Courses

Listing of Courses

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Area I - Foundations of Education

ED 510. PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
THREE CREDITS
A study of human development and learning, application of psychological principles in the practice of education.

ED 511. PHILOSOPHICAL FOUNDATIONS OF EDUCATION
THREE CREDITS
An examination of philosophical issues that bear upon American education. The problem of relating theory to practice is considered.

ED 512. SOCIAL FOUNDATIONS OF EDUCATION
THREE CREDITS
An introduction to the history, scope, materials and methods of the sociological analysis of education. Instruction includes the concepts of culture, socialization, stratification, social control and change as they relate to formal education.

ED 513. COMPARATIVE FOUNDATIONS OF EDUCATION
THREE CREDITS
An analytic study of educational patterns in contemporary societies. Educational policies and institutions are studied in their cultural context. Educational patterns of developed and developing nations are described, analyzed and compared; examples from each pattern are examined. 28

ED 515. COGNITION
THREE CREDITS
This course provides in-depth study of the processes required for students to process information, including perception, attention, memory, encoding, retrieval, problem solving, and the information processing requirements of reading and writing. Consideration of problem solving in specific subject areas is also covered.

Area V - Educational Development & Strategies
Note: Education 541 thru Education 555 was developed by educators at PLS 3rd Learning. The course work is tightly structured, utilizing programmed learning with integrated audio-visual materials. Students conduct research in their own classrooms and report regularly on their success in employing strategies taught. Instructors for these courses receive special training prior to assignment. To register in and pay tuition for PLS 3rd Learning courses only contact the PLS 3rd Learning office directly @ 1-800-862-7263. All courses listed with a "W" (for Wilkes credit) on the PLS 3rd Learning course schedule brochure may be used toward the required 12 credits of PLS 3rd Learning courses for the Wilkes EDS degree, including those listed as ED 598 Topics.

ED 541. DESIGNING MOTIVATION
THREE CREDITS
Design learning experiences and develop effective leadership strategies that promote motivation for all learners. Learn verbal encouragement techniques that motivate by reinforcing student effort and reducing risk. Discover how purposeful work and goal achievement can support all types of learners.

ED 542. MEANINGFUL ACTIVITIES TO GENERATE INTERESTING CLASSROOMS (M. A. G. I. C.)
THREE CREDITS
A hands-on course that offers students the opportunity to learn a variety of engaging activities to go beyond textbook and workbook instruction. Participation in more than 60 activities provides practice in creating, evaluating, and adapting ideas to each participant’s specific curriculum.

ED 543. ACHIEVING STUDENT OUTCOMES THROUGH COOPERATIVE LEARNING
THREE CREDITS
Designed to encourage teachers to use cooperative strategies appropriately in classrooms. Activities include simulations, use of cooperative learning models, and creation of lesson plans.

ED 544. ADVANCED PROJECT T.E.A.C.H. LAB
THREE CREDITS
Offers an opportunity for participants to actively practice the skills learned and utilized in Project T.E.A.C.H. Participants use the innovative techniques of storyboarding, journal writing, videotaping, live event activities and simulations in this course.
Prerequisite: ED 550 Project T.E.A.C.H.

ED 545. ADVANCED TEACHING THROUGH LEARNING CHANNELS LAB
THREE CREDITS
Offers an opportunity for participants to actively practice the skills learned and utilized in Teaching Through Learning Channels
Prerequisite: ED 552 Teaching Through Learning Channels 30

ED 546. COACHING SKILLS FOR SUCCESSFUL TEACHING
THREE CREDITS
Develops and models strategies that help teachers share teaching ideas with one another. Participants will learn how to plan and implement coaching conferences, enhance teacher self-esteem with supportive techniques, share ideas with colleagues in a non-threatening environment and identify excellent teaching practices and grow from them.

ED 547. TEACHING THE SKILLS OF THE 21st CENTURY
THREE CREDITS
Through the use of dynamic videotape productions, activities, articles and unique survey instruments, this course looks at what students need to know and be able to do to live successfully in the 21st century. In a forum where educators can share their vision of how a curriculum should be developed and taught, the course introduces facilitations skills that ensure the successful education and enrichment of both student and teacher.

ED 548. PURPOSEFUL LEARNING THROUGH MULTIPLE INTELLIGENCES
THREE CREDITS
Based on the research of Howard Gardner, this course focuses on understanding each of the intelligences and identifying them. Discovery centers are used to experience each intelligence, and teaching strategies and classroom activities that enhance the intelligences are designed by participants.

ED 549. DISCOVERING THE POWER OF LIVE EVENT LEARNING
THREE CREDITS
This course teaches how to use active participation in real-life experiences to create lesson plans that allow students to learn through real experiences. Participants learn facilitative leadership skills that enable them to go beyond hands-on learning and simulations to incorporate real concrete experiences in their lessons which promote student problem solving and decision making.

ED 550. PROJECT T.E.A.C.H.
THREE CREDITS
Teacher Effectiveness And Classroom Handling (T.E.A.C.H.) deals with clarity of communication, avoidance of confrontation, and techniques to reduce tension in the classroom.

ED 551. P.R.I.D.E.
THREE CREDITS
Professional Refinements in Developing Effectiveness (P.R.I.D.E.) treats questioning techniques, non-verbal communication, and the development of contracts to motivate students.

ED 552. TEACHING THROUGH LEARNING CHANNELS
THREE CREDITS
This course utilizes recent brain research, examines individual differences in learning styles, and develops adaptive teaching procedures to accommodate varying cognitive processes.

ED 553. BRAIN-BASED WAYS WE THINK AND LEARN
THREE CREDITS
Explore the four basic thinking skills of induction, deduction, analysis, and synthesis. Experience, model, and internalize specific techniques of brain-based teaching and learning. Integrate thinking processes into real-life applications.

ED 554 external website. SUCCESSFUL TEACHING FOR ACCEPTANCE OF RESPONSIBILITY
THREE CREDITS
Designed to help experienced and beginning K-12 educators create a classroom environment in which responsible behavior is modeled, taught, and supported.

ED 555 external website. CLASSROOM MANAGEMENT: ORCHESTRATING A COMMUNITY OF LEARNERS
THREE CREDITS
Learn the skills of effective classroom management to create a positive classroom structure that maximizes student learning. Develop techniques to increase desired student behaviors and decrease undesired behaviors. Create an Action Plan of practical strategies to implement immediately in the classroom.

ED 557 external website DIFFERENTIATED INSTRUCTION FOR TODAY'S CLASSROOM
THREE CREDITS
This course equips experienced and beginner educators with the essential knowledge and skills to implement differentiated instruction (DI) successfully in their own classrooms. In a highly interactive learning environment that models the DI principles and processes, class members will gain expertise in understanding and implementing a broad range of strategies associated with the essential, distinguishing components of DI.

ED 5400  external websiteSAS FOR PENNSYLVANIA EDUCATORS
THREE CREDITS
This course examines the six components of a Standards Aligned System (SAS) and provides methods for implementing SAS to enhance student learning, engagement, and achievement. It also explores ways to use SAS to help students develop the critical thinking, collaboration, innovation, and creativity skills that will equip them for lifelong learning.

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Area VI - Educational Computing Courses

ED 526. INTERNET LITERACY FOR EDUCATORS (previously Telecommunications for the 21st Century
THREE CREDITS
This course will explore developmentally appropriate teaching and learning opportunities that are available to classroom teachers via the Internet. Students will learn to use various types of electronic communications including the development of curriculum web sites that address content standards and student technology standards. The use of technology to communicate with peers, parents and the larger community to nurture student learning will be explored. The safe and healthy use of technology resources to facilitate equitable access of resources for all students will be endorsed. Research of best practice regarding online pedagogy will be examined.

ED 527 Multimedia Design for Digital Learning
THREE CREDITS
This course explores how multimedia is used for teaching and learning. Research-based principles of multimedia design will be explored to enhance competency and skills in multimedia development.

