Course Description

EDUG 410 : Elementary Education Practicum (3-6)
Offered as needed
This practicum experience is designed for certified teachers seeking a subsequent Type 03 elementary certification. In lieu of a second student teaching experience, graduate students enroll in EDUG 410: Elementary Education Practicum for a ten- to sixteen-week experience that takes place either in their own classroom (if teaching in a K-8 grade) or at a setting assigned by the School of Education. A faculty member from the School of Education will supervise the practicum.

EDUG 411: Principles and Methods of Teaching Social Studies in the Elementary and Middle School (3)
Prerequisite: Admission to the Teacher Education Program
Offered According to Cohort Schedule
This course is designed to introduce content and methods for teaching Social Studies to elementary students. Topics include social science theory, lesson planning, interdisciplinary instruction, assessment, and a broad overview of content and standards included in the elementary social studies curriculum. The primary focus is the development of a personal philosophy of teaching elementary social studies, as well as the creation and implementation of creative, inclusive classroom methodologies that will enable teacher candidates to become effective teachers of elementary social studies. 

EDUG 412: Principles and Methods of Teaching Science and Health in the Elementary and Middle School (3)
Prerequisite: Admission to the Teacher Education Program
Offered According to Cohort Schedule 
This course focuses on developing instructional strategies and assessments for teaching science content, modeling scientific literacy and employing inquiry-based, interactive learning in a technology-rich environment. A broad range of science, health, and physical education content will be explored based on the Illinois Content Area Standards and the standards from the National Science Teachers Association.

EDUG 413: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)     
Five field experience hours
Cross Reference: EDU 323
Offered every semester
This course explores the characteristics and learning needs of exceptional learners and regular classroom modifications necessary for these learners. The responsibilities of teachers under federal legislation are emphasized. Course includes examination of research and pedagogy related to this area of education. Learners with special needs include students with mental retardation, gifted, learning disabilities, physical health impairments, communication disorders, behavior disorders, vision or hearing impairment, varied cultural backgrounds and specific risk factors. This course meets the requirement for Illinois House Bill 150. 

EDUG 414: History and Philosophy of Education (3)    
Five field experience hours
Cross Reference: EDU 341
Offered every semester
This course provides a study of major educational concepts, the historical settings within which they have emerged and developed and their relevance to contemporary education. Investigation and examination of research related to educational concepts is included. 

EDUG 415: Principles and Practices of the Middle and Secondary School (3)
Thirty field experience hours
Cross Reference: EDU 370
This course focuses on establishing a learning environment in the classroom. It examines methods of establishing objectives and developing learning experiences, the setting of limits on behavior, group dynamics, research-based instructional methods and the use of community resources. Study and application of classroom interaction models, use of applied research techniques and use of computer databases are included in this course. Strategies for educational leadership are also examined. Offered fall and spring semester.

EDUG 416: Signing Exact English (1)    
Cross Reference: EDU 314
Offered as needed
This course emphasizes vocabulary development and acquisition of alphabet letters, numbers and words in a manual form of communication. A training model of demonstration, return demonstration and frequent rehearsal is employed. Independent preparation of a presentation in sign as well as an oral report is required.

EDUG 417: Advanced Signing of Exact English (1)    
Cross Reference: EDU 316
Prerequisite: Consent of instructor, or sign vocabulary of at least 200 words, or Education 416
Offered as needed

This course adds to vocabulary and skills from Education 416 and adds additional vocabulary around specific themes as generated by the class. Projects include presentations for the class.

EDUG 418: Methods of Teaching Reading in the Elementary School (3)    
Cross Reference: EDU 318.
Prerequisite: Admission to the Teacher Education Program
Offered According to Cohort Schedule 
This course provides an investigation of theory, research and practice related to the teaching of reading, language arts and children's literature. It includes the study of language development; principles, methods and materials of literacy instruction including basal reader, constructivist, literature-based learning; selection and use of children's literature.

EDUGL 418: Lab-Methods of Teaching Reading in the Elementary School (1)    
Thirty field experience hours
Cross Reference: EDUL 418
Offered According to Cohort Schedule 
This course is the clinical component of EDUG 418. Topics include observation, analysis of interactions, and instruction of children in school settings to support theory presented in classroom component. .

EDUG 419: Diagnostic Teaching and Assessment of Reading in the Elementary School (3)       
Cross Reference: EDU 343
Prerequisite: EDU 418 or its equivalent
Offered According to Cohort Schedule 

This course provides a study of the combined procedures of assessment, evaluation and instruction. Focus is on the development and implementation of methods, materials, and assessments to enable the classroom teacher to adapt instruction to the needs of individual pupils. Course includes 10-15 hours of clinical experiences in diagnostic literacy instruction.

EDUG 420: Curriculum and Instruction Workshops (0-3)     
Workshops focus on various curricular and/or instruction questions. Each workshop focuses on a specific issue. This course may be taken more than once if the topic differs. Offered as needed.

EDUG 421: Methods of Teaching Mathematics in the Elementary School (3)     
Cross Reference: EDU 336
Offered According to Cohort Schedule 
This course consists of classroom and field experiences. The course focuses on the analysis of children's construction of mathematical knowledge and on mathematics as a meaningful activity. The use of word problems and manipulatives to aid in the understanding of operations on whole numbers, fractions, decimals and percents is stressed. Methods of teaching proportions, ratios, measurement, geometry and statistics are included.

EDUGL 421: Lab-Methods of Teaching Mathematics in the Elementary School (1)     
Thirty field experience hours
Cross Reference: EDUL 336
Offered According to Cohort Schedule 
This course is the clinical component of EDUG 421. Topics include observation, analysis of interactions and instruction of children in school settings to support theory presented in classroom component.

EDUG 422: Seminar on Secondary School: Selected Problems (3)
Offered as needed
This course provides a study of current secondary school curricula: trends, materials, scheduling, organizational plans. This course may be taken more than once if the topic differs. 

EDUG 423: Secondary Education Practicum (3-6) 
Offered as needed    
This practicum experience is designed for certified teachers seeking a subsequent Type 09 secondary certification. In lieu of a second student teaching experience, graduate students enroll in EDUG 423: Secondary Education Practicum for a ten- to sixteen-week experience that takes place either in their own classroom (if teaching in a 6-12 grade) or at a setting assigned by the School of Education. A faculty from the School of Education will supervise the practicum. 

EDUG 425: Early Childhood Education Practicum (3-6) 
Offered as needed
This practicum experience is designed for certified teachers seeking a subsequent Type 04 early childhood certification. In lieu of a second student teaching experience, graduate students enroll in EDUG 425: Early Childhood Education Practicum for a five- or ten- week during summer or an eight or sixteen-week experience during the fall or spring semester depending upon credits needed. The experience takes place either in the teacher candidate’s own classroom (if teaching in an approved setting in grades 0-3), or at a setting assigned by the School of Education. Only candidates with a Type 03 certificate who need a subsequent Type 04 certificate are required to complete a 3 hour practicum in a pre-K setting. A faculty member from the School of Education supervises the practicum.

