Graduate Course Descriptions

View course descriptions for the Graduate Program in Education.

Summer 2018 Courses & Textbooks

EDUC 401G Introduction to Teaching the Gifted - 3 credits

Focuses on understanding gifted learners and their educational needs. Includes analyzing historical and philosophical theories and trends in gifted education.

EDUC 416G Graduate Reading Practicum - 1 credit

Meets practicum requirement for individuals who have taken a diagnostic teaching of reading or remedial reading course that lacked an adequate practicum component required by Morningside College. Requires a 20-hour practicum with a school aged (beyond 1st grade), nonfamily member, who is experiencing some type of reading difficulties.

EDUC 460G Growth and Development of the Middle School Level Student & Practicum - 3 credits

Takes a cultural approach to studying the middle level aged student. Examines family, peer and media influences on adolescents with emphasis on the role of schooling for the middle level student. Includes a 4-hour practicum.

EDUC 461G Middle School Curriculum and Methods & Practicum - 3 credits

Focuses on designing developmentally appropriate instructional strategies, curriculum and daily lessons for the middle school learner. Addresses developmental theory, essential elements of middle-level philosophy, instructional theory and strategies, theories on motivation, and classroom management. Includes a 15-hour practicum.

EDUC 502 Learning in Educational Settings - 3 credits

Emphasizes learning theories and how brain functions affect learning and behavior in and out of the classroom. Explores research on how best to implement these theories to support the learning of all students.

EDUC 512 Issues in Education - 3 credits

Explores contemporary issues in education. Helps develop tools necessary to become leaders in the field and be able to participate in and facilitate the process of education reform in a clear, analytical, and thoughtful manner.

EDUC 522 Instructional Technology - 3 credits

Expands the use of technology tools in teaching situations and includes an action inquiry project using a technology-infused solution. Discusses issues related to technology and its use in schools.

EDUC 580 Development and Management of Gifted Programs - 4 credits

Creates an understanding of the necessary components for developing, managing, and supervising gifted programming and services.

EDUC 581 Curriculum and Methods for the Gifted & Practicum - 3 credits

Focuses on the use of appropriate curricular modifications and instructional strategies to meet the educational needs of gifted learners. Includes a 15-hour practicum.

EDUC 582 Internship: Gifted - 2 credits

By permission only.

Provides participants with the opportunity to demonstrate competencies required of teachers of TAG students. Requires 50 contact hours with TAG students and an additional 25-30 hours of course activities. All other endorsement coursework must be completed. Application for the TAG internship is due August 1 for a fall internship or December 1 for a spring internship.

EDUC 610 Reflective Teaching - 3 credits

Introduces theories and research regarding reflective practice in the educational setting.  Focuses on Marzano's model of effective teaching and application of these elements. Learners will also set professional growth goals based on input, engage in focused practice, document data points, and give specific feedback while discussing teaching.

EDUC 611 Student Diversity and Educational Practice - 3 credits

Expands understanding and appreciation of diversity. Focuses on the use of appropriate strategies to meet the needs of diverse learners. This course fulfills the Human Relations requirement for teaching licensure in the state of Iowa, per the Board of Educational Examiners (BOEE).

EDUC 697 Educational Research - 3 credits

This course provides an understanding of the research process and lays a foundation for applied research. This course focuses on methods of examining classroom or school-wide issues in order to become a more effective educator. Students are required to compose a research proposal that will ultimately develop into their final research project required by the MAT.

EDUC 698 Data Collection and Analysis - 1 credit

Students will receive guidance during data collection of their research project. Students will learn the fundamentals of data collection, data analysis, and reporting of results. The data is collected as described in the student’s research proposal from EDUC 697. This course is taken after EDUC 697 Educational Research, and before EDUC 699 Interpreting and Reporting Educational Research.

EDUC 699 Interpreting and Reporting Educational Research - 2 credits

This course supports the student’s development and completion of the applied classroom research report. Several report components will have been drafted as per 697 and 698 requirements. These components will be revised and finalized in 699. Students also form and report interpretations and limitations of their research. All degree work must have been completed, and the research project proposed and carried out (in EDUC 697 and EDUC 698, respectively) prior to enrollment in EDUC 699.

