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Education-Counseling |
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CEC 553 - Ethical and Legal Issues in Counseling
Reviews the current ethical standards and guidelines in the counseling fields including mental health counseling and school counseling; examines potential legal issues the mental health counselors and school counselors may encounter; discusses contemporary ethical decision making models in counseling literature.
Credits: 3
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CEC 556 - Established Theories of Counseling
Examines established counseling theories and philosophies to provide an understanding of different developmental levels of individuals across the life span. Emphasizes self-knowledge and critical reflective thinking.
Prerequisites & Notes
CEC 553.
Credits: 3
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CEC 557 - Introduction to Play Therapy
Establishes and enhances therapeutic relationship with children through the use of play materials and play therapy techniques to facilitate their expression of emotions and thoughts, self-understanding, decision making, and personal growth. Both theoretical concepts and practical experiences in play therapy are integrated in this course.
Prerequisites & Notes
CEC 553 and CEC 556; and either CEC 548 or CEC 551 or permission.
Credits: 3
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CEC 559 - Counseling for Career Development
Explores theories and decision-making models in career counseling while incorporating interrelated life factors, resources, assessment, program implementation, and counseling techniques.
Prerequisites & Notes
CEC 553 or CEC 556 or equivalent.
Credits: 3
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CEC 560 - Counselor Education Prepracticum
Bridges cognitive courses to the counseling practicum experience. Designed to gain competency in basic counseling skills across the life span. Emphasizes self-reflection and personal growth through video taping sessions.
Prerequisites & Notes
CEC 553, CEC 556, and CEC 548 or CEC 551
Credits: 3
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CEC 580 - Counselor Education Institute
Provides understanding and insight into the area of counselor education. Attention given to literature, research, practices and materials.
Credits: 1-6
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CEC 585 - Substance Abuse: Contemporary Approaches to Counseling, Treatment, and Prevention
Provides an understanding of processes, stages, and effects of physical addictions, social addictions, social and psychological dynamics of chemical dependency, and the counselor’s role in prevention, intervention, and ongoing services.
Prerequisites & Notes
CEC 548 and CEC 556, or permission.
Credits: 3
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CEC 655 - Individual Counseling Practicum
Integrates counseling theory and practice through intensive supervised practice in one-on-one counseling for the purpose of developing individual counseling skills.
Prerequisites & Notes
CEC 560 and permission. Special application required.
Credits: 3
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CEC 657 - Group Practicum
Extensive supervised experience in leading groups. Focus on leadership skills required by counselors in K-12, community and higher education settings. Special application required.
Prerequisites & Notes
CEC 552 or equivalent and permission.
Credits: 3
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CEC 659 - Counseling Supervision
Cognitive understanding of and guided experience in supervising counselors-in-training. Includes models for supervision in training and employment settings.
Prerequisites & Notes
CEC 658.
Credits: 3
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CEC 690 - Counselor Education Internship
On site supervised experiences at school or mental health settings where students have the opportunities to perform all activities of a regularly employed school or mental health counselor.
Prerequisites & Notes
Advanced application and permission.
Credits: 1-6
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CEC 697 - Independent Study in Counselor Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in counselor education.
Prerequisites & Notes
Permission.
Credits: 1-6
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CEC 698 - Special Topics in Counselor Education
Concentrated study of designated topics in counselor education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following.
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
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Education-Curriculum |
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EHD 533 - Dynamics of the Curriculum
Contextualizes and examines contemporary models of of curriculum development common to all areas of K-12 instruction. Trends and philosophical frameworks underpinning development, planning, implementation, and evaluation are compared and evaluated for students to acquire skills applicable to current curriculum development processes.
Credits: 3
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EHD 595 - Leadership in Curriculum Design for Administrators/Supervisors
Role function and practices for the curriculum leader.
Prerequisites & Notes
EHD 533 or permission.
Credits: 3
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Education-Early Literacy |
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EEL 530 - Foundations of Literacy for Young Children: Birth to 8
This is an introductory survey course designed to introduce practicing early childhood educators to the components of early literacy development, assessment practices, pedagogy and intervention that promotes that development.
