Education

ED 500 Contemporary Educational Issues

3 SH

This course examines current issues in education, explores their historical and philosophical roots, and critically analyzes possibilities for the future of education. This foundations of education course will examine important philosophical views influencing education today, thereby, assisting you in examining your own philosophical perspective. These views will be presented by a variety of guest speakers. You will then have the opportunity to discuss both the presentation and information in selected readings. In addition, the course is designed to provide different views of educational and social issues which affect the teaching/learning process. Pre-requisite: admission to the Master of Arts in Teaching program or permission of the chair of the Education and Educational Psychology Department.

ED 501 Introduction to Educational Research

3 SH

This course is designed to introduce students to qualitative and quantitative research methodologies that are useful in educational settings. Students will address problems relevant to current educational demands, analyze and interpret relevant research studies, develop a rationale for qualitative and quantitative research studies, design research procedures to answer pertinent educational questions, and examine aspects of education significant to the students’ educational practice.

ED 502 Secondary Student Teaching (Grades 6-12) for the M.A.T. Program

6 SH

Designed to support candidates in the Master of Arts in Teaching program, this course provides experience in planning, conducting instructional activities, and assessing student performance in a secondary school under the guidance of a trained cooperating teacher. Full-time for one semester. Includes a weekly seminar.  Prerequisite: admission to the Master of Arts in Teaching program or permission of the chair of the Department of Education and Educational Psychology. Students are urged not to be employed during the student-teaching program.

ED 503 Educational Psychology

3 SH

This course provides a constructivist approach to child growth and human development, specifically focusing on the ways that concepts and principles from research and theory may be applied in the classroom. Learning will be viewed through a developmental approach. Prerequisite: admission to the Master of Arts in Teaching program or permission of the chair of the Department of Education and Educational Psychology. Students are urged not to be employed during the student-teaching program.

ED 507  Research Based Classroom Practice

3 SH

This course introduces candidates to the knowledge, skills and qualities that Connecticut teachers need to prepare students to meet 21st-century challenges. Candidates practice the elements of quality learning, differentiating instruction, monitoring instruction, and classroom management.

ED 514 Teaching Reading in the Content Areas

3 SH

This course will prepare candidates to intergrate the Common Core Standards for English Language Arts into various content-area subjects. Students will prepare integrated lesson plans for actual use in an urban middle school classroom that includes elements of comprehension, vocabulary development, and fluency, as well as a writing component. Students will also learn to differentiate their literacy compontents to meet the needs of English Langauge Learners and special-needs students, to prepare students for the CAPT tests, and to meet their inquiry-based research needs. A variety of speakers, real life situations, and field trips will also be included in the course. Prerequisite: acceptance into the Master of Arts in Teaching or M.S. in Education programs or permission of the department chair.

ED 515 Curriculum Leadership in the Elementary School

3 SH

This course will provide elementary educators with the skills to increase student achievement by designing standards-based differentiated learning and an assessment environment that meets diverse needs. Participants will gain knowledge of curriculum research, trends, design, and assessment and how to use differentiated instruction to vary interest, readiness, content, process, learning and product in student learning. Prerequisites: M.S. in Education and M.A.T. candidates or department chair permission.

ED 517 Developmental Reading in the Elementary School

3 SH

Designed as a basic course in the instruction of reading in the elementary school, this course offers a comprehensive study of the reading process and the theoretical and practical aspects of a developmental program.

ED 519 Improving Thinking Skills

3 SH

This course is designed to examine the nature of the thinking process and to help teachers improve their students’ ability to think. Focus is on the utilization of a taxonomy of thinking skills, which facilitates the thinking process.

ED 520  Teaching History and Social Studies in Secondary Schools

3 SH

This course will provide candidates for certification in secondary education with the knowledge and skills to create effective social students lessons and units. An interdisciplinary approach to social studies will link history, geography, economics, and civic education. A variety of forms of instructional technology will be infused throughout the course. This course also will provide classroom management techniques for maintaining an environment that is conducive to learning. Assessment and data management will be explored.

ED 521  Teaching English/Language Arts in Secondary Schools

3 SH

This course examines the theories and practices shown to produce effective teaching and learning in the secondary school English/Language Arts class. Primary emphasis is placed on the content of the English language curriculum articulated in state and national standards and on methods for making that content accessible to diverse student populations found in public schools. Candidates for teacher certification are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. They develop lesson plans and units of instruction and practice delivering instruction. In addition, they examine current curricular reform movements and consider their impact on English education in the secondary school.

