| |
| |
-
EDUC 6501 - Diff Inst:Group Stud Targ Need
This course provides an overview of differentiating instruction for all students in order to target individual needs.
Hours:
1
|
| |
-
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
|
| |
-
EDUC 6503 - Classroom Acc & Modifications
This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Cases and readings focus on the creation of appropriate accommodations and the integration of accommodations into a general education classroom.
Hours:
1 - 3
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 6506 - Diff Instr Add Cult, Learn Sty
Our cultures, learning styles, and various intelligences affect the ways we teach and learn. In this course, participants will first gain an understanding of the ways these factors influence their instructional decisions. Next, working from their own preferences, course participants will broaden their instructional approaches to provide opportunities for learning that match students’ differing needs.
Hours:
1
|
| |
-
EDUC 6507 - Design & Add Tech-Enhan Lesson
Technology has the power to revolutionize how we teach and broaden what our students learn. This course explores how technology supports learning and enables teachers to develop, teach, and assess effective technology-enhanced lessons.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 6510 - Class Mgnt Work w/Child w/Chal
This course examines behavior management practices within general and special education classrooms. Course participants will explore behavior management strategies for special learners with a range of disabilities and will develop instructional skills to promote student responsibility for appropriate behavior.
Hours:
1
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 6514 - Narrow the Ach Gap by Add Div
This class will prepare students to implement strategies that will support all learners.
Hours:
1
|
| |
-
EDUC 6515 - Curriculum Design and Evaluation
The Curriculum Design and Evaluation graduate level course is designed to prepare teachers to evaluate and improve school-based content curriculum aligned to local, state, and national content standards, based on an understanding of the whole learner. Characteristics associated with Philosophical, theoretical, and international themes will be investigated. Additional emphasis will be placed on interdisciplinary content, research-based instructional models, and technological approaches and development of international mindedness. During this course, candidates will gain leadership skills in order to advocate for and implement change based on school related needs.
Prerequisite/Corequisite:
Prerequisites: Admission into the Teacher Education Graduate Program and EDUC 6500 with a grade of C or higher
Hours:
3
|
| |
-
EDUC 6516 - Elementary Math Models
This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination of National Council of Teachers of Mathematics standards along with state and local requirements will serve as a springboard for designing and implementing developmentally appropriate math lessons using manipulatives, technology, problem solving strategies, and ongoing assessment to improve student learning.
Hours:
1 - 3
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 6519 - Instructional Delivery
The Instructional Delivery graduate level course is designed to prepare teachers to enhance instructional pedagogies in their areas of certification for learners in grades K-12. Students will learn to use conferencing techniques and to construct and use valid and reliable systematic observation instruments to provide the basis for analysis and feedback about classroom instruction. Students in the course study and learn theoretical and practical information essential in the two-tiered assessment approach currently employed in the public school setting. One focus on state-mandated, competency assessment procedures agreed upon by school counties and their teachers and the other focus on continual instructional development and the pursuit of excellence that stretches beyond competence to maximize a teacher’s potential and therefore student achievement. To ensure that instructional/professional actions, students will identify specific school/community-based demographics as well as research-based strategies; culturally responsive and developmentally appropriate pedagogy; methodologies that promote student self-directedness and inquiry, levels of differentiation; and relevant content specific resources to improve their own professional practice.
Prerequisite/Corequisite:
Prerequisites: EDUC 6501 with a grade of C or higher and admission into the Teacher Education Graduate Program
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 6524 - Curric Design & Supervision
This course provides educators and future administrators with knowledge of curriculum design and how curricular initiatives can be implemented and evaluated. Participants will reflect on issues and trends related to curricular alignment and pacing as well as understand the relationship among curriculum, instruction and student understanding.
Hours:
3
|
| |
-
EDUC 6525 - Diff Instruction for Gftd Lrnr
Course participants will examine rationales for differentiating instruction to meet the needs of gifted learners, including those from diverse backgrounds. They will investigate and apply strategies for differentiating the content, process, products and learning environment in response to varying learner readiness, interests and learning profiles. In addition the instructional and leadership skills needed to support and encourage differentiation in today’s schools will be explored. Using the cases as a launching point, teachers will be given the opportunity to participate in online collaboration regarding beliefs, best practices, challenges, current research and ways to apply this information to their own teaching practice.
