College of Education

Counseling

COUN 483-1 to 3. Workshop in Professional Counseling.

Explores selected topics in-depth in professional counseling including conflict resolution, human resource development, child abuse or topics in counseling research. Counts toward masters degree with advisor approval only. Prer., upper division standing.

COUN 500-3. Introduction to Counseling and Human Services.

Provides an overview of the field of counseling and human services. Students will learn about career opportunities in this field and the roles and functions of professional counselors in various settings. The history of the field and future trends will be presented.

COUN 501-3. Theories and Techniques of Individual Counseling.

Major theories of individual counseling and their philosophic bases will be studied in this course. Techniques used in the application of theory to practice in counseling and consultation will be presented. Basic and advanced counseling skills will be introduced in this course and practiced in COUN 502, taken concurrently. Prer., Admitted to counseling program.

COUN 502-2. Laboratory in Individual Counseling Skill Development.

Provide basic interviewing, assessment and counseling skills and characteristics of counselors and counselees that impact the counseling and consulting process. Students engage in self-examination of characteristics that may affect them as professional counselors. Core counseling/consultation skills are practiced and refined. Prer., Admission to CHS program. Coreq., COUN 501.

COUN 504-3. Human Growth and Development.

Provides a broad understanding of life span theories of human development; understanding of the nature and needs of individuals at all developmental levels; normal and abnormal human behavior indicators; personality theory and development; and learning theory with cultural contexts. Meets with EPSY 510.

COUN 505-3. Introduction to Play Therapy.

Provides a developmental and systems approach to play therapy with content areas including history, theory, techniques, methods applications to special settings or populations. Also included is sandplay therapy which is based on the work of Jung.

COUN 506-3. Issues and Trends in College Student Development.

Examines theories of college student development to include: intellectual, moral, ethical, ego, psychosocial, and systems and career development. Contemporary issues and trends in providing services to traditional and non-traditional students will be presented.

COUN 508-3. Counseling and Student Affairs in Higher Education.

Studies the philosophy and history of counseling and student services in higher education. Examines models for designing, managing, and evaluating student affairs programs, including use of information technology. Explores current trends, issues, and challenges in service delivery.

COUN 510-3. Theories and Techniques of Group Counseling.

Includes studies that provide a broad understanding of group development, group dynamics, group leadership styles and group counseling theories. Core group counseling skills and techniques will be studied in this course and practiced in COUN 511, a small group laboratory experience taken concurrently. Prer., COUN 501 and COUN 502.

COUN 511-2. Laboratory in Group Counseling Skills Development.

Taken in conjunction with COUN 510, this course provides the student with experiences as both a group member and leader. Students will apply group counseling skills and techniques and evaluate the effectiveness of several group counseling strategies. Prer., COUN 501 and COUN 502; must be admitted to CHS program.

COUN 512-3. Practicum in Professional Counseling.

Provides students with experience in counseling and consultation. Introduces the counselor and client characteristic that may affect the counseling process. Students complete 100 clock hours of supervised field experience of which 40 hours must be in direct service to clients. Prer., COUN 501, COUN 502 and admission to CHS program.

COUN 513-3. Introduction to Marriage and Family Counseling.

Introduction to marriage and family therapy with a focus on the transition from individual and group theories to systems theories. Students will learn to think in systems terms and gain an appreciation for the multiple levels of systemic functioning. A treatment of the nuclear family and alternate family forms will be included in this course. Prer., COUN 501 and 510 or consent of instructor.

COUN 514-3. Advanced Theories and Techniques of Family Counseling.

Examines the following theories of family counseling: strategic, structural, experiential, object relations, communication and behavioral. Students will become familiar with the differences and similarities of these theories as well as consider the techniques for change associated with each. Prer., COUN 513 or consent of instructor.

COUN 515-3. Conflict Resolution Training.

This workshop course presents a win-win approach to conflict resolution that can be utilized with individuals, families, groups and organizations. Participants will be asked to examine their personal conflict resolution strategies and change any win-lose strategies into win-win strategies. Prer., Open only to students enrolled in Counseling and Human Services program.

