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Counseling |
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CSL 6880 - Mental Health Internship & Seminar
Credit(s): 6
The clinical mental health counseling internship is completed over two semesters, with a weekly seminar meeting. This provides counseling students with support and supervision during the internship. Students develop skills to assist them in carrying out the responsibilities of the professional counselor, accumulating the required seven hundred (700) hour internship. The internship is a supervised work experience in a setting appropriate to the student’s area of specialization. The internship is arranged with the assistance of the student’s advisor and is supervised on site by the agency supervisor, who must have appropriate credentials of at least a master’s degree in a clinical field and experience in providing clinical supervision. The advisor and on-site supervisor assess the student’s progress. Typically, all other program course work (48 course credits) is completed before commencement of the internship. A total of 12 credits of internship/seminar is required to meet state licensure requirements.
Prerequisites: CSL 5140 ; CSL 6050
Offering Location: Johnson Campus
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CSL 6910 - Independent Study
Credit(s): 1-4
With the approval of their advisor, counseling students may pursue intensive study in a specific area of mental health not addressed in depth within the program curriculum.
Offering Location: Johnson Campus
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CSL 8010 - Comprehensive Exam
Credit(s): 0
Offering Location: Johnson Campus
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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
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 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 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 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 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 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 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 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 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 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 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 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 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 6462 - Technology Integration Coaching
Credit(s): 3
By definition, instructional coaches work collaboratively with peer teachers to improve teaching. Educational technology coaches work toward attaining the same outcome but focus on the appropriate and effective uses of various educational technologies. Coaches work with teachers to identify a baseline of behaviors (practices and habits of mind), set meaningful goals for technology integration based on resources and student needs, assist teachers in developing technology literacy, aid teachers in effectively integrating various technologies into their daily teaching and provide ongoing supports for successful educational technology use. This course will investigate the basic tenets of instructional coaching and then delve into strategies to help teachers attain digital literacy and effective application of technology to enrich content through evidence-based practices.
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 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 6575 - The Aims of Diversity: Race, Class , Gender, Language & Ability for Social Equity & Academic Achievement
Credit(s): 3
Diversity is a socially constructed idea that is considered essential to the functioning of a pluralistic society. In this course, participants will learn about the historical, political, cultural and scholarly foundations of diversity. We will examine the topic through interesting readings from a variety of authors and fields of practice. Each participant will design and implement a project to explore a specific aspect of diversity related to her or his professional work of area of study.
Offering Location: Johnson Campus
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EDU 6630 - Graduate Seminars
Credit(s): 18
The Graduate Seminar series enables students to fulfill independent learning goals, such as work on IRB submissions, thesis preparation, directed field studies, action research projects, literacy-endorsement requirements and other program elements. Students will participate in individual and class meetings; individual accommodations for student needs will be considered. A total of 18 credits in Graduate Seminars is required for students in the Foundations of Education graduate program; each seminar can range from 1 to 6 credits. Students typically take six seminars at 3 credits each (e.g., one 3-credit seminar per semester over six consecutive semesters starting in the spring of the first year), but other configurations are not uncommon. Approved transfer credits and JSC counseling courses may substitute for some graduate seminar credits.
Offering Location: Johnson Campus
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EDU 6730 - Special Education Practices & Procedures
Credit(s): 3
This course examines theoretical and practical methods for effective collaboration and consultation to assist in developing inclusive programming for students with diverse learning needs in schools. Students will learn various models of consultation and collaboration for working with colleagues, families and community agencies. Students will explore the referral process, IEP procedures and other special education responsibilities, including the development of an individualized education plan. Includes a supervised practicum in a special education setting. Fall semesters
Offering Location: Johnson Campus
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EDU 6820 - Middle Level Internship: Student Teaching
Credit(s): 6
This is a full semester of student teaching at the middle school level, with frequent seminars that focus on improving classroom teaching skills. Students are expected to maintain the public school calendar and demonstrate a level of competence generally expected of a first-year teacher. Spring semesters
Offering Location: Johnson Campus
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EDU 6830 - Secondary Internship: Student Teaching
Credit(s): 6
This is a full semester of student teaching in a secondary environment within the content-area specialty of the student. Students are expected to maintain the public school calendar, keep a reflective journal and demonstrate a level of teaching competence generally expected of a first-year teacher. Spring semesters
Offering Location: Johnson Campus
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EDU 6845 - Unified Arts Internship: Student Teaching
Credit(s): 6
This is a full semester of student teaching for art, music or physical education with frequent seminars that focus on improving classroom teaching skills Students are expected to maintain the public school calendar, keep a reflective journal and demonstrate a level of competence generally expected of a first-year teacher.
