Education
The courses below are offered online in the term indicated. Click any course title to read the official description. For enrollment data and section availability, search WebAdvisor. Term schedules are listed on the University Academic Calendar. New students must APPLY to the university before registering.
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Online Courses
Maymester 2020
Adv. Topics in Special Educ
(3 credits) Course provides a critical examination of current issues 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
Practicum in Special Education
Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.
Strat for Serv Div Learners
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.
Summer I 2020
Schl Personnel Administration
(3) The course focuses on techniques to maintaine ffective human relations and the use of human resources. Staff evaluations systems, staffing projections, staff-related record management, and benefit programs are examined. The curriculum emphasizes negotiations in the public sector and contract management. S,Su.
School Finance/Ethics
(3) Introduction to school finance and school business administration at all levels of school district organization. The course applies contemporary theories of economics to educational funding, sources of revenue, resource allocation considerations, and study of current treds in fiscal structure and operations in education. The curriculum includes discussion of ethics in school finance. S,Su.
Admin of Higher Education
(3)(Prereq: Students must be admitted into the Doctor of Philosophy in Education program or by permission of instructor) This course involes an extensive exploration of the functional areas and skills that significantly contribute to the effective administration of institutions of higher education. The course topics and readings include an emphasis on planning, budgeting, effective leadership, personnel administration, and facility management in the higher education environment. F,S,Su
School Facilities
(3)(Prereq: EDAD 701, EDAD 789) Course is about the interaction of facilities and learning in PK-12 education. Students learn about basic facilities issues at the building and district level including facilities management concepts and processes related to buildings and grounds. In addition, students learn how to plan for and implement facilities development and major construction projects. Su.
Politics & Policy of Education
(3 credits)(Prereq: EDAD*701 and EDAD*789 , or Admission to the Ph.D. in Education, or permission of the instructor) The framework of this course is the micro and macro politics of education in the United States. It provides an introduction to the field of educational politics, the political process and their transformation into policy. Su
Teaching with Technology
(3) 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
Teaching and Learning Online
(3) 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
Design & Development I
(3) 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
Instructional Tech Leadership
(3) This course explores research, theory, and models of technology resources 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
Advanced Reading Theory
This course emphasizes theoretical frameworks for reading including psycholinguistics, 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.
Instr Strategies and Materials
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.
Lit Assmnt & Instr Diverse Pop
(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.
Prin/Strat Tchg ESOL Elem/Sec
(Prereq: EDLL 650) This course prepares candidates to understand and apply major theories and research related to cultural identities, principles and stragegies for teaching ESOL (English to spearkers of other languages) in elementary and secondary schools. null
LitInstrEngl Lrns &Stud Disab
(3)This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities and students who are English learners with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. Su.
Intro Educational Psychology
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning.
Intro Human Growth Development
(Writing Intensive) An investigation of various patterns of intellectual, social, emotional, and physical growth of learners from prenatal through adult periods with a focus on developmental applications in educational settings.
Research for Today's Schools
Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project.
Nature/Needs of Gifted/Talent
Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development.
Intro to Curr/Instr Gift/Tale
Course 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.
Contemp Curric Theory
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course provides and in depth understanding of contemporary theoretical substructures of curriculum. In this course, the curriculum is understood as both the explicit, planned course of learning, and the hidden or latent experiences that students encounter in school settings or experience within their world. We will study historical, political, behavioral, social, psychological, cognitive, philosophical, institutional theories in order to understand the impact of theories on curriculum issues, schools and society. The goal of this course is to provide students with the theoretical framework for analyzing, critiquing, and investigating curriculum so that they will understand the complexities of contemporary curriculum discourses and research practices.
Summer II 2020
School & Community Relations
(3) The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of this course. Problems of developing understading and effective communcation relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change. Su.
Finance and Ethics
(3 credits)(Prereq: EDAD*701 and EDAD*789, or Admission to the Ph.D. in Education, or permission of the instructor) This course serves as an introduction to the finance and ethics at various levels of education organizations. The course applies contemporary theories of economics to educational funding, sources of revenue and resource allocation. The course also reviews current trends in fiscal structures and operations within various educational settings. Other related topics include budget management, expenditures, local and federal involvement, monetary safeguards and audits. The curriculum includes discussion, research, and application of ethics in relation to finance and other associated topics.
College Teaching and Advising
(3 credits)(Course Restriction: Only students admitted to the Ph.D. program or by permission of the instructor) This course examines the elements associated with teaching at the college level and advising both undergraduate and graduate students. Learners have the opportunity to read and discuss current literature on teaching, learning, adult students, and successfully advising students. The course is designed to teach students how to effectively prepare and deliver meaningul, practical, and reflective instructional strategies in the college classroom. Students also learn general frameworks, best practices, and various barriers associated with advising adult learners. TBA
Instruc Design & Tech Integ
(3) 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. Student conduct literature reviews of current topics in the field. Su
Advanced Online Teaching
(3)(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 supplemental 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
Technology in Curricula
(3) 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
Prod Design & Develop II
(3) 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
Content Area Rdng EC & Elem
(3) 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 course R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed to earn the R2S Teacher endorsement. S
Dvlp Lit Teach-Leader inSchl
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.
ESOLCurr Dsgn & Materls Devlp
This 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 evaulate, adapt and use materials, resources, and technologies for ESOL standards-based teaching.
