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Courses

EducationEarly ChildhoodSpecial EducationGraduate

EDUCATION

EDUC 211. INTRODUCTION TO EDUCATION 
Introduction to the profession of teaching and development of a personal philosophy of teaching and learning; examination of American education and  contemporary schools. Orients prospective teachers to licensure requirements and the Teacher Education Program. Field experience is a required part of the  course. One semester; three credits

EDUC 303. PROFESSIONAL FOUNDATIONS I
Students acquire background in the professional foundations of education, emphasizing perspectives on the profession of teaching, the teacher as a leader, the history of schooling, philosophies of curriculum, social and cultural influences on schools and classrooms, the diversity of student populations, and the politics, economics, and law of education.  One semester; three credits.

EDUC 304. PROFESSIONAL FOUNDATIONS II
Students acquire background and skill in curriculum design and instructional strategies and methods, instructional planning and guidance, analysis of patterns of classroom dynamics, classroom assessment, and classroom inquiry in conjunction with perspectives on school reform, teacher leadership, and lifelong professional development. One semester; three credits.

EDUC 307. CLASSROOM MANAGEMENT AND METHODS
Students develop and practice competence in various classroom management methods, including unit and lesson planning, interpersonal and group communication skills, and principles of effective classroom organization. Course topics include analyzing, comparing, evaluation, and applying various theories and methods of classroom motivation, management, and discipline. Ten hours of field experience required. One semester; three credits.

EDUC 331. SURVEY OF EXCEPTIONAL LEARNERS
This course surveys and assesses the physical, psychological, social, and learning characteristics and needs of atypical learners with emphasis on skills and techniques for identifying and teaching such learners in a heterogeneous classroom. Requires interviews with and observations of practitioners in special education and a practicum experience of at least ten hours. Prerequisite: Admission to the Teacher Education Program. One semester; three credits


EDUC 350. PORTFOLIO AND PRACTICUM I
Required for elementary licensure. Candidates recently admitted to the Teacher Education Program complete 30 clock-hours of school-based experience and assessments, including initial development of technology driven portfolio. Prerequisites: Admission to the Teacher Education Program. One semester; one credit.

EDUC 402. PRACTICUM IN EDUCATION
Required for students choosing middle or secondary teaching majors linked with the MAT route to middle or secondary licensure. Also required for students in K-6 Liberal Studies, Pre-licensure program, Pre-K - 3 Early Childhood program, and Special Education K-12 program. Weekly one-hour seminar, readings, and 30 hours of field experience. One semester; three credits

EDUC 405. CURRICULUM AND METHODS IN LANGUAGE ARTS, Pre-K - 3
Students examine the theory and practice of transforming the methods of inquiry and the knowledge base of the language arts into language curriculum, emphasizing content and performance standards, planning for instruction, teaching methods and materials, including the integration of technology into the elementary school language arts curriculum. Specialized instruction in teaching grades K-3 to read is an integral part of this course. One semester; three credits

EDUC 406.  CURRICULUM AND METHODS IN LANGUAGE ARTS, 4-8
Required for elementary licensure. Theory and practice in reading and instruction and in the knowledge and skills of language literacy, emphasizing content and performance standards in the language arts, planning for instruction, teaching methods, and materials, including the integration of technology into the 4-8 language arts curriculum. Field experience is a required part of this course/ Prerequisite: Admission to the Teacher Education Program. One semester; three credits

EDUC 407. CLASSROOM MANAGEMENT AND METHODS
Students develop and practice competence in various classroom management methods, including unit and lesson planning, interpersonal and group communication skills, and principles of effective classroom organization. Course topics include analyzing, comparing, evaluating, and applying various theories and methods of classroom motivation, management, and discipline. Ten hours of field experience required. Prerequisite: Admission to the Teacher Education Program. One semester; three credits

EDUC 411. CURRICULUM AND METHODS IN SCIENCE, Pre-K-6
Required for elementary licensure. Theory and practice in transforming the methods of inquiry and the knowledge base of the sciences into the elementary science curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary science curriculum. Field experience is a required part of this course. Prerequisite: Admission to the Teacher Education Program. One semester; three credits

EDUC 412. CURRICULUM AND METHODS IN SOCIAL STUDIES, Pre-K-6
Required for elementary licensure. Theory and practice in transforming the methods of inquiry and the knowledge base of the social sciences into the elementary social studies curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary social studies curriculum. Field experience is a required part of this course. Prerequisite: Admission to the Teacher Education Program. One semester; three credits

EDUC 420. PORTFOLIO AND PRACTICUM II
Required for elementary licensure. Candidates at a mid-point in the Teacher Education Program complete 30 clock-hours of school-based experience and assessments, including further development of technology-driven portfolio, appropriate Praxis II tests, and application for student teaching experience. Prerequisite: Admission to the Teacher Education Program. One semester; one credit

EDUC 422. CURRICULUM AND METHODS IN MATHEMATICS, Pre-K-6
Required for elementary licensure. Theory and practice in transforming the methods of reasoning and the knowledge base of mathematics into the elementary math curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary math curriculum. Field experience is a required part of this course. Prerequisite: Admission to the Teacher Education Program. One semester; three credits

EDUC 424. CREATIVE EXPRESSION IN ELEMENTARY SCHOOLS, Pre-K-6
Required for elementary licensure. Integration of concepts of music, visual art, drama, and dance into the elementary classroom. Prerequisite: Admission to the Teacher Education Program. One semester; one credit

EDUC 428. ADOLESCENT LITERATURE
A study of literature written for preadolescent children and adolescents designed for those who will teach middle school and high school English and language arts. Prerequisite: Admission to the Teacher Education Program or permission of instructor. One semester; three credits.

EDUC 430. CURRICULUM AND ASSESSMENT IN SECONDARY SCHOOLS, 7-12
Elective course focusing on standards-based curriculum development and assessment strategies in the secondary school. One semester; three credits.

EDUC 431. STUDENT TEACHING—ELEMENTARY LEVEL I
Directed student teaching in the early childhood grades is under the supervision of a selected cooperating teacher and a selected University supervisor. There is a $150.00 fee attached to this course. Prerequisites: Permission of the department chair and admission to Teacher Education Program. Corequisites: EDUC 432. No other courses may be taken concurrently except corequisites. Offered in the Fall and Spring semesters. Pass/Fail Grading. One semester; six credits.