COUN 530-2. Laboratory in Marriage and Family Counseling.

Provides students with skills in rapport building; information gathering and giving; structuring the session; reflecting and summarizing content and feeling; self disclosure; confrontation; and session closure for use in family counseling sessions. Prer., COUN 501 and COUN 511.

COUN 533-3. Issues, Ethics and Trends in Professional Counseling.

A comprehensive study of professional roles and functions, professional goals and objectives, professional organizations and associations, professional history and trends, professional preparation standards and professional credentialing.

COUN 540-3. Research in Counseling and Human Services.

A comprehensive study of types of research, basic statistics, research project development, program evaluation, needs assessment, and ethical and legal considerations. A thorough review of the recent research literature in the student’s area of emphasis is required for this course. Prer., COUN 501 and COUN 502 or instructor consent.

COUN 541-3. Measurement and Appraisal.

A comprehensive study of group and individual educational and psychometric theories and approaches to appraisal, data and information-gathering methods, validity and reliability, psychometric statistics, factors influencing appraisals, and use of appraisal results in helping processes. Prer., COUN 513 and COUN 540 or instructor consent.

COUN 543-3. Career Development.

A comprehensive study of career development theories, occupational and educational information sources and systems, career and leisure counseling, guidance and education, lifestyle and career decision-making, career development program planning and resources, and effectiveness evaluations.

COUN 544-3. Advanced Psychopathology and Diagnosis.

An intensive survey of the major theories, research findings and behavioral characteristics associated with mental illness and behavior disorders. Requires thorough working knowledge of the DSM IV and related diagnostic tools. Prer., COUN 513 or instructor consent.

COUN 550-3. Advanced Play Therapy.

Builds on the basic concepts presented in Intro to Play Therapy and includes using play to help children and families communicate through symbols, metaphors and stories. Puppet play, the hero/heroine’s journey, family art and games are highlighted. Prer., COUN 505 or consent of instructor.

COUN 570-3. Internship in School Counseling.

To complete the school counselor program the student must complete a 600 clock hour internship in an appropriate school setting under the supervision of a licensed school counselor. The intern will perform a variety of activities that a regularly employed school counselor would be expected to perform. The intern must complete 240 hours of direct service as part of the 600 clock hour internship. Direct service may include but is not limited to individual counseling, group work, developmental classroom guidance and consultation with faculty, staff and parents. May be repeated for credit three times. A minimum of two semesters of internship is required for graduation from the CHS program. Prer., Instructor consent.

COUN 572-6 to 12. Internship in Community Counseling.

Graduation from the counseling and human services program requires students to complete an appropriate supervised internship of six hundred (600) clock hours. The internship must include a minimum of two hundred forty (240) hours of direct service work with clientele appropriate to the program emphasis area. Students must be enrolled in the internship while working toward completion of this requirement. Direct service may include but is not limited to individual counseling, group work, developmental classroom guidance and consultation with faculty, staff and parents. May be repeated for credit three times. A minimum of two semesters of internship is required for graduation from the CHS program. Prer., Instructor consent.

COUN 574-3. Internship in Student Affairs.

To complete the student affairs in higher education program, students must complete a 600 hour internship; 40% in direct service, 60% indirect. May be repeated three times. Prer., Completion of core courses.

COUN 580-3. Roles and Functions of the School Counselor.

Studies include but are not limited to the following: history/philosophy of the school counseling profession; ethical standards and laws; developmental programming; comprehensive guidance services; standards-based services; surveys/interviews to design, implement, and manage/evaluate a comprehensive developmental standards-based program.

COUN 581-3. Organization/Administration of the School Counseling Program.

Studies include, but are not limited to: learning theories, classroom motivation/management, and effective instruction; interrelationships/ collaborations with school and community; characteristics and interventions for at-risk youth; special education process; educational strategies for assessment, transition, and advising students; and program leadership/advocacy.

COUN 583-1 to 4. Topics in Counseling.