EDUG 426: History and Philosophy of Early Childhood Education (3)     
Five field experience hours
Cross Reference: EDU 326
Offered annually
This course provides a study of selected theorists, both philosophers and psychologists whose impact has been felt most strongly at the early childhood level. Focus is on European and American conceptions of the child. Historical and conceptual analysis of the family and the school as they relate to the education of young children are also looked at. Course includes investigation and examination of related research. 

EDUG 427: Child, Family and Community Relationships (3)    
Five field experience hours 
Cross Reference: EDU 327
Offered annually
This course provides an examination of socializing agents, structural constraints and supports by fundamental American institutions as they affect child development. Legal, commercial, religious, familial and political institutions are explored for their effects on the development of the young child. Review of literature and research in the field are required. 

EDUG 429: Methods and Curriculum of Pre-Primary Education (3)    
Cross Reference: EDU 329
Offered annually 
Topics explored in this course include types of instructional methods and curriculum for preschoolers including study of activity/learning centers, individualization, educational play, and media and their utilization in extending the child's understanding of art, music, literature, reading instruction, mathematics, natural and social science. Review of literature and research in the field are required. 

EDUGL 429: Lab-Methods and Curriculum of Pre-Primary Education (1)    
Thirty field experience hours
Cross Reference: EDUL 329
Co-requisite: concurrent enrollment in EDUG 429
Offered annually
This course is the clinical component of EDUG 429. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component.

EDUG 430: Methods and Curriculum of Primary Education (3)    
Cross Reference: EDU 330
Offered annually 
This course provides an exploration of principles, methods, materials and curriculum for teaching language arts, mathematics, science and social studies at the primary level. Emphasis on planning, implementing and assessing the teaching and learning of language arts, mathematics, science and social studies. Applied research techniques are evaluated. 

EDUGL 430: Lab-Methods and Curriculum of Primary Education (1)    
Thirty field experience hours
Cross Reference: EDUL 330
Offered annually
This course is the clinical component of EDUG 430. Topics include observation, analysis of interactions and instruction of children in pre-school settings to support theory presented in classroom component; concurrent enrollment in EDUG 430 required.

EDUG 431: Methods of Reading with an Emphasis on the Young Child (3)    
Ten field experience hours
Cross Reference: EDU 331
Offered annually
Investigation of theory, research and practice related to the teaching of reading and whole language are emphasized in this course. This course prepares teachers of young children to acknowledge differences in language and cultural backgrounds and to emphasize developmentally appropriate strategies of teaching young children to read and write. The growth toward literacy in young children is stressed. 

EDUG 432: Developmental Assessment of Young Children (3)    
Ten field experience hours
Cross Reference: EDU 328
Offered annually
This course is designed for the educator who desires experience in the identification and diagnosis of special education needs in the early childhood years. Clinical experiences include administration of formal and informal diagnostic measures; observations in early childhood special education settings; development of integrated case studies; and simulation of screenings and staffing. 

EDUG 443: Directed Teaching - Early Childhood Education (6)    
Prerequisite: A minimum of 100 clock-hours of supervised clinical experiences in education; the required sequence in education courses
Co-requisite: concurrent enrollment in EDUG 445
Offered fall and spring semester
Program of guided observation, participation and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for sixteen weeks.

EDUG 444: Directed Teaching - Middle and Secondary Education (6)     
Prerequisite: A minimum of 100-clock hours of supervised clinical experiences in education; the required in sequence education courses
Co-requisite: concurrent enrollment in EDUG 445
Offered fall and spring semester

Program of guided observation, participation and teaching in classroom, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for sixteen weeks. 

EDUG 445: Seminar in Teaching and Learning (2)    
Cross Reference: EDUG 345
Co-requisite: to be taken concurrent with student teaching; concurrent enrollment in EDUG 446
Offered fall and spring semester

This course provides a reflective analysis of the directed-teaching setting; analysis and evaluation of the candidate's classroom management, instructional planning, implementation and assessment strategies; instructional modifications to address diverse learners; analysis and evaluation of students' learning. 

EDUG 446: Directed Teaching - Elementary Education (6)    
Prerequisite: A minimum of 100-clock hours of supervised clinical experiences in education and the required sequence of education courses
Co-requisite: concurrent enrollment in EDUG 445
Offered fall and spring semester

Program of guided observation, participation and teaching in a classroom setting, jointly supervised by a teacher from the University and one from the field. Normally, the student teacher spends the whole school day in the field for sixteen weeks. Concurrent enrollment in EDUG 445 required. 

EDUG 449: Advanced Studies in the Psychology of the Atypical Child (3)     
Ten field experience hours
Offered as needed
This course provides an introduction to the child with intellectual, communicative, physical or emotional disorders. Focuses on psychological experiences and educational rehabilitation services available to atypical children. Field experiences include observations of exceptional children. 

EDUG 457: Diversity in American Education (3)    
Cross Reference: EDU 315
This course examines the historical, philosophical and social foundations that have shaped diversity in American education. It critically analyzes personal biases that affect teaching and learning. In addition, explores the role of schools as social-change agents that transmit cultural values and promote multiculturalism. Course includes a service-learning component.

EDUG 459: Methods, Curriculum, and Philosophy of Teaching in the Middle School (3)    
Fifteen field experience hours.
Cross Reference: EDU 359
Offered every semester
This course provides an overview of the middle school philosophy, middle school curriculum and instruction and instructional methods for designing and teaching developmentally appropriate programs in middle school. Materials, content and methodologies utilized by educators in middle grades, including team teaching, interdepartmental teaching, cooperative learning and teaching reading in the content area, are emphasized. Students explore principles in class and utilize them to develop various integrated lesson plans, approaches, activities and teaching aids. Research provides the background for the investigations in this course. 

EDUG 461: Methods of Teaching Young Children with Disabilities (3)    
Cross Reference: EDU 361
Offered as needed
This course provides an overview of early childhood special education history and philosophy, reflected in current practices, curriculum development, material selection, assessment, intervention planning and lesson planning in the context of collaborative services to young children with disabilities. 

EDUG 463-469: Methods of Teaching in the Middle and Secondary School (3)    
Thirty field experience hours
Cross Reference: EDU 371- 379, excluding 375
Prerequisite: EDUG 415 or concurrently
Offered fall semester
Classroom and field experiences in academic major. Exploration and discussion topics include major educational concepts. Course includes pedagogy and research in the areas of art, biology, English, foreign language, history, mathematics, music or social studies at the middle and secondary level.

