Graduate Education Courses

BIOLOGY GRADUATE COURSES

BLG 510 (3) Advanced Topics in Biology

Students will work under the direct supervision of a faculty member in the biology department to select topic(s) that will best supplement and enhance the student's educational experience in the biological sciences. The student will complete readings including those assigned from primary research articles, and submit for evaluation reports and research papers on the selected topics. Laboratory work may be included in the study of a particular topic. Oral presentations may also be required.

BLG 610 (3) Advanced Independent Research

Students will work under the direct supervision of a faculty member in the biology department to select, design and carry to completion an independent scientific research project of a biological nature. The project will generally relate to the area of biological education. A research paper of the quality to be presented in a professional scientific meeting at the state or national level must be written upon completion of the research project. Prerequisite: BLG 510.

CHEMISTRY GRADUATE COURSES

CHG 510 (3) Advanced Topics in Chemistry

Students will work under the direct supervision of a faculty member in the chemistry department to select topic(s) that will best supplement and enhance the student's educational experience in the chemical sciences. The student will complete readings including those assigned from primary research articles, and submit for evaluation reports and research papers on the selected topics. Laboratory work may be included in the study of a particular topic. Oral presentations may also be required.

CHG 610 (3) Advanced Independent Research

Students will work under the direct supervision of a faculty member in the chemistry department to select, design and carry to completion an independent scientific research project of a chemical nature. The project will generally relate to the area of chemical education. A research paper of the quality to be presented in a professional scientific meeting at the state or national level must be written upon completion of the research project. Prerequisite: CHG 510.

EDUCATION GRADUATE COURSES

EDG 500 (3) Graduate Education Orientation

This course is designed to cover a variety of skills considered essential to the successful completion of a graduate degree at Asbury College, such as an introduction to the conceptual framework, the performance assessment system (electronic portfolio), the digital course management system, writing and library skills. This course is required of all new students the first semester of enrollment.

EDG 501 (1-3) Literacy Skills for Advanced Degrees

The intent of this course is to provide candidates with enhanced reading and writing skills to support their graduate work. Students will be assigned as needed or if admitted on a probationary status. This credit does not count toward a degree.

EDG 505 (3) Learning Theories and Performance Assessment

Designed to examine classical learning theories of the motivation and cognitive development of human behavior. Future teachers will be trained to interpret the results of standardized achievement tests, and to create performance-based assessment items, and develop teacher-made tests which take into account a student's individual approaches to learning.

EDG 510 (3) Classroom Management

A study of theory, methodology, and techniques for positive management of the classroom environment. Classroom climate, daily organization, conferencing skills, managing the work load, teaching style, as well as teacher / student and teacher / parent relationships will be explored. Emphasis will be given to the moral dimension of teaching and classroom interaction.

EDG 525 (3) Middle School Curriculum and Methodologies

Focuses on curriculum concepts and teaching strategies for students in the middle grades. Attention will be given to the philosophy and educational structure appropriate for the middle grades. Methods and materials related to particular academic emphases will be provided. Time is given to unit and lesson plans.

EDG 585 (3) Literacy for the Secondary School

Theories, methods, and techniques that address the literacy needs of secondary students in all disciplines will be included in this course. An overview of the various aspects of the reading process and emphasis on the specialized demands of reading and writing, including portfolio development, in the content areas is a major focus.

EDG 605 (3) Foundations of Learning

The purpose of this course is to show how philosophical ideas about education developed over time, with due regard to historical influences and settings and with an emphasis on how these ideas continue to have relevance for education and life. Theories of learning, cultural influences, and environmental factors will be explored within varying educational contexts.

EDG 630 (3) Secondary Methods and Management

The study of methods and materials used in current education and the development of skills in relating these to the teaching-learning process is the focus of this course. Aims and objectives for teaching a specific discipline are included as well as curriculum, unit and lesson planning, assessment, and use of technology. Prerequisite: EDG 585.

