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EDUC 7004 - Fnd of Teacher Support Serv
This first course of the two course sequence is designed to provide teachers with an introduction to the theory, knowledge and practices utilized in effective supervision of student teaching and other field experiences. The course focuses upon specific supervising teacher competencies and the relationship of these competencies to effective supervision.
Hours:
3
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EDUC 6529 - Foundations of Education
This course provides an overview of the cultural, sociological, political and historical underpinnings of the American education system. Participants will review local, state and national policy, legislation and regulations pertaining to PreK-12 education. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Using the cases as a launching point, teachers will be given opportunities to engage in online discussions, journal reflections and workbook assignments focusing on beliefs, best practices, challenges, current research and classroom applications.
Hours:
3
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EDUC 7851 - Foundations of Inequity
A learner’s first language influences the quality of education to which the learner has access. This language carries with it varying degrees of power relative to the perceived dominate culture and may restrict or enhance the learner’s access to an equitable educational system. Policies and practices in education have thus far, been designed around a single, dominant language. However, globalization and the changing demographics internationally, demand a broader understanding of language, and by extension, cultural deficiencies. This course will examine two overarching questions. The first, what are the relationships among language, power, identity, alterity, and education, and how do these relationships influence the learner’s quality of life and access to education? The second, “If educators understand the relationships among language, power, and identity, will that understanding alone mitigate inequities in education?”
Hours:
3
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EDUC 6518 - From Sounds to Print: Phonics
Phonemic awareness and phonics skills are critically linked to reading achievement. This course focuses on the developmental continuum of these skills, as well as recommended assessment procedures and instructional strategies associated with both. The characteristics of phonemic awareness and phonics instruction for second language learners are also explored. Last, course participants learn to evaluate phonemic awareness and phonics curricula for elements critical for student success.
Hours:
1 - 3
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EDUC 6530 - Group Dynamics
This course examines the principles and dynamics of group interaction in educational settings. Participants will reflect on their personal leadership style by examining key concepts of leadership and strategies for effective leadership. Participants will develop a personal leadership vision and will integrate their knowledge and understanding of human behavior to create a collaborative work culture within their school environment.
This course is based on the Interstate School Leaders Consortium (ISLLC) Standards and targets ISLLC Standard I: ‘Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.’
Hours:
3
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EDUC 6531 - Growing Wds: Enlivening Vocab
Vocabulary instruction plays an important role in reading proficiency and in an effective literacy program. Course participants learn about the different types of vocabulary, fostering word consciousness, modeling robust vocabulary, vocabulary assessment, and creating environments that encourage vocabulary growth. Educators will explore and practice a variety of strategies to provide repetition and multiple exposures to interesting words.
Hours:
3
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EDUC 6532 - HELP-Hip Hop as Educ Lit Prgm
Our cultures, learning styles, and varied experiences affect the ways we teach and learn. Connecting with students and valuing what each individual brings to the classroom are keys to ensuring that all students achieve at high levels. In this course, participants will gain an understanding of the ways context influences both instruction and learning in the classroom. Through the use of case studies, a 5-step problem-solving method, collaboration and reflective practice, course participants will explore new methods of culturally responsive teaching and differentiated instruction geared toward students of all learning styles and multiple intelligences. New knowledge, skills and attitudes will enable participants to better serve their increasingly diverse students.
Hours:
3
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EDUC 6533 - Human Resource Mgmt
This course provides an introduction to human resource management within
PK- 12 schools. Future school administrators will have the opportunity to examine both the theories and practices related to the staffing of schools to ensure that all students learn at a high level of achievement. Course participants examine the current challenges, legal aspects and interpersonal relationships necessary to influence the hiring and retention of effective school personnel.
Hours:
3
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EDUC 6523 - Imaginative Lrng in the Clssrm
In this final course in Lincoln Center Institute’s series, you get the chance to try out what you’ve learned in the previous three courses with the guidance of the course facilitator and the support of your online learning community. Experiment with bringing ‘Ghostcatching’ to life in your classroom, reflect on what you and your students have learned, and set out to bring imaginative learning through aesthetic education on a regular basis. The only limit is your own imagination.
