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 surrounding 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. Students 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 ]

    EDGT-506 Theory and Development of Creativity

    Participants will explore psychological aspects of creativity and ways to nurture creative behavior in their students. This course will provide opportunities for graduate students to examine various theories and definitions of creativity and recognize characteristics and traits of creative individuals. Participants will learn about the creative process, various creative thinking srategies, barriers to creativity in the elementary and secondary classroom. This course is also designed to help educators reflect on their own creativity and practice effective strategies that increase creative thinking. [ 3 credits ]

    EDON-501 Infant and Child Mental Health

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help educators achieve a better understanding of infant and toddler mental health, child development, and strategies that can be used to promote positive relationships with children and their families. This course provides information that will help the learner understand and identify his or her role as a child care provider, educator, and early childhood professional. Infant & Toddler Mental Health provides research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-502 Early Childhood: Family-Centered Services

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive environments for diverse learning populations. This course is designed to give you a new perspective on serving the needs of young children and their families. In this course you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity, and explore the major stress factors facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. Family-Centered Services will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of care-for the benefit of our children, and ultimately society as a whole. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-503 Early Childhood: Observation And Assessment

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments. [ 3 credits ]

    EDON-504 Early Childhood: Program Planning

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts. [ 3 credits ]

    EDON-505 Early Childhood: Typical & Atypical Development

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population. [ 3 credits ]

    EDON-511 Harassment, Bullying and Cyber-Intimidation in Schools

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Harassment, Bullying & Cyber-Intimidation in Schools will discuss 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 ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-517 Advanced Classroom Management

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this advanced course. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-518 Behavior Is Language

    A self-paced or online course,designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give the learner a new perspective on student behavior and effective tools to facilitate positive student change. Taught by Mick R. Jackson MS/ED, this course 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 ]

    EDON-519 Drugs and Alcohol in Schools

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help the learner gain a more comprehensive understanding of alcohol, drugs, and their influences in the classroom. It provides a contextual framework for understanding what students may be experiencing either through their own substance use or as a result of the substance use of persons close to them and provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, the learner will better understand the complex dynamics that contribute to this biological and social phenomenon. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-520 Functional Analysis

    EDON-521 Harrassment in Schools

    EDON-522 Learning Disabilities

    A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course describes diverse theoretical approaches to handling learning disabilities in the classroom. Taught by Dr. Bob Pillay, it lays the foundation for sensitive, appropriate assessment and evaluation of students. In addition, this course covers program planning and implementation, stresses the importance of a close, positive partnership with parents or alternative caregivers, and explores methods for ensuring that the home-school axis is effective and meaningful. Major trends and unresolved issues in the field of learning disabilities are also discussed. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-523 Talented and Gifted

    A self-paced or online course designed to give you an understanding of the framework or and need for creating supportive learning environments for diverse learning populations. This course 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 ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-524 Teaching Diversity

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Designed to give the learner the knowledge, tools, and dispositions to effectively facilitate a diverse classroom, this course teaches how to understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course is on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, and family and community values. The learner is challenged to apply knowledge of the richness of contributions from our diverse society to the teaching field. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-525 Traumatized Child

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning polulations. This course is designed to help 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 is the educator's role in the intervention and prevention of violence. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-526 Violence in Schools

    A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to give participants an understanding of school violence and increase intervention strategies. The course provides an overview of violence and the motivational purposes behind aggression. The correlation and impact of the media, community, and family upon violence is investigated. The learner will gain an understanding of identification and intervention approaches to working with out-of-control behaviors. In addition, information about the national resources available for both parents and teachers is covered. Upon successful completion of this course, participants will have a better understanding of violence and the motivations behind its use, as well as specific strategies to minimize the occurrence of violence in the school and community. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-527 Ethics and Safety for Schools

    A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Ethics & Safety in Education is a prevention course developed to help educators reduce and eliminate violations of ethics and professional conduct codes. The course is intended to keep ethical teachers ethical and to be a part of a larger school district plan to protect the district's teachers, staff, and students. The course's central premise is that the vast majority of ethics and boundary violations occurring in schools today are being committed by competent and ethical educators who, for reasons to be discussed, are making very poor decisions during susceptible periods in their careers. All professionals have the potential to commit an ethics/boundary violation. Understanding and addressing one's violation potential before a violation occurs is essential in protecting students, careers, and the teaching profession's integrity. It is easier to anticipate and not commit a violation than to correct one after the fact. [ 3 credits ] NOTES: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDON-530 An Introduction to Differentiated Instruction

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the differentiated classroom. [ 3 credits ]

    EDON-531 Planning and Preparing a Differentiated Instruction Program

    In this course on Differentiated Instruction, the emphasis is on providing examples of strategies and methods associated with a DI approach. The course has been organized to ensure that each strategy, or idea on "how to" implement DI, is an extension of the DI approach as a whole and not just presented as a disjointed list of ideas to try. [3 credits]

    EDON-540 Response to Intervention: Practical Information for the Classroom Teacher

    This course provides an introduction to the Response to Intervention Process for special education teachers, general classroom teacher, parents and related professionals. Students will understand the eesential elements and barriers for an effective RTI program. [ 3 credits ]

    EDON-544 Educational Assessment

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of the course is on assessment for instructional programming and will outline procedures for designing or selecting, administering, and interpreting a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers is also addressed. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    EDST-500 Introduction to Design, Technology and Engineering Content and Instructional Strategies for K-8 Educators

    This course will introduce teachers to the content, skills and instructional strategies associated with disciplines of Design, Technology and Engineering Education. Through instruction and direct experience, participants will develop knowledge and skills related to: (1) "technology" as processes, knowledge and skills focused on meeting human needs and wants; (2) "engineering" as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes; (3) "design" as a creative and innovative process that lays the basis for the making of all objects or systems. [ 3 credits ]

    EDST-501 Exploration in Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators

    This course will extend teacher knowledge in the areas of Design, Technology and Engineering. Through instruction and direct experience, participants will develop, extend and apply knowledge and skills related to: (1) Design as a creative and innovative technological process; Technology as processes, knowledge and focused on meeting human needs and wants; (3) Engineering as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes. [ 3 credits ]

    EDST-502 Application of Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators

    This course will focus on teachers' application of the content base for Design, Technology, and Engineering (DTE) as educational instructional areas. Participants will apply the application of science, technology, and math knowledge and skills, through the construction of original operating models, products, systems and environments that demonstrate solutions to problems. [ 3 credits ]

    EDST-503 Practicum: STEM for Teachers Grades PreK-8

    The practicum is the capstone experience of the STEM Instructional Leader Masters Program. It is a field-based experience that mirrors the integrative goals of the MSDE STEM standards of practice. During this Practicum, students will be challenged to put into practice a thoughtful and effective vision of STEM education. Through direct supervision by program faculty and seminar class meetings, students will have the opportunity to work closely on a project that pulls together their various experiences in the program and applies them in an authentic educational contect. During this time, students will be asked to think about the variety of factors that shape their work as STEM educators, and they will make specific plans for their ongoing professional development. [ 3 credits ]

    EDST-504 STEM: Curriculum Development and Implementation

    This course presents teachers with the fundamentals to enact a STEM curriculum. The course focuses on using an integrated approach to implementing STEM standards of practice into pre-existing curriculum as well as designing new curriculum which incorporates Next Generation Science Standards, Common Core Standards and Maryland State STEM Standards of Practice. This will be a highly interactive course where teachers will engage in numerous activities and discussions as they progress through an exemplar STEM unit. [ 3 credits ]

    EDST-505 Prac:Teaching Stem Early Childhood Class Prac:

    Learn to engage childhood students in STEM based experiences. Studies are aligned to MD State STEM Standards and Next Generation Science Standards. Daily activities include hands-on-cross-curricular and thematic connections to literacy, art, and environmental education from STEM-centric prospective.

