AHE 410, INTERNSHIP/WORK EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

AHE 440, INTRODUCTION TO ADULT LEARNING, 3 Credits

Explores various theories and principles of development for the adult learner. Integrates various methods of understanding for how adults learn and process information. Develops a personal philosophy of adult education.

Recommended: ED 253

Available via Ecampus

AHE 445, INSTRUCTIONAL METHODS FOR ADULT LEARNING, 3 Credits

Explores instructional strategies to facilitate adult learning in higher education and workplace settings. Develops resources for instructing and evaluating adult learner experiences through observation and practice.

AHE 450, EXPLORING LEADERSHIP IN EDUCATION, 3 Credits

Examines leadership and management theories often used in education and training settings, while studying values, characteristics, and challenges in the development of a philosophy and portfolio. Explores the value of diversity within leadership in education and training.

Available via Ecampus

AHE 501, RESEARCH, 1-16 Credits

Equivalent to: ED 501

This course is repeatable for 16 credits.

AHE 502, INDEPENDENT STUDY, 1-16 Credits

Equivalent to: CSSA 502

This course is repeatable for 16 credits.

AHE 503, THESIS, 1-16 Credits

Equivalent to: CSSA 503

This course is repeatable for 999 credits.

AHE 505, READING AND CONFERENCE, 1-16 Credits

Equivalent to: CSSA 505

This course is repeatable for 16 credits.

AHE 506, PROJECTS, 1-16 Credits

Equivalent to: CSSA 506

This course is repeatable for 16 credits.

Available via Ecampus

AHE 507, SEMINAR, 1-5 Credits

Equivalent to: CSSA 507

This course is repeatable for 16 credits.

AHE 508, WORKSHOP, 1-3 Credits

Equivalent to: CSSA 508

This course is repeatable for 16 credits.

AHE 510, INTERNSHIP, 1-18 Credits

By special permission and arrangement.

This course is repeatable for 18 credits.

Available via Ecampus

AHE 522, INSTRUCTIONAL TECHNOLOGY I, 1 Credit

Explores technologies used in distance education to deliver content and facilitate active learning through learner creation of digital portfolios and artifacts using online tools and apps.

Corequisites: AHE 553

Available via Ecampus

AHE 523, INSTRUCTIONAL TECHNOLOGY II, 1 Credit

An overview of best practices in digital-age learning design, including implementation of backward design principles.

Prerequisite: AHE 522 with C or better

Corequisites: AHE 533

Available via Ecampus

AHE 524, INSTRUCTIONAL TECHNOLOGY III, 1 Credit

Students will develop the knowledge and skills needed to design and create complete online teachings/courses within a learning management system.

Prerequisite: AHE 522 with C or better and AHE 523 [C]

Corequisites: AHE 531

Available via Ecampus

AHE 525, INSTRUCTIONAL TECHNOLOGY IV, 1 Credit

Learners will research and demonstrate how to use a current innovative instructional technology, as well as develop skills in understanding trends and preparing for future innovations in instructional technology.

Prerequisite: AHE 522 with C or better and AHE 523 [C] and AHE 524 [C]

Corequisites: AHE 547

Available via Ecampus

AHE 531, INSTRUCTIONAL DESIGN, 4 Credits

Designed for instructors, trainers, managers, organizational consultants or others who are responsible for the development of programs and courses in community colleges, the workplace or other settings. Using systems concepts and methods, students will learn to design learner-centered instructional programs and courses.

Available via Ecampus

AHE 532, PROGRAM EVALUATION, 4 Credits

Assessing outcomes in college curriculum and workplace training programs from a systems perspective and evaluation of program effectiveness. Particular emphasis on formative and summative evaluation, frameworks for program evaluation, quantitative and qualitative methods and analysis, communicating and reporting evaluation findings, and the ethics and standards of evaluation practice.

Available via Ecampus

AHE 533, NEEDS ASSESSMENT AND RESEARCH, 4 Credits

Introduces workplace learning needs assessment (WLNA) and research principles and practices for individual and collaborative learning groups.

Prerequisite: AHE 553 with C or better

Available via Ecampus

AHE 534, ORGANIZATIONS AND SYSTEMS THEORY, 4 Credits

Introduces principles and practices underlying individual and collaborative work group learning. Participants will learn how to create an environment that promotes effective and efficient workplace learning.

Available via Ecampus

AHE 547, INSTRUCTIONAL STRATEGIES FOR ADULT LEARNERS, 4 Credits

Exploration of and practice using instructional strategies to enhance adult learning. Acquisition of an instructional strategy tool kit as well as a method for evaluating adult learning events.

Available via Ecampus

AHE 549, ETHICAL AND PROFESSIONAL ISSUES, 4 Credits

Focuses on issues facing professionals working with adult learners as well as ethical issues relevant to the practice and scholarship in the field. Combines instruction in inquiry-based teaching methods and learning theory with work in professional settings, such as for-profit and non-profit organizations and government agencies.

Available via Ecampus

AHE 553, ADULT LEARNING & DEVELOPMENT, 4 Credits

Introduce participants to key theories, orientations, models, and principles of learning and development in adulthood.

Available via Ecampus

AHE 567, LEADERSHIP DEVELOPMENT AND HUMAN RELATIONS, 4 Credits

Exploration of multiple theories of leadership in different organizational contexts; synthesize theory with experience to construct a personal framework for leadership practice.

Available via Ecampus

AHE 575, EDUCATIONAL FINANCE, 3 Credits

Finance, budgeting and accounting for sources of revenue; deferral, state and local financing, budgeting and accounting models, practical experience combined with examination of theory, trends and issues. Focus in either public schools, community colleges or higher education through practical experience.

Available via Ecampus

AHE 582, LEGAL ISSUES IN HIGHER EDUCATION, 3 Credits

A comprehensive presentation and discussion of the law governing administration within community colleges and college/universities with a special emphasis on student services administration.

Available via Ecampus

AHE 599, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

AHE 601, RESEARCH, 1-16 Credits

Equivalent to: ED 601

This course is repeatable for 16 credits.

AHE 602, INDEPENDENT STUDY, 1-16 Credits

Equivalent to: ED 602

This course is repeatable for 16 credits.

AHE 603, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

Available via Ecampus

AHE 605, READING AND CONFERENCE, 1-16 Credits

Equivalent to: ED 605

This course is repeatable for 16 credits.

AHE 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

AHE 607, SEMINAR, 1-16 Credits

Equivalent to: ED 607

This course is repeatable for 16 credits.

AHE 608, WORKSHOP, 1-16 Credits

Equivalent to: ED 608

This course is repeatable for 16 credits.

AHE 609, PRACTICUM CLINICAL EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

AHE 610, INTERNSHIP, 1-15 Credits

This course is repeatable for 15 credits.

Available via Ecampus

AHE 611, QUANTITATIVE ANALYSIS IN EDUCATIONAL RESEARCH I, 3 Credits

Foundational course to methods and statistics used in quantitative educational research. Examines data analysis, statistical procedures, and interpretation of results within postsecondary environments.

AHE 612, RESEARCH PERSPECTIVES IN EDUCATION, 3 Credits

Research perspectives, how they are influenced by worldviews, and how these worldviews influence research.

Recommended: Completion or concurrent enrollment in an introductory statistics course

AHE 613, RESEARCH ANALYSIS AND INTERPRETATION IN EDUCATION, 3 Credits

Critical analysis of scholarly studies in education from a variety of research perspectives.

Recommended: AHE 612 and completion or concurrent enrollment in an intermediate statistics course

AHE 614, ADVANCED RESEARCH METHODS IN EDUCATION, 1-3 Credits

Selected topics in research methods as appropriate for research perspectives in education.

This course is repeatable for 6 credits.

Recommended: AHE 613

AHE 616, QUANTITATIVE ANALYSIS IN EDUCATIONAL RESEARCH II, 3 Credits

Develop conceptual and practical understanding of research and evaluation in higher education. Course topics include basic statistics, survey design, data analysis, and assessment issues. As an advanced statistics course, students will have the opportunity to apply concepts and gain direct research experience by conducting an original research project.

Prerequisite: AHE 611 with C or better

AHE 617, NEEDS ASSESSMENT IN HIGHER EDUCATION, 3 Credits

Explores needs assessment as an applied research tool. Addresses definitions of types of needs assessment and compares needs assessment approaches. Applies research skills in the creation, design and implementation of a pilot needs assessment project focused around educational inequities.

AHE 618, QUALITATIVE ANALYSIS IN EDUCATIONAL RESEARCH, 3 Credits

Introduces learners to a variety of qualitative research perspectives and methodologies. Participants will examine these approaches by critiquing a scholarly article containing qualitative methods; formulating qualitative questions; writing a short proposal; collecting, coding, and analyzing data; and writing a final synthesis paper.

AHE 619, QUALITATIVE ANALYSIS IN EDUCATIONAL RESEARCH II, 3 Credits

Focuses on the interlocking concepts of theory and data to broaden understanding and application of qualitative methodologies to improve research design and analysis from varying disciplinary approaches for the study of higher education.

Prerequisite: AHE 618 with C or better

AHE 623, CONTEMPORARY ISSUES IN HIGHER EDUCATION, 3 Credits

Examines contemporary challenges facing higher education institutions and identifies connections between broader issues and problems of practice. Compares and contrasts issues and problems at different institutional types. Identifies relationships between major issues, policies, and external factors.

AHE 630, PROGRAM EVALUATION IN HIGHER EDUCATION, 3 Credits

Examines program evaluation methods and frameworks used in higher education. Describes key models, theories, strategies, and underlying assumptions of evaluation practice and addresses appropriate evaluation designs. Explores the political and contextual factors that affect the practice of evaluation and effective methods for disseminating evaluation findings. Applies evaluation skills to assess efficacy and effectiveness of solutions focused on a problem of practice.

AHE 634, POWER AND PRIVILEGE IN LEADERSHIP, 3 Credits

Critically analyzes how systemic power and privilege serve to maintain/reproduce systemic inequities. Evaluates ways leadership identity is socially constructed and identifies leadership style in relation to identity. Distinguishes between academic and student affairs leadership. Analyzes leaders’ engagement with the environment and assesses critical perspectives, models, and theories that inform leadership practice.

AHE 638, HISTORY OF HIGHER EDUCATION, 3 Credits

Surveys American higher education across 200-plus years of American history, with a specific emphasis in this section on the American community college.

AHE 640, HIGHER EDUCATION ADMINISTRATION I, 3 Credits

Examines the role of academic and student affairs leaders in managing effective and inclusive institutions. Explores creating equity-focused policies and practices that promote diverse and inclusive learning environments. Addresses how leaders can formulate equitable strategies to recruit, retain, and develop faculty, staff and leaders and analyzes leadership strategies for navigating institutional and environmental crises. Evaluates skills to foster productive cross-campus collaborations between units, divisions, and departments.

