Course descriptions
Education
ED 407 Seminar (credit to be arranged)
ED 410 Experimental Course (credit to be arranged.)
ED 420/520 Introduction to Education and Society (4 credits)
Explores the nature of public education in the social context of the United States. Purpose is to develop critical ways of thinking about schools as social institutions and as a means of cultural transmission and transformation. Includes one-credit (30 hour) assigned practicum in public school setting.
ED 507 Seminar (credit to be arranged)
ED 509 Practicum
ED 510 Experimental Course (credit to be arranged)
Ed 511 Reading/Language Arts Pre-K-12 (3 credits)
Provides an overview of language development and general education literacy instruction from pre-kindergarten to 12th grade. Age-appropriate methods for literacy instruction at each grade level are discussed and evaluated with respect to the exceptional learner. Prerequisites: Psy 311, Ed 520.
ED 525 Student Teaching (6-15 credits)
Ed 620 Doctoral Studies Proseminar (1-4 credits)
This three course four-credit sequence is required for all doctoral students and is taken during the first year of doctoral study, beginning with two credits in the fall and one credit each in winter and spring terms. The course is designed to extend and deepen thinking about education, "educational leadership" and inquiry through shared readings, interaction with faculty and local educational leaders, and critical reflective writing and conversation. Students are expected to initiate and maintain a learning and a professional portfolio and by the end of spring term to develop and present a formal paper that examines an educational issue using frameworks and concepts from Ed 630, 640 and 650, which are also taken during their first year. This paper may serve as an initial draft of the doctoral core examination paper. Prerequisite: admission to doctoral program or permission of instructor.
ED 630 Principles and Practices of Learning (4 credits)
The study of theories of learning in a variety of educational contexts: classrooms, counseling, and non-school settings. Study of the narratives of teaching and learning to analyze the enactment of theory and to examine the variety of ways to research learning. Prerequisite: admission to doctoral program or permission of instructor.
ED 640 Organizational Leadership Theory and Research in Education (4 credits)
Organizational and leadership theory and research in education informing the study, practice, and improvement of educational policy and practice in school and non-school contexts; emphasis on emergent perspectives and their significance for theory, research, and practice. Prerequisite: admission to doctoral program or permission of instructor.
ED 650 Educational Policy and Politics (4 credits)
The study of how policy is proposed, adopted, implemented, and changed in educational organizations. Special emphasis on the political process and how it influences the policy cycle. Prerequisite: admission to doctoral program or permission of instructor.
ED 660 Foundations of Research Paradigms and Methods (4 credits)
An introduction to research paradigms and research methodologies that are useful to better understand and/or address problems of educational practice. Provides doctoral students with knowledge of basic processes of inquiry so they are able to begin designing individual research projects. Prerequisite: admission to doctoral program and/or EPFA 511 or 515 or permission of instructor.
ED 661 Qualitative Research Methods in Education (4 credits)
Introduces qualitative research methods of data collection and analysis in education. Reviews theoretical foundations, field research problems, and qualitative data collection and analysis methods including participant observation, depth interviewing, and development of grounded theory. Prerequisite: admission to doctoral program or permission of instructor.
ED 662 Quantitative Research Methods in Education (4 credits)
Introduces quantitative research methods of data collection and analysis in education. Reviews theoretical foundations, applications and design issues of methods such as survey, correlational and experimental research. Also, introduces how to conduct a statistical data analysis and use such methods as correlation, t-test, analysis of variance and chi-square. Prerequisite: admission to doctoral program or permission of instructor.
ED 700 In-service Education (credit to be arranged)
Credits are for district in-service and are not counted toward a graduate degree or specialist license.
Curriculum and Instruction
CI 199 Special Studies (credit to be arranged)
CI 251 Introduction to Early Childhood Education (3 credits)
This course will provide an overview of the early childhood education profession, including issues, research, historical influences, programs for young children, and career options. Field experience required.
CI 252 Instruction and Management in Preschool Education (3 credits)
Growth and development characteristics of preschool children (ages 3-5) for planning educational programs, curriculum, instruction, scheduling and environment, management, and parent communication. Field experience required. Recommended prerequisite: CI 251 or coursework in human growth and development.
CI 253 Preschool Programming (3 credits)
This course will provide experience and guidance in planning, implementing and evaluating developmentally appropriate teaching and learning experiences in preschool settings. Field experience required. Recommended prerequisite: CI 252.
CI 350 Aesthetics and Physical Education for Young Children (4 credits)
This course will provide preparation for planning, implementing and evaluating developmentally appropriate integrated teaching and learning experiences in art, music, movement, drama, and physical education for young learners, ages 4-8 years. Recommended prerequisites: admission to teacher education; CI 251.
