School of Education Course Descriptions

BIO-503 THE WETLANDS FOR EDUCATORS
Studies wetland functions, hydrology, vegetation, solids, habitat, classification and types found in Maryland along with current management issues. [3 credits]

BIO-504 THE CHESAPEAKE BAY FOR EDUCATORS
Links personal responsibilities and actions to the history, culture, ecologic functioning, and economics of the nation's largest Bay. [3 credits]

BIO-505 PLANT LIFE IN THE WETLANDS FOR EDUCATORS
Explores the vegetative world through the lenses of botany and horticulture including taxonomic classification, plant biology, and ID strategies. [3 credits]

BIO-506 ANIMALS IN THE WETLANDS FOR EDUCATORS
Studies classifications, basic anatomy, and natural history including behavior patterns, ecological roles, and adaptations of major faunal groups found in Maryland. [3 credits]

BIO-507 WATERSHED FIELD ECOLOGY FOR EDUCATORS
Follows the course of the Potomac. Hydrology, soils, biota, and physio-chemical relationships of the major geologic provinces are studied, compared and contrasted. [3 credits]

EDGT-500 FOUNDATIONS OF GIFTED AND TALENTED EDUCATION
Provides an understanding of the historical foundations of gifted education in the United States and the key philosophies that shaped the various programs. Students will become familiar with the cognitive characteristics of gifted children. Students will examine important issues and trends in gifted education. Students will compare quantitative and qualitative assessments that locations within Maryland use to define and identify those with gifts and talents and the ways that culture impacts identification. [3 credits]

EDGT-501 AFFECTIVE CHARACTERISTICS OF DIVERSE GIFTED AND TALENTED LEARNERS
Examines the social and emotional well being of gifted and talented students. The role of families, communities and environment and the ways in which they address the needs of those with gifts and talents is researched and discussed. The learning styles of individuals with gifts and talents are discussed. [3 credits]

EDGT-502 CURRICULUM FOR THE GIFTED AND TALENTED
Examines the ways in which curricula are planned and developed for gifted students. Attention is given to such issues as building a philosophical framework for curriculum, important design features for curriculum, scope and sequence, and unit development. [3 credits]

EDGT-503 RESEARCH SEMINAR IN GIFTED AND TALENTED EDUCATION
Affords students the opportunity to apply previous course learning to in-depth study and discussion of those with gifts and talents. Students will read current literature on a variety of issues sur-rounding the identification and education of the gifted and discuss their findings. Students will identify one area of gifted and talented education, such as autistic gifted, learning disabled gifted, or musical and artistic prodigies, design and conduct an action research project and share their work in their schools. This course affords students the opportunity to gain greater knowledge about the Maryland State gifted education competencies. [3 credits]

EDGT-504 PRACTICUM IN GIFTED AND TALENTED EDUCATION
Serves as the capstone course in the master's program. Students must draw on what they have learned in previous coursework as they work in area schools with gifted and talented individuals. Stu-dents will observe, assess, plan, and teach the gifted and talented, strengthening their skills. Students will assess their personal abilities and attitudes in order to work successfully with the learners. [3 credits]

EDGT-505 STRATEGIES FOR THE EDUCATION OF GIFTED AND TALENTED STUDENTS
Addresses appropriate strategies for best implementing curriculum for the gifted and talented. Course participants consider critical thinking skills, research techniques, and problem solving skills. Additionally, the nature of creativity is examined as well as ways to foster creativity. Technology is stressed as an important tool for the gifted and talented. [3 credits]

EDON-511 HARASSMENT, BULLYING & CYBER INTIMIDATION
Discusses definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all. [3 credits]

EDON-523 TALENTED AND GIFTED
Provides information on the history of exceptional students in relation to education, current law, and accepted methods for referral, assessment, and identification. It covers major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives the learner an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom and lists resources for teachers and parents who would like more information about the talented and gifted. [3 credits]

EDON-525 TRAUMATIZED CHILD
Helps classroom teachers, school counselors, and other educational personnel gain strategies to reach and teach students who have been affected by stress, trauma, and/or violence. Participants will learn the signs and symptoms of stress and trauma and explore how stress, violence, and trauma affect a student's learning, cognitive brain development, and social-emotional development. The short and long term consequences of being exposed to stress, trauma, or violence, as well as the social and family causes, will be reviewed. The dynamics of domestic violence and community violence are also discussed as well as the educator's role in the intervention and prevention of violence. [3 credits]

EDU-508 ISSUES IN TESOL
Introduces students to the field of TESOL by providing an overview of instructional programs and ap-proaches for teaching English as a second language to students from K-12 to postsecondary levels. Special emphasis is placed on the role of cultural differences on language development and academic achievement in United States classrooms. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as No Child Left Behind, on ESL students and TESOL. [3 credits]

EDU-509 PROCESSES AND ACQUISITION OF READING
Sets forth an interdisciplinary view of the foundations of reading and writing and the development and acquisition of literacy. The class addresses theories in such fields as linguistics, cognitive psychology and child development as they are seen in language and literacy development of the emerging elementary reader/writer. The course examines the history of various instructional methodologies and the research documenting their effectiveness, as well as understanding the impact on first and second language acquisition, typical development, gifted and talented, and other exceptionalities. The class reviews current approaches to all parts of the acquisition of literacy, such as direct instruction of phonics, whole language, language experience, literature-based curricula and the writing process. [3 credits]

EDU-510 ELEMENTARY READING MATERIALS
Exposes teachers to a variety of quality texts and other media, fiction and non-fiction for use in the elementary classroom, across the curriculum. Criteria for selecting and evaluating materials and strategies for use in all areas of instruction, with attention to student and text diversity issues will be explored (e.g., socioeconomic levels, gifted and talented, ESOL, special needs, etc). [3 credits]

EDU-511 ASSESSMENT OF READING
Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child and his/her diverse needs will also be examined. [3 credits]

EDU-512 SCHOOL LIBRARY ADMINISTRATION
Presents the four roles of the school library media specialist as described in information power: instructional partner, teacher, information specialist and program administrator. The topics include organization, collection development, standards, leadership, curriculum, technology, program planning, facilities and management principles. [3 credits]

EDU-513 SCIENCE AND SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards (including the Common Core Standards), and the use of indicators in planning instruction and assessing to meet the diverse needs of students. Includes preparation of instructional units and microteaching experience. [3 credits]

EDU-514 ORGANIZATION OF INFORMATION
Examines the organization of information resources in a school library media center. Topics include retrieval tools, encoding standards (MARC, SGML) classification theory and principles of organization of information. [3 credits]

EDU-515 CURRICULUM AND METHODS IN EARLY CHILDHOOD EDUCATION
Surveys and critiques curriculum methods and materials for early childhood programs, preschool through primary grades. Instruction in assessment, planning and implementation of interdisciplinary activities to stimulate the cognitive, linguistic, social, and motor development needs of diverse learners. [3 credits]