EDG 636 (2) Instructional Technologies

Module 1: Instructional Technologies – Basic Lab Component (1 hr). An array of basic instructional technology skills will be included to facilitate the education of all students. Technological experiences will include: basic and advanced word processing software, presentation software, and electronic spreadsheet software. Module 1 may be satisfied by skill demonstration. Module 2: Assistive Technologies – Lab Component (1 hr). An array of basic instructional technology skills will be included to facilitate the education of students with disabilities. Technological experiences will include: authoring software, interactive electronic presentation device/software, and an assistive technology workshop.Module 3: Advanced Classroom Technology – Lab Component (1 hr). An array of basic instructional technology skills will be included to facilitate the education of all students. Technological experiences will include: interactive multimedia applications, web-based instructional technology, and video editing.

EDG 675 (3) Field Component I

Each student will be involved in teaching in a school setting related to their discipline. Supervision and mentorship will be provided for each educator. Prerequisites: EDG 585, 630.

EDG 680 (3) Professional Research and Development

This course includes multiple experiences which allow students to show their ability to relate ideas and synthesize information covered in all areas of graduate course work. Individuals will submit a professional portfolio, complete a comprehensive examination and plan, implement, and report on an action research project. Prerequisite for students in Special Education program: SEG 670.

EDG 681 (1) Project

The research proposal developed in EDG 680 is implemented by using the research design to collect data, analyze and interpret the data, and presenting the results of the research in a written format and oral presentation. Once commenced continued enrollment in EDG 681 is required until the project is completed. Credit/no credit.

EDG 685 (3) Field Component II

Each student will be involved in teaching in a school setting related to their discipline. Supervision and mentorship will be provided for each educator. Prerequisites: EDG 585, 630.

ENGLISH GRADUATE COURSES

ELG 510 (3) Advanced Topics in English

Students will work under the direct supervision of a faculty member in the English Department to select topic(s) that will best supplement and enhance the student’s educational experience in English studies. The student will complete readings including those assigned from primary research articles, and submit for evaluation reports and research papers on the selected topics. Oral presentations may also be required.

ELG 610 (3) Advanced Independent Research

Students will work under the direct supervision of a faculty member in the English Department to select, design and carry to completion an independent research project related to studies in English. The project will generally relate to the area of English education. A research paper of the quality to be presented in a professional language or literature meeting at the state or national level must be written upon completion of the research project.

FRENCH GRADUATE COURSES

FRG 510 (3) Advanced Topics in French

Each student will work under the direct supervision of a member of the French faculty to select areas of study that will best supplement and enhance the student’s educational preparation in French. A course plan will be mutually agreed upon and undertaken by the student. Evaluation of the student’s work may be through assigned written work, research reports, tests, oral presentations, conferences with faculty, etc.

FRG 610 (3) Advanced Independent Research in French

With the guidance and approval of a member of the French faculty, the student will choose a research topic or topics, engage in extensive research, and produce an agreed upon product of the research. Topics for the professional development of the P-12 French educator must involve a French-speaking culture and may be in such areas as history, contemporary culture, literature, linguistics and language.

LATIN GRADUATE COURSES

LTG 510 (3) Advanced Topics in Latin Language and Literature

Students will work under the direct supervision of a faculty member in Latin to select a topic or topics that will best supplement and enhance the students' educational experience in Latin. Although the student will read primary sources, the student will also be exposed to and become familiar with secondary material on Latin language and literature. Assessment will include one or more of the following: oral or written examinations, Latin prose composition, a major research paper or project.

LTG 610 (3) Advanced Topics in Roman Culture and Civilization

Students will work under the direct supervision of a faculty member in Latin to explore an aspect or aspects of Roman culture and civilization. Although the student will read primary sources, the student will also be exposed to and become familiar with secondary material on Roman culture and civilization. Assessment will include one or more of the following: oral or written examinations, a major research paper or project.

LEADERSHIP GRADUATE COURSES

LDG 610 (3) Leading by Design: Creating Small Learning

Three modules are designed to explore the facets of teacher leadership. Module I: Understanding the Why? What? and How? of creating Small Learning Communities within a school setting. Module II: Creating a climate for learning that recognizes, respects and values diversity in learners. Module III: Cultural Responsive Teaching – Embracing diversity, social issues and cultural responsiveness resulting in a leader developing and nurturing them within the context of a school setting. Module IV: Field Study – Creating and engaging in small learning communities.