EDUC 705 ESL Methods - 3 credits

Explores contemporary approaches, methods, and strategies for the appropriate instruction of second language learners. Provides a foundational perspective on ESL/dual language approaches, including the communicative, cognitive, and grammatical.

EDUC 710 ESL Assessment - 3 credits

Provides an overview of current issues regarding the assessment of culturally and linguistically diverse (CLD) students within classroom practice. Includes placement and proficiency testing, formative and summative student assessment, using assessment to impact classroom instruction, and CLD students with special education needs. Suggested Prerequisite: EDUC 705 or 725

EDUC 715 Linguistics for ESL Learners - 3 credits

This course examines and analyzes the fundamental concepts of linguistics and connects this information to routine work in the classroom. Students will study first and second language acquisition, phonology, orthography, morphology, and syntax, as well as the implications of all of these topics for teaching all students, including emergent bilingual students. Over the course of the semester, students will be provided with readings, videos, and podcasts that complement the information in the textbook, and assists students in developing a solid understanding of the intricacies of studying and teaching language. Through engagement in online whole-class discussions, group, and individual assignments, students will be able to use their understanding of essential linguistic principles to inform instruction and assessment at all levels. Suggested Prerequisite: EDUC 705 or 725

EDUC 720 Language, Culture and Classroom Practice - 3 credits

Examines the many ways in which school educators may build the capacities for cultural and linguistic diversity in the classroom. Emphasizes readiness for mutually accommodative professional practices with culturally and linguistically diverse [CLD] students and families. Suggested Prerequisite: EDUC 705 or 715

EDUC 725 Second Language Acquisition - 3 credits

Examines the relationship between second language acquisition (SLA) and content instruction.  Engages participant in activities which will expand their knowledge of the theories of SLA.  Connects the theories of first and second language development with practice.

EDUC 730 Internship: K-8 ESL - 3 credits

By permission only.

Capstone class for the ESL K-12 Endorsement. The K-8 Internship is required for teachers who already hold any 5-12 license. All other coursework for the endorsement must be completed in advance of the internship.

EDUC 731 Internship: 5-12 ESL - 3 credits

By permission only.

Capstone class for the ESL K-12 Endorsement. The 5-12 Internship is required for teachers who already hold any K-6 or K-8 license. All other coursework for the endorsement must be completed in advance of the internship.

EDUC 740 Exploring Teacher Leadership - 3 credits

The first part of the course will be an orientation to teacher leadership. The majority of the course will have a focus on the meaning of teacher leadership (TL), characteristics of effective TL, and the connection between TL and student achievement, professional learning communities, and school improvement in general. Participants will assess their own leadership abilities and develop a plan to maximize their potential. Professional reflection and collaboration will be a critical part of the course.

EDUC 741 Leading Professional Learning Communities - 3 credits

The course will focus on the importance of collaborative culture in the development and maintenance of professional learning communities (PLCs). There is an emphasis on shared leadership in this collaborative culture which includes administrators and teachers. Topics include PLCs, professional development, teamwork, shared leadership, study groups, classroom observation, the power of collaboration, and professional portfolios. Participants in the course will be part of two PLCs. The first one is the class as a whole. The second one is the small group they work with for the entire course.

EDUC 750 Foundations of Athletic Program Management - 3 credits

Introduces management of education-based, interscholastic athletic programs. Based upon materials developed by the National Interscholastic Athletic Administrators Association and may be used toward certification by NIAAA.

EDUC 751 Athletic Facilities Management - 3 credits

Provides an overview of Athletic Facilities Management. Based upon materials developed by the National Interscholastic Athletic Administrators Association and may be used toward certification by NIAAA.

EDUC 752 Building Character in Student Athletes - 3 credits

Focuses on encouraging shared responsibility for positive sporting behavior among student athletes, coaches, and community members. Based upon materials developed by the National Interscholastic Athletic Administrators Association and may be used toward certification by NIAAA.