EDUC 432. STUDENT TEACHING—ELEMENTARY LEVEL II
Directed student teaching in the middle grades is under the supervision of a selected cooperating teacher and a selected University supervisor. There is a $150.00 fee attached to this course. Prerequisites: Permission of the department chair and admission to Teacher Education Program. Corequisites: EDUC 431. No other courses may be taken concurrently except corequisites. Offered in the Fall and Spring semesters. Pass/Fail Grading. One semester; six credits.

EDUC 473. TEACHING PRACTICUM III 
Culminating semester long experience of supervised teaching for students in the Early Childhood Pre-K - 3 and Special Education degree program. During Teaching Practicum III, students are expected to improve their instructional methods and classroom management, to become more reflective and analytical about their own professional practice, and to utilize clinical methods, assessment strategies, and classroom inquiry techniques to investigate their impact on student learning. Students continue to compile their portfolio and are required to take EDUC 474, Professional Seminar and Portfolio III, with EDUC 473. One semester; four credits

EDUC 474. PROFESSIONAL SEMINAR AND PORTFOLIO III 
Seminar accompanies EDUC 473 and supports students in their experience of supervised teaching in the Early Childhood Pre-K - 3 and Special Education (K-12) programs. During the seminar, students complete the final components of required assessments for their licensure program, including their portfolio.  One Semester; one credit

EDUC 490-498. PROBLEMS IN EDUCATION
Directed work in a special topic in education approved by the department up to 3 credit hours. Prerequisite: Approval of Director of Teacher Education. One semester; one to three credits

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EARLY CHILDHOOD DEVELOPMENT

ECDV 430.  CHARACTERISTICS OF EARLY CHILDHOOD EDUCATION
This course explores the nature and development of children pre-K-third grade. Students explore models and theories of early childhood development and research based approaches to design developmentally appropriate strategies for early childhood students. Three credits

ECDV 431. METHODS OF TEACHING EARLY CHILDHOOD
Students examine theory and practice of methods and inquiry as they pertain to the early childhood classroom. Emphasis is placed on transforming these practices into the early childhood curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and the integration of technology across the curriculum. Three credits

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SPECIAL EDUCATION

EXCE 431. INCLUSION AND THE GENERAL EDUCATION SETTING
Candidates in this course will develop practical knowledge on how to create successful inclusion environments for students with disabilities. While this course provides a broad perspective of inclusive practices, there will be a particular focus on Science and Social Studies as related to projects and activities. Candidates will gain knowledge on how to plan and implement inclusive strategies, as well as adapt the general content to meet the needs of special learners. This course includes a 5 hour observation requirement to be completed in a co-teaching setting. One semester; three credits

EXCE 433. SPECIALIZED INSTRUCTION FOR EXCEPTIONAL LEARNERS: LEVEL I
Candidates will acquire background and understanding of reading, math, and writing challenges in elementary students who have mild or moderate disabilities. This course will help candidates acquire a set of skills that will enable them to determine what core academic concepts are necessary for each student. Candidates will also learn effective instructional methods for teaching these basic skills. Candidates will gain their knowledge through course readings, application assignments, observations/field experiences, lectures, demonstrations, and group discussions. One semester; three credits

EXCE 434. SPECIALIZED INSTRUCTION FOR EXCEPTIONAL LEARNERS: LEVEL II
Candidates will acquire background and understanding of instructional strategies related to teaching students with mild or moderate disabilities in the upper grades. Students will use generalizations about classroom practice to develop key principles for use of the instructional strategies. Emphasis will be placed on the integrations of research findings and theories of instructional models that apply to teaching middle and high school students who need to be involved in higher level thinking. This course will prepare candidates to plan and implement appropriate lessons, assessments, activities, assignments, teaching strategies, and develop collaborative relationships that actively engage students in their own learning, thus creating lifelong learners. One semester; three credits 

EXCE 438. USING APPLIED BEHAVIOR ANALYSIS TO CREATE SUCCESSFUL LEARNING ENVIRONMENTS
Candidates will learn the principles of behavior analysis and how to apply them to managing classroom behavior in the following ways: selecting and writing behavioral goals and objectives, collecting data on the seven dimensions of behavior, applying procedures for reducing maladaptive behavior and increasing appropriate behavior, teaching useful target skills, and understanding the functions of behavior in order to complete a functional behavior assessment and behavior intervention plan. Candidates will also learn positive behavior support strategies as they relate to class-wide and school-wide behavior intervention programs. One semester; three credits 

EXCE 440. ASSESSMENT AND EXCEPTIONAL LEARNERS
Candidates will become familiar with formal and informal assessment strategies used in the identification and service of students. This course provides in-depth information on standardized testing and hands-on learning related to criterion-referenced assessments by teachers, psychologists, therapists, and medical professionals. In addition, the field experience component will include administering an informal criterion-referenced test. One semester; three credits

EXCE 451. FAMILY CONSULTATION AND SUPPORT
Candidates will acquire the knowledge to engage, support, and collaborate with the families of students with disabilities. 
Candidates will gain an understanding of the impact of identification and diagnosis on families, transitioning students between various school settings, transitioning between post school and adulthood, and collaboration with community to aid in post school opportunities. Candidates will also acquire knowledge in the diversity of students, backgrounds, and the law of education. One semester; three credits


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GRADUATE

CURRICULUM AND INSTRUCTION IN EDUCATION (CIED)

CIED 600. PROFESSIONAL FOUNDATIONS II
Students acquire background and skill in curriculum design and instructional strategies and methods, instructional planning and guidance, analysis of patterns of classroom dynamics, classroom assessment, and classroom inquiry in conjunction with perspectives on school reform, teacher leadership, and lifelong professional development. Restricted to students in the MAT program or by permission of instructor and program director. Three credits

CIED 601. ANALYSIS OF TEACHING (Formerly MED 601)
Students develop skill in analyzing patterns of classroom dynamics and become proficient in identifying specific instructional behaviors associated with specific learner outcomes. The student acquires perspective in observing and being observed in live classroom settings and is involved in real decision-making issues. These activities lead to the refinement of instruction and the improvement of learner performance. Three credits

CIED 602. CONTEMPORARY INSTRUCTIONAL GUIDANCE
Students investigate and implement best practices in classroom management and instructional guidance, focusing on the challenges of engaging learners in self-management and effective classroom participation. Three credits

CIED 603. CONTEMPORARY CLASSROOM METHODS (Formerly MED 636)
Students develop skill in decision-making in the K-12 classroom. Approaches to managing the classroom, selecting resources, creating sound instructional strategies, designing instructional units and lesson plans, and reaching decisions that orchestrate the complex implementation of effective learning are considered. Three credits

CIED 604. STRATEGIES FOR DIFFERENTIATING INSTRUCTION IN 4-8 AND 7-12 CLASSROOMS (Formerly MED 611)
Students identify, analyze, compare, and justify varied approaches to creating viable learning environments that successfully serve the needs of diverse learner populations. Three credits

CIED 605.  URBAN TEACHING STRATEGIES
Candidates develop skills and strategies for investing under-resourced urban students in educational achievement. Restricted to tfa and mtf. Three credits.