ED 528. USING PRINT MEDIA TO SUPPORT INSTRUCTION
THREE CREDITS
This course will explore research based visual design principles for the design and production of print and web-based media utilizing 21st century digital tools for teaching and learning.

ED 529. DISTANCE LEARNING
THREE CREDITS
This course is designed to guide students through the process of adapting their current teaching materials for TeleTeaching. Educators will learn how to prepare themselves, their students and their materials for the new teaching and learning environment.

ED 530. UTILIZING EMERGING TECHNOLOGIES TO SUPPORT EDUCATION
THREE CREDITS
This course provides an overview of the emerging technologies that can be used to improve teaching and learning. Students will explore, apply, and evaluate a variety of emerging technologies and their utilization for teaching, learning, curriculum decision-making, and diverse learning needs. Students will also explore and demonstrate the ethical and legal implications of using such technologies in education.

ED 577. PRINCIPLES OF INFORMATION SECURITY
THREE CREDITS
With a focus on the educational environment, this course will discuss the principles of information security, building a clear understanding of the foundations of information security, the principles on which managerial strategy can be formulated and the technical solutions available to technology coordinators. This course will be offered fall semesters when demand warrants. Prerequisites: ED 588 – Operating Systems and Networking

ED 579. MEDIA DESIGN
THREE CREDITS
This course is designed to give specific and realistic examples of how different types of media and instructional technology can complement each other in the computer age classroom. Emphasis will be given to the design and production of instructional materials using text, videotape, audiotape, and computer based and photographic formats for use in both distance learning and traditional classrooms. Required for Instructional Technology program.

ED 580. INTRODUCTION TO EDUCATIONAL COMPUTING
THREE CREDITS
The course will provide teachers with basic computer skills and experiences with exemplary courseware and utility software. The course is especially designed for teachers who are computer novices who lack the skills necessary for the advanced classroom technology courses.

ED 581. INSTRUCTIONAL PROGRAMMING IN BASIC
THREE CREDITS
Introduction to computer programming using the BASIC language. Topics include BASIC syntax, program modularity and design, simple graphics, and elementary data structures. Emphasis is on application in instructional environments.
Prerequisite: ED 580 or equivalent technology experience.

ED 582. INSTRUCTIONAL PROGRAMMING IN C++
THREE CREDITS
C++ is an object-oriented programming environment that generates compiled code. It is also the fastest growing language for personal computer software development. Emphasis is on application in instructional environments.
Prerequisite: ED 580 or equivalent technology experience.

ED 583. COURSEWARE DESIGN AND CONSTRUCTION
THREE CREDITS
Using state-of-the-art technology to design and construct appropriate courseware support and curricula. Topics include the use of authoring software, optical technologies, ISD (Instructional Systems Design) models and strategies geared toward proper courseware design. Required for Instructional Technology program.
Prerequisite: ED 585 or equivalent.

ED 584. LOGO
THREE CREDITS
Introduction to computer programming using Logo and LogoWriter. Topics included are turtle-graphics, words and lists, recursion, "scrapbook" and "microworld" construction and elementary data structure representation.
Prerequisite: ED 580 or equivalent technology experience.

ED 586. MICROCOMPUTERS IN EDUCATION
THREE CREDITS
An analysis of microcomputer applications designed for various educational settings. Special emphasis is placed on software selection, review and utilization.
Prerequisite: ED 580 or equivalent technology experience.

ED 587. TECHNOLOGY LEADERSHIP
THREE CREDITS
This course is designed to develop educational technology leaders who are knowledgeable and skilled in technology leadership practices that improve student learning and school operations in K-12 schools. It addresses skills and competencies necessary for the support and assessment of technology standards and will include issues and trends relevant to the field of educational technology. Students will demonstrate competency in technology planning, budgeting, implementation, and evaluation of technology initiatives. Students will understand the change process as it applies to technology leadership and will demonstrate skill in designing and delivering effective technology related staff development programs.
Required for Educational Leadership & Instructional Technology programs.

ED 588. OPERATING SYSTEMS & NETWORKING
THREE CREDITS
An exploration into the design of present-day microcomputer systems. Topics include microcomputer architecture and hardware, telecommunications, networking, and general operating systems. Required for Instructional Technology program.

ED 589. INSTRUCTIONAL TECHNOLOGY: MODELS AND METHODS
THREE CREDITS
A "wide area" look into technology integration. An investigation into what the responsibilities of a technology coordinator will be—relating technology and thinking processes, the cognitive effects of technology integration, materials acquisition and placement, and general administrative strategies. Required for Instructional Technology program.
Prerequisite: ED 585 or equivalent.

ED 5080 external website TECHNOLOGY FOR ASSESSMENT & ADAPTATION
THREE CREDITS
Technology for Assessment & Adaptation is designed to provide Instructional Technology Specialists with an understanding of how technology supports various types of educational assessments and the purpose of assessment in the decision-making process. In addition, this course will provide students with an understanding of the multi-disciplinary evaluation process and ability to articulate and analyze the findings presented in an evaluation report.

ED 5081 external website TECHNOLOGY TO SUPPORT ALL LEARNERS
THREE CREDITS
Technology to Support All Learners is designed to provide Instructional Technology Specialists with an understanding of the varied characteristics of learners with disabilities and identify appropriate instructional strategies and resources to support diverse learners to achieve success within the school culture.

ED 5082 external website TECHNOLOGY TO SUPPORT CURRICULUM & INSTRUCTION
THREE CREDITS
Technology to Support Curriculum and Instruction is designed to provide Instructional Technology Specialists with the ability to identify instructional technology resources to support diverse learners. The course focuses on specific exceptionalities and requires students to use quantitative reasoning strategies to analyze data and draw conclusions using various forms of school-wide and district-wide data.


ED 591.INTERNSHIP (Instructional Technology)
THREE CREDITS
Participation in field experience to observe the use of technology to support instruction, the management of technology resources in educational settings, and the evaluation of effectiveness of technology resources for teaching and learning; application of technology resources to support instruction in classroom settings. Offered spring semesters. Required for PA Instructional Specialist Certification.
Prerequisites: ED 587, ED 588, ED 589 (or equivalent) and permission of Director.

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Area VII - Special Education

EDSP 501. SPECIAL EDUCATION METHODOLOGY I WITH FIELD EXPERIENCE
THREE CREDITS
This course addresses the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for students with special needs. Pedagogical recommendations and research based effective teaching practices are reinforced from prerequisite courses. Emphasis is placed on a needs based model incorporating the cognitive, language, attentional, affective, physical and sensory needs of higher incident populations (learning disabilities, mild mental retardation, speech disorders, and behavioral challenges) within included settings, resource room, segregated and learning support environment. A 20-hour field experience component facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content.

EDSP 502. SPECIAL EDUCATION METHODOLOGY II WITH FIELD EXPERIENCE
THREE CREDITS
This course addresses the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for students with special needs. Pedagogical recommendations and research based effective teaching practices are reinforced from prerequisite courses. Emphasis is placed on a needs based model incorporating the cognitive, language, attentional, affective, physical, and sensory needs of lower incident populations (multiple disabilities, hearing/vision impairments, orthopedic and health conditions) within included settings, resource room, learning support, and segregated environments. A 20-hour field experience component facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content.

EDSP 503. BEHAVIORAL MANAGEMENT WITH FIELD EXPERIENCE
THREE CREDITS
This course will assist preservice teachers in developing a working framework of social, behavioral, environmental, individualized, and collective management techniques. Techniques practiced in the course will focus on approaches for classroom organization, constructive discipline, and proactive responses to intervention, including applied behavioral analysis and functional behavioral assessments. A 20-hour field experience component facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content.