LDG 614 (3) Instructional Leadership: Part I

Module I: Facilitating Coaching and Collaboration – Learning how to work with colleagues to determine goals for teaching and learning and assisting colleagues in designing plans to achieve these goals. Module II: Dispositions for Leadership – The discovery and analysis of an individual’s leadership skills and dispositions and the spiritual dimensions that impact the work. Module III: Developing effective interpersonal skills – Communicating effectively, solving problems and resolving conflicts. Module IV: Field Study – Applying interpersonal skills to a school context.

LDG 618 (3) Instructional Leadership: Part II

Module I: Benchmarks of Instruction – Exploring the standards within content areas of instruction with strategies to align and deliver that content. Module II: Differentiation of Instruction – Knowing strategies for effective classroom practice to address the needs of individual students with both informally and formally identified instructional needs. Module III: Teaching for Understanding – Designing instruction and assessment for students in the 21^st century. Module IV: Field Study in teaching for understanding and differentiation of instruction.

LDG 622 (3) Strategic Leadership

Three modules designed to understand the components of school law, planning and accountability. Module I: Using data to identify student and teacher learning needs to create individual learning plans and professional growth plans. Module II: Accountability and Assessment – Understanding the role of assessment in strategic planning. Module III: Strategic Planning – Setting a course of action for a school based on the state and federal guidelines as they relate to vision and mission of the school. (School Improvement Plan and Scholastic Audits.) Module IV: Field Study in school improvement planning.

LDG 628 (3) Teaching Reading and Writing in the Content Areas: Strategies for Middle and Secondary Teachers

Module I: Understanding research-based reading comprehension strategies and writing to learn strategies that can be used across the curriculum to help students improve their understanding of content vocabulary, concepts and skills. Module II: Field Study – Teaching reading and writing across the curriculum, focusing on achievement gaps.

LDG 629 (3) Teaching Literacy and Algebraic Thinking in Intermediate Content Areas

Module I: Understanding how to incorporate reading strategies in content area instruction in intermediate grades. Module II: Understanding how to incorporate algebraic thinking into everyday instruction by investigating, describing and using number patterns to make predictions. Module III: Field Study – Strategies for teaching literacy and algebraic thinking in the primary and intermediate grades, focusing on achievement gaps.

LDG 634 (3) Curriculum Design for Accountability

Three modules are designed for a leader to have a comprehensive understanding of the relationship between curriculum design and its impact on accountability. Module I: Standards-based Instruction – Gaining an understanding of instruction that is rooted in state and national standards. Module II: Curriculum Development – Learning how to design a developmental instructional sequence through alignment and mapping using standards. Module III: Support for Curriculum Design & Accountability – Knowing the tools of support to enable the design and mapping of content to have the greatest impact on learning. Module IV: Field Study – Standards-based curriculum and instruction; field data relative to diverse populations.

LDG 636 (3) Assessment and Accountability in the Classroom

Three modules are designed to prepare the leader to maximize the implementation of assessment based upon effective use of curriculum design and accountability results. Module I: Designing Classroom Assessments – Learning how to implement curriculum and effectively assess with emphasis on differentiation for special populations. Module II: Analyzing Student Work – Understanding how to utilize assessment/accountability results through research-based models moving from individual student data to aggregated school data. Module III: Impacting Student Learning – Taking the elements of curriculum assessment and developing effective CSIPS and individual action plans for students scoring below grade level. Module IV: Field Study – Analyzing student work.

LDG 704 (3) Internship: Modeling Highly Effective Leadership – Part 1, Level II

This course is comprised of an internship that provides the first year principal or assistant principal clinical supervision as he or she assumes leadership in a school setting. Seminars are scheduled throughout the semester to provide guidance and direction for evaluating staff, building and sustaining professional learning communities, and building a positive school culture. Principals develop a leadership portfolio to demonstrate a depth of understanding of the ISLLC standards, the Kentucky Dispositions, Dimensions and Functions, and Technology Standards for School Administrators.