EDUG 470: Profession of Teaching (1)    
Cross Reference: EDU 300
Offered every semester
This course provides an introduction to the professional, ethical and moral responsibilities of teachers, and of the teacher education program at Saint Xavier University. Students will be introduced to a variety of professional standards and will focus their attention on the development of their own professional disposition. Students will utilize technology to address e-portfolio requirements. 

EDUG 479: Theoretical Foundations of Teaching ESL and Bilingual Education (3)    
Ten field experience hours
Cross Reference: EDU 363
Offered as needed
This course is designed to introduce students to an understanding of the historical, philosophical, socioeconomic and educational issues that have led to the formation of ESL and bilingual education policies, programs and services for culturally diverse populations. An examination of the research concerning theories of language learning and acquisition as they pertain to ESL and bilingual education is included. 

EDUG 480: Methods and Materials for Teaching English as a Second Language (3)    
Twenty-five field experience hours
Cross Reference: EDU 364
Offered as needed
Relevant topics concerning English as a second language are included in this course, as well as the nature and function of language. Methods of teaching, listening, speaking, reading and writing are presented. Students select and critically analyze ESL materials and are placed in supervised ESL classrooms for clinical experience. Research on methodologies in ESL instruction is developed.

EDUG 481: Cross-Cultural Studies in a Bilingual Program (3)    
Twenty field experience hours
Cross Reference: EDU 365
Offered as needed
This course focuses on teaching children from diverse linguistic, cultural and racial backgrounds within the context of societal issues related to poverty, discrimination, racism and sexism. Learning and communication styles and the impact of teacher expectations on student achievement are examined. Effective utilization of home and community resources is explored, and a review of the professional literature is included. 

EDUG 482: Methods and Materials of Teaching English in a Bilingual Program (3)    
Twenty-five field experience hours
Cross Reference: EDU 366
Offered as needed
A variety of program models, methodologies and strategies that are effective and appropriate for teaching the bilingual student are presented in this course. Methods and materials for integrating the English language arts into the teaching of mathematics, science and social studies are reviewed and employed. The course introduces techniques for managing a multi-level class and presents curricular development techniques for programs that assist students who are learning English in a bilingual educational setting. A supervised clinical experience in a bilingual classroom is provided. An overview of the research associated with teaching methodologies and bilingual education is included.

EDUG 483: Linguistics for Educators (3)    
Ten field experience hours
Cross Reference: EDU 367
Offered as needed
This course provides an introduction to contemporary theories of language structure, phonology, morphology, syntax and semantics. Concentrates on applied linguistics relevant to the K-12 classroom and includes a review of pertinent professional literature. 

EDUG 484: Assessment of Bilingual Students (3)    
Ten field experience hours
Cross Reference: EDU 368
Offered as needed
This course provides a theoretical and practical study of instruments and procedures for testing bilingual students. Formal and informal methods used to evaluate and assess language skills and academic proficiency are examined. Issues of non-discriminatory testing are addressed, and the professional literature on assessment and bilingual education is reviewed. 

EDUG 491: Methods of Teaching Mathematics for the Middle and Junior High Program (3)    
Cross Reference: MATH 491
Offered as needed 
The course is designed around open-ended explorations, allowing the participants to revisit middle school mathematics from a different point of view. The lessons bridge the gap between conceptual understanding and computational skill. Participants will work in small groups to focus on work that is promulgated by the National Council of Teachers of Mathematics, as well as try some of the concepts in their own classrooms. 

EDUG 497: Literacy Instruction for Diverse Learners (3)     
Ten field experience hours
Offered as needed
This course addresses the responsibility and challenge secondary teachers must undertake as they strive to meet the needs of diverse learners in their content areas. Teacher candidates will explore teaching and learning strategies that support the development of a wide range of literacy skills in order to create challenging learning opportunities for all students. (This course is a certification requirement for secondary education majors and may not be used as one of the two-course options to replace EDUG 514.) 

EDUG 498: Directed Teaching in K-12 classrooms (3)  
Offered as needed during fall and spring semesters   
Program of guided observation, participation and teaching of students in K-12 settings. Jointly supervised by an instructor from the University and a teacher from the field. The student teacher spends sixteen weeks in a 6-12 setting.

EDUG 499: Interdisciplinary Special Topics (1-3)
Offered as needed 
Courses planned under this title allow for unique educational needs. Students contract to study a selected and relevant topic that is not included in the regular course offerings. The student and professor jointly develop an individualized study and evaluation plan. This course may be taken more than once if the topic differs. 

EDUG 502: Anthropology and Sociology of Education (3)
Offered as needed     
Course topics include the anthropological approach to the study of schools; how an anthropological framework can provide insight into the nature of education and classroom interaction in cultural, economic, political, religious and social contexts. In addition, this course will examine the sociological foundations of the development of education. Special consideration will be given to schools as communities of learners. This course examines theory and research in educational anthropology and sociology.

EDUG 503: Philosophical Foundations of Education (3)
Offered According to Cohort Schedule.
This course examines the social, historical and philosophical foundations of American education. It explores the relationship between school and society, the development of the U.S. educational system from its inception to the present, and the philosophical questions that guide educational thought and practice. Students apply these philosophical questions to a variety of contemporary situations, including theories of learning and educational policies.

EDUG 505: Social Context of Schooling (3)  
Offered according to cohort schedule  
This course examines how the social context of a community influences the beliefs, ideas and practices of schools. The goal of the course is to provide future leaders in education with a framework of understanding (theories, ideas and practices) that serves as a foundation for intelligently responding to the conflicting economic, social and political demands of public schooling. The course also evaluates the effectiveness of communications that are sent to the various communities in the school setting. 

EDUG 506: Advanced Child Development (3)     
Five field experience hours
Offered once a year or according to cohort schedule
This course focuses on the psychological and social development of the individual from infancy through childhood. Students engage in research-based readings on varied topics of development, including prenatal development, the major goals and theoretical issues in the study of development, major historical influences in the field, and normal and abnormal characteristics of individuals. Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course. 

EDUG 507: Advanced Educational Psychology (3)     
Ten field experience hours
Offered once a year or according to cohort schedule
This course examines the psychological theories and principles of learning as they apply to the teaching-learning process. A constructive analysis of the principle areas, theories, experimentation and conclusions in psychology with attention focused on such topics as motivation, intelligence, learning, cognition and emotions. Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course. 

EDUG 508: Advanced Adolescent Development (3)     
Ten field experience hours
Offered once a year or according to cohort schedule
This course will investigate the research concerning the transition from adolescence to young adulthood. It is designed to address decision making curriculum that would include the emotional, sexual, spiritual, physical, moral and intellectual development of the adolescent in special and regular educational settings. This course may not be substituted by an undergraduate course for certification. 

