College of Education Internships

Explore the field and clinical experiences for each undergraduate major in the corresponding tabs.

• Early Childhood Education
• Elementary Education
• Reading
• Special Education
• Health and Physical Education
• Health & Human Performance

Internships for ALL Education majors

• Pre-Internship I
• Pre-Internship II
• Full Internship

The Early Childhood Education program requires a wide variety of field experiences in child care centers, Head Start programs, faith-based programs, and public and private schools to to insure that you are well-prepared to be an effective educator of young children.

ECED 4813, Birth to Two Development

Teacher candidates who are early childhood majors complete this field experience early in their program, focusing on infant and toddler environments in Head Start, Church based or for profit Child Care Centers. Teacher candidates assess an environment intended for infants/toddlers using the Infant Toddler Rating Scale (ITERS) Assessment 2). Candidates write recommendations for improvements in areas that do not meet the minimum criteria. (4 hours)

ECED 4113, Creative Expressions for Early Childhood

Early childhood majors complete this field experience early in the program on any public or private playground that serves children 3-8 yrs. of age (Pre-K - 3rd Grade). Teacher candidates visit a playground that promotes the creative experiences of children and evaluate the ways in which this site contributes to children's creative thinking, creative expression and creative problem solving. (1 Hour)

ECED 4213, Cognitive Development of Young Children

This project is completed in the field during the Pre-Internship II semester with Pre-K - 3rd Grade classrooms in Head Start, child care centers, or public or private elementary schools.

Teacher candidates conduct an Inquiry Project (Assessment 5) with children in an early childhood classroom. They make several visits to complete the project. (6-8 Hours)

ECED 4313, Development of Early Childhood Programs

This field experience is completed in the middle of the program, focused on an environment for 3-5-yr-olds in Head Start, child care centers, public or private elementary schools. Teacher candidates assess an environment intended for early childhood using the Early Childhood Rating Scale (ECERS) (Assessment 2). Candidates write recommendations for improvements in areas that do not meet the minimum criteria. (4 Hours)

ECED 4563, Classroom Management for Early Childhood

Teacher candidates complete this field experience in the middle of the program, observing in a Pre-K 3rd Grade classroom in Head Start, child care centers, or public or private elementary schools. Teacher candidates observe in an early childhood classroom and write a report describing the activities that were observed, how the teacher engaged children in learning, how the element of choice was used, what the physical environment looked like, and classroom management strategies that were used. (4 Hours)

ECED 4513, Organization & Implementation of Early Childhood Programs

This experience is completed during the Pre-Internship II semester in a Pre-K classroom in public or private elementary schools or early learning centers. Teacher candidates create and teach three lesson plans for 4-year-olds which include Oklahoma PASS objectives, pre/post assessment strategies, adaptations for exceptionalities and developmentally appropriate materials and strategies (Assessment 3). Candidates write a one-page reflection following completion of each lesson. One lesson is videotaped and observed. Candidates write a detailed reflection of their teaching strengths and weaknesses after watching themselves on the videotape. Lessons are taught while candidates are enrolled in Pre-Internship II.

In addition to the three internships required for all education majors, Elementary Education majors have a number of additional field experiences to practice real-world skills in authentic settings.

ELED 4563, Management of the Elementary Classroom and Curriculum

This course contains a number of field experiences:

• Four hours of interviews with five teachers
• Fifteen hours of Individual Behavior Change Plan which includes working with an individual student
• Five hours of field questions through interviewing teachers

ELED 4372, Strategies for English Language Learners in Elementary & Middle Grades

This course includes a field experience of eight hours of teacher interviews with research questions.

ELED 4343, Social Studies Strategies for the Elementary & Middle Grades

This course contains a field experience of three hours working on the Oral History Project to explore stories of students or teachers.

The clinical experiences associated with this set of reading classes provide multiple opportunities for teacher candidates to put what they learn about reading and literacy into practice in the classroom with a variety of age groups.

READ 4013, Content Literacy K-8

READ 4013 is an introductory reading course which provides a brief field experience to allow candidates an opportunity to begin working with children regarding literacy skills.

READ 4023, Reading and Language Development of the Young Child

READ 4023 has a clinical component involving Individual and small groups of students to work both one-on-one and with small groups of struggling readers in primary grades in the elementary school. Each visit will introduce students to literacy assessments and a variety of aspects of literacy instruction. Lesson plans will be written and taught for writing, phonemic awareness/phonics, word study, and shared reading. Lesson plans will cover the following essential elements: phonemic awareness, phonics/word recognition, vocabulary, fluency, comprehension; and writing. This experience will provide the NSU student experience and exposure providing young children early literacy instruction. In this experience, you will plan your instruction, collect materials, implement that plan, and reflect on this literacy teaching experience.