Hours:
1 - 3
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EDUC 5003 - Inclusion and Assessment
This graduate level course is intended as an introduction to both those students with disabilities who are typically found in inclusion classes as well as the principles of sound classroom assessment. It is designed to develop understanding of the needs of diverse populations and show how these needs and principles apply to classroom decision making. Students will learn how to develop classroom assessments that are appropriate for the age and type of student and that match the objectives of instruction. Pre-requisite: Admission to post baccalaureate Teacher Education program
Hours:
4
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EDUC 6534 - Ind w/Disabilities Act
This course addresses legal trends and issues related to the Individuals with Disabilities Education Act (IDEA), including the identification process that schools must follow: child study, assessment, eligibility, IEP development, and placement. Educators will analyze the legal requirements as defined in IDEA, specifically, the Free and Appropriate Education (FAPE) requirement, the Least Restrictive Environment (LRE) requirement, and the development of Individualized Education Plans (IEPs), and consider the changes of IDEA 2004. Using the cases as a launching point, teachers will participate in on-line discussions regarding the beliefs, best practices, challenges, and current research.
Hours:
3
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EDUC 5103 - Instructional & Behavioral Mgt
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement and cognitive, social, and emotional development in diverse settings. Emphasis will be placed on establishing effective habits of a professional teacher, positive teacher-student and teacher-parent relationships, creating positive classroom communities, and prevention and intervention with misconduct.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6102 - Instructional Leadership
This course emphasizes knowledge and skills required for effective curriculum development. Teachers will develop long-term maps of curricular components that include identification of critical concepts, incorporation of standards, analysis of data, instructional routines that support literacy development, research-based effective practices, and monitoring of student progress.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6522 - Integrating Curric & Pedagogy
In the past two courses, you have been introduced to imaginative learning, the study of works of art, and the Lincoln Center Institute’s process for creating curriculum. Prior to trying this work on your own, we’d like you to spend time creating truly rich lessons that connect to your curriculum and your students’ lives in a variety of ways. We will also introduce you to ‘Guiding the Noticing’ an important part of LCI’s teaching practice so you can begin to think about how to integrate your curriculum and pedagogy to foster imaginative learning.
Hours:
1 - 3
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EDUC 7005 - Internship in TSS
The purpose of the internship is to assist in the development and utilization of skills for the supervisor of a student teacher. This field-oriented course is designed to meet specific individual needs of the supervisor. Direct assistance is provided through on-site observations and feedback in addition to group seminars. Pre-requisite: EDUC 7004
Prerequisite/Corequisite:
EDUC 7004 with C or greater
Hours:
3
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EDUC 6520 - Intro to Imaginative Learning
What is imaginative learning? Why should my students study works of art? Why is it important? In this introductory course, participants will explore the answers to these questions through an experiential workshop around ‘Ghostcatching’ a work of art choreographed and performed by Bill T Jones in collaboration with digital artists Shelley Eshkar and Paul Kaiser and through the Capacities for Imaginative Learning, which are a set of possible outcomes that may occur when aesthetic education is used in the study of an artwork. Aesthetic education is the basis of Lincoln Center Institute’s approach to teaching and learning.
Hours:
1 - 3
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EDUC 6535 - Intro to Sch Administration
This course provides an introduction to school administration, including a basic knowledge of administrative doctrine and other concepts that inform and strengthen leadership behavior. Course participants will examine leadership skills and attributes and how those skills influence the variety of interrelationships and situations school leaders face. The challenges presented by the school setting and other environmental forces will also be discussed. Relationships with local, state and federal agencies will be investigated. Participants will reflect upon the practical applications of these critical theories.
Hours:
3
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EDUC 6002 - Leadership Effective Schools
This graduate course is designed to enhance the existing skills for those who serve as P-12 school practitioners. Students will develop an awareness of boarder issues related to classroom teaching in order to effect positive change at the school and district level. Ethical and legal issues in education will be examined. Emphasis will be placed on the conceptual model of teachers as leaders, facilitators, and decision makers in the classroom and beyond.
Hours:
3
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EDUC 6061 - Leadership Science Educ K-8
This course focuses on content methods and materials for teaching P-8 science. The perspective is constructiveness and learning cycle based on the content is drawn from the early childhood and middle school curricula.
