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Anthropology |
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ANT 5710 - Topics in Anthropology
Credit(s): 1 to 3
This course provides graduate students the opportunity to pursue topics of special interest in Anthropology appropriate for the 5000-level.
Prerequisites: The prerequisite is an undergraduate degree.
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Atmospheric Sciences |
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ATM 5071 - Broadcast Meteorologist I
Credit(s): 1
This course focuses on deepening and broadening the student’s knowledge of meteorological and environmental topics. The course serves as a means of enhancing the effectiveness of the broadcast meteorologist as a forecaster and as the station scientist. Possible topics include review and application of topics from the undergraduate meteorology curriculum to an operational broadcast setting, coverage of weather safety and global change issues, and survey of the earth, space, environmental, and related sciences covered by broadcast meteorologists in their role as the station scientist.
Prerequisites: This course is designed for those with a BS/BA in meteorology, atmospheric sciences, or related disciplines or the AMS Seal of Approval. This course is offered every semester.
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ATM 5072 - Broadcast Meteorologist II
Credit(s): 1
This course extends coverage of ATM 5071 to other meteorological and environmental topics suitable to the participants’ needs.
Prerequisites: Pre-requisite: ATM 5071. This course is offered every semester.
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ATM 5710 - Topics for Teachers
Credit(s): 1 to 4
This course is intended primarily for teachers who are interested in enhancing and updating the content of the courses they teach. Topics will be chosen from among those typically offered by the Meteorology Department. Specific topics and level will vary. Course may be repeated for credit when no duplication of experience results.
Prerequisites: The prerequisites are graduate standing and permission.
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Chemistry |
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SED 5280 - Issues in Environmental Studies
Credit(s): 4
This course focuses on the chemistry related to environmental problems. The instruction emphasizes the nature and properties of pollutants, and their interactions with each other and the environ ment. Particular attention is paid to the chemistry of aquatic systems.
Prerequisites: The prerequisite is SED 5310 or SED 5330. There is a lab fee.
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SED 5320 - Principles of Chemistry I
Credit(s): 4
This is the first course of a two-semester sequence that provides an introduction for Science majors to the principles of chemistry. The first semester treats stoichiometry, atomic structure, and the periodic table, chemical bonding and molecular structure, chemical reactions in aqueous solution, and the properties of solids. The course requires three classroom hours, and one two-and-a-half hour lab per week.
Prerequisites: The prerequisite or co-requisite is MAT 1020. High school or college physics is strongly recommended. There is a lab fee.
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SED 5330 - Principles of Chemistry II
Credit(s): 4
This is the second course of a two-semester sequence that provides an introduction for Science majors to the principles of chemistry. The second semester topics include behavior of gases, liquids and changes of state, properties of solutions, chemical equilibrium, acids and bases, solubility and complexion equilibria, electro-chemistry, and the behavior of the representative and transition elements. The course requires three classroom hours and one two-and-a-half hour lab per week.
Prerequisites: The prerequisite is SED 5320. There is a lab fee.
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SED 5340 - Organic Chemistry I
Credit(s): 4
Organic Chemistry I presents the fundamentals of the structure and reactions of carbon compounds. The instruction emphasizes reaction mechanisms, synthesis, stereochemistry, and chemical and spectroscopic methods of analysis. The course requires one three-hour laboratory per week which emphasizes basic techniques and synthesis.
Prerequisites: The prerequisite is SED 5330.
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SED 5350 - Organic Chemistry II
Credit(s): 4
This course continues SED 5340 with an introduction to the biochemistry of carbohydrates, lipids and proteins. The course requires one three-hour laboratory per week which emphasizes basic techniques of compound identification and synthesis.
Prerequisites: The prerequisite is SED 5340.
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SED 5360 - Chemistry Modules
Credit(s): 1 to 4
Chemistry Modules provide an intensive study of a variety of current topics in chemistry, offered in response to the current interests of the students and faculty. Examples of topics include food and nutrition, household chemicals, drugs and pharmaceuticals, farm chemistry, and water quality. Some modules may be taken for major elective credit with written permission. The course requires fifteen lecture/lab hours per credit.
Prerequisites: Permission of the instructor is required for registration. There is a lab fee.
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Design |
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DES 5030 - Fundamentals of Web Design
Credit(s): 3
This course provides students with the fundamentals of web design. It provides instruction in introductory web-design principles, web-site structure, Internet basics, web rapid-prototyping, and “What You See Is What You Get” (WYSIWYG) web design. This course requires the development of a web site; graduate education students will also create a research-based rationale for the site.
Prerequisites: The prerequisite is EDU 6490 or permission. There is a lab fee. This course is offered every spring.
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Education |
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EDU GTEW1 - Teacher Education Workshop I
Credit(s): 0
Participants are introduced to the teaching licensure process and related professional topics. This workshop meets for one two-hour session.
Offering Location: Johnson Campus
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EDU GTEW2 - Teacher Education Workshop II
Credit(s): 0
Participants review the teaching licensure process and related professional topics and apply for the first practicum. This workshop meets for one two-hour session.
Offering Location: Johnson Campus
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EDU GTEW3 - Teacher Education Workshop III
Credit(s): 0
Participants review the teaching licensure process and related professional topics and apply for the second practicum. This workshop meets for one two-hour session.
Offering Location: Johnson Campus
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EDU GTEW4 - Teacher Education Workshop IV
Credit(s): 0
Participants review the teaching licensure process and related professional topics and apply for an internship/student teaching placement. This workshop meets for one three-hour session.
