Courses at the 500-level

The social and cultural foundations of education are explored. Topics include historical, political, global, and legal perspectives on contemporary schooling. (Formerly Current Problems in Education.)
3 credit hours

• Graduate status or consent of department chair

The matrices of cultural influences on formal and informal educational processes are examined. Attention is given to the effects of cultural pluralism and bilingualism on American education.
3 credit hours

• Graduate status or consent of department chair

Philosophical perspectives that have been brought to bear on educational concerns are compared, particularly the role of schooling in a democratic society. Students cannot receive credit for both Foundations of Education 541 and 546.
3 credit hours

• Graduate status or consent of department chair

Integrating class work and a fifteen-hour field component, students examine the social and cultural forces that affect schools. Students cannot receive credit for both Foundations of Education 541 and 546.
4 credit hours

• Graduate status or consent of department chair

Pre-service and in-service teachers are introduced to qualitative and quantitative research in education through the interpretation of published studies and through the initiation of a study in a classroom.
3 credit hours

• Graduate status or consent of department chair

This course addresses the physical, psychological, and social development needs of your adolescents and the educational implications of these needs for teaching and learning practices in middle school. Students will develop an understanding of the unique learning strengths and needs of the middle level student and examine various pedagogical responses to these strengths and needs through reflection on practice.
3 credit hours

• Current elementary or secondary certification
• or consent of the department chair

The focus of this course is on the design, development and evaluation of a standards-driven, integrated curriculum and instruction unit as designed and implemented by middle school interdisciplinary teams. Constructivist learning theory and practices for middle level students are the basis for curriculum development. Team building and sustaining strategies are modeled and practiced in this class. The emergence and development of the middle school in the United States is also examined.
3 credit hours

• MLED 510
• or consent of the department chair

This course is designed to facilitate the development of interdisciplinary goals of middle school curricula by collaborative teams. Technology and literacy processes are used to promote multiple modes of instruction within and across disciplines. On-site practicum experiences are required and will be coordinated by the instructor for the course.
4 credit hours

• MLED 520
• or consent of the department chair

This course addresses critical strategies for differentiated instruction necessary for mixed ability classrooms commonly found within the middle school. MLED 540 facilitates the development and application of instructional plans using middle level differentiation strategies integrated by examining the components of differentiation and an application to daily planning and practice.
3 credit hours

The development of a curriculum and the forces that modify it are examined in terms of the problems, needs, and trends involved. Recent curriculum developments are considered.
3 credit hours

Cooperating teachers gain knowledge, tools, and experience that help them prepare teacher candidates to meet professional requirements in K-12 education programs. This course may be repeated after four years. Hybrid course.
3 credit hours

• graduate status and currently serving as a cooperating teacher, or consent of department chair

Focus is on more effective foreign language teaching at all levels. Recent research in methodology and educational media is examined, with particular reference to the contributions made by such areas as psychology and linguistics.
3 credit hours

• completion of minimum academic requirements for certification in the discipline or consent of department chair

Emphasis is on the actual teaching of mathematics. Topics include current curriculum recommendations that affect methodology and the teacher's fundamental approach to mathematics.
3 credit hours

• completion of minimum academic requirements for certification in the discipline or consent of department chair

A variety of theory-based instructional models are examined and in the context of contemporary secondary school issues and reform efforts.
3 credit hours

Study includes the evaluation of aims and objectives, selection and organization of content, principles and methods of English instruction, and current research in English instruction.
3 credit hours

• completion of minimum academic requirements for certification in the discipline or consent of department chair.

Study includes the evaluation of aims and objectives, selection and organization of content, principles and methods of social studies instruction, and current research in social studies instruction.
3 credit hours

• completion of minimum academic requirements for certification in the discipline or consent of department chair.

Focus is on five major areas relative to science instruction in the secondary schools. Discussion of each area is supplemented with library research.
3 credit hours

• completion of minimum academic requirements for certification in the discipline or consent of department chair.

Students engage in systematic inquiry based on original data and standardized assessments of teaching and learning within educational settings. This is the first core course in the M.Ed. in advanced studies in teaching and learning.
4 credit hours

• admission to the M.Ed. program in advanced studies in teaching and learning or consent of department chair.

Students examine the social and cultural construction of schooling and the implications of multiculturalism, school structure, and educational policy. This is the second core course in the M.Ed. in advanced studies in teaching and learning
4 credit hours

• SED 551
• or consent of department chair.

Students use multidisciplinary perspectives to examine individual, social, cultural, and historical factors in learning, teaching, and assessment practices. This is the third core course in the M.Ed. in advanced studies in teaching and learning.
4 credit hours

• or consent of department chair

Students examine the research, theory, and practice of multiliteracies in academic disciplines. This is the final core course in the M.Ed. in advanced studies in teaching and learning. (Formerly Literacies in the Disciplines.)
4 credit hours

• or consent of department chair

Under the direction of a member of the department faculty, students initiate a formal inquiry into an area of concern associated with their present professional responsibility. A maximum of four credit hours may be earned in this sequence.
1-4 credit hours

• consent of department chair. Open only to students enrolled in the M.Ed. program in secondary education or the educational specialists programs.