EDSP 504. ASSESSMENT IN SPECIAL EDUCATION
THREE CREDITS
This course will provide direct experience with selecting, administering, and interpreting formal and informal assessment measures for analysis of student learning profiles. Assessments will include ecological inventories, norm-referenced, performance-based and curriculum- based testing standardized achievement and intelligence measures, and vocation/ transition-related evaluations. Cooperative discussions will focus on instructional decision- making based upon student learning profiles.

EDSP 505. ISSUES AND TOPICS IN SPECIAL EDUCATION
THREE CREDITS
This course will offer a colloquium for constructive exploration of specialized topics in the
field of special education. Preservice teachers will be given the opportunity to pursue independent issues relative to their endeavor as special educators, reviewing and reinforcing
skills in the critical areas of assessment,inclusion,IEP development,discipline,management,
transition,organization,planning collaboration,and professional/personal development.

EDSP 506. INTERNSHIP IN SPECIAL EDUCATION
THREE CREDITS
This course is the culminating activity for the Special Education Certification add-on program. In the course, candidates work with a special education certified teacher and their
respective professor as they experience opportunities to apply knowledge gained in EDSP
501 through EDSP 505. The internship requires 100 hours including direct teaching, related meetings, preparation and paperwork as well as designated Wilkes class-time. Examples of activities students will be involved in include (but are not limited to): a needs assessment for special education students, experience with IEPs, construction of an instructional segment, delivery of instruction, parent and staff meetings, conducting classroom based assessments and identification.

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Area VIII - Advanced Courses

ED 516. EDUCATIONAL LEADERSHIP
THREE CREDITS
This course introduces students to research on educational leadership theory, models, and styles. Ethics in leadership, decision-making models, and the principal as instructional leader are examined. The study of research methodology is incorporated and practiced to develop skills for future use in leadership plans of study. Required for Educational Leadership program.
Prerequisite: Enrollment in the Educational Leadership program.

ED 517. THE PRINCIPALSHIP
THREE CREDITS
This course introduces students to the role and responsibilities of the principal. Theory is transferred to practice through the use of case study and in-basket/out-basket assignments which will address critical issues in educational leadership. The use of leadership knowledge and skills are developed through the study of the principal’s role in shaping the school culture & climate, developing a shared vision, managing group dynamics, and maintaining a safe & orderly learning environment. Required for Educational Leadership program.

ED 560. PSYCHOLOGY OF EXCEPTIONAL CHILDREN
THREE CREDITS
Advanced study of children whose characteristics deviate significantly from normal children. Section A - Mentally Retarded C - Gifted and Talented B - Socially and Emotionally Maladjusted

ED 570. PROFESSIONAL AWARENESS FOR COOPERATING TEACHERS
THREE CREDITS
This course is designed to identify the role of the cooperating teacher concerning the supervision of student teachers. The course presents a formal training program for cooperating teachers including strategies for the effective interaction with student teachers as well as crucial techniques of observation, supervision and evaluation.
Prerequisite: Admission to this course approved through application to the Education Department.

ED 571. PRACTICUM IN SUPERVISION
THREE CREDITS
Affords students an opportunity to gain experience in supervisory activities in education under the guidance of experienced supervisors.

ED 572. EXTENDED TEACHING
THREE CREDITS
Students with appropriate teaching experience are assigned to a supervised teaching setting.
Prerequisite: Approval of department chairperson.

ED 573. EVALUATION OF EDUCATIONAL PROGRAMS (previously Educational Assessment and Program Evaluation)
THREE CREDITS
Students will undertake advanced study in educational assessment strategies and program evaluation. Instruction will focus on the principal’s role in guiding teachers in the design of effective assessments and alternative assessment strategies, and the use of assessment in program evaluation. Working in collaboration with faculty, colleagues and a practicing administrator, students will design a leadership plan of study for a topic in this area. The plan of study must directly relate to the role and responsibilities of the principal in this capacity. Sample topics can be drawn from such areas as: student assessment methods, evaluation of special and regular education programs, academic standards and the PA assessment system or other related topics. Required for the Educational Leadership Program.

ED 574. SCHOOL/COMMUNITY RELATIONS
THREE CREDITS
Students will study the role of the principal in establishing and maintaining positive school and community relations. Instruction will be provided on positive public relations and in effective communications techniques. Working in collaboration with faculty, colleagues and a practicing administrator, students will design a leadership plan of study for a topic related to this area. The plan of study must directly relate to the role and responsibilities of the principal in this capacity. Sample topics can be drawn from such areas as: needs assessments, communication systems, parent involvement, school partnerships, or other related topics. Required for Educational Leadership program.

ED 576. RESOURCE PLANNING AND SITE MANAGEMENT
THREE CREDITS
This course focuses on the study of administrative functions in educational institutions. Topics covered are budget planning, facilities management, resource allocation & scheduling. School finance and sources of revenue for schools are examined as they impact the allocation of resources and scheduling of programs. Required for Educational Leadership program.

ED 575. SCHOOL LAW FOR PRINCIPALS
THREE CREDITS
This course focuses on current school law at the state and federal levels and their influence on the role and responsibilities of the principal in a K-12 school system. Law, legislation, and court decisions that affect the principals’ dealings with students and employees will be studied and analyzed in light of the historical context and current issues. Emphasis will be given to laws governing the management of special education services and programs and the mandates related to student achievement of state standards. Required for EDLS program

ED 578. STAFF DEVELOPMENT AND SUPERVISION
THREE CREDITS
(If you previously completed School Law as ED 578 you must repeat ED 578-Staff Development & Supervision for the Educational Leadership program) This course focuses on staff development and teacher supervision. Models of supervision, such as clinical supervision and differentiated supervision, are examined. Case studies will be utilized to gain understanding of the teacher evaluation process. Mentoring and new teacher induction programs will be investigated. An overview of the laws and policies which influence and govern these programs will be included. Required for Educational Leadership program.

ED 590. THESIS
THREE CREDITS

ED 592. ADMINISTRATIVE INTERNSHIP AND APPLIED RESEARCH PROJECT
TWO SEMESTERS AT THREE CREDITS EACH EQUALS SIX CREDITS
Students will complete work as an administrative intern with practicing principals at the elementary and secondary levels. Within this experience, students will design a leadership plan of study to implement a research-based project which will attest to their ability to perform as an educational leader. The project is to address the needs of the candidate, as well as the needs of the school(s) where the internship is being completed. Required for Educational Leadership Program.
Prerequisites: Completion of 30 required program credits and and permission of program director.

The Principal Internship Guide for MS EDLS (.pdf)

ED 594. WORKSHOP
THREE CREDITS
Provides an opportunity for experienced teachers to develop programs designed to meet their special needs. Students may receive credit more than once if there is no duplication in subject matter covered. Permission of program director required.

ED 595-596. INDEPENDENT STUDY
THREE CREDITS EACH SEMESTER
Affords an opportunity for independent study of selected topics under faculty supervision.
Prerequisite: Permission of department chairperson/program director.

EDUCATION 597. SEMINAR
THREE CREDITS
An advanced course dealing with some significant issues selected by the instructor. The seminar technique provides a review of major problems based on the current level of knowledge in the area.
Prerequisite: Permission of the instructor/department chairperson.

ED 598. TOPICS
THREE CREDITS
Advanced study of topics of special interest not extensively treated in regular courses.

EDUCATION 599. SHORT COURSES
ONE-THREE CREDITS
These courses treat a variety of topics, usually on a condensed schedule basis. Designed to investigate problems in the field, these courses provide an opportunity for practicing professionals to study current issues under qualified leadership. Departmental approval is required if credits are to be applied to meet degree requirements. A maximum of six credits may be used as electives to meet degree requirements. Credit is given at the rate of one-half semester hour for each eight hours of classwork.

