A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for
diverse learning populations. This course is designed to help educators achieve a better understanding of infant and toddler mental 
health, child development, and strategies that can be used to promote positive relationships with children and their families. This course provides information that will help the learner understand and identify his or her role as a childcare provider, educator, and early childhood professional. Infant & Toddler Mental Health provides research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health. [ Variable credit - 1-3 credits ] 

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive environments for diverse learning populations. This course is designed to give you a new perspective on serving the needs of young children and their families. In this course you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity, and explore the major stress factors
facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. Family-Centered Services will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care-for the benefit of our children, and ultimately society as a whole. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an electivc in one of NDMU's graduate programs.

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments. [ 3 credits ]

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts. [ 3 credits ]

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population. [ 3 credits ]

Supporting At-Risk Young Learners and Their Families is an interactive computer-based instruction course designed to help teachers identify and effectively teach At-Risk students under 8 years of age. This course discusses the reasons some children are considered at risk of not reaching their full potential and how
educators can reverse negative trends. The course discusses the external situations that cause risk, such as poverty, family dysfunction, and environmental influences such as violence, in addition to the internal factors, such as temperament, being a second language learner, and having a disability or mental health concern. A major emphasis for the class is on how to work with families to provide the resources the family needs to provide healthy and developmentally
appropriate experiences for young children. Interventions for both the child and the family are included, as are the hallmarks of excellent early childhood programs. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Harassment, Bullying & Cyber-Intimidation in Schools will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

English Language Learner: Methods & Materials was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses how to apply instructional methods in creating lessons; how to create a motivating and caring learning environment; how to integrate teaching, reading, writing, speaking, and listening skills; how to differentiate instruction for English language learners; and how to identify culturally appropriate curriculum and instructional resources. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ 3 credits ]

This course discussed how to understand theoretical foundations of linguistics and how to apply the knowledge and skills in linguistics in ELL classrooms and content classrooms. Learners will analyze the nature and structure of language and compare the development of first and second languages. This course includes the knowledge and skills to create morphological trees and use the International Phonetic Alphabet. A focus will be on phonetics, phonology, morphology, syntax, semantics, and pragmatics. Learners will apply their knowledge about language and linguistics, best practices, and current research in identifying learning barriers and meeting the various needs of second language learners including verb formation and verb tenses, types of nouns, and other applicable grammar points. [ 3 credits ]

English Language Learner: Evaluation and Assessment was written to help teachers understand concepts and terms related to evaluating and assessing students whose first language is not English. This course discusses high-quality assessment and the scope of assessments, including initial placement, annual assessments, and exit assessments. This course ends with a discussion of classroom assessments, including accommodations for those who need language assistance. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ 3 credits ]

English Language Learner: Language Acquisition was written to help teachers understand concepts and term related to educating students whose first language is not English. This course discusses developmental theories and how they apply to English language learners. The focus of this course is on the process of second language acquisition and the role of the classroom teacher. Included in this course is information about literacy development, integrating language, co-teaching, ELL instructional needs and the legal obligations of schools and teachers to provide services and about the types of programs schools might provide. Also included is information on communicating with parents/guardians. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this advanced course. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give the learner a new perspective on student behavior and effective tools to facilitate positive student change. Taught by Mick R. Jackson MS/ED, this course provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topics covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems. [ 3 credits ]

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help the learner gain a more comprehensive understanding of alcohol, drugs, and their influences in the classroom. It provides a contextual framework for understanding what students may be experiencing either through their own substance use or as a result of the substance use of persons close to them and provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, the learner will better understand the complex dynamics that contribute to this biological and social phenomenon. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course describes diverse theoretical approaches to handling learning disabilities in the classroom. Taught by Dr. Bob Pillay, it lays the foundation for sensitive, appropriate assessment and evaluation of students. In addition, this course covers program planning and implementation, stresses the importance of a close, positive partnership with parents or alternative caregivers, and explores methods for ensuring that the home-school axis is effective and meaningful. Major trends and unresolved issues in the field of learning disabilities are also discussed. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help the learner gain a more comprehensive understanding of alcohol, drugs, and their influences in the classroom. It provides a contextual framework for understanding what students may be experiencing either through their own substance use or as a result of the substance use of persons close to them and provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, the learner will better understand the complex dynamics that contribute to this biological and social phenomenon. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Designed to give the learner the knowledge, tools, and dispositions to effectively facilitate a diverse classroom, this course teaches how to understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course is on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, and family and community values. The learner is challenged to apply knowledge of the richness of contributions from our diverse society to the teaching field. [ Variable credit - 1-3 credits ] 

