Curriculum and Instruction Courses | 2024-2025 Graduate Catalog | SIU

This course focuses on the design and development of simulated environments (such as digital games and virtual worlds) and how they may be used for the delivery of online learning and instruction. The production process will focus on the use of suitable technologies and game development toolkits to create immediately usable prototypes for learning showcases.

Credit Hours: 3

This course is designed to be an overview of theoretical and research-based understandings of infant development. Principles of development as well as dynamics of human behavior and relations will be explored. A topical approach is taken to allow the understanding of how broad concepts of development apply to infant development. Application of developmental knowledge involved for working with infants and toddlers. Students are required to have concurrent enrollment in CI 405B. Prerequisites: C or better in EDUC 214, CI 217, CI 318A and CI 318B.

Credit Hours: 3

This practicum will prepare students to conceptualize and implement optimal learning environments for infants and toddlers. Participation is one half day per week (fall and spring) or two half days per week (summer). Students are required to have concurrent enrollment in CI 405A. Prerequisites: C or better in EDUC 214, CI 217, CI 318A, and CI 318B.

Credit Hours: 1

Diagnostic instruments and teaching techniques with an emphasis on understanding and teaching students underachieving. Prerequisite: CI 423 or consent of instructor.

Credit Hours: 3

Diagnostic instruments and teaching techniques with an emphasis on understanding and teaching students underachieving. Prerequisite: CI 322 or consent of instructor.

Credit Hours: 3

Diagnostic instruments and teaching techniques with an emphasis on understanding and teaching students who are underachieving. Prerequisite: CI 432 and CI 433 with grades of C or better or consent of instructor.

Credit Hours: 3

This course will examine developmental ecology of early intervention and the dynamic processes by which children and their environments interact. A comprehensive overview of the knowledge base and critical assessment and implementation strategies of early childhood intervention along with intervention models and appropriate practice will be covered. Prerequisites: CI 237, SPED 405 or consent of instructor.

Credit Hours: 3

A graduate-level course designed to explore curriculum development for the visual and performing arts (e.g., drama, painting, drawing) and assessment strategies for the elementary and middle school level.

Credit Hours: 1-3

Techniques of encouraging creative writings in the schools.

Credit Hours: 2

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines current approaches to middle school mathematics and the use of meaningful instructional materials, quantitative literacy, and technologies for problem solving. Students will share experiences and design activities for classroom use. Prerequisite: CI 322 and an overall GPA of at least 2.75, or consent of instructor.

Credit Hours: 3

This course introduces students to the planning, organizing and daily management of programs serving young children and their families. Topics will include funding/budgeting, staffing, programming, and evaluation. Prerequisite: CI 318.

Credit Hours: 3

This course is designed to provide students with the knowledge and skills needed to work successfully with families and caregivers in individual and community settings. The focus will be on strengthening relationships within and between home, school and community settings. Family engagement in early childhood programs and elementary schools will be stressed. Co-requisite: EDUC 319.

Credit Hours: 3

This course offers an in-depth look at family literacy programs, policies, and practices. The course adopts a sociocultural underpinning to explore how family literacy can contribute to the literacy growth of families and re-center parents as their children's first teachers. Topics include family diversity and funds of knowledge, the basic components of family literacy programs, opportunities for literacy learning, professional development and program improvement, and advocacy. Participants will gain an understanding of family literacy in historical, educational, social, and political contexts.

Credit Hours: 3

Examination of the reading process with emphasis on the factors and conditions that affect reading. Emphasis also on the formulation of a philosophy of reading and its implications in relation to methods, materials, organizational procedures, and evaluation techniques. Enrollment restricted to consent of department.

Credit Hours: 3

This course covers the oral and written communication processes with emphasis on the English language arts in the elementary school. Focus on the fundamentals of academic and social language of all users of English. Effective planning, delivery, and assessment of literacy lessons align with the Illinois Common Core learning standards for writing, speaking and listening, and reading and that accommodate all learners in the elementary classroom, including English Language Learners (ELL) and students with Individualized Education Programs (IEP). Prerequisite: Communication Studies 101 or equivalent, C or better in CI 321 and CI 435, or consent of instructor. Note: Elementary Education majors must take CI 422 concurrently with this class.

Credit Hours: 3

Content and methods of elementary school science, grades P-4. Emphasis on materials and strategies for effective science education. One or more field trips. Prerequisites: SCI 210A, and SCI 210B. Restricted to students already admitted to the Teacher Education Program.