Offering Location: Johnson Campus
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EDU GTEW5 - Teacher Education Workshop V
Credit(s): 0
Participants review the teaching licensure process and related professional topics and apply for a verification check. This workshop meets for one two-hour session.
Offering Location: Johnson Campus
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EDU 5000 - Educator Portfolio Tutorial
Credit(s): 1-3
This course guides participants through the development of the Level I Educator licensure portfolio. It is designed for those who are reworking one or more entries of the portfolio. We review standards and regulation for educator licensure, examine each entry assignment and use reflective practice and self-study to generate a coherent, grounded and thorough demonstration of growth and preparation as a professional. Participants make a public presentation of their final portfolio. This course may be repeated.
Prerequisites: Permission of instructor
Offering Location: Johnson Campus
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EDU 5011 - Educational Studies
Credit(s): 3
This course examines theories, research and practices related to education as a profession and an academic disincline. Participants study education in three specific realms: the ways our personal backgrounds and experiences influence who we are and will be as educators; the ways educational history, policy and law influence who we are and will be as educators; and the ways particular theories about learning influence who we are and will be as educators. Emphasis is placed on acquiring the writing and research skills necessary for academic and professional success. A 20-hour fieldwork project is required. Fall semesters
Offering Location: Johnson Campus
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EDU 5015 - Literature, Media & Text for Children & Young Adults
Credit(s): 3
This course examines a wide range of literature and media for children and young adults. Participants study literature selection for different reading levels across age groups and learn to conduct text analysis while building an understanding of literature as an intersection of aesthetics, semiotics, culture, literacy and learning. Aesthetics, literacy theory and media studies serve as the theoretical and research basis for the course. Summer semesters
Offering Location: Johnson Campus
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EDU 5020 - Literature for Children
Credit(s): 3
This course offers students an overview of the field of children’s literature, insight into the use of children’s literature in content areas, and an understanding of how to better use reference materials. The course also provides perspective on the handling of contemporary issues in children’s literature. A wide spectrum of literature will be examined, and participants will have the opportunity to examine regional literature, authors, and illustrators more closely.
Prerequisites: The course will be offered at least every three years.
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EDU 5020 - Literature for Children
Credit(s): 3
A survey of literature for children, this course explores literary elements; the features of narrative and expository text across genres, eras, cultures and subcultures; and implications for metacognition and content-area use across a range of reading abilities, including emergent readers. Emphasis is placed on the critical selection of books based on the child’s developmental interest, desire to read and desired outcome. The review and selection of instructional materials, including technology-based materials, and the relevant use of literacy assessments, including the “Response to Instruction” model, are addressed.
Offering Location: Johnson Campus
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EDU 5021 - Instructional Dynamics for the Elementary Educator
Credit(s): 4
Theory, research and practice related to language, literacy and literature for diverse learners are explored in the context of an elementary classroom. Topics include language origins, speaking, prosody, reading, writing, spelling, phonemic awareness, phonics, vocabulary, morphology, comprehension, fluency and supporting English language learners. Diagnosis, identification and intervention for reading and writing skills also are introduced. Using lesson study and professional learning communities, participants develop, teach and assess integrated, standards-based lessons for inclusive settings. This course provides a placement in a local school accompanied by a regular seminar; students should apply for the placement during the prior semester. Spring semesters
Prerequisites: Curriculum & Instruction track only: EDU 5015 ; EDU GTEW1 ; EDU GTEW2 ; successful completion of Praxis CORE
Offering Location: Johnson Campus
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EDU 5025 - Literature for Youth
Credit(s): 3
This course offers students an overview of the field of adolescent literature, insight into the use of literature in different content areas for middle school and secondary students, and an understanding of how to better use reference materials. It also provides perspective on the handling of contemporary issues in adolescent literature. A wide spectrum of literature will be examined, and participants will have the opportunity to examine regional literature, authors, and illustrators more closely.
Prerequisites: The course will be offered at least every three years.
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EDU 5026 - Partnering with the Adolescent Learner to Promote Student Engagement
Credit(s): 4
This course introduces participants to theory and research related to instruction for engagement and motivation of the adolescent learner. Participants apply this scholarship through a placement in a local school: Using lesson study and professional learning communities, participants develop, teach and assess content-area, standards-based lessons for inclusive settings. Specific topics of study include Cambourne’s Framework of Engagement, Partnering Pedagogy, assessment, classroom management and lesson study. This course provides a placement in a local school accompanied by a regular seminar; students should apply for the placement during the prior semester. Spring semesters
Prerequisites: Curriculum & Instruction track only: EDU GTEW1 ; EDU GTEW2 ; successful completion of Praxis Core
Offering Location: Johnson Campus
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EDU 5031 - Instructional Dynamics for the Unified Arts
Credit(s): 4
This course introduces participants to theories and research related to instruction in an inclusive and integrated unified arts environment. In addition to instructional strategies, topics include aesthetics, movement, play, critique and other creative aims as they enhance engagement and support development. The course also addresses literacy strategies for technical subjects. Using lesson study and professional learning communities, participants develop, teach and assess integrated, standards-based lessons in an elementary school. This course provides a placement in a local school accompanied by a regular seminar; students should apply for the placement during the prior semester. Spring semesters
Prerequisites: Curriculum & Instruction track only: EDU GTEW1 ; EDU GTEW2 ; successful completion of Praxis CORE
Offering Location: Johnson Campus
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EDU 5035 - Language & Literacy Development in the Early Years
Credit(s): 3
This course addresses theory and research related to early language and literacy development. Topics include oral language and pre- and emergent literacy development from birth to age 8; methods and materials for teaching and assessing early literacy; typical and atypical language and literacy learning; linguistics and sociolinguistics; literature in early childhood; and learning through play. These and related concepts are integrated as a basis for making appropriate instructional choices for all learners, including English language learners, in an inclusive classroom. This course provides a placement in a local school accompanied by a regular seminar; students should apply for the placement during the prior semester.