    EDU-103 Elementary School Reading Materials

    Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. NOTE: Students cannot receive credit for both EDU-103 and EDU-303. [3 credits]

    EDU-207 Processes and Acquisition of Reading

    Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. NOTE: Students cannot receive credit for both EDU-207 and EDU-357. [3 credits]

    EDU-208 Creative Arts Elem Sch

    EDU-209 Methods & Mat/Young Child

    EDU-210 Language Development

    EDU-252 Clinical Field Experience: Elementary

    Offers a direct instructional field experience in an assigned area elementary public school for three weeks, all day. Includes instruction in school organization, curriculum, characteristics and diverse needs of children, and issues in teaching and learning. Classroom observation and participation seminars. Permission required. (Offered in Winterim. Three-week session, full school days.) [3 credits]

    EDU-253 Clinical Field Experience: ESOL

    Provides opportunities for supervised classroom observation and participation in ESOL in a Baltimore area school. Assigned by the education department in cooperation with the local school systems. Three-week session, full school days. (Offered in Winterim.) [3 credits]

    EDU-273 Field Experience in Education

    Provides opportunities for classroom observation and participation in area schools. Assigned by the education department in cooperation with local school systems. Permission required. [3 credits]

    EDU-300 Technology for Instruction & Management

    Provides prospective classroom teacher swith opportunities for planning, designing and producing projects that support the instructional needs of students in grades K-12, including best practices for the integration of technology into curriculum with state and national technology standards. Students complete a variety of projects to develop skills in word processing, Web page development, computer presentations and other technolgies. For education majors only. [ 3 credits ]

    EDU-301 Educational Psychology

    Examines stages of the cognitive, affective and physical domains of student development. Includes analysis and discussion of basic theories of learning and teaching and their applications to classroom situations including diversity and individual differences as factors influencing student learning (including socioeconomic diversity, cultural diversity and the needs of special education students, gifted and talented education and English Language Learners), motivation and classroom management. Assessment issues including formal and informal assessment, norm referenced and criterion referenced testing, and the implications of assessment measures (such as the Maryland Common Core Curriculum Standards) for learning and teaching are also examined. Includes student-centered approaches to learning (including service-learning activities). Recommended prerequisite: PSY-203. [3 credits]

    EDU-303 Elementary School Reading Materials

    Assists participants in selecting and evaluating materials for teaching reading and developing related skills that are consistent with the findings of scientifically based reading research. Strengthens understanding of research-supported programs, approaches and methods to address different levels of reading proficiency within the classroom and thereby enable all students (G&T, ELL, Special Needs, etc) to become strategic, fluent and independent readers. Participants will use a variety of texts and other materials to promote independent reading. Participants will be prepared to involve parents and members of the school and community to promote daily reading inside and outside of school. Throughout the course, participants will apply key concepts to various group and individual tasks and projects, including discussions and simulations. NOTE: Students cannot receive credit for both EDU-103 and EDU-303. [3 credits]

    EDU-307 Social Studies in the Elementary School

    Provides a conceptual and analytical approach to teaching and learning social studies in the elementary school. Emphasis on integration of content and process through use of experimental, activity and inquiry approaches to meet the needs of diverse learners. Includes information related to selecting instructional resources, developing curriculum materials and integrating concepts, skills and values. Requires construction of learning materials and peer teaching. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

    EDU-307L Methods Lab

    EDU-308 Issues in ESOL

    Introduces students to the field of ESOL and provides an overview of the different types of instructional programs and approaches for teaching English as a second language to students from K-12 to post-secondary level, including bilingual education. Special emphasis is placed on the role of cultural background in language development and academic achievement in the U.S. classroom. We will discuss legal and political trends as they pertain to ESOL students in various educational settings, and we will explore the impact of the "No Child Left Behind Act" on ESOL students and instructional programs in general. [3 credits]

    EDU-309 Instruction in Reading

    Increases the participant's familiarity with a representative array of research-based instructional techniques and strategies in reading. Participants will learn age-appropriate instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension). Throughout the course candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing models, using the Common Core Reading Standards and reviewing the research in support of those approaches. Prerequisite: PRAXIS I. [4 credits]

    EDU-309L Lab: Reading/Elementary School

    EDU-310 Mathematics in the Elementary School

    Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis on National Council of Teachers of Mathematics (NCTM) Standards and implementation of the Common Core Mathematics standards in instruction. Focus on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Permission required. Prerequisite: PRAXIS I, EDU-301, 309. [4 credits]

    EDU-310L Lab: Math/Elementary School

    EDU-312 Science in the Elementary School

    Integration of basic concepts of physical, life, earth and space sciences. Emphasis on discovery of concepts through demonstrations and investigations. Addresses the three domains of science education: knowledge, skills and attitudes. Attention given to National Standards, the Common Core Science Standards and the use of indicators in planning, instruction and assessing. Includes preparation of a science unit and microteaching experience. Permission required. Prerequisite: PRAXIS I, EDU-301, 309, 310. [4 credits]

    EDU-312L Lab: Science Elem School

    EDU-313 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, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]

    EDU-315 Curriculum/Methods and Materials For the Young Child

    Presents curriculum, methods and materials for early childhood programs, preschool through primary grades. Family and community involvement strategies. Instruction in planning, implementation and assessment of interdisciplinary activities to stimulate cognitive, linguistic, social and motor development to meet the diverse needs of learners. Prerequisite: EDU-301. [4 credits]

    EDU-330 Emerging Literacy: Reading and The Young Child

    Explores the concept of emergent literacy and the process of teaching beginning reading and writing. Approached from a developmental, diagnostic perspective with attention to individual student differences in cognitive, emotional and experiential readiness. Emphasizes a holistic model of child development with attention to the skills, attitudes and environment critical to acquiring a successful level of literacy. Addresses aspects of the reading process. 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. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing a classroom reading program. Permission required. Prerequisite: EDU-301. [3 credits]