Hours:
3
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EDUC 6517 - Literacy Differentiation
The course provides teachers with an introduction to the professional knowledge and application skills critical for differentiating literacy instruction. Using case studies in a collaborative, online environment, participants will learn to differentiate instruction for diverse learners, including students who receive gifted and special education services and students for whom English is a second language. Participants will design a unit that reflects the principles of differentiated instruction.
Hours:
1 - 3
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EDUC 5107 - MAT International Internship
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement, cognitive, social and emotional development in diverse settings internationally. Emphasis will be placed on establishing the effective habits of a professional teacher, teacher student relationships and teacher-parent relationships, creating positive classroom communities and prevention and intervention with misconduct. Students will have the opportunity to observe study and compare educational systems internationally.
Hours:
3
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EDUC 5106 - MAT Internship
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement, cognitive, social and emotional development in diverse settings. Emphasis will be placed on establishing the effective habits of a professional teacher, teacher student relationships and teacher-parent relationships, creating positive classroom communities and prevention and intervention with misconduct.
Hours:
3
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EDUC 5105 - MAT Practicum/Internship
Basic techniques in the effective guidance of learners in P-12 grades & in various instructional materials adapted for use at these levels are studied. Directed observation and internship in the schools is requited for about seven weeks from each school’s opening time until noon. Pre-requisite: Admission to Teacher Education Program
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
6
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EDUC 6536 - Math for Tchrs Online I
This course is designed to support both new and experienced elementary math educators in refining and focusing their content knowledge. Course participants will develop knowledge and instructional skills needed for teaching mathematics in Georgia schools. Participants will reflect upon the Georgia Performance Standards and Curriculum Framework to build content knowledge of the six strands that frame the curriculum: numbers and operations; measurement; geometry; algebra; probability; and, data analysis.
Course participants will review key mathematic concepts and develop classroom strategies, including the use of virtual manipulatives, to support them. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and examine ways to apply them to their own teaching practice.
Hours:
3
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EDUC 6537 - Math Technology Integration
Course participants will develop instructional skills needed for integrating educational technologies into their existing math curriculum. Participants will reflect upon how technology enhances teaching and learning and prepares students for further study and professional work in the 21st century. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice. Case studies present problem solving opportunities that involve course participants in revising and improving math lessons using technology.
Hours:
3
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EDUC 6508 - Midd School Math Topics
Participants will identify key mathematical concepts in middle school mathematics curriculum content: number sense and operations, algebra, geometry, measurement, and data analysis and statistics. Participants will also explore the NCTM process standards to develop additional instructional skills necessary for teaching middle school mathematics.
Hours:
1
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EDUC 6538 - Models & Strat for Tchg Gifted
Course participants will examine and apply educational models and instructional strategies currently advocated for use with gifted learners. Course participants should develop an understanding of both theoretical and practical implications of the methods and strategies and learn how appropriate instructional approaches can contribute to developing learning environments that promote academic challenge and learner independence.
Hours:
3
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EDUC 7047 - Motivation/Lrng Environment
The purpose of this course is to train teachers in skills for motivating the learner. Topics included are: one-to-one and group communication skills, behavior modification, encouragement, consequences and problem solving. Understanding and application of skills will be stressed via feedback and discussion of demonstrations in class and on-the-job.
Hours:
3
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EDUC 6539 - Multicultural Ed Equ & Soc Jus
Multicultural education is not just about exploring various cultures in the classroom. It is also about addressing inequities, stereotypes, and the ways they filter down to our teaching practice. Course participants will examine the meaning of their cultural paradigm ( and that of their students) and its impact on the learning environment. Educators will investigate issues such as classroom management, assessment, and giftedness through the prism of culture. By building awareness of a variety of perspectives, participants will better understand how to maximize achievement and create a more equitable educational system for all students.
Hours:
3
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EDUC 6514 - Narrow the Ach Gap by Add Div
This class will prepare students to implement strategies that will support all learners.
Hours:
1
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EDUC 6540 - New Tchrs: Chal, Insight & Sup
This course supports new teachers as they face the complex challenges of working in the classroom. Course participants will develop instructional skills and strategies to deal with behavior management, assessment, and collaboration issues. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.