Credits: 3
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EEL 543 - Literacy Teaching and Learning Part I
This course is the first of two consecutive courses designed to support classroom teachers in Maine Partnerships in Comprehensive Literacy schools who teach students in grades PreK-12. Within this course participants will explore a Framework for Comprehensive Literacy that includes concepts of reading and writing theory, a cognitive apprenticeship approach to teaching and learning, components of a balanced literacy program, observation of student performance, assessment tools, classroom management, instructional materials, and a workshop model.
Prerequisites & Notes
Employment in a MPCL school.
Credits: 2
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EEL 544 - Literacy Teaching and Learning Part II
This course is the second of two consecutive courses designed to support classroom teachers in Maine Partnerships in Comprehensive Literacy schools who teach students in grads PreK-12. Within this course participants will explore a Framework for Comprehensive Literacy that includes concepts of reading and writing theory, a cognitive apprenticeship approach to teaching and learning, components of a balanced literacy program, observation of student performance, assessment tools, classroom management, instructional materials, and a workshop model.
Prerequisites & Notes
Employment in a MPCL school and EEL 543 the previous semester.
Credits: 1
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EEL 547 - Literacy Intervention for Individual Learners I
This year-long course prepares educators and interventionists who work in school-based settings and teach students with literacy difficulties. The course is particularly appropriate for educators who work with diverse populations of students including special education, ELL, and classrooms implementing RTI. Throughout the course participants will explore the links between theory and practice, developing theoretical understandings of literacy processing at the acquisition stage, as well as skills in observing, recording, analyzing, and insightfully responding to students’ literacy needs to promote accelerated progress. Participants are required to tutor two students daily.
Prerequisites & Notes
Permission. Working in a school district implementing Reading Recovery.
Credits: 3
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EEL 552 - An Exploration of the Writer’s Workshop in PreK-12 Classrooms
This one semester course is designed for educators who teach students in elementary, middle and high school contexts within Maine Partnerships in Comprehensive Literacy (MPCL) schools. During the composing and comprehending of texts the writing process will be explored with links to the reciprocal processes of reading, speaking, listening and viewing. Within a cognitive apprenticeship approach, participants will become familiar with the Writer’s Workshop framework that includes explicit instruction, observation of student learning, formative assessment of student competencies, workshop structures, classroom management, and instructional resources.
Prerequisites & Notes
Employment in a MPCL school and either EEL 543/544, EEL 535/536, EEL 537/538 or EEL 539/540.
Credits: 3
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EEL 554 - An Exploration of the Reader’s Workshop in PreK-12 Classrooms
This one semester course is designed for educators who teach students in elementary, middle and high school contexts within Maine Partnerships in Comprehensive Literacy (MPCL) schools. During the comprehending of texts the reading process will be explored with links to the reciprocal processes of writing, speaking, listening and viewing. Within a cognitive apprenticeship approach, participants will become familiar with the Reader’s workshop framework that includes explicit instruction, observation of student learning, formative assessment of student competencies, workshop structures, classroom management, and instructional resources.
Prerequisites & Notes
Employment in a MPCL school and either EEL 543/544, EEL 535/536, EEL 537/538 or EEL 539/540.
Credits: 3
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EEL 556 - An Exploration of the Language Workshop in PreK-12 Classrooms
This course is designed for educators who teach students in elementary, middle and high school contexts within Maine Partnerships in Comprehensive Literacy (MPCL) schools. During Language Workshop, interactive read alouds and rich discussion will be used to explore the listening and speaking standards and the reciprocal processes of reading, writing, listening, speaking and viewing. Within a cognitive apprenticeship approach, participants will become familiar with the Language Workshop framework that includes explicit instruction, observation of student learning, formative assessment of student competencies, workshop structures, classroom management, and instructional resources.
Prerequisites & Notes
Employment in a MPCL school and either EEL 543/544, EEL 535/536, EEL 537/538 or EEL 539/540.
Credits: 3
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EEL 581 - Theoretical Perspectives within MPCL Coaching Part II
This is one of four courses in a program of study designed to prepare Maine Partnerships in Comprehensive (MPCL) school based literacy coaches who work within defined grade spans across a Pre-K to grade 12 continuum. In this course, participants will actively engage in constructing new knowledge to enhance current understandings about effective literacy learning and teaching. Participants will explore theory and research that underpin perspectives on literacy education and coaching in the context of literacy learning. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
EEL 580 previous semester.
