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228 │COLUMBIA INTERNATIONAL UNIVERSITY 2017-2018│ COURSE DESCRIPTIONS
Education
EDU 2110
Foundations of Education
This course is an introductory study of the historical, social, philosophical, psychological and pedagogical “foundations” of education,
designed for those preparing to become professional educators. You will develop the tools to articulate a personal philosophy of
education, with an emphasis on the social context of urban schools and an understanding of biblical principles relating to education.
(3)
EDU 3541
Learning Environment and Classroom Management
A course designed to introduce a variety of learning environments and classroom management models, with analysis and application
emphases implications for both early childhood and elementary settings. Classroom environmental arrangements, community issues,
time management factors, children of differing backgrounds/needs, building self-esteem and confidence, conflict resolution,
collaboration, and preventive/supportive/corrective discipline are addressed. (2)
EDU 3135
Contemporary Educational Issues
Through the use of group discussion centered on selected educationally-related literature, students will develop familiarity with historical
and contemporary educational issues and the ability to critically interpret them. (0-1)
Repeatable
EDU 3330
Understanding the Learner
This is a survey course in developmental psychology covering human development from birth through preadolescence. The course
models how to analyze and critique the field of behavioral science in light of special revelation—the Bible. Emphasis is placed on the
major developmental theorists and changes within the strands of development that impact the teaching profession and serve as the
basis for developmentally-appropriate practices. Upon completion of the course, students should not only have a grasp of the
characteristics of the learner, but also the teaching strategies that complement the student’s developmental and brain-based needs.
Additionally, an understanding of the nature and needs of culturally-diverse populations and at-risk learners will also be included.
Knowledge of these differences will form the basis for designing culturally-responsive teaching. (3)
EDU 3415
Crisis Care for Children in Trauma
This is a foundational course to train those who work or plan to work with children experiencing trauma. Central to most children’s
trauma is the loss of security and protection of family and home. This course will teach fundamental issues relating to children who are
experiencing parental divorce, HIV/AIDS, refugee resettlement, war casualty, and sexual exploitation and other trauma. The course
will also train the students in effective intervention principles that promote healing and facilitate closure to childhood traumatic
experiences. Emphasis will be placed upon the exploration of holistic ministries. (3)
EDU 3416
Crisis Care for Orphans and Vulnerable Children
The material in this course provides an overview of the situation of orphans and vulnerable children (OVC) worldwide. You will gain an
understanding of the lives, needs, and impact on children when losing their families and homes. Several components of holistic orphan
care are discussed and for orphans who require out-of-home care, successful examples of alternative parental programs are given,
Advocacy on behalf of orphans and vulnerable children is highlighted as key to changing some current practices that hinder effective
orphan care. (3)
Prerequisite: EDU 3415
EDU 3417
Crisis Care for Street Children
This course provides an understanding of the impact of street life on children and their behavior. Children who end up on the streets
become powerless, voiceless, vulnerable to all forms of exploitation, and at great risk of becoming perpetrators of violence themselves.
The course focuses on long-term holistic care, discussing various effective prevention and intervention principles and strategies.
Attention is also given to the particular stresses street workers experience and to strategies for keeping them emotionally and physically
healthy. (3)
Prerequisite: EDU 3415
EDU 3541
Learning Environments and Classroom Management
A course designed to introduce a variety of learning environments and classroom management models, with analysis and application
emphases implications for both early childhood and elementary settings. Classroom environmental arrangements, community issues,
time management factors, children of differing backgrounds/needs, building self-esteem and confidence, conflict resolution,
collaboration, and preventive/supportive/corrective discipline are addressed.
EDU 3720
Instructional Design and Assessment
This course provides the theoretical and practical foundation for the design and management of instruction and for the use of formal
and informal assessment strategies. The course provides the prospective teacher with opportunity to plan instructional units and to
assess learning based on knowledge of subject matter, students, the community, and curricular goals. (3)
Prerequisites: EDU 2110
EDU 3740
Working Effectively with K-12 ESOL Learners
This course is designed to examine principles and research-based practices for K-12 English Language Learners (ELLs). Effective
strategies to work with ELLs will be demonstrated and current ELL educational issues will be discussed. Classroom case studies will
be incorporated to help develop a realistic overview of working with K-12 ESOL students. (3)
EDU 3815
Children in Poverty
This course will address the nature and needs of children in poverty. Fundamental issues will be included, such as risk indicators,
health issues, the hidden rules of poverty, the need for self-efficacy, and learned optimism. Family and community partnerships and
curriculum design necessities will be addressed. This course is in keeping with a growing educational need, but also God's heart for
the poor, and children in particular. (3)