EDUC 753 Legal Issues for Athletic Programs - 3 credits

Provides an overview of risk management, sexual harassment, hazing, ADA, and Title IX. Based upon materials developed by the National Interscholastic Athletic Administrators Association and may be used toward certification by NIAAA.

EDUC 754 Special Topics for Athletic Program Management - 3 credits

Examines four varied components of athletic programs: sports medicine, strength and conditioning, interscholastic contest management, and middle school athletic program management. Based upon materials developed by the National Interscholastic Athletic Administrators Association and may be used toward certification by NIAAA.

EDUC 755 Athletic Program Leadership - 3 credits

Focuses upon assessment of athletic programs and personnel, communications, management, supervision, and decision-making concepts. Based upon materials developed by the National Interscholastic Athletic Administrators Association and may be used toward certification by NIAAA.

EDUC 760 Reading Assessment - 2 credits

Focuses on how to collect and use information about reading to make appropriate education decisions regarding reading instruction. In addition to conducting reading assessments, particular emphasis will be on how to use data for decision making and how to critically analyze assessment data.

EDUC 761 Reading in Content Areas - 4 credits (Formerly: EDUC 324G)

Emphasizes the literacy skills necessary to comprehend and learn subject matter across the curriculum. Includes methods and techniques of instruction in comprehension, writing, technology, vocabulary, and assessment.

EDUC 762 Diagnostic Teaching of Reading & Practicum - 4 credits (Formerly: EDUC 414G)

Explores the causes of reading disabilities and helps participants recognize individual needs of students. Emphasizes design of lessons and methods to improve reading achievement. Includes a 20-hour practicum.

EDUC 763 Oral and Written Language Development - 4 credits

Focuses on foundations of oral language and the relationship between oral language and written language (reading and writing). Participants will explore typical development of speaking and listening skills and develop methods of assisting students who have challenges in developing these skills as a result of having a primary language this is not English or a language disability or other disability affecting language such as autism.

EDUC 764 Literacy for Grades K-4 & Practicum - 3 credits

Focuses on research-based strategies needed to help students in grades K-4 become proficient readers and communicators. Participants will examine ways to develop a balanced approach to literacy instruction, create a reading-rich environment, provide students with ongoing assessment, and meet students’ individual needs with flexible grouping. Participants will acquire research-based skills and strategies for teaching reading (phonemic awareness, phonics, vocabulary, fluency word identification and comprehension), writing, speaking, and listening to diverse students. A 15-hour practicum with students in grades K-4 is required.

EDUC 765 Literacy for Grades 5-8 & Practicum - 3 credits (Formerly: EDUC 462G)

Focuses on effective instruction in literacy (reading, writing, listening, viewing, and speaking) for middle level learners. Emphasizes literacy instruction across the curriculum. This course includes a 15-hour practicum.

EDUC 766 Literacy for Grades 9-12 & Practicum - 3 credits

Focuses on effective instruction in reading, writing, listening, viewing, and speaking for diverse students in grades 9-12. Emphasis will be placed on implementing literacy instruction across the curriculum. A 15-hour practicum is also required.

EDUC 767 Literacy Capstone - 1 credit

By permission only.

A demonstration of the knowledge and skills required for effective literacy teaching for all students; the capstone course for the reading endorsement.

EDUC 768 Psychology of Reading - 3 credits

Central focus for this course will be exploring the reading process from a cognitive psychology perspective. This includes how readers go about extracting information from print and comprehending the text. All aspects of the psychology of reading including writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, and individual differences will be covered.

EDUC 769 Advanced Human Growth and Development - 2 credits

This course will focus on studying the growth and development of school age children from a multidisciplinary scientific perspective, with an emphasis on how it relates to student’s acquisition of reading. Physical, cognitive, language and social-emotional development will be explored through the study of major developmental theories, in order to understand the patterns that may influence the individual needs of diverse learners. Differentiation will be
explored for the individual needs of students focusing on understanding where the child is in their development and addressing that in appropriate instruction and assessment. An additional focus will be to account for students with whom English is a second language, or who come from a diverse background, understanding their development as it relates to academic learning.