    EDU-344 Teaching Reading and Writing in the Secondary School Content Areas I

    Studies principles and techniques in teaching interactive reading and writing in secondary school content areas: vocabulary and skill development; pre-reading, reading and post-reading strategies. Techniques for assessing student literacy levels and readability levels of texts. Strategies for individualizing instruction to address the unique needs of diverse learners; e.g., gifted and talented, second language learners, students with special needs, etc. Includes classroom observation and participation in Baltimore area secondary schools. Preparation of lesson plans and peer teaching. Prerequisite: EDU-301. [3 credits]

    EDU-346 Methods and Materials for ESOL

    Familiarizes students with methods and materials available to the ESOL teacher. Analyzes a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials and the Internet. Students will develop techniques for effectively teaching the four language skill areas in well-designed courses while also adapting standards-based content to the needs of ESOL students. [3 credits]

    EDU-347 Assessing Second Language Acquisition

    Introduces the student to various assessment techniques that are used in ESOL teaching. Examines traditional testing techniques, along with more recently developed alternative (authentic) methods for assessing second language learning, focusing on the four language skills: reading, writing, listening and speaking. Communicative competence in general will be stressed. n addition, we will critically evaluate the ESOL assessment methods used for placement purposes by various local public school systems as well as placement tests used for adult and higher education. [3 credits]

    EDU-357 Procurement & Acquisition of Reading

    Assists pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development. The course is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structure including spoken syllables, phonemes, graphemes and morphemes is included. Using current research-based strategies, participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, gifted and talented and other exceptionalities. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks such as assessing their ability to identify linguistic units, observations of students and analysis of student work, and presentations of research summaries. NOTE: Students cannot receive credit for both EDU-207 and EDU-357. [3 credits]

    EDU-360 Techniques of Teaching Reading and Writing to Students With Limited English Proficiency

    Focuses on theories, methods and techniques for the teaching of reading and writing to English language learners. Includes information on the process of learning to read and write, strategies, reading behaviors and measurement of progress. A key element of the course will be the development of instructional materials for ESOL K-12 students at all proficiency levels. The course will foster a commitment to teaching and to professional growth and development. [3 credits]

    EDU-363 Field Experience in Secondary Education

    Provides opportunities for diverse field placements for classroom observation and participation in Baltimore area secondary schools. Focus is on the teaching of reading in secondary school ontent areas. [variable credit]

    EDU-373 Field Exp in Spec Ed

    Provides supervised classroom observation and participation in special education in diverse Baltimore area schools. Assigned by the School of Education in cooperation with local school systems. Permission required. Offered in Winterim. [3 credits]

    EDU-376 Clinical Field Experience: Secondary

    Provides direct instructional field experience in an assigned Baltimore area public middle school for three weeks, all day. Includes instruction in middle school organization and curriculum, characteristics and diverse needs of middle school children, and issues in teaching and learning. Classroom observation and participation. Weekly seminars. Permission required. Offered in Winterim. Three-week session, full school days. [3 credits]

    EDU-402 American Education in Historical Perspective

    Surveys major developments in the history of American education from colonial times to the present. Examines influential persons, ideas and institutions in the context of American society. Education and public policy, legal issues, priorities and innovations in American education reviewed from a critical perspective. [3 credits]

    EDU-405 Tchg in America: Persp Profess

    Analysis of contemporary research on teachers and teaching. Includes a review of the changing role of teachers and the teaching profession in American society. 3 credits.

    EDU-409 Internship:Teaching ESOL K-12

    Develops intensive opportunities for full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-410 Internship: Teaching in Early Childhood Education

    Incorporates full-time observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-410A Internship: Teaching Early Childhood Education

    Incorporates full-time observation and supervised student teaching experiences in Baltimore area professional development schools. Permission required. Internship fee required. [ 6 credits ]

    EDU-411 Internship: Teaching in the Elementary School

    Provides full-time observation and supervised internship experiences in diverse Baltimore area professional development schools. Seminars on various topics in education such as analysis of teaching in elementary schools, school and family relationships, and interviewing and employment practices. Permission required. Teaching internship fee required. [16 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-411A Internship: Teaching in the Elementary School

    Provides full-time observation and supervised internship experiences in Baltimore area professional development schools. Seminars on various topics in education such as analysis of teaching in elementary schools, school and family relationships, and interviewing and employment practices. Permission required. Teaching internship fee required. [ 6 credits ]

    EDU-412 Internship: Teaching Elementary Art

    Includes full-time observation and supervised student teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-413 Internship:Teaching in the Secondary School

    Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools during the fall semester only. Permission required. Teaching internship fee required. [12 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-417 Internship: Teaching Elementary Vocal Music

    Incorporates full-time observation and supervised internship teaching experience in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-418 Internship: Teaching Secondary Vocal Music

    Incorporates observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-419 Internship: Teaching Secondary Art

    Incorporates observation and supervised student teaching experiences in diverse Baltimore area professional development schools. Permission required. Teaching internship fee required. [variable credit] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-420 Dim Curric/Inst Sec Sch

    EDU-429 Meth Bus Ed/Sec Sch

    EDU-430 Art N-12

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-431 English in the Secondary School

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-432 Modern Foreign Language in the Secondary School

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-433 Mathematics in the Secondary School

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-435 Music in the Secondary School

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-437 Science in the Secondary School

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-439 Social Studies in the Secondary School

    Students in all methods courses examine the nature of the academic discipline, the structure and modes of thinking through which knowledge in the discipline advances, current research on teaching the subject, models of teaching, and techniques appropriate for instruction in the content area. Application of teaching-learning theory to the content area in planning, motivation, instruction, questioning, discussion and assessment in the content area. Evaluation and use of the Maryland Common Core State Curriculum and student learner outcomes (as applicable), other curriculum guides, textbooks and resource materials in the field. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. Permission required for all methods courses. [ 3 credits ]

    EDU-440 English Grammar for ESOL Teachers

    Analyzes the grammar of American English in detail, with an emphasis on those areas of English grammar that tend to present problems for ESOL/EFL students. Students will 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-451 Teaching Reading and Writing in the Content Areas II

    Examines methods, purposes and criteria used in diagnosing strengths and weaknesses of students with a range of reading abilities; e.g., special needs, gifted and talented, ESOL. Focus is on authentic formal and informal assessment of individual secondary school students and application of test results in various secondary curriculum content areas. Includes an applied, school-based assessment experience. [3 credits]

    EDU-454 Research Issues in Educ

    EDU-460 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 and how to administer, score and interpret the results of these various assessments. Instructional decisions regarding the educational program of the child, and his/her diverse needs will also be examined. [3 credits] NOTE: Please refer to cohort schedule. Additional clas times may meet in previous semester.