Credit Hours: 3

Specifically designed to develop those cognitive processes and concepts needed by elementary and middle level teachers in the teaching of modern science programs. Prerequisite: CI 426, SCI 210A, and SCI 210B.

Credit Hours: 3

The major focus will be the application of inquiry skills as used in all areas of science instruction at the junior and senior high school levels; students will be expected to demonstrate mastery of basic and integrated science process skills through conducting and reporting results of science investigations.

Credit Hours: 3

Emphasis on creating optimum learning environments, planning for instruction, models of teaching, integrated learning and appropriate instructional methods in science and social sciences, grades 1-3. Concurrent enrollment in CI 430 required. Prerequisites: CI 318A,B, CI 324, or consent of instructor.

Credit Hours: 3

Emphasis on creating optimum learning environments, integrated learning and appropriate instructional methods in the content area of mathematics, grades 1-3. Concurrent enrollment in CI 429 required. Prerequisite: CI 318A,B, CI 324, with grades of C or better, or consent of instructor.

Credit Hours: 3

This course provides teacher candidates with the theoretical knowledge necessary to critically examine various models of literacy instruction. It introduces the reading process, including the relationship between reading, writing, listening, and speaking; the importance of differentiating instruction for all learners; and how to select appropriate literature for use in early childhood, elementary, and middle level classrooms. Co-requisites: EDUC 301 and EDUC 313. Restricted to students already admitted to the Teacher Education Program.

Credit Hours: 3

This course explores the variables that affect literacy development at the P-4 level. Teacher candidates will learn to employ all four strands of the English/language arts (reading, writing, speaking, and listening) to teach literacy concepts and strategies across the curriculum to accommodate all learners in culturally responsive classrooms. Emphasis will be placed on an understanding of the reading and writing process; the content of literacy instruction; and scientifically based literacy research, methods, and materials used in balanced reading instruction and assessment. Prerequisite: CI 431. Co-requisite: EDUC 302 and EDUC 319.

Credit Hours: 3

This course explores the variables that affect literacy development at the middle level (4th-8th grade). Emphasis will be placed on an understanding of the reading and writing process; the content of literacy instruction; and scientifically based literacy research, methods, and materials used in balanced literacy instruction and assessment. There is a focus on language and literacy demands within the content areas, needs of culturally and linguistically diverse adolescent learners, and the identification of adolescents who have literacy challenges. Prerequisite: CI 432. Co-requisite: EDUC 303 and EDUC 308.

Credit Hours: 3

This course surveys the principles and practices of literacy assessment. Teacher candidates examine diagnostic approaches and instructional strategies that teachers employ when working with individuals who struggle with learning to read and write. There is an emphasis on the causes of reading and writing difficulties and the contribution of factors such as cultural differences, linguistic variation, student motivation, various disabilities, and instructional approaches. It focuses on diagnostic techniques and the use of dynamic assessment to inform the design, monitoring, and evaluation of literacy instruction. Prerequisite: CI 432. Co-requisites: EDUC 303 and EDUC 308.

Credit Hours: 3

Students will engage with studies of various types of literature and informational texts as well as text exemplars from the common core initiative; analysis of literary qualities; selection of literature for various developmental needs of children in preschool, elementary school, and middle level settings; and research-based presentations of books and other media for use in various school settings. Prerequisite: C or better in English 101 and 102, and overall GPA of 2.75; or consent of instructor. Restriction: Admittance to the Teacher Education Program. Lab fee: $10.

Credit Hours: 3

Focuses on the development of middle and junior high school curriculum and the identification of instructional activities for early adolescents. Emphasis is placed on development of literacy strategies, developmentally appropriate teaching strategies, interdisciplinary unit planning, teaming, and technologies and materials appropriate for teaching early adolescents, ages 10-14. Prerequisite: EDUC 313 or consent of instructor.

Credit Hours: 3

Deals with strategies for meeting the social and emotional needs of gifted children in the classroom. In particular, this course focuses on low-incidence gifted students, including underachievers, minorities and females. The course will not only cover particular curriculum and instruction strategies designed for this population and will emphasis strategies for teachers to be more facilitative in assisting these students to accept and realize their potential. Prerequisite: CI 467 or consent of instructor.