CIED 606.  CLASSROOM LEADERSHIP
Candidates apply leadership theories and practices to create engaging and disciplined learning environments for under-resourced urban students.   Restricted to tfa and mtf. Three credits.

CIED 608. ASSESSMENT OF LEARNING AND PRACTICE (Formerly MED 608)
Students explore various means of acquiring data to determine learning progress among both groups and individuals, with emphasis on hard-to-measure dimensions of learning. Students consider standard measures of learning, standards-driven instruction, and emerging alternative approaches to developing and assessing authentic products, projects and performances. Students gain experience with traditional designs for evaluation and new assessment tools. Three credits

CIED 609. CLASSROOM MANAGEMENT AND METHODS
Students develop and practice competence in various classroom management methods, including unit and lesson planning, interpersonal and group communication skills, and principles of effective classroom organization. Designed for initial teaching licensure students. Course topics include analyzing, comparing, evaluating, and applying various theories and methods of classroom motivation, management, and discipline. Ten hours of field experience required. One semester; three credits

CIED 610. CURRICULUM DESIGN AND DEVELOPMENT (Formerly MED 610)
Students examine a variety of curriculum designs and the process of planned educational change, looking for evidences of the dimensions of learning in contemporary curricular models. Using a constructivist emphasis, students create curriculum based on current theories of design. Theoretically derived alternatives are also evaluated in terms of implementation and assessment within particular instructional environments. Three credits

CIED 611. CURRICULUM AND METHODS IN SCIENCE, Pre-K-6
Students examine theory and practice in transforming the methods of inquiry and the knowledge base of the sciences into the elementary and middle school science curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary and middle school science curriculum. Three credits

CIED 612. CURRICULUM AND METHODS IN SOCIAL STUDIES, Pre-K-6 (Formerly MED 658)
Students examine theory and practice in transforming the methods of inquiry and the knowledge base of the social studies into the elementary and middle school social studies curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary and middle school social studies curriculum. Three credits

CIED 613. CHARACTER EDUCATION (Formerly MED 614)
Students examine approaches to character education as currently practiced in K-12 schools in the United States. Various models are reviewed and evaluated for effectiveness. Research into programs currently in use in the Mid-South will be required. Three credits

CIED 615. RHYTHMIC ACTIVITIES AND GAMES
Students explore activities and games designed for elementary age students. One credit

CIED 622. CURRICULUM AND METHODS IN MATHEMATICS, Pre-K-6
Students examine theory and practice in transforming the methods of inquiry and the knowledge base of mathematics into the elementary and middle school mathematics curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary and middle school mathematics curriculum. Three credits

CIED 624. CREATIVE EXPRESSION IN ELEMENTARY SCHOOLS, Pre-K-6
Candidates integrate concepts of music, visual art, drama, and dance into the elementary classroom. One credit

CIED 626. INTEGRATING CURRICULUM (Formerly MED 609)
Students examine features of integrated curricula and review designs of quality work, including standards-driven instruction, essential elements of quality work, integration of content to strengthen transfer of knowledge, and frameworks for designing both integrated and interdisciplinary work. Students create original work for learners which includes a product focus, product standards, novelty and variety, choice, freedom from initial failure, and authenticity. A variety of performance-based and alternative assessments are included in the integrated framework. Three credits

CIED 627. MIDDLE SCHOOL STRATEGIES (Formerly MED 612)
Students review the elements of high performing middle schools and the characteristics of the young adolescent. Specific components include interdisciplinary teaming, flexible block-of-time scheduling, quality and authentic work designed to address needs of the adolescent, alternative assessment, teacher-based guidance, exploratory experiences, classroom/team management, and current middle school issues. Emphasis is given to the developing and changing roles and relationships of middle school teacher leaders. Three credits

CIED 630. CURRICULUM AND ASSESSMENT IN 7-12 SCHOOLS
Students planning to teach in the secondary school setting engage in curriculum design and development in their content areas and plan assessment strategies that encourage higher dimensions of learning and understanding in high school students. Three credits

CIED 633. TEACHING MATHEMATICS, 7-12
Required curriculum and instructional methods course for all students completing a licensure program in secondary mathematics. Three credits

CIED 634. TEACHING SCIENCE, 7-12
Required curriculum and instructional methods course for all students completing a licensure program in secondary science. Three credits

CIED 635. TEACHING ENGLISH/LANGUAGE ARTS, 7-12
Required curriculum and instructional methods course for all students completing a licensure program in secondary English. Three credits

CIED 636. TEACHING HISTORY/SOCIAL STUDIES, 7-12
Required curriculum and instructional methods course for all students completing a licensure program in secondary history. Three credits

CIED 637. TEACHING FOREIGN LANGUAGE, K-12
Required curriculum and instructional methods course for all students completing a licensure program in a foreign language. Three credits

CIED 638. TEACHING ART K-12
Required curriculum and instructional methods course for all students completing a licensure program in visual arts. Three credits

CIED 653. INTERNSHIP (Formerly MED 653)
Under the guidance of an assigned cooperating or mentor teacher and a University supervisor, the graduate student assumes the responsibilities of a classroom teacher. During the internship, students must complete a portfolio representing their impact on student learning and their own professional development while in an initial licensure program. Students must also enroll in CIED 654, Professional Seminar. Restricted to students who entered under previous catalogs. Three credits

CIED 654. PROFESSIONAL SEMINAR (Formerly MED 654)
A weekly seminar for intern teachers. Students review professional development and resolve issues arising from the intern experience. Students must also be enrolled in CIED 653, Intern Teaching. Restricted to students who entered under previous catalogs. One credit