Md Lvl Curr & Organization
(Prereq: EDUC 334)(Coreq: EDML 417) Study of the middle level program including the grouping, scheduling, grading, and placement of students; school organization, curriculum and teaching techniques are included. A clinical field experience at a middle school site is required and included in this course. F.
Foundations in Literacy
(3)(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
Foundations of Secondary Educ
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.
Behavior Management
This course provides a critical analysis of behavior management theories, evidence-based disciplinary practices, and applications that foster an environment conducive to learning. Course emphasizes identification, analysis, etiology, & intervention strategies for prevention and management of inappropriste behaviors exhibited by students with disabilities. Research of legal and ethical practices included.
Nature/Needs of Gifted/Talent
Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development.
Intro to Curr/Instr Gift/Tale
Course 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.
Adv Study of Curr & Instructn
Study of 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.
Crit. Stds in Diversity/Educ
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course focuses on the examination of the student diversities found in classrooms and the impact of diverse learners on curricular and instructional practices. Teachers will study ways of making classrooms, curricula, and instructional strategies diversified, developmentally appropriate and equitable to meet the needs of all student populations. Analysis and interpretation of critical theories, research, and approaches to understanding issues of student and community diversity affecting schools.
Qual Rsch Mthds in Ed
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course will provide and introduction to qualitative methods in social science research, in terms of both the practical issues of conducting this type of research and the conceptual debates in the field. Methods include collection and analysis of observations, interviews, and other records of human activity to gain a better understanding of structures, processes, and perspectives that drive or shape human behavior. The purpose of the course is to assist students through the proposal and dissertation writing processes.
Fall 2020
School & Community Relations
(3) The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of this course. Problems of developing understading and effective communcation relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change. Su.
Health, Safety, & Motor Devo
(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su.
Gidng Yng Child Behav & Cl/Mg
(Prereq: Admission to the Professional Program in Teacher Education) Study of appropriate, effective principles and techniques for guiding behavior and managing early childhood classrooms. F, S.
Cyberspace,tech & Learning
This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S.
Instructional Video Production
(3) 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 specific clinical audience. F
Educational Games & Simulation
(3) 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 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 stimulation 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
Sp Tp in Instructional Tech
(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. 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
Seminar in Instructional Tech
(3) (Prereq: EDIT 610,630,640,650) This course requires two capstone experience for program candidates in their final semester - 1)30 hours of supervised clinical experiences in instructional technology leadership where evaluate 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
Prin of Instructional Design
(3) 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 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
Instructional Technology Tools
(3) 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
Fld Exper in Instructionl Tech
(3) 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
Sem in Instructionl Technology
(3) 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.
Advanced Reading Theory
This course emphasizes theoretical frameworks for reading including psycholinguistics, 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.
Prac in Literacy Asmt & Evalu
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 is required.
Instr Strategies and Materials
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.
Applied Linguistics for ESOL
This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speakers of other languages) content and standards-based teaching.
Cltrl/Lngstc Diversity ESOL
Internship Seminar
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.
Instructional Design in Sp. Ed
(3 credits) Teachers in schools need more ways to reach all of their students. This course helps 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
Comp Assemnt Exceptl Learners
(3 credits) 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 management, and informal testing. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing. F
Char of Lrns w/ Emo/Beh Disab
(3 credits) This course covers theories and specific conditions in the area of emotional and behavioral disabilities. Participants 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. F
Practicum in Special Education
Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.
Computer Tech/Instruct Media
(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.
Intro Educational Psychology
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning.
Nature/Needs of Gifted/Talent
Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development.
Intro to Curr/Instr Gift/Tale
Course 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.
Sprvsn Student Teach/Interns
(3 credits) Student teaching and internship experiences are the capstone of the professional education program and provides candidates the opportunity to apply knowledge and skills from core education coursework, with a focus on differentiated instructional practices, multiple learning environments, professional collaboration, school policies, effective leadership, procedures, and reflective practice. Supervision of student teachers and interns offers an opportunity for growth and development as it relates to teaching, learning, best practices, and leadership. During student teaching/internships, candidates steadily increase responsibilities and demonstrate competency in planning, instruction, assessment, leadership, and other professional tasks. Candidates are expected to exhibit professionalism throughout all components of the experiences. Experience includes directed activities in off-campus school settings and on-campus seminars.
Winter 2020
No Courses found for WinterSpring 2021
Assesng Ldrship Skls&InitngCh
(3)(Course restriction: Only students admitted to the Ph.D program or by permission of the instructor) This course examines effective leadership styles, skills, roles, and functions of leaders within various educational settings. Students assess their own leadership style and the leadership style of others, as they gain a broad understanding of the history and origins of leadership, leadership styles, and initiating substantive change in educational environments with fidelity.
Topics in Educational Leadersh
(3 credits)(Prereq: EDAD*701 and EDAD*789, or Admission to the Ph.D. in Education, or permission of the instructor) Course topics are determined by the interest and needs of the students and the instructor including a focus on Special Education, the Common Core Standards, and Instructional Technology. Topics identified and researched in this course are used for actions plans designed in EDAD*788 "Action Research" (3 credits) and EDAD*795 "District Level Internship II" (3 credits). F
Health, Safety, & Motor Devo
(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su.
Dvlopmt of Instruc Multimedia
(3) 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
Assessment Tech & Learn an
(3) 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 exercise,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
Sp Tp in Instructional Tech
(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. 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
Seminar in Instructional Tech
(3) (Prereq: EDIT 610,630,640,650) This course requires two capstone experience for program candidates in their final semester - 1)30 hours of supervised clinical experiences in instructional technology leadership where evaluate 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
Prac in Literacy Asmt & Evalu
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 is required.
