ARGS560: Graduate Visual Arts Workshop

Selected studio topics which represent current concerns within the contemporary world of the visual arts. May be repeated for a maximum of 24.0 credits as long as the topic is different. 1 - 12 sh.

Prerequisites: Departmental approval.

ECEL502: Seminar I: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar)

Accompanies ECEL 510, Clinical Experience I in Inclusive Early Childhood and Elementary Settings, and offers students a forum for discussion, reflection, and critical thinking with regard to clinical work in inclusive elementary classrooms. 1 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Certificate Program in Early Childhood or Elementary Education.

ECEL504: Seminar II: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar)

This course provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of early childhood/elementary/middle school education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stance to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. 1 sh.

ECEL510: Clinical Experience I in Inclusive Early Childhood and Elementary Settings

Provides clinical experiences in an early childhood or elementary setting to foster the skills and dispositions necessary to become effective and nurturing teachers. Students provide learning opportunities that support children's intellectual, social, and emotional development; design environments that support culturally responsive teaching; and plan and assess high quality curriculum. Students develop skills as reflective and questioning practitioners, promote democratic values and communication in the classroom, and build relationships with school colleagues, families, and agencies in the larger community. 2 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Program in Early Childhood or Elementary Education.

ECEL511: Clinical Experience II in Inclusive Early Childhood and Elementary Settings

Students demonstrate their knowledge of child development and the significant role of families and communities with regard to children's learning by planning and implementing developmentally appropriate and culturally responsive curriculum in an inclusive early childhood/elementary classroom. Focusing on the diverse needs of individual children, students develop, implement, and assess an integrated curriculum unit that incorporates the Core Curriculum Content Standards and emphasizes literacy across the curriculum. As reflective practitioners, students utilize multiple strategies to assess children's learning, classroom climate, and effective classroom management. Students are responsible for the full range of teacher activities in the classroom and are expected to seek out the resources of parents, administrators, and school colleagues. Students are to demonstrate their strengths as a teacher. 5 sh.

Prerequisites: ECEL 510.

ECEL522: Curriculum Development and Assessment in Diverse Elementary Classrooms (3 hours lecture)

This course introduces students to reflective curriculum planning. Students plan a long-term integrated unit that integrates state standards, differentiated instructional strategies, and appropriate adaptations for students with diverse learning styles and interests, students with disabilities, and English Language Learners. They critically examine the issues related to their teaching and learning experiences focusing on inclusion practices, assessment, classroom management, equity and culturally responsive teaching. Students critically examine their teaching beliefs, ethics and teacher professionalism in the field of elementary education. 3 sh.

Prerequisites: ECEL 501.

ECEL691: Issues, Policies and Trends in Inclusive Education (3 hours lecture)

The culminating experience for the BA/MAT Dual Certification programs, this course focuses on policies, issues, and trends related to the education of students in inclusive settings. Relevant sociological and cultural perspectives focused on the social construction of dis/ability are examined as well as their implications for the schools. Students synthesize, analyze, and evaluate issues of relevance to inclusive education that will impact their professional careers as teachers in inclusive environments and the future of inclusive education. Students also conduct an empirical research project on inclusion. 3 sh.

Prerequisites: Completion of 12 graduate credits in the program.

ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture)

This course focuses on observation, screening and assessment of young children with disabilities from birth to age eight. Students explore commonly used techniques and assessment instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. 3 sh.

ECSE508: Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture)

This course is designed to enhance students' understanding of the importance of meaningful family-professional partnerships. Students gain knowledge, skills, and dispositions to work collaboratively with diverse families to support the education of children with disabilities. The influence of historical, social, cultural, and community influences are deeply embedded in course content. Various approaches including family-focused practice and family systems theory are explored. Students draw from course readings, presentations by guest speakers, and personal and professional experiences to participate in class discussions, complete assignments and expand their understanding of issues vital to families of children with disabilities. 3 sh.