Offering Location: Johnson Campus
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EDU 6850 - Elementary Internship: Student Teaching
Credit(s): 6
This is a full semester of student teaching in an elementary classroom with frequent seminars that focus on improving classroom teaching skills. Students are expected to maintain the public school calendar and demonstrate a level of competence generally expected of a first-year teacher. Spring semesters
Offering Location: Johnson Campus
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EDU 6920 - Education Research
Credit(s): 3
This course is examines concepts and procedures for analyzing, designing, assessing and conducting education research. The focus is on action research, practitioner inquiry, and quantitative and qualitative research designs. Fall semesters
Offering Location: Johnson Campus
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EDU 6925 - Ethical Considerations in ABA Principles
Credit(s): 3
This course prepares students for the ethical and professional practice of applied behavior analysis. Students learn the foundations of professional and ethical behavior needed to ensure a high quality of practice in behavior analysis. Included are discussions of evaluating behavior change, collaborating with other professional, relationships with clients and colleagues, professional representation of oneself, the field of behavior analysis, dissemination of professional values, and the Behavior Analyst Certification Guidelines for Responsible Conduct. Summer semesters
Offering Location: Johnson Campus
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EDU 6933 - Moral Philosophy & Professional Ethics
Credit(s): 3
A study of moral philosophy grounds an investigation of professional ethics. Includes a comparative investigation of western and nonwestern ethical and belief systems. Through a case study approach, participants learn to use narrative analysis to approach ethical situations. Attention is drawn to cross-cultural considerations, legal boundaries for professional and the neurological foundations of morality. Participants conduct an inquiry project in applied ethical analysis. Summer semesters
Offering Location: Johnson Campus
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EDU 6970 - Graduate Capstone Seminar
Credit(s): 3
This course serves as a forum for completing a capstone project with a reflective review of one’s program of study. Each participant generates a guiding question and a framework for the capstone project that accommodates the program requirements and particular interests. Projects might include an action research inquiry project, a licensure portfolio analysis, a literature review, a philosophic analysis, a critique, etc. Participants must make a public presentation of their thesis unit and their learning. Spring semesters
Recommended: Curriculum & Instruction track only:EDU GTEW5 ; EDU 6820 or EDU 6845 or EDU 6845 orEDU 6850
Offering Location: Johnson Campus
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EDU 7960 - Master’s Thesis
Credit(s): 1-6
This course involves substantial research and writing of an original work by the candidate, under the supervision of members of the thesis committee. The work should make a contribution to knowledge with a specialty in education. The thesis may be of a quantitative, qualitative or historical design. Thesis-preparation handbooks are available in the graduate office for students pursuing credits.
Offering Location: Johnson Campus
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EDU 8010 - Exit Interview
Credit(s): 0
This is a mandatory, 30-minute interview with the Program Director upon completion of degree requirements.
Offering Location: Johnson Campus
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English |
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ENG 5815 - On-Site Experience
Credit(s): 1-3
This course provides students with an immersion experience away from the Lyndon campus, such as a film festival, theater performance, a professional conference, or travel to a culturally significant locale. Students will be expected to attend meetings prior to, during, and after the experience. The academic content of the course will focus on participation in the experience activities, group discussions, and reflection papers about the experience. Students registered for 2 or 3 credits will be required to complete extended analytical or research papers.
Restrictions: By Permission.
Offering Location: Lyndon Campus.
Repeatable for Credit: May be repeated for credit.
