The Program of Alternative Certification for Educators
PACE enables degreed individuals, who otherwise do not meet certification requirements, to gain employment in the public schools. Eligible candidates are enrolled in a series of training seminars and workshops as well as three graduate courses which lead to their professional certification. If you are considering taking courses through the graduate school at Columbia College, please read the SDE guidelines which list approved courses and programs for their cohort in case the list has been updated.

Columbia College offers some of the classes PACE participants may take to complete the graduate course requirements that leads to professional certification. The courses that can be taken to satisfy the requirements depends on the PACE cohort in which you belong.

When a student is in PACE Cohort three (3) or earlier, the student can take EDU 745 (Learning Styles), EDU 775 (Reading and Psycholinguistics), and EDU 755 (Mediation and Educational Procedures).

A student iin PACE Cohort four (4), five (5), six (6), seven (7), or eight (8) can take EDU 755 and EDU 705.

The last three hours (of the nine graduate hours PACE requires) must come from a specific content methods course. The State Department of Education allows a general methods course to meet this requirement and Columbia College offers EDU 785, Instructional Methods and Strategies.

The courses referred to above that are currently accepted in fulfilling PACE requirements are listed below with course descriptions. Please refer to your current PACE handbook from the State Department of Education to be sure that courses listed meet the requirements.

As of January 12, 2009, the State Department of Education is accepting Columbia College EDU 785 to meet the methods requirement in the PACE program.

EDU 705 Measurement and Evaluation Procedures (PACE Cohort 4, 5, 6, and 7) This course is designed to study the methods and techniques in measurement, which are used for educational purposes. The relationships among measurement, behavioral findings, and school-related applications will be emphasized. 3 semester hours

EDU 745 Learning Processes and Styles
(PACE Cohort 3)

This course presents a comprehensive investigation and the fundamentals of creating a brain-compatible learning environment, which recognizes and supports individual learning styles and multiple intelligences. This course is designed to foster a deeper understanding of current brain research and its implications for learning and instruction. This understanding will include sensory memory, short-term memory, long-term memory, concepts, and concept formation. The basics of learning styles and multiple intelligences will be explored along with planning lessons and assessments to match different styles and intelligences. Emphasis will be placed on understanding the similarities of the brain’s needs in the learning process in contrast to the differences and unique needs of each learner.  3 semester hours

EDU 755 Mediation and Educational Procedures in the Classroom for Divergent Learners (PACE Cohort 3, 4, 5, 6, and 7)

This course is designed to present a variety of models and methods to assist educators in effectively dealing with divergent learners for the purpose of promoting success in the classroom. Participants will study various research-based programs that provide methods for establishing a classroom environment that is conducive for promoting positive behavior, learning, and team interaction. Examination of conflict resolution strategies, mediation, and negotiating skills for both teachers and students will be studied and practiced during the course. Participants will study the instructional strategies and educational procedures necessary to accommodate the needs of divergent learners. The course delves more deeply into instructional issues and environmental modifications to relieve the plight of students in the traditional educational system. 3 semester hours

EDU 775 Reading and Linguistics for Divergent Learners
(PACE Cohort 3)

This course is designed to focus on the nexus between the acquisition of language and behavior, to develop an awareness of the importance of reading in the total K-12 and adult learners’ curriculum. Language development will be explored in depth, as will the critical role of the symbolization processes in almost any aspect of human performance having relevance to development and learning. This course should provide a broad understanding of reading strengths and weaknesses, cultural and sub-cultural differences, students’ behavioral bases, and other teacher concerns that relate to the learning disabilities program, the at-risk program, or the early childhood, elementary, or secondary programs. Emphasis will be placed on the characteristics of underachieving divergent learners and the variety of strategies, techniques, methods, and materials that can be used to meet their individual needs and learning styles. 3 semester hours

EDU 785: Instructional Methods and Strategies
(PACE Cohorts 4, 5, 6, and 7)

The course provides teachers with a comprehensive examination of the various approaches to teaching and their historical roots. Particular emphasis is placed on candidates’ abilities to incorporate the taught approaches in classrooms, reflect upon their effectiveness or lack thereof, and relate the approaches to divergent learners. Additionally, candidates will learn the historical roots of each of the major instructional philosophies, such as behaviorism, social-interaction models, constructivism, problem-based learning theories, etc., in order to better understand the progression of educational practice over time.