School of Education Course Descriptions Curriculum & Instruction Educational Administration & Policy Human Development & Psychoeducational Studies The Center for Academic Reinforcement
March 2013
1
2
SCHOOL OF EDUCATION COURSE DESCRIPTIONS CENTER FOR ACADEMIC REINFORCMENT Subject
Course
Credits
Description
Semester
ACAD
003
3
Reading Improvement: Develops reading comprehension by focusing on ability to identify main and supporting ideas. Emphasizes such methods as vocabulary development, context clues and outlining. Increases comprehension rate. Undergraduate
ACAD
007
3
College Study Skills: Students acquire skills and techniques necessary for successful adjustment to performance in collegelevel courses. Undergraduate
Fall/Spring
3
CAR-Verbal: Provides a systematic review and reinforcement of English skills necessary to develop a student's ability to write effectively. These skills include basic grammatical concepts, effective sentence structure, and paragraph development and short essay development. Undergraduate
Fall/Spring
3
Basic Math I: This course includes a review of arithmetic and an introduction to algebra. The topics include operations on rational numbers, linear equations, linear inequalities, word problems, exponents, and polynomials. Undergraduate
Fall/Spring
3
Basic Math II: This course is a continuation of Basic Mathematics I. The topics include factoring, rational expressions, linear equations in two variables and their graphs, systems of equations, roots and radicals, quadratic equations and applications. Undergraduate
Fall/Spring
1
Academic Communication : Addresses the needs of students who have a GRE-W score below 4, which indicates that they demonstrated some deficiencies in formal, analytical writing. Graduate
Fall/Spring
ACAD
3
Praxis Review Reading. Undergraduate
Fall/Spring
ACAD
3
Praxis Review Math. Undergraduate
Fall/Spring
ACAD
3
Praxis Review Writing. Undergraduate
Fall/Spring
ACAD
ACAD
ACAD
ACAD
008
014
015
302
Fall/Spring
3
DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC ‐ Curriculum and Instruction (Undergraduate) Course Credits Description
Subject
100
1
120
3
210
3
Semester
Orientation & Pre‐Professional Seminar. Fall This course is a prerequisite for matriculation in the Urban Teacher Education Program (UTEP). It is designed to orient potential candidates to the University, to the School of Education, and to the elementary education program (UTEP). A variety of individual and small group reflections, discussions, activities, simulations, etc. will provide students with a critical look at the teaching profession. Students will have an opportunity to assess or reassess their desire, dispositions, and suitability for teaching diverse elementary school children. Students must satisfactorily complete the 1‐credit orientation/seminar no later than the end of the first semester of their freshman year. Undergraduate International Education for Contemporary Spring Societies. This course is designed to provide a comprehensive overview of the policies and practices of educational systems around the world, with a special emphasis on the global south. Using an interdisciplinary lens, the focus is on developing global competencies that promote global citizenship and a better understanding of global education issues in the contemporary world. Global education movements like Education For All (EFA), gender inequalities, education and conflict, education and immigration, teacher quality, and international conventions and agreements will be examined. A significant international service learning component is also included and is designed to help bridge theory and practice from the local to the global. Undergraduate Foundations & Urban Education. This foundational Fall course will examine urban education from the perspectives of what it means to teach in urban environments, issues that impact urban schools, policies and practices that influence teaching, families and urban communities, and classroom management. It will focus on a board interdisciplinary view of school as an educational institution and its relationship with urban societies
4
211
3
214
3
and communities. Sociological and philosophical views will be used to examine how history, race, class, politics, and media have influenced the structure and function of urban education systems. Students will be challenged to critically reflect on how their own schooling experience, socio‐cultural identity, and how philosophical beliefs regarding urban education might impact their success in urban settings and pedagogical approaches chosen. Students will be introduced to content related to what it the teaching profession requires, how to ensure teaching success in urban environments, the structure of communities and families, and appropriate strategies to manage classrooms in urban schools. Students will be expected to engage in field experiences that will involve guided observations and participation in area classrooms. Educational Psychology: Learning & African Fall American Learners. This course provides preservice teachers with the theoretical bases of learning and development necessary to obtain the goals of effective teaching and learning among African American and other diverse student populations. Candidates will examine many questions and answers involving education in today’s urban society and promote the understanding and appreciation of principles associated with the learner, learning, and classroom processes. The primary focus of this course is the integration of theories of child growth and development with the practical setting of the school learning environment. Study of the learner emphasizes theoretical views associated with cognition, language, personal, social and emotional development, learner differences and learner exceptionalities. Study of the learning process focuses on behaviorism and social cognitive theories, cognitive views of learning, constructing understanding and complex cognitive processes such as problem solving, metacognition and transfer of learning. Classroom processes cover learner motivation, classroom management, principles of instruction, and principles of assessing learning. Learning Elementary School Mathematics and Lab. Fall This course provides the candidates with knowledge, skills, and concepts to render content‐ rich and rigorous mathematics instruction for African American and diverse learners in grades 1‐
5
218
3
219
3
