledge Test. Co-requisite: ED 6520
Full-time, supervised clinical practice experience in a public or private secondary school. Culminating experience that involves practical application of professional and pedagogical knowledge, skills, and dispositions in a school setting. Opportunities to engage in reflective practices, such as planning, implementing, and assessing curriculum initiatives and projects.
Credit: 3-6
ED 6605 - Practical Research in Education
An introduction to research methods and their application to real-world problems. Candidates study problems in education and learn research skills leading to a research proposal to address a problem.
Credit: 3
ED 6615 - Contemporary Issues in Education
This course examines current and emerging issues and trends impacting education. Inquiring into demographic shifts; globalization; technology, data-based decision-making; inclusion of diverse learners in American schools; and recent research on student achievement when influenced by race, gender, and poverty.
Credit: 3
ED 6620 - Educational Assessment
Focuses on formal and informal assessment strategies to be used by teachers of elementary and secondary students. Topics will include reliability, validity, bias, performance assessment, portfolios, affective assessment, standardized test score interpretation, and formative assessment. Particular attention will be given to practical applications of the assessment of learners within a particular classroom setting and curricular context.
Credit: 3
ED 6630 - Teacher Leadership
This course is designed to explore the field of ideas relating to leadership, human modes of communication, and personal relationships in the shaping of our social and professional relationships as educators. Teachers who work with students, parents, colleagues, community members, and board members will discover the leader within them and learn how to communicate more effectively, and persuasively, with confidence and authenticity. In an eight-week format, participants are guided through various activities including reading, viewing, reflection, and investigations to further increase their knowledge and awareness of topics related to strategies for teacher leaders within our schools.
Credit: 3
ED 6640 - Ethics in Educational Leadership: Role, Responsibility, Relationships
This course will give students the personal awareness of their decision-making and actions in the classroom, department, and school in the roles, responsibilities, and relationships they assume at each level. They will examine, explore, and express in their own words what professional ethics is as they interact with the various audiences and how they can contribute to creating a safe, caring, and professional culture in their classroom, department, and school. More specifically, students will be able to apply laws, policies, procedures, and practices that are related to ethics in their school district through case studies.
Credit: 3
ED 6650 - Self-Management in Education
This course addresses School-Based Management (SBM) as a way of promoting decentralization of decision-making authority to positively impact educational quality in schools. Course content and methodology emphasize small group activities, collaboration, and use of data to encourage self-management and maximize school performance improvements.
Credit: 3
ED 6660 - Diversity and Social Change
This course addresses methods for positively impacting social and cultural diversity and equity issues including the possible effects of culture, race stereotyping, family, socioeconomic status, gender, sexual identity, language, and values on student development and progress in the school setting. Course content and methodology emphasize small group activities, collaboration, and use of data to create equity for all students, with a focus on eliminating the achievement gap.
Credit: 3
ED 6670 - Technology in Education
This course provides students with a broad practical understanding of how to integrate emerging technologies into elementary and secondary classrooms. Students will take a constructivist approach to understanding education technology as articulated in the National Educational Technology Standards for Teachers and become skilled in some of the many digital tools used in today’s schools. In addition, students will be expected to address issues surrounding how to assist learners to be media literate, how to integrate media skills into classroom, and how to use media to enhance active learner-centered activity.
Credit: 3
ED 6671 - Instructional Design
This course will explore various elements of instructional design (ID) processes, learning theories and brain science research in order to understand how people learn. Using project-based learning, students will identify instructional problems in various settings, conduct analyses, develop instructional strategies to close gaps and evaluate the effectiveness of instructional interventions.
Restricted to MED students.
Credit: 3
ED 6672 - Theory and Practice of E-Learning
This course provides learners with a theoretical foundation and rationale for successful integration of E-Learning into formal and informal adult learning environments. Beginning with an overview of educational theory and social constructivist teaching philosophy, it addresses the fundamental issues instructional designers should consider when designing, providing, and assessing E-Learning.
Restricted to MED students.