Hours:
3
|
| |
-
EDUC 6526 - Educ that is Multicultural
Education That Is Multicultural focuses on fine-tuning teaching strategies in order to meet the needs of diverse learners. Closely related to Multicultural Studies, ETM, as adopted by the Maryland State Department of Education, provides a structured approach for understanding contemporary education issues, addressing curriculum and education materials with an eye on diversity and developing teaching and assessment strategies targeting the achievement gap and diverse student needs.
Hours:
3
|
| |
-
EDUC 6528 - ESOL Instructional Strategies
This course provides educators with the knowledge and skills to evaluate, develop and implement appropriate curricula that support the language development of English Language Learners (ELLs). It includes a general overview of curriculum design, the basics of second language curricular needs and how to adapt instructional strategies for grade level content curriculum for ELLs. Different types of research-based instructional delivery models will be explored and teachers will gain proficiency in differentiating instruction based on language acquisition phase to ensure linguistic and academic success.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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 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
|
| |
-
EDUC 6600 - Professional Capstone
The Professional Capstone graduate level course is the cumulative, final class of the Curriculum and Instruction graduate program. It is designed to advance the professional development of the student and to provide support as the student reports his or her research project findings and applications. The course will also assist the student in planning for future professional development through the practice of writing conference proposals, publication abstracts, and professional development action plans. As a teacher-scholar, the student will answer the essential question, “So what do my research findings contribute to my professional development, the profession, my practice, and my field?” Prerequisite: Research Assessment and Measurement.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 7560 - Counseling Children
This course will provide the student with an introduction to the field of counseling children, emphasizing the intervention of play therapy.
Hours:
3
|
| |
-
EDUC 7789 - Introduction to Issues in Diversity
This course will introduce students to key concepts in diversity and social justice. Given that we are living in an era where worldwide communication can be instantaneous, economics are interconnected in ways not previously experienced or anticipated, and technological innovation has resulted in educational opportunities and platforms that have were not previously available, the importance of globalization and cross-cultural awareness is increasingly critical. This course takes an intersectional approach to complex identities (race, ethnicity, gender, orientation, socioeconomic status, language, etc.) using a social justice framework.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
EDUC 7793 - Current Issues and Trends in Diversity
This course will focus on issues involving diversity from a variety of perspectives and academic disciplines. Students will reflect on current and critical topics in a variety of U.S. contexts and engage in online discussions about their societal impact. Because of the intersectional nature of these issues, this course will also cover race/ethnicity, class, gender and sexuality, and equality/equity/access to education using a social justice approach. Focal issues differ each semester depending on faculty teaching the course.
Prerequisite/Corequisite:
Prerequisite: EDUC 7789
Hours:
3
|
| |
-
EDUC 7794 - Application of Diverse Topics in Professional Settings
This course will focus on issues related to inclusive excellence within professional settings. Students will engage in dialogue to build their skill set and learn how to implement research-based strategies that promote critical analysis and action. Students will create a diversity action plan based on their own experiences in their professional setting and will make research-based recommendations for improvement.
Prerequisite/Corequisite:
Prerequisite: EDUC 7793
Hours:
4
|
| |
-
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 often been designed around a single, dominant language. However, globalization and the changing demographics internationally demand a broader understanding of language, and by extension, cultural forms. 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 learners’ quality of life and access to education? The second: if educators understand the relationships among language, power, and identity, (how) can that understanding mitigate inequities in education?
Hours:
3
|
| |
-
EDUC 7852 - Education as a Human Right
Far too much of the world population’s access to the fundamental needs of emotional and physical nourishment, safety, and education is hindered or fully denied. Especially draconian are the influences of language, poverty, movement of people, sex and gender, religion, and race, culture and ethnicity as barriers to a learner’s fundamental human right to education. This course will explore the theoretical and research bases of these influences as they affect access to education.
Hours:
3
|
| |
-
EDUC 7853 - Education, Policy, and Politics
Organized formal education is controlled by policy and politics that affect access to education and the type of education received. This course will focus on how national and international governmental policy and politics address language, poverty, movement of people, sexual orientation, and gender, religion, and race, culture, and ethnicity as they affect educational access. The levers to impact policy and practice, which are available to stakeholders and organizations, will be explored.