CIED 671. PORTFOLIO AND PRACTICUM I
Students in the M.A.T. degree program or other post-baccalaureate teacher licensure programs acquire classroom experience while engaging in a first phase of required assessment activities leading to initial development of their portfolio. Must be taken during the first one-third of coursework in the M.A.T. or post-baccalaureate program. One credit

CIED 672. PORTFOLIO AND PRACTICUM II
Students in the M.A.T. degree program or other post-baccalaureate teacher licensure programs acquire classroom experience while engaging in a second phase of required assessment activities leading to further development of their portfolio. Must be taken during the first two-thirds of coursework in the M.A.T. or post-baccalaureate program. One credit

CIED 673 TEACHING PRACTICUM III and INTERN TEACHING
Culminating semester-long experience of supervised teaching for students in the M.A.T. degree program or other post-baccalaureate teacher licensure programs. During Teaching Practicum III, students are expected to improve their instructional methods and classroom management, to become more reflective and analytical about their own professional practice, and to utilize clinical methods, assessment strategies, and classroom inquiry techniques to investigate their impact on student learning. Students continue to compile their portfolio and are required to take CIED 674, Professional Seminar and Portfolio III, with CIED 673. There is a $150.00 fee attached to this course. Four credits

CIED 674. PROFESSIONAL SEMINAR AND PORTFOLIO III
Seminar accompanies CIED 673 and supports students in their experience of supervised teaching in the M.A.T. degree program or other post-baccalaureate teacher licensure programs. During the seminar, students complete the final components of required assessments for their licensure program, including their portfolio. One credit

CIED 675. TRANSITIONAL LICENSURE A
This zero-credit course is for students seeking Alternative I or II licensure ONLY. Students will be supervised and mentored during their time enrolled in this course. A $625.00 fee will be automatically assessed to those enrolled. One semester, zero credits

CIED 676. TRANSITIONAL LICENSURE B
This zero-credit course is for students seeking Alternative I or II licensure ONLY. Students will be supervised and mentored during their time enrolled in this course. A $625.00 fee will be automatically assessed to those enrolled. Zero credits 

CIED 677. TRANSITIONAL LICENSURE C
This zero-credit course is for students seeking Alternative I or II licensure ONLY. Students will be supervised and mentored during their time enrolled in this course. A $625.00 fee will be automatically assessed to those enrolled. One semester, zero credits 

CIED 678. INTERN TEACHING
This zero-credit course is for students seeking Alternative I or II licensure ONLY. Students will be supervised and mentored during their time enrolled in this course. A $625.00 fee will be automatically assessed to those enrolled. One semester, zero credits

CIED 680-690. SPECIAL TOPICS
Selected topics of interest. Permission of the Director of the Graduate Education Program required. One to three credits


Early Childhood Education (ECED )

ECED 630 CHARACTERISTICS OF EARLY CHILDHOOD EDUCATION
This course explores the nature and development of children pre-K-third grade. Students explore models and theories of early childhood development and research based approaches to design developmentally appropriate strategies for early childhood students. Three credits

ECED 631 METHODS OF TEACHING EARLY CHILDHOOD EDUCATION
Students examine theory and practice of methods and inquiry as they pertain to the early childhood classroom. Emphasis is placed on transforming these practices into the early childhood curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and the integration of technology across the curriculum. Three credits

EDUCATION OF THE DIVERSE LEARNER (EDDL)

EDDL 630 SURVEY OF EXCEPTIONAL LEARNERS
This course surveys and assesses the physical, psychological, social, and learning characteristics and needs of atypical learners with emphasis on skills and techniques for identifying and teaching such learners in a heterogeneous classroom. Requires interviews with and observations of practitioners in special education and a practicum experience of at least ten hours. Three credits

EDDL 631. INCLUSION AND THE GENERAL SETTING
Candidates in this course will develop practical knowledge on how to create successful inclusion environments for students with disabilities. While this course provides a broad perspective of inclusive practices, there will be a particular focus on Science and Social Studies as related to projects and activities. Candidates will gain knowledge on how to plan and implement inclusive strategies, as well as, adapt the general content to meet the needs of special learners.  This course includes a 5-hour observation requirement to be completed in a co-teaching setting. Three credits

EDDL 632. TEACHING DIVERSE LEARNERS (Formerly MED 632)
Students explore issues and themes in multicultural education, studying human diversity with its many faces and learning to develop culturally appropriate curricula, classrooms, and schools. Three credits

EDDL 633. DIRECT INSTRUCTION OF EXCEPTIONAL LEARNERS  
Candidates will acquire background and understanding of reading, math and writing challenges in elementary students who have mild or moderate disabilities. This course will help candidates acquire a set of skills that will enable them to determine what core academic concepts are necessary for each student. Candidates will also learn effective instructional methods for teaching these basic skills. Candidates will gain their knowledge through course readings, application assignments, observations/field experiences, lectures, demonstrations, and group discussions. Three credits

EDDL 634. MODELS OF INSTRUCTION FOR EXCEPTIONAL LEARNERS 
Candidates will acquire background and understanding of instructional strategies related to teaching students with mild or moderate disabilities in the upper grades. Students will use generalizations about classroom practice to develop key principles for use of the instructional strategies. Emphasis will be placed on the integration of research findings and theories of instructional models that apply to teaching middle and high school students that need to be involved in higher level thinking. This course will prepare students to plan and implement appropriate lessons, assessments, activities, assignments, teaching strategies, and develop collaborative relationships that actively engage students in their own learning thus creating lifelong learners. Three credits

EDDL 638. USING APPLIED BEHAVIOR ANALYSIS TO CREATE SUCCESSFUL LEARNING ENVIRONMENTS
Candidates will learn the principles of behavior analysis and how to apply them to managing classroom behavior in the following ways: selecting and writing behavioral goals and objectives, collecting data on the seven dimensions of behavior, applying procedures for reducing maladaptive behavior and increasing appropriate behavior, teaching useful target skills, and understanding the functions of behavior in order to complete a functional behavior assessment and behavior intervention plan. Candidates will also learn positive behavior support strategies as they relate to class-wide and school-wide behavior intervention programs. Three credits

