Education

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

Seminar in Educational Ldrship

(3)(Prereq: EDAD 794)(Coreq: EDAD 795) Through interviews, readings, discussions, and research, students apply action research techniques and practices to design and apply solutions to problems in school administration and supervision in EDAD 795, District Level Internship II. 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.

The Chromebook Clsrm Pk-12

Google Applications PK-12 Edu

Auth Tech Integr PK12 Eductrs

Strat Intgrt Ggle Suit Tch/Lrn

This blended course is an intermediate to advanced course designed for educators who have successfully completed the Google Apps class and wnat to get one step closer to Google mastery. This course will harness the educational potential of Google Apps for Education while seamlessly integrating proven instructional strategies to increase student engagement. Educators will develop a comprehensive knowledge of Google Suite products beyond the basics while exploring higher levels of integration for Gmail, Calendar, APPS, and Google Eart into teaching and learning. In addition, participants will create ready-to-go classroom resources and mastery tools to increase productivity while exploring real-world scenarios.

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

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 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.

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.

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.

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.

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

Found & Serv for Except Lrnrs

This course presents an overview of exceptionalities of children and youth as well as curricular and instrutional modifications or accomodations that may be needed to meet their needs in the general education classroom. The philosophical and historical foundations of special education, current trends and issues in service delivery federal and state laws, court cases, and regulations for special education programs are addressed.

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.

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.

Framework for Equitable Educ

(Prereq: Graduate student with educator certification) This course focuses on the development of a theoretical foundation for understanding relevant research on equitable education. There is an added emphasis on the teacher as an active participant in ongoing professional development and school improvement.

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

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

(3 credits) 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

Lang/Comm Skills:stud Sev Dis

(3 credits)(Prereq: EDSP*610 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

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.

Nature/Needs Gifted Lrners

(3 credits)(Prereq: EDUC*215 and EDUC*334 or EDEC*332 or EDUC*336) This is an introductory course which focuses on the educational practices necessary for the instruction of Gifted and Talented students. It provides an overview of the historical and philosophical background of gifted education, as well as its rationale. Topics of this course include characteristics, needs, problems, and developmental patters of Gifted and Talented students. The implication of legislation on the means of student identification and instruction are discussed. F,S

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.

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

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

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

Content Area Rdng Middle & HS

(3) 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 R2S Teacher endorsement.

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.

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.

Adolescent Grwth and Develpmt

(Writing Intensive) An investigation of the various patterns and theories related to intellectual, social, emotional, and physical growth and development of preadolescent and adolescent learners with a focus on developmental applications in educational settings.

Curr/Instr Gift/Talntd Student

(3 credits)(Prereq: EDUC*408) This course provides an overview of the background, purposes and current curriculum/instruction practices in the field of gifted education including theoretical applications to curriculum development for the gifted student. Problematic conditions and possible solutions are included. F,S

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.

Student Motivation/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 clasrrom organization, and the relationship between motivation and management. F,S

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.

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.

Teachng Elementary Mathematics

(3)(Prereq: Admission to the Professional Program in Elementary Education; MATH 201, MATH 202) EDEL 481 is the study of instructional mathematical strategies that promotes candidates' development of critical thinking, problem solving, and performance skills in mathematics. This course will focus on the constructivist approach to teaching and learning mathematics and teaching strategies that encourage elementary students to think mathematically. Throughout the course, class work will be connected to the field experience. 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

Appl of Differentiated Instruc

(Prereq: EDEQ 624 or permission of instructor) This course focuses on developing and applying appropriate, differentiated instructional strategies that help teachers more effectively engage all students in optimal learning experiences.

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) Social media sites are often used as non-academic informal learning environments where knowledgable participants produce and share videos that teach Do-It-Yourself audiences how to perform practical tasks, such as change a tire, repair an appliance, cook a meal, perform a dance, conduct an exercise, apply makeup, and similar. This course explores how modern theories of visual design and multimedia cognition can be applied to adapted professional workflows for instructional video production using limted resources. The course scaffolds students to think critically in order to solve a variety of production challenges relevant to instructional design, script writing, set planning, talent management, camera operation, shot composition, audio capture, lighting design, timeline editing, and online publishing. F,S,Su

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

Cltrl/Lngstc Diversity ESOL

(=EDLL*656)(3 credits)(Prereq: Admission to the professional program) This course is designed to improve the educator's understanding of students with diverse cultural and linguistic backgrounds. The course focuses on cultural and linguisitic diversity and identity in the context of ESOL instruction with an emphasis on the following topics: culturally responsive learning environment, cultural bias, socio-economic diversity, and the home-school connection. This course involves 15 hours of practicum experiences. F

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.

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.

Content Area Reading

(3 credits) A literacy methods course designed for candidates to learn general literacy instructional techniques and assessment strategies. Candidates 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,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

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

Char of Students W/ Severe Dis

(3 credits) This 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.

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

Char of Indiv W/Intell Disabil

(3 credits) 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

SpLrngDis(SLD):Nature & Needs

(3 credits) This course provides foundational knowledge of Specific Learning Disabilities, including the history, theoretical base, legal aspects, terminology, related concepts, definitions, and issues associated with the field. Studies etiology, identification procedures, characteristics across the life span, medical aspects, and approaches to intervention. Experiences in schools required.

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.

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.