CI 351 Science, Social Studies and Health for Young Children (5 credits)
This course will provide preparation for planning, implementing, and evaluating developmentally appropriate integrated teaching and learning experiences in science, social studies and health for young learners, ages 4-8 years. Recommended prerequisites: admission to teacher education; CI 251.
CI 401/501 Research (credit to be arranged)
CI 402/502 Independent Study (credit to be arranged)
CI 403/503 Thesis (credit to be arranged)
CI 404/504 Cooperative Education/Internship (credit to be arranged)
CI 405/505 Reading and Conference (credit to be arranged) Consent of instructor.
CI 406/506 Special Problems (credit to be arranged)
CI 407/507 Seminar (credit to be arranged)
CI 408/508 Workshop (credit to be arranged)
CI 409/509 Practicum (credit to be arranged) Consent of instructor.
CI 432/532 Computer Applications for the Classroom (3 credits) This course is designed for preservice or inservice teachers who wish to become comfortable with the use of the computer to enhance classroom teaching and learning. Topics include an introduction to computers and technology in education; review and curriculum integration of courseware; use of word processing; designing and using computer-based databases in the classroom; computer literacy; and graphics software for the classroom.
CI 433/533 Computer Applications in Instruction (3 credits)
A comprehensive survey of the use of microcomputers in instruction. Terminology, educational applications, ethical issues, courseware, evaluation and selection, multimedia applications, management tools for educators, planning and organizing for school computer use, hardware selection, computer literacy and technological literacy, and network resources for teachers. Hands-on use of the computer to review courseware is an important part of the course. Recommended prerequisite: CI 432 or equivalent.
CI 434/534 Microcomputer-based Management and Research Tools for Educators (3 credits)
This course introduces educators to important and useful tools for classroom use and personal and professional use: word processing, database, spreadsheet, survey, and statistical applications. Each class session includes demonstration and hands-on use of microcomputers. Each student will develop a word-processed document, a database, a spreadsheet application, a survey, and a statistical document. Recommended prerequisite: CI 432 or equivalent.
CI 443/543 Effective Teaching Strategies and Materials for Working With Linguistically and Culturally Diverse Students (3 credits)
What strategies and materials work in teaching children who are learning English? Become acquainted with the current research on identification, development, and practice of developmentally and linguistically appropriate strategies and materials to effectively engage English Language Learners (ELL) at all grade levels in the learning process. Special attention will be given to students' bilingual/bicultural characteristics as important aspects of developing successful curriculum.
CI 458/558 Advanced Curriculum Design in Kindergarten/ Primary Grades (3 credits)
This course will consider growth and development characteristics of children ages 5-8 years and research on teaching for planning educational programs, curricula, instruction, environment, management, and guidance.
CI 472/572 Language and Literacy in Early Childhood Education (3 credits)
Helps teachers understand, assess, and promote early experiences with language that contribute to the process of becoming literate. Recommended prerequisite: Undergraduate early childhood education coursework or teaching experience with young children.
CI 474/574 Assessing and Instructing Learners with Literacy Problems (4 credits)
Focuses on working, particularly in the regular classroom, with students experiencing difficulties in learning to read and write. Deals with: theoretically-based understanding and analysis (such as miscue analysis) of students' reading and writing; developing students' reading and writing knowledge and strategies; social and psychological aspects of literacy problems. A field experience, usually a case study, is included.
CI 475/575 Supervision in Early Childhood Education Settings (3 credits)
Integrates theory and research of adult and professional development with supervisory models and practices appropriate for early childhood education settings. Recommended prerequisite: Undergraduate early childhood education coursework or teaching experience with young children.
CI 510 Culturally Responsive Literacy Education
Examine the current practices of reading instruction in light of theory and research on literacy as a social, cultural, and political practice. Using a “multiliteracies” framework, this course emphasizes intersections of class, race/ ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re-imagining reading instruction rooted in the experiences of students. Revise your own literacy learning and develop curricular interventions to instigate and empower others’ literacies.
CI 510 Engaging Readers/Nurturing Writers
This course explores how teachers can create a classroom of engaged readers and motivated writers where students’ natural cravings to read and write are nurtured. Emphasis is on a reading and writing workshop approach to literature and composition, as well as use of response groups, conference procedures, and strategies that are responsive to adolescents’ individual differences, interests, developmental levels, and cultural contexts.
CI 510 Improving Writing Through Standards-Based Instruction
Explore three areas of the writing classroom; the structure and organization of establishing a writing classroom, design of writing strategies and curriculum applications, and assessment approaches to guide instruction. Create writing instruction and assessment that is authentic, engaging and aligned to the Common Core State Standards as well as the instructional needs of students. Discuss connections to text that assist in both student literacy and subject learning across the disciplines.