6 in urban areas. Candidates are exposed to content that supports an elementary school mathematics program in the Common Core Curriculum standards including number systems, operations, algebraic thinking, expressions and equations, geometry, measurement, probability, data analysis and graphs. Candidates will have opportunities to explain, interpret, analyze, synthesize and evaluate major national and global issues and developments in technology integration, problem solving and real‐life applications, including the Principles for Learning Mathematics as outlined by the Common Core State Standards. Candidates will acquire mathematical content through classroom instruction and practice labs that will incorporate hands on activities, demonstrations, field studies, and individualized computer‐assisted instruction that accelerates personal and professional mathematical growth. Foundations & Processes of Reading Acquisition. Fall This course provides pre‐service/in‐service candidates with knowledge, skills, and dispositions to provide evidence‐based literacy instruction for African American and diverse learners in grades 1‐ 6 in urban areas. Although the course will use a balanced approach that presents multiple methods of instruction and technology to meet literacy needs in a variety of settings, emphasis will be placed on asset‐based theories and applications that can positively influence students, families, and communities. Schooling for Diverse Populations in American Fall Society. The course addresses the philosophy, history and sociology of American education, particularly with regard to the role of diversity in development and operation of the nation’s education system. Particular attention will be paid to major social, political, and economic forces that have shaped and continue to shape American schools and educational practices. Additionally, the course is designed to build among preservice teachers a global awareness of how racial, cultural, linguistic, gender, income, and ability diversity affect educational opportunity. It is expected that this course will enable candidates to (a) discern the extent to which some forms of teaching and learning enhance democratic ideals, while others do not and (b) begin to develop a professional identity that, in addition to reflecting high content
6
220
3
221
2
222
2
223
3
standards, also reflects the ideals of equal access and social justice. Learners with Diverse Cognitive, Behavior, & Language Characteristics. This foundational course focuses on providing students with knowledge about individuals who possess exceptional learning needs because of their diverse cognitive, behavioral, and linguistic abilities. Thus, it focuses on students considered to have high incidence disabilities, as well as those considered gifted. The course will challenge candidates to view all exceptional learning needs from an asset‐based perspective while encouraging advocacy for a more equitable and inclusionary society. Candidates will examine the history of special education, legislation, and laws that support the educational rights of individuals with disabilities, their families, and caregivers. Information related to the characteristics, educational needs, and societal requirements of students identified as having exceptional learning needs will be examined via an asset‐based and multiple methods approach. Field‐based experiences will enable candidates to gain perspective on the life experiences, challenges, and abilities individuals with disabilities. Talent Development Model of Schooling. This course is designed for pre‐service educators to gain knowledge and skills predicated on a comprehensive schooling model – the Talent Development Model ‐ that espouses that all students can learn to high standards and provides evidence‐based practices, activities and programs to ensure that this lofty goal for students is actually attainable. The background and research base for this Model will be presented, as will practical examples of what the model looks like when it is implemented in schools serving primarily urban or ethnic minority children and youth Foreign Lang. Competency to Facilitate ELL Instruction. This course is designed to produce the type of language competency that teachers need to (a) enhance their ability to provide effective instruction for ELL students and (b) communicate in more culturally relevant ways with the families of ELL students. Instructional Technology for 21st Century. This course emphasizes the design and facilitation of learning environments that apply technology‐
Spring
Spring
Spring
Spring
7
225
3
310
3
312
3
enhanced instructional strategies to maximize student learning. Candidates will apply current research and instructional design principles to create 21st century learning experiences for students. Topics will include technology concepts; use of technology‐enhanced instructional strategies and materials; adaptive technology for children with exceptionalities; technology enhanced assessment/evaluation; and ethical issues surrounding the use of technology. Upon completion, students should be able to apply technology‐ enhanced instructional strategies, use a variety of technology resources, and demonstrate appropriate technology skills in educational environments. Learning Elementary School Science and Lab. Spring This course provides candidates with knowledge, skills, and dispositions to render content‐rich and rigorous science instruction for African American and diverse urban learners in grades 1‐6. Candidates will be exposed to content that supports an elementary school science program including life science, physical science, environmental science, earth science and space science. Candidates will have opportunities to explain, interpret, analyze, synthesize, and evaluate major national and global issues and developments in these science disciplines. Hands on activities, demonstrations, field studies, and virtual labs and trips will be utilized to reinforce basic concepts. Educational Psychology & Special Education. This Spring combination and foundational course introduces perspective teachers to an opportunity to gain information about the process and theories of learning, individual differences, measurement, motivation, emotions, thinking, communicating, and problem solving in education settings while acquiring an introductory knowledge of students with disabilities as it relates to their history in American society, litigation and legislation that impacts their education and access to goods and services, characteristics, educational options, and other issues that will be important to their full inclusion into both schools and the larger society. Introduction to Assessment & Measurement. This Fall course is designed to provide pre‐service and in‐ service teachers with basic competencies in
8
educational assessment and measurement that can be used to improve instruction through better assessment of all students, including those with special needs. The point‐of‐view that instruction and assessment should blend together in the teaching/learning process will be emphasized throughout the course. Beginning and experienced teachers will learn how to: design various types of assessments; evaluate students and discuss evaluations with parents; interpret standardized and teacher‐constructed assessment data; and use the information to improve teaching and learning. A major focus of the course will be on classroom assessment with the goal of making discussions and assignments relevant to the practical assessment issues that PreK‐12 teachers face. The validity and reliability of assessment results will be discussed, as well as issues related to fairness/bias in testing and assessment for culturally diverse populations. Additionally, discussions and class projects will focus on how the use of technology can facilitate and improve assessment and measurement practice.
