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Education - General |
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EDUC 609 - Introduction to Curriculum and Instruction for Gifted and Talented Students
(3 credits) (Prereq: Admission to Graduate Study at CCU) Course is designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units. As Needed
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EDUC 610 - Integrated Reading and Writing Instruction
(3 credits) Theoretical bases and techniques for teaching reading and writing using multiple subject areas. As Needed
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EDUC 611 - Writing/Reading Process Institute Seminar
(6 credits)(Permission of instructor) (=ENGL 611 ) This course involves participants in the study of literacy education. Current theory and practice in the teaching and learning of writing and reading will be explored and experienced with special attention/writing workshop and the role of teacher research to develop new professional knowledge. Prior approval of graduate advisor is required to include this course in a graduate degree program. As Needed
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EDUC 620 - The Middle School Curriculum
(3 credits) (Prereq: Permission of the instructor) A course intended to increase the student’s knowledge and awareness of current trends and practices in middle school curriculum with an emphasis placed on the future direction of middle school education to prepare teachers for the demands of an increasingly advanced technological, multicultural society. As Needed
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EDUC 625 - Student Motivation and Management
(3 credits) Study of effective principles and techniques of motivation and management in classrooms today. Attention is given to theories and strategies of the management of students as well as classroom organization and the relationship between motivation and management. As Needed
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EDUC 628 - Assessment of Performance to Inform Instruction
(3 credits) (Prereq: EDUC 607 ) This course focuses on critical knowledge and application of assessment data when making decisions that promote strong instructional outcomes for students. Based on an understanding of student cognitive and affective development, participants will use, interpret, and appropriately communicate formal and informal assessment results to parents and students. Course emphasizes effective collaboration with other school-based professionals to evaluate and monitor student progress and to modify instruction based on individual learning needs. F, S
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EDUC 630 - Advanced Study of Curriculum and Instruction
(3 to 6 credits) Study of the principles of curriculum and instruction related to PK-12 schools. Included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher’s roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. Field work is included. F, S
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EDUC 631 - Special Topics
(3 to 6 credits) Topics selected allow for specialized study of timely topics related to the field of education. As Needed.
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EDUC 649 - The School and Modern Society
(3 credits) (Prereq: Permission of the instructor) Basic concepts of the relation of the school to the social order; an analysis of the essential features of changing social context within which American educational policy and practice now operate. The educational implications of recent social change in the American and world society. As Needed
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EDUC 655 - Teaching Environmental Education
(3 or 6 credits) Rationale and strategies for teaching environmental education. As Needed
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EDUC 680 - Capstone Experience
(3 credits) Study that focuses on the preparation of an action research project, paper and presentation that addresses a real problem found in the classroom/job assignment of the degree candidate and that applies the knowledge and skills gained in the degree program. A portfolio presentation documenting proficiency in designated national and college standards is also included. As Needed
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EDUC 685 - Strategies for Serving Diverse Learners
(3 credits) Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status, racial and ethnic backgrounds, gender, language proficiency, and disabilities may affect a child’s performance. Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population. F, S, SU
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Education - Instructional Technology |
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EDIT 604 - Teaching with Technology
(3 credits) A standards-based investigation of instructional technologies and their potential to improve teaching practices, professional communication, workflow productivity and learner performance. The course is closely aligned to the National Education Technology Standards for Teachers (NETS-T), published by ISTE, and surveys an extensive range of tools and techniques to design, develop, implement and evaluate technology-integrated instruction in education and training settings. Course assessments are project-based and require students to demonstrate competence by analyzing instructional design contexts and producing instructional materials. A standards-based investigation of instructional technologies and their potential to improve teaching practices, professional productivity, and student performance. The course is designed to meet the National Education Technology Standards for Teachers (NETS-T), published by ISTE. F, S, SU
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EDIT 610 - Instructional Design and Technology Integration