ED 525 Teaching Children with Learning Disabilities

3 SH

The focus of this course will be on the study of problems of children who have discrepancies between ability and achievement. Types of learning disabilities and their etiology, including physiological aspects, will be explored. Study of the disabilities of perception, cognition, and communication as they pertain to intellectual development and classroom performance will be approached through research, case studies, and field experience. Interdisciplinary resources will be used.

ED 527 Differentiating Instruction

3 SH

This course provides opportunities for the developing educator to explore differentiating instruction for all learners. Course participants will have opportunities to reflect on classroom practices regarding planning/differentiation/assessment and move toward responsive teaching. Prerequisites: M.S. in Education candidates or permission of the department chair.

ED 530 Curriculum Leadership in the Secondary School

3 SH

This course will provide secondary educators with the skills to increase student achievement by designing standards-based differentiated learning and an assessment environment that meet diverse needs. Participants will gain knowledge of curriculum research, trends, design, and assessment and how to use differentiated instruction to vary interest, readiness, content, process, learning, and product in student learning. Prerequisites: M.S. in Education and M.A.T. candidates or department chair permission.

ED 532 Computer Literacy in Education

3 SH

This course, developed for educators, provides information about the use of computers in education and addresses issues pertinent to computer curriculum development, integration, implementation, and evaluation.

ED 535 Developmental Reading in the Secondary School

3 SH

This basic course emphasizes the role of reading and the application of reading and study skills in the various subject areas of the secondary school.

ED 538 Electronic Portfolio Development for Educators

3 SH

This instructional technology course will assist K-16 educators to construct personal, dynamic, standards-based electronic portfolios that include text, audio, graphics, photos, internet links, and state-of-the-art hypermedia. Prerequisite: basic computer competency and Internet skills.

ED 539 Developing Cultural Diversity Through Virtual Field Trips

3 SH

This course prepares educators to use internet-based virtual field trips (VFT) to develop an appreciation for cultural diversity, stimulate K-12 student learning, and increase academic achievement. A variety of VFT are designed to involve educators in constructivist teaching, intercultural communication, and the emerging global culture. Prerequisite: basic computer literacy and Internet skills.

ED 545 Teaching Children with Emotional and Behavioral Disturbances

3 SH

This course introduces the characteristics and needs of children with serious emotional disturbances (SED) and other behavioral challenges. It includes a survey of historical perspectives, trends and issues, theoretical viewpoints, diagnostic and prescriptive assessment practices, and intervention approaches. Emphasis will be placed on the manner in which SED affects social, psychological, and academic growth in children and adolescents. In addition, approximately half the course will be spent discussing instructional strategies to address students’ individual needs with an emphasis on inclusionary practices.

ED 546 Inquiry in the Classroom

3 SH

This course introduces candidates to inquiry in the context of the classroom. Candidates explore appropriate resolutions to questions and issues, learning how to create knowledge from this questioning to enhance students’ learning in the classroom. Assessment, qualitative, quantitative, and action research methodologies are applied to instructional decision making. Prerequisite: admission to the Master of Arts in Teaching program.

ED 548 Analysis of Reading Difficulties

3 SH

This course focuses on the study of both the word-centered and comprehension-centered methods of analyzing strengths and needs in reading, along with an examination of data related to problems in reading. Emphasis is on understanding the rationale and procedures for using selected individual diagnostic instruments; administering a variety of such instruments; interpreting the results, and reporting diagnostic information to parents and to other professionals. Prerequisite: ED 517 or ED 535.

ED 556 Curriculum Development Using Instructional Technology

3 SH

This course allows educators to learn aspects of the Internet information highway, i.e., researching historical documents, engaging in teacher-to-teacher dialogue, investigating scientific discoveries, joining education debates, and uncovering an unlimited amount of available resources for the K-12 educator. Prior computer skills are not necessary. Prerequisite: word-processing competency.

ED 557 Computers in Special Education

3 SH

This course will examine recent technological advances in technology to evaluate and help exceptional students realize their full potential. Technological advances will enable the design of learning and living environments that substantially reduce functional limitations resulting from sensory and physical disabilities. Prerequisite: three semester hours in special education and word-processing competency.

