CBU | Education Courses

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Courses

UNDERGRADUATE EDUCATIONEARLY CHILDHOODSPECIAL EDUCATIONGRADUATE COURSES

UNDERGRADUATE EDUCATION

EDUC 200. INTRODUCTION TO UNDERGRADUATE TEACHER EDUCATION

This zero credit course will introduce undergraduate students to the complexities involved in graduate studies including proper APA style, department expectations, licensure requirements, among other topics. This course must be taken in the junior year. Offered fall, spring, and summer semesters. Zero credits



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 332. PORTFOLIO AND PRACTICUM – TVAAS

This one hour course will explore virtual teaching scenarios, assessments, and reflections of best practices as outlined by the state department of education. May be taken any semester prior to the final semester; recommended for a semester when not taking CIED 671 or CIED 672. Offered in the fall, spring, and summer semesters. One credit



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

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

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

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

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

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 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 618. DIFFERENTIATED INSTRUCTION MIDDLE/SECONDARY SCHOOLS (formerly CIED 604)

Students identify, analyze, compare, and justify varied approaches to creating viable learning environments that successfully serve the needs of diverse learner populations. Two credits



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 (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 670. PORTFOLIO AND PRACTICUM – TVAAS

This one hour course will explore virtual teaching scenarios, assessments, and reflections of best practices as outlined by the state department of education. May be taken any semester prior to the final semester; recommended for a semester when not taking CIED 671 or CIED 672. Offered in the fall, spring, and summer semesters. 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 OR 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. ALTERNATIVE 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. ALTERNATIVE 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. ALTERNATIVE 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.

GENERAL EDUCATION (EDUC)

EDUC 600. INTRODUCTION TO GRADUATE EDUCATION

This zero credit course will introduce graduate students to the complexities involved in graduate studies including proper APA style, department expectations, licensure requirements, among other topics. This course must be taken in the student’s first semester of graduate studies. Offered fall, spring, and summer semesters. Zero 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

Reading Horizons: http://www.readinghorizons.com/workshop?signup=0014-TLDNFB5A

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

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