(3 credits) This course introduces seminal models of instructional design within the context of planning effective learning materials and experiences supported by technology for education and training environments. Research-based best practices in technology integration are carefully analyzed, as well as strategies for evaluating instructional technologies and materials, including those that are designed to meet the needs of diverse learners. Students conduct literature reviews of current topics in the field. SU
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EDIT 620 - Technology Planning and Management
(3 credits) This course explores theories and strategies for planning and managing instructional technology resources at the classroom-level using essential project management workflows that emphasize technology evaluation, acquisition, installation, operation, administration and maintenance. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze current and desired technological needs and conditions. Students collect and analyze these data within the context of published literature and write a detailed summary report. S
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EDIT 630 - Development of Instructional Multimedia
(3 credits) This course explores the application of research-grounded design principles to the development of multimedia learning objects for professional settings. Students will improve understanding of modern authoring tools, concepts and workflows as they produce graphic, audio, video, screencast and animation materials that meet rigorous evaluation criteria derived from modern learning theories. The course also analyzes legal and ethical issues relevant to multimedia development and presents practical strategies for compliance with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. S
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EDIT 640 - Instructional Video Production
(3 credits) This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for a specific clinical audience. F
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EDIT 650 - Teaching and Learning Online
(3 credits) This course explores various theories and best practices for the design, development, and implementation of online instruction for blended and distance-based applications. Students will design effective online formative and summative assessment strategies for evaluating student learning, select and build instructional content to meet the need of students with different learning styles, demonstrate proficiency utilizing web production tools to develop online instructional environments, utilize effective online teaching strategies and technology tools to promote communication and collaboration, use information resources for effective online teaching, use diverse instructional strategies, reflect on their course experience, and offer suggestions for online course improvement. Course assessment includes quizzes, forum discussions, and homework assignments. SU
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EDIT 660 - Advanced Online Teaching
(3 credits) (Prereq: EDIT 650 ) This course further explores a variety of activities to create a sense of presence and to engage online learners. Student will understand and reflect on the significance of building community in virtual environments, utilize online tools to promote communication and collaboration, identify and develop strategies for building community online, address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources, develop content specific instructional strategies for various asynchronous and synchronous online teaching tools, develop additional strategies to differentiate instruction (i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation.), create and deliver lessons suitable for asynchronous and synchronous delivery that use appropriate and effective multimedia design elements, and develop strategies for involving, communicating, and connecting with diverse students. Course assessment includes forum discussions, homework assignments, and a group project. SU
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EDIT 670 - Educational Games and Simulations
(3 credits) This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building, implementing and evaluating website and mobile gaming models will be explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners’ conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and simulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project. F
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EDIT 677 - Assessment Technology and Learning Analytics
(3 credits) This course examines technologically supported strategies for designing effective assessments to inform instructional decisions and improve learner performance. Students will explore evidence-based practices for developing formative and summative digital assessments that optimize feedback systems, promote academic integrity and personalize learning. Course assessment includes quizzes, homework exercises and an action research project that requires students to deliver an instructional technology innovation and collect and analyze data to determine its impact on target learners in a clinical setting. F
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EDIT 680 - Special Topics in Instructional Technology Curricula
(3 credits) This course examines emerging instructional technologies and associated trends, issues, research, theories and practices that impact education and training settings. Designed as a real-world analytical experience, the course uses a problem-based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence-based practices in the scholarly literature, evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product-impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F, S.