EDUG 509: Movements in Education (3)
Offered according to cohort schedule     
The goal of this course is to examine the beliefs, idea and practices of the major educational movements and how these movements continue to influence contemporary practices in curriculum and instruction. The course will also evaluate the influence of political, social and economic forces on major movements in education and the response of "critical pedagogues" to contemporary trends in schooling. 

EDUG 510: Statistics for Educators (3)
Offered as needed
An introduction to statistical concepts and methods for collecting, analyzing and interpreting data. Descriptive statistics, elementary probability, sampling, linear regression, correlation, hypotheses testing and inferences are considered.

EDUG 511: Foundational Topics in Education: Scholarly Reading and Writing (3)
Offered according to cohort schedule
This course explores philosophical assumptions as they are applied to: teaching practice; psychology of education; methods of educational research; technological applications of best teaching practices; state and national learning standards. This course also provides guidance in the development of scholarly writing; bibliographic skills; APA form and style. 

EDUG 512: Assessment of Instruction and Learning (3) 
Offered according to cohort schedule    
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results. 

EDUG 513: Educational Research Design and Development (3)
Offered according to cohort schedule     
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed. 

EDUG 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)    
Prerequisite: EDUG 513
Offered as needed

This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community, and other relevant audiences is required. 

EDUG 515: Curriculum Development for Special Educators (3)     
Ten clinical hours
Offered as needed
This course includes investigation of state and federal legislation, Illinois learning standards, general curriculum and curriculum materials from varied sources. Other course topics include development of curricula, employing learning styles research, bodies of knowledge from professional organizations of the disciplines, curriculum adaptation, collaboration models, instructional delivery, student advocacy, matching curricula to individual learners, technology, and case-by-case problem solving.

EDUG 516: Curriculum Evaluation and Collaborative Assessment for Special Educators (3)     
Ten clinical hours
Offered as needed 
This course provides an exploration of assessment strategies for systematic monitoring of student progress, curriculum appropriateness, alternative communication modes, alternative assessment use in the general education classroom, grading, error analysis, and instructional planning. Course also provides experience in peer coaching, team teaching, team assessing and models for collaboration. 

EDUG 517: Introduction to Technology and Computation (4.5)    
Cross Reference: ACSG 591
This course is a breadth-first introduction to the main areas of technology and computing. Topics include hardware, software, networking, programming, database, Web page development, security, the von Neumann and the representation of numbers, text, images, audio and video in bit patterns. As part of the course completion requirements, each student is expected to write a graduate-level term paper. This course has an e-portfolio component. Credit is not given for students with computing-related degrees.

EDUG 518: Current and Future Trends of the Internet (4.5)    
Cross Reference: ACSG 500
This course provides a forum for the in-depth analysis of leading-edge technology such as multimedia, wireless technology, global data access and consideration of Web 2.0 theories. Students will perform detailed searches on assigned topics and provide presentations on topics of interest. Most classes are an examination and critique of leading-edge technology in an Internet-connected classroom. Coverage of career development in emerging fields in Internet-related jobs and a framework for understanding how current trends will drive future development is established. This course has an e-portfolio component.

EDUG 519: Information Ethics (4.5)    
Cross Reference: ACSG 575
This course provides an introduction to ethical theories and the tools of ethical analysis is followed by the study of ethics issues in privacy, security and intellectual property. Topics include database and Internet ethics, electronic surveillance, plagiarism and electronic voting. Readings will be drawn from classical computer ethics literature, journals, news media and contemporary books that address these topics. This course has an e-portfolio component.

EDUG 520: Administrative and Instructional Issues for Teaching Diverse Populations (3)    
Offered according to the cohort schedule 
This course provides an overview of the administrative and instructional issues associated with educating students with diverse needs. Students will examine the theories, ideas and practices associated with educating immigrant and homeless students, students with gender-identity conflicts, students who come from different family configurations, and students with conduct-defiant issues. The course will also develop an awareness of the political, social, economic and cultural forces that are influencing the teaching of diverse populations.

EDUG 521: Seminar on Elementary School: Selected Problems (3)  
Offered as needed   
This course provides a study of the elementary school curriculum as a whole with particular emphasis on recent trends. This course may be taken more than once if the topic differs. 

EDUG 522: Curriculum Integration of Educational Technology (3) 
Offered as needed    
This course is designed to introduce practical and theoretical integration of technology into the P-12 curriculum, with an emphasis on content-appropriate planning, teaching, assessment and management strategies, evaluation of educational technology tools, and the design of technology-enhanced environments for new teaching and learning roles. 

EDUG 523: Curriculum Practicum in the Subject Areas (3)
Offered as needed
Course focus is on the development, implementation and evaluation of curricula in various subject areas. Theory will be tested in the efforts to implement curricular ideas examined in prior courses. Students will be expected to increase their awareness of the interconnections among the various subject areas as they develop model curricula. 

EDUG 524: Behavior Management (3) 
Ten field experience hours
Offered as needed    

This course explores the research relevant to the behavior management of classrooms as a three-dimensional construct, including prevention of misbehavior through effective instructional design, addressing misbehavior through effective management techniques and decreasing misbehavior through effective positive-behavior support plans. Recognition of age-appropriate and developmental needs of typical and atypical learners.

EDUG 525: Individualized Positive Behavior Support Plans (3)     
Ten field experience hours
Offered as needed
This course includes investigation of relevant legal and ethical issues regarding discipline of students with disabilities. Collaborative models of design, implementation and evaluation of positive-behavior support plans based on functional analysis of behavior. 

EDUG 526: Literacy Issues for Curriculum Leaders (3)
Offered according to the cohort schedule      
This course provides an overview of the contemporary issues related to literacy instruction in K-12 settings. Topics examined include theory into practice, literacy learning for culturally and linguistically diverse populations, supporting use of paraprofessionals, professional developments, research-based strategies and literacy assessment. 

EDUG 527: Administrative Performance Portfolio Seminar (0)     
Co-requisite: concurrent enrollment in EDUG 505
Offered according to the cohort schedule

The administrative performance portfolio seminar is designed to assist students with the preparation of their administrative performance portfolio. The administrative performance portfolio is a collection of common assessments, school artifacts, and reflective commentaries on the following topics in educational administration and supervision: professional personnel administration, fiscal-budgetary administration, pupil personnel administration, general administration, facilities and grounds, school-community relations, legal issues, governance and policy, instructional program administration, cultural diversity, and technology, exceptionality. The material for this course will be covered during EDUG 505. 