EDDL 640. ASSESSMENT OF EXCEPTIONAL LEARNERS
Candidates will become familiar with formal and informal assessment strategies used in the identification and service of students. This course provides in-depth information on standardized testing and hands-on learning related to criterion-referenced assessments. Candidates will have opportunities to review formal assessments by teachers, psychologists, therapists, and medical professionals. In addition, the field experience component will include administering an informal criterion-referenced test. Three credits

EDDL 651. FAMILY CONSULTATION AND SUPPORT
Candidates will acquire the knowledge to engage, support and collaborate with the families of students with disabilities. Candidates will gain an understanding of the impact of identification and diagnosis on families, transitioning students between various school settings, transitioning between post school and adulthood, and collaboration with community to aid in post school opportunities. Candidates will also acquire knowledge in the diversity of students and backgrounds, and the law of education. Three credits

EDDL 680-690. SPECIAL TOPICS
Selected topics of interest. Permission of the Director of the Graduate Education Program required. One to three credits

FOUNDATIONS OF EDUCATION (EDFD)

EDFD 600. PROFESSIONAL FOUNDATIONS I
Students acquire background in the professional foundations of education, emphasizing perspectives on the profession of teaching, the teacher as a leader, the history of schooling, philosophies of curriculum, social and cultural influences on schools and classrooms, the diversity of student populations, and the politics, economics, and law of education. Restricted to students in the MAT program or by permission of instructor and program director. Three credits

EDFD 602. PORTFOLIO AND PROFESSIONAL DEVELOPMENT
Students in the advanced professional development programs analyze and assess their professional growth, review and update their professional portfolios, establish a professional and development plan, and present this plan to the faculty. Restricted to students in the M.Ed. and M.S.E.L. programs for advanced professional development. Two credits

EDFD 603. FOUNDATIONS OF EDUCATION (Formerly MED 643).
Students gain an overview of the philosophical, curricular, cultural, social, historical, legal, economic, and political foundations of education as necessary background for professionalism in teaching. Students reflect on the past and engage current issues to develop perspectives for professional practice. Three credits

EDFD 605. PHILOSOPHY AND ETHICS OF EDUCATION (Formerly MED 605)
Students explore the historical bases of educational philosophy and ethics, interpreting modern issues and problems through an ethical and philosophical perspective and with particular attention to the Lasallian tradition. Students also develop or refine their own reflective philosophies of education and ethical principles as a value component in educational decision-making. Three credits

EDFD 606. LEGAL AND SOCIAL ISSUES (Formerly MED 606)
Students examine the statutory and judicial influences upon education, both historical and current. Through exposure to social and cultural issues and dilemmas, students engage in dialogue about personal and professional rights and responsibilities as an educator. The student prepares position papers on the legally and socially appropriate roles of the educator in both private and public educational settings. Three credits

EDFD 607. SCHOOL, FAMILY, AND COMMUNITY (Formerly MED 607)
Students examine family, cultural, and community patterns in relation to the educator’s roles and responsibilities to develop and foster strong educational partnerships. Three credits

EDFD 608.  FUNDAMENTALS OF URBAN EDUCATION. 
Candidates develop understanding  of and gain experience with the challenges of teaching in urban situations with under-resourced students.  Restricted to TFA and MTF.  Three credits.

EDFD 610. HUMAN DEVELOPMENT (Formerly MED 600)
Students acquire background in human development over the lifespan, investigate stages from childhood to adulthood with respect to physical, cognitive, and social development, and develop educational applications. Three credits

EDFD 612. ADVANCED EDUCATIONAL PSYCHOLOGY (Formerly MED 602)
Students explore applications of psychological principles and their potential role in instruction. Special attention is given to the application of psychological principles for the improvement of teaching and learning. Students are challenged to develop critical thinking skills and recognize their personal set of coherent views relevant to their own practice. Opportunities for conducting research in the application of educational psychology are provided. Three credits

EDFD 614. MORAL DEVELOPMENT AND EDUCATION (Formerly MED 614)
Students examine and critically assess several theories of moral development—classical, modern, and contemporary. The focus is on how human beings acquire morally responsible character traits and the ability to engage in moral reasoning. The ideas considered form the foundation for evaluating the appropriateness of various educational approaches to teaching values. Three credits

EDFD 615. CHILD DEVELOPMENT AND LEARNING
Students explore models and theories of child development and research-tested approaches in order to implement developmentally appropriate strategies of teaching, learning, and instructional guidance in the elementary and middle-level classroom and school. Three credits

EDFD 617. ADOLESCENT DEVELOPMENT AND LEARNING (Formerly MED 617)
Students examine the special nature of adolescence as a developmental stage, or set of stages, with respect to physical, cognitive, and social dimensions of the adolescent experience. Applications in developmentally appropriate educational practices for middle and high school are also considered. Three credits

EDFD 639. MIDPOINT ASSESSMENT AND PORTFOLIO DEVELOPMENT
This course is required for the Master of Education Degree. Course will be taken during the third semester of the program. Two credits

EDFD 640. EDUCATIONAL RESEARCH (Formerly MED 603)
Students acquire research skills in natural settings by pursuing questions and issues within a typical classroom or school building or relative to matters of educational policy and practice. The student designs, employs and evaluates investigations using both qualitative and quantitative approaches. This course is especially appropriate for students who are contemplating additional graduate work beyond the master’s degree, who will undertake a thesis or dissertation, and who wish a broad preparation in inquiry skills for these purposes. Three credits

EDFD 675. CAPSTONE PROJECT (Formerly MED 675)
Under the direction of an assigned advisor, students design, implement, and evaluate a project relevant to a current issue or problem of practice, presenting their results in a public forum. Students must also complete program assessments to determine their progress toward program goals. Prerequisite: Completion of all other courses. Four credits

EDFD 680-690. SPECIAL TOPICS
Selected topics of interest. Permission of the Director of the Graduate Education Program required. One to three credits

EDUCATIONAL TECHNOLOGY (EDTC)

EDTC 620. USING TECHNOLOGY IN INSTRUCTION
Students explore the potential of the computer and other technologies as an aid to teaching and learning in the classroom. Students become efficient users of information technology in terms of (1) understanding the role of computers in the classroom, (2) evaluating a variety of software packages and apps for instructional use, and (3) using the internet as a resource in education. Three credits.

