Offered by Department of Teacher Education
College of Education
TE Courses
- TE 100GS - Teaching in a Democratic Society - 3 hours
- Prereq: none
Concurrent enrollment in a matched section of PSCI 110GS is encouraged. The first
course for all teacher education majors. The key course themes are democracy, diversity, and technology. Current educational
issues will be explored. The course includes a field experience in K-12 school sites and, also, includes a community service
learning component.
- TE 188GS - General Studies Portal - 3 hours
- Prereq: freshman or sophomore standing
Students analyze critical issues confronting individuals and society in a global context as they pertain to the discipline in
which the Portal course is taught. The Portal is intended to help students succeed in their university education by being
mentored in process of thinking critically about important ideas and articulating their own conclusions. Students may take the
Portal in any discipline, irrespective of their major or minor. Satisfies the General Studies Portal course requirement. Students
may take their Portal course in any discipline. Students who transfer 24 or more hours of General Studies credit to UNK are
exempt from taking a portal course.
- TE 204 - Typical/Atypical Growth and Development - 4 hours
- Prereq: sophomore standing or above
This course is one of the two required for Level II education majors. Students will become aware of human growth/development and
exceptionalities. As students explore these areas, they will also be made aware of the necessity to adapt to the changes brought
to the classroom via diversity. Students will be involved in K-12 field experiences that will provide them opportunities to
observe student development, exceptionalities, and diversity.
- TE 206 - Instructional Technology and the Preservice Teacher - 3 hours
- Prereq: none
This course will introduce preservice teachers to a variety of technologies and strategies for their use in the instructional
process to accommodate diverse students. Preservice teachers will comprehend and model ethical and democratic principles of
instructional technology integration in their classrooms. One course requirement is a P-12 school-based project.
- TE 207 - Designing and Implementing eLearning - 3 hours
- Prereq: none
This course focuses on the principles of instructional design in the online environment. A variety of eLearning software will
be used and online instructional techniques and strategies will be developed and employed.
- TE 306 - Reading and Inclusion in K-12 Classrooms - 2 hours
- Prereq: admission to Teacher Education
This course is designed to introduce practical techniques for teaching reading and inclusive methods for learners with
exceptionalities in content areas. Content area reading instruction and effective inclusive practices for both elementary and
secondary students will be addressed.
- TE 311 - Math Methods I - 2 hours
- Prereq: TE 204
Coreq: TE 313 and MATH 230*
This course focuses on the teaching of mathematics in an elementary classroom setting. The philosophy of teaching mathematics,
as advocated by the National Council of Teachers of Mathematics will be introduced. The teaching methodology will center on the
mathematical content strands of number/operation and algebra as well as the process strands of problem solving, making
connections, and reasoning.
- TE 312 - Math Methods II - 2 hours
- Prereq: TE 311* and admission to Teacher Education
Coreq: TE 313
This course focuses on the teaching of mathematics in an elementary classroom setting. The philosophy of teaching mathematics,
as advocated by the National Council of Teachers of Mathematics will be emphasized. The teaching methodology will center on
mathematics content strands of number/operation, geometry/measurement, and data analysis and probability.
- TE 313 - Field Experience: Math - 0.5 hour
- Prereq: none
Coreq: TE 311* or TE 312*
The course is designed to provide practical application of effective mathematics instructional skills and assessment techniques.
Students will be placed in one or more elementary classroom settings for a total of fifty (50) clock hours. Students will
develop and implement math activities, lessons plans, and assessment procedures with individual students, small groups, and the
entire class.
- TE 314 - Phonics and Word Study - 2 hours
- Prereq: TE 318* or TE 319 AND admission to Teacher Education
Coreq: TE 315 and TE 316 and TE 317
This is a two-credit undergraduate course designed to teach phonics/word study skill instruction in inclusive K-6 classrooms.
The course will emphasize phonemic awareness, phonics, sight word recognition, and spelling in a balanced literacy program.
- TE 315 - Literacy Assessment - 2 hours
- Prereq: admission to Teacher Education
Coreq: TE 314* and TE 316 and TE 317
This course emphasizes the assessment of literacy in grades kindergarten through three. The teacher candidate will learn how to
administer and interpret assessments of reading and writing ability.