314
4
315
4
Principles of Teaching Math & Science in Urban Fall Classrooms I. This course provides candidates with knowledge, skills, and dispositions to deliver content‐rich and rigorous mathematics and science instruction for African American and diverse urban learners in grades 1‐3. Candidates will have opportunities to employ a variety of instructional strategies to integrate math and science content and the Common Core State Standards through the Principles of Learning Mathematics and Science. Constructivist, behaviorist, cognitivist, and asset‐ based approaches and methodologies will be emphasized in this course. Field‐based experiences will provide an opportunity for candidates to design, develop and implement evidence‐based lessons in science and mathematics for national and global student populations. Principles of Teaching Math &Science in Urban Fall Classrooms II. This course provides candidates with knowledge, skills, dispositions and pedagogy to deliver content‐rich, rigorous mathematics and science instruction for African American and diverse urban learners in grades 4 – 6. Candidates will have
9
316
2
318
2
321
3
opportunities to employ a variety of instructional strategies to integrate mathematics and science content and the Common Core State Standards through the Principles of Learning Mathematics and Science. Constructivist, behaviorist, cognitivist, and asset‐based approaches and methodologies will be emphasized during this course. Field‐based experiences will provide an opportunity for candidates to design, develop and implement evidence‐based lessons in science and mathematics for national and global student populations. Strategies for Teaching English Language Learners. Fall This course is designed to help teachers understand critical issues that impact the language learning and educational achievement of culturally and linguistically diverse students. The course will provide pre‐service candidates without a background in ESL pedagogy with rudimentary information about the characteristics of non‐native speakers, the impact of ELL on student performance and classroom interactions, and best‐ practice, instructional strategies that can enable them to successfully access core curriculum and achieve high academic outcomes. Engaging Urban Parents, Families & Communities. Fall This course, in addition to providing a brief review of empirical data that supports the need for parent involvement, is designed to support pre‐service candidates in broadening their conception of parent involvement. Candidates will become aware of the invisible strategies that minority and low‐income parents often use to support their children’s education; explore strategies for increasing the participation of culturally and linguistically diverse parents in traditional parent involvement activities; and generate strategies for collaborating in culturally responsive ways with families, other educators, related service providers, and personnel from community agencies. Literature & Writing in Urban, Elementary Schools. Spring This course addresses the functions of literature in child development, criteria for selecting literature for children, and methods of using children’s literature in the classroom. Candidates will explore oral and written literary traditions and the major
10
322
3
323
3
324
4
genres and types of children’s literature. Candidates will plan and present classroom activities with a specific emphasis on curriculum integration and the use of asset‐based approaches for developing the literary and writing skills of urban, culturally and linguistically diverse elementary school students. Teaching Language Arts and Social Studies in Spring Urban Elementary Schools. This course provides pre‐service candidates with knowledge, skills, and dispositions they need to provide evidence‐based instruction in literacy and social studies to African American and other diverse learners in inclusive, urban, elementary school settings. The course employs a balanced approach to teaching language arts and social studies that includes multiple methods of instruction and technology. The course emphasizes the use of asset‐based theories and applications to provide elementary students with culturally affirming instruction in reading, writing, speaking, listening, and social studies. Literacy Assessment & Instructional Frameworks Spring in Urban, Elem Schools. This course provides pre‐service/in‐service candidates with knowledge, skills, and dispositions to assess and support the literacy development of African American and diverse learners in grades 1‐ 6 in urban settings. Candidates will engage in practical experiences for diagnosing, preventing, and remediating literacy difficulties using a range of formal and informal reading assessments. Emphasis on asset‐based theories and applications will provide candidates with instructional approaches for enhancing literacy achievement. Teaching Social Studies, Arts, Health and PE in Spring Urban Elem Schools. This course focuses on the aims, scope, and integration of methods for teaching the Arts, Health and Physical Education across the curriculum. The course utilizes a constructivist approach to teaching and learning that enables candidates to devise, select, and implement effective instructional strategies for developing diverse learners’ knowledge and skills in the arts, health education and physical education. A considerable field experience component is included.
11
410
3
412
3
420
3
450
9‐12
Pedagogy & Content Literacy. This course emphasizes research‐based teaching and learning principles for achieving content‐specific and broader outcomes. Moreover, this course focuses on helping candidates to prepare students to handle content literacy demands of the discipline. Methods, strategies, technology, and program models appropriate for secondary students are explored. Research Foundations & Methods for Classroom Teachers. This course is designed to equip candidates with the knowledge, skills, and dispositions that are essential to functioning as critical consumers and competent producers of research that informs their instructional practice. The course has been designed to broaden candidates’ knowledge of empirical literature related to current trends in curriculum and teaching, particularly as it addresses the characteristics and educational needs of urban students and students from diverse cultural and linguistic backgrounds. Multiple opportunities to interact with educational scholars who are conducting research related to urban education will facilitate candidates’ ability to generate meaningful research using methods most appropriate for making data‐driven decisions in the classroom. As a final course requirement, candidates will plan, implement, analyze, and interpret the results of an action research project. Interdisciplinary Research in STEM. Emphasizing knowledge of multiple perspectives and research methodologies, this course will facilitate candidates’ ability to develop science, technology, engineering, and mathematics (STEM) related research projects using tools, models, and theories from a variety of disciplines. Candidates will form interdisciplinary research teams to explore the implications and impacts of interdisciplinary, transdisciplinary, and multi‐ disciplinary research in urban school settings. Internship and Classroom Management. This course concludes the initial teacher preparation program It provides an intensive clinical and seminar experience that is designed to facilitate candidates’ transition from the status of student to that of teacher. Authentic instructional experience, complemented by weekly seminars,
Fall
Fall
Spring
Fall/Sprin g
12
480
9
will allow candidates to examine the dynamics of the classroom and to cultivate a professional identity that reflects a sense of agency in meeting the learning needs of all students. The course stimulates candidates continued development as reflective practitioners and educational change agents. International Internship & Special Topics Seminar. Spring The course offers students the opportunity to integrate pedagogical and theoretical concepts related to teaching and learning in an international context. Candidates will develop global competencies and teaching skills via exposure to international students and educational environments. The seminar aspect of the course will employ online discussions, journal writing, and interdisciplinary readings to enrich candidates’ cross cultural experiences and facilitate their intercultural development.
DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC � Curriculum and Instruction (Graduate) Subject Course Credits Description
EDUC
EDUC
500
501
Semester
3
Foundations of Education and Urban Schooling: Examines local and global educational systems from a historical and contemporary perspective, emphasizing the role of the teacher. Graduate
Fall
3
Diversity in American Education: Uses teaching and learning strategies based on valid and reliable research relevant to teaching in diverse environments. Issues on social justice, gender, language, and social class are addressed. Graduate
Spring
13
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
510
530
532
550
600
601
3
Theory and Perspectives in Child Development: A comprehensive review of the theories/perspectives in child development with special emphases on the implications and applications of these theories in real early childhood education settings. Graduate
Fall
3
Foundations & Processes of Reading/Literacy: Provides students with background knowledge of the foundations of reading, reading instruction, instructional materials, and literacy development. Graduate
Fall
3
Literature for Children and Adolescents: Provides students with an in‐depth view of major genres and types of children's literature with a specific emphasis on urban learners and curriculum integration. Students will examine the relationship between text and illustrations, oral and written literary traditions, and evaluate materials for cultural issues presented in literature. Graduate Fall
3
Survey of Exceptional Populations: Provides the graduate student with knowledge of history, legal requirements, and characteristics of students with disabilities. Particular attention will be given to assessment requirements, educational needs, related services, and other information needed to gain a complete understanding of persons with disabilities in schools and society. Graduate
Fall
1‐10
Independent Study: Independent study of selected topics under a consenting faculty member. Graduate
Fall/Spring
3
Advanced Instructional Technology and Computers: Focuses on an advanced application of Instructional Technology, as well as, an overview of contemporary issues affecting the use of technology in urban education. Graduate
Spring
Spring Spring
EDUC
610
3
Operating Child Care Centers: An in‐depth investigation of establishing and operating child care facilities, including budget, health supervision, and licensing. Graduate
EDUC
611
3
Educative Value of Play: Provides approaches
14
towards building knowledge, skills, and attitudes about using play as a teaching and learning medium in early childhood classrooms with opportunities to observe, evaluate, and study children's play in their natural settings. Graduate
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
612
618
619
630
631
632
3
Infant and Toddler: Dimensions of Early Learning: A comprehensive study of infant and toddler development, behavior, and learning characteristics in order to construct developmentally appropriate curriculum for children under 3 years of age. Graduate
Spring
3
Practicum (Preschool): Field experiences with different facilities, policies, and operations. Graduate
Fall
3
Practicum (K‐3): Field experiences in facilities providing direct social welfare services to handicapped children. Graduate
Spring
3
Studies in Reading and Language Development: Facilitates an understanding of the major theoretical foundations of educational research and its relationship to reading research. Topics include foundations of educational research, critical areas of reading development, primary literacy development, pre‐adolescent literacy development, multicultural literacy, and reading difficulties. Students will become an informed consumer and provider of reading research for professional development. Graduate Prerequisite: EDUC 250
Spring
3
Language, Literacy and Applied Phonics: Provides students with an in‐depth view of current theory, research, and applications related to the linguistic foundations of reading. Sociolinguistic aspects and technical components of the English language (phonology, phonetics, syntax, semantics, morphology and orthography) will be examined as they relate to the reading process. Methods and strategies for enhancing literacy through linguistic development are explored. Graduate. Prerequisite: EDUC 250 Spring
3
Supervision and Leadership in Reading Programs: Facilitates an understanding of adult developmental theories and collaborative
Fall
15
planning models in relation to their application for enhanced delivery of reading instruction for education professionals. Topics include administration and supervision of reading programs, collaborative peer coaching, research on novice teachers, conditions and strategies that support growth, and specific differentiated supervisory strategies. Graduate. Prerequisites: EDUC 250, 272
EDUC
EDUC
EDUC
EDUC
633
639
640
641
3
Diagnostic and Remedial Techniques in Reading: Provides students with theoretical foundations and practical approaches to literacy assessment. Practical experiences for assessing literacy achievement, along with diagnosing, preventing, and remediating literacy difficulties are offered using a range of formal and informal reading instruments. Graduate. Prerequisite: EDUC 250 or permission of instructor
Spring
3
Clinical Practicum in Reading: Provides students with advanced clinical experiences in reading and other language arts. Students are involved in comprehensive literacy program activities to include student services, teacher professional development, and program implementation. Graduate. Prerequisites: EDUC 250, 254, 262, 272, 274
Spring
3
Content Area Reading & Writing I: Provides students with an in�depth view of current theory, research, and applications related to the teaching of reading, writing and study processes in secondary schools. The course focuses on demonstrating and generating effective content literacy strategies that can be integrated within a total secondary school curriculum. Methods, strategies, and program models appropriate for secondary students are explored. Graduate Spring
3
Content Area Reading & Writing II: Provides students with opportunities to apply current theory, research, and applications related to the teaching of reading, writing and study processes in secondary schools. The course focuses on observing and implementing effective content literacy strategies that can be integrated within a total secondary school curriculum. Methods, strategies, and program models appropriate for
Spring
16
secondary students are explored. Graduate. Prerequisite: EDUC 254
EDUC
EDUC
EDUC
642
650
651
3
Theories and Principles of Curriculum Development: This course is designed to help students maintain a comprehensive understanding of the theories/perspectives in child development and discuss how these theories/perspectives may influence our understanding of early development and education of young children. Special emphasis is on the implications and applications of these developmental theories in real educational settings. Graduate
Spring
3
Behavior Management: This course offers a practical guide for practicing and pre‐service teachers to learn and apply behavior management techniques in both regular and special education settings. It is designed to introduce the principles of behavior management, present strategies and techniques, and encourage participants to develop insights into their emotional intelligence in order to understand personal triggers that might hinder the effectiveness of behavior management techniques. Prerequisite: EDUC 550
Fall
3
Psychology of Exceptional Children: Discusses students with disabilities in the context of their psycho‐social development. Theories of personality, social, and emotional development will be explored. Prerequisite: EDUC 550. Graduate
Spring
Spring Fall/Spring
EDUC
652
3
Diagnosis and Evaluation of Exceptional Children: This graduate level course is designed to refine the special educator’s skills in formal and informal measurement and diagnostic techniques. Students may expect to gain knowledge of the special education assessment process, develop skills in the administration of both formal and informal assessment tools, learn how to use these tools to make informed decisions about curriculum and placement choices. Prerequisite: EDUC 550 Graduate
EDUC
659
3‐6
Practicum in Special Education: Field placement in Special Education. Graduate. Prerequisite:
17
Permission of Instructor.