Available via Ecampus

AHE 641, HIGHER EDUCATION ADMINISTRATION II, 3 Credits

Examines the role of external relations in leading effective and inclusive higher education institutions. Identifies the relationship between leaders, various stakeholders and external constituents, and analyzes strategies for leaders to effectively communicate with the media. Describes the role and responsibilities of college and university boards. Identifies leaders’ role in fundraising and philanthropy and compares strategies for individual fundraising and project fundraising at different institutional types. Evaluates community engagement strategies for higher education leaders. Analyzes the influence of globalization and internationalization on higher education practice, policy, procedures, and programs.

AHE 643, ORGANIZATION THEORY-HIGHER EDUCATION, 3 Credits

An introduction to organizational theory (OT). The texts allow us to explore how systems thinking is applied to our world, and how we can use it to better understand the nature of human social engagement. Both OT and living systems theories are deeply associated with improvement and change theories in higher education settings and business.

AHE 644, POLICY ISSUES IN HIGHER EDUCATION, 3 Credits

Examines state and national policy issues impacting leadership in higher education. Describes contexts underlying policies impacting college access and outcomes and distinguishes theoretical approaches for higher education policymaking. Explores how leaders inform and influence policy within systems of higher education. Applies knowledge to an analysis of policy issues impacting higher education.

AHE 645, ETHICAL PRACTICE, 3 Credits

Reviews major ethical theories with an emphasis on practical applications related to community college professional practice.

AHE 648, ORGANIZATIONAL DEVELOPMENT AND CHANGE IN HIGHER EDUCATION, 3 Credits

Examines the role of strategic, operational, and fiscal management and planning in leading inclusive and equitable higher education institutions. Analyzes strategies to efficiently and effectively manage institutional resources and explores the role of leaders in developing and executing strategic plans. Explains the role of leaders in supporting regional and program accreditation and compares different models of change. Identifies ways for leaders to lead proactive change and innovation. Analyzes the role of a budget manager including strategies for managing budget cuts and fluctuations. Explores elements of a budget, budget cycle, and steps for creating a budget and setting priorities.

Available via Ecampus

AHE 652, INDIVIDUAL LEVEL THEORY IN HIGHER EDUCATION, 3 Credits

Analyze the role of theory in conducting equity-focused higher education research. Diagram systemic inequities in higher education and evaluate individual-level theories. Compare approaches to developing theories across social science disciplines. Identify appropriate theories and theoretical concepts for use in research.

AHE 672, INTRODUCTION TO RESEARCH METHODS IN HIGHER EDUCATION, 3 Credits

Introduces research methodologies designed to enable students to comprehend and critically evaluate research across social science disciplines, as well as prepare them for ethical research activities. Engages with the research process, including but not limited to the importance of existing literature, the role theoretical frameworks play, and generating impactful research questions. Exposes different methodological approaches to collecting data focused mostly on quantitative and qualitative research, as well as the limitations and advantages associated with the various methods (i.e., interviews, focus groups, secondary data analysis, etc.). Explores research epistemologies and how these beliefs influence worldview and subsequent research.

AHE 699, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

COUN 421, PERSONAL GROWTH AND WELLNESS IN THE MODERN WORLD, 3 Credits

Explores social and emotional adjustment, growth, and wellness within current social contexts. Examines challenges to wellness and the role of normal development, self-help, and the helping professions in the growth process.

Available via Ecampus

COUN 431, SOCIAL CHANGE: ADDICTIONS AND TREATMENT, 3 Credits

Explores the etiology of addictions in modern society including the history and development of addictions work. Studies many aspects of addiction including historical origins, risk factors, biological and psychological functioning, counseling issues, skills, theories, assessment, treatment, relapse prevention, research, cultural and social justice issues, co-occurring disorders and population-specific information.

Available via Ecampus

COUN 441, INTRODUCTION TO PROFESSIONAL COUNSELING, 3 Credits

Provides students with an overview of the counseling profession that includes the history and philosophical foundations of the profession and roles and functions of professional counselors. The course content will critically engage the privilege and responsibility of the counseling profession in a multicultural society.

Available via Ecampus

COUN 499, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 18 credits.

COUN 501, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

COUN 502, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

COUN 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

COUN 505, READING AND CONFERENCE, 1-3 Credits

This course is repeatable for 16 credits.

COUN 506, PROJECTS, 1-3 Credits

This course is repeatable for 16 credits.

Available via Ecampus

COUN 507, SEMINAR, 1-3 Credits

This course is repeatable for 16 credits.

COUN 508, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

COUN 509, PRACTICUM, 1-16 Credits

Designed to develop competencies in basic skills, facilitative dimensions, and counseling process. Self-critique, peer-critique, and supervisor-critique of videotaped interview. Written self-critique, oral case presentation and charting skills are learned.

This course is repeatable for 16 credits.

COUN 510, INTERNSHIP, 1-18 Credits

The internship is the culminating field experience of the MS in Counseling program. It is designed to provide students with an on-site placement in a public or private mental health or school setting that will create the necessary bridge between training and professionalism. Students are expected to function per the expectations of other full-time employees and counseling staff at the internship site.

This course is repeatable for 16 credits.

COUN 511, COUNSELING PRE-PRACTICUM, 4 Credits

Examines and develops competencies in basic counseling skills and processes. Integrates self-critiques, peer critiques, and supervisor critiques of counseling microskills.

Equivalent to: COUN 513

COUN 512, PRACTICUM IN COUNSELING, 1-4 Credits

Applies knowledge of counseling skills, theory, and ethics to field-based practice with diverse populations of students/clients in school and clinical mental health settings. Integrates feedback received from qualified professional and faculty supervisors and peers in site-based and remote clinical supervision to improve competencies and enhance development of self-as-counselor. Investigates risk assessment, social justice counseling, and student/client advocacy.

Prerequisite: COUN 511 with P or better

Equivalent to: COUN 514

This course is repeatable for 8 credits.

Available via Ecampus

COUN 513, COUNSELING PRE-PRACTICUM, 3 Credits

Examines and develops competencies in basic counseling skills and processes. Integrates self-critiques, peer critiques, and supervisor critiques of counseling microskills.

Equivalent to: COUN 511

COUN 514, PRACTICUM IN COUNSELING, 3 Credits

Applies knowledge of counseling skills, theory, and ethics to field-based practice with diverse populations of students/clients in school and clinical mental health settings. Integrates feedback received from qualified professional and faculty supervisors and peers in site-based and remote clinical supervision to improve competencies and enhance development of self-as-counselor. Investigates risk assessment, social justice counseling, and student/client advocacy.

Prerequisite: COUN 513 with P or better

Equivalent to: COUN 512

This course is repeatable for 8 credits.

Available via Ecampus

COUN 515, COUNSELING INTERNSHIP, 1-12 Credits

Builds and appraises the growth and development of students as professional counselors in an on-site clinical mental health or school setting. Expands and enhances students’ knowledge base, skill level, and professional identity via guided clinical practice in a public or private mental health or school setting. Guides students through a developmentally appropriate clinical training experience across three terms that creates the necessary bridge between pre-professional training and professional practice.

Prerequisite: COUN 512 with P or better or COUN 514 with P or better

This course is repeatable for 25 credits.

Available via Ecampus

COUN 520, PROFESSIONAL PRACTICE IN CLINICAL MENTAL HEALTH COUNSELING, 4 Credits

Evaluates occupational, legal, and ethical aspects of professional counseling practice. Elaborates on advanced application of ethical codes, counselor licensure statutes and rules, professional identity, counseling advocacy and leadership, diversity, equity, and inclusion as best practice, continuing education and credentialing, and sustaining a career as a licensed professional clinical mental health counselor.

Equivalent to: COUN 521

Available via Ecampus

COUN 521, PROFESSIONAL PRACTICE IN CLINICAL MENTAL HEALTH COUNSELING, 3 Credits

Evaluates occupational, legal, and ethical aspects of professional counseling practice. Elaborates on advanced application of ethical codes, counselor licensure statutes and rules, professional identity, counseling advocacy and leadership, diversity, equity, and inclusion as best practice, continuing education and credentialing, and sustaining a career as a licensed professional clinical mental health counselor.

Equivalent to: COUN 520

COUN 529, DEVELOPMENTAL PERSPECTIVES IN COUNSELING, 4 Credits

Explores affective, behavioral, cognitive, moral, and physical development for human growth and maturation across the lifespan. Differentiates between theories of personality, learning, and human development. Analyzes internal, situational, and environmental factors and events that impact human development, functioning, and behavior. Identifies and explains ethical considerations in working with diverse clients/students at various developmental levels. Creates culturally-informed intervention plans to facilitate academic, social/emotional, and career development of clients.

Equivalent to: COUN 531

COUN 531, DEVELOPMENTAL PERSPECTIVES IN COUNSELING, 3 Credits

Explores affective, behavioral, cognitive, moral, and physical development for human growth and maturation across the lifespan. Differentiates between theories of personality, learning, and human development. Analyzes internal, situational, and environmental factors and events that impact human development, functioning, and behavior. Identifies and explains ethical considerations in working with diverse clients/students at various developmental levels. Creates culturally-informed intervention plans to facilitate academic, social/emotional, and career development of clients.

Equivalent to: COUN 529

COUN 532, SOCIAL AND CULTURAL PERSPECTIVES IN COUNSELING, 3 Credits

Addresses social and cultural factors affecting counseling. Examines studies of change, ethnic groups, subcultures, changing roles of women, sexism, urban and rural societies, population patterns, cultural mores, use of leisure time, and differing life patterns.

Equivalent to: COUN 534

Recommended: COUN 513 and COUN 514.

COUN 533, ADDICTION THEORIES, PREVENTION, AND TREATMENT, 3 Credits

Analyzes prevention, treatment, and recovery across the lifespan through a biopsychosocial perspective on substance use and other addictive behaviors. Outlines the etiology and neurobiology of addiction for counselors in school and community settings who may work with individuals and families impacted by addiction. Examines signs of substance intoxication and withdrawal, eating and gambling disorders; to conduct appropriate screenings; and to facilitate developmentally appropriate prevention for students/clients.

COUN 534, SOCIAL AND CULTURAL PERSPECTIVES IN COUNSELING, 4 Credits

Addresses social and cultural factors affecting counseling. Examines studies of change, ethnic groups, subcultures, changing roles of women, sexism, urban and rural societies, population patterns, cultural mores, use of leisure time, and differing life patterns.

Equivalent to: COUN 532

Recommended: COUN 511 and COUN 512

COUN 535, ADDICTION THEORIES, PREVENTION, AND TREATMENT, 4 Credits

Analyzes prevention, treatment, and recovery across the lifespan through a biopsychosocial perspective on substance use and other addictive behaviors. Outlines the etiology and neurobiology of addiction for counselors in school and community settings who may work with individuals and families impacted by addiction. Examines signs of substance intoxication and withdrawal, eating and gambling disorders; to conduct appropriate screenings; and to facilitate developmentally appropriate prevention for students/clients.