Notes: There is a course fee.
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Exercise Science |
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AHS 5020 - Motor Development & Learning
Credit(s): 4
This course offers a study of sensory-motor growth and development of the pre-natal to adult human. Emphasis will be placed upon models, theories, and experiments which assess motor learning through tests of motor performance. Three classroom hours and one two-hour lab per week.
Prerequisites: There is a lab fee. The prerequisite is PSY 1050.
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AHS 5710 - Topics in Allied Health Sciences
Credit(s): 1 to 4
This course offers an opportunity for students to concentrate on topics and issues related to the field of Allied Health Sciences. The course may be repeated for credit but the total may not exceed four credits.
Prerequisites: The prerequisites are junior or senior standing and permission.
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Geography |
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GEO 5710 - Topics in Geography
Credit(s): 1 to 3
This course provides graduate students the opportunity to pursue topics of special interest in geography appropriate for the 5000-level.
Prerequisites: The prerequisite is an undergraduate degree.
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Geology |
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SED 5440 - Introduction to Geology I
Credit(s): 4
This course investigates changes that have occurred in landscapes over a long time which are detected by a study of the processes of rock weathering, erosion, deposition, regional uplift and subsidence, folding and faulting, metamorphism and igneous activity. The instruction proposes a partial geologic history of northern New England that appears consistent with these processes and also consistent with observations made on two half-day and two all-day field trips. The course provides exercises using topographic maps, vertical aerial photographs and geologic maps. The course requires three classroom hours and one two-hour lab per week.
Prerequisites: There is a lab fee.
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SED 5450 - Introduction to Geology II
Credit(s): 4
This course investigates the evolution of the northern Appalachian landscape with the help of small-scale geologic maps. The instruction attempts to make this geologic history consistent with Plate Tectonic (Continental Drift) Theory. It studies the evolution of other landscapes all over the world in the light of the geologic history of the northern Appalachians and Plate Tectonic Theory. The course includes at least three all-day field trips to localities within an area bounded by the Connecticut Valley of northern Massachusetts, the St. Lawrence Lowland near Montreal, and the White Mountains. The course requires three classroom hours and one two-hour lab per week.
Prerequisites: The prerequisite is SED 5440. There is a lab fee.
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SED 5460 - Mineralogy
Credit(s): 4
Mineralogy includes such major topics as crystallography of minerals, identification of minerals and rocks, origin of minerals, and mineral resources. The course includes field trips. The course requires three classroom hours and one two-hour lab per week.
Prerequisites: The prerequisite is SED 5450. There is a lab fee.
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SED 5470 - Geology III
Credit(s): 4
This course explores structural geology and geomorphology in the context of regional geology. Fieldwork is expected. Detailed study of geologic processes, structures and landforms will include construction of geologic maps and cross-sections. Two classroom and three lab hours per week.
Prerequisites: Prerequisites are SED 5440 and SED 5450. There is a lab fee. This course is offered every even-numbered fall.
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SED 5480 - Aqueous Geochemistry
Credit(s): 4
This course introduces students to the theoretical foundations governing the chemistry of ground and surface waters. Particular attention is given to carbonate and silica equilibria, which are the systems most responsible for the chemical behavior of natural waters. The course includes three hours of lecture per week.
Prerequisites: The prerequisites are SED 5320 and SED 5440. SED 5330 is strongly recommended. There is a course fee. This course is offered every odd-numbered fall.
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SED 5510 - Geology Modules
Credit(s): 1 to 4
Geology Modules offer the intensive study of a variety of current topics in geology, offered in response to the current interests of the students and faculty. Examples of topics include paleoclimatology of the last five million years, a survey of our economic mineral resources, and the glacial geology of northern Vermont and adjacent Quebec. 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. There is a lab fee.
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SED 5520 - Hydrogeology
Credit(s): 4
The course explores such topics as hydrologic cycle porosity and permeability of geologic material, hydraulic head, flow nets, pump tests, steady and unsteady flow patterns in aquifers, migration of solute fronts in aquifers, geology of groundwater occurrence. Some of these topics include a discussion of flood control, waste disposal, drinking water supplies, sources of water pollution and soil quality. At least two of these problems will be investigated in northern Vermont.