Hours:
3
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EDUC 6512 - New Teach Class & Behav Mgnt
This course supports new teachers as they develop specific classroom and behavior management strategies. Course participants will collaborate to develop appropriate responses to challenges presented in the cases and then work to refine their own classroom practices to better understand and match student needs and to address chronic behavior challenges.
Hours:
1
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EDUC 6004 - Per/Interagency Strat Success
This course attempts to foster collaborative skills among teachers, and between teacher and student, community, parents and support professionals. Application to the graduate students work-site will be emphasized.
Hours:
3
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EDUC 6005 - Prob in Educational Psychology
This course can serve as an elective for graduate students in all majors. The content will vary according to the needs of students, availability of qualified personnel, and the relevancy of the topic.
Hours:
1 - 3
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EDUC 7790 - Problems in Teaching
This course can serve as an elective for graduate students in all majors. The content will vary according to the needs of students, availability of qualified personnel, and the relevancy of the topic.
Hours:
1 - 3
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EDUC 6541 - Rdg to Lrn: Fluency/Comp
This course is based on the understanding that fluency enables comprehension, and that good readers are purposeful and active. Using developmental stages of reading development (emergent, beginning, and instructional), course participants first learn the different components of fluency, and strategies designed to develop accurate, fluid reading. Next, a sequence of comprehension instruction is covered, as well as critical comprehension strategies. Last, the course examines motivation/reading incentive programs designed to encourage students’ reading.
Hours:
3
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EDUC 6513 - Read to Learn:Flue & Comp
This course is based on the understanding that fluency enables comprehension, and that good readers are purposeful and active. Course participants learn important foundational information about fluency and comprehension instruction. The course presents the components of effective comprehension lessons and various strategies for building fluency.
Hours:
1
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EDUC 6502 - Read Writ Content, Grd 7-12
This course assists teachers in their ability to guide middle and high school students through content-area reading material. Students consider ways to develop vocabulary and concept learning and ways to activate prior learning and engage students. Students also learn meaningful ways to integrate writing into content area instruction.
Hours:
1
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EDUC 6542 - Sch Admin Practicum
This course provides prospective school administrators the opportunity to participate in leadership activities within their school building. Students fulfill typical administrative duties assigned at the building level under the supervision of an experienced administrator. Through online collaboration with colleagues, students have the opportunity to discuss and reflect on their experiences, as well as receive feedback from the CaseNEX supervisor. This experience occurs over sixteen weeks.
Hours:
3
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EDUC 6543 - School Community Relations
How schools and communities relate to one another determines the overall success of the educational program. This course is designed to prepare school administrators to develop communication and outreach strategies geared specifically for their school communities. Course participants will develop and understanding that schools are part of the wider community; develop a public relations plan that will reach and enlist the support of diverse elements within communities; gain support for schools by presenting needs in positive ways; develop communication skills for internal and external audiences; use a variety of media tools; meet crises and solve conflicts with positive outcomes; and involve citizens in an “invitational” way. Each session emphasizes a practical application and use of communication skills for the student’s school community.
Hours:
3
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EDUC 6544 - School Finance
This course is an introductory course in school finance. Since funding is so varied from state to state, it will be personalized to the course participants’ local districts. It will include a review of the federal state, and local roles in school funding, the variety of funding options to include grants and non-profit sources, how budgets are built at the local district level, and how all funds should be allocated for the education of pupils and the maintenance and overall operation of the school district. Emphasis will be placed on the role of the school administrator to manage funds efficiently and to allocate resources on programs that improve student achievement.
Hours:
3
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EDUC 7050 - School Law
This course is designed to introduce the practicing educator to basic concepts, laws and significant court decisions related to schooling in America. Laws based upon the United States Constitution will be addressed in addition to important laws and policies of the state of Georgia. Topics include teacher employment rights, student rights, special education law, religion and the public school, and teacher liability.
Hours:
3
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EDUC 6204 - School Law/Comm & Advocacy
This course is designed to introduce the practicing educator to basic ethical and legal concepts, laws, and significant court decisions related to schooling in America. Laws based upon the United States Constitution will be addressed in addition to important laws and policies of the State of Georgia. Topics include teacher employment rights, student rights, special education law, community support services, religion and the public school, and teacher liability. The role of the Georgia Professional Standards Commission and Code of Ethics for Educators will be examined. Additionally, this class will focus on leadership, professional development, and mentoring.