ED 5083 external website. COMMON CORE STANDARDS IN PRACTICE
THREE CREDITS
The Common Core State Standards (CCSS), released in 2010 and adopted by the majority of states, clearly delineate the learning expectations for k-12 students. With the goal of college and career readiness, the CCSS have strong implications for curriculum, assessment, and instruction. This course provides an in-depth examination of their implications for curriculum, assessment, and instruction. This course provides an in-depth examination of their rationale, design, and impact on teaching and learning of all students. Research and practical application will be provided to guide effective implementation of the CCSS in English/Language Arts and Math.

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AREA IX: EDUCATIONAL ADVANCED METHODS (EDAM) external website

EARLY LITERACY COURSE SERIES

EDAM 5001 external website EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT (K-3)
THREE CREDITS
This course will set the stage for the entire Comprehensive Early Literacy Series. It begins by introducing Scientifically-Based Reading Research, and what it means regarding teaching students to read. Comprehensive Literacy Instruction and the principles that guide it will be covered. The Gradual Release of Responsibility Model will be introduced as a strategy for moving students to independent learning. Finally, the importance of language development instruction and how it relates to guiding principles will be connected. Prerequisite course for the MS in Education with a major in Early Childhood Literacy program.

EDAM 5002 external website WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
THREE CREDITS
The course begins with a look at the core beliefs about teaching and learning and a review of the Gradual Release of Responsibility Model. The learner will then consider what comprehensive early literacy is and how the Gradual Release of Responsibility Model is applied to it, as well as how to develop a comprehensive early literacy assessment system. The learner will also examine phonological awareness, the five components of word study, and the role of accuracy in comprehensive early literacy. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5003 external website FLUENCY AND VOCABULARY DEVELOPMENT (K-3)
THREE CREDITS
Assessing and improving oral reading fluency are explored, as well as vocabulary development activities in the context of five research-based methods for a teaching vocabulary. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5004 external website DEVELOPING COMPREHENSION, PART I (K-3)
THREE CREDITS
The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will then understand what comprehension is and why it should be studied, including the role of oral language, phonics, fluency, and vocabulary development. This will be followed by an introduction to literary genres and elements and structures of text. The learner will then consider comprehension strategies, as well as how comprehension can be assessed. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5005 external website DEVELOPING COMPREHENSION, PART II (K-1)
THREE CREDITS
The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will review what comprehension is and why it should be studied. This will be followed by modeling of comprehension strategies used individually. The learner will also examine tools to support comprehension instruction strategies. Next, the learner will examine techniques known as interactive read/think aloud's and shared reading and see modeling of comprehension strategies used with these techniques. Finally, the course will show how comprehension can be assessed. Prerequisite: EDAM 5004 Developing Comprehension Part I (K-3)

EDAM 5006 external website DEVELOPING COMPREHENSION, PART II (2-3)
THREE CREDITS
The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will review what comprehension is and why it should be studied. This will be followed by modeling of comprehension strategies used individually. The learner will also examine tools to support comprehension instruction strategies. Next, the learner will examine techniques known as interactive read alouds/think alouds and shared reading and see modeling of comprehension strategies used with these techniques. Finally, the course will show how comprehension can be assessed. Prerequisite: EDAM 5004 Developing Comprehension Part I (K-3)

 external website EDAM 5007 external website DIFFERENTIATED SMALL GROUP INSTRUCTION (K-1)
THREE CREDITS
The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The course covers what differentiated small group instruction is, why it is used, and how the Guiding Principles apply to it. This will be followed by considering the developmental stages of learning to read and the teaching emphasis at each stage. The course will then cover how to use assessment data to group and regroup students for differentiated instruction. Then, the learner will consider differentiated systematic and explicit instruction and learn what the lesson components are, how to plan the lesson, and how to manage the classroom. Finally, the course will cover how to create a partnership with parents and how to communicate with them. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5008  external websiteDIFFERENTIATED SMALL GROUP INSTRUCTION (2-3)
THREE CREDITS
The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The course covers what differentiated small group instruction is, why it is used, and how the Guiding Principles apply to it. This will be followed by considering the developmental stages of learning to read and the teaching emphasis at each stage. The course will then cover how to use assessment data to group and regroup students for differentiated instruction. Then, the learner will consider differentiated systematic and explicit instruction and learn what the lesson components are, how to plan the lesson, and how to manage the classroom. Finally, the course will cover how to create a partnership with parents and how to communicate with them. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5009  external websiteDEVELOPING INDEPENDENT READERS (K-3)
THREE CREDITS
The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will explore the how, what, and why of independent reading and how it relates to the 7 Guiding Principles. The learner will consider the classroom environment and methods they can use to promote independent reading. The course will also explore the implementation and management of independent reading as well as how to create partnerships to support it. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5010 external website CONNECTING READING AND WRITING (K-1)
THREE CREDITS
In this course, learners will understand how the reciprocal processes of connecting reading and writing accelerate student learning in both areas. This course will provide the research, the continuum of development, and resources for instructional techniques, assessment and record keeping. The learner will apply learned concepts and focus on student achievement. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5011 external website CONNECTING READING AND WRITING (2-3)
THREE CREDITS
In this course, learners will understand how the reciprocal processes of connecting reading and writing accelerate student learning in both areas. This course will provide the research, the continuum of development, and resources for instructional techniques, assessment and record keeping. The learner will apply learned concepts and focus on student achievement. Prerequisite: EDAM 5001 Early Literacy: Guiding Principles and Language Development (K-3)

EDAM 5012 external website MASTER TEACHER PRACTICUM: APPLYING ACTION RESEARCH TO DEVELOP A RESULTS-DRIVEN EARLY LITERACY CLASSROOM
SIX CREDITS
This practicum is designed to bring all course content and application learning together in the implementation of a comprehensive literacy classroom. Included will be a baseline assessment for the entire class, data-informed instruction, progress monitoring framed with the Response to Intervention Model. Participants will keep a portfolio of classroom data, instruction, interventions, and a reflection of how the class is progressing, as well as individual students. This will be a whole class, whole year action research study with documentation of where students began and where they ended and what instruction/interventions were provided to maximize student proficiency. The practicum will culminate with a paper that will document and reflect on the experience. Prerequisite: Completion of Early Literacy Series (8 courses) EDAM 5001-5010/11

EDAM 5013 external website TEACHER LEADERSHIP
THREE CREDITS
After understanding the meaning of teacher leadership, learners will explore their own school’s culture, their impact on learning, and the power of reflective practice. Teacher leaders are needed in order to facilitate effective change in school culture and student achievement. The course begins with a review of the core beliefs and guiding principles about teacher leadership and explores how schools are rapidly changing and the complexity of the change. Learners will experience various tools of reflection throughout the course, explore the impact of school culture on learning, and understand the behaviors and attitudes of teacher leaders. Prerequisite: Completion of Early Literacy Series (8 courses) EDAM 5001-5010/11

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COACHING COURSE SERIES

EDAM 5020 external website INSTRUCTIONAL COACHING I
THREE CREDITS
Instructional Coaching I defines instructional coaching and provides depth on initial coaching strategies used by new coaches as they develop their role within a school.
Prerequisite: EDAM 5013 Teacher Leadership

EDAM 5021 external website INSTRUCTIONAL COACHING II
THREE CREDITS
Instructional Coaching II provides additional coaching strategies used after the role has been established and provides depth on evaluating program success using student assessment results.
Prerequisite: EDAM 5020 Instructional Coaching I

EDAM 5022 external website PROBLEM-BASED APPROACH TO INSTRUCTIONAL COACHING
THREE CREDITS
This is a comprehensive instructional coaching course designed to address a range of grade levels and content areas. It provides examples through a case study approach of dealing with content areas and grade levels that span K-12 and are unique to specific certification areas and the teaching dilemmas and situations that are encountered when coaching K-12 teachers. Issues arising with special education, racial and socio-economic diversity are also addressed.
Prerequisite: EDAM 5013 Teacher Leadership

EDAM 5023 external website PROBLEM-BASED APPROACH TO K-3 LITERACY COACHING
THREE CREDITS
This course is specific to the intended content area. It provides specific examples through a case study approach of dealing with both the content area and grade range unique to the intended certification and the teaching dilemmas and situations that are encountered when coaching teachers. Issues arising with special education, racial and socio-economic diversity are also addressed.
Prerequisite: EDAM 5013 Teacher Leadership

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21ST CENTURY TEACHING AND LEARNING SERIES

EDAM 5030 external website Teaching in the 21st Century
THREE CREDITS
This course lays the foundation by answering the question, “Why do I need to change my instruction?” Through this course, many learners will understand that student disinterest and poor achievement can be linked to the use of 20th century teaching strategies being used on 21st century minds. This course will allow learners to reflect on their current instruction in light of what 21st century students need. It will provide a systems view of what needs to change in the classroom and in the school system. The online learner will assess these needs and be introduced to the pedagogical strategies used, including inquiry, project-based learning, and differentiated instruction. Prerequisite course to all other courses in the MS in 21st Century Teaching & Learning.