Org Admin & Supv of Schl Rdng
This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, suprevision, 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.
Content Area Rdng EC & Elem
(3) 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 course R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed to earn the R2S Teacher endorsement. S
Tchng Rdng & Wrtg Engl Lrnrs
General Registration Information If you are a first time freshman or transfer student and your first semester will be Fall 2018, you will be registering for your classes during the Orientation/Registration for New and Transfer Students.
Testing&AssesmLang Minor Stud
This 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.
Internship Seminar
This is a seminar for Middle Grades candidates as they participate in their Internship experience. This seminar is designed to offer support, allow all candidates to come together and discuss pratical issues, as well as prepare them for the job search.
Internship Seminar
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.
Adv Stu of Sec Curr and Prog
(3 credits) A study of methods, techniques and materials appropriate for teaching. Students explore a variety of teaching methods to increase student learning. They explore the variety of ways a teacher can formatively and summatively asses students to determine successful learning. F,S,Su
Practicum in Severe Disabiliti
(1-3 credits)(Prereq: EDSP*200) This course is a supervised field experience requiring six to ten full school days in a public school classroom that serves students with significant intellectual and multiple disabilities. In this field experience, teacher candidates pursuing the add-on license in severe disabilities make programmatic decisions and design instructional plans for students with significant intellectual and multiple disabilities under the supervision of a licensed special education teacher. Further, teacher candidates pursuing the add-on license in severe disabilities implement evidence-based practices and deliver instructional content that meets individual needs and grade-level academic standards for students with significant intellectual and multiple disabilities. This course is repeatable for up to 3 credits in varying field placement settings. F,S
Applied Behavior Analysis
Applied behavior analysis is a branch of behavior analysis devoted to the understanding and improvement of human behavior. This course teaches 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.
Single-Case Research
(3 credits)(Prereq: 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
Metds Lrners W/Emo/Behv Disod
(3 credits)(Prereq: EDSP*670 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. S
Inst Proced for Stud w/Lrn Di
(3 credits)(Prereq: EDSP*690 or instructor permission) Provides knowledge of instructional procedures to improve outcomes for individuals with learning disabilities. Applies research on teacher effectiveness, instructional approaches, and current issues and needs in instructional programming for students with LD. Content includes curriculum design, instructional strategies for basic academic skills in reading, language arts, and mathematics; study skills and adaptations for science and social studies; motivation; and peer-mediated instruction. Experiences in schools and applied research projects required. S
Practicum Emotion/Behavior Dis
(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697LD, EDSP*697ID, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.
Practicum Intellect Disability
(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697LD, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.
Practicum Learning Disability
(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697ID, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.
Practicum Severe Disability
(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697ID, EDSP*697LD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.
Comprhn Assessmt Exceptl Lrnrs
(3)(Course Restriction: Only student admitted to the Ph.D. program or by permission of the instructor.) This course focuses on assessment (e.g., norm-referenced, criterion-referenced, and curriculum-based measurement, and informal and informal testing) in the context of classrooms and educational systems with emphasis on the determination of individual needs and development of plans to meet needs. This course covers the use and interpretation of formal and informal diagnostic tests, procedures calculated to determine instructional levels, and procedures for exceptional learners. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing.
Computer Tech/Instruct Media
(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.
Contemporary Instruct Tech
(3 credits) This course examines how technology influences human and social behavior in education. Students use, analyze, and design learning experiences involving apps, virtual reality, coding, robotics, blended learning, and other technologies. Using the lens of human and social behavior, students analyze the technology-rich contemporary K-12 classroom. F,S,Su
Intro Educational Psychology
Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning.
Research for Today's Schools
Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project.
Mixed Mthds Rsch in Ed
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course will provide an overview of mixed methods research, focus on the epistemological foundations of both mixed method designs and their components, including epidemiological surveys, in-depth qualitative interviewing, and collecting, analyzing, integrating, and reporting data based on multiple sources. The course covers the paradigms and "mental models" that inform both approaches, and the ways in which qualitative and quantitative goals, questions, methods, and interpretive strategies can be productively combined. The purpose of the course is to assist students through the proposal and dissertation writing processes.
Hybrid Courses
Fall 2020
Elem Sch Prin in Practice I
(3)(Prereq: EDAD 600 and completion of 5 (five) EDAD courses before permission to register for internship) This internship under direct supervision of an on-site experienced elementary administrator and a member of the faculty of the CCU Department of Educational Leadership serves as acritical benchmark for decisions about administrative licensure. The first in a two-semester internship provides practical experience in the duties and responsibilities of the school principal designed to insure orientation in educational administration as a broad field. F,S.
Sec Sch Prin Practice I
(3)(Prereq: EDAD 600, and completion of 5 (five) EDAD courses before permission to register for internship) This internship under direct supervision of an on-site experienced secondary administrator ("field supervisor") and a member of the faculty of the CCU Department of Educational Leadership serves as a critical benchmark for decisions about administrative licensure. The first of a two-semester internship provides practical experience in the duties and responsibilities of the school principal designed to insure orientation in educational administration as a broad field. F,S.
Advanced Ldrshp & Mgmt Theory
(3)(Prereq: M.Ed. in Educational Leadership or equivalent or permission of instructor) Advanced leadership and management theories will be examined to analyze, plan for implement, and evaluate strategies for educational leaders to support school improvement processes in rapidly changing social, economic, and political contexts. F.