Credit Hours: 3

This course will help teachers understand and gain requisite skills for participation in the National Board for Professional Teaching Standards (NBPTS) certification process. As part of learning to understand and document NBPTS standards, teachers will describe, analyze and reflect on drafts of written commentaries, videotapes of small and large group lessons, and student work.

Credit Hours: 3

Content focused on the most appropriate instructional strategies and materials to be utilized with the gifted. Time spent practicing teaching models, designing materials and developing teaching units. Emphasis placed on techniques for individualizing instruction for the gifted and talented students.

Credit Hours: 3

Acquaints students with issues of teaching young adolescents and the role of teachers in connecting schools with community resources. Information from current area specialists and exemplary practitioners extend appropriate teaching strategies and supplement background knowledge on special topics related to social, emotional and physical development related to the curriculum. Prerequisite: CI 462, EDUC 313, or consent of instructor. Lab fee: $10.

Credit Hours: 3

Orientation and study before travel, readings, reports, and planned travel. Includes visits to cultural and educational institutions. Maximum credit hours in any term are 4.

Credit Hours: 2-4

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The student will evaluate and synthesize research, demonstrate a basic understanding of research concepts and principles, and compare and contrast specific methods for conducting research.

Credit Hours: 3

The course prepares education professionals to become literacy leaders and agents of change in school and community settings. CI 501 focuses on the historical perspectives of literacy instruction, research, and scholarship; pedagogical models; evaluation of curriculum, materials, and programs, and the knowledge to design, implement, lead, and evaluate effective professional develop programs. Restricted to consent of instructor.

Credit Hours: 3

Examines the many facets of child maltreatment including the impact on the child's development, the family dynamics and the communities' role. Emphasis is on current research in the field, as well as the roles and responsibilities of various professionals who work with children and their families.

Credit Hours: 3

Deals with the nature, purposes and functions of curriculum planning and development; curriculum design and organization; curriculum implementation and maintenance; and curriculum evaluation as each component relates to the total curriculum.

Credit Hours: 3

Gives graduate students an opportunity to investigate, discuss and apply systematic approaches to instruction. Special emphasis is given to that element of the instructional system, that allows for the integration of instructional media into the process.

Credit Hours: 3

This course is designed to be an overview of theoretical and research-based understandings of infant development. Principles of development as well as dynamics of human behavior and relations will be explored. A topical approach is taken to allow the understanding of how broad concepts of development apply to infant development.

Credit Hours: 3

Case analysis of different family structures through seminar teams. Each team will be responsible for analysis of the interaction of the family structure and the economic, nutritional, and socializing activities carried out within the family-household. Role and sources of assistance through current programs will be included. Special approval needed from the instructor.

Credit Hours: 3

This course focuses on an analysis of policies that impact the lives of children and families and includes an overview of the legislative process at the local, state, and national levels. The course emphasizes practical ways in which we can become proactive and effective advocates for children and their families.

Credit Hours: 3

Students will learn to use conferencing techniques and to construct and use valid and reliable systematic observation instruments to provide the basis for analysis and feedback about classroom instruction.

Credit Hours: 3

Designed specifically to provide teachers, administrators and curriculum specialists with the knowledge and skills necessary to implement environmental education strategies in both elementary and middle schools. Includes work in ecological foundations, programs currently in use, unit designs, methods and research. One or two field trips may be required.

Credit Hours: 3

Examines literacy as a developmental process. The course introduces students to best practices for instruction and assessment in elementary and middle level classrooms. Attention given to language and literacy demands in the content area as well as cultural and linguistic diversity in elementary and middle level classrooms. Restricted to admission to program or consent of instructor.

Credit Hours: 3

A study of early literacy. Explores the foundations of family literacy as the basis for continued development of reading and writing in kindergarten and the primary grades.

Credit Hours: 3

A graduate-level course designed to explore the theories that guide understanding about human development and learning. Overall goal is to understand how theories guide our understanding of development and learning and apply them to different contexts and development over the life-span. Students will learn how to take an analytical approach to their study of individuals and to translate this analysis into work with children and adults.

Credit Hours: 3

Strategies for the design of prescribed systematic instruction for correcting identified mathematics difficulties. Experience in designing and preparing materials for corrective purposes. Prerequisite: CI 407E or consent of instructor.

Credit Hours: 3

Master's degree level course, which acquaints the student with approaches to teaching, development of curriculum materials and authoritative positions on the mathematics of grades K-8. Emphasis on teaching aids, problem solving and recent developments at this level.