EDUG 528: Curriculum Development and Instructional Design (3)
Offered as needed     
The focus of this course is on the effective development of curriculum and design of instruction for curriculum leaders. Participants will explore various tools to enhance student understanding and achievement as well as designs for effective curricula and assessments to achieve those ends. Topics will include, but are not limited to: backward design, curriculum mapping, effective assessment design, models of teaching and research-based instructional strategies.

EDUG 529: Leadership, Collaboration, and Change (3)
Offered as needed     
This course is a continuation of EDUG 528: Curriculum Development and Instructional Design, and extends the study of curriculum development and instructional design into the theoretical application of pedagogical practices and skills necessary for working effectively as curricular leaders responsive to local, state, and national initiatives and current issues in education. Candidates are introduced to various theoretical constructs related to teacher leadership and, within this process, explore personal leadership attributes designed to initiate professional, collaborative agency in developing comprehensive support systems for the continuous improvement of teaching and learning. Of particular relevance is effective problem-solving in response to the various social, political, and economic factors influencing pedagogy in a variety of educational settings. To accomplish this goal, candidates learn to identify relevant issues related to problems encountered and practice skills in collecting, analyzing, interpreting and reporting data to make informed pedagogical decisions.

EDUG 533: Internship Seminar in Educational Administration (2)    
Co-requisite: concurrent enrollment in EDUG 535
Offered according to the cohort schedule 
The seminar in educational administration is designed to assist students with the opportunity to analyze cases associated with the following areas in educational administration: personnel, budget, pupil personnel, facilities and grounds, school and community, legal responsibilities, general administration and governance and policy. 

EDUG 535: Organizational Theory and Administrative Leadership for Effective Schools (3)
Offered according to the cohort schedule 
This course describes how schools in America are organized administratively and examines the relationship between the "values domain" of schooling (e.g. What is this school about? What is important here? What do we believe in? Why do we function the way we do? How are we unique? ) and the "technical-instrumental" domain (e.g. execution/implementation) of schooling. The goal of the course is to evaluate theories and practices of administration that will result in the execution  of the AIMS (what we should be doing) of the organization. 

EDUG 536: Instructional Supervision and Staff Development (3)
Offered according to the cohort schedule     
The focus of the course is to examine the theories and practices of different models of teacher supervision with an emphasis on a developmental approach to teacher supervision. Students will practice the skills prescribed in the clinical model of supervision (i.e. observing a lesson, analysis of a lesson, conducting a pre-conference and post-conference). Students will analyze their school's professional performance plan in relationship to best practice in the field of teacher supervision and will apply the theories and practices of developmental supervision to personnel issues that would confront a school supervisor. Students will also examine the influence of teacher beliefs about teaching and learning on daily classroom instruction. 

EDUG 537: Legal Basis of Educational Administration (3)
Offered according to the cohort schedule     
This course provides a study of the impact state and federal laws and landmark court decisions have on educational policy, including special education and desegregation issues. Included are the legal liabilities, rights and responsibilities associated with schools, including those relating to teacher evaluation and student achievement. 

EDUG 538: School Finance, Resource Management, and Collective Bargaining (3)
Offered according to the cohort schedule
This course provides an introduction to the financial activities associated with administration of schools: educational revenue, budget, disbursement procedures, real property taxes, state and federal aid, construction, maintenance, and bond issues. Long- range planning for fiscal responsibility is emphasized in the context of political and social responsibilities. The placement of teachers, evaluation of their performances and evaluation of the personnel and programs to implement school improvement are included. Negotiation issues and techniques are examined. 

EDUG 539: Resource Management in Schools (2)
Offered as needed     
This course examines the organization and administration of school personnel and other resources. Students examine all aspects of these administrative functions in the analysis of the effectiveness and efficiency of an educational organization. 

EDUG 540: Administration of Special Education Programs (3) 
Offered as needed    
This course introduces school administrators and special education teachers to the scope and trends of special education. It provides general examination of programs, legislation and responsibilities of both principals and teaching staff. 

EDUG 541 : Administrative Workshops (0-3)
Offered as needed    
Workshops focus on various administrative concerns. Each workshop concentrates on a specific area. This course may be taken more than once if the topic differs.

EDUG 544: Internship Seminar in Educational Supervision (2)    
Co-requisite: concurrent enrollment in EDUG 536
The seminar in educational supervision is designed to assist students with completing their portfolio for the Internship Experience in Supervision. The course will also provide students with the opportunity to analyze cases associated with the following areas in educational supervision: instructional program design, exceptionality, cultural diversity, and technology.

EDUG 547: Principles of Curriculum and Instructional Methods (3)
Offered according to the cohort schedule     
The goal of this course is to provide a forum for educators to examine their beliefs, ideas and practices about curriculum and instruction. Much of the course will involve comparing the beliefs, ideas and practices of professional educators and instructional theorists related to the following fundamental questions of schooling: 1) How do children learn? 2) How should we teach? 3) What knowledge is of most worth? 4) How should subject matter be organized? 5) How should we assess what children know and understand? 

EDUG 554: Language Development and Literacy Instruction for Diverse Learners (3)    
Cross Reference: EDUG 593
Offered according to the cohort schedule

This course introduces students to basic concepts of language development and language acquisition. Emphasis will be on examining phonology, syntax, semantics and pragmatics in second-language/reading proficiency through a sociolinguistic perspective. Further emphasis will be on developing students' knowledge, skills, and dispositions in embracing socio-cultural and environmental factors appropriate to diverse learning needs of culturally or linguistically different, gifted or special education populations. Course content includes assessment, curriculum development, materials selection, and writing activities. 
Note: This course may be used in place of CSDI 305 for graduate students in early childhood education or graduate students seeking early childhood special education endorsement.

EDUG 558: Student Teaching: Students with Disabilities (6)
Offered as needed     
This course includes observation of, participation with, and teaching of students with disabilities. Other topics include fulfilling responsibilities of practicing special educators, such as planning for instruction; constructing IEPs; implementing adaptations and accommodations of Illinois learning standards and general education curriculum in academic, social and vocational areas; assessing student progress employing alternative assessment as appropriate; employing community resources; and collaborating with parents and other professionals.

EDUG 559: Practicum: Students with Disabilities (3) 
Offered as needed    
This course includes observation of, participation with, and teaching of students with disabilities. Other topics include fulfilling responsibilities of practicing special educators, such as planning for instruction; using IEPs; implementing adaptations and accommodations of Illinois learning standards and general education curriculum in academic, social and vocational areas; assessing student progress employing alternative assessment as appropriate; employing community resources; and collaborating with parents and other professionals. 