LDG 705 (3) Internship: Modeling Highly Effective Leadership – Part 2, Level II

This course continues to provide the first year principal or assistant principal clinical supervision as he or she completes an internship during the first year as a school leader. Seminars are scheduled throughout this course to provide guidance and direction for the completion of a leadership portfolio that demonstrates a depth of understanding of the ISLLC standards, the Kentucky Dispositions, Dimensions and Functions, and Technology Standards for School Administrators. At the culmination of this study, candidates will present their portfolios to an Evaluation Committee comprised of higher education and public school partners.

LDG 710 (3) Leading Teaching and Learning – Level I

In this course aspiring principal candidates will learn what processes ensure congruency between the intended curriculum, the taught curriculum, and the assessed curriculum. Additionally, aspiring principals gain the essential skills, strategies, and understandings to provide a “guaranteed” curriculum for every child, every day. Through field study candidates learn how to use effective professional development protocols to analyze student work, reflect on instructional practice, and ensure high quality of differentiated instruction for all. Candidates complete an anchor assessment during this field study. Module 1: The Viable Curriculum – Processes to Align, Audit, Monitor, and Evaluate Curriculum. Module 2: Analyzing Student Work – Instruction and Learning Interventions. Module 3: Ensuring High Quality Differentiated Instruction for All.

LDG 718 (3) Understanding Assessment and Monitoring Student Performance – Level I

This course focuses on developing an understanding of the complexity of national, state, and local assessment and how to use assessment results to communicate meaningful feedback on student performance. Candidates learn how to use assessment data to identify achievement gaps, determine instructional needs, monitor and improve curriculum and instruction. Through a field study and an anchor assessment, they use selected protocols to analyze student performance, plan and lead school improvement efforts. Module 1: Using Assessment to Improve Student Achievement. Module 2: Protocols for Analyzing Student Performance. Module 3: Using Data to Improve Student Achievement.

LDG 720 (3) Collaborative Performance Appraisal to Improve Student Achievement – Level I

Foundational to this course is a depth of understanding of effective teaching based on a clear vision of good instruction that is rigorous, engaging and standards-based. Candidates learn how to use the collaborative performance appraisal process that includes observation, data analysis, and formative and summative feedback to build teacher capacity and improve student achievement. Additionally, candidates participate in a field study and complete an anchor assessment. Module 1: Understanding Quality Instruction. Module 2: Observation and Quality Feedback. Module 3: Collaborative Planning for Professional Growth.

LDG 722 (3) Financial Resources & Personnel Selection – Level I

This course centers on methods of assessing the dispositions, knowledge, and strengths of applicants and selecting the most highly qualified candidates who demonstrate knowledge, skills, and philosophy aligned to the mission and vision of the school. Aspiring principal candidates learn the legal framework for selection and hiring staff as well as effective ways in which to collaborate with colleagues in the hiring process. Candidates are placed with mentor principals to participate in the staff selection process. Module 1: Effective Teachers – Selecting High Quality Personnel. Module 2: Legal Framework and Financial Resources That Support Personnel Selection.

LDG 730 (3) Building and Sustaining Professional Learning Communities – Level

This course provides candidates an opportunity to explore the emerging research about effective practices for creating, maintaining, and utilizing PLCs in schools and districts. Participation in both a course and field-based PLC provides relevant experience to deepen understanding of key theoretical concepts and complete an anchor assessment. Module 1: Organizing Professional Learning Communities around School Vision, Mission, and Goals. Module 2: Organizing and Managing Shared Work within a Professional Learning Community. Module 3: Assessing and Sustaining Professional Learning Communities.

LDG 748 (3) Organizational Structure to Improve Student Achievement – Level I

This course centers on the critical significance of school improvement that is built upon the foundation of mission and vision aligned to shared beliefs, common commitments and clear goals for improving student achievement. Candidates learn the budgeting process, and ways in which to align resources, operational procedures, and organizational structures to achieve the vision and mission of the school. Candidates also participate in a field study and complete an anchor assessment. Module 1: Operational Mission, Vision, Shared Commitments and Clear Goals. Module 2: Aligning Organizational Structures and Leveraging Support to Improve Student Achievement. Module 3: Aligning Family and Community Resources to Support Student Achievement.