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help classroom teachers, school counselors, and other educational personnel gain strategies to reach and teach students who have been affected by stress, trauma, and/or violence. Participants will learn the signs and symptoms of stress and trauma and explore how stress, violence, and trauma affect a student's learning, cognitive brain development, and social-emotional development. The short- and long-term
consequences of being exposed to stress, trauma, or violence, as well as the social and family causes, will be reviewed. The dynamics of domestic violence and community violence are also discussed, as is the educator's role in the intervention and prevention of violence. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give participants an understanding of school violence and increase intervention strategies. The course provides an overview of violence and the motivational purposes behind aggression. The correlation and impact of the media, community, and family upon violence is investigated. The learner will gain an understanding of identification and intervention approaches to working with out-of-control behaviors. In addition, information about the national resources available for both parents and teachers is covered. Upon successful completion of this course, participants will have a better understanding of violence and the motivations behind its use, as well as specific strategies to minimize the occurrence of violence in the school and community. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Ethics & Safety in Education is a prevention course developed to help educators reduce and eliminate violations of ethics and professional conduct codes. The course is intended to keep ethical teachers ethical and to be a part of a larger school district plan to protect the district's teachers, staff, and students. The course's central premise is that the vast majority of ethics and boundary violations occurring in schools today are being committed by competent and ethical educators who, for reasons to be discussed, are making very poor decisions during susceptible periods in their careers. All professionals have the potential to commit an ethics/boundary violation. Understanding and addressing one's violation potential before a violation occurs is essential in protecting students, careers, and the teaching profession's integrity. It is easier to anticipate and not commit a violation than to correct one after the fact. [ 3 credits ] NOTES: This course includes a final case study paper in addition to the assignments in the syllabus.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design
of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the 
differentiated classroom. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

In this course on Differentiated Instruction, the emphasis is on providing examples of strategies and methods associated with a DI approach. The course has been organized to ensure that each strategy, or idea on "how to" implement DI, is an extension of the DI approach as a whole and not just presented as a disjointed list of ideas to try. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

This course provides an introduction to the Response to Intervention Process for special education teachers, general classroom teacher, parents and related professionals. Students will understand the essential elements and barriers for an effective RTI program.
[ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

This course will discuss why writing is important and why teachers should include writing as often as possible in all content areas. The course will also include practical applications for assessing and teaching writing, including teaching students how to self-assess their own writing. Throughout the course, we will look at practical ways to use this model in your classroom. ONLINE course. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

This course is designed to explain and connect the major concepts, procedures, and reasoning processes of mathematics. Current standards and practices in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive.  Activities are presented to explain underlying concepts, and illustrate constructive teaching. Emphasis is on exploring how to develop mathematical understanding in learners. ONLINE course. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of the course is on assessment for instructional programming and will outline procedures for designing or selecting, administering, and interpreting a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers is also addressed. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

Students will learn how to differentiate for classroom management and discipline similarly to differentiating for students' diverse academic needs. One size does not fit all, but all sizes can fit together. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.

Presents the conceptual framework and methodology for teaching reading and writing at the secondary level. Emphasizes the holistic and developmental nature of reading/writing/learning processes. Explores literacy as a cultural, sociological phenomenon. Includes techniques for skill assessment and development in the oral and language areas of speaking and listening and in the written language areas of reading and writing. Emphasis is on language skill refinement across the curriculum as well as strategies for students with varying learning styles and needs. Explores the interactive nature of reading, the
reading/writing connection and ways to integrate literature within the various disciplines across the curriculum. Discusses the teacher role in development independent learning strategies and literacy for life. Includes preparation of instructional materials and activities, as well as strategies for organizing and managing literacy instruction in the content areas. [ 3 credits ]

The course Teaching Elementary Math Conceptually: A New Paradigm is designed to explain and connect the major concepts, procedutes, and reasoning processes of mathematics. Current research and trends in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive and supports learning mathematics standards, such as the  Common Core State Standards (CCSS). Activities are presented to explain underlying concepts and illustrate constructive teaching. The course has been divided into four chapters covering four math topics: number sense, addition and subtraction, multiplication and division, and fractions. Emphasis is on exploring to develop mathematical understanding in learners. [ Variable credit - 1-3 credits ]

NOTE: At 2 credits, this course cannot be used as an elective in one of NDMU's graduate programs.