EDUC
EDUC
EDUC
670
671
672
3
Classroom Management: Offers inclusive and practical approaches to managing all components of a classroom in diverse settings and for all students. Principles and theory of classroom management, the role of affective development, strategies and techniques of managing the classroom will be explored. A particular focus will be given to the importance of developing good interpersonal relationships with students and encouraging a reflective approach to management of classrooms. Prerequisite: EDUC 550. Graduate
3
Educational Psychology: Learning and Development: This course provides preservice and inservice teachers with the theoretical bases of learning and development necessary to obtain the goals of effective teaching and learning among African American and other diverse student populations. Candidates will examine many questions and answers involving education in today’s urban society and promote the understanding and appreciation of principles associated with the learner, learning, and classroom processes. The primary focus of this course is the integration of theories of child growth and development with the practical setting of the school learning environment. Study of the learner emphasizes theoretical views associated with cognition, language, personal, social and emotional development, learner differences and learner exceptionalities. Study of the learning process focuses on behaviorism and social cognitive theories, cognitive views of learning, constructing understanding and complex cognitive processes such as problem solving, metacognition and transfer of learning. Classroom processes cover learner motivation, classroom management, principles of instruction, and principles of assessing learning. Fall
3
Assessment and Measurement in Teaching: Provides pre�service and in�service teachers with basic competencies in educational assessment and measurement that can be used to improve instruction through better assessment of all students, including those with
Spring
Spring
18
special needs. The point‐of‐view that instruction and assessment should blend together in the teaching/learning process will be emphasized throughout the course. Beginning and experienced teachers will learn how to: design various types of assessments; evaluate students and discuss evaluations with parents; interpret standardized and teacher‐constructed assessment data; and use the information to improve teaching and learning. A major focus of the course will be on classroom assessment with the goal of making discussions and assignments relevant to the practical assessment issues that PreK‐12 teachers face. The validity and reliability of assessment results will be discussed, as well as issues related to fairness/bias in testing and assessment for culturally diverse populations. Additionally, discussions and class projects will focus on how the use of technology can facilitate and improve assessment and measurement practice. Graduate
EDUC
673
3
Research Methods in Curriculum and Teaching: Study of research in curriculum and teaching, with an emphasis on the development of curricula and analysis of teaching. Graduate
EDUC
679
1‐6
Special Topics. Discusses or addresses critical topics in education.
Fall/Spring
3
Methods for Teaching: Focuses on an interdisciplinary approaches to teaching in K‐12 settings. Graduate
Fall
3
Integrated Methods I: Focuses on the theory and practice of methods of teaching reading, language arts, and social studies across the curriculum. Graduate
Fall
3
Integrated Methods II: Focuses on the theory and practice of methods of teaching mathematics and science across the curriculum. Graduate Fall
3
Instructional Strategies in Early Childhood Education: The focus of this course is on effective instructional strategies for teachers of early childhood children (3 to 8 years of age). Strong emphases are placed on linking developmental theories to teaching and on
EDUC
EDUC
EDUC
EDUC
690
691
692
693
Fall
Spring
19
implementing developmentally and culturally appropriate curriculum in early childhood classrooms.
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
694
695
696
697
698
699
3
Teaching English in Secondary School: Discusses objectives, materials and instructional techniques for teaching social science in the secondary school. Graduate
Fall
3
Teaching Exceptional Children: Provides students with knowledge of curricula, methodologies, strategies, and techniques that have proven useful in delivering effective instruction to students with disabilities in various placement options. Prerequisite: EDUC 550
Fall
3
Teaching Mathematics in Secondary School: Discusses objectives, materials and instructional techniques for teaching mathematics in the secondary school. Graduate
Fall
3
Teaching Science in Secondary School. Discusses objectives, materials and instructional techniques for teaching science in the secondary school. Graduate
Fall
3
Teaching Social Studies in Secondary School: Discusses objectives, materials and instructional techniques for teaching social science in the secondary school. Graduate
Fall
6
Internship and Management Seminar: Supervised internship in a school, involving classroom teaching and analysis of current trends. Graduate
Fall/Spring
20
DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND POLICY EDAP (Graduate) Subject
Course
Credits
Description
Semester
EDAP
231
3
Multicultural Education-Explores the relationship between urban schooling and racial/ethnic/religious micro-cultures, with emphasis on public policy. Graduate
Fall/Spring
EDAP
252
3
History of Black Education-Examines the development of educational opportunities for Black Americans in the United States. Graduate
Fall/Spring
EDAP
253
3
Philosophy of Education-Interprets educational implications of representative philosophic systems. Graduate
Fall/Spring
Spring
EDAP
280
3
Supervision of Instruction: Focuses on knowledge and principles of teaching and learning, especially in relationship to special populations. Treats supervision as the link of instruction and classroom management with professional development, direct assistance to teachers, curriculum development, and group development and action research to achieve common goals. Graduate
EDAP
284
3
Public School Administration: Emphasizes the basic principles essential to sound administrative practice in public education in the United States. Graduate
Fall
EDAP
286
3
Administrative Behavior and Theory: Presents the social and behavioral science foundations of educational administration. Graduate
Fall
EDAP
300
3
Educational Research I: Provides thesis guidance for M.A. students in the Department of Administration and Policy. Graduate
Fall/Spring
EDAP
301
3
EDAP
306
3
EDAP
330
3
Educational Research II: Provides continued thesis guidance for M.A. students in the Department of Administration and Policy. Graduate Independent Study: Provides opportunities for master’s level students in the Department of Administration and Policy to pursue study of selected topics under the guidance of a consenting member of the department faculty. Graduate Seminar in-Social Foundations & Application: Examines of the aspects of the social theory and research that are directly related to educational issues and school reform. Graduate