Equivalent to: COUN 533

COUN 536, APPLIED PSYCHOPHARMACOLOGY FOR COUNSELORS, 3 Credits

Acquaints counseling students with the fundamentals of psychotropic drugs. Basics of pharmacology, adverse effects, indications, and drug interactions will be discussed. Boundaries of practice and practical issues of assessment and referral will be covered. The overall aim of the course is to provide information about psychopharmacology to the non-medical mental health care provider so that she or he can be a more informed member of the mental health care team. This course does not purport to prepare the student to be any part of the pharmacological prescriptive process. That is the purview of the medically trained person.

Available via Ecampus

COUN 538, SUPPORTING DIVERSE POPULATIONS IN K-12 SCHOOLS, 3 Credits

Explores the selection and application of curriculum and the understanding of the classroom teaching experience as it relates to all student populations including ELL and SPED. Examines and understands the unique strengths and needs, assessment process, and state and federal law associated with these populations in order to effectively be able to support them and their families. Identifies the specialized school programs and state and national regulations that support a variety of learning in a collaborative framework.

COUN 541, COUNSELING IDENTITY, PRACTICE, AND ETHICS, 3 Credits

Introduces topics related to professional identity and ethical practice in counseling. Discusses history of the counseling profession; professional advocacy; counselors’ roles and responsibilities in institutional, community and educational settings; and counselors’ power and duty as agents of change in a global society.

COUN 542, COUNSELING IDENTITY, PRACTICE, AND ETHICS, 4 Credits

Introduces topics related to professional identity and ethical practice in counseling. Discusses history of the counseling profession; professional advocacy; counselors’ roles and responsibilities in institutional, community and educational settings; and counselors’ power and duty as agents of change in a global society.

Equivalent to: COUN 541

COUN 546, LEADERSHIP OF SCHOOL COUNSELING PROGRAMS, 3 Credits

Examines the components of a Comprehensive School Counseling Program and the role of the school counselor. Prepares school counselors to lead teams as leaders in the development and implementation of comprehensive school counseling programs. Introduces principles of leadership, system change, and advocacy. Examines State and National Comprehensive School Counseling models to implement as a leader.

Available via Ecampus

COUN 548, SPECIAL EDUCATION ISSUES IN COUNSELING, 3 Credits

Addresses various educational disability categories, the fundamentals of special education law, the special education assessment process, the special education definition of emotional/behavioral disorders, and the counselor's role in supporting children with special emotional needs.

COUN 550, FOUNDATIONS OF MENTAL HEALTH COUNSELING, 3 Credits

Explores the foundations of clinical mental health counseling including: (1) historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the community human service/mental health movement; (2) roles, functions, preparation standards, credentialing, licensure, and professional identity of clinical mental health counselors; and (3) policies, laws, legislation, recognition, reimbursement, right-to-practice, and other issues relevant to clinical mental health counseling. Focuses on prevention and intervention, social justice, advocacy within the medical model, and preparation for clinical practice.

COUN 551, THEORIES AND TECHNIQUES OF COUNSELING I, 3 Credits

Examines theoretical approaches to counseling and psychotherapy. Distinguishes the importance of therapeutic working alliance and the counseling process, and analyzes a select set of major current counseling theories, theory-specific processes, techniques, and application across counseling setting and populations. Fosters the development of theory-based conceptualization skills and theory-specific techniques; examines social and cultural influences on theory development and application in counseling; and cultivates counseling skill development through experiential lab practices of counseling techniques.

COUN 552, THEORIES AND TECHNIQUES OF COUNSELING II, 3 Credits

Builds on development of knowledge and skills in counseling theories and techniques gained in COUN 551 and surveys an additional select set of major current counseling theories by examining their respective processes, techniques, and application across counseling settings and populations. Strengthens counseling conceptualization skills and familiarity with theory-specific counseling techniques; examines ethical, diversity, and cultural considerations in case conceptualization and application of counseling techniques. Fosters skill development through experiential lab practices and develops personal theoretical orientation to counseling.

Prerequisite: COUN 551 with C or better

COUN 553, THEORIES AND TECHNIQUES OF COUNSELING I, 4 Credits

Examines theoretical approaches to counseling and psychotherapy. Distinguishes the importance of therapeutic working alliance and the counseling process, and analyzes a select set of major current counseling theories, theory-specific processes, techniques, and application across counseling setting and populations. Fosters the development of theory-based conceptualization skills and theory-specific techniques; examines social and cultural influences on theory development and application in counseling; and cultivates counseling skill development through experiential lab practices of counseling techniques.

Equivalent to: COUN 551

COUN 554, THEORIES AND TECHNIQUES OF COUNSELING II, 4 Credits

Builds on development of knowledge and skills in counseling theories and techniques gained in COUN 551 and surveys an additional select set of major current counseling theories by examining their respective processes, techniques, and application across counseling settings and populations. Strengthens counseling conceptualization skills and familiarity with theory-specific counseling techniques; examines ethical, diversity, and cultural considerations in case conceptualization and application of counseling techniques. Fosters skill development through experiential lab practices and develops personal theoretical orientation to counseling.

Prerequisite: COUN 553 with C or better

Equivalent to: COUN 552

COUN 561, INTRODUCTION TO RESEARCH METHODS IN COUNSELING, 4 Credits

Explores common methods for researching process and outcomes in clinical mental health and school counseling settings.

Equivalent to: COUN 562

COUN 562, INTRODUCTION TO RESEARCH METHODS IN COUNSELING, 3 Credits

Explores common methods for researching process and outcomes in clinical mental health and school counseling settings.

COUN 565, ASSESSMENT AND APPRAISAL IN COUNSELING, 4 Credits

Investigates historical perspectives of assessment and testing, basic concepts related to types of tests and measurements, and statistical concepts relevant to assessments. Surveys assessment, appraisal, and various types of instruments and procedures used by counselors in educational, career, psychological, and mental health settings. Examines the use of assessments for diagnostic and counseling intervention purposes. Develops skills in using assessments and procedures relevant to the practice of counseling across work settings. Examines ethical and multicultural issues and concerns in assessment.

Equivalent to: COUN 567

Recommended: Basic statistics course

COUN 566, LIFESTYLE AND CAREER DEVELOPMENT, 4 Credits

Explores major theoretical approaches to career development and career counseling. Examines influence of development, culture, and intersectionality on career. Identifies available resources for educational and occupational assessment and procedures to enhance career exploration, planning, and placement. Emphasizes understanding of career decision-making processes across the lifespan and career counseling issues with diverse populations.

Equivalent to: COUN 568

COUN 567, ASSESSMENT AND APPRAISAL IN COUNSELING, 3 Credits

Investigates historical perspectives of assessment and testing, basic concepts related to types of tests and measurements, and statistical concepts relevant to assessments. Surveys assessment, appraisal, and various types of instruments and procedures used by counselors in educational, career, psychological, and mental health settings. Examines the use of assessments for diagnostic and counseling intervention purposes. Develops skills in using assessments and procedures relevant to the practice of counseling across work settings. Examines ethical and multicultural issues and concerns in assessment.

Equivalent to: COUN 565

Recommended: Basic statistics course

COUN 568, LIFESTYLE AND CAREER DEVELOPMENT, 3 Credits

Explores major theoretical approaches to career development and career counseling. Examines influence of development, culture, and intersectionality on career. Identifies available resources for educational and occupational assessment and procedures to enhance career exploration, planning, and placement. Emphasizes understanding of career decision-making processes across the lifespan and career counseling issues with diverse populations.

Equivalent to: COUN 566

COUN 571, GROUP WORK FOR PROFESSIONAL COUNSELORS, 3 Credits

Reviews the rationale for and role of culturally informed group work in education, prevention, and mental health treatment. Explores group development, group dynamics, and group work approaches and models in the context of diverse counseling settings. Examines group leadership theory, styles of leadership, and group facilitation skills. Encourages integration of knowledge and research into planning effective groups to meet diverse student and client goals.

COUN 572, GROUP WORK FOR PROFESSIONAL COUNSELORS, 4 Credits

Reviews the rationale for and role of culturally informed group work in education, prevention, and mental health treatment. Explores group development, group dynamics, and group work approaches and models in the context of diverse counseling settings. Examines group leadership theory, styles of leadership, and group facilitation skills. Encourages integration of knowledge and research into planning effective groups to meet diverse student and client goals.

Equivalent to: COUN 571

COUN 573, INTRODUCTION TO FAMILY COUNSELING, 4 Credits

Examines the history of family counseling, investigates family structure, dynamics, and development, and explores major theoretical approaches to family counseling. Applies systems perspectives to (a) understand environmental influences on individual and family functioning, development, and mental health issues, and (b) formulate interventions. Explores family counseling legal and ethical issues. Examines skills and strategies for systemic collaborating with stakeholders in the community to empower children, youth, and families. Examines approaches to working with couples/marital relationships and investigates diversity and cultural factors in family counseling.

Equivalent to: COUN 575

COUN 574, CRISIS, SUICIDE, GRIEF, AND THREAT INTERVENTIONS FOR COUNSELORS, 4 Credits

Focuses on interrelated topics in professional counseling: crisis management, suicidality assessment and interventions, grief and loss, and threat assessment and management. Addresses both theory and pragmatics.

Equivalent to: COUN 578

COUN 575, INTRODUCTION TO FAMILY COUNSELING, 3 Credits

Examines the history of family counseling, investigates family structure, dynamics, and development, and explores major theoretical approaches to family counseling. Applies systems perspectives to (a) understand environmental influences on individual and family functioning, development, and mental health issues, and (b) formulate interventions. Explores family counseling legal and ethical issues. Examines skills and strategies for systemic collaborating with stakeholders in the community to empower children, youth, and families. Examines approaches to working with couples/marital relationships and investigates diversity and cultural factors in family counseling.

COUN 576, DIAGNOSIS AND TREATMENT: APPLIED PSYCHOPATHOLOGY AND PSYCHOPHARMACOLOGY, 4 Credits

Explores the assessment, diagnosis, and treatment of mental disorders as defined by the DSM classification system. Emphasizes principles and practices that relate to child and adult psychopathology, DSM diagnostic criteria, etiology and assessment, systematic treatment planning, interviewing, and short- and long-term interventions. Acquaints counseling students with the fundamentals of psychotropic drugs, the basics of pharmacology, adverse effects, indications, and drug interactions.

Prerequisite: COUN 541 with C or better and COUN 551 [C]

COUN 577, APPLIED PSYCHOPATHOLOGY AND PSYCHODIAGNOSTICS, 3 Credits

Addresses the principles of diagnosis of psychopathology and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual (DSM). Includes psychiatric terminology, treatment, current research, cross cultural impact, ethical implications, and goal planning related to mental health processes and case management.

Recommended: COUN 541 and COUN 551 and COUN 552.