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EDIT 690 - Seminar in Instructional Technology
(3 credits) (Prereq: EDIT 610 , 630 , 640 , 650 ) This course requires two capstone experiences for program candidates in their final semester – (1) 30 hours of supervised clinical experiences in instructional technology leadership where students collaborate with decision-makers to design, develop, implement, manage and evaluate instructional technology training for adult professionals in approved placements. (2) The development of an online portfolio documenting mastery of all content, pedagogical, technical and professional knowledge targeted in the program goals. F, S
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EDIT 700 - Principles of Instructional Design
(3 credits) This course introduces the instructional systems design (ISD) model for education and training contexts, with emphasis on the delineation and alignment of instructional goals, teaching methodologies and evaluation techniques. Students develop mastery of the of the instructional design process, analyze the role of the systematic design of instruction within the context of teaching and training processes and relate this knowledge to their educational profession or other related instructional setting. The course culminates with in-depth curriculum analyses requiring students to research the design and function of current curricula based on the instructional systems approach, with specific attention to the alignment of goals and objectives, an analysis of diverse learner needs and the instructional methods used to teach and assess learning. F, S
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EDIT 704 - Technology in Curricula
(3 credits) This course presents methods and techniques for designing, developing, implementing and evaluating instruction across various curricula aligned to specific content and technology standards. Students design and re-design technology integrated curricula to improve learner performance for specific instructional contexts, including meeting the needs of diverse populations. F
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EDIT 710 - Instructional Technology Tools
(3 credits) This course surveys popular and emerging technology applications and devices to design innovative learning experiences for various instructional contexts, including traditional, online and blended frameworks. Students will explore research-based best practices in the utilization of technology to support instructional design, classroom management, collaborative learning, communication with local and global audiences, technical troubleshooting of digital resources, as well as strategies to promote equitable, safe, legal and ethical use of digital information and technologies. Course assessment includes forum discussions, video tutorial productions, online resource management, and a project. F
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EDIT 720 - Theories of Learning with Instructional Technology
(3 credits) This course introduces major theories and principles of human learning and development relevant to the utilization of instructional technology. Students develop deep understanding of how to apply research-based findings in cognitive science to guide the design, development and implementation of multimedia instruction to support the diverse needs, interests and abilities of all learners to engage digital materials and experiences that emphasize creativity and higher-order thinking skills. Students will also explore motivational models of instructional design, as well as evaluate and reflect critically on instructional technology products applied in various education or training settings. Course assessment includes forum discussions, annotated bibliography reflections, and analytical papers. S
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EDIT 740 - Design and Development I
(3 credits) This course challenges students to apply research-based instructional design principles and learning theories to develop effective digital learning objects that address real-world needs of professionals in traditional, online and blended educational settings. Students will utilize digital authoring tools and workflows to create meaningful multimedia resources for integration in interactive instructional systems. The course also reviews legal and ethical issues relevant to learning object development, including practical strategies to promote digital equity and comply with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU
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EDIT 744 - Graphic Design for Instructional Technology
(3 credits) This course explores research-based visual design theories and learner-centered graphic design strategies for print and non-print instructional materials. Students apply principles of visual literacy to optimize the design of text, graphic and image representations that address the diverse needs of all learners. The course emphasizes the development of instructional content that integrates multiple messages to achieve identified learning goals by applying graphic design tools (type, shape, color, depth, space), graphic design actions (contrast, alignment, repetition, and proximity) and graphic design perceptions (figure/ground, hierarchy, gestalt) that maximize learning impact. Students evaluate and reflect on their designs continuously within the context of their varied professional settings. Course assessment includes quizzes, homework assignments and graphic design production projects. S
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EDIT 750 - Design and Development II
(3 credits) This course analyzes best practices in learning interaction design to create complex instructional systems using advanced professional authoring tools for delivery in online and blended educational settings. Students build visual mockups that apply theoretical principles of interface and user experience (UX) design to develop creative and interactive prototypes that maximize engagement, stimulate higher order thinking, and improve learner performance. Responsive design strategies and advanced deployment techniques to enhance fidelity and equity across learner devices are also explored. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU
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EDIT 760 - Instructional Technology Leadership
(3 credits) This course explores research, theory and models of technology resource management from a building-level or district-level perspective, including facilities, personnel, financing, acquisition, development, policy and training. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze the current and desired technological needs and conditions of a targeted site. Students collect and analyze these data within the context of published literature and write a detailed white paper with specific recommendations for key decision constituents SU
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EDIT 770 - Field Experiences in Instructional Technology
(3 credits) This course requires 30 hours of supervised clinical experiences in instructional technology leadership. Students engage in field-based design, development, implementation, management and evaluation of instructional technology initiatives in approved professional placements, serving as instructional technology consultants responsible for collaborating with decision-makers to conduct needs analyses and guide the design, development and implementation of instructional technology initiatives that address real-world problems or opportunities for adult learners. Students are expected to collect, analyze and interpret data to evaluate performance. Course assessment includes reflective blog entries, edited videos and a final report detailing evidence of impact and plans for continuous improvement. F
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EDIT 780 - Seminar in Instructional Technology
(3 credits) This course provides students with capstone experiences cultivating mastery of content, pedagogical, technical and professional knowledge targeted in all program goals and evidenced by three major assessments - a comprehensive exam, an online professional portfolio, and an instructional technology research project aligned to specific ISTE NETS standards. F, S
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Education - Language and Literacy |
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EDLL 600 - Advanced Reading Theory: Philosophical, Historical, and Sociological Foundations of Reading
(3 credits) This course emphasizes theoretical frameworks for reading including psycho- linguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings. SU, F
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EDLL 601 - Emergent and Early Literacy Development
(3 credits) This course will provide students with a greater understanding of the social, cultural, and linguistic factors that influence children’s emergent literacy development. The theoretical framework of this course is based on an advanced study of an understanding of emergent literacy as a continuum characterized by the interrelationship of reading, writing, speaking, listening, viewing, and visually representing in formal and informal settings. Emphasis will be placed on practical application of theory, developmentally appropriate practice, stages of literacy development, and resources for effective early childhood and early elementary literacy instruction. As Needed.