EDAM 5031 external website Action Research for Educational Change
THREE CREDITS
Action research is applied research educators can do within the school environment to improve practice, from instruction to learning. Knowledge and skill will be developed in designing action research, using both quantitative and qualitative data collection methods, to inform and improve practice. Prerequisite: EDAM 5030 Teaching in the 21st Century

EDAM 5032 external website Using Assessment to Guide Instruction (Cross-listed with ED 520)
THREE CREDITS
Using data-driven instruction to guide teaching and learning is critical in the attainment of student learning outcomes. Educators will learn to use assessments to plan, modify, and differentiate instruction, as well as to assess mastery of content and academic standards through the selection of appropriate content and the design of varied assessments to lead to the interpretation and application of data from multiple assessment sources. Prerequisite: EDAM 5030 Teaching in the 21st Century

EDAM 5033 external website Developing Reading & Writing Across the Curriculum
THREE CREDITS
The attainment of higher levels of literacy in adolescent learners requires the development of literacy skills across all curricular areas. This course will enable educators to develop and refine secondary students’ skills in reading and writing, as well as speaking and listening through the design of integrative experiences in content area instruction that are both student-centered and performance-based. Prerequisite: EDAM 5030 Teaching in the 21st Century


EDAM 5034 external website Applying Advanced Technology to Support Standards-based Instruction
THREE CREDITS
This course introduces students to cutting-edge instructional technologies and the ways it can be used to support standards-based instruction. Ubiquitous use of technology will be emphasized to create enriched and motivating authentic learning experiences for students. Prerequisite: EDAM 5030 Teaching in the 21st Century

EDAM 5035 external website ABCD Teaching Authentic Content in the 21st Century
THREE CREDITS
This course shows teachers of specific subject areas how to provide an authentic experience for their students by using the previously learned methods to transform their teaching into having students engage in learning and activities as people actually would in the real would. Prerequisite: EDAM 5030 Teaching in the 21st Century

 external website EDAM 5036 external website ABCD Differentiated Instruction to Meet the Needs of All Learners
THREE CREDITS
This course will explain how learners can determine the needs and learning styles of their students in order to differentiate instruction so that the needs and learning styles of students are met. Prerequisite: EDAM 5030 Teaching in the 21st Century

EDAM 5037 external website ABCD Inquiry-based Learning in the 21st Century
THREE CREDITS
This course explains that inquiry-based learning helps students “learn how to learn” through observation, reason, critical thinking, and the ability to justify or question knowledge. This course also allow learners to understand that inquiry-based learning helps students learn more by asking questions and doing investigations in order to learn, with the teacher acting more as a consultant. Prerequisite: EDAM Teaching in the 21st Century

EDAM 5038 external website ABCD Project-based Learning in the 21st Century
THREE CREDITS
This course will explain how project-based learning addresses learning though completing projects that foster skills in communication, collaboration, networking, research, using technology, and critical thinking. Prerequisite: EDAM 5030 Teaching in the 21st Century

EDAM 5039 external website Applying 21st Century Teaching to Educational Practice
THREE CREDITS
This capstone course requires secondary educators to transfer the knowledge and skills attained in this program to practice through authentic teaching and learning experiences. Projects that demonstrate the mastery of program goals and objectives will be planned, implemented, and reflected upon in a cumulative experience that enables educators to demonstrate their mastery of 21st century pedagogy. Prerequisite: Completion of all courses in the 21st Century Teaching & Learning MS program

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EDAM 5040 Foundations of the Art and Science of TeachingTHREE CREDIT
This course introduces learners to the work of Dr. Robert Marzano and his meta-analysis of the research regarding effective teaching practices conducted over the last 35 years in the field of education. Throughout this course learners will review research on effective teaching, develop a framework for designing units, and be introduced to a research based observation and feedback protocol. This course will also lay the foundation for the core courses in this degree program by presenting learners with Dr. Marzano's 10 instructional design questions.
Prerequisites: None

EDAM 5041 Establishing Learning Goals to Support Learning & Instructional Design
THREE CREDITS
This course provides an in-depth exploration to the importance of learning goals that address various levels of cognitive processing. Learners in this course will develop learning goals to address high levels of learning for the students in their classroom. Additionally learners will facilitate the development of learning goals with their students. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching

EDAM 5042 Monitoring & Measuring Student Progress
THREE CREDIT
This course defines standards-based systems and standards-referenced systems. Learners in this course will differentiate between the two systems and develop a system for tracking student progress towards learning. Learners in this course will also use summative and formative assessments that will allow them to report student progress and measure student achievement. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching and EDAM 5041 Establishing Learning Goals to Support Learning & Instructional Design

EDAM 5043. Actively Processing New Content
THREE CREDIT
This course focuses on developing a comprehensive approach to introducing new content, which will provide learners with the tools to support student construction of meaning through active interaction with content. Learners in this course will acquire the skills needed to introduce new knowledge through critical input experiences using active processing strategies that will allow students in their classroom to achieve their learning goals. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching

EDAM 5044 Extending Student Learning
THREE CREDIT
In this course learners will gain the knowledge and skills needed to provide their students with opportunities to generate and test hypotheses by applying new information with relevant content. Learners in this course will engage in activities that apply evidence-based methods in the classroom for long-term retention of knowledge and use of content to move beyond levels of knowing. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching

EDAM 5045.Designing Instruction for Student Engagement
THREE CREDIT
This course examines research findings around theory and practice on student engagement. Learners in this course will be provided with methods to motivate and engage students in ways that enhance academic student performance. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching

EDAM 5046 Creating an Effective Classroom Environment
THREE CREDIT
This course encourages learners to re-examine their current routines and procedures, how they are developed, maintained, and adjusted in order to support a positive classroom climate. Learners will focus on creating the conditions for effective relationships with their students through cooperation, concern, and empathy for students as well as appropriate levels of objectivity, guidance, and control. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching

EDAM 5047 Developing Relationships and High Expectations for Student Learning
THREE CREDIT
The teacher-student relationship provides foundational support for effective instruction. This course enables learners to examine the often hidden dynamic of personal beliefs and expectations and their impact on student achievement. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching

EDAM 5048 Applying the Art and Science of Teaching
THREE CREDIT
This six credit course engages learners in a formal action research project to determine the impact on student learning or specific instructional, curricular, and management strategies used in the classroom. Learners will reflect upon the knowledge acquired throughout the previous courses in the degree program to develop their practicum where they will apply theory and practice directly into their classroom. Prerequisites: EDAM 5040 Foundations of the Art & Science of Teaching; EDAM 5041 Establishing Learning Goals to Support Learning & Instructional Design; EDAM 5042 Monitoring & Measuring Student Progress; EDAM 5043 Actively Processing New Content; EDAM 5044 Extending Student Learning; EDAM 5045 Designing Instruction for Student Engagement; EDAM 5046 Creating an Effective Classroom Environment; EDAM 5047 Developing Relationships and High Expectations for Student Learning