Govern & Organztn Higher Educ
(3)(Prereq: Students must be admitted into the Doctor of Philosophy in Education program or by permission of instructor) The purpose of this course is to provide a comprehensive examination of the governance and organization of institutions of higher education in the United States so that educational leaders may better manage, navigate, and strengthen institutions of higher learning. Topics addressed include characteristics and best practices of successful institutions of higher education, related theories, functions of the Board of Trustees, policy development and implementation, stakeholders, stakeholder collaboration, and outcomes/sustainability. F,S,Su
Instruct Ldrshp & Supervision
(3 credits)(Prereq: EDAD*701 and EDAD*789, or Admission to the Ph.D. in Education, or permission of the instructor) From the framework of district level leadership, this course surveys the process for supervising, improving, coordinating, and evaluating instruction. It includes contemporary trends in supervisory practices. May
Legal Basis Educ Org & Admin
(3 credits)(Course Restriction: Only students admitted to the Ph.D. program or by permission of the instructor) This course examines advanced principles of educational law with special attention to public sectors, private sectors, colleges, and universities. Other topics examined include: hiring and personnel issues, dismissal, due process, current court decisions, and constitutional issues. The rights and responsibilities of various educational stakeholders are also discussed. The course includes discussion, research, presentation, and application of educational law in relation to various educational settings. TBA
Early Chldhd Fld Exp-Pre-K
(Prereq: Admission to the Professional Program in Teacher Education) Field placement in a prekindergarten classroom where teacher candidates have opportunities to apply knowledge and skills in authentic situations. Emphasis on developing an understanding of children's development and implications of development for program planning for both typical and atypical children. F, S.
Integrated Math/Sci/SocStud I
(3)(Prereq: EDEC 340 and MATH 202) This course will include theoretical and practical aspects of cognitive and social development for pre-kindergarten children emphasizing an integrated approach to planning and implementing developmentally appropriate teaching-learning experiences, and determining appropriate curriculum content in science, mathematics, and social studies. F,S
Integrated Math/Sci/SocStd II
(3)(Prereq: EDEC 379) This course will include theoretical and practical aspects of cognitive development for children in grades 1 through 3 emphasizing an integrated approach to planning and implementing developmentally appropriate teaching-learning experiences and determining appropriate curriculum content in science, mathematics, and social studies. F,S.
Internship Seminar
Course provides Teacher Candidate with focused content related to the succesful completion of the internship process and requirements.
Elem Sch Curr and Organizatio
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education)(Coreq: EDLL*314) A study of elementary education in America, grades 2-6. This course addresses the history and organization of elementary schools and their curriculum. Other topics include classroom management and organization, and assessment/evaluation of student learning. Practicum required. F,S
Instruct Theory/Practice: Elem
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education and completion of EDEL*472) Application of general teaching models as they apply to subject matter in the elementary school. The student is expected to demonstrate a variety of instructional competencies during supervised teaching situations in simulated settings and in school classrooms. Practicum experiences in public schools are required. F,S
Teaching English Language Arts
(3 credits)(Prereq: Admission to the Professional Program in Elementary Education)(Coreq: EDEL*472) An interdisciplinary and integrated approach to the study of constructivist, research-based methods for teaching English Language Arts to elementary students. Particular attention is directed toward preparing candidates to analyze young students' writing and to plan instruction that foster students' growth and improve their skills in writing. F,S
Teaching Elementary Sciences
(3)(Prereq: Admission to the Professional Program in Elementary Education)(Coreq: EDEL*343) EDEL*488 focuses on devloping instructional strategies for teaching science content as a means for achieving scientific literacy and understanding science inquiry. A broad range of science content is explored in the context of the NSES strands Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Candidates are exposed to a variety of science teaching models with an emphasis on constructivism and integrated instruction in a community context. Throughout the course, class work is connected to the field experience. F,S
Foundations in Rdg & Emrg Lit
(3)(Prereq: Admission into the Spadoni College of Education Professional Program) Study of the theoretical and evidence-based foundations of literacy development and instruction from birth through grade three. Emphasis is placed on understanding the acquisition and interrelationship of literacy and language and instructional practices and environments that support expressive and receptive language development. F,S.
Instructional Practices Lit Ec
(3)(Prereq: EDLL 314) This methods course focuses on planning for and managing a developmentally appropriate early childhood literacy classroom. Emphasis will be placed on balanced literacy methods and research-based, learner-centered instructional strategies for integrating all language arts curriculm areas. F,S.
Assessment of Early Lit Devel
(3)(Prereq: EDLL 314) This course surveys a variety of assessment tools that can be used for evaluating early reading and writing development. Emphasis is in administering, interpreting, reporting, and using assessment as a guide for literacy instruction planning. Practicum with early childhood students is required. F, S.
Assesmt & Eval Interm Lit Devl
(3)(Prereq: EDLL 314) Examines a variety and evaluation strategies that are appropriate for the classroom teacher to utilize. Although both formal and informal procedures are introduced, the main focus is on authentic, naturalistic, classroom-based strategies for assessing and evaluating children's literacy behaviors. Practicum with elementary students is required. F,S.
Content Area Rdg Wrtg
(3)(Prereq: Admission to the Professional Program in Teacher Education) This methods course focuses on the study of contemporary literature for children, birth through grade six, with an emphasis on selecting and integrating a wide variety of genres into the curriculum across all content areas. Instructional strategies for enhancing reading comprehension of narrative and expository text will be emphasized. F,S.