Offering Location: Johnson Campus
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EDU 5039 - Language, Culture & Education
Credit(s): 3
This course addresses theories and research related to language development in the context of the family, community, ability and schools. What is language? How did humans develop it and use it? How does language vary? How does language affect who we are, how we see ourselves and who we become? What is the relation between language, culture and literacy? What issues arise for young English Language Learners. Emphasis is placed on birth through adolescence. 20 hours of fieldwork. This course is required for middle level and secondary endorsement programs for English. Fall semesters
Offering Location: Johnson Campus
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EDU 5041 - Promoting Inventive Thinking: Integrating Multimodal Literacy Across the Curriculum
Credit(s): 3
This course examines theories and research related to literacy development and text analysis within secondary content areas. Topics include vocabulary and comprehension instruction, opportunities to write, interactive pedagogy, multiliteracies, technology and the use and creation of multimodal texts. Fall semesters
Offering Location: Johnson Campus
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EDU 5045 - Teaching Engineering: Context, Methods, and Assessment for P-12 Educators
Credit(s): 3
This course introduces participants to the role of engineering in society and to the engineering process as a distinct approach to problem solving. Through an examination of the historical and sociological function of engineering across various specializations, the course provides a contextual perspective of engineering as a vital human pursuit. Participants learn how to teach the engineering design process in youth settings to address real-world problems using basic quantitative reasoning, geometric applications, manipulatives, and digital applications. We examine theories and research related to STE/AM curriculum, instruction, and assessment. Issues of equity and social justice as elements of the instructional process are highlighted. Assignments involve selecting, analyzing, and incorporating current peer-reviewed research. (20 hours of fieldwork is required)
Offering Location: Johnson Campus
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EDU 5110 - Teaching Students with Special Needs: Elementary Emphasis
Credit(s): 3
This course reviews the etiology, characteristics, and evaluation of individuals diagnosed as learning impaired or learning disabled. The course studies current research and practice regarding teaching strategies, instructional modifications, curriculum, and transitional planning, supervising paraprofessionals, and collaboration with other professionals.
Prerequisites: The prerequisites are EDU 3510, EDU 2110 or permission.
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EDU 5115 - Teaching Students w/Special Needs - Secondary Emphasis
Credit(s): 3
This course introduces students to the special education process including the development of the Individualized Education Program. The course explores effective methods for individualizing instruction and modifying curriculum to meet the needs of students with special needs. Students are taught to use assessment data to guide recommendations in the classroom setting.
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EDU 5135 - Developing a Positive Classroom Climate
Credit(s): 2
This course explores theories and practice in developing a positive classroom climate. The applications of motivation and management principles and procedures to develop and maintain a positive learning environment in the classroom is studied. Positive Behavior Support, a systems approach to academic achievement and social competence for all children, is explored through study of research based practices, interventions and systems that are integrated to improve the educational experience of all students, including those with disabilities.
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EDU 5160 - Middle Level School Organization
Credit(s): 3
This course focuses on the dynamics of contemporary middle level schools by examining the organizational features and practices which facilitate success-oriented learning environments for the young adolescent of the 21st century.
Offering Location: Johnson Campus
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EDU 5170 - Teaching Students with Emotional and Behavioral Disabilities
Credit(s): 3
Students study methods of assessment, evaluation, and programming for children with behavioral and emotional problems that interfere with normal learning and social development. Students also investigate behavior modification, biophysical, ecological, developmental, psychodynamic, and counter-theoretical approaches.
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EDU 5190 - Observation and Participation
Credit(s): 1
This course provides students without prior field experience the opportunity to complete field experience designed to integrate content, pedagogy and professional knowledge. These experiences will be connected to appropriate core courses.
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EDU 5210 - Literature for Young Adults
Credit(s): 3
A survey of literature for students at the middle school and secondary levels, this course explores literary elements; the features of narrative and expository text across genres, eras, cultures and subcultures; and implications for metacognition and content-area use across a range of reading abilities. Emphasis is placed on the critical selection of books based on the developmental interests and concerns of youth, the desire to read and the enhancement of self-efficacy. The review and selection of instructional materials, including technology-based materials, and the relevant use of literacy assessments, including the “Response to Instruction” model, are addressed.
Offering Location: Johnson Campus
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EDU 5220 - Learning Disabilities/Secondary
Credit(s): 3
This course introduces the etiology, characteristics, evaluation and law governing the education of students with secondary student learning disabilities. The course introduces students to the special education process including the development and implementation of the Individualized Education Plan. The course explores effective methods and materials for individualizing instruction and modifying curriculum to meet the needs of students with special needs. Students are taught to use assessment data to guide classroom instruction. Methods of developing a positive classroom climate for all students are introduced.