EDUC 770 Administration and Supervision of K-12 Reading Programs - 3 credits

This course examines guidelines for all levels of instruction, including selecting and using materials and new technologies, promoting writing, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents and the community and evaluating school-wide literacy programs. This examination is viewed through the lens of changing policies related to the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.

EDUC 855 STEM Chemistry for the Educator - 2 credits

This course is designed to provide knowledge of chemistry content needed to teach chemistry topics to students in grades K-8. Topics include but are not limited to elements, compounds, mixtures, solutions, physical changes/properties, and chemical reactions.

EDUC 856 STEM Number Theory for the Educator - 2 credits

The focus of this course is mathematical content, rather than teaching methods. The content is aligned with the Common Core and Iowa Core Standards. This course introduces teachers to number theory and includes the following topics: classification of numbers, primes (prime factorization, distribution of primes, Sieve of Eratosthenes), divisibility (LCM/GCD, Euclidean algorithm), modular arithmetic, and other special topics. Students will engage with course content through readings, proofs and exercises, videos, activities, discussion boards, and quizzes.

EDUC 858 STEM Geometry for the Educator - 2 credits

The focus of this course is mathematical content, rather than teaching methods. The content is aligned with the Common Core and Iowa Core Standards. Topics covered include: lines, angles, polygons, surfaces, solids, and transformations. Students will have the opportunity to use technology, specifically Geometer’s Sketchpad, to explore geometric concepts. Students will engage with course content through readings, exercises, videos, constructions, activities, discussion boards, and quizzes.

EDUC 860 Algebra for the Middle School Teacher - 2 credits

Increases knowledge and understanding of algebraic principles and problem solving. Topics include working with whole numbers and integers, solving word problems, and understanding various properties. Focuses on the Algebra Core Curriculum of the Iowa Core/Common Core.

EDUC 861 Grammar for the Middle School Teacher - 2 credits

Increases knowledge and understanding of grammar skills required of middle level learners.  Focuses on improving both personal and professional grammar skills and is designed to encourage participants to develop effective and innovative strategies for teaching grammar.

EDUC 862 World History for the Middle School Teacher - 2 credits

Focuses on historic events that have had a profound impact on our world. Intended for middle level teachers with content topics appropriate for middle school students.

EDUC 863 Geography for the Middle School Teacher - 2 credits

Familiarizes participants with the National Geography Standards and strategies for integrating them into art, music, children's literature, and language arts through the use of technology.

EDUC 864 Physical Science for the Middle School Teacher - 2 credits

Focuses on measurement, motion, and matter in physical science. Intended for middle level teachers with content topics appropriate for middle school students.

EDUC 865 American History for the Middle School Teacher - 2 credits

Examines the United States from its inception to present day in the frame of being a leader and how it impacts our world today. Intended for middle level teachers with content topics appropriate for middle school students.

EDUC 866 Life Science for the Middle School Teacher - 2 credits

This course is designed to not only teach Biology content knowledge and process skills, but also how to engage students in exploration. Students will learn about science inquiry, cells, energy production in living things, genetic inheritance, and the classification of different kingdoms of life. The study of natural selection, ecology, and the human body systems is also included. This course also assists students in developing scientific methods of becoming a lifelong learner through the development of critical thinking skills, problem solving, inquiry, and application of content knowledge in the study of living things. Intended for middle level teachers with content topics appropriate for middle school students.

EDUC 867 Government for the Middle School Teacher - 2 credits

This course examines the United States government from the founding of the U.S. Constitution.  Topics will include but are not limited to the nature of power and politics and the roots of American democratic thought; the purpose of the U.S. Constitution, federalism and how U.S. citizens participate within our democratic republic. Intended for middle level teachers with content topics appropriate for middle school students.

EDUC 868 Earth Science for the Middle School Teacher - 2 credits

The purpose of this course is to learn the material needed to successfully teach a middle school level earth science course. Topics include but are not limited to water testing, erosion control, and local geology. Class material will be presented in such a way that many of the activities can be incorporated into a middle school classroom, however, a good teacher should also know the material at a deeper level than they are teaching. Intended for middle level teachers with content topics appropriate for middle school students.