EDU-519 HUMAN DEVELOPMENT AND LEARNING
Explores selected aspects of human development related to learning and instruction. Major psycho-logical concepts and learning theories will be examined and applied to the context of education. Emphasis will be placed on understanding cognitive and affective domains of development as well as behavior management, motivation, individual differences and exceptionalities in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and class-room instruction. [3 credits]

EDU-520 CURRICULUM AND INSTRUCTION IN SECONDARY SCHOOLS
Examines aims, organization and administration of American secondary schools. Principles of curriculum organization and design for middle and senior high schools. Curriculum development in school systems, in specific schools, and in academic disciplines. Multicultural, socioeconomic and gender issues are considered. Class is interrelated with methods courses in study and application of principles of teaching-learning, uses of technology for instruction, analysis of teaching, assessment of classroom management. [3 credits]

EDU-523 EDUCATION IN AMERICAN SOCIETY
Traces the development of education in the United States. Includes study of significant social, cultural, political, intellectual and legal influences on American schools; the work of major shapers of American institutions; and contemporary issues and attitudes toward the enterprise of public education. [3 credits]

EDU-524 TOPICS IN EDUCATION
Examines selected issues in education. Topics change to reflect developments in the field. [3 credits]

Methods of Teaching in Secondary School

Examines objectives, nature and place of the academic disciplines in the secondary school, using (where applicable) the Common Core Standards). Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students (e.g., gifted and talented, special needs, ESOL, so-cio-economic levels, and other exceptionalities) at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [3 credits]

EDU-540 CHILD AND ADOLESCENT PSYCHOLOGY
Analyzes the five areas of development: physical, linguistic, cognitive, psychological and moral, for children from infancy through adolescence, through readings, lectures, class activities, and student projects. Students will learn about the history of child development theory and research, including classic debates such as nature versus nurture, stage versus continuous development and the balanced view. Major theorists and current research also will be reviewed as students learn key issues and concepts in each of the five areas as well as their influence and dependence on each other. Students will connect theories of development to their own class projects. [3 credits]

EDU-542 INSTRUCTION IN READING
Reviews current research findings related to integrated language arts instruction and their impact on classroom practices in schools. Numerous strategies and methods to develop and enhance the elementary student's reading, writing, listening and speaking skills are explored. A variety of management techniques will be discussed. [3 credits]

EDU-543 READING, ANALYZING AND INTERPRETING EDUCATIONAL RESEARCH
Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for the analysis, interpretation and evaluation of educational research. In addition, the course will enable students to cultivate the skills necessary for engaging in their own creative and meaningful research. [3 credits]

EDU-544 EDUCATIONAL ASSESSMENT
Focuses on student assessment and the relationship of assessment practices to instructional decision-making (especially with respect to diverse learners). Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [3 credits]

EDU-545 PRINCIPLES OF LINGUISTICS
Provides an introduction to the scientific study of language. The course presents an historical over-view of the major schools of thought in linguistics, followed by a discussion of current theory as it relates to the major subfields of linguistics, syntax, semantics, phonology and phonetics. This course serves as a prerequisite for all other linguistics courses in the TESOL program. [3 credits]

EDU-546 METHODS AND MATERIALS FOR TESOL
Aims to familiarize students with methods and materials available to the ESL teacher. Students analyze a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials. Students will also explore technological resources available to the ESL teacher, including the Internet. [3 credits]

EDU-547 ASSESSING SECOND LANGUAGE ACQUISITION
Introduces the student to various assessment techniques that are used in ESL teaching. Students ex-amine various traditional testing techniques, along with more recently developed alternative methods for assessing second language learning, focusing on the four language skills, reading, writing, listening and speaking, as well as communicative competence in general. In addition, students critically evaluate ESL assessment methods used for placement purposes by various (local) public school systems. [3 credits]

EDU-548 LANGUAGE LEARNING
Examines current theory in language acquisition from psycholinguistic and sociolinguistic perspectives. Although the basic principles of first language acquisition are analyzed to some extent, the main focus of the course is on theoretical principles as they relate to second language acquisition, including their application to second or foreign language teaching. Subtopics include sociocultural factors in language classrooms, individual language learning styles and strategies, and the impact of age and native language on (second/foreign) language learning. [3 credits]

EDU-551 TEACHING READING AND WRITING IN THE CONTENT AREAS PART II
Provides an advanced study of how to teach reading and writing to all students using motivating and accessible texts. Participants analyze literacy (the reading and writing process) to understand how levels of literacy are not absolute. Literacy is relative and depends on the diverse culture, language, background experiences, and skills of the reader (e.g., special needs, gifted and talented, ESOL, etc) and the kind of text presented. Participants learn how to informally assess their students' levels of literacy and analyze texts for level of readability. Various reading and writing approaches and strategies in the content areas are modeled and demonstrated in class by the instructors and the participants. Participants learn how reading and writing are social acts of communication as they work together in this class discussing their own reading and writing. Participants compile a variety of texts (including materials for computer use) in the content areas in order to meet the needs of all of their students. [3 credits]

EDU-552 GLOBAL PERSPECTIVES IN TEACHING
Encourages an open inquiry into the nature of global education as a means to prepare students for intelligent participation in the contemporary world. Classroom materials and techniques are used to explore global issues, such as hunger, poverty, the environmental crisis, international development and world peace. Integrates content with pedagogy. [3 credits]

EDU-553 EDUCATION THAT IS MULTICULTURAL
Investigates the role of education in an increasingly pluralistic society and interdependent world. Students explore the nature of education which promotes recognition, understanding, and acceptance of individual uniqueness, inter-dependence, and cultural diversity within a pluralistic society. A variety of approaches to multicultural educational reform are addressed. Includes discussion of both theory and practice. [3 credits]

EDU-556 TECHNOLOGY FOR INSTRUCTION AND MANAGEMENT
Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the diverse instruction-al needs of students (e.g., special needs, gifted and talented, ESOL and other exceptionalities). The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [3 credits]

EDU-557 LEADERSHIP SEMINAR I
Involves student examination and critique of various models / theories of leadership while considering moral and ethical implications. Key elements of effective leadership are investigated and applied to school situations through reading, exercises, class discussions, case studies and group work. Students cultivate a reflective stance on their leadership abilities through self assessments. Students are encouraged to integrate and apply diverse leadership perspectives in order to enhance their abilities for educational leadership. [3 credits]

EDU-559 LEADERSHIP SEMINAR II
Considers the dynamics of innovation and change in organizations and institutions. Readings and discussions focus on the conceptualization, planning, and management of innovation and change. Seminar participants analyze the theoretical bases of various decision-making and problem-solving strategies and examine specific case studies relevant to change. Students are required to develop an analytical project in which they identify a particular problem and plan an effective strategy. [3 credits]
Prerequisite: 21 completed credits, including successful completion of EDU-557.