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EDU 5223 - Differentiating Instruction, Assessment, and Special Education Law
Credit(s): 3
This course provides instruction in the methods and materials appropriate for teaching students with special learning needs in the inclusive classroom. Models of designing an inclusive classroom, including universal design and differentiated instruction, are studied with an emphasis on using assessment data to inform instruction. The course provides an introduction to special education law and the special education process. This offers the student an opportunity to participate in the development of the Individualized Education Program and to work collaboratively as a member of the Evaluation and Planning team.
Prerequisites: This course is offered every spring.
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EDU 5250 - Literacy Development in the Content Area
Credit(s): 3
This course will concentrate on the principles, effective teaching methods, and materials for developing literacy in the content areas. Best practices in the areas of reading comprehension, vocabulary, writing, new literacies and assessment are addressed. The focus is on specific needs within the various content areas taught in the secondary schools for both the general student population and special populations.
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EDU 5310 - Reading and Language Arts
Credit(s): 3
This course emphasizes reading, writing, speaking and listening. Materials, methods and classroom organization are considered as well as theoretical and research foundations for literacy instruction. Participants will learn to use of technology as an instructional tool with emphasis on technology’s role in research, problem solving, and presentation to promote higher order thinking.
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EDU 5320 - Technology in Education
Credit(s): 3
This course focuses on the use of media and technology in the classroom. Discussions center on the implications and impacts of technology on the learning process.
Offering Location: Johnson Campus
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EDU 5371 - Applied Behavior Analysis I: Introduction to Concepts & Principles
Credit(s): 3
This course provides an introduction and overview of the basic concepts, principles and techniques of Applied Behavior Analysis (ABA). Upon successful completion of this course, the student will be conversant with the vocabulary of ABA, understand how environmental events influence human behavior, know how to measure behavior in applied settings, and begin to learn how to structure learning environments to increase pro-social behaviors and decrease maladaptive behaviors. This course will address the following BACB content areas: Definitions and Characteristics; and Principles, Processes and Concepts (45 hours). Spring semesters
Offering Location: Johnson Campus
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EDU 5380 - Social Studies Methods
Credit(s): 2
This course will address social studies curriculum, instruction and assessment through Understanding by Design. Focus on using Social Science to develop 21st Century learning environments that reflect personalization, collaboration, active engaged learning, technology rich, investigative, interdisciplinary curriculum.
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EDU 5450 - Assessment of Exceptional Students
Credit(s): 3
Assessment of Exceptional Students will provide instruction in administration, scoring and interpreting tests commonly used to identify students as learning disabled, behavior disordered, or learning impaired. The Woodcock-Johnson Psycho-educational Battery, Adaptive Behavior Scale, Test of Language Development, Test of Written Language, The Instructional Environmental Scale, Clinical Evaluation of Language Functioning, and Behavior Rating Scales are among the tests that will be studied in depth. The course will focus on both federal regulations and Vermont guidelines and procedures for identifying children with learning disabilities, emotional disturbances, and learning impairments.
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EDU 5470 - Reading Disabilities I
Credit(s): 3
This is a basic course for prospective clinicians and remedial teachers and an advanced course for prospective classroom teachers. The instruction covers the diagnosis of reading disabilities and the classification of reading problems. Experience with a variety of approaches to problems is a major consideration.
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EDU 5480 - Science and Technology
Credit(s): 3
This course addresses the use of technology in developing 21st century skills across the curriculum. Participants will learn to use technology as an instructional tool with emphasis on its role in research, problem solving, and presentation to promote higher order thinking, engage individual learning styles, extend learning opportunities, and provide access to resources beyond the school environment. The use of technology to promote interdisciplinary studies as well as to address individual learning strengths will be addressed.
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EDU 5585 - Human Relations Management
Credit(s): 3
This course will focus on human relations theory and practice as it relates to individual, group, and organizational performance. Topics will include various perspectives on organizational staffing, and improved organization effectiveness through employee training and development.
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EDU 5590 - Budgeting and Finance Process
Credit(s): 3
This course will examine budgeting and finance processes and issues as they relate to various levels of leadership. The instruction will examine the concepts that form the foundation for decisions that influence funding across a broad range of organizational objectives.
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EDU 5710 - Special Topics in Education
Credit(s): Variable
This course number is used to designate first-time offerings or new courses and/or one-time offerings of extension courses.
Offering Location: Johnson Campus
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EDU 5810 - Reading Disabilities II: Practicum
Credit(s): 3
This course allows the student or teacher the opportunity to consider actual reading problems in relation to a wide variety of diagnostic and remedial activities. Seminars include the review and development of techniques and approaches to reading problem solving. Practicum activities focus on using and evaluating materials and ideas while working with students either in the public schools or at the College reading clinic.
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EDU 5910 - Independent Study
Credit(s): 1-6
An opportunity to do intensive study in a specific area of education not otherwise addressed in the departmental curriculum is available through this course. Each student’s project is designed with a faculty advisor and must be approved by the graduate coordinator.
Offering Location: Johnson Campus
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EDU 6010 - Supervision & Evaluation
Credit(s): 3
The purpose of the course is to provide students with a knowledge base in supervision/evaluation as it relates to the changing workplace. The course will also help participants acquire some of the skills necessary for the supervision/evaluation process.