Trends & Issues Literacy Educ
(3 credits)(Prereq: EDLL*600, EDLL*604, EDLL*605, EDLL*608, EDLL*620, EDLL*621, EDLL*622, and EDLL*616 or EDLL*617, or by special permission of instructor) This course examines current trends that are present in the field of literacy. Also, students construct a program completion portfolio which is evaluated by multiple reviewers. The portfolio demonstrates their mastery of the ILA Standards for Preparation of Literacy Professionals. F,S
Md Lvl Curr & Organization
(Prereq: EDUC 334)(Coreq: EDML 417) Study of the middle level program including the grouping, scheduling, grading, and placement of students; school organization, curriculum and teaching techniques are included. A clinical field experience at a middle school site is required and included in this course. F.
Meth for Tchng SocStud MdLvl
(Prereq: EDML 425 and EDML 445)(Coreq: Choose one from EDML 489, EDML 481, or EDML 492) Study of methods, techniques, and materials appropriate to the teaching of social studies at the middle school level. Standards-based instructional planning and strategies for effective teaching in the social studies will be analyzed and evaluated using current research. Emphasis will be placed on but not limited to such topics as the cultural approach to the study of history, reciprocal reinforcement among the diciplines, values classification, controversial issues, citizenship education, and the roles of the social studies as a mirror of society or as a change agent for society. A clinical field experience at a middle school site is required and included in this course. F
Teaching Lifetime Activities
Course provides the teacher candidate with current best practice in teaching lifetime physical activities to students in K-12 schools. Course requires the development of personal competence in select team lifetime activities and pedagogical skills including peer teaching, lesson and unit planning, skill analysis, and the use of assessment and technology.
Curr and Admin in Physical Ed
Course provides the teacher candidate with an introduction to K-12 physical education curriculum models, standards-based curriculum development, and a variety of administrative issues essential for a beginning teacher. Course includes the impact of current local, state, and national issues and legislation important to developing, delivering, and assessing the physical education curriculum.
Assessment & Tech in PE
To provide the skills and knowledge for students in physical education utilizing a variety of current technologies and authentic assessment tools available and emerging in the field. To develop a working knowledge of the statistical techniques used in scoring, assessment, and interpretation of student performance and learning.
Elem School Phys Ed Pedagogy
Foundations and practices in teaching elementary school physical education. Course studies the development and assessment of fundamental movement patterns/skills, curriculum development, and planning and implementing instruction at the elementary level. The teacher candidate also develops pedagogical skills through self-assessments and the required 30 hour field experience in the elementary schools.
Assessment and Action Resrch
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.
Secondary Adolesc Devlp & Mgmt
This 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.
Tchg in Diverse Class Setting
A 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.
Prin & Meth of Tchng Soc Stud
A study of methods, techniques, and materials appropriate to teaching social studies. A clinical experience in public schools is included.
Prin & Methods of Tchng Math
A study of methods, techniques, and materials appropriate to teaching mathematics. A clinical experience in public schools is included.
Foundations of Sp Educ (HNR)
(Prereq: EDUC 111) This course provides knowledge of basic concepts in special education related to the education of individuals with disabilities. Content includes historical factors, legislation, etiology, characteristics, educational strategies (including existing and emerging technologies), identification procedures, support services for individuals with disabilities at varied degrees of severity, and the impact of disabilities on academic and social/emotional performances. S,Su.
Theory to Practice: Fld Experi
(Prereq: EDSP 200) This course is a supervised field experience requiring two half days per week with students with mild to moderate disabilities. During this experience, teacher candidates observe the roles of special educators in their placement, identify research/evidence based practices implemented in their placement, review student records, and describe models of service delivery in their placement. Additionally, teacher candidates support classroom professionals by regularly (a) implementing classroom behavior plans under guidance of classroom staff and (b) providing individualized assistance to students with mild to moderate disabilities. Related seminar addresses the foles of special educators, organizational and legal contexts for special education programs, models of service delivery, professional and ethical practice, collaboration skills, and research/evidence based practices. The link between theory and practice is emphasized. F.
Char Instr LD & Emot Disorder
(Prereq: Admission to the Professional Program in Teacher Education) This course provides an in-depth study of definitions, etiology, prevalence, and characteristics associated with learning disabilities (LD) and emotional/behaviorial disorders (EBD). Techniques used in identifying and teaching learners with LD or EBD, as well as service delivery models, roles of various professionals, legal issues, ethics, and philosophies related to persons with LD or EBD. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with LD and EBD in a variety of educational settings are addressed. F.
Char & Instr Intell Dis & Aut
(Prereq: Admission to the Professional Program in Teacher Education) This course introduces teacher candidates to students with a label of intellectual disability (ID) and/or autism. The course includes definitions, etiology, prevalence, and characteristics of individuals with ID and/or autism. Additionally, candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with ID and/or autism. Learning characteristics, evidence-based teaching strategies, instructional settings, legal issues, ethics, and assessment regarding individuals with ID and/or autism are addressed. F.
Collab & Consult in Spec Educ
(Prereq: Admission to the Professional Program in Teacher Education) In this course, candidates apply research on teacher effectiveness, teacher accountability, and instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention, memory, and motivation; curriculum adaptations, peer mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition into the community, workplace, and postsecondary environments are addressed. F.