EDU-560 LEGAL ISSUES FOR TEACHERS AND ADMINISTRATORS
Surveys the fundamental legal principles and issues which affect public and private education. They will become acquainted with the American legal process and basic legal terminology. Using the case study approach to contemporary education law, students will become familiar with the diversity of legal issues that affect educators' professional lives. [3 credits]

EDU-563 CURRICULUM DEVELOPMENT
Considers the forces driving quality curriculum development. This course examines how different groups, issues, ideologies and research have influenced what and how children have been taught historically. Attention will be focused on recent reform literature directed at schools and its likely impact on curriculum. Current political, economic, demographic and academic trends will be studied. The process for curriculum design will be examined and applied as students develop a sample guide using the class as a workshop group. The course concludes with the development of a curriculum project designed to improve student learning by the application of research Informed theory and practice. [3 credits]

EDU-564 CONTEMPORARY EDUCATION ISSUES
Discusses current issues affecting schooling in the United States. Current national and state initiatives in education; the relationship between schools and the community; issues of public policy and the educational enterprise; social, political, economic, legal issues are included. Issues selected for discussion reflect contemporary concerns in education. [3 credits]

EDU-566 COMPARATIVE AND INTERNATIONAL EDUCATION
Identifies and explores the multiple interrelated crises facing education around the world. Participants evaluate the future of education in both industrial and developing countries and examine such critical issues as the worldwide growth of learning needs, inequities both within and among countries, and world-wide needs for education reform. [3 credits]

EDU-567 LEARNING THEORY AND PRACTICE
Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [3 credits]

EDU-569 SUPERVISION: EMPOWERING TEACHERS
Involves student examination and critique of the developmental supervisory approach. Key elements of effective supervision are investigated and applied to school situations through reading, exercises, class discussions, group work and videos. Knowledge of adult learning, interpersonal skills, and alternative supervisory practices according to varying developmental levels are emphasized. Strategies for empowering teachers and support staff are included in this course as a key requirement for supervisors in the educational arena. [3 credits]

EDU-575 INFORMATION LITERACY RESOURCES
Surveys resources in all formats needed to develop a collection that supports the information literacy program at the school level. [3 credits]

EDU-577 INTERNET IN TEACHING AND LEARNING
Explores the use of the Internet in the K-12 environment and how it impacts both student learning and teacher professional growth. The course will include an in-depth study of such topics as Web quests, research modules and telecollaborative projects. Students will create Web pages and learn about listservs. The course will also explore how some educators are using emerging technologies such as blogs and wakes in the classroom. Integrating resources into the school's curriculum with an emphasis on investigating how this will change teaching will be a major focus. [3 credits]

EDU-580 TEACHING READING AND WRITING IN THE CONTENT AREAS PART I
Presents the conceptual framework and methodology for teaching reading and writing at the secondary level. Emphasizes the holistic and developmental nature of reading/writing/learning processes. Explores literacy as a cultural, sociological phenomenon. Includes techniques for skill assessment and development in the oral and language areas of speaking and listening and in the written language areas of reading and writing. Emphasis is on language skill refinement across the curriculum as well as strategies for students with varying learning styles and needs (e.g., Gifted and Talented, ESOL, special needs, socio-economic, etc). Explores the interactive nature of reading, the reading/writing connection and ways to integrate literature within the various disciplines across the curriculum. Discusses the teacher role in developing independent learning strategies and literacy for life. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing literacy instruction in the content areas. [3 credits]

EDU-582 EMERGING LITERACY AND THE YOUNG CHILD
Explores emergent literacy as a cultural, sociological phenomenon. This course includes techniques for skill development in the areas of word recognition, phonetic and structural analysis, vocabulary development and comprehension using an integrated language arts model. Emphasis is on reading across the curriculum for the young child as well as strategies for students with varying learning styles and needs. Participants explore the reading/writing connection as well as literature- based instruction and discuss materials as well as strategies for organizing and managing a classroom reading program for the young child. [3 credits]

EDU-586 TECHNIQUES OF TEACHING READING AND WRITING TO STUDENTS WITH LIMITED ENGLISH PROFICIENCY
Addresses the development of reading and writing from a cognitive perspective. Students will become familiar with the approaches, methods and techniques appropriate for the teaching of reading and writing to students with limited English language proficiencies. Special topics such as the integrated skills curriculum, language-specific rhetorical styles and free voluntary reading will also be discussed. Students will evaluate and design appropriate classroom materials. [3 credits]

EDU-592 MATHEMATICS IN THE ELEMENTARY SCHOOL
Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis is on National Council of Teachers of Mathematics (NCTM) standards and implementation of the Common Core Mathematics standards in instruction. Focuses on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Weekly observation and field experience in area schools. [3 credits]

EDU-595 TEACHING PRACTICUM
Provides an internship experience in TESOL education in a post-secondary setting in the United States or in an EFL program abroad. [3 credits]

EDU-596 ENGLISH GRAMMAR FOR ESL TEACHERS
Analyzes the grammar of American English in detail with an emphasis on areas of English grammar that tend to present problems for EFL students. Students learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [3 credits]

EDU-601/611 INTERNSHIP: STUDENT TEACHING ACCORDING TO PROGRAM
Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in meeting the needs of diverse learners (G&T, special needs, socioeconomic, ESOL and other exceptionalities) vialong range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [6 credits]
Prerequisite: Permission of department chair.
Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering.
EDU-601 INTERNSHIP: STUDENT TEACHING IN SECONDARY SCHOOL
EDU-602 INTERNSHIP: STUDENT TEACHING IN THE ELEMENTARY SCHOOL
EDU-603 INTERNSHIP: STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION
EDU-605 INTERNSHIP: STUDENT TEACHING IN ART N-12
SPE-601 INTERNSHIP: STUDENT TEACHING IN SPECIAL EDUCATION

EDU-604 SERVICE LEARNING THROUGH ACTION RESEARCH
Enables MAT interns to engage in service learning as they develop and apply skills, knowledge and abilities in the construction and implementation of action research plans for the improvement of classroom teaching and learning. A structured series of learning activities will be assigned to develop skills in research methodology and data analysis. Students will be provided experience in the analysis and interpretation of their endeavors and the opportunity to gauge the extent to which the application of learned skills facilitates educational problem solving. Instruction integrated with activities of the appropriate internship. Concurrent enrollment in the internship expected; exception by permission of MAT coordinator only. [3 credits]

EDU-611 INTERNSHIP
Provides a full-time internship in TESOL education in public schools. Gradual introduction into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning), and in instructing and assessing English language development for students of other languages with limited English proficiency. Supervision by master teacher and college supervisor. [6 credits]

EDU-612 REMEDIAL READING INSTRUCTION FOR CLASSROOM AND CLINICAL SETTINGS
Researches, examines and implements a variety of remediation techniques in classroom and/or clinical settings. The course includes study of factors that influence reading success and that lead to an effective remediation program. Participants analyze individual student's strengths and needs in order to identify recommended remediation practices. [3 credits]