Credit Hours: 3

Presents an overview of the organization and administration of programs for children ages three to eight with experiences in planning for operating and administering such programs. Prerequisite: CI 518 or consent of instructor.

Credit Hours: 3

A survey of current problems and practices in early childhood education for children from three to eight years of age, with emphasis on reading in current research literature. Special approval needed from the instructor.

Credit Hours: 3

The student examines origins, characteristics of behavior, learning patterns, family constellations, and lifestyles of the diverse cultural groups in our community, state, and nation. Students will identify their own cultural background and biases; recognize diversity resulting from ethnic origin, gender, age, or disability; and experience ways of learning about cultures other than their own that promote constructive communication and integration into all aspects of schooling, teaching, and family services.

Credit Hours: 3

(Same as CI 544) Major trends and current issues in research as they relate to child development and early childhood programs will be explored. Special emphasis will be placed on the relationship of research to professional preparation and practice. Restricted to early childhood students who have taken all core courses for completion of the master's degree. Letter grade/DEF.

Credit Hours: 3

Emphasizes diagnostic teaching strategies that teachers and reading specialists employ when dealing with under achievement in reading. Students use informal and formal tests, observation and trial lessons to select instructional materials and activities appropriate to different reading/writing problems. Each student tutors persons while being supervised in the Clinical Center. Prerequisite: CI 512 or CI 513 or CI 561, CI 407F. Special approval needed from the instructor.

Credit Hours: 4

Integrating technology in Math and Science teaching. Technology may include calculators, computer software, computer-based laboratories, data collection devices, interactive manipulatives, and other internet resources. Special approval needed from the instructor.

Credit Hours: 3

This course is designed to support candidates in developing an orientation to language arts instruction in elementary and middle level classrooms. Students will examine the theories, methods, materials, and instructional procedures for a developmental language arts program that emphasizes integration of all language arts areas. Prerequisites: CI 512, CI 561 with grades of C or better or consent of instructor.

Credit Hours: 3

A study of theory and practices of teaching and assessment practices for developing curricula in the elementary and middle school social sciences. Particular attention to be given to trends and issues in social sciences. Various social science models will be examined and evaluated for practical use. Students must demonstrate competencies and skills related to disciplinary literacies for the social sciences.

Credit Hours: 3

Technology use in mathematics teaching and learning, such as handheld calculators/computers; hands-on experience in teaching with easily learned tools for teaching/learning mental computation, computation, algebra, geometry, probability, statistics and use of software - e.g., Shapemakers, Geometer's Sketchpad, Excel, graphing calculators, computer-based laboratories, data collection devices, interactive websites and other internet resources.

Credit Hours: 3

Framed by research and theory addressing trends and issues in elementary school science, students will design and implement instruction. Various methods such as inquiry and place-based education for teaching and assessing students will be emphasized.

Credit Hours: 3

Examination of the major theoretical approaches and current research in family development. Review the nature and value of theory to the study of the family and evaluate the use of theory in empirical research. Implications for policy.

Credit Hours: 3

Acquaints the student with the learning characteristics of children and teaching methods at grades pre K-3. Emphasis on concrete manipulative teaching aids, learning readiness and diagnosis of learning difficulties.

Credit Hours: 3

(Same as MATH 511) Topics will include problem solving, applications of mathematics and teaching proofs in secondary school mathematics. Practical classroom use of materials will also be emphasized. Special approval needed from the instructor.

Credit Hours: 3

Designed to acquaint teachers with problem solving processes, assessment practices, and how to integrate problem solving into their teaching. Emphasis is placed on teaching the process of problem solving and assessment. Restricted to graduate standing or consent of adviser.

Credit Hours: 3

Designed to assist teachers and administrators in making curricular decisions for elementary and middle level schools based on knowledge of educational foundations, standards, learning experiences, research, materials and methods, instructional programming and evaluation.

Credit Hours: 3

A study of research and related literature concerning the roles and responsibilities of various instructional leaders in public and private schools, professional development centers, state departments of education and college or university settings. Leadership styles and behaviors, especially as they apply to the academic circumstances and environments in specific case studies, are examined.

Credit Hours: 3

An analysis of types of elementary school organizations with special attention to influence of school organization upon the educational program. Application of research findings to selection and use of materials of instruction. Special consideration to classroom teachers' professional problems.