Prerequisites: The prerequisite is SED 5440. There is a lab fee.
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SED 5530 - Environmental Geologic Mapping
Credit(s): 4
This course includes topics such as surveying concepts necessary for the preparation of topographic and geologic maps, interpretation of aerial photographs, topographic maps, bedrock geologic maps, surficial geologic maps, daytime photographic infrared imagery, Lands at multi-spectral scanning imagery, thermal infrared scanning imagery and radar sensing imagery, and a discussion of geographic information systems. The course includes a major exercise of the construction of a geologic map of a nearby area.
Prerequisites: There is a lab fee.
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History |
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HIS 5111 - World History I
Credit(s): 3
This course is an introduction to the world’s major civilizations: Ancient Mediterranean (Egypt, Mesopotamia, Palestine, Greece, Rome); European; South Asian (India, Pakistan, and Bangladesh), East Asian (China, Korea ,and Japan); African; Islamic; and Mesoamerican from their origins to the time of the global expansion of European civilization.
Offering Location: Lyndon Campus
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HIS 5710 - Topics in History
Credit(s): 1 to 3
This course provides graduate students the opportunity to pursue topics of special interest in history appropriate for the 5000- level.
Prerequisites: The prerequisite is an undergraduate degree.
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Interdisciplinary Studies |
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INT 5710 - Topics in Interdisciplinary Studies
Credit(s): 1-6
For each offering of this course, instructors select a topic to examine with participants using interdisciplinary perspectives and innovative modes of inquiry. Participants study the topic through their own area of interest.
Offering Location: NVU Johnson
Repeatable for Credit: With a change of topic.
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Leadership Studies |
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LDR 6005 - Foundations of Leadership Studies: Social, Historical, Critical & Future Perspectives of Knowledge for the Practice of Leadership
Credit(s): 5
Participants examine ideas and debates about knowledge over time, across societies, and among scholars, practitioners, and social thinkers. Upon that review, participants investigate historical, philosophical, sociological, and aesthetic perspectives of leadership to develop an interdisciplinary appreciation for the contextual, cultural, and perennial issues in the field. Using pertinent methods of inquiry, particpants collect information about a topic of interest and analyze the demonstrated approaches to leadership. Together, participants review their cases toward a personal re-imagination of established norms about knowledge, practice, and leadership for sustainable futures.
Offering Location: Online
Notes: This course is part of the on-line Master of Arts in Leadership Studies program.
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LDR 6015 - Models of Leadership: Finding the Creative Self
Credit(s): 5
Participants use lifestory methods to examine personal episodes that reveal enduring strengths of their leadership identity. We study particular leaders and ideal leadership models to ascertain and envision the self as a creative agent of courageous change. Understanding of self is an essential component of constructing a potent personal aspiration toward authentic leadership. This course guides participants on that quest.
Offering Location: Online
Notes: This course is part of the entirely on-line Master of Arts: Leadership Studies
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LDR 6025 - Partnerships in Diversity
Credit(s): 5
Participants learn about the historical, political, cultural, and scholarly foundations of diversity as a socially constructed idea that is essential to the functioning of a pluralistic society. We examine the topic through interesting readings from a variety of authors and fields of practice. The course addresses strategies that can be used to highlight, meld, and inspire diverse viewpoints as a means of generating partnerships for collaborative work groups. Participants design and implement projects to explore a specific aspect of diversity related to their professional work or area of study.
Offering Location: Online
Notes: This course is part of the entirely on-line Master of Arts: Leadership Studies.
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LDR 6035 - Design Thinking for the Learning Organization
Credit(s): 5
Participants learn to study the social world and social institutions as complex systems. With systems theory as a basis, participants learn how to use design thinking to craft effective models for problem-solving initiatives in the professional realm. In conjunction with an anthropological and natural science review of ecological and systems theory, a historical overview of design thinking, and a scholarly study of social learning, the course emphasizes empathy research as a means of uncovering core issues in complicated problems, play as a means to elucidate the array of perspectives about a given problem, and organizational arrangements as a framework for generating practical solutions.