EDUG 564: Instructional Leadership (3)
Offered according to cohort schedule   
This is a capstone course for a program in administration and supervision. The goal of the course is to examine the interrelationship between theories, ideas, and practices in administration, supervision, and curriculum and instruction. The course prepares candidates to construct an instructional world view and apply that world view to instructional areas in Administration and Supervision (e.g. special education, bilingual education, vocational education) and contemporary problems in school administration (e.g. school improvement, teacher evaluation, accountability legislation). 

EDUG 570: Technology and the Reading Specialist (3) 
Offered according to the cohort schedule    
This course is designed as a foundational course for those enrolled in the Graduate Reading Program. Concepts related to the history of reading instruction, the roles of K-12 reading specialists, and the professional, ethical and moral responsibilities related to literacy instruction and leadership will be examined. The course is also designed as a basic introduction to the instructional technology in literacy education. 

EDUG 571: Teaching Reading: Theory and Practice (3)
Offered according to the cohort schedule
This course provides an examination of theoretical models of reading process and the implications of various theoretical positions for teaching and learning in developmental reading programs. Course includes investigation of research on methods, materials and diagnostic teaching practices for reading and language arts instruction in grades K-12. Clinical experiences include observations and interviews in multicultural, multiethnic school settings. 

EDUG 572: The Reading/Writing Connection (3)
Offered according to the cohort schedule   
This course examines the connection between reading and writing through inquiry of cognitive, socio-cultural and linguistic constructs. Investigation of research-based strategies provides the foundation for planning, developing, organizing and managing narrative and expository writing instruction to enrich balanced literacy learning across P-12 levels. Topics addressed include reading/writing workshop approach, differentiated reading/writing instruction, developmental spelling, process writing, technology integration, conventions of standard American English and the assessment of writing. 

EDUG 573: Literature for Children and Adolescents (3)
Offered according to the cohort schedule     
This course provides an evaluation and selection of literature that serve the interests and reading needs of students from preschool through high school. Emphasis is on literature, which reflects the culture and heritage of America's multiethnic/multicultural population. Course includes experiences in critical analysis, methods of presenting literature and uses of literature. Course includes examination of research in this area of reading instruction. 

EDUG 574: Teaching Reading in Content Areas (3)     
Four hours of Field Experience
Offered according to the cohort schedule
This course focuses on methods and materials used to teach reading in the content areas, utilizing a diagnostic teaching approach. Course involves work on vocabulary, comprehension and study skills needed by K-12 students when reading in the content areas. A major project includes developing, writing and teaching a unit to elementary and/or secondary students that includes the ability to locate, evaluate, organize and retain content area material. 

EDUG 575: Reading Workshops (0-3)
Offered as needed  
Workshops focus on various topics of concern to classroom teachers and reading specialists. Each workshop concentrates on a specific issue, enabling students to gain expertise in areas either covered briefly or not dealt with specifically in other course offerings. This course may be taken more than once if the topic differs.

EDUG 576: Literacy Practicum I: Assessment and Evaluation (3)     
Eight hours of Field Experience
Prerequisite: EDUG 572, 574, 551, and 571
Offered according to the cohort schedule
This course provides introductory practicum experiences in assessing and analyzing the learning needs of individuals with moderate to severe reading problems; developing and implementing an individualized instructional program based on diagnostic findings. Course provides a study of the theoretical bases and rationale for selected diagnostic/ instructional and testing procedures. Development of a Case Study.

EDUG 577: Literacy Practicum II: Instructional Interventions (3)     
Ten hours of Field Experience
Prerequisite: EDUG 576 or consent of instructor
Offered according to the cohort schedule
This course provides advanced practicum experiences as described for Literacy Practicum I.

EDUG 578: Curriculum Development and Supervision of Reading/Language Arts Programs (3)    
Ten clinical hours
Prerequisite: EDUG 577 or consent of instructor
Offered according to the cohort schedule
This course examines strategies for planning, implementing and assessing reading/language arts programs in elementary and secondary schools; guidelines for supervising and developing staff effectiveness; criteria for selecting and using instructional materials and assessment measures; knowledge of the qualifications, function and duties of reading professionals; methods for coordinating, communicating and supporting a reading/language arts program and its school-related services. Fieldwork involves case study of a school reading program. 

EDUG 580: Internship in Reading (3-6)    
Prerequisite: EDUG 577
Offered as needed

Internships are designed to assist students in preparing for specific professional goals. Internships may take place in elementary or secondary schools or in community or city colleges. 

EDUG 581: Seminar: Trends and Issues in Literacy (3)    
Prerequisite: EDUG 577, 578, or consent of instructor
Offered as needed

This course focuses on specific issues in the teaching of reading/literacy for all ages. Topics rotate to accommodate the changing role of the reading specialist and the teaching and importance of literacy in society. 

EDUG 582: Administration of Private Schools (3)
Offered as needed  
This course reviews diversified roles of a private school leader as a faith leader educational leader and communication leader. The course emphasizes communication skills of a leader in a private school as they relate to the public, pastors, teachers, school board, parents and the outer religious community. Focus is on the ethics of leading a faith-related institution. It also reviews a strategic plan for the mission and viability of the school.

EDUG 583: Issues in Non-Public Schools (3)
Offered as needed   
This course provides students with an understanding of federal and state laws (e.g. IDEA and NCLB) and how they affect private schools; the organizations that advocate non-public schools; the role of legislative persons as it relates to private schools; forming and implementing a working school budget as it relates to higher religious organizations, e.g. Catholic archdiocese. 

EDUG 584: Advanced Human Growth and Development (3)
Offered as needed    
This course provides an examination of the interaction among biological, psychological, social and cultural factors that influence human development and learning over the life span. The implications of developmental differences across the life span are discussed. 

EDUG 585: Seminar for Literacy Leaders (3)
Offered as needed 
This capstone course is designed to prepare reading candidates for their emerging roles as literacy leaders. Candidates will examine contemporary literacy issues to inform their professional practice. 

EDUG 589: Foundations of Special Education (3)     
Five hours of Field Experience
Offered according to the cohort schedule
This course provides a study of philosophical, historical and legal foundations of special education. Investigation of the progression of service delivery models from segregation to inclusive settings and the self-determination of persons with disabilities across the life span.

EDUG 590: Characteristics of Students with Disabilities (3)     
Fifteen hours of Field Experience
Offered according to the cohort schedule
This course provides a study of cognitive, motor, behavioral and physical development, as well as etiologies and medical conditions. Experiences with students with disabilities regarding their characteristics, adaptive equipment, assistive technology, community integration, and vocational options. 

EDUG 591: Adaptations and Accommodations for Students with Disabilities (3)     
Fifteen hours of Field Experience
Offered according to the cohort schedule
This course provides investigation and development of adaptations for communication and interaction with students with disabilities, their families, paraprofessionals, colleagues, community members and other service agencies. Development of accommodations of multiple curriculum areas across the age range from preschool to 21. 