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EDU 6011 - Integrating Elementary Methods
Credit(s): 4
This course examines theories and research related to curriculum development across time and through a variety of frameworks, with specific attention to the elementary classroom. The course is structured as a practicum with a placement in an elementary school combined with a seminar for the study of methods and materials needed to teach literacy, mathematics, social studies and science, with an emphasis on integrating core content areas with the arts, physical education and technology through thematic units. Topics include unit planning employing Universal Design for Learning, integrated instruction and assessment. It includes a full-day, full-semester placement in a partnership school, adhering to the calendar of the school; students should apply for the placement during the prior semester. Fall semesters
Prerequisites: EDU GTEW3
Offering Location: Johnson Campus
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EDU 6021 - Implementing Content-Specific Methods in a Secondary Classroom
Credit(s): 4
This course examines theory and research related to curriculum development across time and through a variety of frameworks with specific attention to the secondary classroom. The course serves as a practicum for secondary education. As such, participants spend the majority of time working side-by-side with a licensed educator in a secondary school classroom. Participants construct curricular units in their content area employing Universal Design for Learning with an emphasis on instructional strategies and assessment methods. This course provides a placement in a local school accompanied by a regular seminar: An application for the placement should be submitted during the prior semester. Fall semesters
Prerequisites: EDU GTEW3
Offering Location: Johnson Campus
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EDU 6025 - The Art of Experience in Education: Designing for Engagement & Accomplishment through the Unified Arts
Credit(s): 4
This course examines theories and research related to curriculum development across time and through a variety of frameworks with specific attention to the role of experience and the unified arts. Topics include knowledge and understanding, processual and experiential learning and engagement and motivation. A variety of designs are introduced and analyzed, such as theme-based, learner-centered, problem-oriented and critical approaches, as well as inclusion, differentiation, multiculturalism, cooperative learning, backward design and integration. Participants construct curricular units in their content area employing Universal Design for Learning with attention to technical literacy, diversity and adaptation. This course provides a placement in a local school accompanied by a regular seminar: An application for the placement should be submitted during the prior semester.
Prerequisites: EDU GTEW3
Offering Location: Johnson Campus
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EDU 6030 - Middle Level Curriculum: Instruction & Assessment
Credit(s): 3
This course focuses on investigating and modeling the development and implementation of instructional strategies, evaluation procedures and integrated and inventive curriculum design appropriate to your adolescents. Summer semesters
Prerequisites: EDU-5010; EDU 5160 ; or permission of instructor
Offering Location: Johnson Campus
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EDU 6031 - Classroom Strategies Practicum
Credit(s): 1-3
This course examines theories and research related to best practices for creating a professional classroom environment, instructional efficiency, activity transition, discipline and management, work routines for teachers and problem solving. Under the guidance of a college supervisor, participants work with a classroom teacher to study and practice classroom strategies. This is a field-based course, with participants placed in a classroom for a full semester. Placement hours for each participant are determined in advance per credit load; students should apply for the placement during the prior semester. This course may be repeated for credit.
Offering Location: Johnson Campus
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EDU 6045 - Developing Literacy Skills K-6
Credit(s): 3
This course provides students with an introduction to developing reading, writing, speaking and listening skills in grades K – 6. This course focuses on the theoretical background, literacy processes, instructional practices and materials that develop literacy skills in children. Students will learn to incorporate phonemic awareness, phonics, fluency, word study, comprehension, and writing in a comprehensive literacy program. Students will become familiar with screening, diagnostic, and program assessments in order to direct literacy instruction to meet individual needs.
Prerequisites: This course is offered every fall.
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EDU 6080 - Directed Field Study
Credit(s): 3-6
Working with a faculty member, students develop a field study in their chosen area of specialization. Extensive field work is required. The field study must be described in a written contract and be approved by the faculty advisor and the graduate coordinator.
Offering Location: Johnson Campus
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EDU 6095 - Literacy Intervention
Credit(s): 3
This course will examine theories on the development of literacy and the factors that contribute to reading difficulties. Students will learn to implement effective assessment, monitoring and instructional techniques for working with students with literacy needs. Students will explore the principles of curriculum-based measurement in relation to response to intervention. This course is required for students pursuing middle level or secondary endorsement in English. Summer semesters
Prerequisites: Permission of instructor
Offering Location: Johnson Campus
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EDU 6135 - Legal and Ethical Issues in Education
Credit(s): 3
This is a course in legal issues and professional ethics related to teaching with instructional resources. The course explores educational legal issues, professional ethics, and information literacy topics such as plagiarism, confidentiality, and copyright law in the information age. The course evaluates decisions and assesses various approaches to fundamental ethical dilemmas and the impact of academic ethics in contemporary society.
Prerequisites: This course is offered every summer.
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EDU 6150 - Research Methods in Applied Behavior Analysis
Credit(s): 3
Single-case experimental designs are a hallmark of applied behavior analysis. These designs operate to demonstrate functional relationships between adjustments in independent variables and their effects upon dependent variables. This course examines theoretical, practical and ethical issues in experimental design and control. Students learn basic research methods and analyses as well as learn how to design and write a research proposal. This addresses the following BACB content areas: Ethical Considerations (5 hours); Experimental Evaluations of Interventions (20 hours); and Measurement of Behavior and Displaying and Interpreting Behavioral Data ( 20 hours). Fall semesters
Offering Location: Johnson Campus
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EDU 6190 - Mathematics in the Elementary Classroom
Credit(s): 3
Participants will develop an understanding of how to evaluate and design appropriate math instruction for diverse learners. Emphasis will be on numeracy, inquiry, and problem solving instruction. Participants will gain experience in the use of formative assessment and authentic tasks in math instruction. Participants will learn to use of technology as an instructional tool with emphasis on technology’s role in research, problem solving, and presentation to promote higher order thinking.