ED 558 Online Learning

3 SH

In this course, students will develop proficiency in online learning. The use of hypermedia, artificial intelligence and virtual reality in learning management shells and applications will improve information delivery, professional development, instructional design and assessment strategies for K-20 classrooms, and the community.  Prerequisite: intermediate computer proficiency and internet skills.

ED 559 Gaming and Computer Simulations

3 SH

In this course, students will learn to use computer simulations and digital games to enhance instruction and individual development in schools and the community. Demonstrations and evaluations of interactive applications and electronic simulations are included. Participants will evaluate the value and use o gaming categories and platforms. Prerequisite: intermediate computer proficiency and internet skills.

ED/BIO 566 Teaching Science in Secondary Schools

3 SH

This course is designed to foster confidence in teaching secondary science to middle or high school teachers (6-12). The course will focus on the nature of science; instructional strategies; fostering development of science concepts; mastering of process skills, organization, and assessment; and growth of positive attitudes in the areas of science. Prerequisite: Admission to the Master of Arts in Teaching program or permission of the chair of the Department of Education and Educational Psychology or (non-M.A.T.) admission to the Professional secondary education teacher preparation program. Corequisite: registration in secondary education professional semester courses.

ED/BIO 605  Applied Research Techniques in Biology

3 SH

Students will acquire and apply skills and techniques for designing and conducting laboratory, field, or computer-based research projects in the biological and environmental sciences. Under the supervision of a faculty member, students will design research questions; articulate testable hypotheses; design, set up, and conduct experiments, including analysis of data that may be used in school settings. Prerequisites: admittance to the MAT Biology or M.A. Biology degree program or permission of the department chair.

ED/SPA 567 Applied Linguistics in Spanish

3 SH

This course provides a specific analysis of complex grammar structures and their relationship to learning and teaching Spanish as a second language and also Spanish for heritage speakers. It highlights specific problem areas for students and involves the practical application of theories to classroom learning and teaching. Prerequisite:  admission to the Master of Arts in Teaching program or permission from chairs of the Department of Education and Educational Psychology and Dept. of World Languages and Literature.

ED/SPA 568 Teaching Spanish in Secondary Schools: Content and Pedagogy

3 SH

This course provides candidates in the Master of Arts in Teaching program with an understanding of the methods and materials needed to become a competent teacher of Spanish at the secondary level. Emphasis is on making content knowledge accessible to diverse student populations. Candidates are introduced to assessment methods and learn to integrate current instructional technologies into their teaching. They develop lesson plans and units of instruction and practice delivering instruction. The course will include an examination of the current curricular reform movements and their impact on the teaching of Spanish in the secondary school. Implications of state and national standards are considered. This course will be taught by a member of the World Languages and Literature Department. Candidates must receive a grade of B or higher in order to enroll in student teaching. Prerequisite: admission to the Master of Arts in Teaching program or permission from chairs of Department of Education and Educational Psychology and Department of World Languages and Literature.

ED 571 Urban Education Experience

3 SH

This course is designed to enhance participants’ knowledge of urban schooling as related to the dynamics of race, class, and culture through the analysis of historical, socioeconomic, and political factors influencing urban education. The distribution of opportunity is explored through instructional and organizational practices designed to close the achievement gap and build positive school cultures. Prerequisite:  M.S. in Education and M.A.T. candidates or department chair permission.

ED 572 Career Education and Development

3 SH

This course provides exploration, investigation, and experience in methods, models, and resources for developing and maintaining career planning and vocational guidance services in public and private educational agencies. Investigation in major theories in education and career development. This course is offered online in the spring only.

ED 576 Learning, Coaching, and Reflective Practice

3 SH

This course provides opportunities for the active, developing classroom practitioner to explore exceptional learning practices, peer-coaching techniques, and methods of reflective practices. Prerequisite: M.S. in Education candidates.

ED 578 Teaching the Gifted and Talented

3 SH

Students in this course will research and explore areas of human talent. Related issues and problems of the gifted will be investigated along with strategies for working with the gifted. Students will also develop an understanding of formal and informal assessment and evaluation techniques.

ED 585 Introduction to Community and School Counseling

3 SH

This course offers an introductory professional socialization to the field of counseling. The course provides a survey of the history, philosophy, theoretical foundations, standards, work settings, and relationships between counseling and other helping professions. In addition, the course will introduce the student to timely counseling topics such as:ethics, assessment, consultation, prevention, and accountability as well as the challenges facing counseling in the 1990s, such as family, feminist, multicultural, and developmental perspectives. Prerequisite: Admission to counselor education program or permission of chair of Department of Education and Educational Psychology.