EDU-615 EDUCATOR AS A CHANGE LEADER
Explores the dynamics of innovation and change in organization and institutions, the conceptualization, planning, and management of innovation and change, and various decision-making and problem-solving strategies. [3 credits]

EDU-618 RESOURCE ROLE OF THE READING SPECIALIST
Evaluates roles and responsibilities of the reading specialist as an instructional leader in schools and school systems. The course addresses such curricular and instructional issues as research-based teaching strategies, grouping practices, and formal and informal assessments. Participants review and analyze these issues for their usefulness and appropriateness for implementation in schools and school systems. Participants also explore the human dimensions of the reading specialist's responsibilities with regard to the ARD process and relationships with parents/guardians, community groups, administrators, teachers and specialists within instructional structures and with experts in the field whose work may contribute to enhancing student reading skills. The course prepares the reading specialist to be a colleague and consultant to classroom teachers as well as a resource person for disseminating state, local and professional initiatives related to reading instruction. The reading specialist is also prepared to be a participant in program and staff development, an effective communicator of goals and programs for all constituencies, and an academic resource equipped to pioneer, foster, support, guide and assess the principles, methods and procedures that will improve reading instruction throughout a school and/or school system. [3 credits]

EDU-622 EDUCATION AND POLICY ANALYSIS FOR CHANGING SCHOOLS
Creates awareness of recurring issues and tensions inherent in providing educational opportunities in a democratic society. Examples are: impact of linguistic and cultural diversity on equity, ethical issues confronting teachers and policy-makers, tensions between individual and collective interests, limits of democratic authority and equality of educational opportunity in a democratic society. This course introduces the process by which such policies are accomplished: identifying context and relevant antecedents, framing of problems and solutions within policies, policy implementation and anticipating and responding to policy consequences. The course includes theoretical and applied readings on local, state and national policy issues as they affect the educational environment and the learning needs of diverse and changing student populations. [3 credits]

EDU-629 THE ROLES OF LITERACY COACHING
Assists reading specialist/ literacy coach candidates in examining the roles and responsibilities of the reading coach as learner, researcher, peer model, and supervisor of school-based literacy instruction. Participants examine the relationship of the reading coach to the reading specialist and the faculty/staff members of the learning community. Special emphasis will be placed on working with the adult learner to support teachers in understanding, implementing and evaluating grade level and subject area instruction. Assignments will involve in-class and field experiences that provide practice with coaching techniques. All areas of study will be linked to the standards for the literacy coach set forth by the International Reading Association. [3 credits]

EDU-631 URBAN EDUCATION
Advances the students' knowledge of the impact urban settings have had on education during the past 100 years. Emphasis will be placed on the influence of philosophical, sociological and cultural perspectives on schools as social and educational institutions. Students will be expected to define, analyze and explain the relationship between variances in learning styles and the social settings of learners. An understanding of the urban school throughout the past century will be developed and will enable students to determine how organizational practices and policies, societal demographics, teacher preparation, and learner characteristics affect urban education and urban public K-12 schools. Salient issues are: the definition of urban education, school funding, norms and folkways of urban teachers and learners, professional development for teachers and school staff, the roles of stakeholders and educators as change agents. [3 credits]

EDU-633 PHYSIOLOGICAL BASIS OF ATHLETICS
Acquaints graduate students with the physiological aspects of motor activity and the fundamentals necessary to the understanding and application of exercise physiology within the coaching arena. [3 credits]

EDU-634 ADVANCED SPORT SCIENCE AND COACHING
Studies the place of coaching in sport in contemporary society. The course provides a foundation for those who coach at any level. The art and science of coaching as presented in this course include the development of an individual philosophy of coaching and the application of fundamental/effective coaching and managerial practices. Participants will review the national standards for athletic coaches and relate the standards to various topics within the course. [3 credits]

EDU-635 SPORT AND FITNESS ANALYSIS
Focuses on general concepts that can be used by professionals who work with students in coaching, recreational or sports environments. Participants gain an understanding of the anatomy and mechanics of various structures of the body and then apply this knowledge to the analysis of a variety of coaching/recreational/sporting activities. [3 credits]

EDU-636 PSYCHOSOCIAL ASPECTS OF SPORT
Examines and evaluates various psychological and sociological principles as they relate to effective coaching. Discussions focus on psychological and sociological variables that can enhance or interfere with performance of the athlete(s). Participants will have the opportunity to bridge the gap between theory and real sporting situations. [3 credits]

EDU-637 MOTOR LEARNING
Investigates motor learning as an important component in human behavior as it relates to teaching, coaching, learning and performing motor skills. The course examines processes by which humans ac-quire and refine physical skills. Various theories addressing the learning and performance of motor skills are discussed. [3 credits]

EDU-647 LEARNING, LANGUAGE AND THE BRAIN
Demonstrates how new brain imaging capabilities illustrate the ways the brain acquires knowledge and stores memories. This seminar course examines current brain-inaction research and the insights this information provides for effective instructional practices with special attention to language acquisition and manipulation. Students design, conduct and discuss research projects addressing aspects of brain functioning and the consequences for learning. [3 credits]

EDU-660 LEGISLATIVE AND LEGAL DECISIONS AFFECTING CHANGING SCHOOL POPULATIONS
Applies analytical and legal reasoning skills to issues emerging from implementation of recent legislation setting standards for: achievement expectations for specific student populations, mandatory testing requirements, teacher quality and licensing, instruction for students for whom English is a second language and related issues. Using the case study approach, students apply the precedents established in previously studied landmark cases to cases and problems currently pending, or soon to come, before district courts and the Supreme Court. Emphasis is placed on alternative dispute resolution in a wide variety of situations that present the possibility of litigation with focus on issues affecting changing student populations. [3 credits]

EDU-672 CHANGING SCHOOL POPULATION IN HISTORICAL PERSPECTIVE
Considers the immigrant experience as integral to major developments in the history of American education. The United States has been called "a nation of immigrants," and John Dewey has defined the school as a society in miniature. This course traces the influence waves of immigration have had on American attitudes and institutions of education from colonial times to the present as successive generations have responded to the pedagogical, economic and political implications inherent in the changing demographics of American schools. The course provides insights into the aims, challenges and priorities for curriculum and instruction as American schools have confronted such issues as learning differences, gender, race, ethnicity and social structures in changing populations of learners. The course traces the history of complex interactions as multicultural and multilingual students, teachers, staff, parents, community leaders and others have sought to create schools as learning communities. [3 credits]

EDU-674 GLOBAL AND INTERNATIONAL PERSPECTIVES IN EDUCATION
Prepares students for learning and teaching for the 21st century with new methodologies, new skills and new approaches in an increasingly interdependent world. These interdependencies include: inter-national communications systems providing worldwide access to information, global economic situations that impact career and work, ideological contests that are global in nature and significance, and the challenge of global disparity in standards of living and access to resources. Inquiry into the nature of these interdependencies enables educators to make decisions impacting curriculum and instructional methodology appropriate for preparing all students for intelligent participation in the contemporary world. [3 credits]

