Who We Are: Kids, Brains, & Belonging

Course Number:
ED 301
Transcript Title:
Who We Are: Kids, Brains, & Belonging
Created:
Nov 06, 2026
Updated:
Nov 06, 2026
Total Credits:
3
Lecture Hours:
33
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
A-F
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Acceptance into the BAS in Education Program, or instructor approval

Course Description

Explores how children’s brains, emotions, and relationships shape learning and behavior in the classroom. Focuses on the educator’s role in creating safe, inclusive environments that support all learners, including those with exceptionalities. Integrates social and emotional learning (SEL) principles, developmental psychology, and trauma-informed practices to help future teachers understand how belonging and connection drive motivation and growth. Prerequisite: Acceptance into the BAS in Education Program, or instructor approval.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Explain key concepts of social, emotional, and cognitive development across childhood and adolescence. ((SEL1, MS1)
  2. Analyze how neurodevelopment, environment, and relationships influence learning, behavior, and motivation. (MS 1, SpEd 1)
  3. Demonstrate educator social and emotional competencies through self-reflection, emotional regulation, and perspective-taking. (SEL 3)
  4. Design strategies that promote belonging, safety, and inclusion for all students, including those with disabilities and diverse needs. (SpEd 2)
  5. Apply trauma-informed and culturally responsive approaches to classroom interactions and learning environments. (SEL 1, SEL 3, SpEd 2)

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre-writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department required: Program Portfolio

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.