COUN 578, CRISIS, SUICIDE, GRIEF, AND THREAT INTERVENTIONS FOR COUNSELORS, 3 Credits

Focuses on interrelated topics in professional counseling: crisis management, suicidality assessment and interventions, grief and loss, and threat assessment and management. Addresses both theory and pragmatics.

COUN 579, TRAUMA-INFORMED COUNSELING, 3 Credits

Introduces knowledge and skills related to bolstering wellness and resilience for clients facing chronic stress and trauma. Examines environmental, physiological, and historical factors contributing to trauma and resilience, wellness-based resourcing/grounding strategies, and evidence-based approaches to treating trauma.

Prerequisite: COUN 578 with C or better

COUN 581, SOCIAL JUSTICE, DIVERSITY, AND ADVOCACY IN THE COUNSELING PROFESSION, 3 Credits

Explores the multicultural counseling and social justice competencies that provide the foundation for this course. Focuses on counselor advocacy and considers global perspectives on counseling and diversity. Offers experiential learning activities in self-assessment, evaluation and reflection, and builds counselors’ cross-cultural knowledge, awareness, and skills.

Equivalent to: COUN 583

Recommended: COUN 513 and COUN 514

COUN 582, MULTICULTURAL COUNSELING II, 3 Credits

Further explores multicultural counseling by studying in-depth the experience of specific student populations and their unique strengths and needs. Students will gain understanding of the specialized school programs and state and national regulations that support a variety of learners as well as the theories and research related to language acquisition to support ELL and bilingual students in the PK-12 system. Students will engage in authentic experiences and assignments to enrich their understanding of sub-populations of students and their families to enhance their cultural responsiveness with those specific groups of learners.

Prerequisite: COUN 581 with C or better

COUN 583, SOCIAL JUSTICE, DIVERSITY, AND ADVOCACY IN THE COUNSELING PROFESSION, 4 Credits

Explores the multicultural counseling and social justice competencies that provide the foundation for this course. Focuses on counselor advocacy and considers global perspectives on counseling and diversity. Offers experiential learning activities in self-assessment, evaluation and reflection, and builds counselors’ cross-cultural knowledge, awareness, and skills.

Equivalent to: COUN 581

Recommended: COUN 511 and COUN 512

COUN 591, INSTRUCTIONAL STRATEGIES FOR SCHOOL COUNSELORS, 3 Credits

Students will gain understanding in research-based classroom teaching practices including classroom planning and evaluation. Students will refine their educational beliefs of classroom practice and gain insight into the administrative structure of public schools as it relates to the teacher and school counselor.

COUN 592, CLASSROOM INSTRUCTION FOR COUNSELORS, 3 Credits

75 hours of supervised instruction in a public school setting.

Recommended: COUN 591.

COUN 593, INTRODUCTION TO CLINICAL SUPERVISION AND CONSULTATION, 4 Credits

Connects supervision and consultation to clinical mental health counselors’ practice and development. Discusses major models and approaches of supervision and consultation. Compares and contrasts clinical supervision with consultation and investigates processes and procedures of supervision and consultation. Examines ethical, legal, and multicultural considerations in supervision and consultation and develops supervision and consultation skills.

Prerequisite: COUN 514 with C or better

COUN 594, SCHOOL COUNSELOR CONSULTATION AND SUPERVISION, 4 Credits

Connects consultation and supervision to school counselors’ practice and development and discusses major models and approaches in consultation and school counselor site supervision. Compares and contrasts supervision with consultation and investigates processes and procedures of supervision and consultation. Integrates ethical, legal, and multicultural considerations in consultation and supervision, and develops consultation and supervision skills.

Prerequisite: COUN 514 with C or better

COUN 595, GROUP COUNSELING II, 3 Credits

Group counseling theories and pragmatics for clients with mental and emotional disorders.

COUN 597, INTRODUCTION TO COUNSELOR SUPERVISION, 3 Credits

Introduction to the theory and pragmatics of counselor supervision.

Available via Ecampus

COUN 598, COUNSELOR CONSULTATION, 3 Credits

Development of consultation skills as a supervisor and counselor educator. Consultation theory and practice are studied. Students practice consultation skills and receive feedback.

Available via Ecampus

COUN 599, SPECIAL TOPICS, 1-4 Credits

This course is repeatable for 90 credits.

COUN 601, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

COUN 602, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

COUN 603, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

Available via Ecampus

COUN 605, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

COUN 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

COUN 607, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

COUN 608, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

COUN 609, PRACTICUM IN COUNSELING, 1-12 Credits

Specialized counseling experiences supervised by a professional. Emphasis is on development of advanced skills in counseling specific to a population.

This course is repeatable for 16 credits.

COUN 610, INTERNSHIP IN COUNSELING, 1-15 Credits

Designed to provide experiences in development of teaching and supervision skills in preparation as a counselor educator and supervisor.

This course is repeatable for 15 credits.

COUN 612, RESEARCH PERSPECTIVES IN EDUCATION, 3 Credits

Research perspectives, how they are influenced by worldviews, and how these worldviews influence research.

Recommended: COUN 562 and completion or concurrent enrollment in an introductory statistics course

COUN 613, RESEARCH ANALYSIS AND INTERPRETATION IN EDUCATION, 3 Credits

Critical analysis of scholarly studies in education from a variety of research perspectives.

Recommended: COUN 612 and completion or concurrent enrollment in an intermediate statistics course

COUN 616, UNIVERSITY LEVEL INSTRUCTIONAL THEORY AND METHODS, 3 Credits

Addresses general university level instructional theory and methods as well as pedagogy specific to counselor education.

COUN 617, ADVANCED COUNSELOR SUPERVISION, 3 Credits

Advanced theory and techniques in counselor supervision. Pedagogical issues in training supervisors are addressed.

COUN 618, PRACTICUM IN COUNSELING, 1-12 Credits

Specialized counseling experiences supervised by a professional. Emphasis is on development of advanced skills in counseling specific to a population.

This course is repeatable for 16 credits.

COUN 619, INTERNSHIP IN COUNSELING, 1-12 Credits

Designed to provide experiences in development of teaching and supervision skills in preparation as a counselor educator and supervisor.

This course is repeatable for 16 credits.

Available via Ecampus

COUN 662, COUNSELOR EDUCATION QUANTITATIVE RESEARCH METHODS I, 3 Credits

Part I of a three-course sequence designed to prepare students to meet the CACREP doctoral standards for quantitative research methods in counselor education. Topics addressed in course I include application of the following in counselor education research: (1) data scales and scale transformation, (2) frequency distributions and histograms, (3) measures of central position, (4) variability, (5) characteristics of data curves, (6) normality, (7) measures of variability, (8) the statistical hypothesis, (9) statistical errors (Type I/Type II), (10) power analysis, and (11) statistical correlation.

Recommended: COUN 562.

COUN 663, COUNSELOR EDUCATION QUANTITATIVE RESEARCH METHODS II, 3 Credits

Part II of a three-part course sequence designed to prepare students to meet the CACREP doctoral standards for quantitative research methods in counselor education. Topics addressed in course II include application of the following in counselor education research: (1) a review of the dependent variable, normal curve, Type I and Type II errors, power analysis, and criteria for selecting statistical tools, (2) significance tests, including Chi-square t-test, one-factor analysis of variance, multiple comparison tests (L.S.D. and Tukey's HSD), two-factor analysis of variance, statistical interaction (ordinal and disordinal), linear regression, factor analysis, and analysis of covariance.

COUN 664, COUNSELOR EDUCATION QUANTITATIVE RESEARCH METHODS III, 3 Credits

Part III of a three-course sequence designed to prepare students to meet the CACREP doctoral standards for quantitative research methods in counselor education. Topics addressed in course III include application of the following in counselor education research: (1) multiple regression, (2) path analysis, (3) confirmatory factor analysis, analysis, (4) logistic regression, (5) reliability and generalizability theory, (6) cluster analysis, (7) structural equation modeling, and (8) single subject designs.

COUN 665, PUBLICATION METHODS IN COUNSELOR EDUCATION, 3 Credits

Teaches doctoral students how to write theses, grant reports, peer-reviewed journal articles, and textbook chapters.

COUN 667, ADVANCED ASSESSMENT IN COUNSELING, 3 Credits

Explores current issues in the use of assessment in counseling, best practices in instrument development, and best practices in assessment pedagogy.

COUN 668, ADVANCED CAREER DEVELOPMENT AND CONSULTATION IN COUNSELING, 3 Credits

An advanced course surveying past, current, and possible future technical and philosophical perspectives concerning career development and counseling. Issues in consultation, social change theory, and advocacy action planning are also reviewed in light of their impact on future counseling practitioners. Pedagogical methods for presenting current issues in career development, consultation, social change theory and advocacy action planning are a major focus of the class.

Recommended: COUN 568 and COUN 598.

Available via Ecampus

COUN 671, ADVANCED GROUP COUNSELING, 3 Credits

Provides learning experiences beyond the entry level in group counseling. Theoretical and pedagogical innovations in this area are discussed.

COUN 681, ADVANCED DIVERSITY AND SOCIAL JUSTICE IN COUNSELOR EDUCATION, 3 Credits

Addresses pedagogy relevant to multicultural, diversity, and social justice issues and the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and issues of equity such as oppression, power and privilege in counselor education.

Recommended: COUN 581

COUN 696, COUNSELOR EDUCATION, 3 Credits

Orientation to the profession of counselor education. Specific topics include: (1) history and organization of the profession, (2) program accreditation standards and practices, (3) instructional theory and methods relevant to counselor education, and (4) ethical and legal considerations in counselor education.

COUN 697, COUNSELOR SUPERVISION, 3 Credits

Practical experience for counseling professionals who have responsibility directing personal and professional development of counselors, promoting counselor competency, and developing and implementing counseling services and programs. Theoretical models of supervision are utilized to develop supervisor roles.

ED 199, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 216, *PURPOSE, STRUCTURE, AND FUNCTION OF EDUCATION IN A DEMOCRACY, 3 Credits

Introduction to the historical, social, philosophical, political, legal and economic foundations of education in Oregon, the United States, and other countries in order to provide a framework from which to analyze contemporary educational and environmental issues in various schools, communities, and workplaces.

Attributes: CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination

Equivalent to: ED 216H

Available via Ecampus

ED 216H, *PURPOSE, STRUCTURE, AND FUNCTION OF EDUCATION IN A DEMOCRACY, 3 Credits

Introduction to the historical, social, philosophical, political, legal and economic foundations of education in Oregon, the United States, and other countries in order to provide a framework from which to analyze contemporary educational and environmental issues in various schools, communities, and workplaces.

Attributes: CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination; HNRS – Honors Course Designator

Equivalent to: ED 216

ED 219, *SOCIAL JUSTICE,CIVIL RIGHTS & MULTICULTURALISM IN EDUCATION, 3 Credits

Covers examination of equity and injustice based on social groupings such as race, gender, language, and ability. Discusses equitable approaches and power in systems and institutions of society (e.g., schooling, curriculum, educational policy) and how to actively make change. Reviews contemplation of multiculturalism and personal experiences through a wholeness approach.