Hours:
3
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EDUC 5001 - Schools & Their Students
An initial study of current issues in the field of education, including preparation for understanding historical issues, legal and ethical consideration in teaching, curriculum concerns and topics specific to education in Georgia.
Hours:
3
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EDUC 6545 - Science Tech Integration
Course participants will develop instructional skills needed for integrating educational technologies into their existing science curriculum. Participants will reflect upon how technology enhances teaching and learning and prepares students for further study and professional work in the 21st century. Using cases and online resources as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice. Case studies present problem-solving opportunities that involve course participants in revising and improving science lessons using technology.
Hours:
3
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EDUC 6509 - Secondary Math Methods
Course participants will focus on secondary math instructional methods and their application in mixed-ability classrooms. Using NCTM and Sunshine State standards as a guide, participants will develop additional instructional skills to design, implement, and assess elementary math lessons. Participants will examine ways to apply these methods in their own teaching practice.
Hours:
1 - 3
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EDUC 6546 - Secondary Science Methods
This course is designed to support both new and experienced secondary science educators in refining and focusing their instructional skills. Course participants will incorporate research and National Science Education Standards as they practice developing, implementing, and assessing secondary science lessons. Using case and on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them on their own teaching practice.
Hours:
3
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EDUC 6023 - Social Studies for Teachers
This integrated social studies course is designed for teachers. Topics considered include responsibilities of family membership, occupations, business and industry, taxation, local government functions, ways of communications and cultures other than that of the USA.
Hours:
3
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EDUC 6548 - Socio-Emotional Need for Gftd
Course participants will develop an understanding of the unique socio-emotional needs of gifted students and the implications of this framework for not only academic but also social success. Participants will examine the myths regarding gifted students and the expectations of teachers, families and the students themselves, along with the pitfalls that are a result of those myths. Finally, participants will apply current research on best practices for working with this unique group to their own teaching situation and explore ways to share this information with their colleagues.
Hours:
3
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EDUC 6505 - Span Spec:Diff Inst Incl Class
Working in the inclusive classroom provides rich opportunities for both teachers and students to understand and embrace differences. Along with these opportunities comes the need to reach a broad range of students with different abilities and readiness. This module provides insight into related issues and strategies for reaching all students - including special education, general education, and gifted education students - in the inclusive classroom setting.
Hours:
1 - 3
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EDUC 6547 - Special Pop of Gifted Lrners
This course will focus on traditionally underserved learners who possess unique characteristics and needs. Participants will explore issues related to the identification and development of appropriate educational services for gifted learners. Educators will analyze and apply research on best practices for differentiating instructional content, processes, and products. Participants will reflect on beliefs and challenges involved in meeting the needs of students with advanced learning capabilities while providing the effective implementation of gifted and talented education curriculum.
Hours:
3
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EDUC 6000 - Special Problems in Education
This course can serve as an elective for graduate students in all majors. The content must be faculty approved . Pre-requisite: Admission to Graduate Studies
Hours:
3
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EDUC 7791 - Special Topics in Education I
This course can serve as an elective for graduate students in all majors. The content will vary according to the needs of students, availability of qualified personnel, and the relevancy of the topic. Repeatable up to 6 hours with permission of advisor.
Hours:
1 - 3
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EDUC 7792 - Special Topics in Education II
This course can serve as an elective for graduate students in all majors. The content will vary according to the needs of students, availability of qualified personnel, and the relevancy of the topic. Repeatable up to 6 hours with permission of advisor.
Hours:
1 - 3
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EDUC 7500 - Stand of Prof Prac & Prof Iden
This course provides an overview of the professional concerns for counselors including an overview of the ethical and legal issues, multicultural and diversity concepts and the emphasis of these in this program, as well as counseling professional organizations and identity as a counselor.
Hours:
2
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EDUC 6549 - Standards & Assessment
The standards movement, its challenges, and the ways data can be used to guide and evaluate educational programs are explored in this course. Case studies illustrate and engage educators in some of the most difficult aspects of teaching: accountability and the effective use of data. Course participants will learn simple strategies for making sense of their own date to enliven their teaching and empower their students.