EDU-675 DEMOCRACY AND EDUCATION: PHILOSOPHICAL PERSPECTIVES
Analyzes the major philosophical perspectives that have formed and continue to influence American attitudes toward the enterprise of schooling and toward the roles and responsibilities of schools in the United States. Selections address education both as a public responsibility and as an individual pursuit. Students also examine the unique moral, ethical and educational issues raised by the linguistically and culturally pluralistic nature of society in the United States. Through reading, study, analytic discussion and reflection students identify more clearly their own philosophies of education with Regard to serving non-mainstream learners and the ethical principles that guide their professional decisions. [3 credits]

EDU-676 EDUCATIONAL APPLICATIONS OF MULTIMEDIA
Provides an introduction to designing and planning multimedia projects in the K-12 setting through collaborative inquiry. Topics to be introduced include storyboarding, conferencing, video editing and incorporating multimedia elements into selected software programs. Students will read some of the latest research covering the impact of multimedia development on student achievement. [3 credits]

EDU-688 PRACTICUM: SCHOOL ADMINISTRATION AND SUPERVISION PART I
Begins the first phase of a year-long internship in school administration and supervision. This course blends leadership theory and practice and focuses on the ongoing professional growth and development of students by assisting them to improve leadership skills, techniques and behaviors that are related to effective school leadership. Students participate in an in-school practicum experience with their assigned administrators. Specific experiences will address various dimensions of effective school leadership (visionary leadership, instructional leadership, organizational leadership, community leadership, ethical leadership and political leadership). A seminar class complements the in-school practicum experience. Seminar readings and discussions focus on the conceptualization, planning, and management of innovation and change. Students are required to develop, in collaboration with their on-site mention-administrators, an analytic project in which they identify a particular problem and plan an effective strategy. Students are supervised, assessed and evaluated by a college supervisor and a school administrator. [3 credits]
Prerequisite: 27 completed credits, including successful completion of EDU-543 and EDU-557 or per-mission from the dean.

EDU-690 PRACTICUM IN SCHOOL ADMINISTRATION AND SUPERVISION PART II
Initiates the second phase of the year-long internship in school administration and supervision. This course is designed as a culminating experience for students preparing for Administration and Supervision Certification. The course blends leadership theory with practice and focuses on the ongoing professional growth and development of students by assisting them to improve leadership skills, techniques and behaviors which are related to effective school leadership. Students participate in an in-school practicum experience with their assigned administrators. Specific experiences are planned to enable the student to gain direct experience of the administrator's roles in the daily operation of a school. Specific experiences will address various dimensions of effective school leadership (visionary leadership, instructional leadership, organizational leadership, community leadership, ethical leadership and political leadership). This internship is taken following the successful completion of EDU-688 Practicum: School Administration and Supervision Part I. Students are supervised, assessed and evaluated by a college supervisor and a school administrator. [3 credits]
Prerequisites: EDU-688 with a minimum grade of B.

EDU-691 PRACTICUM: APPLICATION OF REMEDIATION IN A CLINICAL SETTING
Structures the culminating experience for students preparing for Reading Specialist Certification. The course requires students to integrate theory, research and application in an in-school practicum setting under the direction of the local school-based reading specialist and the College supervisor. Each intern works directly with three to six identified students. During this experience, interns apply and reflect upon various literacy assessment techniques. Interns plan and implement research based, effective and meaningful remedial plans based on students' strengths and weaknesses. [3 credits]
Prerequisites: Successful completion of EDU-511 and EDU-612 and permission.

EDU-697 LANGUAGE AND INTERCULTURAL COMMUNICATION FOR CHANGING POPULATIONS
Examines the nature of language as the instrument of communication that expresses cultural and societal modes of thinking, customs and values. Participants analyze their own and others' sociocultural perceptions, values and behaviors in order to gain insight into student behaviors and develop strategies that facilitate effective instruction and learning for all students. The study of linguistic patterns enables teachers and other educational leaders to gain global insights into the role of language in fostering individual and cultural identity. This course focuses on sociolinguistics and the social contexts in which language is used. [3 credits]

EDU-698 LINGUISTIC AND CULTURAL DIVERSITY
Assists educators in better understanding the nature of language and language acquisition in the context of their relevance for education. First and second language acquisition will be studied in detail, primarily from a cognitive perspective with emphasis on the analysis of the diverse variables that play a role in language acquisition and how these affect literacy development. The focus of this course will be on the study of language development of K-12 students who are linguistic minority students, including those for whom Standard English is a second dialect and those for whom it is a second language. [3 credits]

EDU-695 RESEARCH DESIGN
Examines and analyzes principles of research design in education. This will include a review of research tools and resources and an overview of quantitative and qualitative approaches as applied to educational issues. Students will be expected to identify elements of exemplary research models and to present a sample design in one of these modes. [3 credits]

EDU-701 METHODS OF QUANTITATIVE RESEARCH
Introduces the student to statistics and statistical reasoning, uses of location and dispersion measures, regression and correlation, formation of hypotheses tests and analyses of variance and contingency tables. Applies statistical concepts to research design and educational measures including description statistics, presentations of data, estimation and hypothesis testing. Practice entering, analyzing, and interpreting data using statistical software, such as SPSS, is integrated throughout the semester. [3 credits]

EDU-703 METHODS OF QUALITATIVE RESEARCH
Explores qualitative methods currently used in educational research. Students examine the paradigms drawn from philosophy, history, sociology, anthropology and comparative studies as they rely on narrative rather than quantitative ordering of data. [3 credits]

EDU-705 DISSERTATION SEMINAR
Supports each degree candidate in identifying a dissertation topic, conducting a comprehensive re-view of the literature relevant to the topic, and developing the dissertation proposal. The proposal presents the formal plan for research and includes an introduction, review of the literature and re-search methodology. In this collegial setting, seminar members present their findings, share research data and dilemmas, and participate in critically examining and analyzing their own and one another's progress. [3 credits]

EDU-801 DISSERTATION
Students are required to submit a dissertation that gives evidence of original, independent research and critical thinking on a topic in the field of instruction for changing populations. The dissertation demonstrates the candidate's proficiency in conducting original, in-depth research; subjecting this research to critical analyses; and presenting this research in a dissertation that makes a substantive contribution to the field. The dissertation is expected to be an intensive, deeply researched, sharply focused, original study that will add to the knowledge in the field rather than to the solution of a problem for a specific, practical application. The dissertation defense is presented before a committee of a minimum of five, including faculty from the Education Department as well as from academic disciplines relevant to the candidate's topic. [6 credits]
NOTE: Prior to undertaking the dissertation, candidates must pass oral and written comprehensive examinations demonstrating knowledge both of the broad conceptual and procedural aspects of instruction for changing populations and in-depth knowledge in the area of specialization in which the candidate proposes to undertake the investigations that will result in the doctoral dissertation.