LDG 750 (3) Using Data to Improve Student Achievement – Level I

As part of the appraisal process principals learn how to construct relevant and manageable data systems and efficiently use them to collect, organize and use data for regular communication with staff, parents and the greater community for school improvement planning and continuous improvement of student achievement. Module 1: Data Wise Systems. Module 2: Collecting School Improvement Data. Module 3: Using Data to Drive Improvement.

LDG 760 (3) Financial Resources and Legal Responsibilities – Level I

This course centers on the laws, regulations, and policies under which the school must function in order to provide a safe and welcoming learning climate. The course will include topics such as school governance, student safety, due process, search and seizure, church and state issues, sexual discrimination and harassment, and special education. Module 1: School Law, Policies and Regulations. Module 2: Student Safety and School Discipline. Module 3: Financial Resources.

LDG 763 (3) Leading Differentiated Instruction – Level I

The focus of this course is the leader’s role in building collaborative structures that provide a pyramid of interventions to ensure the learning for each child, every day. Through a field study candidates analyze and assess effective collaboration models and ways in which the needs of special learners can be met in a regular classroom setting. Module 1: Response to Intervention (RTI) for Students. Module 2: Building Parent Partnerships. Module 3: Assessing Results of RTI and Collaborative Models of Instruction .

LDG 775 (3) Capstone Project – Gate 8, Level I

This course brings together elements of learning in Dimensions 1-6 and culminates in a Capstone Project developed around a school improvement plan. The Capstone Project is judged by a panel of school, district, and higher education faculty.

MATHEMATICS GRADUATE COURSES

MTG 510 (3) Advanced Topics in Mathematics

Students will work under the direct supervision of a faculty member in the mathematics/computer science department to select topic(s) that will best supplement and enhance the student's educational experience in the mathematical sciences. This process will involve diagnostic tests, student surveys, and individual student/teacher conferences. Progress in the resulting professional development plan will be assessed from assigned written work, research reports, tests and oral presentations.

MTG 610 (3) Advanced Independent Research

The student will select a topic of importance in the area of mathematics or mathematics education that is appropriate to the professional development of a Grades 8-12 mathematics educator. The research topic must be approved by a small committee appointed by the chair of the mathematics/computer science department and performed under the direct supervision of a member of the department. A paper of the quality to be presented in a professional meeting at the state or national level must be written upon completion of the project. Prerequisite: MTG 510.

READING AND WRITING ENDORSEMENT COURSES

RDG 591 (1-3) Directed Study in Reading and Writing

Opportunity for students to do additional study in an area of need or interest.

RDG 600 (3) Reading and Writing in the Elementary School

Seeks to develop the educator’s understanding of the socio-cultural, linguistic, psychological, and physiological foundations of reading and writing processes, and how these impact literacy development. This course develops depth of understanding of the developmental stages and principles, materials, and methods of instruction involved in becoming literate and in using literacy to learn in the elementary grades. Emphasis is given to techniques for facilitating writing growth, as well as the unique challenges of developing learners’ abilities to use writing to demonstrate their learning.

RDG 610 (3) Reading and Writing in the Content Areas in Middle/Secondary School

Focuses on principles and methodologies currently in use for enhancing literacy in the middle/secondary school. Understanding of research findings on best practice for promoting continuous progress of diverse adolescent learners in reading for aesthetic purposes and the unique demands of constructing meaning from informational texts will be applied to classroom practice. The integration of content reading and writing that results in communicating meaning through various types of expository discourse will be addressed.

RDG 620 (3) Clinical Assessment of Literacy

Promotes the educator’s understanding of materials and approaches for assessing the reading and writing needs of children and adolescents who struggle in learning to construct meaning from text and/or communicate through writing. While familiarity with summative assessment measures is developed, emphasis is placed on the use of formative assessment to inform instructional interventions with remedial students.

RDG 622 (1) Clinical Assessment of Literacy Practicum

Taken concurrently with the course, “Clinical Assessment of Literacy”, this practicum experience involves the educator in working with a child or adolescent referred to the Asbury College clinic to assess that child or adolescent’s strengths and areas of need related to reading and/or writing. Based on referral information, the educator will select, administer, and interpret the results of appropriate instruments, and develop a work sample that provides guidance, based on assessment results, to inform the selection of instructional interventions.