Hours:
3
|
| |
-
EDUC 7854 - Comparative Perspectives in Education as a Human Right
This course serves as the final course in the Education as a Human Right concentration area. Students will apply the information, skills, and content from the previous three courses to a comprehensive examination of human rights issues in a comparative context. Each time the course is taught, the instructor will select historical and contemporary cases that will serve as the primary comparison points. Students will examine data and models from educational/social/political systems around the world; critique important themes: race, ethnicity, class, and gender; the role of education in national development; cross-cultural research; and theory, policy, and practice in education as a human right.
Prerequisite/Corequisite:
Prerequisites: EDUC 7851, EDUC 7852, and EDUC 7853
Hours:
3
|
| |
-
ENGL 5100 - Special Topics in Writing
Intensive analysis of and practice in a selected topic in writing. Emphasis is placed on writing for publication and on professional and community outreach.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
ENGL 6030 - English Sociolinguistics
An introduction to sociolinguistics, the course examines regional and social dialects, language standards, gendered language, creoles and pidgins, “political correctness”, politeness, rudeness, sarcasm, slang, “bad” language, humor, naming practices, e-language, and global Englishes.
Prerequisite/Corequisite:
Prerequisite: ENGL 6020
Hours:
3
|
| |
-
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
|
| |
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
ENGL 6160 - Technical and Professional Writing
This course involves advanced study of the principles and practices of technical and professional writing and includes planning, organizing, and writing technical descriptions, instructions, proposals, and recommendation reports, as well as designing visual aids and editing. Assignments include individual and group projects and at least one complete technical report.
Hours:
3
|
| |
-
ENGL 6220 - Poetry and Poetics
A study of poetry, approaches to poetry, and theories of poetry.
Hours:
3
|
| |
-
ENGL 6230 - The Novel
Studies in the development of prose fiction from the eighteenth century to the present.
Hours:
3
|
| |
-
ENGL 6240 - The Short Story
A study of short stories from various cultures. The course emphasizes recognition of recurrent formal and thematic patterns, and introduces methods of literary interpretation and analysis appropriate to understanding and teaching the short story.
Hours:
3
|
| |
-
ENGL 6250 - World Drama
A comprehensive study of the theatrical literature of the world, from ancient through modern.
Hours:
3
|
| |
-
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
|
| |
-
ENGL 6300 - Mythology in Literature
An introduction to the mythologies of the world and the uses that writers make of them.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
ENGL 6340 - Women Writers in World Lit
This course will study the literary representation and self- representation of women and the question of the female identity–in a cultural, social, and psychological sense–in world literature. The class will encompass works from the 8th century to the present. After a brief overview of gender theory, the course will offer students an understanding of how countries, cultures, and individuals approach the formation of an identity.
Hours:
3
|
| |
-
ENGL 6350 - Postcolonial World Literature
This course will study the question of identity–both personal and national–in postcolonial works around the globe. Postcolonial literature occurs at different times for different countries (and cultures), but the majority of the literature will be in the modern era. After a brief overview of the colonial mindset, including such concepts as mimicry and the Other, the course will offer students an understanding of how countries, cultures, and individuals approach the formation of an identity that is both separate from and linked to the former colonizer.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
-
ENGL 6410 - Medieval English Literature
A study of major works of old and middle English literature.
Hours:
3
|
| |
-
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
|
| |
-
ENGL 6430 - English Renaissance
An examination of English Renaissance prose, poetry, and/or drama, exclusive of Shakespeare.
Hours:
3
|
| |
-
ENGL 6431 - Shakespeare I
A study of the tragedies and romances with a focus on their historical contexts and on the major interpretive approaches
Hours:
3
|
| |
-
ENGL 6432 - Shakespeare II
A study of the histories and comedies with a focus on their historical background and on the major interpretive approaches.
Hours:
3
|
| |
-
ENGL 6435 - Shakespeare
A study of both Elizabethan and Jacobean Shakespeare. This course will include selections from Shakespeare’s Comedies, Histories, Tragedies, Romances, and Poetry. The focus of the course will be upon historical backgrounds and the major interpretive approaches. Graduate students will be required to take on extra reading and participation in class in addition to added research and writing assignments.
Hours:
3
|
| |
-
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
|
| |
-
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
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