Fall/Spring
Spring
Fall/Spring
21
EDAP
EDAP
350
382
3
Seminar in Philosophical Foundations: Analyzes of educational problems from a philosophical perspective. Graduate
Fall/Spring
3
Conceptual Cases in Administration and Supervision: Develops a conceptual framework that may be applied to case problems. Approximations of the real world are addressed through the use of the case study method in simulated situations. Graduate
Spring
Fall/Spring
EDAP
384
3
Practicum in School Administration: Provides master’s level clinical practice for students in an assigned educational institution under the mentorship of a current practitioner. Graduate
EDAP
385
3
Legal Aspects of School Administration: Emphasizes legislation and litigation related to public education. Graduate
Spring
EDAP
386
3
School Finance: Addresses school finance schemes, funding patterns, fiscal management techniques, and political and economic influences on school finance. Graduate
Fall
3
Human Resources Management: Examines how administrations can make effective contributions in urban school systems in the human resource management area. Focuses on planning, information communication, recruitment, selection, induction, development, appraisal, compensation, justice, employment, continuity, and unionism. Graduate
Fall
3
Ethics of Decision Making in Education: Examines the ethical bases and the ethical theories that should be included in the decision-making process for administrators, teachers and support personnel. Graduate
Spring
3
Independent Study: Provides opportunities for doctoral level students in the Department of Administration and Policy to pursue independent study of selected topics under the supervision of a consenting faculty member of the department. Graduate
Fall/Spring
3
Organizational Change in Education: Examines major ideas on school improvement/change, past and present, and of emerging research on the condition of public education in the United States. Graduate
Fall
EDAP
EDAP
EDAP
EDAP
435
455
506
514
EDAP
517
3
EDAP
518
3
Workshop on Leadership Development: Identifies and analyzes the complexities of educational leadership, particularly in diverse urban communities. Focuses on the knowledge, skills and dispositions needed to provide strategic leadership was an educational institution. Graduate Politics of Education: Provides an overview of the origins, nature and impact of political forces surrounding and influencing schools. Graduate
Fall
Spring
22
EDAP
519
3
Information Technology in School Management: Details administration applications of technology are detailed, along with criteria for purchase of software, hardware, staff development and facility development. Graduate
EDAP
520
3
Financial Management in School Administration: Presents candidates with theory and practical considerations for financial management in urban, public school administration. Graduate Educational Administration and Governance: Examines the underpinnings of policy-making and factors that influence policy development particularly in complex diverse communities. Graduate Seminar in the Administration of Urban Education: Presents processes and methodologies for master plan development in urban education settings. Graduate
Spring
Fall
EDAP
521
3
EDAP
522
3
EDAP
523
3
Research in Educational Administration: Facilitates the development of educational administrators to become critical consumers of research. Graduate
Fall/Spring
EDAP
524
3
Advanced Qualitative Research: The focus of this course is the application of the various methods of qualitative data collection and analysis. Graduate
Fall
EDAP
525
3
Case Law in Public School Administration: Reviews the application of finalized case law in conjunction with all major areas of public school operations. Graduate
Spring
EDAP
584
3
EDAP
599
3
EDAP
600
3
Internship in Educational Administration: Provides doctoral level clinical practice in the Department of Educational Administration & Policy in an assigned educational institution under the mentorship of a current practitioner. Graduate Dissertation Seminar: Introduces and explains the development of the dissertation process of the Ed.D. Program. Graduate Dissertation: Facilitates the development of a scholarly research document as partial fulfillment of the requirements of the Doctor of Education (Ed.D.) degree. Graduate
Fall
Fall
Fall/Spring
Fall/Spring
Fall/Spring
23
DEPARTMENT OF HUMAN DEVELOPMENT AND PSYCHOEDUCATIONAL STUDIES
HUDE (Graduate) Subject
Course
Credits
Description
Semester
HUDE
200
3
Introduction to Educational Research: Examinees elementary principles involved in conducting educational and behavioral research. Graduate
Fall/Spring
HUDE
201
3
Human Development-Covers the principles of growth and development, with the individual seen as an energy system having physiological and psychosocial aspects. Graduate
Fall
Fall/Spring
HUDE
205
3
Introduction to Statistical Methods-Deals with descriptive and inferential techniques, including central tendency, variability, correlation, and tests based on sampling distributions. Graduate
HUDE
208
3
Familial Structures and Functions: Presents a conceptual framework and major contributions to studying familial functioning across the life cycle. Graduate
Spring
HUDE
210
3
Parentology-Parenthood and Parenting-Examinees theories and research relating to parenting and parenthood across the lifespan. Graduate
Spring
HUDE
212
3
Black Families and Public Policy-Describe and analyzes origins and trends of public policies and their interface with Black families, using a case study approach. Graduate
Fall
HUDE
220
3
Advanced Educational Psychology-Examines the social problems of the aged and their coping mechanisms. Graduate
Fall
HUDE
222
3
Introduction to School Psychology-Discussion of educational and psychological theories and empirical research that are the bases of school psychology. Graduate
Fall
HUDE
225
3
Advanced Measures and Evaluation-Application of testing theory to measurement and evaluation with emphasis on group tests. Graduate
Fall/Spring
HUDE
226
3
Counseling for Urban and Diverse Communities - Focuses upon the contextual dimensions of community counseling. Graduate
Fall
24
HUDE
227
3
Personality Structure-Survey of major personality theories, with emphasis on life cycle and the development of an eclectic theory of the culturally different. Graduate
Fall
HUDE
228
3
Personality Assessment II-Involves the application of projective techniques to the assessment and evaluation of personality. Graduate
Fall
HUDE
229
3
Contemporary Issues in School Counseling - Provide students with a conceptual overview of the contemporary issues that impact the counseling profession. Graduate
Spring
3
Introduction to Counseling and Psychotherapy-Overview of the counseling profession, with emphasis on the counseling component, including theories, techniques, issues, and research. Graduate
Fall
3