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EDLL 603 - Research in Literacy Methods and Materials
(3 credits) (Prereq: EDLL 600 ) This course requires that students conduct in-depth study of current methods of literacy instruction to evaluate the effectiveness for diverse learners and across different instructional settings. The course emphasizes 21st century literacy, including digital literacy, visual literacy, critical literacy and the use of relevant materials for incorporating multi-modal literacy in the elementary classroom. As Needed
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EDLL 604 - Practicum in Literacy Assessment and Evaluation
(3 credits) Emphasis on naturalistic, authentic, classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience are required. F
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EDLL 605 - Organization, Administration, and Supervision of the School Reading Program
(3 credits) This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, supervision, administration, and evaluation of school reading programs. Formal standardized measures, including norm-referenced and criterion-referenced tests and the use of school-wide assessment data for literacy program planning will also be addressed. SU, Even Years.
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EDLL 606 - Trends and Issues in Literacy Education (Capstone)
(3 credits) (Prereq: EDLL 600 , EDLL 604 , EDLL 605 , EDEL 608 EDLL 608 , or EDLL 618 ) This course requires the application and integration of instructional strategies and naturalistic, authentic assessment in literacy, with an emphasis on evaluating demonstrated practice in the classroom setting. Students construct a portfolio consisting of a reading application, a writing application, and an example of collaborative integrated application. Students must obtain permission from classroom students’ parents for videotaping and use of student artifacts within the portfolio. These three applications must demonstrate all five propositions of the NBPTS and the six IRA Standards for Reading Professionals. As Needed.
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EDLL 608 - Instructional Strategies and Materials in Literacy
(3 credits) This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings. F, SU
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EDLL 616 - Content Area Reading and Writing for Early Childhood and Elementary Teachers
(3 credits) This course provides teachers in grades K-6 with the strategies for teaching reading and writing across content-area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed for the R2S Teacher endorsement. SU
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EDLL 617 - Content Area Reading and Writing for Middle and High School Teachers
(3 credits) This course explores strategies for teaching reading and writing within the framework of content-area classes in grades 5-12. An emphasis is placed on foundational knowledge of the reading and writing processes and the basic tenets of integrating technology and literacy across disciplines in ways that value and support diverse learners. This course also fulfills requirements for the course, R2S Content Area Reading and Writing for Middle and High School Teachers, and three credit hours of coursework needed to earn the R2S Teacher endorsement. S
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EDLL 618 - Content Literacy
(3 credits) This course provides K-12 teachers with the strategies for teaching literacy within the framework of content area classes. The course teaches a sound theoretical knowledge of the reading and writing processes and the basic tenets of integrating technology across the curriculum. S, SU
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EDLL 620 - Literacy Assessment and Instruction for Diverse Populations
(3 credits) (Prereq: Teacher certification PK-12) Naturalistic, authentic assessment strategies and the integration of instructional strategies with assessment are investigated with struggling readers and writers, PK-12. Emphasis on best practices and current research as applied to special populations of students including learning disabilities, developmental delays, second language learners, gifted and talented students, physically challenged, and social/emotional behavioral issues. Supervised instruction is required in clinical practicum. Depending on the number of students to be served in the clinic, the practicum may include individual tutoring and/or small group instruction. SU, On Demand
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EDLL 621 - Developing Literacy Teacher-Leaders Within School Communities
(3 credits) (Prereq: EDLL 620 , Teacher certification PK-12) Course participants explore how literacy leaders integrate essential elements of curriculum, instruction, assessment, and on-going staff development to develop research-based literacy programs. Major topics include theoretical principles and practices for staff development, mentoring/coaching, and evolving roles/responsibilities for literacy teacher-leaders. F, SU, On Demand
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EDLL 622 - Action Research in Literacy Coaching
(3 credits) (Prereq: EDLL 621 , Teacher certification PK-12) Course develops synergistic decision-making and interpersonal skills used by literacy teacher-leaders to explore conditions that affect student learning, curricular reform, and teacher empowerment. Course participants use action research to explore a coaching relationship with a practicing teacher. For S On Demand
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EDLL 650 - Applied Linguistics for ESOL Teachers
(3 credits) This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speaker of other languages) content and standards-based teaching. F
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EDLL 651 - Principles and Strategies for Teaching ESOL 3 to Elementary and Secondary Learners