CI 510 Literacy Practices Students Deserve
Discuss why students deserve rich literacy curriculum. Examine literacy practices in the areas of word recognition, comprehension, strategic knowledge, motivation, differentiation, and reading-writing connections through the lens of major theories and research. Implement these practices in your classroom or as a reading specialist.
CI 510 Writing Instruction and Assessment for English Language Learners, K-8
The goal of this course is to give teachers the knowledge and skills that they need to effectively support the academic writing of their ELL students through instruction and assessment. Topics include diversity among English language learners in the United States, scaffolding instruction, teaching and assessing fluent writing at the word and text level, teaching and assessing writing in different genres, and grammar instruction and assessment. Students will actively participate in weekly discussion forums on different topics, apply learning to real life situations, and reflect on what they have learned.
CI 511 Classroom Management (3 credits)
Principles and practices of K-12 classroom management and discipline. Topics include organization and logistics of classroom procedures, communication and routine building, procedures for prevention and resolution of disruptions, problem solving, decision making, and multicultural and urban perspectives. Prerequisite: admission to the teacher education program.
CI 512 Teaching and Learning (3 credits)
Principles of human learning and related practices for classroom teaching. The psychology of learning in a school setting includes both individual and group generalizations. The roles and functions of a classroom teacher as a facilitator of learning, and a decision maker concerning pupil needs and achievement. Prerequisites: admission to the teacher education program; Psy 204 or 205, Psy 311.
CI 513 Classroom Instruction and Technology (5 credits)
Principles and skills for organization and presentation of K-12 classroom instruction. Topics included are: student needs analysis, planning, direct and indirect instructional techniques, use of aides, assessment of pupil achievement, and evaluation of teaching. Includes mediated instruction and preparation and use of instructional materials. Prerequisite: admission to the teacher education program.
CI 514 Multicultural and Urban Education (3 credits)
Principles, practices, promises, and problems of multicultural education, with emphasis in urban settings. Use of student and community diversity to enhance subject matter, learning, and classroom life. Characteristics, opportunities, and needs of students in city schools presented with examples of current effective practice. Political and sociological influences in U.S. educational system, especially urban school settings. Prerequisite: admission to the teacher education program.
CI 515 The Reflective Practitioner (3 credits)
Perspectives and techniques for formal and informal analysis, information gathering, decision making, value judgments about educational practice. Prerequisite: admission to the teacher education program.
CI 516 Integrated Methods I (5 credits)
An integrated approach to literacy development. Deals with processes of becoming literate, the content of instruction in the language arts, and methods for implementing an integrated curriculum. Includes field assignments in school settings. Prerequisites: admission to the teacher education program; Lib 490/590 or equivalent.
CI 517 Integrated Methods II (5 credits)
Students explore trends, practices, materials, and resources for teaching health, science, and social science in the elementary classroom. Includes content-specific methods and materials as well as those appropriate to an integrated elementary curriculum. Field experience required. Prerequisites: admission to the teacher education program, CI 512.
CI 518 Integrated Methods III (5 credits)
Trends, practices, materials, and resources for teaching art, music, mathematics, and physical education in the elementary school. Includes content-specific methods and materials as well as those appropriate to an integrated elementary curriculum. Field experience required. Prerequisites: admission to the teacher education program; CI 512.
CI 519 Special Secondary Methods (3 credits)
Problems and methods in selecting and organizing materials for instruction: comparison and evaluation of methods, laboratory techniques, supplies, equipment, or economy of time and materials. Prerequisite: admission to the teacher education program.
CI 520 Linguistics for Teachers (3 credits)
What should classroom teachers know about language and how it works? This course will give teachers background knowledge about the sounds, grammar, meaning system, and social context of language and the implications these have for classroom practice in reading, writing, and speaking. We'll address topics like invented spelling, the role of phonics in reading, the teaching of grammar, and Black English and other linguistic variations.
CI 521 Reading and Composition in the Content Areas (3 credits)
Course designed to help educators guide their students in acquiring skills needed for adequate reading, thinking, writing, and study in content areas. Emphasis on the functional teaching of reading and writing-the design and preparation of materials to use with textbooks in all school subjects. Prerequisite: admission to the teacher education program.
CI 522 Literacy Foundations (4 credits)
Focuses on the foundational areas of psychology, history, theory, and research, and familiarizes teachers and reading specialists with varied ideas about how reading and writing work and how they are learned, through the examination of major theorists and researchers, both present and past.
CI 523 Language Arts in Middle Schools (4 credits)
Designed for teachers at the middle school level. Explores the nature of teaching young adolescents, including developmental psychology and methods of literacy education with a corresponding field experience. Includes ways of studying language through literature and the arts, using writing and speaking to study language, language use in different academic settings and content areas, and emerging trends for studying language in the 21st century.