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EDU 6235 - Characteristics & Development of Diverse Learners
Credit(s): 3
This course will examine the etiology of educational disabilities and the diverse characteristics of students with disabilities. The course will explore contemporary theories and sociological aspects of disabilities. Students will understand the impact of various disabilities on learning and social development and identify strategies to develop effective programming. Fall semesters
Prerequisites: Permission of instructor
Offering Location: Johnson Campus
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EDU 6280 - Education, Culture, and Ecology
Credit(s): 3
This course introduces students to the integral relationship between teaching and learning, the broader society, and the environment. Participants will work collaboratively to examine current cultural trends, controversies and values, ecological parameters of choice and social change priorities at the local and global level in light of current learning theory. Texts will draw from a variety of academic fields, including anthropology, ecology, economics, education, and sociology.
Prerequisites: The course will be offered at least every three years.
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EDU 6285 - Methods in Teaching Secondary Science
Credit(s): 3
This course focuses on teaching methods and techniques, as well as preparation, implementation, and assessment of curriculum in the specific content area. The teacher’s relationship with the school and community is also addressed.
Prerequisites: The prerequisite is EDU 6565.
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EDU 6286 - Methods in Teaching Secondary English
Credit(s): 3
This course focuses on teaching methods and techniques, as well as preparation, implementation, and assessment of curriculum in the specific content area. The teacher’s relationship with the school and community is also addressed.
Prerequisites: The prerequisite is EDU 6565.
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EDU 6287 - Methods in Teaching Secondary Social Studies
Credit(s): 3
This course focuses on teaching methods and techniques, as well as preparation, implementation, and assessment of curriculum in the specific content area. The teacher’s relationship with the school and community is also addressed
Prerequisites: The prerequisite is EDU 6565.
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EDU 6330 - Evaluating Academic Characteristics
Credit(s): 3
The purpose of this course is to examine theoretical and practical applications of diagnosing and assessing educational disabilities and academic strengths and limitations. Students will learn to use assessment procedures to identify students; strengths and limitations to assist in developing appropriate accommodations and interventions. Students will develop skills to utilize data to develop effective goals for individual education plans. Experience in selecting, administering, scoring and interpreting formal standardized tests will be provided. Summer semesters
Offering Location: Johnson Campus
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EDU 6372 - Applied Behavior Analysis II: Fundamentals of Behavioral Assessment & Intervention - J
Credit(s): 3
This course reviews the basic concepts and principles of Applied Behavior Analysis presented in ABA I (EDU 5371 ) and progresses to advanced ABA theory and methods. Students read and critique research studies and related articles and begin to apply ABA principles in the natural environment to increase pro-social behaviors and/or reduce maladaptive or interfering behaviors. Students will conduct a functional behavioral assessment; design and implement a direct and daily data-collection system; and develop, implement and evaluate an individualized behavior-change procedure for at least one individual. This course addresses the following BACB content areas: Behavioral Assessment; and Selecting Interventions, Outcomes and Strategies (35 hours); Behavior Change Procedures; and Systems Support (10 hours). Fall semesters
Prerequisites: EDU 5371
Offering Location: Johnson Campus
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EDU 6373 - Applied Behavior Analysis III: Advanced Applications & Ethics
Credit(s): 3
A portion of this course is spent exploring issues of ethics and standards of professional practice in Applied Behavior Analysis as well as legal, cultural and social issues. Students are expected to apply behavior-change concepts and procedures as part of their final project both for this class and for their Master’s Action Project. A review and exploration of ethics as they pertain to the broader field and to the identified intervention, behavioral assessment and selection of intervention will be part of the Master’s Action Project as well as outcome strategies and support of systems in which behavioral changes are to occur. This course addresses the following BACB content areas: Ethical Considerations (10 hours); Behavior Change Procedures; and Systems Support (35 hours). Spring semesters
Prerequisites: EDU 6372
Offering Location: Johnson Campus
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EDU 6390 - Instructional Methods in Applied Behavioral Analysis
Credit(s): 3
A wealth of validated peer-reviewed studies exist that support the efficacy of Applied Behavior Analysis methods to teach, improve or sustain socially significant behaviors in virtually every domain for children and youth with Autism Spectrum Disorders (ASD) and other developmental disabilities. This course examines ABA instructional methods often used to teach children and youth with ASD and other developmental disabilities. Emphasis is placed on Skinner’s model of verbal behavior and the development of direct instructional techniques, including data-collection systems, reinforcement therapy and assessment of reinforcement preferences, sharing and chaining techniques, prompting and prompt fading, and Discrete Trial Learning (DTL). This course addresses the following Discretionary BACB content areas (45 hours). Spring semesters
Offering Location: Johnson Campus
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EDU 6400 - Foundations of Educational Technology
Credit(s): 3
This course employs historical and critical perspectives, cultural and socioeconomic factors, and policy research to examine the role of educational technology in society. Participants construct tutorials on equitable and ethical use of technology in formal and informal educational settings.
Offering Location: NVU Johnson
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EDU 6405 - Designs for e-Learning
Credit(s): 3
This course provides an overview of theories and research related to e-learning as a distinct approach for instructional design. Through a review of current innovations in design, application, and technology, topics of study include blended and online formats, networked peer learning, project and inquiry-based approaches, proficiency methods, discussion and assignment protocols, and a variety of digital learning activities (DLA) such as multimedia, digital textbooks, gaming, and video. Participants conduct a project to investigate a learning environment and provide recommendations for an e-learning design.