Credits: 3
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EEL 582 - Clinical Practices in MPCL Coaching Part I
This is one of four courses in a program of study designed to prepare Maine Partnerships in Comprehensive Literacy (MPCL) school based literacy coaches who work within defined grade spans across Pre-K to grade 12 continuum. Coaches support classroom teachers in implementing optimal literacy learning practices. Participants will actively engage in teaching children within a workshop approach to teaching and learning. Throughout the program of study participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
Instructor permission.
Credits: 2
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EEL 583 - Clinical Practices in MPCL Coaching Part II
This is one of four courses in a program of study designed to prepare Maine Partnerships in Comprehensive Literacy (MPCL) school based literacy coaches who work within defined grade spans across Pre-K to grade 12 continuum. Coaches support classroom teachers in implementing optimal literacy learning practices. Participants will engage in the coaching of teachers within a variety of workshop settings. Throughout the program of study participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
EEL 582 in the previous semester.
Credits: 1
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EEL 651 - Intervention Designs for Struggling Learners
This year-long course provides K-6 educators with the opportunity to gain in-depth knowledge and skill in designing and implementing small group interventions for students experiencing difficulty in literacy learning. The course will focus on differentiating reading and writing instruction within a range of settings, including classroom and supplemental contexts in accord with a Response to Intervention (RtI) framework. In order to help all educators respond to the unique needs of a diverse range of struggling learners, the course will include techniques for using intervention team meetings to select appropriate services, collaborating with teachers across intervention programs and using assessments to monitor student progress.
Prerequisites & Notes
Bachelors degree in education and working in a school setting and permission.
Credits: 6
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Education-General (EDG) |
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EHD 525 - Practicum: Urban and Rural Development
Exploration of similarities and differences in urban and rural schools, poverty, racial/ethnic diversity, English language learning, culturally responsive education, the needs of students, and the role of teachers. One full-day field trip required.
Credits: 3
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EHD 575 - Educational Research
Evaluates selected research in education in relation to the appropriateness of the design to the stated purpose of the study. Students select and present research problem with special attention to design and studies related to it.
Prerequisites & Notes
Graduate student or permission
Credits: 3
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EHD 657 - Educational Practicum (Activity)
Supervised practice in applying professional skills to administration, supervision, science education, social studies, special education and language instruction. Activity will be selected by the student and advisor.
Prerequisites & Notes
permission obtained well in advanced.
Credits: 1-6
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EHD 691 - Graduate Apprenticeship
Apprenticeship training in supervision, administration, social studies, special education, physical education, science education or another area of interest. Available only to full-time graduate students with permission well in advance of class meeting.
Prerequisites & Notes
permission of graduate advisor.
Credits: 2-6
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EHD 693 - Educational Internship
Provides on-the-job experience through special arrangements with cooperating University departments, community agencies, or public schools.
Prerequisites & Notes
permission of instructor and advisor, obtained well in advanced.
Credits: 2-6
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Education-General (EDU) |
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EHD 557 - Educational Field Experience - Secondary
Study of middle-level and secondary education programs through visits, consultation and appraisal of practices in selected schools, instructional centers, clinics, laboratories and community agencies. Observations are considered in relation to research theory and practice.
Prerequisites & Notes
Degree student in secondary Master of Arts in Teaching program (College of Educatin and Human Development).
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EHD 580 - Educational Institute (Activity)
An activity with special interest to educators that takes place outside the time frames of a standard course and often in a shorter period of time. Institutes give students opportunities to take activity based courses that are connected to research and practices. Can be repeated.
Credits: 1-6
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EHD 590 - Topics in Education
Concentrated study of designated topics in education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following.
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
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EHD 591 - Internship for Secondary M.A.T.
Provides on-the-job experience through special arrangement with cooperating University departments, community agencies, or public schools. Must be admitted and enrolled in the Mater of Arts in Teaching (M.A.T.) program.
Prerequisites & Notes
Permission.
Credits: 6
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EHD 690 - Topics in Education
Concentrated study of designated topics in education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following.
Prerequisites & Notes
Certificate of Advanced Study or doctoral student in Education and permission.
Credits: 1-3
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EHD 698 - Independent Study in Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in such fields as administration, language arts, social studies, science education, special education, counselor education and other special topics.
Prerequisites & Notes
permission.