LCL-544 HISTORY OF CLASSICAL SCHOLARSHIP
Introduces students to the contributions of leaders in the field of classical scholarship through an examination of their methods and interpretation in several areas of classical scholarship. Includes textual criticism, historiography, ancient art and archaeology, epigraphy, paleography, philosophy and mythology. Also considers current issues in classical scholarship. Students will complete several short projects involving a variety of scholarly topics and methods. [3 credits]

LFN-501 TOPICS
Studies a central topic in linguistics, culture or literature that covers more than one language. Courses may be repeated for credit as topics change. [3 credits]

LFN-502 INTRODUCTION TO METHODS OF TEACHING FOREIGN LANGUAGE
Focuses on the practical aspects of teaching foreign language methods. It concentrates on current textbooks for middle school and high school, as well as an emphasis on methods of increasing vocabulary, teaching grammar, and presenting language in a cultural context. The 5 Cs of the National Standards are explored in depth. [3 credits]

LFN-503 ADVANCED METHODS OF TEACHING FOREIGN LANGUAGE
Help teachers and administrators understand the unique challenges of linguistic minority teachers in a K-12 setting. Focuses on 6-12 education, although application may be found to other levels as well. The course reviews relevant areas of linguistic and language acquisition theory, studies bilingualism and its implications for education, and shares strategies for working with faculties, colleagues, and students who do not have two or more languages housed in their brains. Effective instructional approaches and techniques for students with limited foreign-language or target-language proficiency (including those in mainstream classrooms) will be analyzed. [3 credits]

LFN-504 FRENCH AND SPANISH FILM
Studies the relationship of film to all other art forms. Using films in French and Spanish as archetypes of culture, the course investigates how film reflects major themes in society [religion, familial relationships, politics and war, love]. No previous knowledge of French or Spanish is required. [3 credits]

LLT-525 MASTER LATIN TEACHER WORKSHOP
Focuses on the development and application of resources and methods for effective teaching of Latin, including the teaching of forms and syntax, translation skills, incorporating classical culture in the Latin class and the National Latin Exam. Students will examine teaching techniques and materials developed by experienced teachers and will complete a major project suitable for classroom use. [3 credits]

LLT-561 ADVANCED LATIN PROSE COMPOSITION
Sharpens composition and translation skills through improved mastery of the structure and usage of Latin and facilitates classroom teaching of forms and syntax. Beginning with translation into Latin of short sentences, students will be led to translation of longer connected prose passages and examination of Latin translations of English classics such as Lincoln's Gettysburg Address and Kennedy's Inaugural Address. [3 credits]

LSP-502 SPANISH FOR TEACHERS OF OTHER LANGUAGES
Surveys the components of oral language. The social, phonological, morphological, syntactic, semantic, and pragmatic aspects of Spanish as a language system are discussed. Students will be introduced to language variation, phonetic transcription, phonemes, morphemes, syntactic order, linguistic change, dialects of Spanish, and Spanish as a phenomenon in the United States. This course, designed specifically for teachers of other languages and taught entirely in Spanish, prepares students to take the Praxis exam for certification in Spanish. [3 credits]

LSP-526 HISPANIC WOMEN WRITERS
Focuses on major female Spanish-language authors throughout history. Incorporates scholarship by and about women. Explores women writers from both Spain and Latin America and their place in the literary canon. Studies a variety of literary genres and styles. [3 credits]

LSP-530 PERSPECTIVES ON SPANISH AS A WORLD LANGUAGE
Looks at Spanish as a world language that permits variation among its various dialects. Emphasizes linguistic and sociolinguistic phenomena throughout the history of Spanish that continue to be present. Students will gain an understanding of what underlies the difference among dialects of Spanish in today's world. [3 credits]

LSP-532 CONTEMPORARY SPAIN: LITERATURE AND THE ARTS
Explores literature, art, film, music and sculpture as a means of gaining an understanding of Spain today. Journeys through the past to discern the various cultural, religious and academic movements that have helped shape today's Spain. [3 credits]

LSP-559 CONTEMPORARY HISPANIC WORLD
Focuses on global issues and concerns from the perspectives of various Spanish-speaking populations in the world today. Through guided research and the use of authentic print and multimedia materials, students will explore notions of "Hispanic" culture and worldviews, as they analyze issues of global importance from multiple cultural perspectives. 3 credits.

LSP-560 ADVANCED ORAL COMMUNICATION IN SPANISH (PRAXIS PREP)
Focuses on oral and written language production, including a study of phonetics as a means of understanding non-native utterances. Students can expect to increase their technical vocabulary in Spanish, to understand the system of Spanish as a whole and to review advanced grammatical forms. Prepares students to take the Praxis exam for certification in Spanish. [3 credits]

MAT-501 NUMBER AND OPERATIONS FOR THE MIDDLE SCHOOL EDUCATOR
Integrates the study of the rational numbers with reflection on the teaching and learning of arithmetic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content includes rational numbers and their fundamental algorithms, the place of the rational numbers in the real number system, scientific notation as a means of expressing very large and very small numbers and number theory topics appropriate for the middle school. [3 credits]

MAT-503 FUNDAMENTALS OF ALGEBRA FOR THE MIDDLE SCHOOL EDUCATOR
Integrates the study of algebra and its applications to the world around us with reflection on the teaching and learning of algebraic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content focuses on basic algebraic concepts including signed numbers and their operations, problem solving, quantitative and qualitative graphs, proportional reasoning, linear functions, and functions defined by tables and graphs. Algebra is presented as the study of patterns, as a symbolic language, as a tool for problem solving, and as a way of modeling and understanding the physical world. Graphing calculators are used throughout the course. [3 credits]

MAT-507 ALGEBRAIC FUNCTIONS FOR THE MIDDLE SCHOOL EDUCATOR
Integrates the study of algebraic functions and their applications to the world around us with reflection on the teaching and learning of algebraic concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content focuses on the function concept, function notation, function definition by equation, table and graph, rates of change, linear, quadratic and exponential functions and their applications. Graphing calculators are used throughout the course to explore functions and their properties numerically and graphically. [3 credits]
Prerequisite: MAT-503 Fundamentals of Algebra for the Middle School Educator.

MAT-508 ALGEBRA: AN ADVANCED PERSPECTIVE FOR HIGH SCHOOL EDUCATORS
Examines core high school mathematics content and problems from a mathematically advanced standpoint: looking at alternate definitions, language, and approaches and exploring connections be-tween topics usually studied separately. Topics selected from among real and complex numbers, functions, equations, integers and polynomials, modular arithmetic and number fields. Emphasis is placed on problem-solving both individually and collaboratively. [3 credits]
Prerequisites: One year of calculus and at least one proof or algebraic structure course such as Linear Algebra, Abstract Algebra or Real Analysis.