Attributes: CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination

Equivalent to: ED 219H

Available via Ecampus

ED 219H, *SOCIAL JUSTICE,CIVIL RIGHTS & MULTICULTURALISM IN EDUCATION, 3 Credits

Covers examination of equity and injustice based on social groupings such as race, gender, language, and ability. Discusses equitable approaches and power in systems and institutions of society (e.g., schooling, curriculum, educational policy) and how to actively make change. Reviews contemplation of multiculturalism and personal experiences through a wholeness approach.

Attributes: CPDP – Bacc Core, Perspectives, Difference/Power/Discrimination; HNRS – Honors Course Designator

Equivalent to: ED 219

ED 253, LEARNING ACROSS THE LIFESPAN, 3 Credits

An exploration of how learning occurs at all ages from early childhood through adulthood. Covers major and emerging theories and styles, self-reflection on implications of how learning occurs for self and others, and the impact of these issues on the development and delivery of instruction.

Available via Ecampus

ED 299, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 309, FIELD PRACTICUM, 1-7 Credits

Placement in either an elementary, middle or secondary school. To assist students to develop competencies in dealing with children or adolescents according to the individual major of the university student.

This course is repeatable for 18 credits.

Available via Ecampus

ED 310, INTERNSHIP/WORK EXPERIENCE, 1-18 Credits

This course is repeatable for 18 credits.

ED 325, TRAUMA-INFORMED CARE IN EDUCATION, 3 Credits

Examines the need for trauma-informed care principles in the field of K-12 education and beyond. Explores various trauma-informed care practices and assesses the impact of trauma on brain function in youth as related to K-12 education and learning.

Recommended: Analytical, collaboration, and problem solving skills

ED 340, ^SUPPORTIVE DIFFERENTIATED ENVIRONMENTS, 3 Credits

Addresses special abilities and needs of learners and helps prepare teachers to develop strategies and instructional practices for diverse learners and students with exceptionalities in a supportive and inclusive classroom.

Attributes: CSWC – Core Ed - Writing Intensive Curriculum (WIC); CWIC – Bacc Core, Skills, Writing Intensive Curriculum (WIC)

Available via Ecampus

ED 394, DIFFERENTIATION IN THE ELEMENTARY CLASSROOM, 2 Credits

The role of culture, language, and group identification in learning will be examined and applied to the consideration of differentiated instructional strategies in grades K-5. Students will learn strategies teachers use to help differentiate instruction to meet the diverse needs of students in the elementary classroom.

ED 399, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 401, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

ED 402, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 403, THESIS, 1-16 Credits

This course is repeatable for 16 credits.

ED 405, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

ED 406, PROJECTS, 1-3 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 407, SEMINAR, 1-16 Credits

Equivalent to: ED 407H

This course is repeatable for 16 credits.

Available via Ecampus

ED 407H, SEMINAR, 1-16 Credits

Attributes: HNRS – Honors Course Designator

Equivalent to: ED 407

This course is repeatable for 16 credits.

ED 408, WORKSHOP, 1-3 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 409, PRACTICUM/CLINICAL EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 410, INTERNSHIP/WORK EXPERIENCE, 1-18 Credits

This course is repeatable for 18 credits.

Available via Ecampus

ED 411, APPLIED EDUCATIONAL PSYCHOLOGY IN K-12 SCHOOLS, 3 Credits

Provides students with an opportunity to advance their knowledge and understanding of the theories and principles of psychology as applied to teaching and learning. Examines psychological factors that focus on and influence instruction, classroom management, and assessment. Applies theories and concepts related to development, student differences and diversity, learning and thinking, and motivation to real-world classrooms.

Recommended: ED 253

Available via Ecampus

ED 412, LEARNING STYLES AND NEEDS IN ADOLESCENCE, 2 Credits

Exploration of the particular learning styles and needs of the adolescent, major and emerging learning theories, individual learning styles including one's own learning styles, self-reflection on implications of how learning occurs, and the impact of these issues on the development and delivery of instruction.

ED 413, LEARNING ENVIRONMENTS I: FOSTERING CLASS ENGAGEMENT, 3 Credits

Creating a positive culture in the classroom, managing student behavior, and engaging students in critical learning discourse are challenges faced by all educators. Students will learn to develop the components of a productive and safe learning environment.

ED 414, LEARNING ENVIRONMENTS II: ADVANCING EVERY STUDENT, 2 Credits

Students will expand their knowledge about constructing a positive K-12 classroom environment to a productive learning environment accommodated to fit the needs of a diversified student population.

Prerequisite: ED 413 with D- or better

ED 420, CLASSROOM MANAGEMENT, 3 Credits

Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.

Available via Ecampus

ED 424, TEACHER AS REFLECTIVE PRACTITIONER, 2 Credits

Designed to help teachers make complex judgments based upon their knowledge and understanding of their students, the curriculum, and larger social and cultural issues through reflective practice. Problem solving related to teaching with strong focus on generating new knowledge about teaching, learning, and assessment.

Prerequisite: ED 407 with C- or better and ED 410 (may be taken concurrently) [C-]

ED 425, CURRICULUM DESIGN AND INSTRUCTIONAL METHODS, 3 Credits

Examines the relationship of theory to practice in teaching the content areas in grades 7-12. Explores general curriculum trends as well as content selection in specific endorsement/subject areas. Prepares students for and is coordinated with part-time student teaching.

Recommended: Analytical, collaboration, and evaluation skills

ED 427, ASSESSMENT FOR K-12 INSTRUCTION, 2 Credits

Students study and practice the administration, interpretation, and design of assessments for groups and individuals within the content area. Students will develop an understanding of a variety of assessment strategies for K-12 education that will enhance their understandings of the role of assessment in learning and curriculum design.

Available via Ecampus

ED 430, INSTRUCTIONAL DESIGN FOR K-12 FORMAL AND INFORMAL EDUCATION, 3 Credits

Prepares for teaching K-12 learners in traditional classroom settings as well as informal learning environments such as nature centers, after school care, and summer camps. Builds knowledge and skills in curriculum design, instructional strategies, and assessment.

Recommended: ED 253

Available via Ecampus

ED 440, HUMAN DEVELOPMENT AND PSYCHOLOGY OF THE ADOLESCENT, 3 Credits

Examines research from psychology, human development, and neuroscience to provide a holistic understanding of adolescents and learning with a focus on the middle/secondary student. Investigates the influence of family, neighborhood, peer, and school contexts on brain development; identity formation; and the challenges and opportunities of adolescence.

Available via Ecampus

ED 448, TEACHING IN INCLUSIVE CLASSROOMS, 2 Credits

Explores the broad range of needs that are represented in today’s classrooms. Addresses various types and characteristics of learners as well as ways to collaborate with specialists and families in the delivery of federally-mandated support services for students with (dis)abilities. Discusses strategies and promising practices to enhance the learning of diverse students in the inclusive classroom.

Available via Ecampus

ED 450, FOUNDATIONS OF EDUCATION AND PLANNING, 4 Credits

The first of three courses examining the iterative cycle of curriculum planning, instruction and assessment. An introduction to learning theory and the relationship between teaching and learning provide the foundation. An overview of the complete teaching cycle leads to a focus on curriculum planning based on state standards.

ED 451, ^ASSESSMENT, 4 Credits

Assessment for and of learning and its importance to student engagement and advancement. Formal and informal writing derived from multiple revisions will result in documents intended for different audiences including parents, school administrators, and national assessment prompts citing research-based practices.

Attributes: CSWC – Core Ed - Writing Intensive Curriculum (WIC); CWIC – Bacc Core, Skills, Writing Intensive Curriculum (WIC)

Prerequisite: ED 450 with C or better

ED 452, USING DATA TO SUPPORT ALL STUDENTS, 3 Credits

Teacher candidates will gather and analyze student data to inform instructional practice devoted to enhancing student learning; develop data literacy skills; differentiate instruction for targeted groups and individualized student learners while continuing to foster higher-order thinking and communication skills in the whole class: analyze patterns and gaps in individualized student learning; apply differentiated instruction and assessment strategies to support student growth; engage learners in goal setting; and identify teaching and assessment strategies to work with students with exceptional needs.

Prerequisite: ED 451 with C or better

ED 456, STRATEGIES FOR TEACHING LANGUAGE ARTS AND SOCIAL STUDIES, 3 Credits

Exploration of language arts and social studies programs (e.g., children's literature, writing, special needs, spelling, and cultural factors). Development of research-based teaching strategies and assessment. Focuses on the development of inquiry approaches that reflect interdisciplinary curriculum as well as subject-specific pedagogy in the teaching of both social studies and language arts.

Recommended: ED 216 and ED 219 and ED 253

ED 457, TEACHING ELEMENTARY MATHEMATICS FOR UNDERSTANDING, 3 Credits

Explores the teaching of mathematics in K-8 classrooms in a manner consistent with state and national standards. Students learn teaching strategies that incorporate the development of mathematical models and mental constructs.

Recommended: MTH 211 and MTH 212 and MTH 390

ED 458, STRATEGIES FOR TEACHING WELLNESS AND FINE ARTS, 2 Credits

Exploration of recent trends and research-based practices in the teaching of wellness, physical education, and fine arts. Includes strategies, assessments, special needs, integrating curriculum through developmentally appropriate practices, content standards, and the value of developing holistic learners though an effective wellness and fine arts program.

Recommended: ED 216 and ED 219 and ED 253

Available via Ecampus

ED 459, STRATEGIES FOR TEACHING HUMANITIES, 3 Credits

Examines theory, pedagogy, and integration of language arts and social science in multiple-subject classrooms to develop appropriate daily lessons and unit plans in a manner consistent with current research and standards. Focuses on inquiry approaches that reflect interdisciplinary curriculum as well as subject specific pedagogy in the teaching of both social science and language arts.

ED 463, STRATEGIES FOR TEACHING PHYSICAL EDUCATION HEALTH & WELLNESS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of physical education, health, and wellness in elementary school. Includes instructional strategies for developing holistic learners though an effective wellness program.

ED 465, ELEMENTARY METHODS: LITERACY, 2-4 Credits

Understanding the theoretical and developmental foundations for literacy programs K-5; targeted reading, writing, listening, vocabulary, and speaking skill needs assessments; organizational strategies for teaching literacy; understanding dyslexia and how to differentiate instruction for students with dyslexia; and the integration of cultural diversity and social justice into literacy learning.

This course is repeatable for 4 credits.

ED 466, ELEMENTARY METHODS II: MATHEMATICS, 4 Credits

Exploration of the teaching of early childhood/elementary school mathematics with emphases on problem solving, connections, representation, communication, reasoning and proof. Course will incorporate the development of mathematical models and mental constructs. Research-based, developmentally appropriate and culturally relevant practices will be incorporated into lessons.