ED 586 Theories of Counseling

3 SH

This course examines a variety of counseling theories, their philosophical assumptions, hypotheses, the therapeutic process inherent in each, and the expected outcomes of successful counseling. Prerequisite: admission to counselor education program or permission of chair of the Department of Education and Educational Psychology.

ED 587 Counseling Diverse Populations

3 SH

This course will critically analyze data and propose concepts of cross-cultural counseling appropriate to most culturally diverse groups in the United States. Case studies will be utilized. Prerequisites: ED 585 and ED 586.

ED 591 Independent Thesis Research in Education

6 SH

This course is designed for students fulfilling the thesis requirements for the M.S. in Education degree who have submitted an acceptable thesis outline and choose to work independently on thesis research and writing. Individual conferences with the thesis adviser are scheduled as needed. Credit will be granted upon submission of one copy of an approved final draft of the thesis and thesis abstract. Prerequisite: ED 501.

ED 592 Capstone Project in Education

3 SH

This course requires educators to complete a capstone project based on PK-12 professional practices. Prerequisites: completion of a total of 18 graduate semester hours, ED 501, and specific department requirements or admission to the Master of arts in Teaching Program and ED 501.

ED 593 Standards, Mandates, and Legal Issues in Teaching

3 SH

This course explores Connecticut State Department of Education documents relevant to the education of secondary education educators and identifies standards appropriate to their identified special program alignment. Teacher candidates will prepare for the Beginning Educator Support and Training program assessment standards and will have opportunities to discuss the student-teaching experiences and observed “best practices.” Prerequisite: admission to the Master of Arts in Teaching program or permission of the chair of the Department of Education and Educational Psychology.

ED 594 Community Reading Practicum

3 SH

This course focuses on practical applications of teaching reading in diverse educational environments. Placements will be based on teaching experience, professional goals, and community needs. Prerequisite: completion of 15 semester hours in the M.S. in Education (reading option), including ED 514, ED 517 or ED 535, and ED 548.

ED 598 Faculty-Developed Course

This experimental course is offered by the Department. of Education and Education Psychology as a means of determining its value to the total program or in response to a particular request from a group of students.

ED 599 Student-Developed Study

This vehicle is designed to provide the student with an opportunity to develop his/her own learning experience. A student will design a project and secure a faculty sponsor. The vehicle may be utilized more than once. Prerequisite: written permission of the faculty sponsor and chair of the Department of Education and Educational Psychology. Registration through the Division of Graduate Studies Office is required.

ED 606 Teaching Students with Multiple and Severe Disabilities

3 SH

This course is designed for teachers who work with students with multiple, low-incidence, and severe disabilities. The course focuses on inclusive, holistic ways of meeting the diverse needs of students by focusing on sensory-motor development, physical management in the classroom, and augmentative communication. Topics of study include working with families, assessment of issues and development of strategies, integrating health care needs, and self-care and mealtime skills. Students will participate in a 20 hour field experience within a special education setting. (3 credits).

ED 607 Language Development

3 SH

This focus of this course is to provide the basis for the teacher candidate to shape and to inform language development in children. The framework for optimum practice includes knowledge of the following areas: foundations of language development; theoretical models of language development; child development and its impact on language; cognitive bases of language; language research and analysis; language for school learning; early interventions for language impairments and second language acquisition. A field experience is required. 

ED 608 Sociolinguistics and Literacy Learning

3 SH

A framework for understanding the cognitive and socio-cultural factors that affect the acquisition and development of language and literacy will be examined. Cognitive factors affecting young children’s literacy learning will include phonological awareness, a psycho-linguistic model of learning to read and write, acquiring the alphabetic principle, brain research and literacy, research on early instruction and determinants of difficulties in learning to read, and connecting early language to literacy. Socio-cultural factors including language and thought, socio-economic levels literacy development, language and regional dialects, language and culture, social languages and standard language, and gender variations in language strategies and their use. 

ED 609 Assessments in Reading and Language Arts

3 SH

This course will emphasize the use of multiple forms of assessment to monitor the literacy growth development of students in P-12 classrooms with diverse populations having a wide range of literacy development; including students whose native language is not English, those with special needs and struggling readers and writers. Course participants will learn how to use assessment data to inform their teaching and to use differentiated instruction to meet the special needs of all learners. The role of technology will be explored as a viable tool in assessment as in the creation of digital portfolios. The required field experience includes tutoring a student with special needs in reading and writing over the course of the semester leading to the creation of a portfolio for the tutee.