Credit Hours: 3

Students survey current research in Reading and Language studies and present a research paper to the seminar participants. Prerequisite: CI 500, nine hours coursework in reading and language arts. Special approval needed from the instructor.

Credit Hours: 3

A study of the theories, practices and research of Professional Development Schools and other collaborative teacher education and school reform initiatives with special attention given to the issues of collaboration and cooperation, team building and consensus building, honoring diversity and change, and educators as problem solvers.

Credit Hours: 3

An exploration of current literature in math and science leadership and the application of principles and skills necessary for mentoring instructional development in math and science. Special approval needed from the instructor.

Credit Hours: 3

Course provides an exploration of the relationship between developmental literacy, content area, and disciplinary instruction. Presents an integrated approach for providing strategies to support students' literacy development while taking into account the language and literacy demands of discipline-specific learning. Exploration of various means for valuing and encouraging new literacy practices. Offers an examination of adaptations for culturally and linguistically diverse as well as exceptional learners. Prerequisites: CI 512, CI 513, or consent of instructor.

Credit Hours: 3

First course in the Master of Arts in Teaching (M.A.T.) program sequence. Its focus is on development of a specific set of planning skills secondary level teachers need to appropriately design, implement, manage, and assess student learning.

Credit Hours: 3

(Same as CI 520) The focus of the course is on learning about action research, learning to develop and use various data collection tools, developing an action research question, learning about and using various data analysis tools, developing a report, and presenting a research report to an audience of colleagues and peers. Prerequisite: CI 543 (required for MAT students) or consent of instructor. Letter grade/DEF.

Credit Hours: 3

This course introduces students to issues related to first- and second-language development, language variation, cultural diversity, second-language instruction, English as a Second Language (ESL) and bilingual education, and culturally and linguistically responsive instruction. These topics will be explored in terms of student learning and teaching and prepare students to teach English language learners (ELLs), dialect speakers, and students from diverse cultural and linguistic backgrounds. The course will serve as an examination of contemporary language acquisition theory; overview of ELL reading research; exploration of methods for motivating and sheltering instruction for ELLs; and investigation of the impact of federal policies on the types of experiences ELLs are afforded. The course is required for students working toward the reading specialist endorsement.

Credit Hours: 3

This course provides students with the knowledge and skills needed to work successfully with families and parent groups in individual, group, school and community settings. A socio-cultural perspective is evident as the focus will be on acknowledging and valuing the multiple literacies within families and communities, and strengthening adult-child relationships and parent-staff relationships in home, school, and community settings. An awareness of strategies in developing positive and supportive relationships with families of children, including the social, cultural, educational, health, economic, and political dimensions of community and family life, philosophical basis for family participation, family-centered services, and strategies for working with socially, culturally, and linguistically diverse families will be included. Prerequisite: CI 545.

Credit Hours: 3

This course focuses on understanding adult learners and related practices in diverse adult educational and community contexts. It provides a philosophical, historical, and practical framework for adult literacy learning to include a critical analysis of policies, programs, practices and assumptions about adult learners that undergird the field of adult education. The course is taught through a sociocultural lens with an emphasis on instructional practices that are relevant to the lives and literacies of adult learners.

Credit Hours: 3

This course involves the study of special problems and related research associated with practical educational situations in science education or related fields. The main objective is to provide doctoral students with opportunities to develop research skills in science education by conducting research projects on science education topics. Designed to help students learn the basics of research but not a research methods course.

Credit Hours: 3

This course explores the changing landscape of reading and writing as emerging technologies place new demands, challenges, and opportunities before readers and writers. Drawing from a socio-cultural perspective, this course aims to deepen students' understandings of the reading and writing processes with written, hyper, and multi-modal texts as well as strategies for supporting students' development in these processes. Particular emphasis will be on acknowledging and valuing the multiple literacies evident within families, communities, and contemporary society, and strengthening understanding of how best to support learners as they enact new literacy practices that rely upon emerging technologies. Techniques for incorporating new technologies into teaching, as well as the legal and ethical challenges for both teachers and students, will be examined. Prerequisite: CI 512, CI 513, or CI 561.

Credit Hours: 3

Language and communicative development of young children is the focus of this course. Students will learn about both typical and atypical language development in the areas of phonology, syntax, morphology, semantics, and pragmatics. The relationship between language and other areas of development will be explored as will ways to support language development in young children. Students will observe, record, analyze samples of young children's communication.