Under the direction of a member of the department faculty, students initiate a formal inquiry into an area of concern associated with their present professional responsibility. A maximum of four credit hours may be earned in this sequence.
1-4 credit hours

• consent of department chair
• Open only to students enrolled in the M.Ed. program in secondary education or the educational specialists programs

Under the direction of a member of the department faculty, students initiate a formal inquiry into an area of concern associated with their present professional responsibility. A maximum of four credit hours may be earned in this sequence.
1-4 credit hours

• consent of department chair. Open only to students enrolled in the M.Ed program in secondary education or the educational specialists programs.

Under the direction of a member of the department faculty, students initiate a formal inquiry into an area of concern associated with their present professional responsibility. A maximum of four credit hours may be earned in this sequence.
1-4 credit hours

• consent of department chair. Open only to students enrolled in the M.Ed program in secondary education or the educational specialists programs.

Training objectives and the subsequent process of instructional program development are identified.
3 credit hours

• Certification in technology education or consent
• or consent of the department chair

Teaching strategies are provided, with focus on implementing programs, integrating with STEM areas, and developing activities. (Formerly TECH 510: Analysis and Implementation of Objectives for Technology Education.)
3 credit hours

• graduate status and certification in technology education, or consent of department chair

Focus is on developing funding plans and grants to sustain technology education programs
3 credit hours

• graduate status
• certification in technology education
• or consent of department chair

New curriculum models used in technology education programs at the national level are presented. Career education and prevocational curriculum thrusts are identified and analyzed for implementation in technology education programs
3 credit hours

• Certification in technology education
• graduate status
• or consent of department chair

Economic, social, and political issues affecting work and education are identified. Forces accelerating the rate of change in peoples' working lives and their expectations for education and training are studied.
3 credit hours

• graduate status and certification in technology education or consent of department chair.

Basic forms of research and evaluation are introduced. Students are required to develop a research proposal in the field of technology education or in another area of technology.
3 credit hours

• Completion of four courses in the Professional Education Component
• or consent of the department chair

Basic forms of research and evaluation are introduced. Students are required to develop a research proposal in the field of technology education or in another area of technology. (Formerly TECH 561: Seminar on Technology Research.)
3 credit hours

• completion of four courses in the Professional Education Component and/or consent of department chair

Students apply techniques for analyzing problems, framing decisions, and stimulating critical analysis and creative thought
3 credit hours

• graduate status and certification in technology education or consent of department chair.

Students select a topic and undertake a concentrated research project under the supervision of a faculty advisor
3 credit hours

• graduate status and either completion of all required courses or final semester of study

Focus is on second-language literacy in reading and writing for limited English proficient students. Students cannot receive credit for both Elementary Education 507 and Teaching English as a Second Language 507.
3 credit hours

• TESL 439 or 449 or 541
• Graduate status

Theory and research relating to first- and second-language acquisition and learning are examined from a pedagogical perspective. Emphasis is on variables affecting language learning and teaching. (Formerly Teaching English as a Second Language 439.)
3 credit hours

• Admission to a teacher preparation program
• or consent of the department chair

The basic sounds, structures, and transformations of contemporary English usage as a basis for teaching English as a second language are examined.
3 credit hours

• Graduate status

This is a methods course for students and teachers who plan to teach or are presently teaching English as a second language. The teaching techniques demonstrated reflect up-to-date research in applied linguistics.
3 credit hours

• Graduate status
• TESL 439 or 541
• or consent of the department chair

Focus is on the selection and use of methods and techniques that facilitate the learning of English and content area subjects by ESL students within the mainstream curriculum in secondary school.
3 credit hours

• TESL 439
• Graduate status
• or consent of the department chair

Students examine sociocultural issues relating to the instructional needs of language minority students, including social, cultural, political, and legal contexts of instruction. (Formerly Teaching English as a Second Language 449.)
3 credit hours

• Admission to a teacher preparation program
• or consent of the department chair

Basic principles in ESL curriculum development and second-language assessment are examined.
3 credit hours

• TESL 546
• or consent of the department chair

Teaching skills are developed through ESL classroom observation and an ESL practicum. Included are weekly seminar discussions and a forty-five-clock-hour practicum, under the guidance of College and laboratory school instructors.
3 credit hours

• TESL 546
• TESL 551
• or consent of the department chair

Candidates are supervised in ESL settings that provide instruction to students for whom English is a second langauge. Candidates conduct assessments, provide instruction and collaborate with professionals and parents. Weekly seminars are included.
3 credit hours

• TESL 546
• TESL 551