ED 467, ELEMENTARY METHODS III: NATURAL AND SOCIAL SCIENCE, 4 Credits

Inquiry approaches to the teaching and learning of the natural and social sciences are used to explore the structure of the disciplines and support the creation of instructional units that develop disciplinary knowledge and practices/skills while highlighting cross-cutting themes. Scientific literacy and civic competence are emphasized.

ED 468, ELEMENTARY METHODS IV: LANGUAGE ARTS, 4 Credits

Development of pedagogy in teaching of reading to elementary-aged students, including the teaching of vocabulary, comprehension, phonics, fluency and motivation to read. Use of children's literature, assessment approaches, and special needs students are also addressed. Gain a deeper level of understanding in how to differentiate the teaching of reading at grades K-5, how to run a Writers’ Workshop, and how to integrate literacy into other content areas.

Prerequisite: ED 465 with C or better

ED 469, STRATEGIES FOR TEACHING THE FINE ARTS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of performing arts (dance, music, theater) and the visual arts in elementary school. Includes instructional strategies for developing holistic learners though an effective fine arts program.

ED 470, BILITERACY INSTRUCTION, 3 Credits

Explores literacy development in Spanish and English. Examines differences in literacy development across the two languages, as well as pedagogical approaches that leverage students' home language and literacy practices. Explores equity and bias in classroom language practices. Taught bilingually in Spanish and English.

Prerequisite: ED 472 (may be taken concurrently) with C or better

Available via Ecampus

ED 471, MULTILINGUAL LINGUISTICS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on academic language development and teaching implications for emergent bilingual students in Spanish-English K-12 dual language programs. Taught bilingually in Spanish and English.

Prerequisite: ED 472 (may be taken concurrently) with C or better

Available via Ecampus

ED 472, FOUNDATIONS OF ESOL EDUCATION, 3 Credits

Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.

Available via Ecampus

ED 473, INSTRUCTIONAL APPROACHES FOR ESOL EDUCATION, 3 Credits

Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning.

Prerequisite: ED 472 with C or better

ED 474, PROJECT-BASED MATHEMATICS, 3 Credits

Building on the foundational concepts covered in ED 457 and ED 466/ED 566, students will plan and apply project-based lessons. Students will transfer knowledge and skills of mathematics to real world problems and will learn to teach with a project-based approach.

ED 475, INTEGRATED STEM, 3 Credits

Students will continue to develop their pedagogical content knowledge in science, technology, engineering, mathematics, and integrated STEM. Students will develop a deeper understanding of the crosscutting concepts common to all science endeavors and will learn how to use these concepts to bridge across science or STEM curriculum units. Students will also examine and develop expertise in using science and engineering practices to lead students in authentic inquiry. Integrating crosscutting concepts, science and engineering practices, and disciplinary core ideas, students will learn and practice the development of curriculum and instruction utilizing the engineering design process.

ED 476, PARTNERSHIPS AND IDEOLOGIES IN ESOL EDUCATION, 3 Credits

Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL and building partnerships across schools, families, and communities.

Prerequisite: ED 472 with C or better

Available via Ecampus

ED 477, DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS, 3 Credits

Building on the foundational concepts covered in HDFS 431, this course goes into greater depth on how to provide students with a range of exceptionalities with education in the least restrictive environment. Teacher candidates will explore differentiated instruction techniques for students with special needs that can be used in both the regular education and pull out Special Education resource classrooms.

ED 478, SPECIAL EDUCATION LAW RIGHTS AND REGULATIONS, 3 Credits

In-depth review of special education law and regulations that protect and provide educational rights for students with disabilities. Teacher candidates will leave the class understanding both the historical and current legal rights of students receiving special education and how to best meet those rights in both the regular and special education resource classrooms.

Available via Ecampus

ED 479, LINGUISTICS FOR TEACHERS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on teaching implications--from psycholinguistic, sociolinguistic, and critical perspectives--for emergent bilingual students in P-12 contexts.

Prerequisite: ED 472 with C or better

Available via Ecampus

ED 481, READING AND WRITING FOR SECONDARY LEARNERS IN CONTEXT, 3 Credits

Enhance and reinforce the authentic reading and writing embedded within occupationally relevant materials to prepare Career and Technical Education teachers for licensure.

ED 482, STRATEGIES FOR DEVELOPING LITERACY, 3 Credits

Explores approaches to the teaching of reading in multiple-subjects classrooms in a manner consistent with current research and standards. Introduces pedagogical techniques and assessment to teaching vocabulary, comprehension, phonics, and fluency. Addresses strategies related to motivation to read, dyslexia, integration of cultural diversity and social justice and the needs of diverse learners in literacy development.

ED 483, DEVELOPMENTAL READING, 3 Credits

Development of pedagogy in teaching of reading to elementary-aged students, including teaching of vocabulary, comprehension, phonics, fluency and motivation to read. Use of children's literature, assessment approaches, and special needs students are also addressed.

ED 492, TECHNOLOGY TOOLS FOR TEACHING, 1 Credit

Develops technology skills needed to be successful as a classroom teacher. Explores how digital tools can be used in instruction, assessment, communication, and collaboration in educational settings to bring vibrant energy into student learning and engagement. Covers responsible digital citizenship, responsible use and ethics of technology in the classroom.

ED 493, READING, LITERATURE, AND LANGUAGE DEVELOPMENT IN THE CONTENT, 2 Credits

Examination of reading, literature, and language development methods that can be used by middle school and high school teachers to support students' learning of content area information. Development of specific reading strategies in content areas.

ED 494, CONTENT STANDARDS AND CURRICULUM DEVELOPMENT FOR HIGH SCHOOL, 3 Credits

Exploration of content standards, materials and methods appropriate for high school students. Develops skills in work sample methodology through the design of effective instruction, integrating a variety of methods with existing understandings of content area, how people learn, and the diverse communities in which they work.

ED 496, TECHNOLOGY FOR EDUCATORS, 3 Credits

Explore the integration of current and emerging technologies into K-12 content areas by engaging learners in real world issues and learning in a social context. Integrate technologies that promote critical thinking, communication, collaboration, and creativity. Discuss technologies in terms of cultural linguistic diversity. Gain transferable skills.

Recommended: Basic computer literacy.

Available via Ecampus

ED 499, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 501, RESEARCH, 1-16 Credits

Equivalent to: AHE 501

This course is repeatable for 16 credits.

ED 502, INDEPENDENT STUDY, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

ED 505, READING & CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 506, PROJECTS, 1-3 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 507, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

ED 508, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

ED 509, PRACTICUM, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

ED 510, INTERNSHIP, 1-18 Credits

By special permission and arrangement.

This course is repeatable for 40 credits.

Available via Ecampus

ED 513, LEARNING ENVIRONMENTS I: FOSTERING CLASS ENGAGEMENT, 3 Credits

Creating a positive culture in the classroom, managing student behavior, and engaging students in critical learning discourse are challenges faced by all educators. Students will learn to develop the components of a productive and safe learning environment.

ED 514, LEARNING ENVIRONMENTS II: ADVANCING EVERY STUDENT, 2 Credits

Students will expand their knowledge about constructing a positive K-12 classroom environment to a productive learning environment accommodated to fit the needs of a diversified student population.

Prerequisite: ED 513 with C or better

ED 515, LEARNING ENVIRONMENTS III: CULTURES AND COMMUNITIES, 2 Credits

The third in a series of courses to assist the Teacher candidate in developing a classroom culture of learning that challenges every student to succeed and thrive. Teacher candidates will understand the important role that culture and community play in the teaching and learning process, and develop culturally responsive teaching practices.

Prerequisite: ED 513 with C or better and ED 514 [C]

ED 518, PROFESSIONAL PRACTICE IN THE TEACHING COMMUNITY, 2 Credits

The professional themes of communication, collaboration, reflection, knowledge of learners, professional ethics, social justice and cultural understanding will be explored and applied to teaching contexts, behaviors, dispositions, and actions.

ED 519, CAPSTONE: TEACHING AS A PROFESSION, 3 Credits

Capstone course for the MAT in which teacher candidates further develop their educational philosophy and analyze their professional growth in alignment with national standards.

ED 520, CLASSROOM MANAGEMENT, 3 Credits

Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.

Available via Ecampus

ED 521, FUNDS OF KNOWLEDGE IN EDUCATION, 3 Credits

Introduces models of culturally sustaining education and develops cultural competence by using a funds of knowledge approach. Combines fieldwork and ethnographic research methods with readings and class discussion to help teachers promote their own cultural competence relative to the students they serve. Explores teachers’ own funds of knowledge as well as their students' through exploring their community and developing activities centered on learners' own connections, resources, and cultural wealth.

Available via Ecampus

ED 522, RACIAL AND CULTURAL HARMONY IN THE K-12 CLASSROOM, 3 Credits

An overview of many issues relevant to the increasingly diverse student population in public schools today. It explores how a culturally competent perspective can be incorporated into curriculum design, teaching strategies, and interactions with students and parents. The course is both self-directed and communal, requiring students to respond to the materials and each other, yet at their own pace.

Available via Ecampus

ED 524, TEACHER AS REFLECTIVE PRACTITIONER, 2-3 Credits

Designed to help teachers make complex judgements based upon their knowledge and understanding of their students, the curriculum, and larger social and cultural issues through reflective practice. Problem solving related to teaching with strong focus on generating new knowledge about teaching, learning, and assessment.

ED 528, ASSESSMENT FOR LEARNING, 3 Credits

Applies the formative learning cycle to through development of an assessment plan. Examines various formative assessment practices that promote higher order thinking and empower students to show evidence of their learning through self-assessment and feedback.

Available via Ecampus

ED 531, SCIENCE METHODS I: INQUIRY AND THE NATURE OF SCIENCE, 4 Credits

Introduction to (1) fundamentals of science teaching including the nature of science and inquiry, (2) designing instructional sequences and selecting curriculum resources aligned to state science standards and research-based learning progressions, (3) effective teaching moves, (4) supporting acquisition of academic language, and (5) productive and safe science learning environments.

ED 532, SCIENCE METHODS II: SUPPORTING STUDENTS' CONCEPTUAL CHANGE, 4 Credits

Development of skill in identifying and addressing misconceptions or naive conceptions as part of the individualized conceptual change process. Integration of technology tools for instruction and assessment. Development of high-leverage science teaching practices with a focus on enhancing classroom discourse and evidence-based argumentation with a survey of science curriculum models.

Prerequisite: ED 531 with C or better

ED 533, SCIENCE METHODS III: SCIENCE FOR ALL LEARNERS, 4 Credits

Teaching science as a community of practice means addressing the needs of all learners, particularly those underrepresented in science. Uses technology to enhance high-leverage teaching practices and practices safe and effective laboratory teaching methods. Explores contextualized and interdisciplinary approaches to science education.