Explores selected topics in professional counseling in depth including conflict resolution, human resource development, or advanced topics in counseling research. Prer., Consent of instructor.

COUN 584-3. Advanced Workshop in Counseling.

In-depth study of selected counseling topics based on directed readings. For example, examination of original writings of major counseling theorists.

COUN 585-3. Advanced Theories and Techniques of Marriage Counseling.

Presents marriage counseling from perspectives of psychodynamic, behavioral and systems theories. Introduces mate-selection, pre-marital counseling, marriage enrichment, sex therapy, counseling blended families and divorce mediation. Prer., COUN 513.

COUN 586-3. Social and Cultural Foundation of Professional Counseling.

Examines socioeconomic trends in society including sources of conflict and methods of conflict resolution, trends and changes in human roles, multicultural and pluralistic trends including characteristics and concerns of subgroups, and major societal concerns including discrimination on the basis of human characteristics such as age, race, religious preference, physical condition, sexual preference, ethnicity or gender, and methods for alleviating these concerns.

COUN 587-3. School Counseling Techniques.

Course teaches counselors practical skills in the school setting. Studies include but are not limited to: applying counseling theories to the school setting; professional advocacy practices/techniques for diverse student populations; and essential services school counselors provide. prer., COUN 580, COUN 581.

COUN 592-3. Role and Function of the Community Counselor.

Broad examination of the context of the mental movement with focus on the role and functions of the community counselor. Students will engage in studies that examine the clinical, administrative and specialized skills that communiy counselors must develop to serve as effective members of the health care team.

COUN 950-1 to 3. Independent Study in Counseling.

Independent investigation of topics of specific interest to the student and completed under the direction of a faculty member. The specifics of the investigation and the topic are a joint decision by the student and faculty member. Meeting times, expectations and evaluation are arranged with the faculty member. Students must have written consent of instructor to participate. Students using the independent study for degree purposes should also have written consent of their advisor. Prer., Consent of instructor.

COUN 999-0. Candidate for Degree.

To be used only by those students who will not be registered for coursework or independent study during the semester in which the student will take comprehensive examinations for the master’s degree. Registration as candidate for degree will fulfill the requirement for registration during the semester in which comprehensives are taken. No credit will be earned and the fee is that of a one-semester credit hour course. Prer., Consent of advisor is required.

Curriculum

CURR 3199-1 to 3. Educational Technology Laboratory.

A series of self-paced modules including operating systems, word processing, graphics, gradebooks, presentation programs, e-mail, multimedia, and the internet available for both MAC and PC. Number of credits to be arranged with instructor. Prer., This course is open only to those admitted to and participating in TEP.

CURR 4100-2. Introduction to Technology in Education.

Covers the fundamental concepts of computer uses in education. The course is designed for practicing or prospective educators who wish to explore computer uses in the classroom. Demonstrations of classroom activities, modern applications, and electronic mail will be conducted. Coreq., CURR 4101.

CURR 4101-1 to 4. Introduction to Technology in Education Laboratory.

Accompanies CURR 4100. Participants will individually use microcomputers to experience methods and outcomes of hands-on activities. Coreq., CURR 4100. $20 lab fee required.

CURR 4102-1 to 4. Selected Topics in Education Technology.

Offered by guest lecturers to the university or by regular faculty where special topics or special needs arise. Examples of appropriate topics include the study of hypermedia, desktop publishing in educational settings, the application of microcomputers to a field or suject area, or the study of advanced technologies such as a videodisc integration. Topics and prerequisites to be announced.

CURR 4103-3. Technology for the Learner with Special Needs.

Participants will review and synthesize literature on a broad variety of technological solutions that meet the needs of special learners (with different school- based disabilities). Students will also conduct investigations into the use of adaptive devises and assistive technologies, demonstrate their use, and design learning environments to support the learner’s needs for education in the least restrictive environment. Meets with CURR 5122.

CURR 4130-1 to 3. Multimedia Development.

This series of six half-credit modules addresses a range of topics relating to multimedia development. The topic mix for the modules evolves as the technology evolves. Students must take modules in multiples of two. Prer., CURR 4140. Meets with CURR 5130.