ED 610 Exploring Children’s and Adolescent Literature and Digital Literacies

3 SH

An examination of children’s and adolescent literature will be offered. Personal and academic values that various types of literature offer to literacy growth will be explored. The variety of literature categories to support literacy and content learning will be provided. An emphasis on multicultural and international literature to enrich students’ lives is an important focus of the course. Course participants will be engaged in planning the literature curriculum for students in grades K-12. A field experience is required in this course.

ED 611 Action Research in Literacy Leadership

3 SH

This course focuses on supervised research in the area of literacy. Each student will be required to identify a literacy strategy or curriculum to research, identify current theory and practice and then design an action research project to explore the topic. Candidates must submit their action research proposal to the IRB for approval. Prerequisite: Completion of 21 graduate credits or permission of the program coordinator. 

ED 612 Practicum in Reading and Literacy K-5

3 SH

Course participants will be engaged in two supervised practica with students who have literacy disabilities, one student at the early childhood level and one at the childhood level. Course participants will use their content and pedagogical knowledge and skills to diagnose and remediate reading, writing, and language skills; they will learn to work with school personnel to optimize students’ learning, as they communicate with caregivers and families about students’ literacy and language growth, making suggestions for family and home support. Application for the practicum must be submitted three months prior to placement and course registration; approval by the Education Department is required. 

ED 613 Practicum in Reading and Literacy 6-12

3 SH

Course participants will be engaged in two supervised practica with students who have literacy disabilities, one student at the middle school level and one at the high school level. Course participants will use their content and pedagogical knowledge and skills to diagnose and remediate reading, writing, and language skills; they will learn to work with school personnel to optimize students’ learning, as they communicate with caregivers and families about students’ literacy and language growth, making suggestions for family and home support. Application for the practicum must be submitted three months prior to placement and course registration; approval by the Education Department is required.

ED 614 Advanced Diagnosis and Remediation of Reading Disabilities

3 SH

This course will emphasize the use of multiple forms of assessment to monitor the literacy growth development of students in elementary classrooms with diverse populations having a wide range of literacy development; including students whose native language is not English, those with special needs and struggling readers and writers. Course participants will learn how to use assessment data to inform their literacy leadership and to use differentiated instruction to meet the special needs of all children. The role of technology will be explored as a viable tool in assessment as in the creation of digital portfolios. The required field experience includes working with a teaching tutoring a student with special needs in reading and writing over the course of the semester leading to the creation of a portfolio. 

ED 615 Organization, Administration, and Evaluation of Reading Programs

3 SH

This course provides literacy consultant candidates with a framework to organize, administer, and evaluate reading programs. State laws, trends and issues related to the administration of reading programs will be explored. Instructional issues and reading programs for pre-K through adult learners will be examined. Includes censorship issues, textbook/test adoption procedures, roles and responsibilities in the reading program, staff development and change strategies. 

ED 616 Practicum in Reading and Language Arts Consultant

3 SH

Course participants will be engaged in a supervised practicum in reading and language arts consulting. Course participants will use their content and pedagogical knowledge and skills to organize, administer, and evaluate a reading program. Experiences in creating and leading professional development will be included. Application for the practicum must be submitted three months prior to placement and course registration; approval by the Education Department is required. 

ED 617 Assessments in Special Education

3 SH

This course deals with the appropriate selection, administration, and interpretation of assessment techniques and measures in order to identify students for special education. The course will familiarize the student with basic assessment terminologies and principles as well as various tests measuring achievement, aptitude, readiness, and social skills. Focus of the course will be on the use of assessment information to determine special education eligibility, identify current academic and nonacademic performance, set instructional goals, monitor progress, develop classroom assessments and determine the effectiveness of instruction. The required field experience includes tutoring a student with special needs over the course of the semester leading to the creation of a case study report.

ED 618 Collaborative Program Planning

3 SH

This course deals with the models, history, current issues and strategies in providing collaborative supports, accommodations, and differentiated curriculum to include students with disabilities and other special needs in general education classes. Strategies for working with regular classroom teachers; support services personnel, paraprofessionals, and other individuals involved in the educational program will be explored. The collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom will be discussed. A field experience is included.