MAT-521 GEOMETRY AND MEASUREMENT FOR THE MIDDLE SCHOOL EDUCATOR
Integrates the study of geometric shapes, spatial reasoning, and measurement with reflection on the van Hiele framework and the NCTM's Principles and Standards of School Mathematics. Mathematical content includes two- and three-dimensional shapes and their properties e.g. congruence, similarity and symmetry, spatial reasoning and transformations, the measurement process and techniques. Interactive software will be used in the exploration of these topics. [3 credits]

MAT-522 GEOMETRY: AN ADVANCED PERSPECTIVE FOR HIGH SCHOOL EDUCATORS
Examines core high school mathematics content and problems from a mathematically advanced standpoint: looking at alternate definitions, language, and approaches, and exploring connections be-tween topics usually studied separately. Topics selected from among congruence, distance and similarity, trigonometry, area and volume, axiomatics, and Euclidean geometry. Emphasis is placed on problem solving both individually and collaboratively. [3 credits]
Prerequisites: One year of calculus and at least one proof or algebraic structure course such as Linear Algebra, Abstract Algebra, or Real Analysis.

MAT-531 DATA ANALYSIS AND STATISTICS FOR THE MIDDLE SCHOOL EDUCATOR
Integrates the study of data analysis and statistics with reflection on the teaching and learning of data analysis in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content includes experimental design and data collection, displaying data, exploring and interpreting data, measures of center and spread, ways to investigate the association between two variables and misuses of statistics. Graphing calculators and spreadsheet software are used throughout the course. [3 credits]

MAT-532 DISCRETE MATHEMATICS AND PROBABILITY FOR THE MIDDLE SCHOOL EDUCATOR
Integrates the study of discrete mathematics (sets, logic, counting) and probability with reflection on the teaching and learning of these concepts in the spirit of the NCTM's Principles and Standards of School Mathematics. Mathematical content includes sets and their operations, logical connectives and quantified statements, types of mathematical arguments and proofs, counting techniques, the probability of simple and compound events, sample spaces, probability distributions, and the use of simulations to generate data for determining probabilities and to test conjectures. Graphing calculators are used throughout the course. [3 credits]

MAT-541 NUMBER AND OPERATIONS FOR ELEMENTARY SCHOOL EDUCATORS
Integrates the study of the whole numbers and the integers with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes place value, estimation, conceptual underpinnings of the conventional computational algorithms for whole numbers and extending these ideas to the integers. Early number concepts, how students develop number sense, how to judge when student-developed procedures are mathematically sound, common misconceptions and how to address these misconceptions are integral to this course. [3 credits]

MAT-542 NUMBER AND RELATIONSHIPS FOR ELEMENTARY SCHOOL EDUCATORS
Continues Number and Operations for Elementary School Educators, extending the ideas developed for whole numbers and integers to the rational numbers (represented as fractions and decimals) and the behavior of units under the four basic operations. Mathematical content also includes ratio and proportion as well as basic concepts of number theory. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [3 credits]

MAT-543 GEOMETRY AND MEASUREMENT FOR ELEMENTARY SCHOOL EDUCATORS
Focuses on the development of visualization skills, familiarity with basic shapes, their properties, and the relationships between them (e.g., transformations, similarity and congruence), the communication of geometric ideas, the process of measurement, and working with length, area and volume. The mathematical content is integrated with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Reflection on the van Heile model for the development of geometric understanding is integral to the course as is the consideration of relevant common misconceptions and how to address them. [3 credits]

MAT-544 STATISTICS AND PROBABILITY FOR ELEMENTARY SCHOOL EDUCATORS
Integrates the study of probability and statistics with the approach to the teaching and learning of these concepts found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Mathematical content includes designing data investigations, describing data in graphical and numerical formats, drawing conclusions, theoretical and empirical probability for simple events and two or more independent events, randomness and the difference between predicting individual events and predicting patterns of events. How students learn these concepts, associated misconceptions and how to address them are also considered in the course. [3 credits]

MAT-545 PATTERNS AND ALGEBRAIC THINKING FOR ELEMENTARY SCHOOL EDUCATORS
Includes the study of patterns, representing and justifying the resultant generalizations using algebraic notation and other representations, expressing functional relationships in symbolic and graphical format, proportional reasoning, solving linear equations and inequalities through the application of basic properties of the real numbers. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [3 credits]

MAT-546 ALGEBRA FOR ELEMENTARY SCHOOL EDUCATORS
Continues Patterns and Algebraic Thinking for Elementary School Educators, extending the ideas considered there to functions defined by tables and graphs and to functions defined in either closed or recursive forms. Mathematical content also includes quantitative and qualitative graphs, proportional reasoning, linear and quadratic functions, the field properties of the real numbers, rates of change, and applications of algebraic concepts in problem solving. The mathematical content is integrated with the approach to mathematics teaching and learning found in the National Council of Teachers of Mathematics' Principles and Standards of School Mathematics and the Maryland State Standards. Common misconceptions related to this material and how to address these misconceptions are integral to the course. [3 credits]

RST-550 SCRIPTURE AND INTERPRETATION
Introduces the history of biblical interpretation and gives special emphasis to the intersection of Roman Catholic interpretation and modern critical scholarship. This course deepens familiarity with different kinds of biblical texts and the various ways of bringing out the meaning of those texts. [3 credits]

RST-551 CHRISTIAN THEOLOGY
Surveys basic theological topics such as faith and revelation, Jesus and salvation, the triune God, church and sacraments, and sin and grace, with an emphasis on theological method. It attends to vari-ous contextual influences upon contemporary Catholic systematic theology, including historical consciousness, global suffering, and cultural and religious pluralism. [3 credits]

RST-552 AMERICAN CATHOLIC IDENTITY
Explores Catholic identity within the framework of Roman Catholicism in the United States. It ex-amines the historical formation of Catholic self-understanding in the context of American culture, from colonial times to the present, and considers present challenges to Catholic identity, including religious pluralism in the United States. [3 credits]

RST-553 SPIRITUALITY OF CHRISTIAN LIFE
Examines Christian life through study of the historical and theological developments of communal worship and the nature and practice of spirituality. Topics include prayer, sacraments, spiritual practice and faith-based outreach examined through the lens of Roman Catholic history and tradition. [3 credits]

RST-554 JUSTICE AND PEACE EDUCATION
Explores contemporary social issues through the lens of Catholic social teaching. In addition to theological examination of issues related to justice and peace, the course will explore practical methods for introducing and deepening education for social justice in the classroom, the school, and the larger community. [3 credits]

RST-555 CHRISTIAN ETHICS
Provides an introduction to contemporary theological ethics through an examination of basic approaches, including divine command ethics, natural law ethics, liberation ethics, and virtue ethics. It explores selected applied issues in sex and gender ethics, bioethics, economic ethics, and political ethics from both Roman Catholic and Protestant perspectives. [3 credits]

SPE-511 DIAGNOSTIC AND PRESCRIPTIVE TEACHING OF READING AND WRITING
Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child will also be examined. [3 credits]