CI 524 Writing Workshop (3 credits)
Primary focus is on establishing writing workshops in the elementary/secondary classrooms. Approach guides educators through all phases of establishing a writing workshop atmosphere. Inclusion of state writing standards and peer editing procedures as well as integrating writing across the curriculum are included.
CI 525 Issues and Perspectives in the Teaching of Reading (3 credits)
An examination of the development of current practices in the teaching of reading. The identification of major trends and issues and a critical review of relevant past and present research. Prerequisite: completion of student teaching.
CI 526 Reading for the Creative and Gifted (3 credits)
A study of the unique reading characteristics of the creative and gifted and an overview of psychological and philosophical understandings important for the teacher teaching reading to these able students. Prerequisite: Lib 428/528.
CI 527 Enriching Reading in Secondary Schools (3 credits)
A study of adolescent psychology and development in relation to reading, and the role of the teacher as a resource. In-depth investigation of approaches to literature and reading as an act and introduction to humanistic objectives, creativity and value clarification through reading. Prerequisite: Lib 429/529.
CI 528 Whole Language Approach to Literacy (3 credits)
Designed to give the rationale and theory base for the whole language approach to literacy and to examine appropriate classroom practices and materials for grades K-8.
CI 529 School Reading Program Leadership (3 credits)
The course is for current or future administrators, coordinators, curriculum consultants, or teachers whose responsibilities will include leadership roles in the administration of school-wide or district-wide reading programs. It deals with long- and short-term objectives, school organizational patterns, staff competencies, materials selection, program evaluation, needs assessment, and the use of community resources. Prerequisite: CI 474/ 574 or equivalent.
CI 536 Language, Literacy, and Culture (3 credits)
Understanding the central importance of language as it functions within educational contexts. Implications of social, cultural, and linguistic diversity on teaching and learning.
CI 545 Educating Early Adolescents (3 credits)
Focuses on the nature of early adolescence and examines theory and practice informing development of the philosophy of early adolescent education, organizational structures appropriate for these learners, and the diverse roles of the middle-level teacher. Introduces students to the curriculum and delivery methods appropriate for emerging adolescents.
CI 547 Advanced Methods-Special Subject Fields in the Elementary School (4 credits)
Concentrated study of recent trends and recurring problems in selecting, organizing, evaluating, and presenting concepts, information, and materials of instruction in subjects taught in elementary school: art, health, language arts, mathematics, music, physical education, reading (includes one additional field work credit), science, social studies.
CI 548 Advanced Methods-Special Subject Fields in the Secondary School (3 credits)
Concentrated study of recent trends in the curriculum and methodology of the subject area. Investigates the problems and methods in selecting and organizing materials for instruction, including integration of media, computers, and technology. Separate courses in art, business education, English, health, mathematics, modern foreign languages, music, physical education, reading and composition, science, social science, speech, theater arts.
CI 550 Student Teaching I, Early Childhood (5 credits)
Observation and some teaching under direction of supervising classroom teacher and University supervisor in conjunction with assignments related to methods coursework and diagnosis of individual needs. Prerequisite: admission to the teacher education program.
CI 551 Student Teaching II, Early Childhood (10 credits)
Observation and teaching under direction of classroom teacher and University supervisor. Direct responsibility for learning activities, developing skills in techniques of teaching and classroom management; related professional activities. Weekly seminar. Prerequisite: admission to the teacher education program.
CI 552 Student Teaching I, Elementary (5 credits)
Observation and some teaching under direction of supervising classroom teacher and University supervisor in conjunction with assignments related to methods coursework and diagnosis of individual needs. Prerequisite: admission to the teacher education program.
CI 553 Student Teaching II, Elementary (10 credits)
Observation and teaching under direction of classroom teacher and University supervisor. Direct responsibility for learning activities, developing skills in techniques of teaching and classroom management; related professional activities. Weekly seminar. Prerequisite: admission to the teacher education program.
CI 554 Student Teaching I, High School (5 credits)
Observation and some teaching under direction of supervising classroom teacher and University supervisor in conjunction with assignments related to methods and classroom management coursework and diagnosis of individual needs. Prerequisite: admission to the teacher education program.
CI 555 Student Teaching II, High School (10 credits)
Observation and teaching under the direction of classroom teacher and University supervisor. Direct responsibility for learning activities, developing skills in teaching and classroom management; related professional activities. Weekly seminar. Prerequisite: admission to the teacher education program.
CI 556 Mid-Level Student Teaching I (5 credits)
Observation and teaching in a middle or junior high school setting under direction of supervising classroom teacher and university supervisor in conjunction with assignments related to methods coursework and diagnosis of individual needs. Prerequisites: admission to teacher education program; at least 14 credits in residence; cum. 3.00 GPA; 3.00 GPA in professional courses. Admission by approved application to student teaching.