CURR 4131-1 to 3. Web-Based Delivery of Training.

This series of six half-credit modules addresses a range of topics relating to web-based delivery of training. The topic mix for the modules evolves as the technology evolves. Students must take modules in multiples of two. Meets with CURR 5131.

CURR 4140-1 TO 3. Graphics Design.

This series of six half-credit modules addresses a range of topics relating to graphic design. The topic mix includes graphic design, desktop publishing, and a variety of graphics applications. Students must take modules in multiples of two. Meets with CURR 5140.

CURR 4440-1 to 6. Selected Topics in Reading Education.

Selected topics and issues in reading education will be explored in depth. Examples of special topics include: Introduction to Whole Language; Whole Language and Phonics Instruction; Reading; Writing and Spelling Connections; and others as issues arise. Prer., Bachelor’s degree in Education or related field.

CURR 4504-1 to 4. Topics in Teaching Science.

Explores selected topics in science teaching. Topics will vary each time course is offered. Meets with CURR 5504.

CURR 5001-3. Introduction to Research and Statistics.

Introduces measures of central tendency, variability, percentiles, standard scores, and correlation. Basic concepts in statistical inference are covered. Evaluating and using research. Design and analysis of educational research. Critical evaluation of published research and completion of research project.

CURR 5002-3. Issues, Strategies and Models in Curriculum Design.

Designed to prepare students to write challenging, differentiated, and effective curricula for a variety of learners. A variety of curriculum models and strategies will be explored.

CURR 5011-3. Education Profession: Its Bases and Contexts.

Philosophical and historical bases of current educational issues, the role of education in a democratic society, reciprocal rights and responsibilities in teaching, the ethics of teacher decision-making, fostering effective home-school and community-school relationships. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5012-3. Understanding Learners and Learning.

Understanding human developmental processes and variations; understanding how factors in the home, school, and the community may affect learners; understanding diverse student populations; understanding learning processes and strategies that foster student learning. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5013-3. Instructional/Classroom Management Strategies I - Elementary.

Instructional methods, standards-based curriculum, materials classroom management and discipline, reading and writing literacy teaching and learning, assessment, and integrating curriculum across content and with technology. Prer., Acceptance into ALP program.

CURR 5014-3. Instructional/Classroom Management Strategies I - Secondary.

General teaching strategies designed to promote learning and the use of literacy in secondary content areas. Specific strategies for developing standards- based curriculum and methods in particular subject areas. Technological supports; developing assessment and evaluation strategies, classroom management strategies. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5015-2 to 4. Instructional/Classroom Management Strategies II - Elementary.

Continuation of CURR 5013 with emphasis on math and reading methods, analyzing results, and reflecting on the teaching process. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5016-2 to 4. Instructional/Classroom Management Strategies II - Secondary.

Continuation of CURR 5014 with emphasis on applying strategies, analyzing results, and reflecting on the teaching process. Prer., Acceptance into the COE Alternative Licensure Program.

CURR 5017-3 to 6. School Residency and Teaching Seminar - Elementary.

Full-time service in a school as a resident teacher planning, delivering, and evaluating instruction, managing the classroom environment and student behavior, developing collaborative relationships with parents and colleagues. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5018-3 to 6. School Residency and Teaching Seminar - Secondary.

Full-time service in a school as a resident teacher planning, delivering, and evaluating instruction, managing the classroom environment and student behavior, developing collaborative relationships with parents and colleagues. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5019-3. Teaching Seminar in Elementary Education.

Exploration of learning from theory and practice; developing and presenting a teaching portfolio; developing a problem-based approach to teaching; self-analysis and reflection on teaching. Prer., Acceptance into the COE Alternative Licensure Program.

CURR 5020-3. Teaching Seminar in Secondary Education.

Exploration of learning from theory and practice; developing and presenting a teaching portfolio; developing a problem-based approach to teaching; self-analysis and reflection on teaching. Prer., Acceptance into COE Alternative Licensure Program.