Techniques & Theories of Psychological Counseling: Involves counseling and guidance techniques, both verbal and nonverbal; counseling theories; and analysis of counseling tapes. Graduate
Spring
3
Career Counseling and Lifestyle Development: Demonstrate the use of the information service in counseling and guidance and provide an understanding of career counseling and theories. Graduate
Spring
Fall
HUDE
HUDE
HUDE
240
241
242
HUDE
243
3
Organization and Administration of Guidance Services: Treats the theory and practice of administration, organizational patterns, and administrative problems of guidance and counseling. Graduate
HUDE
244
3
Group Counseling: Theory and Practice - Overview of group work and group psychotherapy, with application of theory and techniques in co-leading a group under supervision. Graduate
Spring
Professional Ethics and Legal Issues in School Community Counseling: Review and discuss the basic theories, techniques, basic research and scholarly literature as related to the professional field of counseling. Graduate
Spring
HUDE
246
3
HUDE
300
1-6
Educational Research I: Thesis guidance for M.A. students. Graduate
Fall/Spring
HUDE
301
1-6
Educational Research II: Thesis guidance for M.A. students. Graduate
Fall/Spring
HUDE
302
1-6
Educational Research III: Thesis guidance for M.A. students. Graduate
Fall/Spring
HUDE
306
1-6
Independent Study: Independent study of selected topics under a consenting faculty member in the Department of Human Development and Psychoeducational Studies. Graduate
Fall/Spring
HUDE
320
3
Human Learning: General learning theory, with emphasis on research and issues in human learning, including verbal learning, conceptual learning, and memory. Graduate
Spring
25
HUDE
321
3
Seminar in Child Development: Study of theory and research on child development and behavior with application to early childhood programs and implications for children's education. Graduate
HUDE
322
3
Individual Assessment of Cognitive Abilities I: Administration and interpretation of such individual tests the WISC-R and Stanford-Binet. Graduate
Fall
HUDE
323
3
Studies in Child Development: Motivation in the Classroom: Surveys the major theories, principles and research findings on achievement motivation in education. Graduate
Spring
HUDE
325
3
Theories of Cognitive Development
HUDE
327
3
Psychopathology of Childhood: Focuses on the serious behavior disturbances of childhood in relationship to the child in an educational setting. Graduate
Fall/Spring
HUDE
328
3
Problems in Educational Psychology: Offers an opportunity for advanced or specialized study of a selected problem with individual assistance. Graduate
Spring
HUDE
329
3
Practicum in Education/School Psychology: Application of principles of psychoeducational studies in schools, clinics, colleges, and government setting. Graduate
Fall/Spring
HUDE
330
3
Seminar in School Psychology: Treats professional issued and research on the performance of school psychologist as resource agents and consultants. Graduate
Fall
HUDE
331
3
Seminar in Black Child Development: Investigate the social/personality/cognitive development of Black children and their socio-cultural differences. Graduate
Spring
HUDE
332
3
Seminar in Adolescence: This course explores the intra/intersocio-cultural, biophysical and psycholingical aspects of adolescence. Graduate
Spring
HUDE
333
3
Practicum in School Psychology: Application of principles of psychoeducational studies in school, clinics, colleges, and government settings. Graduate
Fall/Spring
HUDE
340
3
Seminar in Counseling and Psychotherapy: Discusses background knowledge, issues, trends and problems of the counseling psychology profession. Graduate
Fall
Fall
Spring
HUDE
341
3
Family Counseling and Psychotherapy: Presents current procedures for evaluating healthy and dysfunctional characteristics of families and for developing relevant and effective intervention methods. Graduate
HUDE
343
3
Group Counseling: Examines the nature and dynamics of group counseling and psychotherapy; provides a group practicum in the form of a growth group experience. Graduate
Spring
26
HUDE
HUDE
344
345
3
Practicum in Counseling Psychology: Practical application of guidance and counseling theories and techniques in an institution. Graduate
Fall
3
Advanced Practicum in Counseling Psychology: Focuses on the practical application of psychological counseling theories, techniques and intervention strategies for mental health, schoolbased agency setting. Graduate
Spring
Fall
HUDE
346
3
Counseling in Schools K-12: Provides an overview of the various issues and challenges that have increased the need for the services of professional school counselors to work with diverse populations. Graduate
HUDE
347
3
Multicultural Counseling and Psychotherapy: Discusses theories, techniques, and social science background in counseling multicultural and diverse clientele. Graduate
Spring
HUDE
350
3
Alcohol/Drug Counseling: Study of alcoholism and substance abuse with emphasis on counseling prevention and crosscultural differences. Graduate
Fall
HUDE
390
1-3
Thesis in Human Development-Research for the M.S. degree. Graduate
Fall/Spring
HUDE
391
1-3
Thesis in Human Development-Research for the M.S. degree. Graduate
Fall/Spring
HUDE
392
1-3
Thesis in Human Development-Research for the M.S. degree. Graduate
Fall/Spring
HUDE
400
3
Intermediate Statistics: Study of inferential techniques including estimation, hypothesis testing, and regression analysis; selected computer concepts. Graduate
Fall/Spring
Fall
HUDE
401
3
Evaluation Methodology: Involves use of specific models for educational programs and system evaluation, methods of providing data for formative evaluation, and goal validation. Graduate
HUDE
402
3
Evaluation in Learning and Cognition: Advanced analysis of learning theories, with emphasis on the cognitive approach. Graduate
Spring
HUDE
404
3
Psychodiagnostics: DSM-IV and Eligibility Decisions with Urban Youth - Training on the assessment of social-emotional disorders and other disorders of childhood. Graduate
Fall/Spring
HUDE
420
3
Seminar in Learning and Behavior Management: Treats reinforcement theory, techniques in classroom management, and behavior modification. Graduate
Fall
HUDE
421
3
Seminar in Learning and Cognition: Advanced analysis of learning theories, with emphasis on the cognitive approach. Graduate
Fall
HUDE
422
3
Computer Applications: Deals with computer techniques and their applications to research and evaluation, focusing on educational problems. Graduate
Spring
27
HUDE
424
3
Top Seminar-Human Development and Personality: Advanced study of the self, identity, conflict, and stress; special emphasis on concept derivation and theoretical bases. Graduate
Spring
Spring
HUDE
428
3
Personality Assessment II: Develops skills in advanced analysis and integration of data from the major personality assessment instruments including writing complete psychological reports. Graduate
HUDE
429
3
Psychoeducational Assessment and Intervention: Meets the professional training needs of graduate students in School Psychology. Graduate
Fall/Spring
HUDE
430
3
Consultation in School Psychology: Covers issues in the use and application of consultation theories and techniques in an educational setting. Graduate