CI 557 Mid-Level Student Teaching II (10 credits)
Observation and full-time teaching in a middle or junior high school setting under direction of supervising classroom teacher and university supervisor. Direct responsibility for learning activities developing skills in techniques of teaching and classroom management; related professional activities. Attend regularly scheduled seminar. Prerequisites: admission to teacher education program; successful completion of Student Teaching I; all appropriate GTEP methods courses; 3.00 GPA in professional courses. Admission by approved application two academic terms in advance.
CI 561Advanced Educational Psychology (3 credits)
Review and development of modern viewpoints in educational psychology with particular attention to theories of learning and their application to school and educational problems; an examination of experimental material that seems most useful and relevant to educational psychology.
CI 563 Teacher as Researcher (4 credits)
This course is intended to promote the philosophical approach and the skills necessary for new teachers to become effective researchers in their own classrooms. Teachers will improve their ability to expand their practice through systematic study. This involves, for example, the development and use of teacher networks, the skills necessary to locate, evaluate and use current educational research, and the involvement of K12 students in studying their own classrooms. Includes an introduction to action research as a tool for instructional improvement and professional development. Teacher work samples will provide a basis for expanded inquiry and instructional planning.
CI 565/665 Theoretical Models of Curriculum (3 credits)
Study of the history of curriculum and curriculum theory in the United States. Emphasis is placed on the historical, philosophical, and scientific foundations of curriculum theory. A main goal of the course is to provide a framework for evaluation, selection, and development of school curricula.
CI 566 Curriculum Construction (3 credits)
Evaluation of current curricular programs and trends. Techniques and methods of curricular improvement. Leadership in curricular improvement. Preparation of a curriculum.
CI 567 Curriculum and Culture (3 credits)
Understanding the cultural basis of instructional materials in curriculum development and teaching and how the organization of knowledge in a subject area and the explanation of new ideas are influenced by cultural root metaphors. Planning and administering the instructional materials center in the modern school. The cooperative roles of the teacher, administrator, and Librarian in curricular development and materials.
CI 568 The Curriculum of the Public School (3 credits)
Overview of the public school curriculum with emphasis on the various subject fields; organization of the school for curriculum development; education objectives; the course of study; evaluation of the public school curriculum.
CI 570 Child Development and Education (3 credits)
In-depth study of child development theory, principles, and current research, practice of observational strategies, and application of growth and development data to educational programs for young children. Study will extend to decision making and developmentally appropriate practice in early childhood education. Prerequisite: Undergraduate early childhood education coursework or teaching experience with young children.
CI 571 Play: Curriculum in Early Childhood Education (3 credits)
Study of stages of play, theory, and research on play, cultural differences in play, and adult role in facilitation of play. Curriculum will be reviewed, developed, and integrated with a focus on play for teaching and learning, for child-centered approaches, and for meeting needs of special learners. Prerequisite: Undergraduate early childhood education coursework or teaching experience with young children.
CI 573 Assessment in Early Childhood Education (3 credits)
Study of and experience with a range of developmentally appropriate assessment strategies for use in diagnostic, formative, and summative evaluation of growth and development of young children and for appropriate educational decisions in early childhood education settings. Prerequisite: Undergraduate early childhood education coursework or teaching experience with young children.
CI 580 Theories of Instruction (3 credits)
An investigation of what happens in the classroom, emphasizing the interrelatedness of learning, subject matter, and teaching; testing of scholars' and the student's own ideas against concrete case studies of instruction; formulation and defense of one's own theory. Prerequisite: teaching experience or consent of instructor.
CI 581/681 Issues in Education (3 credits)
An introduction to the study of contemporary issues which impact teaching and learning environments for K-12 students and their teachers. This course is a graduate seminar in which students will identify critical issues in contemporary education and analyze those issues from a variety of perspectives.
CI 590 Action Research Proposal (3 credits)
Designed to help educators see themselves as researchers, in order that they may conduct research in educational settings that contribute to the improvement of education. Research questions and methods appropriate for practicing educators will be covered.
CI 591 Action Research Implementation (3-6 credits)
Prerequisite: CI 590
CI 601 Research (credit to be arranged)
CI 602 Independent Study (credit to be arranged)
CI 603 Dissertation (credit to be arranged)
CI 604 Cooperative Education/Internship (credit to be arranged)
CI 605 Reading and Conference (credit to be arranged)
CI 606 Special Problems/Projects (credit to be arranged)
CI 607 Seminar (credit to be arranged)
CI 608 Workshop (credit to be arranged)
CI 609 Practicum (credit to be arranged)
CI 610 Selected Topics (credit to be arranged)
CI 801 Research (credit to be arranged)
CI 802 Independent Study (credit to be arranged)
CI 804 Cooperative Education/Internship (credit to be arranged)
CI 805 Reading and Conference (credit to be arranged)
CI 806 Special Problems (credit to be arranged)
CI 807 Seminar (credit to be arranged)
CI 808 Workshop (credit to be arranged)
CI 809 Practicum (credit to be arranged)
CI 810 Experimental Course (credit to be arranged)
Reading
READ 509 Literacy Practicum (3 credits)
The practicum is carried out in schools or districts and consists of reading endorsement candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist. Among the roles to be demonstrated during the practicum are: 1) teaching reading; 2) literacy testing; 3) developing curriculum for various groups of readers including ELL, struggling readers, average and gifted readers; 4) assessing and making recommendations for a school's reading program; and 5) developing literacy-focused professional development sessions for faculty, administrators, instructional assistances, and parents.