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AREA X external website: SCHOOL BUSINESS LEADERSHIP (SBL) – per 2007-08 Graduate Bulletin

 external websiteSBL 501 PUBLIC RELATIONS AND SCHOOL COMMUNICATIONS
THREE CREDITS
Communications and community relations are the responsibility of all professionals who make up the educational community. Dealing with stakeholders and creating “buy-in” and support for school-sponsored programs is a critical factor in a formula for educational success. This course is designed to help participants prepare and manage effective communications strategies related to district-wide and other pertinent educational issues. Contents will be geared toward the many constituencies who have a vested interest in the school, including internal, external and media groups. The course will also provide a legal context for release of information. Participants will ultimately design a plan for effective communications related to their respective role in the school.

 external websiteSBL 502 SCHOOL FACILITY MANAGEMENT
THREE CREDITS
This course is designed to allow participants to develop competency in facilities management to support an optimal teaching and learning environment. Topics include facilities management concepts and techniques that protect capital investments, insure health and safety of students and staff, enhance day-to-day operations and support educational performance of school programs.

 external websiteSBL 503 FINANCIAL OPERATIONS OF SCHOOL DISTRICTS
THREE CREDITS
This course is an examination of financial reporting and audit requirements, internal control; cash management principles; and payroll and benefit management and accounting. Subject areas are approached with an emphasis on practical application in a school district, vocational-technical school, or intermediate unit business office. Course of study involves a core text, independent research, and work-connected projects.

 external websiteSBL 504 FINANCIAL PLANNING AND MANAGEMENT FOR SCHOOL BUSINESS
THREE CREDITS
This course focuses on the study of financial planning and management functions in educational institutions. Topics covered include: public education funding, budgetary planning and reporting using various models, and resource allocation and its impact on students. Revenues and expenditures for schools are forecast and examined. A communication plan is developed to share the impact of the financial projections to the appropriate stakeholders. This course requires the completion of a rigorous on line component of authentic simulations and/or field experience in applying the fundamental concepts of school financial planning and management.

 external websiteSBL 505 HUMAN RESOURCES IN EDUCATION
THREE CREDITS
This course will cover advanced topics in human resources in education. The course will provide practical human resource information for students to use in their current jobs, or to prepare them for a career in human resources in education. Areas to be covered include recruitment, selection, compensation, fringe benefits, performance evaluation, certification, and labor relations.

 external websiteSBL 506 MATERIALS MANAGEMENT IN SCHOOLS
THREE CREDITS
This course will examine various aspects of purchasing, inventory, fixed assets and real estate management in educational settings. Participants will gain practical application experience so that district needs in support of the educational process can be met. Subject areas include, but are not limited to, the preparation and administration of competitive bids, ethical practices in purchasing and contract management, requisitions, management of hazardous materials, and capital assets.

 external websiteSBL 507 INFORMATION TECHNOLOGY IN EDUCATION
THREE CREDITS
This course is designed to inform participants in the various areas of technology planning and implementation in a school district on the information technology and management side of the equation. The course covers topics in areas including: IT systems management, planning, data management, project management, fiscal management and purchasing and staffing / training issues.
Offered every summer semester.

 external websiteSBL 508 STUDENT TRANSPORTATION
THREE CREDITS
The purpose of this course is to provide students with the concepts, procedures and tools necessary to manage a student transportation system effectively. By analyzing utilization of resources, personnel and processes students will be introduced to a broad view of school transportation issues. The course will provide students with opportunities for research and discussion on school transportation themes thereby enhancing the student’s ability to develop an efficient and safe student transportation system.

 external websiteSBL 509 FOOD SERVICE IN EDUCATION
THREE CREDITS
This course will examine the role of food services in school districts. Participants will study such topics as nutrition and its role in the educational process, food safety, fiscal responsibility, state regulations, managing the bid process and kitchen facilities, marketing and staffing. Subject matter will be approached with an emphasis on practical application either in the student’s current position or as preparation to obtain future employment in the field.

 external websiteSBL 510 LEADERSHIP FOR SCHOOL BUSINESS
THREE CREDITS
This course is designed to examine theories of leadership and analyze applications within the school environment. The topics addressed deal with a wide range of school related processes targeted at school improvement and overall student performance.

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AREA XI external website: EDUCATIONAL INSTRUCTIONAL MEDIA (EDIM)

EDIM 501 external website COGNITION & TECHNOLOGY: ALIGNING BRAIN BASED RESEARCH & TECHNOLOGY INTEGRATION
THREE CREDITS
This course provides in-depth study of the processes required for students to process information, including perception, attention, memory, encoding, retrieval, problem solving, and the information processing requirements of reading and writing. How brain-based theory can be incorporated in the classroom using technology will be covered.

EDIM 502 external website PROJECT BASED LEARNING
THREE CREDITS
This course will demonstrate to educators the benefits of project-based learning in the instructional environment. Strategies to transform learning into a more active, student-driven experience using technology tools for collaboration and connection to the world outside the traditional classroom will be explored.

EDIM 503 external website DIFFERENTIATION SUPPORTED BY TECHNOLOGY
THREE CREDITS
This course will provide educators with techniques for using technology to help create a stimulating, effective classroom for all students including English language learners, special education students and students with a variety of learning styles. Specific challenges and processes for managing a differentiated instructional setting with accommodations for alternative teaching, learning and assessment will be discussed and researched.

Students will explore the use of various technological tools to differentiate assessment of students’ understanding and learning by using various assessment strategies such as instructional rubrics, student reflections and portfolios. Using technology to manage ongoing assessment for diverse learners will be explored.

EDIM 504 external website DIGITAL STORYTELLING
THREE CREDITS
This course will demonstrate how audio, video, and interactive elements can complement and enhance classroom instruction. Students will understand the principles of digital storytelling and how this process can be used in the classroom. Students will develop storyboards and create rubrics for evaluating digital stories. Various software used for digital storytelling will also be explored.

EDIM 507 external website GLOBALIZATION AND ADVOCACY (previously titled Using Technology to Support Creativity)
THREE CREDITS
This course examines the impact globalization and technologies have on education and the need for educators to adapt to the changing needs of a global society. In addition, the importance of advocacy and how it can affect change will be examined.

EDIM 508 external website DIGITAL MEDIA IN THE CLASSROOM
THREE CREDITS
This course is designed to help educators integrate digital media tools with core academic content. Teachers will learn how to transform their classrooms into 21st century learning centers with cutting-edge, standards-based, and hands-on digital media projects that incorporate technologies like video on-demand from Discovery Education streaming external website, podcasting/vodcasting and shared-screen presentations. Imaginative ways to visualize ideas and concepts through the acquisition and manipulation of digital images will be explored.

EDIM 510 external website WEB 2.0: IMPACTING LEARNING ENVIRONMENTS
THREE CREDITS
Students learn the core concepts of Web 2.0 and how it is impacting learning environments. The course focuses on Web 2.0 technologies and how these tools are shaping education by allowing users to publish and interact in new and different ways. Topics include social networking technology and online collaborative tools such as blogs, wikis, etc.

EDIM 511 external website PORTABLE VIDEO PRODUCTION & APPLICATION
THREE CREDITS
This course provides a comprehensive introduction to the use of portable video recording and editing devices. Students will learn camera techniques and terminology. Applications for classroom integration will also be explored.

 external websiteEDIM 513 external website INQUIRY BASED LEARNING
THREE CREDITS
Inquiry-based instruction is a powerful way for students to learn through active engagement with their environment. Teachers who engage in this form of instruction orchestrate a learning environment that allows students to develop deep understanding and enriched knowledge about selected topics. Inquiry should be one of the methodologies that teachers employ in meeting the challenges of today’s academic expectations. We live in an era of rapidly expanding knowledge, which highlights the need for students to be lifelong learners. Inquiry skills support students’ abilities to question and methodically investigate a wide range of subject matter. This course will explore Inquiry as a teaching technique, utilizing technology to support the various stages of the process.