App Behav Analy fr Tchrs(HNR)
(Prereq: Admission to the Professional Program in Teacher Education) This course equips candidates with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. It focuses specifically on "positive behavior interventions and supports" (PBIS), a research-based approach to interventions designed to prevent problem behavior, encourage environmental management, and promote students' positive and appropriate behavior. This course also prepares candidates to conduct a functional behavioral assessment (FBA) in order to more efficiently identify the interventions to address the students' behavioral needs. F.
Instructional Planning
(Restricted to Special Education majors only)(Prereq: Admission to the Professional Program in Teacher Education) This course focuses on acquiring the basic knowledge and skills required for the development of IEPs an ongoing monitoring of students' progress toward their IEP goals and objectives/benchmarks. In addition, subsequent development of instructional lessons based on the student's learning needs as they relate to their academic/social/behavioral success within the general education curriculum are addressed. F.
Exploring Tchng as Profession
(3) Provides opportunities for students to explore teaching and learning and to begin the process of professional development as educators. Broadens students' perspectives of the educational process and of the multiple roles of educators and helps them build framework for participation in teacher preparation programs at Coastal Carolina University, as well as provides experiences to assist students in making decisions regarding careers in education. F,S,Su
Computer Tech/Instruct Media
(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.
Schools and Diversity
This course is designed to acquaint pre-service teachers with diversity issues in today's classrooms. In addition to investigating the needs of students with disabilities and specific health issues, the roles such factors as race, class, gender, language proficiency, and cultural background play in the educational process will be explored. Methods of instruction and evaluation designed to meet the needs of a diverse student population will be addressed. The main goal of the course is to help future teachers discover their own attitudes and values as they pertain to diversity and develop the knowledge and skills that will enable them to create inclusive classroom environments and to provide equal educational opportunities for all students.
Strats Serving Rural/Urban Lrn
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course will explore the social, historical and political shaping of education policy in the United States as it relates to rural and urban communities. The course focuses on the relationships between economic and social stability and how socioeconomic and ethnic diversity within rural and urban schools may be correlated directly with educational opportunity and achievement, which may impact long-term individual, family, and demographic group economic stability and advancement. Analyzing facts and statistics on topics such as poverty and homelessness, diversity, substance abuse, and mental health.
Teaching Fellows Spec Top Educ
(0-1)(Prereq: Teaching Fellows status and TFP 102) This course focuses on the study of leadership and the leadership skills of effective leaders and teachers. Topics include leadership styles, valuing diversity, defining leadership in the community/classroom, and factors that influence/contribute to effective teacher leadership. F
The First-Year Experience
UNIV 110 is designed to enhance the satisfaction and success of first year students. The course focuses on developing critical and creative thinking, information literacy skills, improving written and oral communication skills, setting personal and academic goals, developing structured and consistent study habits, practicing effective time management, and becoming contributing members of the Coastal community.
Winter 2020
No Courses found for WinterSpring 2021
Supervision of Instruction
(3) This course provides a theoretical and practical overview of the supervision and evaluation of instruction. The domains of supervision and inquiry into current issues and best practices in supervision are introduced. Students will examine the use of a variety of approaches to assist in the development of practical skills using the clinical process and developmental approach to supervision. F,S.
Legal Basis of Educ Organizat
(3) Basic principles of school law with special attention to legislation in South Carolina and related court decisions. Other related topics such as tenure, teacher dismissal, employment, publications and limitations of the Board of Education will be examined. S,Su.
Foundations Ldshp/Mgmt High Ed
(3)(Prereq: Students must be admitted into the Doctor of Philosophy in Education program or by permission of instructor) The purpose of this course is to provide a comprehensive examination of the foundations of leadership and management within higher education. Advanced leadership and management theories are examined to analyze, plan for, implement, and evaluate strategies for educational leaders to support higher education improvement processes in rapidly changing social, economic, and political contexts. The focus areas of this course include philosophical assumptions that guide higher education, the unfolding of its history, management practices, and the ways in which philosophy and history have shaped higher education. F,S,Su
Action Research in Higher Educ
(3)(Prereq: Students must be admitted to the Doctor of Philosophy in Education program or permission of instructor) This graduate course introduces students to action research as a technique of improving teaching, learning, and other practices within higher education. Students gain hands-on experience completing research in college/university classrooms, learning assistance centers, and/or other college/university learning environments. The course explores the relative strengths and potential challenges of different approaches to action research, as well as ethical issues associated with action research. All students are trained on how to ethically conduct research involving human subjects. F,S,Su
Action Research
(3 credits)(Prereq: EDAD*701, EDAD*786, and EDAD*789, or Admission to Ph.D in Education, or permission of the instructor) Course advances the proposition that the action research approach is a useful paradigm for school district improvements. After learning about action research methodologies, students collaborate with a district level educational leader who works with the student identifying a topic for action research. The student may use the action research topic to build an action plan addressing the issue for implementation in EDAD*795 "District Level Internship II" (3 credits). S
Contempry Issues in Highr Educ
(3)(Course Restriction: Only students admitted to the Ph.D. program or by permission of the instructor) This course examines contemporary issues and impact in higher education. Students gain a broad understanding of past and current situation/trends which impact higher education in a positive or negative manner. This course examines topics closely related to higher education such as accreditation, affordability, enrollment, student equity, access, online education, teaching and learning, title IX, and working with various faculty members.
Assessment, Eval, Reportng Pr
(Prereq: Admission to the Professional Program in Teacher Education) This course is designed to prepare early childhood candidates to use appropriate assessments to evaluate students' progress and guide instructional planning, and interpret and report assessment results to families. A variety of assessment techniques will be emphasized. F, S.