READ 4063, Introduction to Reading and Writing Assessment

READ 4063 has a clinical component which allows teacher candidates an opportunity to work with a child to provide 10-12 hours of tutoring using a balanced literacy lesson plan. This is a benefit for both the candidate to gain experience and the child to receive individualized tutoring.

Special Education majors complete the three internships required of all education majors as well as an in-depth project in SPED 4433 in order to observe and apply their knowledge in authentic settings.

strong>SPED 4433, Introduction to Education of Children with Exceptionalities

In this course, teacher candidates are required to observe a special education or full inclusion classroom for approximately 2-3 hours, create an observation of behaviors and collect data to write a report. This project takes approximately 5 hours to complete.

EDUC 3313, CLINICAL TEACHING/PRE-INTERNSHIP I
HPE majors complete an elementary placement.

EDUC 4032 - PRE-INTERNSHIP II
HPE Majors complete a secondary placement.

To be taken concurrently with:

• EDUC 4353 Secondary Teaching Methods
• PED 4452 Curriculum Development

FULL INTERNSHIP

• EDUC 4054, Elementary Internship Teaching
• EDUC 4074, Secondary Internship Teaching
• EDUC 4172, Assessment and Evaluation
• EDUC 4252, Seminar

HPE majors complete eight weeks each at Elementary and Secondary Placement OR a 16 week placement with K-12.

PRACTICUMS AND INTERNSHIPS

The Health & Human Performance (HHP) program provides opportunities for to apply your knowledge in an authentic setting. The setting depends on the specific option you are pursuing.

HHP CLINICAL / WELLNESS INTERNSHIP

• PED 4811, Practicum consists of 20 hours in a Health / Wellness Setting
• PED 4812, Practicum consists of 40 hours in a Health / Wellness Setting
• PED 4813, Practicum consists of 60 hours in a Health / Wellness Setting

Prerequisites: Senior level status and Advisor Approval

Recommended to be taken concurrently.

HHP RECREATION INTERNSHIP

• REC 4501, Internship in Recreation consists of 20 hours in a Recreational Setting
• REC 4502, Internship in Recreation consists of 40 hours in a Recreational Setting
• REC 4503, Internship Recreation consists of 60 hours in a Recreational Setting

Prerequisites: Senior level status and Advisor Approval

Recommended to be taken concurrently.

INTERNSHIP LOCATIONS

• American Indian Resource Center: http://aircinc.org/
• Angela's Fitness Center: 918-431-1400
• Boys and Girl's Club of America: 918-456-6888
• Cherokee Nation Adult Recreation / Fitness Center
• Hastings Hospital: 918-458-3100
• Municipal Recreation Centers
• NSU Wellness Center: 918-444-3980
• Oklahoma Scenic Rivers Commission at GRDA: https://www.ok.gov/triton/contact.php?ac=328&id=303
• Oklahoma State Parks
• Public and Private Camps
• Risenhoover Physical Therapy Services: 918-431-1919
• St. Francis Cardiopulmonary Rehabilitation Center
• St. John's Cardiopulmonary Rehabilitation Center

Explore the internships, practicums, and field/clinical experiences for each graduate program in the corresponding tabs.

• Health and Sport Science
• Leadership
• Library Media

PRACTICUMS

The Health & Kinesiology Master's program has two practicum experiences to provide firsthand experience in authentic settings. Both have a prerequisite of Department Chair Approval.

PED 5481, HEALTH AND PHYSICAL EDUCATION PRACTICUM

This 20 hour practicum is designed to provide students with practicum experience with selected groups of public school and college students. Assisting in coaching activities, intramural programs and teaching health and physical education classes. Prerequisites: P ED 2202. (1 credit hour)

PED 5483, HEALTH AND PHYSICAL EDUCATION PRACTICUM

This 60 hour practicum is designed to provide students with practicum experience with selected groups of public school and college students. Assisting in coaching activities, intramural programs and teaching health and physical education classes. Prerequisites: P ED 2202. (3 credit hours)

EDUC 5880 - Practicum in Leadership

Practicum in Leadership provides opportunities to creatively apply and advance your leadership skills and make a difference in your community. You can use the practicum to gain experiences, learn new skills, navigate organizational structure in organizations such as colleges, universities, tribal agencies, nonprofit organizations, and community-based organizations. In this learner-centric immersive experience, you will be guided and mentored by our faculty and leaders in your communities. You dream it, we help you make it happen.

FIELD EXPERIENCES

Candidates are given opportunities for immersive learning field experiences in each of the required library media courses. Candidates are required to visit PK-12 rural, urban, and suburban school libraries, helping them make connections with a variety of libraries and library professionals. Each library visit is based on the understanding that candidates will establish networking for the purpose of sharing resources and establishing ways they may collaborate to better serve students and faculty in their school libraries. The field experiences are distributed throughout the program of study, allowing candidates to be exposed to a number of different types of libraries. Each experience helps to reinforce the program standards specific to the course and provides candidates with hands-on experiences and opportunities to teach the National School Library Standards.