READ 518 Language and Literacy Development (3 credits)
Examine the connection between oral language acquisition in early childhood and the development of reading and writing skills to make informed decisions when choosing instructional strategies that integrate the development of these skills. Topics include:
- Foundations of language development in the brain
- Connections between early oral language competence and emergent literacy development
- Development of phonological skills, grammatical knowledge, vocabulary, comprehension, and writing
- Individual differences in language and literacy development
- Relevant language and literacy research
READ 519 Language Study for Teachers, K-12 (3 credits)
This course provides some foundational knowledge in linguistics important to literacy teachers. Topics include fundamentals in:
- Phonetics and phonology
- Morphology
- Syntax
- Semantics
- Pragmatics and language use in society
- Classroom discourse
Teachers gain important knowledge in the above areas to facilitate their instructional planning and delivery in phonics instruction, vocabulary development, sentence structure, word meaning and choice in comprehension, questioning strategies, and textual structure.
READ 533 Boy Readers/Boy Writers (3 credits)
Boy readers and boy writers can be guided to love the story experience through books and personal writing. Boys' passion for nonfiction and informational text can be promoted and encouraged in literacy settings. Update your current knowledge on gender differences in brain structure and learning preferences. Examine cultural expectations that contribute to boys' attitudes toward the written word. Refine your teaching practices to allow boys appropriate choices and chances at success. Familiarize yourself with literature favored by boys, including Web sites that can guide you through selection.
READ 534 Classroom Reading and Writing Assessment (3 credits)
Students will examine a variety of literacy assessments and explore how these assessments can be used to help teachers to develop effective instruction. Topics include:
- Foundations of assessing children's literacy knowledge
- Assessment of word knowledge and reading fluency
- Assessment of comprehension and composition
- Implication of literacy assessment beyond the individual classroom
READ 551 Literacy Instruction for Special Needs Students, K-12 (3 credits)
This course is designed to prepare effective and reflective teachers in language and literacy instruction for students with special needs. Special needs students are those who approach literacy learning in some unique and particular ways reflective of their physical, cognitive, and learning interests and challenges. Participants explore multiple perspectives, practices, and methodological approaches to literacy instruction which are research-based and have proven effective in promoting the literacy development of special needs students.
Topics include:
- Language and literacy development
- Characteristics of special needs students
- Framework and principles of effective literacy instruction for students with special needs
- Methods of effective basic literacy skills instruction
- Methods of teaching comprehension and critical-thinking strategies
- Methods of promoting learning and metacognitive strategies for lifelong learning
- Methods of appropriate and meaningful assessment
READ 554 Literacy Instruction Strategies with ELL Students K-12 (3 credits)
This course provides instructional strategies for working with English language learners (ELL) to promote ELLs’ academic and English literacy development in an authentic and culturally responsive environment. In particular, this course covers the following topics:
- Language and cognitive development and its implications in planning effective instructional activities with ELL students
- Principles of effective instruction for working with ELL students in a mainstream classroom
- Reading instruction strategies
- Writing instruction strategies
- Strategies in designing appropriate assessment for English language learners
READ 571 Principles/Methods of Diagnosis and Assessment (3 credits)
Learn literacy theory, which includes an overview of the psychological, sociological, and linguistic foundations of reading processes and instruction. Psychometrics, the science of measurement in the social sciences, is introduced as well as measures of reading proficiency and reading achievement (with specific examples of standardized reading measures and discrete-point reading proficiency measures). Learn about authentic literacy assessment with specific examples of authentic reading assessment tasks and consideration of students with special needs (English language learners, students with learning disabilities, talented and gifted students). In addition, explore test ethics and how assessment results are used (including communication with various stakeholders).
READ 580 School Reading Program Leadership (3 credits)
This course is designed for preservice and practicing educators who are applying for a reading endorsement or MS. Ed with a reading emphasis as well as others interested in school reading program leadership. Emphasis is on the functional planning, organization, and management of classroom and school-wide reading programs.