EDUC 869 Speech for the Middle School Teacher- 2 credits

An examination of the Common Core Essential Concepts and Skills for Speaking and Listening.  Course content includes theory, methods, techniques for integrating speaking and listening into Middle School curriculum, instruction, and assessment practices.

EDUC 870 Adolescent Literature - 3 credits

Examines adolescent literacy and its implications in the classroom. Focuses on common themes in adolescent literature, adolescent learning theory, the needs of struggling adolescent readers, and instructional methods.

EDUC 871 Basic Math and Measurement - 2 credits

Increases knowledge and understanding in key math concepts required of middle level learners.  Focuses on measurable attributes of objects; processes of measurement; and use of appropriate techniques, tools, and formulas to determine measurements. 

EDUC 872 Children’s Literature - 3 credits

Assists participants in the integration of current children's literature across the curriculum, specifically in light of the Iowa Core. Reading and writing strategies, as well as speaking and listening activities that enhance students' comprehension of the literature will be addressed.

ENGL 478G Literature Across Cultures - 3 credits

This course will explore the literature of various cultures in the context of multicultural literature as a pedagogical tool. As educators, we have students of diverse cultural backgrounds in our classrooms, so we should familiarize students with cultural archetypes beyond those traditional archetypes with which we’re familiar. Our own reading has been informed by our cultural expectations, and one of those expectations is that of the heroic tradition in literature, art, and, popular culture. How have our expectations of how the hero figure looks, acts, and stands for shaped the ways in which we engage with literature? How have our expectations informed how we teach literature? And, importantly, how have our expectations influenced how we interact with our students as we explore cultural traditions?

MUED 503 Developing the Independent Musician - 3 credits

This course explores current trends in developing music literacy, with practical ideas and techniques for cultivating music reading, audiation, dictation, elementary composition, musical memory and aural skills. Participants will be given specific techniques for developing reading readiness and tonal, rhythmic and melodic literacy, and be presented with teaching strategies and techniques for integrating and applying reading skills to choral literature. Materials and teaching strategies will illustrate how the National Music Standards can be put into action in the music classroom. Students will synthesize various music literacy techniques into the strategy that will work best for their individual teaching situation, and will apply that strategy to specific lessons to bring a set of music from introduction to performance.

MUED 511 Advanced Conducting Techniques - 3 credits

This course refines the student’s conducting skill through intense study of gesture, baton technique, left hand technique, non-verbal communication, leadership, conducting terminology, transpositions and score reading, score preparation and rehearsal design.  Students will study and analyze the gesture and technique of famous conductors and will work to incorporate advanced left hand technique and non-verbal communication into their individual conducting style. Under the tutelage of the instructor, students will prepare a set of music for rehearsal, including complete score preparation as well as macro- and micro rehearsal design. This course can be tailored to fit the needs of either an instrumental or choral emphasis.

MUED 515 Instructional Design and Assessment in Music Education - 3 credits

This course will focus on the design of appropriate instructional strategies, curriculum and daily lessons for music education classes. Students will become familiar with current research in assessment for both performing ensembles and the general music classroom. Innovative strategies that take into account optimal instructional delivery as well as motivation and classroom management will be developed. Each student will evaluate their current curriculum and assessment plan, evaluate it through a comparison with current best practices, and design a course of study complete with curriculum and assessment plans which will enhance present and future teaching situations.

MUED 521 The Creative Child - 3 credits

The purpose of this course is to familiarize students with approaches to the creative arts in various music education settings. Students will learn to integrate the creative aspects of visual arts, movement, and drama activities into musical instruction for young children through high school age students. The teacher’s role in planning developmentally appropriate creative arts curriculum will be emphasized throughout the course. Students will have opportunities to design, implement, and participate in various creative arts projects.

MUED 533 Topics in Elementary General Music - 3 credits

This course is designed to reflect contemporary emphases and concerns in the music education profession in the area of elementary general music. Participants will identify a topic of interest which will inform and improve their music teaching knowledge and skill. A project will be developed through research, tested in the classroom, and refined through feedback with the instructor.