Hours:
3
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EDUC 5101 - Strategies For Effect Teaching
This course is designed to address effective instructional and management methodologies for students from diverse backgrounds in public school classrooms. Graduate students will research instructional practices, implications of disabilities and cultural background, the legal rights and responsibilities of teachers, students, and their families, collaborative models of teaching, and effective communication skills.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6553 - Survey of LCI Practice
What is imaginative learning? Why is it important for my students to study works of art? In this introductory course, participants will explore the answers to these questions through an experiential workshop around Ghostcatching, a work of art choreographed and performed by Bill T. Jones in collaboration with digital artists Shelley Eshkar and Paul Kaiser, and through the Capacities for Imaginative Learning, which are a set of possible outcomes that may occur when aesthetic education is used in the study of an artwork. Aesthetic education is the basis of Lincoln Center Institute’s approach to teaching and learning. Once you have some idea of imaginative learning through aesthetic education, its practice, and possible outcomes, you will be ready to learn more about how Lincoln Center Institute
approaches creating curriculum. You will explore how the Institute plans its instructional units, including the use of multimedia and multidisciplinary resources to deepen your connections to Ghostcatching. You will utilize what you have learned in the first module of the course, as well as view the work of Institute teaching artists and teachers in elementary, middle, and secondary education, to
help you understand this unique approach to curriculum that opens possibilities for learning.
Hours:
3
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EDUC 6521 - Tchg for Imaginative Learning
Now that you have some idea of imaginative learning through aesthetic education, its practice and possible outcomes, you are ready to learn more about how Lincoln Center Institute approaches creating curriculum. In this course, you will explore how the Institute plans its instructional units, including the use of multimedia and multidisciplinary resources to deepen your connections to ‘Ghostcatching’. You will utilize what you have learned in the introductory course, as well as view the work of Institute teaching artists and teachers in elementary, middle and secondary education to help you understand this unique approach to curriculum that opens possibilities for learning.
Hours:
1 - 3
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EDUC 6504 - Teach Across Content Areas
This course concentrates on interdisciplinary teaching and learning in elementary, middle, and high schools. Witnessing and discussing a range of cross-curricular activities and classes, participants will develop an understanding of the benefits, challenges, and essential components of effective integrated instruction.
Hours:
1
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EDUC 5104 - Teaching Diverse Learners
This course is an introduction to the social, cultural, economic, gender, legal, exceptionalities, and other factors influencing the provision of successful learning opportunities for diverse students. Graduate students will examine both current trends and historical foundations regarding these factors, especially as they impact the selection and implementation of curricula. Students will also integrate curricular, assessment, and management skills as they support learning for diverse populations.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6550 - Teaching Language Arts
This course is designed to assist elementary level teachers in the teaching of reading and language arts. We will focus on reading, writing, listening, and speaking. The emphasis will be on creating environments conducive to developing all students’ skill in the four language arts using research-based instructional strategies. The course also focuses on differentiating instruction for students of varying literacy levels.
Hours:
3
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EDUC 6551 - Technology & Schools
This course takes a big-picture view of technology and education, exploring the complex and sometimes challenging effects of technological advancement on schools. Readings, discussions, cases, and workbook assignments allow technology leaders to examine their role in this change process. Participants will have the opportunity to discuss current issues, examine best practices, explore online resources, and reflect on the perspectives of various education stakeholders; all of which will help to inform future decisions regarding the integration of technology in schools.
Hours:
3
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EDUC 6202 - Trends & Issues Middle Lev Edu
This course examines the concepts, principles, theories, and research that supports the tenets of the middle school philosophy as well as current trends in middle level education. A primary focus of this course will be the unique nature and development of the middle level learner. Candidates in this course will analyze their own practice, investigate the impact of media on young adolescent developmental issues, and generate research based professional resources.
Hours:
3
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EDUC 6552 - Underserved Gifted Learners
This course will focus on traditionally undeserved learners who possess unique characteristics and needs. Participants will explore issues related to the identification and development of appropriate educational services for gifted learners. Educators will analyze and apply research on best practices for differentiating instructional content, processes, and products. Participants will reflect on beliefs and challenges involved in meeting the needs of students with advanced learning capabilities while providing the effective implementation of gifted and talented education curriculum.