ECSE509: Principles and Practices in Inclusive Early Childhood Education (3 hours lecture)

Students engage in an in-depth investigation to learn how to provide services and supports in inclusive early childhood environments by critically examining guiding principles, current research and exemplary practices. Topics explored include the historical, political, philosophical and legal foundations that shape early childhood practices and how to provide culturally responsive and individualized early education for diverse learners and their families 3 sh.

Prerequisites: ECSE 506.

ECSE511: Advanced Teaching Practices in Inclusive Early Childhood Education (3 hours lecture)

Young children are naturally inquisitive about their world. They wonder, discover, explore and interact with their environment and the people in it. In this course, experienced practitioners receive advanced preparation for designing and implementing individualized and culturally responsive learning opportunities and curriculum for young children with and without disabilities in inclusive early childhood environments (i.e., child care centers, preschool, Head Start, early elementary school). Through an emergent and child-centered approach, students deepen their understanding of and ways of responding to young learners with a wide range of abilities and diverse backgrounds. Students learn through direct experience and evidenced-based strategies how to create, implement and evaluate high quality educational practices and innovative curricula for diverse young learners birth to age eight. 3 sh.

Prerequisites: ECSE 502 or equivalent and ECSE 509.

ECSE518: Neuromotor Development of the Young Child (3 hours lecture)

The study of typical and atypical patterns of neuromotor organization and development, including general principles of stability, mobility, and the equilibrium as they influence postural stability is presented. Implications for the educator of young children with disabilities will be stressed. 3 sh.

ECSE519: Language and Early Literacy Development (3 hours lecture)

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 3 sh.

ECSE523: Communication, Collaboration and Consultation in Inclusive Early Childhood and Elementary Contexts (3 hours lecture)

Provides students with a theoretical framework to guide the interactions of early childhood professionals with educational systems, communities, and with each other to insure appropriate educational practices for young children with special needs. Effective strategies to support communication, collaboration, conflict resolution, consultation, mentoring, and collaborative research skills will be addressed. Students will explore various methods for developing professional partnerships that facilitate interagency collaboration in early intervention, transdisciplinary team practices, and team teaching in inclusive early care and education. Students will reflect upon the various ways in which communication, collaboration, and consultation support curriculum, programs, and professional development. 3 sh.

Prerequisites: ECSE 509 and ECSE 502.

ECSE536: Observation and Assessment of Elementary Age Children with Disabilities (3 hours lecture)

Students actively engage in observation and assessment of elementary age children with disabilities, with particular emphasis on using assessment processes to inform teachers' pedagogy and support children's active involvement in the general education curriculum. Students plan, implement, and critically interpret the results of a wide range of types of both formal and informal assessments (e.g., standardized assessments, curriculum-based assessments, norm- and criteria-referenced assessments, performance-based and portfolio assessments, etc.) across all skill and subject areas. Throughout the course, specific attention is given to students' critical analysis of the underlying assumptions of assessment processes and of the culture, class, language, and gender implications of using assessment practices in schools. 3 sh.

Prerequisites: ECSE 502 and ECSE 505.

ECSE580: Conceptual Foundations of Autism Spectrum Disorders: Bio-Psych-Social Perspectives (3 hours lecture)

This course introduces students to the core features and core developmental profile of children diagnosed with Autism Spectrum Disorder (ASD). Students examine the nature of human attachment and the interpersonal nature of human development and neurobiology. They review historical and contemporary perspectives on the origins and interventions for ASD, including a comparative analysis of the models of human development underlying major educational and therapeutic approaches. Students explore the central role of affect in organizing development along multiple lines and the affective and relational precursors of communication. Using a bio-psycho-social perspective, they examine the field of sensory processing disorders (SPD), regulatory disorders and language development, so they are informed about the critical importance of developing a child's unique profile. Students also examine the socio-cultural context of autism, and understand the role of educators as change agents. 3 sh.

GRADCMP: Comprehensive Examination

This course is a placeholder for matriculated master's students planning to take the departmental Comprehensive Examination. Successful completion of the Comprehensive Examination will result in a grade of P, unsuccessful students will receive a grade of NC. Students who do not successfully complete the Comprehensive Examination will be required to register for this placeholder course in each term for which they plan to take the examination (limited to three). 0 sh.