Credits: 1-6
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Education-Higher Education |
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HED 523 - The American Community College
Focuses on the history, organization, governance, constituencies, and educational programs of community and technical colleges in the united States.
Credits: 3
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HED 561 - Developmental Theory in Higher Education
Developmental theory as a foundation for student affairs emphasizing the interdependence of theory and practice.
Prerequisites & Notes
permission.
Credits: 3
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HED 562 - Assessing Impact of College on Students
Students will learn to read, interpret, and critique research and to design appropriate assessments in student affairs and higher education related to college impact. They will learn different approaches to individual and organizational assessment, including choice of appropriate research designs and methods.
Prerequisites & Notes
HED 561 or equivalent.
Credits: 3
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HED 580 - History of Higher Education in the United States
History of American higher education, colonial period to the present.
Prerequisites & Notes
permission.
Credits: 3
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HED 598 - Special Topics in Higher Education
Concentrated study of designated topics in higher education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
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HED 610 - Capstone Seminar in Student Affairs
Focus on contemporary problems and issues in the field of Student Affairs.
Prerequisites & Notes
permission.
Credits: 3
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HED 620 - Seminar in Higher Education in the United States
Examines the American system of higher education with emphasis on current issues.
Prerequisites & Notes
permission.
Credits: 3
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HED 630 - Higher Education and the Law
A seminar focusing on the impact of the law and legal processes on institutions of higher education, including such areas as employment, (including equal opportunity/affirmative action, dismissal, contracts and tenure), academic freedom, civil rights, due process, student rights and other issues of concern to higher education leaders.
Prerequisites & Notes
Higher education graduate students or permission.
Credits: 3
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HED 640 - Issues in College Teaching
This course is a graduate seminar for advanced graduate students preparing to teach in postsecondary institutions. The course introduces the formal scholarship in college teaching. Topics include: active learning, evaluation methods, classroom climate, instructional approaches, student behavior, and resources for teaching and learning.
Credits: 3
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HED 650 - Social Context of Higher Education
Seminar providing in-depth exploration of the role of race, ethnicity, social class, gender, sexuality and other identity differences in shaping the contemporary social context of postsecondary education in the United States.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 654 - Higher Education Policy and Politics
A seminar focusing on understanding and engaging with political contexts and policy processes affecting colleges and universities. Examines alternative perspectives of policy processes, including the role of policy analysis, in order to provide a basis to formulate effective strategies for impacting them.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 676 - Doctoral Seminar in Higher Education
Examines major theoretical perspectives and related research in the organization and functioning of colleges and universities. Considers the leadership implications for higher educational organizations and programs.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 677 - Doctoral Seminar in Higher Education Research
Examines major epistemological approaches to inquiry with respect to the field of Higher Educational Leadership. Seminar participants will examine theories of knowledge formation and distribution while considering the implications for postsecondary institutions and their own approaches to scholarly inquiry.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 690 - Higher Education Internship
Integrating theory and practice in a wide variety of higher education settings.
Prerequisites & Notes
Advance application and permission.
Credits: 1-6
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HED 697 - Independent Study in Higher Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in higher education.
Prerequisites & Notes
Permission.
Credits: 1-6
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Education-History and Philosophy (EDH) |
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EHD 500 - Social Context of Education
Considers competing interpretations of the relationships between schools and society, the impact of race, class, and gender on education, and issues of continuity and change in policy and practice.
Credits: 3
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EHD 501 - Social Context of Education
Provides a theoretical framework for analyzing the influences of schools, families, communities, government policies, society and culture on student learning and classroom interactions, along with exploration of specific illustrative examples of importance to beginning teachers.
Prerequisites & Notes
Admission to the Master of Arts in Teaching Program.
Credits: 3
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EHD 519 - Formative Assessments: Research, Practice and Policy
Provides students an opportunity to develop insights on different forms of formative assessments; to practice development and implementation of formative assessment probes in educational settings and to analyze related research and policy documents on formative assessments.