RDG 630 (3) Literacy Interventions

Follows “Clinical Assessment of Literacy” and its co-requisite practicum. It develops an in-depth understanding of various approaches and strategies suggested by best practice research as being effective in helping learners overcome reading and writing difficulties, and the collaborative role of the literacy specialist in working with the general educator to promote the continuous literacy progress of all students.

RDG 632 (1) Literacy Interventions Practicum

Taken concurrently with the course, “Literacy Interventions”, this practicum develops the educator’s first-hand experience in using various “best practice” approaches and strategies as she/he tutors a child or adolescent in the reading clinic.

RDG 640 (2) Professional Development Seminar

Involves the educator in crafting her/his professional development plan for gaining additional literacy knowledge and skills through district/school-based opportunities. Using “Standards for Reading Professionals-Reading Specialist Candidate” as a benchmark, the student will assess her/his present level of development, devise a concrete plan of action for addressing areas of need, implement the plan, and report on the results.

RDG 642 (3) Investigations in Literacy

Involves the educator in identifying, explaining, and comparing theories in language development and literacy learning. Building on this theoretical foundation, it develops the student’s knowledge of the history of literacy research and of major literacy studies—both classic and contemporary—that inform best practice in literacy instruction. An emphasis is given to identifying gaps in research-based knowledge and guiding educators to develop questions related to literacy education that she/he would like to investigate through an action research approach.

RDG 644 (2) Leadership in Literacy Programs

Encompasses special topics related to the role of the literacy specialist in providing school/community leadership for the enhancement of literacy education. Topics will include curriculum and program evaluation, grant writing, professional development workshops, collaborating with and empowering diverse families, and building community/school partnerships.

SOCIAL STUDIES GRADUATE COURSES

SSG 510 (3) Advanced Topics in History

Students will work under the direct supervision of a faculty member in the History Department to select topics that will best supplement and enhance the student’s educational experience in history. The student will complete readings from an assigned bibliography that includes both primary and secondary sources and prepare a series of evaluative reports on the readings. Oral presentations may also be required.

SSG 610 (3) Advanced Independent Research

Students will work under the direct supervision of a faculty member in the History Department to select, design, and carry to completion a research project in history. The project should represent original research in either the general field of historical studies or the area of history education. The project’s finished product should rise to the level of a paper or article suitable for publication and/or presentation at a professional meeting.

SPANISH GRADUATE COURSES

SPG 510 (3) Advanced Topics in Spanish

Students will work under the direct supervision of a faculty member in Spanish to select a topic or topics that will best supplement and enhance the student’s educational preparation in Spanish. A course plan will be mutually agreed upon and undertaken by the student. Evaluation o f the student’s work may be through assigned written work, research reports, tests, oral presentations, conferences with faculty, etc.

SPG 610 (3) Advanced Independent Research in Spanish

The student will select a topic (or topics) of importance in the area of Spanish language, literature, linguistics or culture that is (are) appropriate to the professional development of a P-12 Spanish educator. Assessment will include one or more of the following: oral or written examinations, a major research paper or project.

SPECIAL EDUCATION GRADUATE COURSES

SEG 520 (3) Special Education Populations

(same as ED 320)—The focus of this course is to explore the current status of the field of special education. This course emphasizes research literature and practical experiences to gain new perspectives concerning the characteristics, problems, and needs of children with disabilities. (Field experience required)

SEG 630 (3) Behavioral Intervention of Students with Learning and Behavior Disabilities

This course offers principles and techniques for managing the behavior of children and youth with disabilities. Preventive, supportive, and corrective techniques are included. The focus of the course will be on applied behavior analysis and the designing and implementing of behavioral management plans. Consultation techniques for indirect service to students will be included. (Field experience required) Prerequisite: SEG 520

SEG 632 (3) Collaboration and Advocacy for Special Populations

This course focuses on collaborative models and appropriate techniques for cooperative working relationships in the school setting. Pertinent legislation and issues of advocacy for the student, parent, and teacher will be explored and applied to current principles for the development of educational programming for students with disabilities. Prerequisite: SEG 520