EDUG 592: Diagnostic Assessment for Educational Decision Making (3)     
Twenty hours of Field Experience
Offered according to the cohort schedule
This course includes intensive theoretical and practical study of the instruments and processes used for nondiscriminatory evaluation of students with disabilities in the areas of academic, social and vocational function. Analysis of test construction, considerations of legal and ethical issues in the administration of specified tests and the interpretation of various scores is also discussed in this course.

EDUG 593: Language Disorders and Instruction in Diverse Classrooms (3)    
Ten hours of Field Experience
Cross Reference: EDUG 554
Offered according to the cohort schedule
This course provides a study of typical and atypical language development, including cultural influences, second-language acquisition, and the effects of sensory impairment. Included is the exploration of research-based language-intervention strategies and devices/systems across age and skill levels.
Note: This course can be used in place of CSDI 305 for early childhood education or early childhood special education endorsement. 

EDUG 594: Methods of Teaching Students with Disabilities (6)     
Twenty-five hours of field experience
Offered according to the cohort schedule
This course provides an examination and implementation of research-based effective strategies and materials for teaching students with disabilities in the areas of academic, social and vocational function. Emphasis is on transfer and generalization in inclusive settings, including physical and academic prompts and adaptations. Focus is also on IEP development, responsive to Illinois learning standards and indicative of assessments including Illinois Alternative Assessment. 

EDUG 595: Graduate Seminar, Integrating Curricular Theory into Practice (3)
Offered as needed 
This course includes integration of the theories of curriculum and instruction, learning, growth and development, the implementation of technology and research, and the application of assessment into the practice of developing and delivering an effective curriculum for K-12 classroom, college and other educational arena.

EDUG 596: Independent Study (1-3)    
Prerequisite: Consent of dean of the School of Education is required
Offered as needed

Students contract to study a selected and relevant topic, which is not included in the regular course offerings. The student and professor jointly develop an individualized study and evaluation plan.

Master of Arts in Counseling (EDUGC)

EDUGC 500: Statistic and Research Design for Social Sciences (3)     
This course introduces the student to different types of research methodology used in the social sciences. Emphasis is on formulation and testing of hypotheses, research design, sampling procedures, data collection and analysis and ethics in research. Understanding research pertinent to the counseling field is highlighted.

EDUGC 501: Community Counseling (3)     
This course introduces the concept of the community counseling model. Emphasis is on populations served, preferred treatment modes, strategies of prevention and crisis intervention and the role of the counselor as change agent. Site visits to selected community agencies are required.

EDUGC 502: Lifespan Development (3)     
The course is a survey of theories and research on human development across the lifespan, including characteristics of the physical, cognitive and psychosocial changes and their inter-relationships that occur from birth through adulthood. Historical and social-cultural perspectives on childhood, adolescence, adulthood and aging are considered, as well as counseling process and strategies relating to lifespan development issues.

EDUGC 507: Orientation to Counseling (Professional, Legal and Ethical Considerations) (3)     
This course explores the professional identity of counselors, as well as all aspects relevant to the ethical and legal practice of counseling. Roles and functions of counselors within various settings and the current trends and legislation regarding counseling certification, licensure and practice will be discussed. A grade of B or better is required for continuation in the program. This course may be repeated once.

EDUGC 508: Multicultural Counseling (3)     
This course examines assessment and therapeutic treatment of predominant American ethnic/racial groups. Emphasis is on specific therapeutic approaches that are culturally sensitive. Students will gain awareness of their cultural/ethnic biases and the effect these have on the therapeutic relationship. The emphasis will be on developing a theoretical framework for the influence of cultural and other issues of difference in counseling.

EDUGC 511: Substance Abuse Counseling (3)     
This course examines issues and treatment of individuals with substance abuse problems. Signs and symptoms of substance abuse, categories and effects of substances, DSM diagnostic procedures and counseling methods grounded in professionally recognized psychotherapy models will be presented.

EDUGC 521: Theories and Techniques of Counseling I (3)    
Prerequisite or corequisite: EDUGC 507 completed with a grade of B or better
This course examines the microskills and relational theories of the counseling process, which are the foundations of effective counseling, will be reviewed and practiced. A grade of B or better is required for continuation in the program.

EDUGC 522: Theories and Techniques of Counseling II (3)    
Prerequisite: EDUGC 507 and 521 completed with a grade of B or better
In this follow-up to EDUGC 521: Theories and Techniques of Counseling I, the cognitive-behavioral, contextual and developmental theories of the counseling practice will be reviewed and practiced. A grade of B or better is required for continuation in the program.

EDUGC 523: Standardized Assessment in Counseling (3)     
This course presents methods of standardized assessment and criteria for the selection of appropriate, valid and reliable instruments for conducting such assessment.

EDUGC 527: Life Style and Career Development (3)     
Students in this course will examine theories of career development and counseling; applications of those theories to men, women, minorities and special populations; lifestyle development and changing social structures; and occupational and education information sources.

EDUGC 530: Diagnosis and Treatment Planning (3)    
Prerequisite or corequisite: EDUGC 522
This course is designed to introduce students to the use of the DSM IV in the preparation and consideration of the process of clinical diagnosis and the integrating of diagnoses into the treatment planning process. Special consideration in this course is given to the conditions requiring the application of disorders and personality disorders and underlying/pervasive conditions requiring the application of specific differential diagnosis and treatment planning schemes.

EDUGC 531: Counseling Adults in Crisis (3)    
Prerequisite or corequisite: EDUGC 502, 507, 521 and 522
This course examines the complexities of counseling adults in crisis and emphasizes the nature of crisis, idiosyncratic characteristics of individual responses to crisis and the recovery environment. Crisis intervention and transfer of learning strategies will be addressed.

EDUGC 532: School Counseling and Organization (3)    
Prerequisite: EDUGC 502, 507 and 521
This course examines the role and function of the school counselor in a comprehensive school counseling program. Emphasis is on developmental counseling and the components of an effective developmental school counseling program. School counseling, historical roots, present and future trends, and the role of counseling in a total education program will be discussed.

EDUGC 533: Counseling Children and Adolescence in Crisis (3)    
Prerequisite or corequisite: EDUGC 502, 507, 521 and 522
This course examines the complexities of counseling children and adolescents in crisis and emphasizes the nature of crisis, idiosyncratic characteristics of individual responses to crisis and the recovery environment. Crisis intervention and transfer of learning strategies will be addressed.

EDUGC 534: Counseling and Consulting in Schools (3)    
Prerequisite: EDUGC 502, 507 and 521
This course examines counseling and consulting strategies used by counselors in the school setting for academic, career and personal/social issues and explores specific problems of children and adolescents.