Spring
HUDE
432
3
Individual Assessment II: Advanced study of research on the techniques and reporting procedures for the psychological assessment of children. Graduate
Spring
HUDE
440
3
Vocational Theory in Counseling Psychology: Includes career choice development, theories, issues, and research, with emphasis on counseling and special populations. Graduate
Fall
HUDE
441
3
Consulting in Counseling: Presents various theories of consultation in the context of the field of guidance and counseling. Graduate
Fall
HUDE
442
3
Research in Counseling Seminars: Examination of the problems of research in counseling and critique of current research in counseling and psychology. Graduate
Fall/Spring
HUDE
444
3
Group Processes: Didactic seminar which treats the history of group work, the different approaches to group psychotherapy, and participation in a process group. Graduate
Fall
HUDE
446
3
Professional Ethics and Legal Issues Psychology: This course will focus on the Ethical Principals of Psychologist and the Standards for Providers of Psychological Services. Graduate
Spring
HUDE
447
3
HUDE
450
3
HUDE
455
3
Cultural Diversity in Psychology Practice: Addresses professional issues and trends, examines testing and assessment issues, and survey and evaluation research literature with regard to multiculturalism and cultural diversity in psychological practice. Graduate Theories and techniques of African/Black Psychology: Designed to engage students in critical thought about African Psychology and the historical legacy of traditional healers/healing within African People. Graduate Issues and Trends in Measurement Theory: Advanced study of measurement theory together with the appraisal of measurement issues and trends in terms of their theoretical implications. Graduate
Fall
Spring
Spring
28
HUDE
490
3
Externship in Counseling Psychology: Provides supervised practice in facilities offering psychological services to clients; precedes the internship. Graduate
Fall/Spring
Fall
HUDE
500
3
Advanced Statistics: Continuation of 253-400, with emphasis on ANOVA individual comparisons of means, power, probability, modal distributions, and multiple regression. Graduate
HUDE
501
3
Design and Analysis Research Project I: Provides practical and theoretical research considerations and examines balancing, locking, repeated measures, and mixed models. Graduate
Fall/Spring
Advanced Topics in Statistics and Multivariate Analysis: Study of advanced topics such as multiple regressional analysis, factor analysis, multivariate design, and ATI-type designs. Graduate
Spring
HUDE
502
3
HUDE
503
1-6
Directed Individual Study: Intensive, specialized study of a topic of individual interest under the guidance of a consenting faculty member in the department. Graduate
Fall/Spring
Advanced Applied Behavior Analysis: Clinical Research and Practice: This course is designed to teach students to systematically evaluate the outcomes of clinical practice using single-case experimental designs.
Fall/Spring
Dissertation Research: Dissertation guidance for doctoral students. Graduate
Fall/Spring
HUDE
504
3
HUDE
509
1-6
HUDE
518
3
Internship in Educational Psychology: Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. Graduate
Fall/Spring
HUDE
519
3
Internship in School Psychology: Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. Graduate
Fall/Spring
HUDE
520
3
Internship in Counseling Psychology: Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching. Graduate
Fall/Spring
Spring
HUDE
521
3
Theories and Methods of Classroom Intervention: Focuses on the theory and procedures of school consultation, assisting with problems interfering with learning and adjustments. Graduate
HUDE
529
3
Child Abuse, Neglect and Trauma: Issues of Prevention and Intervention: Introduces students to society's most complex problems-violence, abuse, neglect and trauma. Graduate
Fall/Spring
3
Supervision of Counseling: Involves the advanced doctoral student's supervision of beginning master's level practicum; students focus on the development of skills in supervision, group leadership, and counselor training. Graduate
Spring
HUDE
540
29
DEPARTMENT OF HUMAN DEVELOPMENT AND PSYCHOEDUCATIONAL STUDIES HUDV (Undergraduate) HUDV
001
1
Freshman Orientation Seminar in Human Development: Designed to provide incoming students with transition into the academic structure of human development. Graduate
Fall
HUDV
095
3
Human Development and Familial Relationships: Provides a framework for understanding human development and family relations. Undergraduate
Fall/Spring
HUDV
113
3
Prenatal, Infancy and Early Childhood DevelopmentExamines developmental nature and determinants, conception to two years, emphasizing the environment. Unergraduate
Spring
HUDV
114
3
Growth and Development in Childhood and AdolescenceDeals with growth and development from early childhood to early adolescence. Undergraduate
Fall
Spring
HUDV
118
3
Children and Adolescents Placed at Risk: Examines development gone awry during infancy, childhood and adolescence from ecological, developmental, cultural, and other theoretical frameworks. Undergraduate
HUDV
119
3
Contemporary Black Children: Investigates contemporary environmental factors affecting the African American child, stressing strengths and meaningful curricula. Undergraduate
Fall
HUDV
120
3
Theories of Human Development: Treats developmental theories and research, from infancy to adulthood. Undergraduate
Spring
Spring
HUDV
141
3
Martial and Familial Interaction: Explores the parameters and dynamics of female-male roles and the relationships and factors influencing marital and familial success. Undergraduate
HUDV
143
3
Parentology: Examines parenting theory and research and its application to rearing healthy children.
Spring
Fall
Fall
HUDV
147
3
Administration and Supervision of Child Development Programs: Treats educational and human service organization/administration for preschool and school age children. Undergraduate
HUDV
148
3
Research in Human Development: Deals with methodologies and descriptive/inferential research for developmental models of life stages. Undergraduate
30
HUDV
149
3
Social Policy Analysis Though the Lifespan: Examines the needs of individual and families across the life span, from an ecological framework, and explores policies and program that facilitate optimal development within society. Undergraduate
HUDV
150
3
Adulthood and Gerontology: Analysis of typical problems of behavioral and physiological changes in the aging process, with educational/counseling implications. Undergraduate
Fall
HUDV
151
3
Thanatology: Death and Dying: The study of behavioral and emotional aspects of death and dying. Undergraduate
Spring
HUDV
169
6
Field Experience in Human Development: Involves selective field experiences in infancy, childhood, adolescence, adulthood, aging, or parentology. Undergraduate
Fall/Spring
HUDV
191
3
Special Projects in Human Development: Individual student projects including community outreach, volunteer work, research, and field work. Undergraduate
Fall/Spring
Spring
31