- TE 316 - Primary Grades Literacy - 2 hours
- Prereq: admission to Teacher Education
Coreq: TE 314* and TE 315 and TE 317
This course focuses on the teaching of literacy in the primary grades (K-3). The course will emphasize a balanced literacy
perspective for the development of reading and writing abilities by primary age children in the inclusive primary grades
classroom.
- TE 317 - Field Experience: Literacy - 1 hour
- Prereq: admission to Teacher Education
Coreq: TE 314* and TE 315 and TE 316
The course is designed to provide practical application of effective primary literacy instructional skills and assessment
techniques. Students will be placed in one or more elementary (Kindergarten to Grade 3) classroom settings for a total of fifty
(50) clock hours. Students will develop and implement primary literacy lessons plans and assessment procedures.
- TE 318 - Management and Assessment in Preschool/Elementary Classrooms - 2 hours
- Prereq or Coreq: TE 204
This course is designed to prepare students for the challenges of effectively managing the classroom and assessing student
progress. The course emphasizes: planning, preparing, establishing routines, monitoring and managing student behavior, aligning
standards-based assessments, determining assessment alternatives, and interpreting assessment results.
- TE 319 - Management and Assessment in K-12/Secondary Classrooms - 2 hours
- Prereq: admission to Teacher Education
Coreq: TE 320 or ART 371 or CDIS 311*
This course is designed to prepare students pursuing K-12/Secondary endorsements for the considerable challenges of effectively
planning and designing classroom instruction, assessing student progress toward defined objectives and managing student
behavior. The course will emphasize: planning and preparation, standards-based instruction, assessment alternatives, creating
quality assessment tools, standardized testing, interpreting assessment results, and managing student behavior in a variety of
K-12 settings.
- TE 320 - Field Experience in Secondary Classroom - 2 hours
- Prereq: admission to Teacher Education
This 50 clock hour minimum field-based experience is designed to induct students K-12/Secondary endorsements into classroom
teaching and develop an awareness of the many roles of a professional K-12/Secondary educator. Under the mentorship of a
middle/secondary educator, students will progress through a three-stage process including assisting, co-teaching, and limited
teaching. Students will also be required to engage in a variety of school-related activities commonly encountered by
professional educators.
- TE 327 - Introduction to Language Minority Students - 2 hours
- Prereq: TE 100GS
The purpose of this course is to provide the prospective entry-level teacher with information relating to changing demographics
underlying the presence of language minority students in the public schools, the acculturation process, the terminology of
second language education, legal issues for Limited English Proficient (LEP) students, and program models designed to serve
them. Special attention is given to identifying the attitudes, skills, and behaviors which the monolingual classroom teacher
needs to develop in order to effectively teach language minority students.
- TE 328 - Content Methods in English as a Second Language - 3 hours
- Prereq: TE 100GS
This course is designed to provide classroom and English Second Language (ESL) teachers with knowledge and skills necessary to
work with ELLs in mainstream classrooms or in pull-out, sheltered, newcomer, or structured English immersion programs. The aim
is to satisfy the twin goals of learning social (BICS) and academic (CALPS) English while not allowing students to fall behind
in content instruction.
- TE 329 - Educational Assessment of ESL Students - 3 hours
- Prereq: TE 100GS
This course is designed to prepare the ESL classroom teacher to organize and implement an appropriate ESL assessment program in
a public school. While the course will review principles of measurement and interpretation of current educational tests
(intelligent, achievement, language proficiency, and adjustment scales), special emphasis will be placed on other areas as
well: cross-cultural communication which include parent-teacher conferences, home visits, and promoting
cultural understanding in the classroom; the development of alternative and
equitable forms of assessment (authentic, portfolio, and curriculum assessment); and the
implementation of a program including hands-on testing practice, the
placement of students within an ESL program (or in the regular classroom), and the
justification of the program to both regular classroom teachers and administrators.
- TE 331 - Intermediate Literacy - 3 hours
- Prereq: admission to Teacher Education
This is a reading class designed for undergraduate students seeking an endorsement in Elementary Education or for those students
seeking a Middle School Endorsement. This course will emphasize the following: the development of literacy skills in the
intermediate child including comprehension skill development, vocabulary development and fluency development in narrative and
expository text. The class will emphasize a balanced approach to reading instruction. A variety of theoretical approaches will
be explored.