Hours:
3
|
| |
-
EDUC 6511 - Using Data to Dr Instruction
The standards movement, its challenges, and the ways data can be used to guide and evaluate educational programs are explored in this course. Case studies illustrate and engage educators in some of the most difficult aspects of teaching: accountability and the effective use of data. Course participants will learn simple strategies for making sense of their own data to will enliven their teaching and empower their students.
Hours:
1 - 3
|
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EDUC 6012 - Values in Education
Teachers and the curriculum explicitly and implicitly communicate values to students. This course explores the area of values in education and considers how schools and teachers develop values in young people, not as a separate activity within schools but as an aspect of education. Individuals will be introduced to philosophical, historical and comparative perspectives of values and ethics in education as they relate to the expectations of education and education of the whole child. Through case studies and readings, the course will examine practical issues surrounding values in education.
Hours:
3
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ENGL 6460 - 19th Cent Lit:Romanticism
A study of Romanticism with emphasis on the major poets.
Hours:
3
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ENGL 6461 - 19th-Century British Romanticism
An intensive study of Wordsworth and Coleridge, or Byron, Shelley, and Keats.
Hours:
3
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ENGL 6462 - 19th-Century British Romanticism
An intensive study of Wordsworth and Coleridge, or Byron, Shelley, and Keats.
Hours:
3
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ENGL 6130 - Advanced Composition
Intensive analysis of and practice in the various approaches to writing including defining, summarizing, classifying, comparing, and persuading. The course also considers the composing process in light of rhetorical theory, current research, and technological advancements.
Hours:
3
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ENGL 6360 - African Literatures & Cultures
This course examines how African authors represent African culture and experiences across time and place. This is not to say, however, that these are monolithic representations. Rather, we will analyze texts by men and women from four broad geographic areas (Northern, West, East, and Southern) and several individual countries to see how specific historical, cultural, colonial, linguistic, and religious influences shape African literary expressions. Additionally, we will read appropriate works of Postcolonial theory and criticism and analyze how these theories can be applied to the primary texts for the course.
Hours:
3
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ENGL 6675 - American Modernism
An in-depth study of the cultural background and major figures of the Modernist movement, 1900-1950.
Hours:
3
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ENGL 6670 - American Realism & Naturalism
A study of major works of American literary realism and naturalism.
Hours:
3
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ENGL 6660 - American Romanticism
American prose and poetry between 1820 and 1860 with emphasis on Emerson, Hawthorne, Thoreau, Melville, and Whitman.
Hours:
3
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ENGL 6120 - An Intro to Rhetorical Theory
An introductory survey of rhetorical theory, with an emphasis on theories of political and civic discourse. Intensive study of classical and contemporary rhetoric, with some attention to theory from other historical periods. Works from the traditional canon of Western rhetoric and works that represent alternative Western traditions will be studied.
Hours:
3
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ENGL 6050 - Applied English Grammar
Assumes a mastery of prescriptive English grammar. A study of the grammatical structure of English in relation to rhetorical and logical structural linguistics, transformational-generative grammar, and rhetorical grammar.
Hours:
3
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ENGL 6320 - Caribbean Literature
This course examines how Caribbean authors represent Caribbean culture and experiences across time and place. This is not to say, however, that these are monolithic representations. Rather, we will analyze texts by men and women from several different Caribbean islands. Additionally, we will read appropriate works of theory and criticism and analyze how these theories can be applied to the primary texts for the course.
Hours:
3
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ENGL 6411 - Chaucer
A study of the major works of Chaucer, with emphasis on the Canterbury Tales, all studied in the original Middle English
Hours:
3
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ENGL 6370 - Chinese Lit in Translation
Chinese literature extends back thousands of years. This course, instead of a survey of Chinese literature, is designed to study a selection of Chinese literary masterpieces (prose, poetry, and drama) from different periods. Students will read these works in relation to their historical and social contexts, explore their meanings and ideas, analyze their artistic techniques, and discuss how they reflect a particular time and place and what they mean to us today. Topics may include family and tradition, individual and society, past and present, man and nature, the change of cultural and social values, and women’s role in society. This course emphasizes interactive learning. The instructor will encourage students to raise questions, broaden their perspectives, and become self-aware through their reading activities.