CURR 5050-1 to 4. Workshop in Curriculum.

Contemporary national, state, and local issues in education. An overview of current issues and trends in elementary and secondary education is developed for reference, discussion, and debate.

CURR 5090-1. Research Project.

During this course the student will complete a research paper/project which investigates a topic of specific interest to the student under the guidance of the faculty member. This project serves as the comprehensive exam for the C & I masters. Prer., Acceptance in Curriculum and Instruction Masters Degree and CURR 5001.

CURR 5100-2. Introduction to Technology in Education.

Introduction to the fundamentals of microcomputer use in the classroom. The course covers a variety of educational applications including information processing, teacher utilities, problem solving in various programming environments, selection of software and management of hardware, and other relevant topics. Coreq., CURR 5101.

CURR 5101-1. Introduction to Technology in Education Laboratory.

Accompanies CURR 5100. Participants will individually use microcomputers to experience the methods and outcomes of hands-on activities. Coreq., CURR 5100. $20 lab fee required.

CURR 5110-3. Evaluation of Computer-Based Training and Education Programs.

Instructional designers are responsible for validating the effectiveness of their training or educational programs. This course covers the design of a program evaluation, design and application of measures and instruments, presentation of formative and summative evaluation reports, and the evaluation of cost effectiveness. Prer., CURR 5001.

CURR 5120-3. Project.

Students will be required to design and implement a project involving the practical application of the principles and techniques addressed by the degree program. Details will be arranged through the student’s advisor. Projects based on activities in the field are encouraged. Prer., CURR 5212 and CURR 5213.

CURR 5121-1. Selected Topics in Education Technology.

Graduate level courses to be offered by guest lecturers to the university or by regular faculty where special topics or special needs arise. Examples of appropriate topics include the study of hypermedia, desktop publishing in educational fields or settings, the application of microcomputers to a field or subject area, or the study of advanced technologies such as videodisc integration. Topics and prerequisites to be announced.

CURR 5122-3. Technology for the Learner with Special Needs.

Students will synthesize literature on a variety of technological solutions that meet the needs of special learners, conduct investigations into the use of adaptive devices and assitive technologies, demonstrate their use, and design learning environments that support the learner in the least restrictive environment. Meets with CURR 4103.

CURR 5123-1 to 4. Field-based Practicum in Educational Computing and Technology.

Students will develop and complete under the direction of a faculty member an in-depth field experience involving educational technology in an educational setting. The specifics of the investigation and the topic are a joint decision by the student and the faculty member. The meeting times, expections, and evaluation are arranged with the faculty member. Students must have written consent of the instructor. Students using field experience for degree purposes should have the written consent of their advisor. Students are expected to submit a written proposal of their work to the instructor involved. Suggested examples of field experiences are as follows: (1) Work with students in lab situations to acquire computer skills, (2) develop, design, and evaluate curricular programs for implementation of computer skills at the district, school, or classroom level, (3) develop, design, and field test educational computer software in an educational setting.

CURR 5130-1 to 3. Multimedia Development.

This series of six half-credit modules addresses a range of topics relating to multimedia development. The topic mix for the modules evolves as the technology evolves. Students must take modules in multiples of two. Graduate credit will involve a review of research literature on multimedia use in training. Prer., CURR 5131. Meets with CURR 4130.

CURR 5131-1 to 3. Web-Based Delivery of Training.

This series of six half-credit modules addresses a range of topics relating to web-based delivery of training. The topic mix for the modules evolves as the technology evolves. Students must take modules in multiples of two. A review of the literature on web applications of media analysis will be required for graduate credit. Meets with CURR 4131.

CURR 5140-1 to 3. Graphics Design.

This series of six half-credit modules addresses a range of topics relating to graphics design. The topic mix includes graphics design, desktop publishing, and a variety of graphics applications. Students must take modules in multiples of two. An instruction design/visual literacy submission will be required for graduate credit. Meets with CURR 4140.

CURR 5150-3. Instructional Message Design.