- TE 335 - Inclusive Methods K-3 - 3 hours
- Prereq: admission to Teacher Education and TESE 334* and TESE 334L
Coreq: TE 335L
The focus of this course is on understanding primary grade children’s development, how this is impacted by disability, and how giftedness,
medical conditions, culture and other personal factors may influence development and learning. Students will learn how to organize K-3
classrooms to create a positive learning climate, encourage social relationships among peers, build positive behavioral supports,
differentiate instruction, and integrate inclusive strategies across academic areas to maximize learning. Students will also understand
the role of the special education teacher and how to implement IDIEA and Response To Intervention (RTI) for primary grade children.
- TE 335L - Field Experience: Inclusive Methods K-3 - 0.5 hour
- Prereq: none
Coreq: TE 335*
This course is designed to provide practical application of inclusive practices for kindergarten and primary grade children. Students will
work in K-3 classrooms with assigned children who have disabilities, medical conditions, or other special needs that affect learning.
Students will engage in experiences that will enhance their knowledge of Response to Intervention, and Special Education services for
this age group. The experiences shall consist of 30 clock hours.
- TE 336 - Methods for Preschool and Kindergarten Classrooms - 3 hours
- Prereq: either TE 341 and TESE 333 OR TE 327* and TE 328*
The focus of this course is to provide students with the knowledge and skills needed to create effective preschool and kindergarten
classrooms that will address the needs of the whole child, and incorporate developmental and learning needs of children with a wide
range of abilities.
- TE 338 - Infant and Toddler Mental Health - 2 hours
- Prereq: none
This course is designed to provide students with the knowledge and practical skills necessary to integrate mental health support and
services into early childhood program (center based, home based and home visitation). Students will investigate key infant toddler
mental health principals and understand the latest research and best practice related to infant mental health.
- TE 339 - Infant and Toddler Curriculum - 2 hours
- Prereq: none
This course is designed to help students plan a responsive and relationship-based curriculum for infants, toddlers and their families.
Students will compare and contrast research based infant toddler curriculums, as well as review a variety of caregiver resources.
Students will learn how to plan curriculum, produce individualized lesson plan that reflect children’s interests while also meeting
program criteria and performance standards. In addition, students will explore a variety of early childhood program options including
home childcare, home visitation and center based care.
- TE 341 - Foundations of Early Childhood Education - 2 hours
- Prereq: none
The focus of this introductory course is on historical and philosophical developments in the care and education of children with typical and atypical
development, birth through age eight. Legal basis of services for young children and current social issues and legislation are studied. Students are
introduced to the range of children served and developmentally appropriate practices for each of the age groups: infants and toddlers, preschoolers,
kindergarteners, and primary grade children.
- TE 342 - Literacy Methods for the Preschool Teacher - 2 hours
- Prereq: TE 336* or by permission
The focus of this course is on preparing teachers to create effective beginning literacy programs for young children. Primary focus will be on
preschool aged children with attention to both typical, atypical, and second language development. Students will (1) understand child development
in relation to oral and written language, (2) be able to assess young children’s language skills, (3) know how to create literacy-rich environments,
(4) learn important teaching strategies to effectively promote early language skills, and (5) address the language needs of a diverse range of learners,
including those with disabilities and Dual Language Learners.
- TE 343 - Methods of Inclusive Education Birth through Age 3 - 3 hours
- Prereq: either admission to Teacher Education and TESE 334* OR FSID 150
Coreq: TE 343L
This course is designed to provide students with the experiential knowledge and practical skills necessary to select, evaluate,
develop, adapt, and implement developmentally appropriate inclusive instructional strategies for infants and toddlers birth
through age three across developmental domain areas. Students will focus on arranging inclusive environments, monitoring
children's progress, working with IFSP's, and embedding inclusive teaching strategies within the context of
developmentally appropriate curriculum materials to maximize healthy development and learning for infants and toddlers with and
without disabilities.
- TE 343L - Field Experience: Birth to Age 3 - 0.5 hour
- Prereq: none
Coreq: TE 343*
This course is designed to provide practical application of integrated, inclusive instructional strategies and assessment procedures
for all young children birth through age three. Student will be placed in early childhood teaching environments with children birth
through age three including children with disabilities. The experiences shall consist of 30 clock hours with 20% of the hours (6 hours)
in settings with children with a range of disabilities.