Credits: 3
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EHD 541 - Prevention and Intervention in School Settings: Social Emotional Learning
Examines the conceptualization and application of prevention and intervention within school settings. Assumes that students have a theoretical understanding and classroom experience with core educational approaches related to pro-active classroom management, effective instruction, curriculum development, and classroom assessment. From this foundation, students enrolled in EHD 541 examine theoretical perspectives on risk and resilience as they pertain to the development of competent social behaviors and self regulation skills, including those found to facilitate social relationships, serve as academic enablers, and promote self-determination. Social learning theory and the developmental-ecological framework will serve as the primary theoretical and conceptual roots for this course. Emphasis is given to behavioral and academic prevention and intervention implemented within coherent classroom and schoolwide systems of support. Contextual factors (e.g., home, community, SES and the broader domain of social justice) provide the ecological backdrop of our study.
Credits: 3
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EHD 660 - Historical Roots of U.S. Educational Practice, Policy and Thought
Examination of influences shaping the development of educational practice and policy in the United States, with particular attention to Maine.
Prerequisites & Notes
EDL Master’s degree or permission of instructor.
Credits: 3
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Education-Literacy |
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EEL 560 - Advanced Literacy Coaching
Semester course designed to provide Maine Literacy Partnership coaches an advanced level of literacy coaching to teachers in their respective schools.
Prerequisites & Notes
Permission.
Credits: 3
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EEL 563 - Literacy Processing in Middle and High School Settings I
Literacy Processing in Middle and High School Settings I is the first part of a yearlong course designed for educators who want to extend their knowledge of the development of effective reading and writing processes, and deepen their expertise in supporting students with literacy learning difficulties in middle and high school settings.
Prerequisites & Notes
3 graduate credit hours are earned each semester for a total of 6 (Part I and II).
Credits: 3
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EEL 564 - Literacy Processing in Middle and High School Settings II
EEL 564 Literacy Processing in Middle and High School Settings II is the second part of a yearlong course designed for educators who want to extend their knowledge of the development of effective reading and writing processes, and deepen their expertise in supporting students with literacy learning difficulties in middle and high school settings.
Prerequisites & Notes
3 graduate credit hours are earned each semester for a total of 6 (Part I and II).
Credits: 3
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EEL 578 - Scaffolding Student Learning Through Differentiation and Contingent Teaching I
This course is the first of a two-part training that provides participants with the opportunity to gain in depth knowledge and skill in designing and implementing instruction for students experiencing difficulty in literacy learning. The course will focus on differentiating reading and writing instruction in the classroom setting. In order to help classroom teachers respond to the unique needs of a diverse range of struggling learners, the course will include techniques for identifying struggling literacy learners, using assessments to identify students’ needs and monitor their progress, forming and working with small groups effectively and using a range of teaching strategies to best meet the needs of these learners.
Prerequisites & Notes
Successful completion of EEL 561/562 Literacy Processing (or equivalent).
Credits: 3
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EEL 579 - Scaffolding Student Learning Through Differentiation and Contingent Teaching II
This course is the second of a two-part training that provides participants with the opportunity to gain in-depth knowledge and skill in designing and implementing instruction for students experiencing difficulty in literacy learning. The course will focus on differentiating reading and writing instruction in the classroom setting. In order to help classroom teachers respond to the unique needs of a diverse range of struggling learners, the course will include techniques for identifying struggling literacy learners, using assessments to identify students’ needs and monitor their progress, forming and working with small groups effectively, and using a range of teaching strategies to best meet the needs of these learners.
Prerequisites & Notes
EEL 578, Scaffolding Student Learning Through Differentiation and Contingent Teaching I.
Credits: 3
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EEL 580 - Theoretical Perspectives within MPCL Coaching Part I
This is one of four courses in a program of study designed to prepare Maine Partnerships in Comprehensive Literacy (MPCL) school based literacy coaches who work within defined grade spans across Pre-K to grade 12 continuum. In this course, participants will actively engage in constructing new knowledge to enhance current understandings about effective literacy learning and teaching. Participants will explore theory and research that underpin perspectives on literacy education and coaching int he context of literacy learning. Throughout the program of study participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
Instructor permission.
Credits: 3
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EEL 646 - Dyslexia Studies within a Literacy Processing Framework I
This course is the first in a two-part training designed for educators and support personnel who are familiar with a theory of literacy processing and who want to extend their knowledge of the development of effective reading and writing processes, deepening their expertise in supporting students with literacy learning difficulties in various instructional settings. The course offers a combination of seminar and clinical experience, to facilitate application of theory to practice.