Offering Location: Online
Notes: This course is part of the entirely on-line Master of Arts: Leadership Studies
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LDR 6045 - Ethical Leadership for Civil Society, Civic Engagement & Corporate Responsibility
Credit(s): 5
Participants study moral philosophy, world ethics, moral psychology and other theoretical perspectives as a means of grounding their professional practice in ethical thought. The course includes a comparative study of Western and Nonwestern ethical and belief systems, both traditional and contemporary. Through ethical deliberation, participants learn to examine professional dilemmas across the civil, civic, and corporate realms. Attention is drawn to consideration for ethical leadership, such as institutional politics, legal boundaries, and cross-cultural beliefs. Participants conduct an inquiry project in applied ethical analysis.
Offering Location: Online
Notes: This course is part of the entirely on-line Master of Arts: Leadership Studies
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LDR 6950 - Scholar-Practitioner Inquiry in Leadership Studies
Credit(s): 5
Participants study the work of scholar-practitioners in the field of leadership studies, and plan, design, and implement a small-scale pilot project on a topic relevant to leadership in their situation. Working on projects individually, participants share resources, suggestions, and peer reviews within study groups.
Offering Location: Online
Notes: This course is part of the entirely on-line Master of Arts: Leadership Studies
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Mathematics |
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MAT 5120 - Algebra and Functions in the K-8 Curriculum
Credit(s): 3
This course is designed to build a deep understanding of the concepts of algebra important in elementary and middle school teaching and to support standards based instruction. Every attempt will be made to make connections across the content strands, although Functions and Algebra (Vermont standard 7.8) will be the focus. By experiencing, discussing, and reflecting on mathematical concepts and problem solving, participants will expand their mathematical understanding. In a supportive environment, the course will be increasing the student’s content knowledge within this standard and developing enhanced problem solving skills and strategies and their own confidence as teacher of mathematics. This course will examine the K-8 curriculum in the Functions and Algebra strand.
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MAT 5320 - Methods of Teaching Mathematics
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.
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MAT 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 Mathematics Department. Specific topics and level will vary. Course may be repeated for credit when no duplication of experience results.
Prerequisites: The pre-requisites are graduate standing and permission.
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Mountain Recreation Management |
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MRM 5010 - Introduction to Outdoor Education
Credit(s): 3
This course introduces the history and significance of the outdoor education movement. Classroom and outdoor-learning experiences emphasize methods of integrating out door education with the school curriculum and foster the skills, attitudes, and appreciation of environmentally sound outdoor living.
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MRM 5020 - Topics in Recreation Resource Management
Credit(s): 1 to 6
Topics in Recreation and Resource Management explore special problems or topics in recreation program management, travel and tourism, and resource development in each of the department’s concentrations. Emphasis is on synthesis of information. Topics may include resort economics, ski area marketing and guest services, adventure-based programming, issues and trends, community tourism development, recreation resource planning, and GIS (Geographic Information Systems) technology in resource planning.
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MRM 5031 - Facilitator Competency for Ropes Course I
Credit(s): 2
This course introduces the use and integration of initiative activities and low ropes course elements in school and staff training and development environments. Topics include programs and curricula, facilitation techniques, student outcomes, training and management issues, and safety.
Prerequisites: There is a lab fee.
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MRM 5032 - Facilitator Competency for Ropes Course II
Credit(s): 2
This course introduces the use of high ropes course elements in school and staff training and development environments. Topics include: programs and curricula, facilitation techniques, student outcomes, training and management issues, and safety.
Prerequisites: There is a lab fee. The prerequisite is MRM 5031 or permission.
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MRM 5050 - Adventure-Based Techniques for Counselors and Teachers
Credit(s): 3
This course is designed for counselors and teachers interested in the integration of adventure-based learning into their professional settings and situations. Emphasis is placed on the understanding and use of full-value contract, challenge-by-choice, group process, and the development of adventure-based facilitation skills.
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