MUED 534 Topics in Choral Music - 3 credits

This course is designed to reflect contemporary emphases and concerns in the music education profession in the area of choral music. Participants will identify a topic of interest which will inform and improve their music teaching knowledge and skill. A project will be developed through research, tested in the classroom, and refined through feedback with the instructor.

MUED 535 Topics in Instrumental Music - 3 credits

This course is designed to reflect contemporary emphases and concerns in the music education profession in the area of instrumental music. Participants will identify a topic of interest which will inform and improve their music teaching knowledge and skill. A project will be developed through research, tested in the classroom, and refined through feedback with the instructor.

MUED 604 Practical Application of Conducting Techniques - 3 credits

This course refines the student’s conducting skills through intense study of gesture, baton technique, left hand technique, non-verbal communication, leadership, conducting terminology, transpositions and score reading, score preparation and rehearsal design.  Students will complete and in-depth study of the strengths and weaknesses of their own conducting technique through video analysis of their rehearsals and detailed feedback from the instructor. This course can be tailored to fit the needs of either an instrumental or choral emphasis.

MUED 609 Performance Literature for the 21st Century Ensemble - 3 credits

This course is a concentrated study of choral, vocal or instrumental literature (both ensemble and solo), with an emphasis on music which would apply to a K-12 setting. The student will develop and define criteria for choosing quality solo and ensemble literature, creating a practical bibliography specifically related to music for varying ages and levels of ability. This course can be tailed to fit the needs of either an instrumental or choral emphasis.

MUED 613 Advanced Orchestration and Arranging - 3 credits

This course includes a study of the characteristics and capabilities of orchestral and band instruments as applied to composing, orchestrating and arranging. Students will apply instruction in the application of scoring music for various combinations of musical mediums, including strings, woodwinds, brass, percussion, and voices. Skill is developed in writing and arranging for instrumental or choral ensembles of all types and genres. Techniques, characteristics and notations for instrument families, rhythm section and voices are all covered.  This course can be tailored to fit the needs of either an instrumental or choral emphasis.

SPED 531 K-8 Mild/Moderate Methods & Practicum - 2 credits

Increases participants' understanding of assessment and the use of instructional and management techniques in all academic areas to enhance the learning potential of students who have mild/moderate disabilities. Includes a 15-hour practicum to be completed with students with mild/moderate disabilities in grades K-8.

SPED 532 5-12 Mild/Moderate Methods & Practicum - 2 credits

Increases participants' understanding of assessment and the use of instructional and management techniques in all academic areas to enhance the learning potential of students who have mild/moderate disabilities. Includes a 15-hour practicum to be completed with students with mild/moderate disabilities in grades 5-12.

SPED 536 Applied Behavior Analysis - 4 credits (Formerly: SPED 431G)

Focuses on various theoretical approaches for managing student behaviors in special and general education classrooms. Introduces specific interventions for increasing desired behaviors and decreasing undesired behaviors. Some course activities require access to students and/or classrooms.

SPED 551 Educational Assessment - 3 credits

Prepares participants to assess special needs students with validity, reliability, and communicate effectively about that assessment in both professional and lay terms. Assessment of special needs students will include non-discriminatory assessment experiences to be in accordance with special education law.

SPED 560 Consulting in the Schools - 3 credits

Introduces the fundamentals in the consulting process with special emphasis on communicating, interacting, and problem-solving. Major emphasis is placed on self-evaluation and reflection of interpersonal qualities that are needed to be an effective consultant.

SPED 561 Curriculum and Instructional Design - 3 credits

Focuses on using a collaborative problem-solving approach, explicit instruction, and response to intervention processes to improve the learning rate of students.

SPED 564 Data Collection for Decision-Making - 3 credits

Focuses on developing knowledge and skills required to make defensible decisions necessary in educational settings. Emphasizes current research, best practices, and their connection to facilitating data-based decision making.

SPED 632 Introduction to Theory and Practice: Autism - 3 credits

Explores the theory and instructional practices for students on the autism spectrum, including an historical perspective. Diagnosis and characteristics will be address. Evidence-based practices will be explored. Students will learn about the full spectrum of autism in the context of preschool through secondary education, including students on all levels of the spectrum.