EPLS EDUCATION (EPLS) ) (Maximum of 9 hours of EPLS can be taken)

EPLS 600. ACHIEVING STUDENT OUTCOMES THROUGH COOPERATIVE LEARNING
Students learn how to successfully implement cooperative learning and become proficient in setting up, monitoring, and debriefing student learning. Three credits

EPLS 601. ACTION RESEARCH IN THE CLASSROOM
Students examine instructional practices and explore the benefits of action research. Students showcase their findings in an action research report that includes how they will improve their current practices. Online. Three credits

EPLS 602. BEHAVIORAL, ACADEMIC, AND SOCIAL INTERVENTIONS FOR THE CLASSROOM
Students learn to design effective universal and targeted interventions that incorporate strengths-based learning as well as support student resiliency by creating learning alliances and designing REACH lessons. Three credits

EPLS 603. BLENDED AND SYNCHRONOUS LEARNING DESIGN
Students will gain an understanding of blended and synchronous environments, the development process, and considerations for implementation of each. Three credits

EPLS 604. BRAIN-BASED WAYS WE THINK AND LEARN
Students discover how a brain-compatible and enriched environment enhances learning, comprehension, and achievement. Three credits

EPLS 605. BUILDING ONLINE COLLABORATIVE ENVIRONMENTS
Students will experience the Web as a means of constructing new knowledge through conversation, networking, and collaboration. This course focuses on currently-available tools and their utilization. Three credits

EPLS 606. BUILDING COMMUNICATION AND TEAMWORK IN THE CLASSROOM
Students will learn the strategies necessary to foster an emotionally-engaging classroom and discover how to connect students to school, learning, and one another. Three credits

EPLS 607. BUILDING YOUR TECHNOLOGY EDUCATION AND SKILLS
Students learn to use basic computer and related technology in the classroom. Students will create motivational materials, manage classroom chores, use the Internet, and identify quality teacher and student software. Three credits

EPLS 608. CLASSROOM MANAGEMENT: ORCHESTRATING A COMMUNITY OF LEARNERS
Students discover and practice skills for orchestrating classroom life and learning so that instruction flows smoothly, student misbehavior is minimized, and learning potential is maximized. Three credits

EPLS 609. CULTURAL COMPETENCE: A TRANSFORMATIVE JOURNEY
Students explore the framework “know yourself, your students, and your practice” to understand their role in student achievement and as an agent of change for social justice. Three credits

EPLS 610. DESIGNING MOTIVATION FOR ALL LEARNERS
Students design learning experiences and develop effective leadership strategies in order to promote motivation for all learners, especially Generation Me. Three credits

EPLS 611. DEVELOPING 21ST CENTURY CENTURY LITERACY SKILLS
With a focus on information literacy, multimedia skills, and organizational change, students discover frameworks for 21st century skills. Three credits

EPLS 612. DIFFERENTIATED INSTRUCTION FOR TODAY'S CLASSROOM
Students acquire key knowledge and skills to implement differentiated instruction successfully in their classroom. Three credits

EPLS 613. DISCOVERING THE POWER OF LIVE-EVENT LEARNING
Students find out how incorporating real-life experiences-live events-into teaching serves as a platform for integrating academic curriculum with important life skills. Three credits

EPLS 614. EDUCATING THE NET-GENERATION 
Students apply innovative techniques that today’s generation values, including advances in technology, a team approach, and social networking. Three credits

EPLS 615. FACILITATING ONLINE LEARNING COMMUNITIES
Students learn and practice the skills necessary to nurture a successful online learning community, manage myriad facilitator roles, and communicate positively and effectively. Three credits

EPLS 616. GEOMETRY FOR MIDDLE SCHOOL EDUCATORS
Students explore strategies for developing mathematical literacy and fostering logical thinking to set the stage for future student learning. Three credits

EPLS 617. INFUSING ARTS INTO THE CURRICULUM 
Students explore the value of the arts in education and how to infuse arts disciplines across the curriculum. Three credits

EPLS 618. INSTRUCTIONAL DESIGN FOR ONLINE EDUCATORS
Students explore instructional design theories and approaches in the e-learning environment in order to understand the basics of instructional design, explore philosophies of e-learning, and receive hands-on experience with online delivery and interaction techniques and tools. Three credits

EPLS 619. LEARNING TO READ: BEGINNING READING INSTRUCTION
Centered on scientific strategies aligned with state and national reading research initiatives, this course addresses implementation of a balanced, integrated approach to teaching beginning reading. Three credits

EPLS 620. MEANINGFUL ACTIVITIES TO GENERATE INTERESTING CLASSROOMS
Students acquire firsthand experience designing new and interesting activity-based lessons that unlock the creative minds of students and teachers alike. Three credits

EPLS 621. MERGING EDUCATIONAL GOALS AND INTERACTIVE MULTIMEDIA PROJECTS
Students explore ways to incorporate multimedia projects into the classroom. Students must have a working knowledge of PowerPoint before enrolling in this course. Three credits

EPLS 622. PROJECT-BASED LEARNING: BUILDING FOR THE FUTURE 
Students gain the skills to help pupils create real-life applications of required content and empower them to become self-managing, responsible individuals and citizens in an emerging global community. Three credits

EPLS 623. PURPOSEFUL LEARNING THROUGH MULTIPLE INTELLIGENCES
Students acquire an understanding of Howard Gardner’s intelligences and how to apply them in the classroom. Three credits

EPLS 624. READING ACROSS THE CURRICULUM
Students explore reading strategies designed to help plan effective lessons in their content area. Three credits

EPLS 625. Reading to Learn: Comprehension Instruction
Students explore the best ways to help pupils construct meaning from what they read. Students examine scientifically-based comprehension strategies and learn how to adapt them to the classroom and/or content areas. Three credits

EPLS 626. SIMULATIONS AND GAMING TECHNOLOGIES FOR THE CLASSROOM
Students discover contemporary gaming technologies, their pedagogical models, and how they may be used for learning. Three credits

EPLS 627. STRATEGIES FOR MIDDLE SCHOOL SCIENCE TEACHERS
Students explore the unique characteristics of middle school learners and discover techniques to involve them in a meaningful educational experience in science. Three credits

EPLS 628. SUCCESSFUL TEACHING FOR ACCEPTANCE OF RESPONSIBILITY
Students gain new techniques to model, teach, and support responsible student behavior while creating a classroom that fosters personal power and self-responsible behaviors. Three credits