Prerequisite: ED 531 with C or better and ED 532 [C]

ED 537, MATHEMATICAL METHODS I: FOUNDATIONS OF NUMERICAL THOUGHT, 4 Credits

Introduces the fundamentals of mathematics teaching including the nature and goals of mathematical thinking, numeracy, inquiry, and related academic language of mathematics. Introduces the high high-leverage practices of ambitious mathematics teaching, designing instructional sequences and selecting curriculum resources aligned to state science standards and research-based learning progressions.

ED 538, MATHEMATICS METHODS II: CYCLES OF ENACTMENT, 4 Credits

Teacher candidates create instructional units based on student knowledge and skill while attending to needed accommodations. Designed to help the teacher candidate select or modify instructional materials based on student prior knowledge, experience, and interests; make accommodations for students; and provide for multiple representations across a unit of instruction.

Prerequisite: ED 537 with C or better

ED 539, MATHEMATICAL METHODS III: MATHEMATICS FOR EVERY LEARNER, 4 Credits

Teacher candidates will develop practices that support all students, regardless of background or ability. The teacher candidate will design a unit of instruction with complex learning goals that are cross- and multi-disciplinary, draw on multiple perspectives, and invoke higher order thinking and communication skills.

Prerequisite: ED 537 with C or better and ED 538 [C]

ED 540, HUMAN DEVELOPMENT AND PSYCHOLOGY OF THE ADOLESCENT, 3 Credits

Examines research from psychology, human development, and neuroscience to provide a holistic understanding of adolescents and learning with a focus on the middle/secondary student. Investigates the influence of family, neighborhood, peer, and school contexts on brain development; identity formation; and the challenges and opportunities of adolescence.

Available via Ecampus

ED 548, TEACHING INCLUSIVE CLASSROOMS, 2 Credits

Explores the broad range of needs that are represented in today’s classrooms. Addresses various types and characteristics of learners as well as ways to collaborate with specialists and families in the delivery of federally-mandated support services for students with (dis)abilities. Discusses strategies and promising practices to enhance the learning of diverse students in the inclusive classroom.

Available via Ecampus

ED 550, THE EFFECTIVE TEACHING CYCLE I: FOUNDATIONS AND PLANNING, 4 Credits

The first of three courses examining the iterative cycle of curriculum planning, instruction, and assessment. An introduction to learning theory and the relationship between teaching and learning provides the foundation. An overview of the complete teaching cycle leads to a focus on curriculum planning based on state standards.

ED 551, THE EFFECTIVE TEACHING CYCLE II: ASSESSMENT, 4 Credits

The second of three courses examining the iterative cycle of curriculum planning, instruction, and assessment. Learning in this class will concentrate on assessment for and of learning and its importance to student engagement and advancement.

Prerequisite: ED 550 with C or better

ED 558, STRATEGIES FOR TEACHING WELLNESS AND FINE ARTS, 2 Credits

Exploration of recent trends and research-based practices in the teaching of wellness, physical education, and fine arts. Includes strategies, assessments, special needs, integrating curriculum through developmentally appropriate practices, content standards, and the value of developing holistic learners though an effective wellness and fine arts program.

Available via Ecampus

ED 559, STRATEGIES FOR TEACHING HUMANITIES, 3 Credits

Examines theory, pedagogy, and integration of language arts and social science in multiple-subject classrooms to develop appropriate daily lessons and unit plans in a manner consistent with current research and standards. Focuses on inquiry approaches that reflect interdisciplinary curriculum as well as subject specific pedagogy in the teaching of both social science and language arts.

ED 560, CHANGES IN ESOL EDUCATION, 3 Credits

Explores recent developments in education for K-12 emergent bilingual students, examining changes in theory, policy, and instruction. Practice-based projects draw on new language acquisition theories to address both language and content-knowledge development. Course work intended for K-12 teachers who earned an ESOL endorsement more than five years ago, as well as those with equivalent background knowledge.

Recommended: K-12 teaching license with ESOL endorsement

Available via Ecampus

ED 563, STRATEGIES FOR TEACHING PHYSICAL EDUCATION HEALTH & WELLNESS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of physical education, health, and wellness in elementary school. Includes instructional strategies for developing holistic learners though an effective wellness program.

ED 565, ELEMENTARY METHODS: LITERACY, 2-4 Credits

Understanding the theoretical and developmental foundations for literacy programs K-5; targeted reading, writing, listening, vocabulary, and speaking skill needs assessments; organizational strategies for teaching literacy; understanding dyslexia and how to differentiate instruction for students with dyslexia; and the integration of cultural diversity and social justice into literacy learning.

This course is repeatable for 4 credits.

ED 566, ELEMENTARY METHODS: MATHEMATICS, 4 Credits

Exploration of the teaching of early childhood/elementary school mathematics with emphases on problem solving, connections, representation, communication, reasoning and proof. Course will incorporate the development of mathematical models and mental constructs. Research-based, developmentally appropriate and culturally relevant practices will be incorporated into lessons.

ED 567, ELEMENTARY METHODS: NATURAL AND SOCIAL SCIENCE, 4 Credits

Inquiry approaches to the teaching and learning of the natural and social sciences are used to explore the structure of the disciplines and support the creation of instructional units that develop disciplinary knowledge and practices/skills while highlighting cross-cutting themes. Scientific literacy and civic competence are emphasized.

ED 569, STRATEGIES FOR TEACHING THE FINE ARTS, 1 Credit

Exploration of recent trends and research-based practices in the teaching of performing arts (dance, music, theater) and the visual arts in elementary school. Includes instructional strategies for developing holistic learners though an effective fine arts program.

ED 570, BILITERACY INSTRUCTION, 3 Credits

Explores literacy development in Spanish and English. Examines differences in literacy development across the two languages, as well as pedagogical approaches that leverage students' home language and literacy practices. Explores equity and bias in classroom language practices. Taught bilingually in Spanish and English.

Prerequisite: ED 572 (may be taken concurrently) with C or better

Available via Ecampus

ED 571, MULTILINGUAL LINGUISTICS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on academic language development and teaching implications for emergent bilingual students in Spanish-English K-12 dual language programs. Taught bilingually in Spanish and English.

Prerequisite: ED 572 (may be taken concurrently) with C or better

Available via Ecampus

ED 572, FOUNDATIONS OF ESOL EDUCATION, 3 Credits

Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.

Available via Ecampus

ED 573, INSTRUCTIONAL APPROACHES FOR ESOL EDUCATION, 3 Credits

Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning.

Prerequisite: ED 572 with C or better

Available via Ecampus

ED 576, PARTNERSHIPS AND IDEOLOGIES IN ESOL EDUCATION, 3 Credits

Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL and building partnerships across schools, families, and communities.

Prerequisite: ED 572 with C or better

Available via Ecampus

ED 578, SPECIAL EDUCATION LAW RIGHTS AND REGULATIONS, 3 Credits

In-depth review of special education law and regulations that protect and provide educational rights for students with disabilities. Teacher candidates will leave the class understanding both the historical and current legal rights of students receiving special education and how to best meet those rights in both the regular and special education resource classrooms.

Available via Ecampus

ED 579, LINGUISTICS FOR TEACHERS, 3 Credits

Explores linguistic categories: phonology, morphology, syntax, semantics, pragmatics, and discourse. Focuses on teaching implications--from psycholinguistic, sociolinguistic, and critical perspectives--for emergent bilingual students in P-12 contexts.

Prerequisite: ED 572 with C or better

Available via Ecampus

ED 582, STRATEGIES FOR DEVELOPING LITERACY, 3 Credits

Explores approaches to the teaching of reading in multiple-subjects classrooms in a manner consistent with current research and standards. Introduces pedagogical techniques and assessment to teaching vocabulary, comprehension, phonics, and fluency. Addresses strategies related to motivation to read, dyslexia, integration of cultural diversity and social justice and the needs of diverse learners in literacy development.

ED 584, LANGUAGE ARTS METHODS I: ADOLESCENT LITERACY, 4 Credits

Teaching language arts to middle and high school students requires a deep understanding of how reading and writing to learn occur. Guided by current professional and state literacy standards, students will learn to assess and advance adolescent reading comprehension, and writing and speaking skills.

ED 585, LANGUAGE ARTS METHODS II: STRATEGIES FOR GRADES 5-12, 4 Credits

Explores the integration and implementation of curriculum and high leverage instructional practices that respond to the learning needs of adolescents in language arts classrooms. Examines the importance of metacognitive strategies in the teaching of content-related skills and concepts, and how to create school cultures that support high achievement.

ED 586, LANGUAGE ARTS METHODS III: CURRICULUM AND THE PROFESSION, 4 Credits

Learning to teach language arts as a community of practice including the development of high-leverage instructional practices. Focus on enhancing classroom discourse and building student comprehension, meaning construction, interpretation, and response to complex text. Integration of technology tools for instruction and assessment.

Prerequisite: ED 584 with C or better and ED 585 [C]

ED 587, SOCIAL STUDIES METHODS I: ADOLESCENT LITERACY, 4 Credits

Teaching social studies to middle and high school students requires a deep understanding of how reading and writing to learn occur. Guided by current professional and state literacy standards, students will learn to assess and advance adolescent content reading comprehension, writing and speaking skills.

ED 588, SOCIAL STUDIES METHODS II: STRATEGIES FOR GRADES 5-12, 4 Credits

Explores the integration and implementation of curriculum and high leverage instructional practices that respond to the learning needs of adolescents in secondary social studies classrooms. Examines the importance of metacognitive strategies in the teaching of content-related skills and concepts, and how to create school cultures that support high achievement.

ED 589, SOCIAL STUDIES METHODS III: CURRICULUM AND THE PROFESSION, 4 Credits

Learning to teach social studies as a community of practice including the development of high-leverage instructional practices. Focus on curriculum strategies that provide opportunities for learners to develop and use facts, concepts, interpretations, and analyses to build and support arguments. Integration of technology tools for instruction and assessment.

Prerequisite: ED 587 with C or better and ED 588 [C]

ED 590, SOCIAL JUSTICE IN EDUCATION, 3 Credits

Examines social, environmental and ecological justice in educational settings focusing on bias critique in text, development of social justice curriculum, and creation of an action related to a social justice issue. The interconnectedness of social and ecological justice is also explored. Various international justice standards are used to ground students’ work in curriculum development.

Available via Ecampus

ED 592, TECHNOLOGY TOOLS FOR TEACHING, 1 Credit

Develops technology skills needed to be successful as a classroom teacher. Explores how digital tools can be used in instruction, assessment, communication, and collaboration in educational settings to bring vibrant energy into student learning and engagement. Covers responsible digital citizenship, responsible use and ethics of technology in the classroom.

ED 594, DIFFERENTIATION, 2 Credits

Issues of K-12 learner and the role of culture, language, and group identification in learning will be examined and applied to the consideration of differentiated instructional strategies.

ED 595, EDUCATIONAL DEVELOPMENT, 2 Credits

Issues of K-12 learner social/emotional/cognitive development across multiple areas of learning will be examined, with consideration given to impact on classroom pedagogy.