Credit Hours: 3

The seminar course focuses on foundational readings in education and the social sciences. Students in the course identify, read, and discuss seminal readings that are frequently referenced in current scholarship and which have withstood argumentation and scholarly critique. Course experiences consists of intensive reading, discussions, and related injury projects.

Credit Hours: 3

This course is for secondary teachers and others who desire strategies to help students learn from texts. Special emphasis is on how to help students improve their ability to comprehend, study, and use texts and other print materials encountered in secondary schools and the workplace. This course focuses on theory, research, and methods to enable student engagement with texts, particularly content texts. Emphasis is on strategies for teaching vocabulary, comprehension, reasoning, and organization in specialty subject areas at the high school level, and fundamentally promotes differentiated instruction for diverse populations and the incorporation of technology.

Credit Hours: 3

Explorations of the knowledge and decision-making required to develop curriculum for gifted students, including philosophy, goals and objectives; designing and sequencing activities; curriculum models for gifted students; evaluation and modification of curriculum. Emphasis is placed on the development of curriculum to be used in schools for gifted students.

Credit Hours: 3

The focus is on developing those teaching strategies, which will foster and enhance problem solving skills and heuristic thinking. Representative of these teaching skills would be inductive and deductive approaches, discovery and inquiry techniques, and questioning strategies.

Credit Hours: 3

The focus of this course is the role of literature in literacy development. Emphasis on methods that support children as they learn to read using literature as a medium of instruction and interpretation that enriches and extends the curriculum. Prerequisite: CI 512, CI 513, CI 561, other foundational course, or consent of instructor.

Credit Hours: 3

This course is designed to guide educators in the development of a framework from which they examine the impact of cultural, linguistic, and ethnic diversity in literature. As such, emphasis is placed on the development of a critical lens that embraces culturally sustaining practices for groups that have been traditionally underrepresented and inauthentically portrayed in texts. Entails introspection, examinations of bias, power, and privilege, and evaluation of texts. Prerequisite: CI 512 or CI 513 or CI 561, or consent of instructor.

Credit Hours: 3

This graduate-level course will help students develop instructional materials and curricular designs using non-fiction resources for classrooms at the secondary level and beyond. Students will also have an opportunity to gather, analyze, corroborate, and synthesize student data for the purposes of planning instruction with an emphasis on informational sources such as written documents, images, and multimedia. Integrating technology for differentiating instruction, assessment, and content reading for the disciplines (with a specific focus on the social sciences) will also be emphasized.

Credit Hours: 3

An introductory course designed to explore the nature and development of the curriculum at the secondary school level. Historical perspective and foundations of curriculum are examined. Functional applications to the public secondary schools are emphasized.

Credit Hours: 3

In this course, students will have opportunities to create classroom assessments with artifacts and informational sources, analyze pupil data to inform instruction, learn ways to differentiate instruction to support critical thinking skills, develop local history and place-based curriculum, and participate in local field-based learning.

Credit Hours: 3

Deals with the future development of education and social trends, which will influence that development. Emphasis is placed upon alternative models of education and their social bases.

Credit Hours: 3

This course focuses on advanced instructional models and strategies designed to improve professional practice and student achievement. Teachers analyze teaching models and methods to examine the connections between theory and practice, vary instructional methods, and explore common applications of the models. Course goals center on developing instruction that enables teachers to differentiate instruction to meet the needs of diverse learners and engage students in learning content. The course is appropriate for teachers at all levels of education.

Credit Hours: 1-3

Students will examine the history, nature and evolution of supervision for instructional improvement. Students will be introduced to concepts, theory and research findings from many fields of study that have implications for today's supervisory process. Supervisory assumptions and practices will be examined in light of current knowledge of teaching effectiveness.

Credit Hours: 3

Students will examine critical issues, problems, and trends in teacher education. Emphasis is placed on strategies for clarifying the issues, solving the problems and examining the possible impact of the trends.

Credit Hours: 3

Deals with goals, contents, teaching methods, teacher training, curriculum development and research literature on mathematics education at the international level. Restricted to graduate standing or consent of adviser.

Credit Hours: 3

Study of the practical and theoretical development of mathematics curricula and instruction, and viewing mathematics curricula and instruction from philosophical and psychological perspectives. Restricted to advanced graduate study or consent of adviser.