    EDU-463 Independent Study in Education

    Offers an opportunity to pursue a current topic of interest in the education field under the supervision of an instructor. Permission required. [3 credits]

    EDU-468 Course Indentification

    EDU-491 Topics in Education

    EDU-500 Gra Education Degree Audit

    This course is a holding number for the degree audit program

    EDU-506 Adv Strat Tchg Algebra

    EDU-508 Issues in TESOL

    Introduces students to the field of TESOL by providing an overview of instructional programs and approaches 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. 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. [ 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 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, and the use of indicators in planning instruction and assessing. 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. [ 3 credits ]

    EDU-516 Diagn/Prsc Tch Rd/Wr II

    EDU-518 Data Base Management Systems

    EDU-519 Human Development and Learning

    Explores selected aspects of human development related to learning and instruction. Major psychological 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 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 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-522 Psy Foundations of Education

    Basic theories of learning and teaching and their application to classroom situations. Models of teaching; developmental stages of the cognitive, affective and physical domains; individual differences; evaluation of students; principles of motivation, interaction, and classroom management. Analysis of research reports and findings. 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

    Students examine selected issues in education. Topics change to reflect developments in the field. [ 3 credits ]

    EDU-525 Master Latin Teacher Workshop

    This course in classics pedagogy will focus 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 into 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 ]

    EDU-526 Tchg/Lrng/Assmnt-Math I

    EDU-527 Tch Lrng/Assess Sec Mat

    EDU-528 Computer Science for Educator

    EDU-530 Methods of Teaching Art N-12 in Secondary School

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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-531 Methods of Teching English in Secondary School

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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-532 World Languages

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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-533 Methods of Teaching Mathematics in Secondary School

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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-535 Methods of Teaching Music In Secondary School

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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-537 Methods of Teaching Science in Secondary School

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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-538 English Language Learners for the Classroom Teacher

    This course equips mainstream classroom teachers with the knowledge and skills required to address the linguistic needs of students whose language is one other than English. After reviewing recent demographic trends and legal mandates as they pertain to English Language Learners (ELLs) in public schools, this course analyzes factors that influence the challenges of ELLs in K-12, including prior education, first language literacy skills, English proficiency, and cultural issues. Special emphasis will be placed on the linguistic demands of the K-12 curriculum and effective pedagogical approaches for ELLS. [ 3 credits ]

    EDU-539 Methods of Teaching Social Studies In Secondary School

    Examines objectives, nature and place of the academic disciplines in the secondary school. 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 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 decisionmaking. 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 overview 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 examine 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-550 Curriculum Design: Developing Thinking Skills

    Emphasizes curriculum development, implementation strategies and assessment mechanisms to enhance the teaching of thinking skills across the curriculum. Students participate in classroom simulations activities and plan curricula appropriate to their respective fields. [ 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 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, interdependence, 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-555 Tools for Innovative Leadership

    Explores the tools required by today's innovative school leadership to drive student achievement. Designed in partnership with New Leaders, this course leverages their EPIC Knowledge System and Urban Excellence Framework to provide aspiring school leaders with skills and competencies necessary to deliver high quality education. By exploring topics such as aligned staff, culture, and operations and systems, this course will utilize case studies, classroom artifacts, and professional development deliverables to reveal the practice that lead to school-wide success for diverse student populations. Through this unique lens, aspiring leaders will be introduced to processes, structures and systems that are essential to establish and maintain a nurturing and rigorous school environment. [ 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 instructional needs of students. 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

    Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 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. Prerequisite: 21 completed credits, including successful completion of EDU-557. [ 3 credits ]

    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 an analysis of future curriculum needs and the role of educators in bringing about needed changes. [ 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

    Examines the developmental supervisory approach for teachers and support staff. Key elements of effective supervision are investigated and applied to school situations through reading, exercises, and videos. Knowledge of adult learning, interpersonal skills, and alternative supervisory practices according to varying developmental levels are stressed. Empowerment can be a motivational tool and lead to increased performance. Thus, strategies for empowering teachers and support staff are included in this course as a key requirement for supervisors. [ 3 credits ]

    EDU-572 Mentoring New Teachers

    EDU-573 Curricullum for Yng Chld

    EDU-574 Meth/Mat for Yng Child

    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-576 Web Page Design & Devel

    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-578 School Technology Planning

    Participants will develop and produce a three-year technology implementation plan for a school. Issues to be addressed include budgeting, hardware and software acquisition and use, integration into the curriculum, staff development, and facility planning. Investigations will also include management issues and effectiveness of technology on student achievement. [ 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. 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-581 Reading and Language Arts in the Elementary School

    Integrates aspects of the language arts program in the elementary school with emphasis on oral and written expression and reading. Addresses listening skills, creative and expository writing, handwriting skills, vocabulary, grammar and spelling. Teaching of reading from a diagnostic perspective. Includes techniques for skill development in the areas of word recognition, phonetic and structural analysis, and comprehension. Emphasis is on integration of reading across the curriculum, as well as strategies for students of varying learning styles. Includes preparation of lesson plans and peer teaching experiences. [ 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-583 Special Topics in Mathematics Education

    This course will examine effective instruction in the elementary and middle school mathematics classroom. Instruction will focus on studying how students learn mathematics and the pedagogical knowledge specific to mathematics teaching and learning. Candidates will analyze the mathematical thinking of students, integrate technology into mathematics instruction, and support a positive disposition toward mathematical processes and mathematical learning. The National Council for Teachers of Mathematics (NCTM) Standards, Maryland Common Core Curriculum including the Standards for Mathematical Practices, and the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments will be addressed. Problem solving approaches, authentic tasks, and active learning strategies will be included. This is web-assisted course in which participants will use various websites for the completion of some assignments. [ 3 credits ]

    EDU-584 Teaching Writing in the Elementary/ Middle School

    This course is designed to assist literacy specialist/coach candidates and classroom teachers prepare for the teaching of writing to elementary and middle school students. Participants will learn writing theories, approaches, strategies, and activities that range from the emergent foundations of writing to more complex skills of writing within the genres of narrative and informational communication. Participants will examine the interrelated nature of reading and writing as it applies to ALL students,including those identified as struggling learners, gifted learners, English Language Learners. Since students and their teachers learn to write by writing, the participants in this course will themselves write and develop a community of writers. All aspects of the course will be linked to the Common Core State Standards of Writing. [ 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-588 Issues in Teaching Method

    EDU-589 Issues in Teaching II

    EDU-590 Computer Hardware and Software Concepts

    This course provides an introduction to computer and network systems in educational facilities. Participants will learn essential information on major hardware issues as well as basic troubleshooting strategies. Whenever possible, hands-on training will be given in hardware, peripheral and network components. The materials presented in this course will be sufficiently similar to newly developing products to allow participants to deal with technology issues in their current facilities. [ 3 credits ]

    EDU-591 School Emergency and Security Institute

    In the wake of tragic shootings and other sudden emergencies in schools around the nation, schools and school districts are keenly aware of the need for maximizing the safety and security of their students and staffs. Notre Dame of Maryland University is offering this 3-graduate credit, weeklong School Emergency and Security Institute to enhance the development and implementation of school/district plans that help create and maintain secure and safe school environmenta conducive to learning. Participants will apply lessons learned from this Institute to their school/ district emergency plans, resulting in more effective ways to maintain politive environments before, during, and after emergency and crisis situations. Research-based and model safety programs presented by experts in security and emergency management constitute the core elements of this course. [ 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 standards 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-598 Topics in Applied Linguistics: Variation in English

    Examines the variations that exist in English. Analyzes factors that contribute to linguistic variation, both from a diachronic as well as a synchronic point of view. This course explores variation as it is found in American English, and it includes a detailed analysis of African-American vernacular English. In addition, participants discuss various other varieties of English around the world, including English-based Creole languages. An important emphasis in this course is on the implications of variation in English for the ESL/EFL classroom. [ 3 credits ]

    EDU-599 Practium: Admin/Supervision I

    This course is the first phase of a year long internship in school administration and supervision. This course blends leadership theory and practice and focuses on the on-going 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 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.