EDIM 514 external website INTERNET TOOLS FOR TEACHING
THREE CREDITS
The course will explore an array of powerful tools and standards-based resources that will help educators move their students to proficiency and beyond. Tools that make the development of high quality lesson-plans, assignments, writing prompts, quizzes, and surveys easier for educators will be presented. Topics will also include the exploration of resources like classroom uses of the high-speed data transfer provided by Internet2 and the educational opportunities of virtual field trips.

EDIM 515 BYOD: Mobile Learning in Education
THREE CREDITS
This course will highlight significant ways that mobile devices can help to enhance and extend classroom learning. It will also address the unique challenges that schools face when adopting students’ own devices as learning tools. Research and practical K-12 examples will be provided to support and address the many nuances of using mobile devices in the classroom.

EDIM 516 Sustaining Digital Literacy
THREE CREDITS
This course will examine current issues and trends in educational technology. Topics will focus on skills pertinent to maintaining digital literacy including use of communication and collaboration tools, analysis and digital curation of information, and evaluation of technological trends and associated pedagogy. Students will understand the importance of digital citizenship as it relates to the application of new technologies in the classroom environment and in education as a whole.

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AREA XIII Online Teaching
 external website

ED 5001. SOCIAL & ETHICAL ISSUES IN DISTANCE LEARNING (Wilkes)
THREE CREDITS
This course will lead students through the historical development of online and other forms of distance education and the associated ethical and social issues that have accompanied them. Students will examine issues from multiple perspectives and formulate position statements that can be translated into policy and practice in educational settings.

ED 5002. INSTRUCTIONAL DESIGN FOR ONLINE EDUCATORS ™ (PLS 3rd Learning)
THREE CREDITS
Students will explore instructional design theories and approaches in the e-learning environment in order to understand the basics of instructional design and philosophies of e-learning, as well as gain experience with online delivery and interaction techniques and tools.

ED 5003. FACILITATING ONLINE LEARNING COMMUNITIES ™ (PLS 3rd Learning)
THREE CREDITS
Students will experience the strategies and best practices of successful online facilitation in order to engage diverse learners, support various learning styles, and handle conflict constructively. This course will focus on the practice of skills necessary to nurture a successful online learning community, manage myriad facilitator roles, and communicate positively and effectively.

ED 5004. ACTION RESEARCH IN THE ELEARNING ENVIRONMENT ™ (PLS 3rd Learning)
THREE CREDITS
Students will employ online data collection techniques, interpret the data to affect change in the online classroom, and develop a research plan that integrates and makes effective use of e-learning technology.

ED 5010. TEACHING 3-D IN A VIRTUAL ENVIRONMENT (Wilkes)
THREE CREDITS
Students will explore a variety of 3-D virtual worlds, including those designed for children, adolescent, and adult learners. Students will examine research and theory about 3-D and virtual learning and their pedagogical implications, as well as explore the social, interpersonal, cultural, instructional, and technical implications of virtual environments

ED 5011. DIGITAL VIDEO IN INSTRUCTIONAL DESIGN AND DELIVERY (Wilkes)
THREE CREDITS
The course is designed to provide students with opportunities to apply instructional design principles to video production. Instructional strategies for higher order learning will be incorporated into video lessons created by students. Essential camera and editing techniques will be experienced as part of the course.

ED 5012. TRENDS AND INNOVATIONS IN INSTRUCTIONAL TECHNOLOGY (Wilkes)
THREE CREDITS
Students will explore the implications of current trends and possible innovations in technology related to online teaching and learning. Factors that are likely to affect the future of instructional technology will be examined, including developments of newer technologies, contributions of key leaders, and the effects of social, political, and economic changes on online learning. The value of technology in the improvement and accessibility of education will be explored both now and into the future.

ED 5020. USING ONLINE RESOURCES TO BRING PRIMARY SOURCES TO THE CLASSROOM™ (PLS 3rd Learning)
THREE CREDITS
Students will learn how to access and analyze primary sources, explore classroom applications, and develop authentic, engaging learning experiences for students. The course will enable students to discover how digital primary source archives can enhance and improve student learning.

ED 5021. BLENDED AND SYNCHRONOUS LEARNING DESIGN™ (PLS 3rd Learning)
THREE CREDITS
This course focuses on two different formats for online learning environments: blended and synchronous. Students will define these environments, understand the development process each one requires, and conclude with considerations for implementing each.

ED 5022. SIMULATIONS AND GAMING TECHNOLOGIES FOR THE CLASSROOM™ (PLS 3rd Learning)
THREE CREDITS
Students will examine contemporary gaming technologies, their pedagogical models, and how they may be used for learning. Students will critically evaluate learning games to determine how they relate to academic content and standards and identify how particular game mechanics appeal to diverse learners.

ED 5023. BUILDING ONLINE COLLABORATIVE ENVIRONMENTS™ (PLS 3rd Learning)
THREE CREDITS
Students will experience the Web as a means of constructing new knowledge through conversation, networking, and collaboration. This course focuses on currently-available tools, such as blogs, podcasts, and wikis, and their utilization for learner engagement in research, writing, and learning.

ED 5024. EDUCATING THE NET-GENERATION™ (PLS 3rd Learning)
THREE CREDITS
Students will explore the learning styles, expectations, and technical acumen of the Net-Generation and identify this generation's key educational and cultural influences then create pedagogy which meets their needs. Students will apply innovative techniques that today's generation values, including advances in technology, a team approach, and social networking.

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AUTISM  external website

AUT 501 AUTISM DIAGNOSIS AND TREATMENT
THREE CREDITS
The course will include an historical overview of the diagnosis and treatment of Autism and Autistic Spectrum Disorders. Special education policies, procedures, IEP development, and ethical considerations will be addressed. A review of contemporary diagnostic tools and biological research will be presented. A special emphasis will be given to evidence based treatment protocols as highlighted by the National Autism Standards Project.

AUT 502 APPLIED BEHAVIOR ANALYSIS AND AUTISM
THREE CREDITS
This course will introduce the basic principles of Applied Behavior Analysis (ABA) with special consideration given to its applications to ASD and Pervasive Developmental Disorders (PDD). Emphasis will be placed on positive behavioral supports, behavioral intervention plans (BIP), Functional Behavior Analysis (FBA), and error analysis. A review of outcome research in Early Intensive Behavior Intervention will be presented.

AUT 503 AUTISM SCOPE AND SEQUENCE
THREE CREDITS
This course will present a review of past and present curricular approaches for students with ASD and Pervasive Developmental Disorders (PDD) including Asperger’s Syndrome. Particular emphasis will be placed on ABA designs and visually mediated strategies, including ME, ABLLS, and VB-MAPP that address core language deficits and social competence. The role of specific augmentative and alternative communication systems (AAC) will be discussed.

AUT 504 ADVANCED AUTISM INSTRUCTION AND INTERVENTION
THREE CREDITS
This course will offer an in-depth examination of state-of-the-art instructional techniques and protocols for ASD and Pervasive Developmental Disorders (PDD). Topics will include Functional Behavior Assessment, Positive Behavior Support Plans, Precision Teaching, Instructional Control, Classwide Behavior Plans, FloorTime, Sensory Integrative Approaches, and Direct Instruction. Materials from the statewide Verbal Behavior Project, TEACCH, and Competent Learner Models will be reviewed.