Library
LIB 181 Use of the Library (3 credits)
Initial training in the effective use of the University Library and resources, such as the card catalog, reference materials, and electronic resources, including the on-line datalog, CD-ROM databases, and Internet.
LIB 401/501 Research (credit to be arranged)
LIB 402/502 Independent Study (credit to be arranged)
LIB 403/503 Thesis (credit to be arranged)
LIB 404/504 Cooperative Education/Internship (credit to be arranged)
LIB 405/505 Reading and Conference (credit to be arranged)
LIB 406/506 Special Problems (credit to be arranged)
LIB 407/507 Seminar (credit to be arranged)
LIB 408/508 Workshop (credit to be arranged)
LIB 508 Literature for At-Risk Students (1 credit)
By studying poetry, graphic novels, nonfiction, information, lower lexile materials and other genres, students will develop an understanding of the themes and characteristics of the at-risk student in children’s and young adult literature.
LIB 409/509 Practicum (credit to be arranged)
LIB 410/510 Experimental Course (credit to be arranged)
LIB 528 Children's Literature, K-5 (3 credits)
Become familiar with materials for grades K-5, including traditional genres such as picture books, traditional tales, modern realism, romance, adventure, mystery, historical fiction, science fiction, fantasy, biography, poetry, and nonfiction. Study literature illustrating cultural diversity. Learn about resources for selection and about awards and honors.
LIB 429/529 Young Adult Literature (3 credits)
A survey of books and nonbook materials suitable for students of junior and senior high school age. Emphasis on selection and evaluation of books, adolescent reading interests, and reading guidance for curricular and personal needs.
LIB 532 Multicultural Children’s and Young Adult Literature, K-12 (3 credits)
The purpose of this course is to expose students to a variety of multicultural children’s and young adult literature. Students read a variety of literature across cultures found within the United States and across multiple grade levels.
LIB 533 Global Literature, K-12 (3 credits)
An introduction to global literature for use at the elementary, middle, and high school levels. This course provides an overview of contemporary children's and young adult literature set in either the present or historical periods in countries around the world. Emphasis is on the identification, reading, discussion, and utilization of various genres that support the curriculum in schools.
LIB 530 Literature Promotion Programs, K-12 (3 credits)
A study of techniques for promoting literature in elementary and secondary schools: author/illustrator studies, reading books aloud, storytelling, booktalks, reading promotion programs, and incorporating literature throughout the curriculum. Prerequisite: Lib 428/528.
LIB 534 Administration of the School Library Media Center (3 credits)
Study of the school Library media center and its integral role in the instructional program of the school. The school Library media movement. Focus on the leadership role of the media specialist; management of personnel; media program budgeting; facility planning; role of state and national standards in planning, evaluation, and development; other administrative areas. Field activities included. Prerequisite: Lib 428/528.
LIB 536 Design and Production of Instructional Media (3 credits)
Study of the use of instructional media, K-12. Instructional design; criteria for quality print and non-print media. Production of instructional media including slide/tape presentations, video recordings, and advanced techniques for overhead transparencies; graphic techniques; and uses of computers and technology in production. Effective use of instructional equipment and technology. Research of education technology and communication. Prerequisite: CI 432.
LIB 541 Reference and Information Systems and Services (4 credits)
An analysis of reference services and procedures. Study of print, non-print, and electronic database reference sources to include bibliographic tools, indexes, encyclopedias, ready references, biographical tools, geographical tools, dictionaries, government documents, and specialized materials. Research in reference services and technological delivery systems. Prerequisite: Lib 428/528.
LIB 542 Collection Development and Evaluation (3 credits)
Principles and practice of evaluation, selection, and acquisition of all types of materials included in a Library media center collection. Selection and collection development policies and procedures. Study of professional evaluation and selection sources. Field activities included. Prerequisite: Lib 428/528.
LIB 547 Library Media Instructional Programs, K-12 (3 credits)
A study of the K-12 information skills program, including the development of a scope and sequence, effective teaching strategies, specific skills instruction, correlation and integration with the classroom curriculum, and organization and development of a teaching program in the Library media center. Prerequisite: Lib 428/528.
LIB 548 Organization of Library Media Collections (4 credits)
Principles of organization of Library media center collections. Basic cataloging procedures for print, non-print, and electronic forms of media using standard cataloging and classification codes. Application of online cataloging databases. Prerequisite: Lib 428/528.
LIB 554 Student Teaching I (4 credits)
Beginning student teaching in a Library media center under the direction of a supervising Library media teacher and university supervisor. Observation and participation in teaching, administrative and other responsibilities of a Library media specialist. Opportunities for involvement in student learning activities, development of teaching skills, basic skills in management and discipline of students. Taken in conjunction with Lib 547 and Lib 534. Prerequisites: admission to the program and approved application.