    EDU-601 Internship: Student Teaching in Secondary School

    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: 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). 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. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-602 Internship: Student Teaching in the Elementary School

    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: 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). 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. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-603 Internship: Student Teaching in Early Childhood Education

    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: 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). 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. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-604 Analytic, Reflective and Research Seminar

    Enables students to 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-605 Internship: Student Teaching in Art N-12

    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: 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). 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. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    EDU-607 Intern: Stu Tch/Instrum Music

    Full-time internship in the appropriate subject and grade level in public schools. Gradual induction 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). Supervision by master teacher and college supervisor. Student Teaching Portfolio. Prerequisite: Permission of department chair. 6 credits.

    EDU-608 Teaching the Digital Generation in the Globalized Age

    In this course, learners will explore emerging issues related to teaching, learning and assessment in the 21st century. They will explore the pervasive nature of disruptive innovation and identify the essential skills needed by students to survive in the new workforce. [3 credits ]

    EDU-609 Tools for Digital Learning

    Digital learners have completely different learning attributes than past generations, but many teachers use traditional methods to teach untraditional students. In this course, educators will become familiar with the new learning attributes of the digital generations and explore, reflect and plan upon the use of digital tools with students to access their learning preference. [ 3 credits ]

    EDU-610 Practicum II: School Library Media Specialist

    The course is the second phase of the year-long internship in library media specialist. This course is designed as a culminating experience for students preparing for Library Media Specialist Certification. The course blends leadership theory with practice and focuses on the ongoing professional growth and development of students by assisting them to improve skills, techniques and behaviors which are related to effective school library medial specialists. [ 3 credits ]

    EDU-611 Internship Tesol

    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 ] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    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-613 Meth of Teach in Urban Schools

    EDU-614 The Online Learning Environment: Design and Implementation

    Participants explore an effective level of online interation and collaboration, and the role of evaluation and assessment in the online environment. They examine strategies for teaching diverse learners. Participants plan, design, and produce projects that support the instructional needs of learners in grades P-16 as they relate to the target content area. The projects encompass skills in the use of a variety of 21st century technologies to support and enhance learning. Participants explore learning theories and best practices for the integration of technology into daily instruction and are exposed to state and national technology standards as well as content standards. [ 3 credits ]

    EDU-615 Educator As a Change Leader

    Explores the dynamics of innovation and change in organizations and institutions, the conceptualization, planning, and management of innovation and change, and various decision-making and problem-solving strategies. [ 3 credits ]

    EDU-616 Practicum: Leadership in Mathematics Practicum

    This course will provide students experiences in mathematics leadership. The candidate will work under the supervision of a building administrator and will function as a mathematics leader in the building. During class, candidates will define the role of a mathematics leader, learn about models of professional development and identify strategies for improving student achievement in mathematics. In the practicum, candidates will be responsible for planning, implementing professional development opportunities for faculty members and develop a program that will involve families in the mathematics education program. Candidates will learn about the Maryland Common Core State Curriculum, Standards for Mathematical Practices, and PARCC assessments (as they become available). This is a hybrid course in which participants will meet for five in-class sessions and participate in five online classes. [3 credits]

    EDU-617 Edu Ldershp&Tech:Prep Digital

    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-619 Practicum in Digital Learning Technology

    As a capstone for the digital Technology leadership program, this practicum is an opportunity for participants to: reflect on their experience in the digital Technology Leadership program, select an area of interest, design, implement, and oversee an 8-week an 8-week project in digital technology and showcase the project and its impact on faculty and/or student growth in a multimedia presentation in consultation with the instructor and/or under the supervision of a self-selected mentor. [ 3 credits ]

    EDU-620 Sociolinguistics

    This course provides an introduction to the basic concepts and issues in sociolinguistics, or the study of language in its social context. We examine various factors that can result in linguistic variation, such as gender, social class, and ethnicity. Other topics covered include the difference standard and non-standard language, and language change. Emphasis will be placed on sociolinguistic issues as they relate to the (second) language classroom. 3 credits.

    EDU-621 Bilingualism

    This course examines bilingualism both as a societal and an individual phenomenon. Thus, one part of the course focuses on societal multiligualism, and includes topics such as factors contributing to societal multilingualism, patterns of societal multilingualism, language maintenance vs. language shift, linguistic minorities, and attitudes towards bilingualism. Another part of the course focuses on the bilingual individual, and includes topics such as the mental representation of bilingualism, the effect of parental input on child bilingualism, and code-switching. Also included will be a discussion of bilingual education, both from a linguistic perspective as well as a political perspective. 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 state and national policy issues as they affect the educational environment and the learning needs of mainstream and non-mainstream students. [ 3 credits ]

    EDU-624 Dialects in American Schools

    This advanced course examines the effects of linguistic variation in K-12 classrooms. Various factors will be analyzed that can result in linguistic variation, such as social class and ethnicity. Students examine nonstandard language varieties of English, including African American Vernacular English, and World English varieties. An important focus of the course will be effect of nonstandard English on the development of literacy skills. The course will also address unique pedagogical strategies for teaching speakers of nonstandard varieties of English. Students will complete individual research projects, in which they analyze the language development of K-12 students. [3 credits ]

    EDU-626 Computer Assisted Instruction for Language Learning

    Rapid changes in technology and software development are providing K-12 educators with exciting opportunities to improve, enhance and customize the learning environment. Both new technologies and adaptations of older ones can be especially powerful learning tools for culturally and linguistically diverse students. The primary focus of this course will be to examine best practices with learning technologies used to improve language and literacy skills among diverse populations. The course will also familiarize students with current research in this area, which may include: software designed for the limited English proficient (LEP) student, Internet projects fostering global exchanges and software tools and Web projects, commonly found in the mainstream classroom, that are adapted for use by LEP students. [ 3 credits ]

    EDU-629 Roles of the Literacy Coach

    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-632 Nutrition and Athletic Performance

    The course is designed to inform those in leadership with the coaching profession about the basic nutritional requirements of active individuals and the relationship of proper nutrition to increased health and athletic performance. Specific topics to be covered include how nutrients can influence exercise performance, athletic performance, appropriate ways to manage weight, and evaluation of the role of ergogenic aids in athletic performance. [ 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 acquire and refine physical skills. Various theories addressing the learning and performance of motor skills are discussed. [ 3 credits ]