Early Chldhd Fld Exp-Pre-K
(Prereq: Admission to the Professional Program in Teacher Education) Field placement in a prekindergarten classroom where teacher candidates have opportunities to apply knowledge and skills in authentic situations. Emphasis on developing an understanding of children's development and implications of development for program planning for both typical and atypical children. F, S.
Integrated Math/Sci/SocStud I
(3)(Prereq: EDEC 340 and MATH 202) This course will include theoretical and practical aspects of cognitive and social development for pre-kindergarten children emphasizing an integrated approach to planning and implementing developmentally appropriate teaching-learning experiences, and determining appropriate curriculum content in science, mathematics, and social studies. F,S
Integrated Math/Sci/SocStd II
(3)(Prereq: EDEC 379) This course will include theoretical and practical aspects of cognitive development for children in grades 1 through 3 emphasizing an integrated approach to planning and implementing developmentally appropriate teaching-learning experiences and determining appropriate curriculum content in science, mathematics, and social studies. F,S.
Early Childhood Internship
The internship experience is comprised of supervised teaching experiences in a prekindergarten, kindergarten, first, second or third grade classroom.
Elem Sch Curr and Organizatio
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education)(Coreq: EDLL*314) A study of elementary education in America, grades 2-6. This course addresses the history and organization of elementary schools and their curriculum. Other topics include classroom management and organization, and assessment/evaluation of student learning. Practicum required. F,S
Instruct Theory/Practice: Elem
(3 credits)(Prereq: Admission to the Professional Program in Teacher Education and completion of EDEL*472) Application of general teaching models as they apply to subject matter in the elementary school. The student is expected to demonstrate a variety of instructional competencies during supervised teaching situations in simulated settings and in school classrooms. Practicum experiences in public schools are required. F,S
Teaching English Language Arts
(3 credits)(Prereq: Admission to the Professional Program in Elementary Education)(Coreq: EDEL*472) An interdisciplinary and integrated approach to the study of constructivist, research-based methods for teaching English Language Arts to elementary students. Particular attention is directed toward preparing candidates to analyze young students' writing and to plan instruction that foster students' growth and improve their skills in writing. F,S
Teaching Social Studies
(3)(Prereq: Admission to the Professional Program in Elementary Education) A constructivist approach to the study of research-based social studies teaching methods for the elementary grades. Particular attention is given to integrating the social studies with other content areas. F,S
Teaching Elementary Sciences
(3)(Prereq: Admission to the Professional Program in Elementary Education)(Coreq: EDEL*343) EDEL*488 focuses on devloping instructional strategies for teaching science content as a means for achieving scientific literacy and understanding science inquiry. A broad range of science content is explored in the context of the NSES strands Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Candidates are exposed to a variety of science teaching models with an emphasis on constructivism and integrated instruction in a community context. Throughout the course, class work is connected to the field experience. F,S
Foundations in Rdg & Emrg Lit
(3)(Prereq: Admission into the Spadoni College of Education Professional Program) Study of the theoretical and evidence-based foundations of literacy development and instruction from birth through grade three. Emphasis is placed on understanding the acquisition and interrelationship of literacy and language and instructional practices and environments that support expressive and receptive language development. F,S.
Instructional Practices Lit Ec
(3)(Prereq: EDLL 314) This methods course focuses on planning for and managing a developmentally appropriate early childhood literacy classroom. Emphasis will be placed on balanced literacy methods and research-based, learner-centered instructional strategies for integrating all language arts curriculm areas. F,S.
Assessment of Early Lit Devel
(3)(Prereq: EDLL 314) This course surveys a variety of assessment tools that can be used for evaluating early reading and writing development. Emphasis is in administering, interpreting, reporting, and using assessment as a guide for literacy instruction planning. Practicum with early childhood students is required. F, S.
Mdl Level Clsrm Org & Mgmt
(Prereq: Admission to the Professional Program in Teacher Education, EDML 417 and EDML 441)(Coreq: EDML 445) Study of effective principles and techniques of management in middle level classrooms today. Attention is given to strategies and theories of management of students as well as classroom organization to facilitate developmentally appropriate practices in the areas of motivation and management of middle level students. A clinical field experience at a middle school site is required and included in this course. S.
Mid Lvl Instr Theory&Practice
(Prereq: EDML 417 and EDML 441)(Coreq: EDML 425) Application of general teaching models as they apply to subject matter in the middle school. The student will be expected to demonstrate a variety of instructional competencies during suprevised teaching stiuations in stimulated situations as well as in school classrooms. A significant portion of the course will address proactive and reactive classroom management strategies. A clinical field experience at a middle school site is required and included in this course.
Internship in Mid Level Tchng
Supervised teaching experience in the middle grades classroom. Interns will be assigned to field placements for a period of no fewer than 60 instructioal days.
Mid Sch Phys Ed Pedagogy
Foundations and practices in teaching middle school physical education. Course studies the development and assessment of motor and fitness skills for early adolescent students, curriculum development, and planning and implementing instruction at the middle school level. The teacher candidate also develops pedagogical skills through self-assessments and the required 30 hour field experience in the middle schools.
Internship (Physical Educ.)
(9)(Coreq: EDPE 496) The physical education internship is comprised of supervised teaching experiences at either the elementary, middle or high school grade level. Internship requires candidates to assume responsibilities of a Physical Education Teacher for a period of no fewer than 60 instructional days. Pass/Fail grading only. F, S.