(3 credits) (Prereq: EDLL 650 ) This course prepares candidates to understand and apply major theories and research related to cultural identities, principles and strategies for teaching ESOL (English to speakers of other languages) in elementary and secondary schools. SU
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EDLL 652 - Teaching Reading and Writing to Limited English Proficient (LEP) Learners
(3 credits) This course prepared candidates to apply research and best practices in planning and implementing standards-based instruction to teaching reading and writing to LEP learners. Practicum experiences required. S
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EDLL 653 - Testing and Assessment for Language Minority Students
(3 credits) Course prepares candidates to know, understand, and apply various assessments used with language minority students. The candidates understand the role assessments have in informing classroom instruction on one hand and school identification, placement, and reclassification of language minority students on the other. Practicum experiences required. S
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EDLL 654 - ESOL Curriculum Design and Materials Development
(3 credits) Course prepares candidates to understand and apply educational policies and current practices in the field of teaching English to speakers of other languages (ESOL). The candidates evaluate, adapt and use materials, resources, and technologies for ESOL standards-based teaching. SU
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EDLL 655 - Emergent Bilinguals and Special Education
(3 credits) This course prepares candidates to understand, apply, and evaluate second language acquisition stages and distinguish them from learning disabilities. The candidates will be able to understand and plan instruction for emergent bilinguals who are in special education. F, S, SU.
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Education - Secondary |
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EDSC 500 - Assessment and Action Research
(3 credits) An introduction to assessment at the secondary level. Students design, apply, and interpret the results of measurements. Test formats, the correlation of test items with learning objectives and the interpretation of teacher-made and standardized test results are addressed. F
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EDSC 508 - Foundations in Literacy
(3 credits) (Prereq: Admission to MAT Degree Program) An introductory course to literacy and its role in secondary schools and society. Candidates will research literacy by defining it and directly relating it to their field. An overview of literacy education topics including assessment, testing, equity, and multiple literacies will also be surveyed. SU
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EDSC 510 - Secondary Adolescent Development and Management
(3 credits) (Prereq: Admission to MAT Degree Program) Course includes the management of the classroom environment and learning processes as applied to secondary adolescent development. Attention is given to theories and best practices and includes a clinical experience. F
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EDSC 515 - Teaching in Diverse Classroom Settings
(3 credits) (Prereq: Admission to MAT Degree Program) Study of the diverse population of students in today’s classrooms. Alternative methods of instruction and evaluation of concepts and skill development will be presented. A clinical field experience in public schools is included. F
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EDSC 518 - Reading and Writing in the Content Area
(3 credits) (Prereq: Admission to MAT Degree Program and EDSC 508 ) A literacy methods course designed for candidates to learn general literacy instructional techniques and assessment strategies. Candidates will use these techniques and strategies to design a content-area instructional unit complete with an accompanying text set and assessments. Attention is given to addressing reading difficulties and enhancing reading skills necessary for effective teaching of content area materials. F
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EDSC 525 - Managing the Classroom
(3 credits) (Prereq: Permission of instructor) Study of effective principles and techniques of management of classrooms today. Attention is given to theories and strategies of management of students as well as classroom organization and the relationship between motivation and management. A clinical experience in public schools is included. F
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EDSC 546 - Foundations of Secondary Education
(3 credits) (Prereq: Admission to MAT Degree Program) A study of the principles of curriculum development in schools today as related to standards-based instruction and assessment. Attention is given to the teacher’s role in understanding curriculum, theory behind curriculum development, and implementing standards-based curriculum, instruction, and assessment. SU
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EDSC 547 - Principles and Methods of Teaching English
(3 credits) (Prereq: Admission to MAT Degree Program) A study of methods, techniques and materials appropriate to teaching English. A clinical experience in public schools is included. F
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EDSC 548 - Principles and Methods of Teaching Foreign Language
(3 credits) (Prereq: Admission to MAT Degree Program) Study of methods, techniques, and materials appropriate to teaching Foreign Language. The student is expected to plan, implement, and evaluate specific lessons using various resources and techniques. A clinical experience in public schools is included. As Needed
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EDSC 549 - Principles and Methods of Teaching Social Studies