    EDU-644 Adult Education and Learning: Principles and Practice

    Examines the dynamic evolution of the principles and practices of adult education. Presents the concepts of Eduard Lindeman, pioneer and recognized Father of Adult Education, explores the contributions of Malcolm Knowles, the Father of Modern Adult Education, and some of the prominent adult educators such as Cyril Houle, Sharan Merriam, Ronald Cervero, Jack Mezirow, and Stephen Brookfield. Encourages students to become more consciousl purposeful to utilize adult education practices in their educational efforts and leadership roles as they facilitate teacher learning, staff development, and foster parent learning opportunities. Discuss the adult educator's role in creating a learning based organization, helping teachers to learn and grow and develop as adults, providing culturally relevant adult education for the twenty first century, exploring the spiritual aspects of adult education, and equalizing the struggle for knowledge and power in our world. [ 3 credits ]

    EDU-645 Technology in Education

    Focusing on technology as both an issue and a tool, students will examine current topics affecting schooling in American society. Issues of public policy, curricular interventions and materials, media literacy, programming provisions, parental participation, business partnerships and change will be considered around the central theme of technology. Topics such as technology equity, censorship vs. freedom of speech, control of broadcast and cable delivery systems will be addressed. The course will assist students in locating current resources related to technology topics, such as the Internet, online services, computers, television and print materials. Additional issues may be discussed as a result of student interest or inquiry. The course requires both oral and written discussion, with an emphasis on student participation. [ 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-665 Digital Game-Based Learning and Design

    This course provides an overview of the learning theories, best practices, and classroom application models involved with incorporating educational games and simulations into learning environments. The use of current and emerging technologies found in the gaming arena will be explored and documented for classroom application. This course brings together cultural, business, government and technical perspectives on developing and integrating electronic gaming techniques and technologies to enhance and enrich learning. Course participants will develop an understanding of the current trends (technical and sociological) in computer and console gaming, and what can be learned and applied from the world of gaming to positively affect teaching and learning. They will also experience an authentic creative process when they explore the game design process. [ 3 credits ]

    EDU-670 Sociological and Cultural Foundations of Education

    The purpose of this class is to encourage the examincation of educational ideas from a sociological perspective. The course focuses both on how schools function as part of society and how schools function as organizations. Special attention will be paid to inequalities and the social structures that perpetuate those inequalities. The first half of the course will cover major sociological theories such as those concerning social mobility, theories of capital and systems theories. The second half of the course will cover application of those theories to contemporary educational issues such as race, class and gender. [ 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 A merican 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-673 Soc Persp/School Populations

    John Dewey has defined the school as a society in miniature. This course introduces key concepts from the discipline of sociology as tools to assist educators in analyzing and understanding the issues confronted by students new to American language and culture. Topics include issues confronting students in the larger society as well as within the school environment: learning differences, gender, race, ethnicity, class, family, and social structures. The course focuses on dynamics of group and individual interactions as multi-cultural and multilingual teachers, staff, parents, community leaders, and others seek to create schools as learning communities.

    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: international 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 inf luence 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 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. Prerequisite: 21 completed credits, including successful completion of EDU-543, EDU-557. [ 3 credits ]

    EDU-689 Program Evaluation

    Advanced study of principles and practices in curriculum design with a focus on evaluation. Examines contemporary assessment theory in relation to educational goals and the role of the curriculum planner as mediator between student needs and societal pressures. Incorporates uses of current research on curriculum development and assessment including physiological, psychological and sociological factors influencing learning processes. Integrates technology as an essential tool for curriculum delivery. Students analyze and critique sample curricula and develop an assessment plan for a 21st century school. [ 3 credits ]

    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. Prerequisites: EDU-688 with a minimum grade of B. Permission of the chair of the education department. [3 credits ]

    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. Prerequisites: Successful completion of EDU-511 and EDU-612 and permission. [ 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-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' socio-cultural 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-699 Independent Study: Education

    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 review 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 research 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-706 Dissertation Seminar: Methodology

    The overall goal of this course is to provide the student with the opportunity to extend skills learned in prior coursework in the dissertation program, and their prior experiential learning, leading to the development of a dissertation proposal. Student will extend prior coursework in theory, skills at developing literature reviews, and the appropriate use of research designs to develop a research design assessing the efficacy of an educational or educationally related project targeted to the student's substantive question of inquiry. Attention will be focused upon developing the skills and knowledge needed to formulate dissertation research questions in order to design a piece of research that is original, credible and important to the field. [ 3 credits ]

    EDU-707 Dissertation II: Historical Methods

    This course is designed to introduce the dissertation student to the complex methods of completing historical research. The course will focus on the fundamentals of historical research and woriting, and consider the differences between historical dissertations/research projects and other types of dissertation work. The course will orient students toward critical thinking, source analysis and criticism and historical interpretation. The course will focus on how to formulate a research project including an historiography and annotated bibliography. In addition to understanding how to assess secondary sources, students will consider how to examine and determine the viability of primary sources for a research project. Students will have time to consider topics of interest and work towards a proposal for a substantial research project. [ 3 credits ]

    EDU-800 Dissertation Continuation

    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.

    EDU-802 Organization and Governance in Higher Education

    EDU-803 Assessment, Evaluation and Accreditation

    EDU-804 Finance, Philanthropy, Budget and the Strategic Planning Process in Higher Education

    EDU-805 Curriculum for Changing Populations

    This course focuses first on the changing student population entering higher education today. More than ever, students represent a broad diversity on campuses, and the learning environment must respond to meet their needs and promote their success. The course then explores various curricular models that constitute best practice, from identifying learning outcomes to mapping curriculum to achieve them, from effective teaching strategies to assessment practices that enhance learning. A variety of curricular models, like case studies, problem-based learning, online, integrative learning, and team-based learning will demonstrate the pros and cons of various delivery modes. Critical to creating a successful learning environment is promoting intellectual engagement outside as well as inside the classroom. Service learning, internships, student organizations, and other forms of experiential learning will be explored. [ 3 credits ]

    EDU-806 Internship

    EDUC-501 The 21st Century Elementary Classroom

    This course will provide participants with an overview of current and emerging technologies in education, so that they can develop the ability to align instructional technology to standards based instruction; teach problem-solving and higher-order thinking skills; promote cooperative learning; and use reflective teaching and inductive approaches to assessment to increase student achievement. [ 3 credits ]

    EDUC-502 Your Next Step: Implementing the Common Core Into Our Curriculum and Instruction

    EDUC-507 The Pedagogy of Creative Writing

    Can creative writing by taught? And if so, how can we help students develop productive writing habits and utilize their own life experiences? This course will review advantages and disadvantages of various ways of organizing creative writing units and of evaluating student writing. Students will learn about techniques to help students become expert readers and engage in exercises to help writers become more self-aware, craft-conscious, and self-critical. [3 credits]