Internship Seminar
(3)(Prereq: Acceptance into the Internship through Portal II)(Coreq: EDPE 479) The Physical Education Internship Seminar provides candidates with the content and support required for successful completion of the internship and induction into the profession. Seminar topics include but are not limited to: student motivation/behavior; teachers' legal obligations/concerns; program advocacy; grant writing; technology usage; resumes/cover letters; and interview skills. F,S.
Sec Adol Dev & Mgmt in Class
(3) This course addresses 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. S.
Internship
(Prereq: Admission to M.A.T. Degree Program and Passing PRAXIS II Scores)Supervised teaching experience. Interns will be assigned to schools for a period of no fewer than 60 instructional days.
Foundations of Special Educ
(Prereq: EDUC 111) This course provides knowledge of basic concepts in special education related to the education of individuals with disabilities. Content includes historical factors, legislation, etiology, characteristics, educational strategies (including existing and emerging technologies), identification procedures, support services for individuals with disabilities at varied degrees of severity, and the impact of disabilities on academic and social/emotional performances. S,Su.
Measuring Stud Prog: Fld Exper
(Prereq: EDSP 310) This course is a supervised field experience requiring two full school days per week with students with mild to moderate disabilities. In an assigned public school classroom, teacher candidates participate in supporting the needs of students with, or at-risk for, disabilities, under the guidance of a special education teacher. Teacher candidates plan and implement appropriate instruction based on research-based practives, plan instruction that takes into account the impact of diverse student and family characteristics, interact with school personnel, students, and parents using professional communication skills, and demonstrate professional behaviors. Knowledge and skills developed in the prior field experience and current coursewpork are reinforced. Related seminar addresses varying philosophies of education, lesson planning and contextujal factors surrounding PreK-12 students. S.
Secondary Pract and Transition
(Prereq: Admission to the Professional Program in Teacher Education) This course applies research on teacher effectiveness, teacher accountability, and instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention, memory,, and motivation; curriculum adaptations, peer mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitation transition into the community, workplace, and postsecondary environments are addressed. F,
Internship Sem in Spec Educ
(Prereq: EDSP 410)(Coreq: EDSP 450) This seminar corresponds with the culminating internship in special education. The course meets regularly in order to provide candidates with the content and support required for successful completion of the internship and induction into the profession. S.
Exploring Tchng as Profession
(3) Provides opportunities for students to explore teaching and learning and to begin the process of professional development as educators. Broadens students' perspectives of the educational process and of the multiple roles of educators and helps them build framework for participation in teacher preparation programs at Coastal Carolina University, as well as provides experiences to assist students in making decisions regarding careers in education. F,S,Su
Computer Tech/Instruct Media
(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.
Schools and Diversity
This course is designed to acquaint pre-service teachers with diversity issues in today's classrooms. In addition to investigating the needs of students with disabilities and specific health issues, the roles such factors as race, class, gender, language proficiency, and cultural background play in the educational process will be explored. Methods of instruction and evaluation designed to meet the needs of a diverse student population will be addressed. The main goal of the course is to help future teachers discover their own attitudes and values as they pertain to diversity and develop the knowledge and skills that will enable them to create inclusive classroom environments and to provide equal educational opportunities for all students.
Early Childhood Foundations
An overview of the historical, philosophical, legal and practical aspects of early childhood education.
Data-Driven Decsn-Mkng Instrc
(3)(Course Restriction: Only students admitted to the Ph.D. program or by permission of the instructor) This course focuses on the critical knowledge, theory, practice, current accountability structures, and application of student evaluation, communicating student achievement, and using assessment data as decision-making tools. Provides an overview of principles and issues surrounding curriculum as well as in various program evaluation measures and curriculum evaluation tools. Develops the ability to examine, explore, analyze, and utilize student level data to guide decision-making and reform efforts in the classroom, school building, or school district, guided by the principles of understanding data management, interpretation, and student assessment.
Adv. Instr Mthds/Strat-Sec. Ed
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course is designed to examine the historical, conceptual, theoretical, and practical issues of teaching and learning in grades 6-12. Provides an opportunity to examine, design, deliver, and evaluate curricula, methodologies, and instructional strategies to enhance student engagement and learning.
Ways of Knowing: Intro Ed Rsrc
(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course is designed to provide and introduction to understanding and interpreting qualitative and quantitative methods of educational research. Review of the steps in planning, selecting appropriate research methodology, conducting, analyzing, and reporting data, and reporting research. The purpose of the course is to assist students through the proposal and dissertation writing processes.
Tchng Fellows SpecTp Educ Sem
(1)(Prereq: Teaching Fellow Status and UNIV 110 - or equivalent) This course focuses on the study of leadership and the leadership skills of effective leaders and teachers. Topics include leadership styles, valuing diversity, defining leadership in the community/classroom, and the factors that influence/contribute to effective teacher leadership. Pass/Fail grading only. S.
Bldg Multi-Cult Exp&Lang Acq
(0 to 3 credits)(prereq: TFP 102, TFP 201, TFP 202,and permission from instructor) A continuation of the study of leadership and the leadership skills of effective leaders and teachers.This course focuses on the study of leadership and the leadership skills of effective leaders and teachers. Topics will focus on ways to assist the language development of English learners, work with diverse populations, appreciate different cultural and economic backgrounds and promote multicultural awareness as it will relate to future classroom experience.S.