SEG 634 (3) Early Childhood Education of Special Populations

An overview of the special needs of young children including the discussions of historical and empirical support for providing early intervention services; assessment, instructional methodologies, family involvement and including children with and without disabilities. Attention will be given to assessing and assisting achievement of cognitive, language, social, and motor skills. Prerequisite: SEG 520

SEG 638 (3) Introduction to Students with Learning and Behavior Disabilities

The learning, behavioral, and emotional problems of children and youth are explored in the context of theory, etiology, assessment, and practice. Issues of educational programming and community agency support are considered. (Field experience required) Prerequisite: SEG 520

SEG 640 (3) Language Learning and Literacy for Special Populations

An in-depth look at theories and research in oracy and literacy acquisition. Attention will be given to identifying students with perceptual and language processing difficulties as well as developing expertise in appropriate instructional strategies.

SEG 642 (3) Mathematics Education for Special Populations

An in-depth look at the development of mathematical concepts and productivity. Attention will be given to assessment of students with mathematical disabilities and the incorporation of instructional strategies to develop mathematical numeracy.

SEG 660 (3) Methods and Assessment for Special Populations I

The administration of formal achievement testing and informal measures of curriculum-based assessment will be addressed. Emphasis will be on the IEP development and educational programming for students with disabilities. (Field Component I) Prerequisites: SEG 520, 630, 634, 636, 638, 640, 642.

SEG 670 (3) Research Statistics and Single-Subject Design

This course enables students to read, interpret, and use single-subject research design methods for children with disabilities in the classroom setting. Proposal components of the exit research project are completed in this course. Prerequisites: SEG 520, 630, 636, 638, 642.

SEG 672 (3) Methods and Assessment for Special Populations II

A more intensive study of assessment related to the individual progress of students in individual group settings will occur. Monitoring of individual progress and the implementation of systematic teaching procedures and cognitive strategies are addressed. (Field Component II) Prerequisites: SEG 520, 630, 634, 636, 638, 640, 642, 660, 675.

SEG 675 (3) Field Component I

This course provides 150 hours of supervised field experience for educators preparing to teach students with learning and behavior disorders. Prerequisites: SEG 520, 630, 634, 636, 638, 640, 642.

SEG 685 (3) Field Component II

This course provides 150 hours of supervised field experience for educators preparing to teach students with learning and behavior disorders Prerequisites: SEG 520, 630, 634, 636, 638, 640, 642, 660, 675

TEACHING ENGLISH AS A SECOND LANGUAGE GRADUATE COURSES

TEL 500 (3) Introduction to Teaching English as a Second Language

Presents theories of language learning and factors which impede language learning. Designed to provide theoretical and practical experience in language acquisition. Students will provide tutorial assistance to non-native English speakers.

TEL 502 (3) ESL Practicum

An off-campus, intensive opportunity to apply skills in an authentic setting with individuals for whom English is a second language. This clinical/field experience may be arranged with a local ESL population or in an international context. Prerequisites: TEL 500, 531. TEL 518 taken at least concurrently.

TEL 518 (3) Teaching English as a Second Language Methods and Culture

Addresses current methods and materials for teaching English as a Second Language with a particular emphasis on culturally responsive instruction. Focuses on theory made practical with a strong emphasis on ethical and intercultural sensitivity. Includes practicum experiences to ensure classroom confidence and success. Prerequisites: TEL 500, 531.

TEL 531 (3) Descriptive Linguistics and Advanced Grammar

An introduction to the phonology, morphology, and syntax of the English language. Required of all teaching majors and minors in English.

TEL 535 (3) Phonetics and Phonology

Phonetics involves the study of human speech sounds, including articulatory phonetics, acoustic phonetics, and auditory phonetics. Phonology is the study of sound systems of languages, including how phonemes and allophones form integrated systems in particular languages resulting in differences from one language to another. Prerequisite: TEL 531.

TEL 536 (3) Morphology and Syntax

Morphology is the word formation system of languages, including how morpheme and allomorphs form integrated systems in particular languages resulting in differences from one language to another. The study moves to syntax and how these smaller units are used to form sentences and how sentences relate to one another. Prerequisite: TEL 531.