    EDUC-510 Introduction to Cultural Competency and Educational Equity

    This course challenges candidates to reflect on their individual beliefs in relationship to social justice teaching. Candidates will gain a comprehensive understanding of the historical struggles for equity and excellence. Using Freire's (1970) philosophy of social justice teaching as a context, candicates will analyze their relationship to issues related specifically to race, class and language diversity and examine how these categories intersect to reproduce inequality. The concepts of social justice, race, ethnicity, culture, privilege, institutional racism, poverty and wealth will be explored. In addition, the course will examine the ffect of public school students' self-perceptions in relation to how they are institutionally disenfranchised. This course will explore several theoretical frameworks related to social justice teaching, and use approached such as multiple perspective-taking, and self-actualization to help candidates develop new approaches to their teaching and interactions that facilitate a positive reframing of student self-perception. [ 3 credits ]

    EDUC-511 Culturally Relevant Pedagogy

    This course challenges candidates to evaluate curriculum, pedagogy, and the school environment to determine how curricular and pedagogical choices can reproduce inequalities or promote success for all students. [ 3 credits ]

    EDUC-512 Research/Cultural Relev Pedagogy

    This course seeks to integrate concepts learned in earlier courses and provides candidates with tools to forward their practice as culturally competent practitioners of social justice teaching. Candidates will learn how to use educational research methods to develop their own plans to promote educational equity and excellence. [ 3 credits ]

    EDUC-513 Practicum: Engaging Students: Heart, Mind and Body

    This course examines strategies designed to increase both student engagement and student thinking in the classroom. Participants will investigates elements fundamental to true engagement, classroom activities which foster higher order thinking, and questioning strategies which will enable teachers to probe the thinking of each learner. [ 3 credits ]

    EDUC-514 Critical Race Theory in Education

    This course focuses on the development of Critical Race Theory as a theoretical framework to investigate how race and racism are organized and operate within the educational systems in the United States. Candidates will examine the foundational scholarship upon which the theory is based, and study the central tenants used as lenses to evaluated present practices in schools and school systems. This course will provide an historical overview of Critical Race Theory and consider the following inter-related questions: How are racial, gender, socioeconomic, and orientation inequalities produced, re-produced and maintained in education and society? In what ways is Critic al Race Theory used as an analytic tool to explain policy, reform and practice? [ 3 credits ]

    EDUC-520 Coordination of Work-Based Learning

    The mission, trends, and current practices in work-based learning programs will be examined in this course. A variety of methods and techniques of work-based coordination in comprehensive and part-time programs at the secondary and adult levels are studied. Types of WBL programs, career development, all aspects of the industry, SCANS, Skills for Success, training plan, V-TECS, safety, marketing WBL programs and career portfolios are some of the topics covered in this comprehensive course. Emphasis will be placed on the new Career Research and Development program in Maryland. [ 3 credits ]

    EDUC-521 Instructional Analysis and Curriculum Development

    This course is intended for career and technology education (CTE) teachers and work-based learning (WBL) coordinators to learn strategies that support career and college readiness for all students. This performance-based course assists learners in designing unit and lesson plans founded on the research-based, instructional methods called Universal Design for learning (UDL), Understanding by Design (UBD) and Defferentiated Instruction (DI). Emphasis is on integrating appropriate standards from the Maryland Common Core State Standards (MCCSS) for Literacy Integration, CTE Programs of Study (POS), the Maryland Career Development Framework (MCDF) and the Maryland Skills for Success (SFS) including 21st Century Skills. [ 3 credits ]

    EDUC-522 American Industry and Global Competition

    This course is designated to be highly interactive. With presentations and site-visits to many industrial sectors, participants learn the triumphs and challenges of entrepreneurship, management, maintaining a highly skilled work-force and making sure the bottom line increases. The ever-challenging process of identifying and keeping qualified employees will remain a mantra throughout the course. Leadership, human resource management, organizational performance, strategic planning and customer satisfaction are major themes throughout the site-visits and class presentations. A strong emphasis is placed on employees' skills for success. By the end of the course, participants will become thoroughly familiar with the skills that all employers need to operate a successful and profitable business. [ 3 credits ]

    EDUC-523 Executive Functioning and Critical Thinking Skills for College and Careeer Readiness

    This course is focused on a deep understanding of executive functioning and critical thinking skills. We will explore various definitions and perspectives including development and problems associated with deficits. The main perspective will be an educational approach in order to apply strategies to support and strengthen skill development with an emphasis on helping children to achive college and career readiness. Through course activities and assignments, participants will have the opportunity to practice and experience effective instructional approaches. [ 3 credits ]

    ENV-550 Field Ecology of Harford County

    This course gives teachers a thorough introduction to Harford County's variety of natural habitats. Techniques for studying, identifying, and collecting data on the flora and fauna are emphasized. Instruction will take place in the field throughout the county and will include a canoe trip. [ 3 credits ]

    ENV-551 Human Impacts on the Environment of the Chesapeake Bay Watershed

    This course will examine the physical, structural, and historical geology of Harford County including the investigation, collection, and identification of local rocks and minerals and the interpretation of geologic maps and local fatures to describe past and current geologic settings. The environmental geology and hydrology of Harford County will be studied in the contexts of groundwater resources, dams and quarries. [ 3 credits ]

    ENV-561 Methods of Teaching Interdisciplinary Environmental Science

    Through multi-disciplinary, hands-on lessons which are aligned with the Maryland Learing Standards K-12 for Science, Math, Language Arts and Social Studies, as well as the new Environmental Literacy Standards, teachers will gain content knowledge, learn about scientific practices of resource professionals, and learn about different methods to investigate Maryland related resource issues. Teachers will learn about student engagement in environmental education action projects and where to get funding in Maryland to do these projects with their students. [3 credits]

    ENV-562 Exploring the Local Environment Through Field Study

    This course is designed to integrate environmental science content, knowledge of local issues and field-based science pedagogy. Participants will conduct hands-on investigations in the field and laboratory utilizing a variety of curricular resources that align local standards, Maryland Environmental Literacy standards and the Next Generation Science Standards. [ 3 credits ]

    MAT-547 Teaching and Learning Grades K-2 Mathematics

    This course is designed to develop content and pedagogical understanding of classroom teachers, ELL teachers, special education teachers, Title I interventionists, and all other instructional staff. The course will feature varied professional learning activities including collaborative project work, group discussion, literature reviews and discussions journaling, hands-on investigations and apply and reflect activities. [ 3 credits ]

    MAT-548 Teaching and Learning Grades 3-5 Mathematics

    This course id designed to develop content and pedagogical understanding of classroom teachers, ELL teachers, special education teachers, Title I Interventionists, and all other instructional staff. The course will feature varied professional learning activities including collaborative project work, group discussion, literature reviews and discussions journaling, hands-on investigations and apply and reflect activities. [ 3 credits ]

    PHY-551 Geology of Harford County

    This course will examine the physical, structural, and historical geology of Harford County including the investigation, collection, and identification of local rocks andminerals and the interpretation of geologic maps and local features to describe past and current geologic settings. The environmental geology hydrology of Harford County will be studied in the contexts of froundwater resources, dams and quarries. [ 3 credits ]