Credit Hours: 3

This course includes an examination of landmark and contemporary literature for young adults. Students will critically evaluate young adult literature and the implications for classroom use. Emphasis will be placed on the use of young adult literature within the framework of current standards. Prerequisites: CI 512 or CI 513 or CI 561, another foundational literacy course, or consent of instructor.

Credit Hours: 3

Trends, issues, problems in education related to the student, program, school organization, staff, material and media, the school building, and the process of innovation and change.

Credit Hours: 3

Presentation of conceptual formulations and skills concerning instructional theory and principles; foundations of instruction; instructional systems and models; delivery processes (logistics), systems, and maintenance of quality control; and evaluation of teachers and students.

Credit Hours: 3

The course will emphasize the study of the perspectives on curriculum theory that have guided the development of curriculum practice in the United States. Students will critically examine these perspectives and utilize them to develop and defend positions on contemporary curriculum issues.

Credit Hours: 3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Curriculum. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Supervision for instructional improvement. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Language arts. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Science. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Mathematics. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Reading. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Social studies. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Early Childhood education. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Elementary education. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: The Middle school. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Secondary education. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Instruction. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Environmental education. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Children's literature. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Family studies. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Gifted and talented education. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

A graduate level seminar that involves the study of special problems and related research associated with practical educational situations. Problems available for critiquing and analyzing are the following: Teacher education. Maximum of six hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Presentations concerning educational planning and curricular decision-making relating to curriculum: aims, goals, and objectives; nature of knowledge, disciplines, and subjects; curriculum structures: sequence and scope; substantive structural models; content and activity selection, product analysis and production; evaluation; and curriculum modification and change.

Credit Hours: 3

The role of the director of curriculum and instruction is the focus of this course. Such topics as the background, current status, and tasks and functions of the position are examined. Additionally, such broad areas of the director's role as needs assessment, program planning and evaluation, and in-service education planning are covered. Prerequisite: CI 586 or ERES 530 or consent of instructor.

Credit Hours: 3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Directed readings in literature and research. Maximum of four hours toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation and writing of a research topic under the personal supervision of a member of the departmental graduate staff. Maximum of three hours counted toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

For Master's degree students: professional consultation, teaching demonstration, practical application of advanced theory, work with clinical cases, or program development implementation, and evaluation in school systems, community colleges, or universities. In addition, may involve reading and research directed to special problems involved in on-site situations. A maximum of nine hours credit may be applied toward a Master's degree. Special approval needed from the instructor.

Credit Hours: 2-9

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

Culminating experience for Ph.D. or specialist degree students. Students engage in specialized service areas either in their own or a cooperating school or school system or university. Weekly on-campus or on-site seminar will be held with the intern supervisor. A maximum of eight hours credit may be applied toward a Ph.D. or specialist degree. Special approval needed from the instructor.

Credit Hours: 2-8

This course surveys the history and development of Problem-Based Learning (PBL) and its applications in Science, Technology, Engineering, and Mathematics (STEM) education and place-based education. Participants will discuss PBL principles and pedagogy and critique or create PBL modules with respect to national and state STEM education standards in support of K-12 classroom implementation, adaptation, assessment, and iterative design of PBL instruction or intervention.

Credit Hours: 1-3

This course offers an in-depth look at family literacy programs, policies, and practices. The course adopts a sociocultural underpinning to explore how family literacy can contribute to the literacy growth of families and re-center parents as their children's first teachers. Topics include family diversity and funds of knowledge, the basic components of family literacy programs, opportunities for literacy learning, professional development and program improvement, and advocacy. Participants will gain an understanding of family literacy in historical, educational, social, and political contexts.

Credit Hours: 3

Minimum of three hours to be counted toward a Master's degree. Restricted to admission to Master's degree program.

Credit Hours: 1-6

Minimum of 24 hours for the Doctor of Philosophy degree.

Credit Hours: 1-16

For those graduate students who have not finished their degree programs and who are in the process of working on their dissertation, thesis, or research paper. The student must have completed a minimum of 24 hours of dissertation research, or the minimum thesis, or research hours before being eligible to register for this course. Concurrent enrollment in any other course is not permitted. Graded S/U or DEF only.

Credit Hours: 1

Must be a Postdoctoral Fellow. Concurrent enrollment in any other course is not permitted.

Credit Hours: 1