Offering Location: NVU Johnson
Notes: 20 hours of fieldwork.
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EDU 6407 - Assessment & Evaluation in Educational Technology Integration
Credit(s): 3
This course provides an overview of theories and research related to learning assessment, both formative and summative, and program and project
evaluation, with strategies for implementing educational technology. Topics include Understanding by Design®, content-specific approaches, ecological assessment, standardized testing and achievement data, proficiency review techniques, self-evaluations, validity and reliability, etc. Participants develop an assessment or evaluation plan for an instructional setting, project, or program.
Offering Location: NVU Johnson
Notes: (20 hrs. of fieldwork)
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EDU 6408 - Instructional Strategies in Educational Technology Integration
Credit(s): 3
This course examines theories and research related to educational technology integration for standards-based curriculum and instruction. Discussions revolve around implications and the impact of technology on curriculum and instruction. Participants create an instructional unit based in curricular and technology standards, guided by integration standards and principles of effective, age-appropriate practice.
Offering Location: NVU Johnson
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EDU 6409 - Inclusive Practice in Educational Technology Integration
Credit(s): 3
This course provides an overview of theories, research, and practical applications related to inclusive instruction through universal design for learning, differentiation, and adaptive and assistive technology. Utilizing learner-centered approaches, participants will learn how to provide an appropriate educational opportunity for all learners. Assignments involve selecting, analyzing, and incorporating current research-based practices.
Offering Location: NVU Johnson
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EDU 6412 - Leadership in Educational Technology Integration
Credit(s): 3
This course provides an overview of theories and research related organizational change, process consultation (Schein, 1999), adult and professional learning, and technology infrastructure appraisal and planning. Participants conduct a technology appraisal, record an inventory, and develop an improvement plan including hardware, software, and professional learning.
Offering Location: NVU Johnson
Notes: (20 hrs. of fieldwork)
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EDU 6428 - Defining & Applying Digital Literacy in the Classroom
Credit(s): 3
Digital literacy has been used in many contexts and has a very broad meaning. In this course, the term refers to the ability to seek out and use digital content, create and share original digital content, and evaluate digital content for authenticity and value. These are all essential skills for students to possess as they enter a technology-rich future. Participants will examine these areas and learn how to promote these skills with their students.
Offering Location: NVU Johnson
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EDU 6432 - Teaching with Digital Content
Credit(s): 3
Participants will examine various forms of digital content and strategies to align the content with standards, goals and teaching objectives. Students will develop search skills to identify and validate quality digital resources. Participants will categorize digital content by identifying and tagging resources that are appropriate for various teaching strategies
(i.e. whole group, individual or small group) as well as student learning abilities (i.e. ready-to-learn, advanced, remedial). Participants will also explore the most effective ways to distribute digital content to students and parents to support learning in and out of school.
Offering Location: Online
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EDU 6434 - The Global Context of Technology and Education
Credit(s): 3
Technology changes and advances are occurring every day in some field or area of interest, and those changes, whether in, for example, industry, sports, communications, or medicine, influence local and global economies as well as local and global ways of thinking and doing. Education is certainly part of those spheres of influence as we consider the devices and resources we can use in the classroom, how we think about and facilitate learning, and how we think about what it means to be future ready. In this course we will examine some of the global education movements and influences, and investigate how we can implement appropriate shifts in thinking and practice so we and our students are prepared for their futures.
Offering Location: Online
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EDU 6435 - Change Management
Credit(s): 3
This course prepares participants to manage change within a variety of educational settings. The course covers change-management theory, features of organizational environments, and sustainable educational technology plans. The course also identifies specific strategies for managing change in educational environments and for professional development in the context of educational change.
Prerequisites: This course is offered every summer.
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EDU 6436 - Coding in K-12 Classrooms
Credit(s): 3
No matter what their future goals may be, learning coding is a key to preparing students for the future. While the emphasis is on developing coding skills, the ancillary skills are equally important and empowering. In this course, teachers will collaborate and practice with peers on projects using grade-appropriate coding languages and resources, such as Scratch, Java, HyperText Markup Language (HTML), and Extensible Markup Language (XML). By practicing and working with peers, teachers learn how to help all learners develop and refine problem-solving and critical thinking skills using collaboration, creativity, and communication while practicing persistence.
Offering Location: NVU Johnson
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EDU 6438 - 3D MakerSpaces in Schools
Credit(s): 3
3D printing, laser-cutting, and other tools and techniques are transforming how products are imagined, designed, produced, and serviced. These subtractive and additive technologies help users to make any digital creation real as amazing printers fabricate objects in three dimensions. In this course, educators will gain the knowledge and confidence needed to architect and implement innovative uses of 3D printing and MakerSpaces in school and classroom settings. In so doing, educators will position students as creators and investors who can collaborate, communicate and solve problems critically through rapid prototyping and iterative thinking.
Offering Location: Online
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EDU 6441 - Robotics in K-12 Education
Credit(s): 3
Since the early theorists in cognitive science pointed out the importance of having students actively construct knowledge through their own experiences, educators have been seeking ways to create constructivist learning environments. This, coupled with the recent emphasis on STEM education, has opened the door for learning environments that focus on robotics. A robotics curriculum can aid in preparing students for success in the emerging economy and are highly effective in developing collaboration and
teamwork as well as self-confidence through a sense of accomplishment. This course will focus on the history of constructivism and STEM education, tools that can be used to build a robotics curriculum and effective teaching and evaluation strategies selected to deliver the curriculum.