- TE 344 - Methods of Inclusive Education Ages 3 to 5 - 3 hours
- Prereq: either admission to Teacher Education and TESE 334* OR FSID 150
Coreq: TE 344L
This course is designed to provide students with the experiential knowledge and practical skills necessary to select, evaluate, develop, adapt,
and implement developmentally appropriate inclusive curricular materials and instructional strategies for children ages 3 to 5. Students
will focus on arranging inclusive environments, monitoring children’s progress, working with IEP’s, and embedding inclusive teaching strategies
within the context of developmentally appropriate curriculum materials to maximize healthy development and learning for children ages 3 to 5 with
and without disabilities, including those who are gifted or who are English Language Learners.
- TE 344L - Field Experience: Ages 3 to 5 - 0.5 hour
- Prereq: none
Coreq: TE 344*
This course is designed to provide practical application of integrated, inclusive instructional strategies and assessment procedures for all
young children age’s three to five. Student will be placed in early childhood teaching environments with children age 3 through age five
including children with disabilities. The experiences shall consist of 30 clock hours with 20% of the hours (6 hours) in settings with
children with a range of disabilities.
- TE 345 - Field Experience: Early Childhood Unified - 0.5 hour
- Prereq: admission to Teacher Education or FSID 150
Coreq: TE 343 or TE 344
This course is designed to provide practical application of integrated, inclusive instructional strategies and assessment
procedures for all young children birth through age eight. Students will be placed in early childhood teaching environments with
children birth through age eight including children with disabilities. The experiences shall consist of 25 clock hours with 20%
of the hours (5 hours) in settings with children with a range of disabilities.
- TE 346 - Early Childhood Program Administration - 1 hour
- Prereq: TE 341
This course is designed to provide students with a comprehensive understanding of the administrative aspects of early childhood
programs. This course will prepare students to plan a facility, identify program goals, work with community resources,
collaborate with schools and other early childhood programs, implement an early childhood program, and evaluate program quality.
- TE 347 - Literacy Methods 0-3 - 2 hours
- Prereq: TE 100GS or FSID 250 or FSID 251
The focus of this course is on preparing teachers to create effective beginning literacy programs for young children. Primary
focus will be on children ages 0-3 years. Students will (1) understand child development in relation to oral and written
language, (2) know how to create literacy-rich environments, (3) learn important strategies to effectively promote early
language and literacy skills, (4) be able to assess young children's language and literacy skills, (5) be able to support
parents as the primary educator of their children and (6) address the language needs of a diverse range of learners, including
those with disabilities and English Language Learners.
- TE 348 - Math, Science, and Social Studies for Children 0-8 - 3 hours
- Prereq: TE 336*
This course is designed to provide students with the experiential knowledge and practical skills necessary to develop, and
implement developmentally appropriate curricular materials and instructional strategies in the areas of math, science, and
social studies for children 0-8. Students will develop an understanding of social concepts and mathematical and scientific
processes in the context of child development and how to implement activities and experiences across subject areas and themes
that engage children in the learning process and help them internalize foundational concepts. Students will develop the skills
to prepare materials and activities that are culturally sensitive, and address the needs of children with and without
disabilities, including those who are gifted or who are English Language Learners.
- TE 349 - Supporting Young Children Through Family & Community Involvement - 1 hour
- Prereq: none
This course is designed to help students acquire the critical skills they need to establish effective, productive relationships
with the families of young children and members of the community. Students will utilize a wide array of realistic case studies,
and issues for discussion that sensitively address the increasing diversity of family structures in society. In addition, students
will have a better understanding of parents and families and the resources available to them.
- TE 351 - Reading in the Content Area - 2 hours
- Prereq: admission to Teacher Education
Coreq: TE 352 and TE 353 and TE 354
This is a reading class designed for undergraduate students seeking an endorsement in Elementary Education or for those students
seeking a Middle School Endorsement. The course will emphasize the following: the reading process, textbook selection, the
structure of texts, vocabulary, comprehension, questioning and study skills, writing across the curriculum, curriculum,
literature and technology integration.
- TE 352 - Elementary Social Studies Methods - 3 hours
- Prereq: admission to Teacher Education
Coreq: TE 351 and TE 353 and TE 354
This course provides the student with an overview of the purpose and structure of social studies in the elementary school
curriculum. Specific focus on appropriate knowledge and skill in teaching social studies. Students will be engaged in
constructivist activities that promote an inquiry-based social studies program for the elementary grades.