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ESL  external website

ESL 501. APPROACHES TO TEACHING SECOND LANGUAGES
THREE CREDITS
This course will survey the field of methodology in second language teaching. Students will examine past and present second language learning and teaching experiences in a variety of contexts. The course does not promote any particular approach to second language teaching but rather presents an overview and examples of some approaches in the field of teaching second and foreign languages. Prerequisite course to all other ESL courses

ESL 502. LANGUAGE CONCEPTS FOR SECOND LANGUAGE LEARNING AND TEACHING
THREE CREDITS
This course introduces some instrumental concepts of linguistics, examining phonology, morphology, syntax, semantics, and discourse structure, with a focus on their importance to the teaching of foreign or second languages. Students will examine a wide range of concepts and discuss the many different approaches to the study of language, including those which stress the communicative and social aspect. Prerequisite course to all other ESL courses

ESL 504. INTERCULTURAL COMMUNICATION FOR LANGUAGE TEACHERS
THREE CREDITS
This course examines contemporary theories of language and linguistics as they apply to communication. Students will discuss the theoretical aspects of language and culture; communicative competence, intercultural competence, and intercultural contact; issues of diversity and the impact these have on the language classroom and the language teacher. Emphasis will be placed on language and social interaction and pragmatics.

ESL 505. SECOND LANGUAGE ACQUISITION
THREE CREDITS
This course aims to review current topics and research in the field of second language acquisition and to explore relationships between theory and practice. The course covers strategies, and styles of language development and looks at significant linguistic factors that influence the development of language in second language learners. Participants are exposed to the major theoretical issues, the latest areas of research, and the major methodologies in the field.

ESL 506. TEACHING THE FOUR SKILLS: READING, WRITING, LISTENING, SPEAKING
THREE CREDITS
This course will introduce the most important concepts of teaching English to second language learners and contain assignments to be completed in the field. Participants will examine the teaching of reading, writing, listening, speaking, grammar, and vocabulary. Additionally, participants will learn how to assess student needs, develop syllabi, design supplemental materials and emerge from the class with an ample number of high quality lesson plans. Students will apply theory by designing practical English as a Second Language lessons.

ESL 507. SOCIOLINGUISTIC AND SECOND LANGUAGE ACQUISTION
THREE CREDITS
This course examines concepts and issues in the field of sociolinguistics, with the main focus remaining on second language teaching and learning. Topics covered include the sociology of language, the ethnography of communication, pragmatics, and discourse and conversational analysis. Participants will demonstrate their understanding of these issues through discussion, field work exercises, and a final research paper containing a literature review and a design for an action research study that could be conducted in a second language classroom.

ESL 508. SECOND LANGUAGE PROGRAM DEVELOPMENT
THREE CREDITS
This course will introduce students to the theory and practice required for developing and implementing second language programs. Students will examine language policies and the role of language learning and how it impacts on textbook selection and curricular design. The course provides students the opportunity to explore the intricacies involved in developing and implementing English as a Second Language programs, and raises awareness of the cultural conflicts and biases, both social and linguistic, faced by newcomer, multilingual students. Students will apply their understanding of these issues in field-based assignments and by engaging in a curriculum and assessment planning process for a specific context.

ESL 509. COMPUTER ASSISTED LANGUAGE LEARNING
THREE CREDITS
This course focuses on the theory and practical application of Computer-Assisted Language Learning (CALL) in second language teaching. Areas covered in the course include: an analysis of the history of CALL, current approaches used, exposure to various CALL software, and an introduction to on-line language teaching and learning. Students will demonstrate their knowledge of the material covered by developing a CALL project for second language learners.

ESL 512. ESL TEACHING AND EVALUATION THEORY
THREE CREDITS
This capstone course provides practical field experience in lesson planning, L1/L2 research, administration, evaluation of teaching, curriculum and assessment, and the opportunity to reflect on applying theory to practice in the field of TESL. A culminating portfolio documenting evaluation experiences and demonstration of expertise in the field of TESL will be constructed and submitted as evidence of student mastery of TESOL standards.

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Reading  external website

3 credits
Prerequisites: None

This course introduces the foundations of language and literacy acquisition focusing on the components of a comprehensive literacy program, early reading skills, and classroom environment. Explore historical perspectives in reading instruction, the importance of developing early reading skills, and best practices for developing a classroom environment that fosters early literacy development.

3 credits
Prerequisites: EDAM 5060

This course will enable you to develop and refine your students’ skills in reading, writing, speaking, and listening through the design of integrative experiences in content area instruction that are both student-centered and performance-based.

3 credits
Prerequisites: EDAM 5060

This course focuses on using research-based strategies to develop vocabulary and comprehension. You will be introduced to the vocabulary-comprehension connection and how recognizing genre and literary and informational elements of text improves comprehension. Practice selecting, implementing, and evaluating appropriate strategies for use with text comprehension instruction.

3 credits
Prerequisites: EDAM 5060

This course focuses on how the processes of reading and writing are interrelated. Course documents and activities will help you understand the reading-writing connection and apply instructional strategies and assessment techniques to develop students’ writing.

3 credits
Prerequisites: EDAM 5060

Develop an understanding of instructional practices for supporting your students as independent readers, and apply that knowledge in the following areas: Guided Reading, Matching Texts with Readers, Independent Reading, and Literature Study.

EDSP 501 : Special Education Methodology I with Field Experience

3 credits
Prerequisites: EDAM 5060

This course addresses the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for students with special needs. Pedagogical recommendations and research based effective teaching practices are reinforced from prerequisite courses. Emphasis is placed on a needs based model incorporating the cognitive, language, attentional, affective, physical, and sensory needs of higher incident populations (learning disabilities, mild mental retardation, speech disorders, and behavioral challenges) within included settings, resource room, segregated and learning support environment. A 15-hour field experience component facilitates direct interaction with special needs learners, supplemented by cooperative discussions of experiential applications to course content.

ESL 506 : Teaching the Four Skills: Reading, Writing, Listening, & Speaking

3 credits
Prerequisites: EDAM 5060

This course will introduce the most important concepts of teaching English to second language learners and contain assignments to be completed in the field. Participants will examine the teaching of reading, writing, listening, speaking, grammar, and vocabulary. Additionally, participants will learn how to assess student needs, develop syllabi, design supplemental materials and emerge from the class with an ample number of high quality lesson plans. Students will apply theory by designing practical English as a Second Language lessons.

3 credits
Prerequisites: EDAM 5060

This course begins with an introduction to the basic elements of assessing literacy. Explore several areas of assessment related to core competencies in literacy including emergent literacy, oral reading and fluency, comprehension and strategic knowledge, and determining affective factors. Practice interpreting and a evaluating a variety of literacy assessments. For the culminating activity, you will select a student who has been struggling with reading and develop a reading profile for this student.

EDAM 5066: Accommodations and Adaptations in Literacy for Diverse Learners

3 credits
Prerequisites: EDAM 5060

Explore the dimensions of literacy and the analytic process to prepare for differentiation of instruction. You will use a problem-solving model guided by inquiry, resulting in learning activities that will address a child’s specific literacy needs. Learners will also expand their repertoire for supporting students as literacy learners and utilize techniques in this course to provide instruction for a wide range of talents and abilities in their classrooms.

EDAM 5065: Literacy Leadership and Coaching
3 credits
Prerequisites: EDAM 5060

Explore three areas of expertise required of all 21st century reading specialists: instruction, leadership, and assessment. You will study and practice leadership principles related to conducting meetings, providing professional development, and literacy coaching. In addition, you will investigate the responsibilities of the reading specialist through writing proposals, developing external partnerships, and becoming an agent of change for a school’s literacy program.

6 credits
Prerequisites: EDAM 5060, EDAM 5061, EDAM 5062, EDAM 5063, EDAM 5064, EDAM 5065, EDAM 5066, EDAM 5033

This culminating experience prepares you for the role of reading specialist while working in an instructional setting under the supervision of a licensed reading specialist. You will implement reading programs, plan interventions, and apply a range of reading assessments and instructional strategies in the diagnosis and remediation of reading problems. You will also be able to demonstrate the ability to manage the instructional environment and effectively communicate to promote the development of literacy.