EPLS 629. TEACHING ALGEBRA TO MIDDLE SCHOOL STUDENTS
Students evaluate the major concepts fundamental to teaching algebra to middle school students. Three credits

EPLS 630. TEACHING THE ENGLISH LANGUAGE LEARNER
Students design academic content to guide English language learners toward linguistic proficiency. Three credits

EPLS 631. TEACHING THE SKILLS OF THE 21ST CENTURY 
Students incorporate real-life skills while teaching curriculum to prepare students for their occupations and lives. Computer access is needed to do assignments outside of class. Three credits

EPLS 632. TEACHING THROUGH LEARNING CHANNELS
Students explore learning style preferences and develop brain-compatible strategies to address them. Three credits

EPLS 633. THINKING MATHEMATICALLY: ELEMENTARY EDITION 
Students explore mathematical curriculum, instruction, and assessment tools and strategies designed for grades K through 5. Three credits

EPLS 634. USING ONLINE RESOURCES TO BRING PRIMARY SOURCES TO THE CLASSROOM
Students access and analyze primary sources, explore classroom applications, and develop authentic, engaging learning experiences for students. Three credits

EPLS 635. WRITING ACROSS THE CURRICULUM
In this hands-on writing course appropriate for teachers of grades 3 through 8, students will discover content-area appropriate strategies for modeling writing formats, supporting below-grade level writers, engaging all pupils in writing, and balancing the expectations of writing and content in both formal and informal assessments. Three credits

EPLS 636. STUDENT ENGAGEMENT AND STANDARDS-BASED LEARNING
Using a standards-based approach as its foundation, this course offers high-yield instructional strategies designed to help teachers optimize student learning. Participants will use standards as a basis for lesson and assessment design in order to foster maximum student engagement and achievement. A variety of instructional activities aligned to national content and process standards which address students’ learning needs and foster progress toward deeper retention and transfer of learning are featured in this course. Three credits 

EPLS 637. COLLABORATIVE INQUIRY FOR STUDENTS: PREPARING MINDS FOR THE FUTURE
This course provides educators with research-based strategies for designing and implementing collaborative inquiry for students. Participants explore the role of the facilitative leader as they learn strategies for teaching collaboration and designing collaborative inquiry experiences. Three credits

EPLS 639. CREATING PROFESSIONAL LEARNING COMMUNITIES™
This is an Online (PLCs) dynamic, results-driven course that emphasizes teamwork, group learning, and professional development. Participants will share ideas, discuss divergent views, and formulate a mutual perspective on how they can significantly improve student achievement. Three credits

EPLS 640. RESPONSE TO INTERVENTION
This is a Performance Learning Systems© online course that provides educators with an overview of the Response to Intervention (RTI) framework for providing data-differentiated instruction to meet the needs of today’s diverse learners. Three credits

EPLS 641. CULTURAL COMPETENCE: A TRANSFORMATIVE JOURNEY
This course equips experienced and beginning educators with the knowledge, awareness, and skills they need to work in today’s diverse classroom settings for the goal of student success. Participants will have opportunities to critically examine how privilege and power impact educational outcomes and to understand the role of educators as agents of change for social justice. Three credits.

EPLS 684. RIGOR, RELEVANCE, AND RELATIONSHIPS IN TODAY’S CLASSROOMS
Discover how to employ a rigorous curriculum in your classroom that sets high expectations for your students and provides the skills and motivation to meet them. Create relevant projects for your students based on 21st-century skills. Understand the power that relationships have in providing students with academic and social guidance in personalized learning environments. Three credits.

LEADERSHIP (LEAD)

LEAD 601. TEACHER AS LEADER: RENEWING THE PROFESSION (Formerly MED 640)
Students analyze teacher leadership through multiple frameworks: the sociology of the teaching profession, organizational behavior in educational settings, reform and renewal efforts, adult development models, professional standards for teachers, and leadership strategies. Advocacy skills are developed through personal and collaborative plans for ongoing professional development. Three credits

LEAD 605. POLICY PERSPECTIVES FOR EDUCATORS (Formerly MED 641)
Students examine the organizational behavior of schools and school systems, analyzing the politics, economics, finance, and sociology of education, with special emphasis on the teacher’s and principal’s roles as professional leaders with perspective vision on schools and society. Students acquire in-depth understanding of the challenges of change and the moral exercise of power. Three credits

LEAD 607. SCHOOL, PARENT AND COMMUNITY PARTNERSHIPS
Program participants acquire and apply knowledge about the important role of strong community and public relations for schools and develop skills and plans conducive to effective community and public relations. One semester; three credits

LEAD 610. EXPLORING SCHOOL LEADERSHIP (Formerly MED 670)
Students explore the roles and responsibilities of school leaders and assess their own capacity for leadership in a K-12 setting. The role of the principal in creating community in the school, the nature of skillful moral leadership in a rapidly changing world, and the art of reflection on the craft of administration are emphasized. Restricted to participants in the Educational Leadership Program or by permission of instructor. Three credits

LEAD 615. STRATEGIES FOR WHOLE SCHOOL RENEWAL (Formerly MED 639)
Students explore strategies for renewing schools based on research into effective and ineffective practices for bringing about broad-based and whole-school change. Issues of school culture and context, leadership, and factors that resist change are investigated and engaged through case studies combined with principles for effective practice. Three credits

LEAD 620. SUPERVISION AND TEACHER DEVELOPMENT
Students examine varied approaches to supervision and teacher development in school settings, emphasizing the role of the supervisor as a facilitator of school improvement and as a collaborative partner in enhancing school curriculum and classroom practices. Restricted to participants in the Educational Leadership Program or by permission of instructor. Three credits

LEAD 625. MANAGING THE MODERN SCHOOL
Students acquire background about the multiple management functions of schools and school leaders, including responsibilities for academic programs, student services, human and fiscal resources, facilities and technology, community and public relations, legally sound operations, and central office communications. Through a problem-based approach, students integrate these functions and experience the complexity of ethical leadership in the school environment. Restricted to participants in the Educational Leadership Program or by permission of instructor. Three credits

LEAD 630. ORGANIZATIONAL INQUIRY (Formerly MED 665)
Students develop the art and science of conducting inquiry into organizational issues and problems, with the aim of improving schools and school systems. Using both quantitative and qualitative methods, students conduct evaluation studies about school effectiveness and academic achievement and in-depth inquiries into school culture, climate, systems, structures, and specific programs with a school-wide impact. Three credits