- TE 353 - Elementary Science Methods - 3 hours
- Prereq: admission to Teacher Education
Coreq: TE 351 and TE 352 and TE 354
This course is designed to help students develop knowledge and skill in the teaching of science at the elementary school level.
The course emphasizes the rationale and techniques used to develop and implement inquiry-based science lessons in grades K-6.
- TE 354 - Field Experiences in Elementary School Science, Social Studies, and Content Area Reading - 1 hour
- Prereq: admission to Teacher Education
Coreq: TE 351 and TE 352 and TE 353
This course provides students with 50 clock hours of field experience in the teaching of science, social studies, and
content-area reading at the elementary school level.
- TE 388GS - General Studies Capstone - 3 hours
- Prereq: open to juniors and seniors or to students within 6 hours of completion of their General Studies program
An interdisciplinary experience where students apply the knowledge, cognitive abilities, and communication skills they have
gained from General Studies in designing and completing an original project or paper. Students employ methods and interpretive
means of two or more disciplines to integrate knowledge and synthesize their results. Satisfies the General Studies capstone
course requirement. Students may take their Capstone course in any discipline.
- TE 400 - Student Teaching - 12-17 hours
- Prereq: admission to student teaching
Student teaching is the capstone experience in the teacher education process and is the culminating course for all endorsement
programs. During student teaching, teacher education students spend a minimum of 16 weeks in an approved PreK-12 school, to
observe, participate and teach under the supervision of an experienced teacher.
- TE 408 - Human Relations - 1 hour
- Prereq: none
Designed to enable the future classroom teacher to promote multicultural understanding through varied learning experiences
focusing on language and cultural diversity. This course meets the Human Relations requirement specified in Rule 20 by the
Nebraska Department of Education.
- TE 411 - Inclusive Practices for Students with Exceptionalities in PreK-8 Classrooms - 3 hours
- Prereq: admission to Teacher Education AND one of TE 311* or TE 471 or TE 472
The course addresses the instructional needs of students with exceptionalities and giftedness in integrated settings. Special
education referral process, Rule 51, Rule 3, Section 504, analysis of instruction/environment and its impact on learning,
assignment/assessment modification, behavioral issues, and evaluation of student learning will be emphasized.
- TE 471 - History and Philosophy of Middle School - 3 hours
- Prereq: admission to Teacher Education
This course is designed to prepare students to understand the background and current trends in middle level education. It also
will prepare students to understand the particular developmental needs that young adolescents experience and how middle level
teachers develop curriculum and classroom activities to meet the cognitive, social, emotional and physical needs in the
classroom.
- TE 472 - Management and Assessment in Middle Level Classrooms - 2 hours
- Prereq: admission to Teacher Education
Coreq: TE 473
This course is designed to prepare students for the considerable challenges of effectively planning and designing classroom
instruction, assessing student progress toward defined objectives and managing student behavior at the middle level. The course
will emphasize: planning and preparation, standards-based instruction, assessment alternatives, creating quality assessment
tools, standardized testing, interpreting assessment results, and managing student behavior at the middle level.
- TE 473 - Field Experience in Middle Level Classrooms - 1 hour
- Prereq: admission to Teacher Education
Coreq: TE 472
This 50 clock hour minimum field-based experience is designed to induct students into classroom teaching and develop an
awareness of the many roles of a professional educator at the middle level. Under the mentorship of a practicing middle grades
educator, students will progress through a three-stage process including assisting, co-teaching, and limited teaching. Students
will also be required to engage in a variety of school-related activities commonly encountered by professional educators at the
middle level.
- TE 474 - Problem Solving in the Elementary and Middle School Classroom - 3 hours
- Prereq: none
Topics include activities with hand-held calculators, topics from number theory, geometry, new looks at old geometry problems,
problem solving as a process, probability, statistics and mathematical systems.
- TE 498 - Independent Study - 1-3 hours
- Prereq: none
Investigation of a selected topic or problem on an individual basis. Designed to serve students in teacher education who desire
additional study in an area of interest. (Grading A-F)
- TE 499 - Special Topics - 1-3 hours
- Prereq: none
This course serves identified needs and interests of specific target groups. Content of the course, dates, and time arrangements
are determined by the Department of Teacher Education.
* This course is the immediate prerequisite. Other preparation is required prior to this immediate prerequisite.