Hours:
3
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ENGL 6950 - Composition Studies/Teachers
The course includes study of composition theory and its applications to the teaching of composition. Students will analyze and assess student essays and design a writing course and program.
Hours:
3
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ENGL 6680 - Contemporary American Lit
Thematic exploration of American literature from 1950 to the present, including the study of texts, authors, and literary trends of the contemporary period.
Hours:
3
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ENGL 6260 - Creative Nonfiction
A study of the ‘fourth genre,’ creative nonfiction, with emphasis on formal analysis, the history of the genre, and its variations across cultures. This course introduces methods of literary interpretation and analysis appropriate to understanding and teaching various forms of creative nonfiction.
Hours:
3
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ENGL 7990 - Dir Readings/English Teachers
This capstone course involves a study of ten book-length works in the English discipline, which will culminate in a guest lecture, a portfolio, a written exam, and an oral exam. The student will work in conjunction with a committee chosen from the English graduate faculty; however, the course will be completed as an independent study for the most part. Through the process, the student will develop methods of independent inquiry and self-directed study.
Hours:
3
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ENGL 6650 - Early American Literature
Advanced study of American literature and literary culture during the Colonial and Early National Periods, with emphasis on the Enlightenment and on development of the gothic, picaresque, and sentimental novel in America.
Hours:
3
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ENGL 6020 - English Linguistics
An introduction to English linguistics and some of its important subfields, including the structure of English (its phonology, morphology, syntax, semantics, and pragmatics), psycholinguistics, and sociolinguistics.
Hours:
3
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ENGL 6470 - English Lit: Victorian Era
A study of the major writers in both prose and poetry in the context of the social conditions in England from 1832 to 1900.
Hours:
3
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ENGL 6430 - English Renaissance
An examination of English Renaissance prose, poetry, and/or drama, exclusive of Shakespeare.
Hours:
3
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ENGL 6437 - Exploring the Literary World
This course seeks to introduce the student to the literary and historical world through lecture, readings, and a trip to selected locations for a first-hand archeo-literary experience.
Hours:
3
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ENGL 6010 - History of the English Lang
A detailed introduction to the background, origins, development, and structure of the English language and the fundamental tools and concepts used in the study of a language’s history.
Hours:
3
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ENGL 6310 - Immigrant Literature
This course examines how immigrant authors represent immigrant experiences across time and place. This is not to say, however, that these are monolithic representations. Rather, we will analyze texts by men and women from several different primary cultures who are writing about first as well as second generation immigrant experiences to several countries. Additionally, we will read appropriate works of theory and criticism and analyze how these theories can be applied to the primary texts for the course.
Hours:
3
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ENGL 6330 - Indian Literature
This course examines how Indian authors represent Indian culture and experiences across time and place. This is not to say, however, that these are monolithic representations. Rather, we will analyze texts by men and women from different areas of India. Additionally, we will read appropriate works of theory and criticism and analyze how these theories can be applied to the primary texts for the course.
Hours:
3
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ENGL 6640 - Lit of the American West
An in-depth study of the diverse literary traditions of the American West.
Hours:
3
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ENGL 6140 - Literary Criticism: Selected Topics
This special topics course examines representative primary texts by significant literary theorists, arguments about the nature of literature and literary experience, and the historical roots of selected theories. May be repeated for credit.
Hours:
3
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ENGL 6410 - Medieval English Literature
A study of major works of old and middle English literature.
Hours:
3
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ENGL 6441 - Milton
A study of Milton in the context of his classical background and late Renaissance environment. Major emphasis on the poetry.
Hours:
3
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ENGL 6480 - Modern & Contemporary Brit Lit
A study of British literature beginning with the twentieth century.
Hours:
3
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ENGL 6681 - Modern and Contemporary American Literature
Content will vary according to writers and movements studied
Hours:
3
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ENGL 6682 - Modern and Contemporary American Literature
Content will vary according to writers and movements studied
Hours:
3
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ENGL 6300 - Mythology in Literature
An introduction to the mythologies of the world and the uses that writers make of them.
Hours:
3
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