(3 credits) (Prereq: Admission to MAT Degree Program) Study of methods, techniques, and materials appropriate to teaching Social Studies. A clinical experience in public schools is included. F
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EDSC 552 - Principles and Methods of Teaching Mathematics
(3 credits) (Prereq: Admission to MAT Degree Program) Study of methods, techniques, and materials appropriate to teaching mathematics. A clinical experience in public schools is included. F
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EDSC 553 - Principles and Methods of Teaching Science
(3 credits) (Prereq: Admission to MAT Degree Program) Study of methods, techniques, and materials appropriate to teaching science. A clinical experience in public schools is included. F
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EDSC 575 - Human Development and Learning Processes
(3 credits) (Coreq: EDUC 515 permission of instructor) An investigation of various patterns of intellectual, social, emotional, and physical growth of learners from prenatal through adolescence periods with an emphasis on the period of adolescence and a focus on developmental applications in educational settings. A clinical experience in public schools is included. F
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EDSC 580 - Internship Seminar
(3 credits) (Prereq: Admission to MAT Degree Program) (Coreq: EDSC 590 ) Candidates will meet periodically with their University supervisor and with other candidates to establish links between the theoretical principles taught in the methods course and the practical application of these theories during the internship. F, S
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EDSC 590 - Internship
(9 credits) (Prereq: Admission to MAT Degree Program, Passing PRAXIS II Scores) (Coreq: EDSC 580 ) Supervised teaching experience. Interns will be assigned to schools for a period of no fewer than 60 instructional days. F, S
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EDSC 601 - Special Topics in Science Education
(3 credits) Topics will be selected from various science education fields, including trends, methods, and materials of science education. May be repeated; credit up to six hours may be applied toward a degree. As Needed
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EDSC 611 - Special Topics in English Education
(3 credits) Topics will be selected from various English education fields, including trends, methods, and materials of English education. May be repeated; up to six credit hours may be applied toward a degree. As Needed
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EDSC 626 - Advanced Principles and Practices of Teaching in High School
(3 credits) A study of historical developments and recent innovations in curricula, resources, and techniques in secondary schools. Students will be expected to investigate and apply research as it relates to the improvement of instruction. As Needed
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EDSC 628 - Advanced Study of the Teaching of English in Secondary Schools
(3 credits) A study of historical developments and recent innovations in curricula, resources and techniques in the field of teaching English in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction. As Needed
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EDSC 629 - Advanced Study of the Teaching of History and Social Studies in Secondary Schools
(3 credits) A study of historical developments and recent innovations in curricula, resources and techniques in the field of teaching history and social studies in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction. As Needed
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EDSC 631 - Special Topics in Secondary Education
(3 credits) Specific analysis of crucial issues in the field as they exist and emerge in the future. Provides an opportunity for students to do in- depth study of definitive areas of concern. As Needed
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EDSC 632 - Advanced Study of the Teaching of Science in Secondary Schools
(3 credits) A study of historic developments and recent innovations in curricula, resources, and techniques in the field of teaching science in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction. As Needed
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EDSC 633 - Special Topics in Social Studies Education
(3 credits) Topics will be selected from various social studies education fields, including trends, methods, and materials of social studies education. May be repeated; up to six credit hours may be applied toward a degree. As Needed
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EDSC 650 - Advanced Secondary Instructional Methods and Strategies
(3 credits) Advanced study of instructional strategies and best teaching practices applicable to teaching in secondary schools. Instructional planning, delivery and assessment are included. As Needed
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EDSC 659 - Teaching Reasoning and Inquiry Skills
(3 credits) Definition of and methods for teaching reasoning and inquiry skills in various educational settings. Participants develop a plan of instruction based on a study of model programs. As Needed
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EDSC 664 - Advanced Study in Teaching Mathematics in Secondary Schools
(3 credits) A study of historical developments and recent innovations in curricula, resources, and techniques in the field of teaching mathematics in secondary schools. Students will be expected to investigate research as it relates to the improvement of instruction. As Needed
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EDSC 666 - Special Topics in Mathematics Education
(3 credits) Topics will be selected from various mathematics education fields, including trends, methods and materials of mathematics education. May be repeated; up to six credit hours may be applied toward a degree. As Needed.