ED 619 Theory and Practice in Bilingual Education

3 SH

The focus of this course is to examine the theoretical framework, historical development, present status and future of bilingual education in the United States. Current curricula, testing, evaluation, and school-community relationships in bilingual settings will be explored. A fieldwork experience is required.

ED 620 Practicum in Teaching Special Education Students Grades K-5

3 SH

Course participants will be engaged with elementary school students who have special needs. Course participants will use their content and pedagogical knowledge and skills to assess and design curriculum for students with special needs and employ methodologies and adapted curricula; they will learn to work with school personnel to optimize students’ learning, as they communicate with caregivers and families about students’ academic achievement and development, making informed suggestions for family and home support. Application for the practicum must be submitted three months prior to placement and course registration; approval by the Education Department is required.

ED 621 Practicum in Teaching Adolescent Students with Special Needs (Grades 6-12)

3 SH

Course participants will be engaged adolescent students who have special needs. Course participants will use their content and pedagogical knowledge and skills to assess and design curriculum for students with special needs and employ methodologies and adapted curricula; they will learn to work with school personnel to optimize students’ learning, as they communicate with caregivers and families about students’ academic achievement and development, making informed suggestions for family and home support. Application for the practicum must be submitted three months prior to placement and course registration; approval by the Education Department is required.

ED 622  Approaches and Methods for Second Language Learners (Grades K-12)

3 SH

This course will enable students to explore theories, pedagogical considerations and current methodology in the teaching of second language learners in secondary school. Research-based instructional practices such as the Sheltered Instruction Observation Protocol (SIOP) will be presented. Differentiated instruction for second language learners with special needs will be discussed. Issues and methods for assessment of second language learners will be investigated. The course will use the CT English Language Proficiency (CELP) standards to focus instructional practices and to guide assessment. A fieldwork experience of 25 hours is required.

ED 623  Second Language Acquisition (SLA)

3 SH

This course is designed to help students comprehend first and second language acquisition. In understanding the processes of language acquisition, students will be better equipped to design instructional strategies that facilitate Second/English Language Learners’ language acquisition, and create supportive environments. The course will use the CT English Language Proficiency (CELP) standards to focus instructional practices and to guide assessment.

ED 624 Assessment for Second Language Learners (Grades K-12)

3 SH

This course will prepare students to differentiate between student-learning difficulties due to exceptionality and those due to insufficient supports in second language acquisition Theoretical and practical study of instruments and procedures used for assessing bilingual students will be included. Formal and informal methods of evaluation, including issues of valid and non-biased assessment tools, will be examined for use in the assessment of language skills and academic proficiency. The course will use the CT English Language Proficiency (CELP) standards to focus instructional practices and to guide assessment. A fieldwork requirement of 10 hours is included.

ED 625  Academic Language and Literacy for Second Language Learners (Grades K-12)

3 SH

This course will focus on current approaches and theories of second language literacy, with a focus on academic discourse and the integration of reading and writing. Review of research on best-practices for instruction in second language reading and second language writing will be included. The course will use the CT English Language Proficiency (CELP) standards to focus instructional practices and to guide assessment. A fieldwork requirement of 10 hours is included.

ED 627 Practicum in Teaching English to Second Language Learners (Grades K-12)

3 SH

Course participants will be engaged with students who are second language learners. Course participants will use their content and pedagogical knowledge and skills to assess and design curriculum for ELLs and employ methodologies and adapted curricula; they will learn to work with school personnel to optimize students’ learning, as they communicate with caregivers and families about students’ academic achievement and development, making informed suggestions for family and home support. The course will use the CT English Language Proficiency (CELP) standards to focus instructional practices and to guide assessment. Application for the practicum must be submitted three months prior to placement and course registration; approval by the Education Department is required.

ED 690 Non-Thesis Project for Second M.S. Degree

6 SH

A student-designed culminating project for the non-thesis approach when working towards a second M.S. degree. The topic and topical outline must be approved by both the appropriate program coordinator and the Dean of Professional Studies.

ED 726 Child and Adolescent Development

3 SH

The focus of this seminar course will be on child and adolescent development through the analysis of case studies. In addition to analyzing case studies, the student will develop a case study.

ED 733 Staff Development Seminar

1-6 SH

This course is designed to meet the in-service (staff development) needs of specific school personnel of local school systems. The objectives of the course will be jointly developed by the Department of Education and Educational Psychology and the local school system(s).

Doctor of Education in Instructional Leadership:

Core Courses in Theory and Foundation