SPED 634 Teaching Students with Autism in Inclusive Settings - 3 credits

Introduces educators to the Ziggurat Model as an intervention structure for meeting the needs of students with autism spectrum disorder (ASD), especially in inclusive settings. Attention will be given to understanding the observable and underlying factors of autism and designing appropriate intervention. Particular emphasis will be placed on the role of paraeducators, the importance of reinforcement and visual supports and developing social competence.

SPED 636 Teaching Students with Autism: Intensive Needs - 3 credits

Examines the educational needs of students diagnosed with Autism Spectrum Disorder Level II or Level III. In particular, environmental and programming issues are addressed. The course focuses on classroom structures, including the physical environment and schedules, instruction, communication and behavior. An emphasis is placed on making data-driven decisions to address learning and behavior through fieldwork. Resources for individuals caring for persons with ASD are also explored.

SPED 638 Teaching Students with Autism: Assessment - 3 credits

Introduces the educator to screenings and instruments used in the initial determination of an autism spectrum disorder (ASD). Moreover, coursework places a particular emphasis on the role of on-going assessment, both formal and informal, in guiding educational programming decisions to meet the learning needs of students with ASD.

SPED 640 K-12 Mild/Moderate Characteristics and Methods - 4 credits

Introduces terminology, basic research findings, and current topics of interest in special education related to students with mild and moderate disabilities. Increases participants' understanding of instructional techniques in all academic areas to enhance the learning potential of students with mild/moderate disabilities. Additional course topics will include a review of assistive technology resources as related to mild/moderate disabilities and a review of legal issues related to students with mild/moderate disabilities.

SPED 641 Internship: Instructional Strategist I: K-8 - 3 credits

By permission only.

Capstone class for the Instructional Strategist I: K-8 Endorsement. Requires a minimum of 90-hours of work in a special education program with elementary or middle level students with mild/moderate disabilities. Most of the required hours can be completed in the participant's school setting and will be overseen by a college-assigned supervisor. Meets the student teaching requirement for this endorsement when the participant is already a licensed teacher.  All other coursework for the endorsement must be completed in advance of the internship and an application must be submitted and approved.

SPED 642 Internship: Instructional Strategist I: 5-12 - 3 credits

By permission only.

Capstone class for the Instructional Strategist I: 5-12 Endorsement. Requires a minimum of 90-hours of work in a special education program with elementary or middle level students with mild/moderate disabilities. Most of the required hours can be completed in the participant's school setting and will be overseen by a college-assigned supervisor. Meets the student teaching requirement for this endorsement when the participant is already a licensed teacher.  All other coursework for the endorsement must be completed in advance of the internship and an application must be submitted and approved.

SPED 644 Assistive Technology - 2 credits

Provides an understanding of assistive technology and implications for its use in the classroom.  Many assistive tech resources are explored to ensure all students have access to the curriculum in the general education environment.

SPED 645 Language Development and Communication Disorders - 2 credits

Provides participants with an understanding of typical and atypical language development, as well as methods and interventions to use in the special education classroom.

SPED 660 Introduction to Intellectual Disabilities - 2 credits

Examines foundations and basic concepts related to intellectual disabilities, including history, definitions, assessment, etiology, and prevention. Additionally, focuses on the levels of needs of individuals with intellectual disabilities throughout the lifespan, the family, individual rights, legal issues of special education, supports, and community living.

SPED 661 Behavior Disorders: Theory and Methods & Practicum - 3 credits

Focuses on knowledge and skill in strategies for use with students with moderate to severe behavior disorders served in K-12 general and special education programs. Additional course topics will include a review of assistive technology resources as related to behavior disorders and a review of legal issues related to students with behavior disorders.

SPED 662 Learning Disabilities: Theory and Methods & Practicum - 3 credits

Focuses on knowledge and skill in strategies for use with students with moderate to severe learning disabilities served in K-12 general and special education programs. Additional course topics will include a review of assistive technology resources as related to learning disabilities and a review of legal issues related to students with learning disabilities.