Offering Location: Online.
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EDU 6442 - Identifying and Applying Technologies to Support Creativity in the Classroom
Credit(s): 3
Participants will examine the concept of creativity through the review of research on the perspectives of cognitive theory targeted at higher levels of thinking. Students will also investigate how creativity can be taught through overt strategies. Students will then analyze how new and emerging technologies have supported the development of teaching strategies that promote creativity. Participants will review various instances where problem-solving approaches and the design process have been utilized to engage students and promote creativity. Students will use information gained through the review and analysis process as the basis for designing innovative digital learning experience to engage students and support creativity.
Offering Location: NVU Johnson
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EDU 6465 - Strategies of Inclusive Practice
Credit(s): 3
This course addresses the strategies to promote inclusive practices in the classroom. The course will review basic remedial principles, specific teaching methods, principles of universal instruction, lesson planning and IEP development for students with unique learning characteristics. The course will also address the causes of emotional problems in school-aged children. Students will review specific behavior and adjustment problems and study appropriate classroom management and educational procedures. Emphasis will be placed on functional behavior assessment, positive behavior intervention plans and positive behavior instructional supports. Students will be required to select, analyze and incorporate current peer-reviewed research into their inquiry projects. Includes a supervised practicum in a special education setting. Spring semesters
Offering Location: Johnson Campus
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EDU 6467 - Examining the Effectiveness of Technology Integration Through Action Research
Credit(s): 3
Action research is a process by which practitioners examine specific elements of their practice and determine its effectiveness and whether changes are suggested for improved outcomes. This course will focus on techniques used to examine and reflect on actions taken by teachers to prompt learning. Participants will learn to identify problems, conduct an investigation, reflect on the findings and adjust their practice appropriately.
Offering Location: NVU Johnson
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EDU 6485 - Technology for Educational Assessment
Credit(s): 3
This course explores a variety of different technologies as tools for assessment. Students will learn when assessment should be integrated into curricula and will explore how to choose the right assessment tool to fit their classroom needs. Students will be exposed to technologies such as clickers and ePortfolios throughout the course.
Prerequisites: This course is offered every fall.
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EDU 6487 - Business of Educational Technology
Credit(s): 3
This course provides participants with the necessary understanding of how business principles support and advance educational technology. Participants will learn how to draft proposals and grants for evaluating, planning, and implementing educational technology systems.
Prerequisites: This course is offered every fall.
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EDU 6490 - Technology for Educators
Credit(s): 3
This hands-on course provides students with a foundation in the use of up-to-date technology. Participants will gain skill in using different educational software and hardware, assistive technology, and the Internet to support the learning of all students, including those with learning problems. The course will present technology to support instruction through software applications, social networking, and mobile technology. Best practice in the use of educational technology will be addressed.
Prerequisites: There is a lab fee. The course will be offered every summer.
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EDU 6495 - Tools of Educational Technology
Credit(s): 3
The purpose of this course is to take a hands-on approach to different technologies available to educators. Students will learn about tablets, clickers, learning-management systems, and other popular technology tools. The course discusses how to integrate these technologies successfully into a classroom.
Prerequisites: The prerequisite is EDU 6490. This course is offered every spring.
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EDU 6540 - Advanced Studies in Learning Theory
Credit(s): 3
This course examines the various theories of learning and their application to the classroom. The interaction of physical, social, emotional, cultural, cognitive and personality factors and the role of learning in these processes is addressed in this course. Brain based research is also explored. The effect of motivation, intelligence, and attitudes are also addressed, as are issues in educational theories for using technology.
Prerequisites: This course is offered every fall.
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EDU 6550 - Foundations and Issues in Education
Credit(s): 3
This course provides a survey of philosophical, historical, and contemporary issues in education. Historical perspectives will be explored through understanding the changing conceptions of curriculum reform. Social and cultural forces affecting curriculum will be discussed in terms of decision systems for curriculum change. The impact of technology on education will be explored. The historical and philosophical orientation of this course will enable students to understand, evaluate and act on current issues in education.
Prerequisites: This course is offered every fall.
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EDU 6555 - Critical & Cultural Perspectives in Education
Credit(s): 3
In this course, participants use critical and cultural theory and research to examine education as a sociocultural endeavor. Participants learn to analyze the means by which distinct cultural values interact with historical trends, social norms and global forces to shape the aims of schooling, the perceptions of policymakers, the role of educators, the function of families and support agencies and the expectations for youth. Attention is drawn to civic and governmental processes for moving education toward more equitable and inclusive ends. Participants conduct a collaborative fieldwork project with a social service agency using family-centered practice toward the goal of advocating for the democratic aspirations of education. 20 hours of fieldwork. Spring semesters
Offering Location: Johnson Campus
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EDU 6561 - Reading Recovery I
Credit(s): 3
This course introduces teachers to the philosophy and techniques of the Reading Recovery program. The course will give participants an opportunity to demonstrate effective teaching of Reading Recovery materials under the supervision of a teacher leader. Instruction in data gathering, progress monitoring, and curriculum planning is included.
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EDU 6562 - Reading Recovery II
Credit(s): 3
This course is a continuation of EDU 6561. The instruction focuses on advanced techniques used in the Reading Recovery program.
Prerequisites: The prerequisite is successful completion of EDU 6561.
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