    RAD-510 Phys Science for Tchrs

    SCE-510 Phys Science for Tchrs

    SPE-201 Introduction to Special Education

    Includes brief history as well as philosophical and legal foundations of current special education programs and practices. Explores characteristics of each exceptionality in light of MSDE generic special education certification. Addresses the rights of special needs students, attitudes and needs of parents, and responsibilities of general and special educators. Discusses inclusion and other models of integrating special needs students into the general education population. Provides basis for further studies in the area of special education. Includes visits to special education schools and programs where schedules permit. [ 3 credits ]

    SPE-237 Communication Skills for the Special Educator

    Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in theprocess of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. NOTE: Students cannot receive credit for both SPE-237 and SPE-337. [3 credits]

    SPE-321 Methods of Teaching Students With Special Needs

    Provides the student with methods to facilitate the teaching of students with diverse learning needs. Course content includes cognitive processing, classroom management and organization strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing student progress are explored. Current trends and issues in special education are included as well. [3 credits]

    SPE-326 Special Education for the Classroom Teacher

    Includes brief history as well as legal foundations of current special education models and practices. Explores characteristics of students with disabilities as well as at-risk populations in general education. Addresses the responsibilities of educators, exploring generic strategies for programming for special needs students in the general education classroom, including the Common Core Standards. Required for all Maryland teachers. [3 credits]

    SPE-337 Communication Skills for the Special Educator

    Addresses human relations, communication and informal counseling skills and their critical role in meeting the diverse needs of students with disabilities. Explores role of the special educator as a member of an interdisciplinary team. Includes research on parent/teacher attitudes, roles and responsibilities. Presents models and techniques for effective interface with parents as well as other professionals encountered in theprocess of holistic programming. Additional topics include parent training, advocacy, multicultural considerations and accessing community services. NOTE: Students cannot receive credit for both SPE-237 and SPE-337. [3 credits]

    SPE-344 Assessment in Special Education

    Introduces 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 as well as current trends in student assessment. Addresses P.L. 94-142, COMAR and other related legislation. Permission required. Prerequisite: SPE-201 and SPE-326. [3 credits]

    SPE-373 Field Experience in Special Education

    Provides supervised classroom observation and participation in special education in a Baltimore area school. Assigned by the education department in cooperation with local school systems. Permission required. (Offered in Winterim.) [ 3 credits ]

    SPE-403 Problems in Discrimination

    SPE-421 Elementary Curriculum Design and Adaptation

    Applies principles for adapting curriculum to special needs students at the elementary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisites: SPE-201, 326. Permission required. [3 credits]

    SPE-422 Secondary Curriculum Design and Adaptation

    Applies principles for adapting the curriculum for special needs students at the secondary level. Includes analysis of diagnostic and developmental factors, goal setting and IEP formulation. Explores instructional strategies, identification of materials and resources, and evaluation techniques as they relate to the basic content areas and the Common Core Standards. Prerequisite: SPE-201, 344. Permission required. [3 credits]

    SPE-463 Independent Study

    SPE-475 Internship: Teaching in Special Education

    Provides student with opportunities for full-time supervised teaching in a special education program in diverse Baltimore area schools. Prerequisite: SPE-373. Permission required. Teaching internship fee required. [6 credits] NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    SPE-491 Top: Comm Skills for Spec Educ

    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 ] http://www.virtualeduc.com/cnd/

    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 classroom. Includes discussions with professionals. [ 3 credits ]

    SPE-527 Inclusion: Working with Students with Special Needs in General Education Classrooms

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates educating students with disabilities in the general education classrooms. Upon course completion, the learner will be able to define key concepts and terms, identify and describe federal legislature and court cases, and list and describe the federal definition of students entitled to special services. This course will also discuss the roles and responsibilities of educators in providing special services to students educated in inclusive classrooms. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    SPE-530 Attention Deficit Disorder

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course will help the learner achieve a better understanding of ADD and intervention strategies to facilitate positive student change. This course covers the history of the disorder, accepted methods to assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents who would like more help or information about ADD or ADHD. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus. [ 3 months ]

    SPE-531 Autism and Asperger's Disorder

    A self-paced or online course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. This course describes Autism and Asperger's Disorder, including characteristics of these disorders, associated learning styles, communication weaknesses, and various intervention strategies. The course helps the learner make sense out of why individuals with Autism spectrum disorders behave the way they do, and what you can do to enhance more appropriate behavior. This course also lists resources for educators, related service personnel, and parents who want more help or information on Autism and Asperger's Disorder. [ 3 credits ] NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    SPE-532 Child Abuse

    A self-paced or online course designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. Designed to help the learner identify and effectively teach students affected by child abuse and/or neglect, this course covers how to recognize the signs of physical, emotional, and sexual abuse, and physical and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is to help the participant understand the special learning needs of abused or neglected children and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized. NOTE: This course includes a final case study paper in addition to the assignments in the syllabus.

    SPE-533 Understanding Aggression

    A self-paced or online course, designed to give you an understanding of the framework or an need for creating supportive learning environments for diverse learning populations. This course 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. It is designed to help school personnel become more aware of the causes of aggression and ways to evaluate it and intervene before it turns to violence in the schools. The course also discusses aggression in our communities through driving, dating, sports, television, and music, and how these issues are dealt with in modern society. [ 3 credits ]

    SPE-537 Comm Skills Spec Educ

    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. Prerequisite: Prior experience in special needs testing. [ 3 credits ]

    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 and Strategies for Accessing the 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-564 Currnt Issu/Trends Special Edu

    This course will address issues such as application of current general and special education school laws and policies as applied to special needs students, arbitration, accessing and utilizing resources and funds. Staff issues such as interviewing, managing team process, and instructional supervision will also be addressed.

    SPE-569 Clinical Models of Supervision

    This course will explore issues such as observation and conferencing techniques, informal vs. evaluative supervision, mentoring, and effective communication. A collaborative approach to inclusion models such as co-teaching and team teaching, effective use of support staff and consultants, and accountability issues of effective site based management will be explored.

    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 selfdetermination 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-572 Parameters Educ/Emotional Stu

    Thorough investigation into the area of social, emotional and behavioral issues of special needs and atrisk students, with attention to the legal definition of "seriously emotionally disturbed." Course will explore school and community interventions and resources. Group behavior management programs, and direct instruction in areas such as pro-social skill training and conflict resolution will be explored. Strategies for academic interventions, supported by emotional and behavioral practices will be included.

    SPE-574 Literacy Instr/Special Needs

    Attention to the reading and writing difficulties of special needs students, across disabilities, will be the focus of this course. Language processing issues, as well as research supported compensatory and remedial interventions and programs will be explored. Integrated, multisensory, cross-curricular approaches as well as innovative staffing and support models will be researched and discussed.

    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 Teaching Math to Students With Special Needs Elementary

    Provides pre-service and inservice 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-579 Teaching Math to Students With Special Needs Secondary

    Provides pre-service and inservice 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: Student Teaching in Special Education

    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: 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). 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. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

    SPE-631 Autism Spectrum Disorders: Strategies for Managing in the Classroom

    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 ]

    SPE-699 Independent Study: SPE