EDUCATION-GENERAL (EDUC)
EDUC 470 - INTERNSHIP
Prerequisite: Field Hours: 150-300
This is an intensive experience in a field agency setting conducted under the joint supervision of an on-site professional and a University representative. The approved setting selected is specifically related to the professional goals of the student. The student may receive compensation during this experience if such an arrangement is deemed appropriate by the University and the agency providing the experience.
Credit: 5-10
EDUC 565 - READING RECOVERY I: RECOVERY TEACHER TRAINING
Prerequisite:
Certification or licensure as a first grade, kindergarten or reading teacher. Willingness to make a three-year commitment to the Reading Recovery Program. Recommendations by the principal and another teacher as an effective teacher in the primary grades. The purpose of these courses is to prepare and assist the teacher in implementing a Reading Recovery intervention programs for first-grade children who are at-risk of failing to learn to read. Participants will learn to 1) systematically observe, record and reflect on students' reading and writing behavior over time; 2) apply Reading Recovery theory and procedures for effective one-to-one intervention; 3) assist first-grade teachers in creating supportive learning-to-read environments for Reading Recovery children; and 4) develop, in conjunction with teacher leaders and classmates, a theory of how at-risk children learn to read.
Credit: 3
EDUC 566 - READING RECOVERY II: RECOVERY TEACHER
Prerequisite:
Certification or licensure as a first grade, kindergarten or reading teacher. Willingness to make a three-year commitment to the Reading Recovery Program. Recommendations by the principal and another teacher as an effective teacher in the primary grades. The purpose of these courses is to prepare and assist the teacher in implementing a Reading Recovery intervention programs for first-grade children who are at-risk of failing to learn to read. Participants will learn to 1) systematically observe, record and reflect on students' reading and writing behavior over time; 2) apply Reading Recovery theory and procedures for effective one-to-one intervention; 3) assist first-grade teachers in creating supportive learning-to-read environments for Reading Recovery children; and 4) develop, in conjunction with teacher leaders and classmates. A theory of how at-risk children learn to read.
Credit: 3
EDUC 567 - TOPICS IN READING RECOVERY LEARNING TO LOOK AT PRINT FOR THE LOW PROGRESS READER
Prerequisite: Take EDUC 565, EDUC 566
Participants should have completed EDUC 565 and 566 Reading Recovery I and II. The purpose of this course is to support trained teachers who are implementing the full Reading Recovery Program with first grader students. Course sessions will meet over the academic year. Topics will be selected each academic year. Teachers will also be updated on the progress and revision of program policy. School and university site teaching demonstrations will be utilized to generate discussions and review of Reading Recovery procedures. Teacher leader supervision of school site programs will be conducted along with individual teacher research into aspects of at-risk readers' progress. (Participants will be limited to six hours of credit. Enrollment opened to trained Reading Recovery teachers.)
Credit: 2
EDUC 640 - SEMINAR: SPECIAL TOPICS
Prerequisite:
Specific subtitles added based on seminar content Individual and group study and problems related to teaching areas in elementary, middle or high school programs.
Credit: 1-5
EDUC 710 - FIELD PRACTICUM IN EDUCATION
Prerequisite: CORE requirements and 21 semester hours. Students receive a grade of S/U for this course. A field experience which emphasizes the application of knowledge gained in the M.Ed. program (Curriculum and Instruction)
Candidates collaborate to select instructional strategies and technologies that create meaningful learning experiences for all students and explain how their choices reflect a thorough understanding of the school, family, and community context in which they work. They implement those instructional strategies, and then analyze student performance data to make data-driven decisions about strategies for teaching and learning.
Credit: 2
EDUC 728 - INQUIRY SEMINAR
Prerequisite: EDFN 501, 506, 508, faculty approval, completion of majority of coursework, signed intent form.
The inquiry seminar is organized around broad themes relating to school improvement, integrating instructor and student interest. Students will participate in extensive reading and in-depth discussions. Students will conduct, write, and present their own research on a specific topic connected to the overall theme. The seminar may occur over 1-2 semesters. (Intent fee required.)
Credit: 5
EDUC 738 - PRACTICUM IN CURRICULUM AND INSTRUCTION
Prerequisite: EDFN 501, 506, 508, faculty approval, completion of majority of coursework, signed intent form
A coordinated field-based experience in which the student will design, develop, implement, document and write an acceptable report pertaining to a school improvement project. (Intent fee required.)
Credit: 5
EDUC 747 - MASTER’S OF EDUCATION INTERNSHIP
Prerequisite: CORE requirements and approximately 24 semester hours of coursework, signed intent form
The capstone internship is a planned, supervised and evaluated field- based experience lasting one semester. It is designed as the culminating field experience for the Master of Education program. The internship requires students to work in a setting appropriate to their field and with a cooperating educator appropriate for the program or the licensure sought. The internship allows students to engage in a major project which involves problem identification, analysis of related research, development of a process or procedure to address the problem, development of an evaluation process and preparation of a project product. The internship will allow students to observe the functions of like professionals, assume leadership in planning, implementing, and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in their field of study.
Credit: 3-5
EDUC 780 - THE ROLE OF THE LITERACY PROFESSIONAL – THESIS CAPSTONE SEMINAR
Prerequisite: M.Ed. Core courses, EDCI 523, EDEC 567, EDCI 561, EDEC 663 or EDCI 664, EDCI 580, EDCI 594
This course focuses on the professional responsibilities assigned to K-12 Literacy Professionals. Participants will address reading consultant and literacy leadership responsibilities, including: coordinating developmental and remedial programs; facilitating teacher and staff development, writing proposals, conducting workshops, interpretation of testing data and strategic planning across a multi-tiered system of support.
Credit: 3
EDUC 781 - THESIS CAPSTONE
Prerequisite: CORE requirements and 21 total semester hours in the appropriate Graduate Program
A coordinated research experience in which the candidate will design and conduct an in-depth study of an issue or innovation in education, either through field-based gathering of data or extensive reading and synthesis of the professional literature. Candidates will work with an advisor to develop and implement an inquiry project that will be assigned from 3 to 6 hours of credit depending on its scope and depth. Students will document the project in a 3-5 chapter written document that follows guidelines that are specified in the thesis handbook. (Intent fee required).
Credit: 3-6
EDUC 788 - CAPSTONE INQUIRY SEMINAR
Prerequisite: CORE requirements and 24 semester hours of coursework, signed intent form
Participants work collaboratively to explore a topic or issue related to curriculum, instruction, or such foundational concepts as the social, cultural, political, and psychological, factors that influence schools and learning. Students will participate in extensive reading of professional literature and in-depth discussions. The seminar may also involve study of media resources or firsthand experiences such as travel, service learning, or action research. Students will produce final products that show evidence of in-depth understanding of the topic and careful reflection about implications for future practice or research.
Credit: 3
EDUC 791 - THESIS
Prerequisite: EDUC 501, 506, 508, faculty approval, completion of majority of coursework, signed intent form
An independent research thesis with in-depth findings related to the student's field. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student. (Intent fee required.)
Credit: 5
EDUC 795 - INTERNSHIP/LICENSURE
Prerequisite:
A supervised teaching experience for the practicing professional in which the student will design, develop and report on an acceptable instructional program for the on-site classroom. The experience must be in the licensure field. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
Credit: 5-10