Prerequisites & Notes
Completion of at least one of the following courses:
EEL 596/597 Reading Recovery Teacher Training OR EEL 598/599 Literacy Lessons Teacher Training OR EEL 561/562 Literacy Processing (or equivalent)
AND
EEL 652/653 Intervention Designs for Struggling Learners (or equivalent).
Credits: 3
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EEL 647 - Dyslexia Studies within a Literacy Processing Framework II
This course is the second in a two-part training designed for educators and support personnel who are familiar with a theory of literacy processing and who want to extend their knowledge of the development of effective reading and writing processes, deepening their expertise in supporting students with literacy learning difficulties in various instructional settings. The course offers a combination of seminar and clinical experience, to facilitate application of theory to practice.
Prerequisites & Notes
EEL 646 Dyslexia Studies within a Literacy Processing Framework I.
Credits: 3
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ELL 577 - Curriculum & Assessment in ESL/EFL Contexts
This course develops an understanding of the purposes of assessments that inform curriculum development and increase ELL academic language while also developing high-level, content specific knowledge and skills. Designed for practicing teachers with ELL students in their classes, those seeking Maine’s ESL endorsement, or individuals planning to teach EFL overseas. Also suitable for those preparing to teach a second language other than English.
Prerequisites & Notes
INT 410.
Credits: 3
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ERL 516 - Visual Literacy-Exploring Meaning in the Art of Picturebooks
This course is designed to provide PreK-12 educators with an understanding of, and an appreciation for, the synergy created between picturebook text and image.
Prerequisites & Notes
Graduate standing or permission.
Credits: 3
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ERL 517 - Literature for Children
A continuation of ERL 317 including a study of the historical development of children’s literature; principles, techniques and curriculum planning for the guidance of children’s reading; book selection for elementary schools and public libraries. Extensive reading and evaluation of children’s books.
Prerequisites & Notes
ERL 317 or its equivalent.
Credits: 3
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ERL 518 - Literature for Young Adults
Study of the development of literature for adolescents and young adults as it is used in the junior high, secondary school, and public library. Emphasis on recently published books of this nature and the important contributions of the past.
Credits: 3
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ERL 534 - Literacy and Language Development
Examines how oral and written language are acquired; sociocultural linguistic variations, connections between language acquisition and print awareness and classroom practices that promote language development. (ERL 534 and SED 524 are identical courses.)
Credits: 3
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ERL 535 - Current Practices in Reading
Fundamentals of reading instruction including history, models of reading and reading instruction and development of lifetime readers.
Credits: 3
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ERL 537 - Literacy Across the Curriculum
Examines reading, writing, studying and thinking as elements of content discipline instruction.
Credits: 3
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ERL 538 - Current Practices in Vocabulary Teaching and Learning, PreK-12
This course will focus on current vocabulary research and practice with an emphasis upon content area learning, learning through literature and oral language, and building a vocabulary-rich PreK-12 classroom.
Prerequisites & Notes
ERL 534.
Credits: 3
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ERL 539 - Current Theories and Practices in Reading Comprehension, K-12
This course is designed to provide K-12 educators the theoretical foundations and applications or research-based comprehension instruction and assessment.
Prerequisites & Notes
ERL 535.
Credits: 3
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ERL 542 - Writing and the Young Child: Birth to 8
An investigation of the foundations of young children’s acquisition of writing skills, including discussion of links to oral language development, grapho-phonemic connections, the developmental continuum of writing, and research-based pedagogy to support the development.
Credits: 3
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ERL 544 - Digital Writing in the Classroom
Compose hypertext, blogs, wikis, and multimedia, and explore classroom applications.
Prerequisites & Notes
Graduate Student or Permission.
Credits: 3
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ERL 545 - Introduction to the National Writing Project
Explores the role of writing in teachers’ personal and professional lives. Examines effective practices for teaching writing.
Prerequisites & Notes
Permission.
Credits: 3
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ERL 547 - National Writing Project Seminar in Mentoring
Examines effective practices for assisting colleagues in writing and teaching writing. Students mentor those enrolled in ERL 545.
Prerequisites & Notes
ERL 545 and ERL 546. Instructor permission required.
Credits: 3
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ERL 548 - National Writing Project Advanced Institute in Teacher Leadership
Examines teachers’ role as change agents. Includes mentoring students in ERL 546.