Credit: 3
ED 6673 - Instructional Media I
This course provides an overview of multimedia strategies and tactics using multimedia and instructional communication. Students will learn to specify requirements, select, design, develop, and evaluate instructional media. Students will apply contemporary theories of multimedia to the selection, development and use of instructional media.
Restricted to MED students.
Credit: 3
ED 6674 - Instructional Media II
This course prepares students for the selection and use of computer-based media, multimedia, and conventional media, in the preparation of materials for instructional purposes. Special attention is given to computer hardware and software involved in computer-based media production, digital formatting technology, and multimedia production processes.
Restricted to MED students.
Credit: 3
ED 6680 - Budget Analysis and Planning for Schools
Reform movements are continuously redefining effective practice in school administration and initiatives such as state deregulation, district decentralization, school restructuring, and other organizational modifications and transformations. This course is designed for practicing and aspiring public and private school administrators who want to enhance their instructional, technical, and managerial skills which will provide the student with an understanding of the essential yet distinctly connected accountability systems—academic and fiscal.
Credit: 3
ED 6690 - School Law
The historical and contemporary legal issues affecting the organization and administration of schools in America today are essential subjects for its public and private K–12 teachers. This course is about applying concrete, specific legal knowledge to the real issues and challenges teachers face every day in the classroom and in and around the school. Topics include: recent rulings on religion in public schools; social media, Facebook and Twitter challenges; charter schools; legal aspects of teachers and administrators’ evaluation; teacher performance and misconduct; 504 Rehabilitation plans; the McKinney-Vento Homeless Act; violence and tragedy in U.S. schools; procedures for evaluating and responding to threats, natural disasters and school safety; and proposed changes to No Child Left Behind by the White House.
Credit: 3
ED 6695 - Capstone Research
Prerequisite: ED 6605.
Capstone course on the scholarship of teaching and learning. This course engages candidates in disciplined reflection teaching and learning. Candidates conduct classroom-based research to study the problems or issues in education, apply research results to practice, communicate results, and engage in self-reflection and peer review.
Credit: 3
ED 6700 - The Exceptional Learner
Prerequisite: Graduate standing.
This course provides an overview of the different categories of exceptionality with regard to students with special needs. Candidates will also be introduced to special education law, identification and placement procedures, current delivery systems, and basic philosophies and strategies relating to special education practice in an inclusion environment.
Credit: 3
ED 6950 - Practicum in Education
Prerequisite: Graduate standing.
Repeatable for up to 9 credits.
Credit: 1 to 3
ED 6990 - Internship
Prerequisite: At least a 2.7 GPA for undergraduate level and a 3.0 for graduate.
Internships provide students with applied, experiential learning opportunities so that they can make connections between academic study and the practical application of that study in a professional work environment. Academic internships are supervised by a faculty member and an on-site professional supervisor. All academic internships must be approved in advance by the department or program. Unless stipulated otherwise by the department or program, credit hours are defined by the university's credit hour policy. Internships may be repeated for a total of 9 credit hours.
Credit: 1-3
ED 6997 - Directed Readings in Education
Prerequisite: Graduate standing.
Directed individualized readings.
Credit: 1 to 3
ED 7000 - Research Methods in Education
Prerequisite: ED 6500
Introduction to research design and both qualitative and quantitative methods for conducting educational research. Students will learn how to read and synthesize educational research, design a research study that improves the practice of teaching, analyze and interpret data, and formally report research findings. This course is designed to equip students with epistemological, methodological, analytical, and ethical knowledge as well as the practical expertise required of a professional educational researcher.
Credit: 3
ED 7100 - Professional Paper I
Prerequisite: ED 6600 or concurrent enrollment in ED 6600
Initial design and development of a major research paper. The professional paper should be of the highest quality and should reflect the student's best efforts in applying the knowledge, skills, and professional dispositions gained in graduate studies.
Credit: 3
ED 7200 - Professional Paper II
Prerequisite: ED 7100
Continuing design and development of the major research paper. The professional paper should be of the highest quality and should reflect the student's best efforts in applying the knowledge, skills, and professional dispositions gained in graduate studies.
Credit: 3