SPED 665 Introduction to Mild/Moderate Disabilities - 4 credits

Introduces terminology, basic research findings, and current topics of interest in special education related to students with mild and moderate disabilities. Focuses on knowledge needed to serve all learners including those with unique cultural, linguistic backgrounds, as well as a variety of disabilities including mild intellectual disabilities, learning disabilities, attention deficit/hyperactivity disorders, and emotional and behavioral disorders.

SPED 672 Special Education Law - 2 credits

Examines the current and historical background of pertinent statutory law in special education.  Interpretations, clarifications, and guiding principles of the requirements of the law are offered in an attempt to remove the ambiguity surrounding the various viewpoints. Focuses on a preventive philosophy, resulting in mandatory requirements being met, and students' needs being addressed without having legal intervention.

SPED 675 Intellectual Disabilities: Curriculum, Methods & Practicum - 4 credits

Equips participants with the knowledge and skills necessary to be effective with students with moderate to severe intellectual disabilities. Focuses on curricular issues with an emphasis on the Common Core State Standards as well as strategies for making instruction functional and meaningful for students. Additional course topics will include a review of assistive technology resources as related to intellectual disabilities.

SPED 676 Collaborative Partnerships and Transition - 3 credits

Introduces concepts, issues, and strategies related to providing collaborative services for individuals with disabilities. Includes knowledge of family systems, parent rights, transitional support, advocacy, multi-cultural communication, transition planning, self-determination, and interagency collaboration, as well as strategies for working with parents and individuals involved in the educational program in providing appropriate programming and services to students with disabilities.

SPED 678 Internship: Instructional Strategist II: Intellectual Disabilities (MD) - 3 credits

By permission only.

Capstone class for the Instructional Strategist II: Intellectual Disabilities (Mental Disabilities) Endorsement. Requires a minimum of 90-hours of work in a special education program with students with significant intellectual disabilities. Most of the required hours can be completed in the participant's school setting and will be overseen by a college-assigned supervisor. Meets the student teaching requirement for this endorsement when the participant is already a licensed teacher. All other coursework for the endorsement must be completed in advance of the internship and an application must be submitted and approved.

SPED 679 Internship: Instructional Strategist II: BD/LD - 3 credits

By permission only.

Capstone class for the Instructional Strategist II: BD/LD Endorsement. Requires a minimum of 90-hours of work in a special education program with students with significant behavior or learning disabilities. Most of the required hours can be completed in the participant's school setting and will be overseen by a college-assigned supervisor. Meets the student teaching requirement for this endorsement when the participant is already a licensed teacher. All other coursework for the endorsement must be completed in advance of the internship and an application must be submitted and approved.

SPED 681 K-8 Reading Remediation Strategies - 2 credits

Creates an understanding of why students with disabilities have difficulties in reading. Explores effective methods and materials used when working with students with mild/moderate disabilities. Additional course topics will include a review of assistive technology resources as related to mild/moderate disabilities for reading remediation.

SPED 682 5-12 Reading Remediation Strategies - 2 credits

Creates an understanding of why students with disabilities have difficulties in reading. Explores effective methods and materials used when working with students with mild/moderate disabilities. Additional course topics will include a review of assistive technology resources as related to mild/moderate disabilities for reading remediation.

SPED 683 K-8 Mild/Moderate Math Materials and Methods - 2 credits

Creates an understanding of why K-8 students with disabilities have difficulties in math.  Explores effective methods and materials used when working with students with mild/moderate disabilities. Additional course topics will include a review of assistive technology resources as related to mild/moderate disabilities for math remediation.

SPED 684 5-12 Mild/Moderate Math Materials and Methods - 2 credits

Creates an understanding of why 5-12 students with disabilities have difficulties in math.  Explores effective methods and materials used when working with students with mild/moderate disabilities. Additional course topics will include a review of assistive technology resources as related to mild/moderate disabilities for math remediation.

SPED 878 Survey of Exceptionalities - 3 credits

Introduces the learner to special education, in general, and areas of exceptionality, in particular. Designed to be a foundation for the knowledge and skills acquired for all special education endorsements.