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EDSC 670 - Computers in Mathematics Education
(3 credits) (Prereq: EDUC 531 ) Topics in the use of microcomputers in the teaching of mathematics at the middle and secondary school levels. As Needed
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EDSC 671 - Computers in Science Education
(3 credits) Use of computer technology in teaching and managing science classes and programs. As Needed
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EDSC 673 - Advanced Study of the Teaching of Computer Studies
(3 credits) (Prereq: EDUC 531 ) Recommendations for materials, content, and methods for teaching computer-related subject matter at the middle and high school level. Experience in writing computer programs for educational purposes will be given. As Needed
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EDSC 675 - Advanced Study of Secondary Curriculum and Program Models
(3 credits) Study of effective principles of secondary curriculum development in schools today as related to standards-based instruction and assessment. Attention is given to the teacher’s role in understanding curriculum, theory behind curriculum development, program models and implementing standards-based curriculum instruction and assessment. SU
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EDSC 679 - Multicultural Issues in Education
(3 credits) Effects of cultural diversity in instruction with emphasis on teaching strategies and programs for multicultural student populations. As Needed
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EDSC 680 - Seminar in Secondary Education
(3 credits) (Prereq: EDUC 531 . 606, 607 , 649 , EDSC 675 with grade of C or better) Students will synthesize their graduate studies for a master’s degree in secondary education. As Needed
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EDSC 686 - The Teaching of Literature in the Secondary School
(3 credits) Subject content of new literature programs; resources and innovative approaches; problems in organizing literature. Emphasis on specific teaching methodology and the development of materials. As Needed
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EDSC 687 - The Teaching of Composition in the Secondary School
(3 credits) New curricula in the teaching of oral and written composition; issues and problems in the composition phase of English programs; innovative teaching techniques and methodology. Development of materials appropriate to the teaching of oral and handwritten composition. As Needed
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EDSP 600 - Applied Behavior Analysis
(3 credits) (Prereq: Graduate admission or special permission) Applied behavior analysis is a branch of behavior analysis devoted to the understanding and improvement of human behavior. This course teaches students how to apply basic principles and concepts of behavior analysis to produce effective, ethical, and socially significant change in the behavior of individuals they support. Topics include how to select, identify, and effectively use reinforcers; how to manipulate reinforcement schedules and dimensions of reinforcement to produce the desired effects on behavior; and how to assess the functions of behavior and develop function-based interventions. F, S, SU
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EDSP 605 - Special Education for Teachers in Early Childhood and Elementary Education
(3 credits) Addresses current issues and needs in instructional programming for students with high incidence disabilities (learning disabilities, emotional/behavioral disorders, and mental retardation) at the early childhood and elementary levels. Emphasizes methods for the development and acceleration of basic academic skills, study skills, learning strategies, and modification of course content to meet individual needs of students who are engaged in the general education curriculum. S
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EDSP 606 - Instructional Design in Special Education
(3 credits) (Prereq: EDSP 200, EDSP 692 , or instructor permission) Teachers in schools need more ways to reach all of their students. This course will help the in-service teacher to learn more about Instructional Design through Differentiated Instruction and applying Universal Design principles. The framework of this class is based on the multiple means of representing information, multiple means of expressing knowledge, and multiple means of engagement in learning. F, S
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EDSP 610 - Characteristics of Students with Severe Disabilities
(3 credits) (Prereq: EDSP 200. EDSP 692 , or instructor permission) Course explores basic concepts and issues that pertain to persons with severe disabilities including those with intellectual disability, autism spectrum disorder, and multiple disabilities who exhibit extensive or pervasive support needs. Psychological, historical, and medical implications of these disabilities are addressed. F, SU
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EDSP 615 - Instruction of Students with Severe Disabilities