Prerequisites: Matriculation in Master's degree program required.

MEDI503: Critical Basics of Media and Technology Production (3 hours laboratory)

This course introduces critical and practical frameworks for producing educational media. Students engage in hands-on production of multiple media forms to support a variety of curricular goals, with emphasis on digital media. Students explore the possibilities of multimedia and non-linear teaching and learning for educators and learn the fundamentals of interactive and integrative curriculum design across MacIntosh and PC-based computer platforms. Open to matriculating and non-matriculating students. 3 sh.

MEDI506: Evaluation and Selection of Educational Media (3 hours lecture)

Emphasizes the evaluation and selection of research materials in multiple media formats - from print to digital. The course provides opportunities to discover what kinds of resources are available and generate criteria for evaluating the quality and usefulness of new and traditional media in supporting the research process. 3 sh.

PSYC563: Theories of Learning (3 hours lecture)

The aim of this course is to provide the student with an understanding of modern learning theory, its historical context, theoretical ideas, research, and applications. To this end, the theoretical ideas of the major schools of learning--behaviorism, gestalt, cognitivism, and information-processing--are reviewed. 3 sh.

READ515: Literacy Strategies for the Inclusive Elementary Classroom (3 hours lecture)

Students develop a) an understanding of literacy as a multiple, complex set of practices including issues of identity, context, definition and assumption, and b) a repertoire of pedagogic strategies for supporting the literacy development of diverse groups of learners in inclusive classrooms. Particular attention is paid to structurally differentiating workshop models of literacy instruction for diverse learners, incorporating assessment and intervention initiatives such as Response to Intervention (RTI), and integrating new literacies and multimedia, along with assistive technologies (AT) (including the role of augmentative/alternative communication systems [AACS]), in literacy instruction. 3 sh.

Prerequisites: ECSE 502 and ECSE 505.

READ524: Teaching Multiethnic Literature in P-8 Classrooms (3 hours lecture)

Students examine multiethnic children's literature as aesthetic forms and pedagogical tools. Students analyze the social, political, and education implications of this literature and its use in P-8 classrooms. Students are encouraged to introduce powerful, well-written and illustrated, and engaging literature into their classroom teaching across a range of subject areas as they explore important topics, such as race, ethnicity, and democracy; processes such as critical thinking and critical media analysis; and issues of power and privilege. Students learn to use this literature effectively and confidently within a range of curriculum and assessment structures. 3 sh.

READ525: Literacies, Digital Technology and Learning (3 hours lecture)

Within this course, students examine a range of theoretical, methodological and practical approaches to identifying and understanding new literacies. In particular, students engage with sociocultural approaches to understanding and exploring new literacies that focus on literacy in connection with social practices. Students also evaluate popular literacy and technology uses in classrooms, and develop their own strategies for bringing together literacy learning and digital technologies in well informed and forward-looking ways in schools. 3 sh.

READ600: Workshop in Contemporary Issues in Reading

Students have the opportunity to learn about current literacy-related issues, developments, pedagogies, policies, and so on within this course. Each workshop is topic-specific and designed by faculty on a course-by-course basis. Students within the program are encouraged to request that this course be offered to target a specific topic they themselves find timely or pressing. 1 - 3 sh.

SPED585: Technology for Inclusive Classrooms

The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED587: Advanced Instructional Techniques for Students with Learning Problems (3 hours lecture)

The Learning Strategies Model for assisting students with learning problems to become independent will be used as framework; techniques for inclusion in regular educational settings, collaboration, strategies for planning instruction to meet diverse needs of students with mild disabilities, and special issues related to instruction will be presented. 3 sh.

Prerequisites: SPED 567 or SPED 568. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED588: Promoting Prosocial Behaviors in Inclusive Settings

This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED595: Medical and Physical Bases of Disabilities (3 hours lecture)

Critical dimensions of the neurological and biological growth in the context of developmental disabilities are discussed. The relevance of the pediatric and neurological examinations for understanding disabilities is provided. The medical treatment of disabilities is presented. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).