Prerequisites & Notes
ERL 545 and ERL 546. Instructor permission required.
Credits: 3
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ERL 552 - Seminar in Teacher Research
History of the teacher as researcher movement. Presents basic research strategies for classroom teachers. Students will test research techniques in classrooms and design a research study.
Prerequisites & Notes
ERL 534, ERL 535, ERL 536 or a minimum of 15 hours completed in literacy graduate program.
Credits: 3
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ERL 553 - Literacy Assessment
Discussion of both literacy process and product assessment measures and factors affecting these areas. Exploration of past, present and current issues in literacy assessment.
Prerequisites & Notes
ERL 535 and ERL 540 or equivalents or permission.
Credits: 3
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ERL 569 - Clinical Practices-Teaching Children
Internship on clinical practices, in small groups and tutoring contexts, for children (K-8) experiencing difficulties in literacy. Emphasis on assessment, interventions and cast study reports.
Prerequisites & Notes
ERL 553 or permission.
Credits: 6
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ERL 590 - Special Topics in English Language Arts and Related Fields
Offered as need, interest, and research require. Specific topics might include: word processor and writing instruction, comprehension and cohesion, reading and writing in the content areas, vocabulary development, reading and cognition, ethnographic research in the language arts, and teacher as researcher. May be repeated for credit.
Prerequisites & Notes
permission.
Credits: 1-3
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ERL 601 - Seminar in Reading
Students will read, discuss and present research on historical and current issues in reading and reading instruction.
Prerequisites & Notes
ERL 535 and a minimum of 15 credit hours completed in Literacy.
Credits: 3
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ERL 603 - Proseminar in Literacy I
An introduction to doctoral study in literacy, this course grounds students in the historical context of literacy and instruction that informs current trends and issues in literacy instruction and research.
Credits: 3
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ERL 697 - Independent Study in Literacy
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in literacy education.
Prerequisites & Notes
Permission.
Credits: 1-6
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ERL 698 - Special Topics in Literacy
Concentrated study of designated topics in literacy education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
CAS or doctoral level student or permission.
Credits: 1-3
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Education-Mathematics |
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EMA 551 - Newer Practices in Mathematics Education
Covers objectives, materials and procedures for improvement of teaching fundamentals of arithmetic and a mathematics readiness program, a sensible drill load, and development of meaningful problem units.
Prerequisites & Notes
EMA 314 or equivalent.
Credits: 3
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EMA 598 - Special Topics in Mathematics Education
Concentrated study of designated topics in mathematics education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
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Education-Measurement and Testing |
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EHD 521 - Classroom Practice to Improve Learning
Evidence based classroom practice and the skills to construct and sustain challenging instruction and a healthy learning environment. Individual and group reflection on research findings from educational psychology, brain development and learning, universal design, effective schools, effective teaching, student diversity, social foundations, and educational assessment.
Credits: 3
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Education-Psychology |
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EHD 522 - Educational Psychology (Masters)
A seminar to explore theoretical and empirical issues in educational psychology.
Credits: 3
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EHD 621 - Educational Psychology (Doctoral)
A seminar to explore theoretical and empirical issues in educational psychology.
Prerequisites & Notes
EHD 203 and EHD 573 or equivalents.
Credits: 3
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Education-Reading Recovery |
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EHD 531 - Data Analysis for Education Data Specialists I
This course will focus on the techniques used to aggregate and analyze assessment, attendance, grade, and demographic data. This course will use a series of applied activities designed to expose students to specific software resources (e.g. FileMaker, Excel, Calc) used to aggregate and analyze data. This course will focus on specific procedures in data aggregation as well as teaching students how to select and apply the correct analyses for specific data types.
Prerequisites & Notes
EHD 520, EHD 573 or equivalent.
Credits: 3
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ERR 535 - Reading Recovery Teacher Training I
Prepares teachers through school-based outreach centers to implement Reading Recovery procedures with first grade children with reading difficulties: tutoring four children daily; tutoring a child behind the one-way mirror one or two times per semester.
Prerequisites & Notes
Prior acceptance into Reading Recovery Teacher certification program.
Credits: 3
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ERR 536 - Reading Recovery Teacher Training II
A continuation of ERR 535.
Prerequisites & Notes
ERR 535.
Credits: 3
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