LIB 555 Student Teaching II (15 credits)
Ten weeks of full-time student teaching in a school Library media center under the supervision of a Library media teacher and university supervisor. Participation in a full range of teaching, administrative, and other responsibilities of a Library media specialist. Direct responsibilities for student learning activities, development of teaching skills, creating a climate conducive for learning; management and discipline of students, and related professional activities. Weekly seminar. Prerequisites: admission to program and approved application.
LIB 561 Practicum Elementary Library Media Center (3 credits)
A planned experience consisting of practical application of the full range of roles and responsibilities of the Library media specialist in an elementary Library media center under the direction of a supervising elementary school Library media teacher and a University supervisor.
LIB 562 Practicum Middle or Junior High Library Media Center (3 credits)
A planned experience consisting of practical application of the full range of roles and responsibilities of the Library media specialist in a middle or junior high school Library media center under the direction of a supervising middle or junior high school Library media teacher and a University supervisor.
LIB 563 Practicum High School Library Media Center (3 credits)
A planned experience consisting of practical application of the full range of roles and responsibilities of the Library media specialist in a high school Library media center under the direction of a supervising high school Library media teacher and a University supervisor.
LIB 570 Contemporary Issues in School Librarianship (3 credits)
An introduction to the study of contemporary issues which impact the role and function of the school Library media specialist. Students will analyze critical issues and trends in school Librarian-ship.
LIB 573 Advanced Methods and Procedures in School Library/Media Centers (3 credits)
A study of the school Library/media center as a teaching agency. Designed to focus on the teaching role of the school Librarian/media specialist in presenting concepts, principles, content, and techniques to students and teachers. Emphasis placed on instruction in Library and research skills; reading, viewing and listening guidance; in-service for school personnel; and problems involved in performing effectively as a teacher. Observation of Library/media centers required. Prerequisites: Basic Educational Media Endorsement and consent of instructor.
LIB 574 Research Strategies for Library Media Specialists (3 credits)
Advanced reference materials available in school and academic Libraries, including computer databases and network resources. Prerequisite: Lib 541 or equivalent.
LIB 575 Directed Field Experience (3 credits)
Planned contact for school Library media specialists with professional Librarians and/or media specialists in public, academic, special Libraries, information centers, and other Library or media- related settings. Directed field work and visitations to various Libraries and information centers will be the emphasis of the course. Seminar meetings on campus deal with topics related to the field experience as well as intensive study of related advanced issues such as automation, personnel, and management.
LIB 576 Planning and Evaluation of Library Media Programs (3 credits)
Analysis of media center programs and planning techniques; study and application of media center evaluation instruments; analysis and development of Library media center programs. Prerequisites: Basic Educational Media Endorsement or consent of instructor.
LIB 587 Video Production (3 credits)
Study and practice of video recording techniques including storytelling, various camera techniques, editing. Students will spend time planning, producing, shooting, editing, and presenting video productions. Prerequisite: Lib 536 or consent of instructor.
LIB 588 Computers and Advanced Technology in the Library Media Center (3 credits)
An analysis and study of the role of computers and advanced technology (video disc, satellite television) in the Library media center. Administrative uses as well as curriculum development will be studied for the technology. Prerequisite: Basic Endorsement.
LIB 589 Creative Photography in Education (3 credits)
A study of photographic processes to include photography without a camera, basic animation techniques, and darkroom techniques. Analysis of completed photographs in terms of composition, style, and technique will also be studied. All techniques will be related to classroom instruction in the elementary and secondary schools. Prerequisite: Basic Endorsement.
LIB 592 Contemporary Children's and Young Adult Literature (3 credits)
This course involves an analysis and study of contemporary children's and young adult literature as well as a study of trends and styles in modern literature. It includes picture books, fiction, and nonfiction featuring contemporary authors and illustrators who are dominating the 21st century literary landscape.
LIB 601 Research (credit to be arranged)
LIB 602 Independent Study (credit to be arranged)
LIB 603 Dissertation (credit to be arranged)
LIB 604 Cooperative Education/Internship (credit to be arranged)
LIB 605 Reading and Conference (credit to be arranged)
LIB 606 Special Problems (credit to be arranged)
LIB 607 Seminar (credit to be arranged)
LIB 608 Workshop (credit to be arranged)
LIB 609 Practicum (credit to be arranged)
LIB 610 Selected Topics (credit to be arranged)
LIB 801 Research (credit to be arranged)
LIB 802 Independent Study (credit to be arranged)
LIB 804 Cooperative Education/Internship (credit to be arranged)
LIB 805 Reading and Conference (credit to be arranged)
LIB 806 Special Problems (credit to be arranged)
LIB 807 Seminar (credit to be arranged)
LIB 808 Workshop (credit to be arranged)
LIB 809 Practicum (credit to be arranged)
LIB 810 Experimental Course (credit to be arranged)