LEAD 648. LAW FOR SCHOOL LEADERS
Program participants acquire and develop conceptual knowledge about legal issues that impact schools and the legal environment of schools, develop awareness of and alertness to legal risks and responsibilities, conduct legal research, and consult with school leaders about legal problems and use of legal counsel. Three credits

LEAD 661. LEADERSHIP PRACTICUM I
This module is designed in conjunction with a mentor to provide students with meaningful experiences in the Pre-K - 12 setting. A $625.00 fee will be automatically assessed to those enrolled. Pass/Fail; Zero credit

LEAD 662. LEADERSHIP PRACTICUM II
This module is designed in conjunction with a mentor to provide students with meaningful experiences in the Pre-K - 12 setting. A $625.00 fee will be automatically assessed to those enrolled. Pass/Fail; Zero credit

LEAD 663. LEADERSHIP PRACTICUM III
This module is designed in conjunction with a mentor to provide students with meaningful experiences in the Pre-K - 12 setting. A $625.00 fee will be automatically assessed to those enrolled. Pass/Fail; Zero credit

LEAD 674. ADMINISTRATIVE INTERNSHIP
After being selected for the internship by a school or school system, program participants engage in school-and system-based leadership activities supported by a mentoring team and University faculty. Enrollment restricted to those completing the internship route. There is a $100.00 fee attached to this course. Pass/Fail; Three credits

LEAD 680-690. SPECIAL TOPICS IN EDUCATIONAL LEADERSHIP
Special topic courses or directed studies in educational leadership, administration, and supervision approved by the Department of Education and the Director of the Educational Leadership Program. One to three credits

READING EDUCATION (READ)

READ 605. CURRICULUM AND METHODS IN LANGUAGE ARTS, Pre-K-6
Student examine the theory and practice in transforming the methods of inquiry and the knowledge base of the language arts into language curriculum, emphasizing content and performance standards, planning for instruction, teaching methods and materials, including the integrating of technology into the elementary school language arts curriculum. Specialized instruction in teaching grades K-3 to read is an integral part of this course. Three credits

READ 606. CURRICULUM AND METHODS IN LANGUAGE ARTS, 4-8
Students examine theory and practice in transforming the methods of inquiry and the knowledge base of the language arts into the language curriculum, emphasizing content and performance standards, planning for instruction, teaching methods and materials, including the integration of technology into the middle school language arts curriculum. Specialized instruction in teaching grades 4-6 how to read is an integral parts of this course. Three credits

READ 628. ADOLESCENT LITERATURE (Formerly CIED 628)
Students engage in the study of literature written for adolescents and learn how to integrate literature into the teaching of the language arts and literacy instruction in the middle school and the high school. Three credits

READ 629. LITERACY ACROSS THE CURRICULUM (Formerly CIED 629)
Students planning to teach in the secondary school setting learn about the importance of teaching reading within the content areas and about using reading and writing strategies to strengthen student literacy and learning. Three credits

READ 630. FOUNDATIONS OF LITERACY
This four week intensive course of study incorporates a research-based, structured, and multisensory approach designed to help assist children in the acquisition of reading, speaking, listening, writing, and thinking skills. Six credits

READ 631. INTEGRATION OF LITERACY 
This four week intensive course of study further extends the training provided in the Foundations of Literacy, READ 630. Participants will apply skills that utilize advanced techniques in the language continuum. Six credits

READ 632. THE CHALLENGED READER (Formerly CIED 632)
Candidates master instructional strategies used to enhance the learning and instruction of K-12 students with reading disabilities in both the regular and special education classroom. Topics include assessment, modification of instruction, research-based instructional practices in reading, and technology. Three credits

READ 633. READING ASSESSMENT STRATEGIES
This course is designed to provide knowledge and experience with a variety of evaluation tools and techniques to assess individual learner strengths and needs as well as how to create appropriate learning experiences based on assessment data. This course is required for the Reading Endorsement. Three credits

READ 634. THE READING AND WRITING CONNECTION
This course will provide strategies to promote various kinds of writing as well as an understanding of the writing process. Strategies to integrate content areas to support the reading and writing growth will be explored. This course is required for the Reading Endorsement. Three credits

RELIGIOUS EDUCATION (RLED)

RLED 620. PASTORAL FOUNDATIONS OF CATHOLIC EDUCATION
Students examine key dimensions of Catholic theology as a support for understanding the role and mission of Catholic education and to understand their responsibilities as leaders and teachers in Catholic schools. Three credits

RLED 625. CATHOLIC EDUCATION AND THE LASALLIAN TRADITION
Students explore the foundations of education from a Catholic perspective and in relation to the Lasallian tradition and mission. Three credits

RLED 630. CURRENT ISSUES IN CATHOLIC EDUCATION
Students analyze contemporary concerns in the Catholic school environment from historical, theological, and educational perspectives. Three credits

RLED 640. THE CATHOLIC TEACHER
Students examine the unique position of the Catholic school teacher as role model, catechist, inspiring intellectual, and spiritual mentor. One credit

RLED 645. THE CATHOLIC SCHOOL LEADER
Students examine the unique position of the Catholic school leader in its spiritual, instructional, community-building, and managerial dimensions. One credit

RLED 650. SPIRITUALITY AND EDUCATION
Students consider the spiritual dimensions of teaching and learning, the role of spiritual development in the life of the teacher and the community life of the school, and the curriculum and co-curriculum of the school. Three credits

RLED 651. CURRICULUM AND METHODS IN RELIGIOUS EDUCATION, K-6
Students explore appropriate curriculum and instruction for religious education programs and courses in the elementary school or at the elementary level. Three credits

RLED 652. CURRICULUM AND METHODS IN RELIGIOUS EDUCATION, 7-12
Students explore appropriate curriculum and instruction for religious education programs and courses in the secondary school or at the secondary level. Three credits

RLED 660. LASALLIAN STUDIES FOR EDUCATORS
Students study key documents from the Lasallian tradition of education and analyze the scope and substance of the Lasallian educational mission worldwide. Three credits

RLED 680-690. SPECIAL TOPICS IN RELIGIOUS EDUCATION
Special topic courses or directed studies in religious education or Catholic education approved by the Chair of the Department of Education and the Director of the Graduate Education Program. One to three credits

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