EDUGC 535: Group Counseling (3)    
Prerequisite: EDUGC 521 and 522 completed with a grade of B or better
In this course, students will develop an understanding of group theory and dynamics, including leader and member roles and functions. Attention will also be given to the uses of groups in schools/community agencies serving populations from children and adolescents to adults and the elderly.

EDUGC 539: Family Counseling (3)    
Prerequisite: EDUGC 521 and 522 completed with a grade of B or better
This is a professional counseling course that surveys the field of family counseling. By completing this course, students will become acquainted with the history, theories and practice of family dynamics and counseling. Learning in this course will take place through reading of required texts, classroom discussions/presentations, experiential exercises and examining one's own family of origin.

EDUGC 540: Practicum Seminar in Community Counseling (3)    
Prerequisite: permission of advisor and approval of clinical coordinator for community counseling is required
One hundred hours at an approved placement setting are required

Students will attend a weekly practicum group seminar on campus to review and discuss professional counseling issues and current practicum student training experiences. This course is designed to assist students in integrating previously acquired counseling theory and techniques into entry-level clinical work during the practicum placement experience. The clinical format will serve as a context for students' work on the development of a personal counseling style and the initial formation of a professional counselor identity. 

EDUGC 541: Practicum in School Counseling (3)    
Prerequisite: permission of advisor and approval of school counseling clinical coordinator is required
One hundred hours at an approved placement setting are required

This course is designed to help students integrate coursework into entry-level clinical work. Practicum requires students to work in a school setting under the direct supervision of a certified school counselor. During the practicum, the student will gain an orientation to the school environment and counseling department, as well as be required to demonstrate basic skills in the helping relationship (individual and group). 

EDUGC 545: Internship Seminar in Community Counseling (3)    
Prerequisite: successful completion of EDUGC 540; permission of advisor and approval of community clinical coordinator
Six hundred hours at an approved placement setting are required

Students will attend a weekly internship group seminar on campus to review and discuss professional counseling issues and current intern student training experiences. This course is designed to assist students in integrating previously acquired counseling theory and techniques into entry-level clinical work, established through the successful completion of a graduate practicum placement (EDUG 540). The clinical format will serve as a context for students to work on the development of a personal counseling style and their continued formulation of a professional counselor self-identity.

EDUGC 546: Internship in School Counseling (3)    
Prerequisite: successful completion of EDUGC 541; permission of advisor and approval of school counseling clinical coordinator
Six hundred hours at an approved placement setting are required

This course is designed to help students integrate coursework into entry-level clinical work. Internship builds upon the basic skills learned through coursework and the practicum experience, allowing students to integrate previously acquired counseling theories and techniques. The clinical format will serve as a context for students to work on the development of a personal counseling style, an opportunity to be involved in program development and evaluation, and the initial formation of a professional identity. 

Master of Arts Teaching and Leadership (EDUGF)

The following courses are open only to candidates enrolled in the graduate program in teaching and leadership. These courses are offered according to the program schedule:

EDUGF 500: Technology for Educators (2)     
This course is designed to support the teacher-researcher in the classroom and throughout the action research project. It promotes the integration of technological tools and resources into the classroom.

EDUGF 521: Active Learning (2)     
This course presents the benefits of active learning and guides teachers to develop a repertoire of active learning strategies. These strategies work effectively in all areas of the curriculum and with all groups of learners. Models active learning by engaging learners in pair and group activities through group discussion, problem solving, teaching analysis, concept mapping and other engaging processes.

EDUGF 523: Foundations Teacher Leadership (2)     
This course examines the various theoretical constructs and research-based approaches to teacher leadership and curriculum development are introduced in this course. Candidates will explore effective educational leadership theories in light of their own experience, skills and leadership styles.

EDUGF 525: Introduction to Research: Practice and Theory (3)     
Course emphasis is on the educational practitioner in the interpretation and evaluation of educational research; applying research findings to instructional decision making; identifying appropriate topics for classroom research.

EDUGF 528: Learner Centered Instruction (2)     
This course provides solutions for teachers who face the challenges of a diverse cross section of learners through differentiated instruction.  Students learn that by differentiating instruction they can address the spectrum of academic diversity in an environment that respects differences and exhibits the characteristics of a safe and effective learning community.  Students are engaged in meaningful learning activities and challenged appropriately for their unique patterns of development. 

EDUGF 529: Critical Issues in Diversity (2)     
This course examines the challenges and issues involved in a culturally diverse classroom, which include working with learners’ social political, economic, and linguistically different perspectives, while being respectful of, and responsive to, the unique needs and strengths of English language learners and supporting the individual needs of all students.

EDUGF 533: Authentic Assessment (2)     
This course examines the qualities desired in measurement procedures; analyzes traditional, criterion-referenced, standardized, and teacher-made tests; focuses on creating effective teacher-made tests; introduces a variety of classroom assessment techniques.

EDUGF 534: Literacy in the Content Area (2)     
This course focuses on the relationship between oral and written language and on strategies for integrating reading and writing instruction across the curriculum; emphasis is placed on the relationship between theory, research and practice in response to literature, reading comprehension and the teaching of writing.

EDUGF 535: Teacher Leadership in Action (2)       
This course prepares teacher-leaders to develop a comprehensive system for the support of school-wide improvement efforts.

EDUGF 537: Action Research in Practice (2)     
Prerequisite: EDUGF 525
This course focuses on the knowledge and skills required to conduct an action research project; includes problem selection, documentation, causes and intervention.

EDUGF 540: Team Seminar I (3)     
Using a collaborative group structure, students will examine current issues in education as a means to becoming better- informed and skillful leaders. In particular, issues of diversity in cultural, gender and learning differences will be addressed. Competency in the use of technology will encourage teachers to apply the tools of technology productively. The various standards that affect the educational field will be examined with a view to improving student achievement and professional practice.

EDUGF 541: Action Research Project I (3)    
Prerequisite: EDUGF 537
This course incorporates the theory and practice of educational change through action research models; course supports the implementation of the action research project; pre-intervention data is collected, collated and analyzed; project action plan is finalized and implemented; draft of project proposal is completed.

EDUGF 542: Action Research Project II (2)    
Prerequisite: EDUGF 541
Effects of the action research project are evaluated in this course; post-intervention data and researcher's reflection are collected, collated and analyzed; conclusions and recommendations are presented; completed project report is submitted.

EDUGF 550: Team Seminar II (3)     
This course continues working in collaborative groups and examines the relationships among course topics and current educational issues. Ongoing development of transfer, cognitive-mediation and peer-coaching processes is fostered. Participants are also able to synthesize the information gathered through coursework, make classroom applications and use reflective practices related to their new ways of teaching by developing their professional portfolios.

( ) = credit hours / / = classroom hours

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