ED 597, K-5 STEM INTEGRATION IN DIVERSE CLASSROOMS, 2 Credits

An investigation of theory and practice related to science teaching and learning in diverse classrooms through integration of science, math, literacy and social studies.

Available via Ecampus

ED 599, SPECIAL TOPICS, 1-4 Credits

This course is repeatable for 90 credits.

Available via Ecampus

ED 601, RESEARCH, 1-16 Credits

Equivalent to: AHE 601

This course is repeatable for 16 credits.

ED 602, INDEPENDENT STUDY, 1-16 Credits

Equivalent to: AHE 602

This course is repeatable for 16 credits.

ED 603, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

ED 605, READING AND CONFERENCE, 1-16 Credits

Equivalent to: AHE 605

This course is repeatable for 16 credits.

ED 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

ED 607, SEMINAR, 1-16 Credits

Equivalent to: AHE 607

This course is repeatable for 16 credits.

ED 608, WORKSHOP, 1-16 Credits

Equivalent to: AHE 608

This course is repeatable for 16 credits.

ED 609, PRACTICUM/CLINICAL EXPERIENCE, 1-16 Credits

This course is repeatable for 16 credits.

ED 610, INTERNSHIP, 1-15 Credits

This course is repeatable for 15 credits.

ED 620, RESEARCH DESIGN AND EPISTEMOLOGIES, 3 Credits

Analysis of multiple research designs and epistemologies in education research. Development of critical reading of research and synthesis across related literature. Consideration of epistemologies and theoretical traditions in educational scholarship and how they shape research design. Exploration of the historical and ethical contexts of empirical research in related educational fields.

Equivalent to: SED 580

ED 622, QUALITATIVE RESEARCH TECHNIQUES IN EDUCATION, 3 Credits

A study of qualitative research designs and analytical procedures with specific applications in education.

Prerequisite: ED 620 with C or better

Equivalent to: SED 622

ED 624, QUANTITATIVE RESEARCH DESIGN AND CRITICAL ANALYSIS, 3 Credits

A study of quantitative research designs and analytical procedures with specific applications in education.

Prerequisite: ED 620 with C or better

Equivalent to: SED 612

ED 650, EQUITY AND EDUCATION POLICY, 3 Credits

Introduces students to key educational policy debates, with a particular focus on attempts to use education policy to advance equity. Examines different visions for the purpose of education and different definitions of equity. Explores the roles of different actors within education policy, including legislators, courts, and non-governmental organizations. Provides students with frameworks for analyzing education policy, which students will then apply to analyze a current policy debate that is of interest to them.

ED 651, RESEARCH BILINGUALISM AND MULTILINGUALISM, 3 Credits

Develops critical research skills to create new knowledge in the field of multilingualism. Examines interdisciplinary and intersectional perspectives to consider notions of identity among multilinguals and explore the historical trajectory of bilingualism and multilingualism research. Provides a broad understanding of the theoretical and methodological frameworks used to study bilingualism and multilingualism in globalized contexts.

ED 652, ETHNOGRAPHIC METHODS, 3 Credits

As an advanced qualitative method class, this course introduces theory and ethnographic research methods by presenting the various ways by which socio-cultural anthropologists observe and analyze phenomena, groups or individuals in everyday language and social practices in their local and global contexts, taking into account issues of language, equity and educational policy. Students will carry out an ethnographic research project of a particular phenomenon they wish to learn more about.

Prerequisite: ED 622 with C or better or SED 622 with C or better

ED 653, DISCOURSE, IDENTITY AND EDUCATION, 3 Credits

Builds a foundation in discourse theory and its applications to identity and education. Includes empirical studies that draw from particular lenses of discourse theory, exemplifying how these scholars organize the design, implementation, and discussion of research around discourse theory. Develops knowledge of discourse theory to propose a study that could be conducted drawing from discourse analytic perspectives.

ED 699, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

ED 808, WORKSHOP, 1-4 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 401, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

SED 405, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

SED 406, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

SED 407, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

SED 409, FIELD PRACTICUM: SCIENCE AND MATHEMATICS, 3 Credits

This course is repeatable for 18 credits.

SED 413, INQUIRY IN SCIENCE AND SCIENCE EDUCATION, 3 Credits

Investigates inquiry and the nature of inquiry in science as it relates to science education. Examines issues relating to integrating scientific understandings and practice into K-12 instruction.

Recommended: Analytical, evaluation, and reasoning skills

Available via Ecampus

SED 414, INQUIRY IN MATHEMATICS AND MATHEMATICS EDUCATION, 3 Credits

Investigation of mathematics as it relates to mathematics education. Students will examine issues related to integrating mathematical understanding, mathematics standards/curricula, and mathematics-specific strategies in K-12 instruction.

Available via Ecampus

SED 452, STRATEGIES FOR TEACHING MATHEMATICS, 3 Credits

Explores the teaching of mathematics in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining mathematical learning for all students.

SED 453, STRATEGIES FOR TEACHING SCIENCE, 3 Credits

Explores the teaching of science in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining scientific learning for all students.

SED 459, SCIENCE AND THE NATURE OF INQUIRY, 3 Credits

Focuses on inquiry approaches to the teaching and learning of science. Development of teaching strategies including materials and resources for teaching science using an inquiry approach as well as more teacher-directed approaches.

SED 499, SPECIAL TOPICS, 3 Credits

This course is repeatable for 18 credits.

SED 501, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

SED 503, THESIS, 1-16 Credits

This course is repeatable for 999 credits.

SED 505, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 506, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 507, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

SED 508, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

SED 509, PRACTICUM, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 510, PROFESSIONAL INTERNSHIP: SCIENCE OR MATHEMATICS EDUCATION, 1-16 Credits

This course is repeatable for 16 credits.

Available via Ecampus

SED 511, ASSESSMENT FOR LEARNING, 3 Credits

Develops pedagogical content knowledge for planning, supporting and administering assessment of and for learning and equity in science/mathematics classrooms (grades 6-12).

Available via Ecampus

SED 516, INQUIRY IN SCIENCE AND MATHEMATICS EDUCATION, 3 Credits

Investigates inquiry and the nature of inquiry in science and mathematics as it relates to education. Examines issues relating to integrating scientific and mathematical understandings and practices in K-12 education.

Available via Ecampus

SED 552, STRATEGIES FOR TEACHING MATHEMATICS, 3 Credits

Explores the teaching of mathematics in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining mathematical learning for all students.

Available via Ecampus

SED 553, STRATEGIES FOR TEACHING SCIENCE, 3 Credits

Explores the teaching of science in multiple-subjects classrooms in a manner consistent with current research and standards. Utilizes an investigative approach to learn about planning, implementing, and creating linguistically and culturally sustaining scientific learning for all students.

SED 573, SCIENCE PEDAGOGY AND TECHNOLOGY I, 4 Credits

Develops pedagogical content knowledge for supporting grades 6-12 science instruction in the following areas: equitable and ambitious science teaching, learning theories, nature of science, language of science, and technology integration.

SED 574, MATHEMATICS PEDAGOGY AND TECHNOLOGY I, 4 Credits

Develops knowledge, skills, and dispositions for teaching diverse youth in grades 6-12 mathematics. Supports imagining and enacting ways that schooling and instruction can disrupt inequality. Interrogates ways that schooling and mathematics instruction has perpetuated educational injustices. Infuses investigation of multiple forms of knowledge creation through research-practice multi-media.

Recommended: SED 414

SED 576, MATHEMATICS PEDAGOGY AND TECHNOLOGY II, 4 Credits

Continues to develop pedagogical content knowledge, skills, and dispositions for teaching diverse youth in grades 6-12 mathematics. Shifts from applying and synthesizing ideas in SED 574 to evaluating and justifying critical teaching and learning goals in SED 576. Interrogates how mathematics instruction has perpetuated educational injustices through course core readings. Continues to support creating and enacting ways that schooling and instruction can disrupt inequality using research-practice multi-media.

Prerequisite: SED 574 with C or better

SED 577, SCIENCE PEDAGOGY AND TECHNOLOGY II, 4 Credits

Develops pedagogical content knowledge for supporting grades 6-12 science instruction. Explores equitable and ambitious science teaching, learning theory, nature of science, and technology integration.

Prerequisite: SED 573 with C or better

SED 599, TOPICS IN SCIENCE EDUCATION, 3 Credits

This course is repeatable for 18 credits.

SED 601, RESEARCH, 1-16 Credits

This course is repeatable for 16 credits.

SED 603, DISSERTATION, 1-16 Credits

This course is repeatable for 999 credits.

SED 605, READING AND CONFERENCE, 1-16 Credits

This course is repeatable for 16 credits.

SED 606, PROJECTS, 1-16 Credits

This course is repeatable for 16 credits.

SED 607, SEMINAR, 1-16 Credits

This course is repeatable for 16 credits.

SED 608, WORKSHOP, 1-16 Credits

This course is repeatable for 16 credits.

SED 611, SURVEY OF RESEARCH ON TEACHING, 3 Credits

Critical analysis of perspectives of research in science/math education with a focus on teaching as the unit of analysis.

Prerequisite: SED 580 with C or better or ED 620 with C or better

SED 613, LEARNING THEORY, 3 Credits

Provides a critical overview and analysis of current theories of learning and development, beginning with a discussion about what learning is, how it has been viewed and studied over time, and how seminal theories inform an understanding of lifelong learning and its facilitation.

Prerequisite: SED 580 (may be taken concurrently) with C or better or ED 620 (may be taken concurrently) with C or better

SED 615, PRACTICUM IN MATHEMATICS/SCIENCE IN COLLEGE TEACHING, 3 Credits

Supervised field practicum in college mathematics/science teaching.

This course is repeatable for 9 credits.

SED 621, SURVEY OF RESEARCH ON LEARNING, 3 Credits

Critical analysis of perspectives on student thinking and learning in science/math education.

Prerequisite: SED 580 (may be taken concurrently) with C or better or ED 620 with C or better

SED 623, CURRICULUM THEORY, 3 Credits

Establishes theoretical grounding of curriculum. Includes theoretical background, practical knowledge, and skills related to science and mathematics curriculum, including the history, curriculum theory and practice.

Prerequisite: SED 580 with C or better or ED 620 (may be taken concurrently) with C or better

SED 625, CRITICAL PEDAGOGY, 3 Credits

Builds a foundation in critical pedagogy theory and practice. Includes reading of classic and contemporary literature by recognized thinkers in the fields of critical pedagogical studies, requiring careful evaluation of empirical research and synthesis to develop a coherent point of view. Develops methodologies for analyzing data using critical pedagogical theories and intersectional perspectives.

SED 699, SPECIAL TOPICS, 1-16 Credits

This course is repeatable for 16 credits.

SED 808, WORKSHOP, 1-16 Credits

This course is repeatable for 99 credits.

Available via Ecampus