SPE-512 DIAGNOSTIC AND PRESCRIPTIVE TEACHING OF READING AND WRITING PART II
Advances students' experience with assessment and its relationship to instruction, particularly in the areas of reading and writing. Students will learn about a variety of informal assessments available to the classroom teacher in the areas of reading and writing and will learn how to administer, score and interpret the results of these assessments. Students will consider why it is important to know and apply brain research to the teaching of reading and writing. Reporting assessment results to parents and developing appropriate educational programs will also be examined. [3 credits]

SPE-518 BEHAVIOR IS LANGUAGE
Gives the learner a new perspective on student behavior and effective tools to facilitate positive student change. It provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topics covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems. [3 credits]

SPE-524 TOPICS IN SPECIAL EDUCATION
Considers selected issues in special education. Topics change reflecting developments in the field. [3 credits]

SPE-526 SPECIAL EDUCATION FOR THE CLASSROOM TEACHER
Addresses the rights of special needs students, legal foundations, the attitudes and needs of parents and the responsibilities of educators. Explores characteristics of exceptionalities. Designed for the classroom teacher, this course stresses strategies for inclusion and adaptations for the regular class-room including the use of Common Core standards. Includes discussions with professionals. [3 credits]

SPE-527 INCLUSION: WORKING WITH SPECIAL NEEDS STUDENTS IN GENERAL EDUCATION CLASSROOMS
Surveys the history and legal foundations of current special education programs and practices. Geared to the experienced general education practitioner, the course explores a wide range of management and learning strategies to help meet the needs of exceptional and at-risk populations in the general education setting. Fulfills MSDE special education course requirement. [3 credits]

SPE-530 ATTENTION DEFICIT DISORDER
Gives students a complete history of ADHD along with accepted and experimental treatment methods of treatment. The course reviews current treatments of the disorder and practical intervention strategies designed to increase on-task behavior while decreasing disruptive, inappropriate, and off-task behaviors in the classroom. [3 credits]

SPE-533 UNDERSTANDING AGGRESSION
Includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence The course helps school personnel become more aware of the causes of aggression and ways to evaluate aggression and intervene before the aggression turns to violence in the schools. The course also speaks about aggression in our communities through driving, dating, sports, television, music and how these issues are dealt with in modern society. [3 credits]

SPE-543 ASSESSMENT OF SPECIAL NEEDS POPULATIONS (SECONDARY)
Introduces the diagnostic processes used in special education for students from birth to adulthood. Includes informal and formal assessment methods as well as analysis, interpretation and presentation of test results. Course content covers federally mandated assessment regulations. The course includes prescriptive techniques and instructional planning for special needs students at the secondary level. [3 credits]

SPE-544 ASSESSMENT OF SPECIAL NEEDS POPULATIONS (ELEMENTARY)
Introduces the diagnostic processes used in special education. Includes student conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning. Note: Students with prior experience in special needs testing should enroll in SPE-545. [3 credits]

SPE-545 ASSESSMENT OF SPECIAL NEEDS POPULATIONS II
Addresses current issues and trends in assessment, and explores formal, informal, and innovative means of assessing student needs and achievement. Issues related to testing exemptions and accommodations will also be addressed. Designed for students with experience in special education. [3 credits]
Prerequisite: Prior experience in special needs testing.

SPE-546 METHODS OF TEACHING STUDENTS WITH SPECIAL NEEDS
Provides the student with methods to facilitate the teaching of students with significant learning and behavioral differences. The course content addresses cognitive processing, classroom management and behavioral support strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing students' progress are explored. Current trends, issues, and legislation updates are included as well. [3 credits]

SPE-556 ASSISTIVE TECHNOLOGY: TECHNIQUES/STRATEGIES FOR ACCESSING CURRICULUM
Focuses on the role of assistive and instructional technology in accessing the general education curriculum for students with and without disabilities within the Universal Design for Learning framework. Participants will develop a basic understanding of the principles of universal design and how these principles can be applied to curriculum materials making them more accessible for all students. Familiarity with resources as well as the integration of strategies and tools enabling students to access curriculum will also be incorporated into the course. Online course. [3 credits]

SPE-570 INDIVIDUALIZING THE CURRICULUM: STRATEGIES FOR HOLISTIC INTERVENTION
Explores a broad spectrum of classroom and behavior management strategies as well as generic and subject specific study, organizational and self-regulatory skills. Course will focus on research support as well as systematic, effective implementation. (Expansion of the strategies component of SPE-527 Teaching Special Needs Students in Inclusive Settings, a course offered in the Post-Baccalaureate Certificate Program). [3 credits]

SPE-571 VOCATIONAL SKILLS IN SPECIAL EDUCATION METHODS
Develops the knowledge and skills to assist individuals with disabilities in transitioning from school to postsecondary life. Transition planning will be defined and related disability legislation explored. The family's role in transition will be discussed as well as empowering student self-determination and involvement. Person-centered practices to individualize the transition process will be explored. Community transition planning will be emphasized, including interagency agreement. Teaching for transition, finding vocational placements for students, pursuing postsecondary educational opportunities and independent living supports will be examined. Students will learn to design and implement individual transition plans for youth with mild to significant disabilities. [3 credits]

SPE-576 COMMUNICATION SKILLS FOR THE SCHOOL-BASED PROFESSIONAL
Addresses issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [3 credits]

SPE-578/579 TEACHING MATH TO STUDENTS WITH SPECIAL NEEDS ELEM/SECONDARY
Provides pre-service and in-service teachers with appropriate methods to facilitate the teaching of mathematics to students with special needs and to gifted students. The course content includes teaching for understanding, development of mathematical thinking, performance-based instruction, and curriculum thrusts defined by NCTM (National Council of Teachers of Mathematics) standards. Models of instructional delivery, adaptations of curriculum and materials, problem solving strategies, and assessment options are explored. Current issues and trends concerning quality mathematics programs are discussed. [3 credits]

SPE-580 SEMINAR IN THE EDUCATION OF STUDENTS WITH LOW INCIDENCE DISABILITIES
Provides opportunities to learn from presentations by professionals who serve students with low incidence disabilities. Issues related to disabilities such as traumatic brain injury, sensory impairments, severe/profound mental retardation and medically fragile children will be addressed by professionals who work with these children on a daily basis in various school and community settings. [3 credits]

SPE-601 INTERNSHIP: TEACHING IN SPECIAL EDUCATION
Prerequisite: Permission of the dean of education. [3 credits]

SPE-631 AUTISM SPECTRUM DISORDER
Helps participants understand the symptoms of ASD (Autism Spectrum Disorder) in students, how it affects their ability to learn through assessment and observation methodologies and implementation strategies in the classroom to help students, educators, and parents cope with the disability. Participants will learn inclusive educational settings techniques and the importance of trans-disciplinary teaming for students with ASD. Finally, participants will review and consider variables in the environment impacting on behavior management no matter where the students fall on the spectrum. Online course. [3 credits]