(3 credits) (Prereq: EDSP 200, EDSP 610 , EDSP 692 , or instructor permission) Course focuses on current best practices in curriculum and methods for students with moderate to severe disabilities. Specific strategies for teaching students with moderate to severe disabilities, general strategies for working with diverse groups of students in inclusive settings, and methods for adapting the general education curriculum to include students with moderate to severe disabilities are addressed. S, SU
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EDSP 620 - Language and Communication Skills of Students with Severe Disabilities
(3 credits) (Prereq: EDSP 200. EDSP 610 , EDSP 692 or instructor permission) Course introduces candidates to augmentative and alternative communication (AAC) for individuals with severe speech and language impairments. In addition, the knowledge and skills needed to assess the potential AAC user, make team decisions, develop and implement instruction, and evaluate the effects of instruction aimed at motivating, building, and expanding communications, choice-making, and social interaction are addressed. S
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EDSP 630 - Single-case Research
(3 credits) (Prereq: EDSP 692 or equivalent, EDUC 607 ) Course focuses on in-depth study of single-subject research methods including data collection, research designs, data display and analysis, and writing research proposals using single-subject methodology. F, S
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EDSP 635 - Advanced Topics in Special Education
(3 credits) (Prereq: EDSP 200, EDSP 692 , or instructor permission) Course provides a critical examination of current issue surrounding the field of special education including instruction methodologies, latest research, legislation and policy, case law, high stakes exams, over-representation of minorities in special education, and teacher shortages. F, S
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EDSP 640 - Behavior Management
(3 credits) (Prereq: Graduate Status) This course provides a critical analysis of behavior management theories, evidenced-based disciplinary practices, and applications that foster an environment conducive to learning. Course emphasizes identification, analysis, etiology and intervention strategies for prevention and management of inappropriate behaviors exhibited by students with disabilities. Research of legal and ethical practices are included. SU
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EDSP 641 - Comprehensive Assessment for Exceptional Learners
(3 credits) (Prereq: Graduate Admission and completion of EDSP 692 or EDUC 692) Covers the use and interpretation of formal and informal diagnostics tests and procedures calculated to determine instructional levels and procedures for exceptional learners. Content includes statistical and psychometric concepts in assessment including norm-referenced, criterion- referenced, and curriculum-based measurement, and informal testing. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing. SU
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EDSP 670 - Characteristics of Learners with Emotional and Behavioral Disabilities
(3 credits) (Prereq: EDUC 692. EDLD 370, or instructor permission) This course covers theories and specific conditions in the area of emotional and behavior disabilities. Participants will study the impact of learning and behavioral differences on academic and social/emotional performances. Diversity within student populations is addressed throughout the course. Experiential, observational, interactive strategies, and technological advances are used to facilitate course outcomes. As Needed
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EDSP 671 - Method/Procedures for Learners with Emotional and Behavioral Disorders
(3 credits) (Prereq: Graduate admission, EDSP 380 or EDSP 692 , or EDLD 370 or equivalent, or instructor permission) Provides knowledge of instruction programming to improve outcomes for students with emotional/behavioral disabilities across all grade levels by focusing on evidence-based strategies/methods, issues and supports needed for success in general and special education environments, and the affective, social, and academic needs of students. SU, Even Years
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EDSP 680 - Characteristics of Individuals with Intellectual Disabilities
(3 credits) (Prereq: Graduate admission and teaching certification, EDSP 380, EDSP 692 , or EDLD 370 or equivalent or instructor consent) Course is an in-depth study of the unique learning and behavioral characteristics of individuals with intellectual disabilities, ranging in age from preschool to adult, with a focus on mild to moderate disabilities. Topics include historical development of the field of intellectual disabilities (mental retardation); theoretical models; etiological factors; cognitive, social, emotional, behavioral, and physical/health characteristics; models of assessment and intervention, including technological advances; transition programs and services; community programs and provisions; issues and trends, including legislation and litigation; and the impact of intellectual disabilities on academic and social/emotional performance. F, Odd Years or SU On Demand
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