Design of instructional environments that support effective learning. Environments may include computer-based instruction, web designs and computer- augmented classrooms.

CURR 5151-3. Instructional Design I.

Provides an introduction to the major theories and principles of systematic instructional design and evaluation. Students will be required to create, field test, and evaluate their own instructional designs. Prer., CURR 5150.

CURR 5152-3. Instructional Design II.

Building upon the theories and principles of instructional design introduced in CURR 5151, this course will explore the application of ID in a broad spectrum of environments. Field work may be required. Prer., CURR 5151.

CURR 5153-3. Authoring.

Students will learn to use software tools for media integration and the development of Computer Based Training. Topics include navigation design coding, CMI, and Cross platform integration. The primary application used is AUTHORWARE. Prer., CURR 5130 or instructor’s permission.

CURR 5154-3. Technologies for Computer-Based Training and Assisted Instruction.

Hardware and software technologies that support computer-based training and computer-assisted instruction. Students will be required to present their findings in class.

CURR 5162-6. Practicum Instructional Technology.

Students will meet with course instructor to design a CBT project (corporate) or classroom interventions for both students and teachers (educator). Prer., CURR 5152.

CURR 5201-3. Seminar: Current Research Issues in Gifted Education.

Students enrolled in this seminar explore contemporary research related to the identification of gifted students, programs for the gifted, affective needs of gifted students, and other related educational issues. Meets with SPED 590.

CURR 5202-3. Methods and Materials for Teaching Multiple Intelligence.

Focuses upon the examination of giftedness through the lens of Howard Gardner’s theory of multiple intelligences. Participants will examine educational research and practice relative to multiple intelligence theory. Methods for infusing multiple intelligence teaching strategies into the curriculum will be studied. Meets with SPED 533.

CURR 5210-3. Arts for the Gifted.

Explores a variety of arts activities for the elementary and middle grades. There will be a focus on a multi-faceted approach to teaching arts within creative, stimulating environments where the gifted student can evolve and thrive. Creativity, hemisphericity, problem solving, and practical applications of visual arts, music, dance, drama, and creative writing are addressed. Meets with SPED 559.

CURR 5211-3. Curriculum Strategies for the Gifted and Talented.

Prepares participants to write challenging, effective, and differentiated curricula for gifted learners. A variety of curriculum models and strategies will be explored. Participants will create curriculum units for gifted students in content areas of their choice.

CURR 5212-3. Reading and Language Arts for the Gifted.

Explores a wide variety of reading and writing activities for gifted learners. Children’s and adolescent literature, biography, independent study, creative dynamics and expository and creative writing are among the many topic areas addressed. Meets with SPED 562.

CURR 5213-3. Social Studies and Humanities for the Gifted.

Addresses the teaching of social studies and the humanities to gifted and talented students, grades K-12. An integrated, holistic approach to social studies is emphasized. Meets with SPED 563.

CURR 5220-3. Creative Problem Solving and Future Problem Solving for Gifted Learners.

Covers four areas: creativity, problem solving, future studies, and future problem solving. Course content will focus on both the theoretical frameworks underlying each topic as well as concomitant teaching strategies. Meets with SPED 564.

CURR 5230-1 to 3. Supervised Practicum - Gifted/ Talented Education.

Practicum credit may be obtained through selected, supervised field placements in teaching of supervisory roles in gifted education.

CURR 5301-3. Mathematical Connections and Concepts.

Exploration of current mathematics curriculum topics in ways which will allow students to develop deeper conceptual knowledge and a better understanding of the connections between various mathematical topics. Applications of mathematics to other disciplines. Historical background of secondary curriculum.

CURR 5400-3. Teaching Reading and Writing in Content Areas.

Format variations from content area to content area, materials, equipment, readability of content materials, vocabulary, variations in comprehensions, and variations in study procedures.

CURR 5401-3. Teaching Reading in the Elementary School.

Comparative analysis of predominant current philosophies/methodologies of reading instruction, current organizational procedures, skill development, and comprehension activities in the elementary school.

CURR 5402-3. Teaching the Basal.

Application of current instructional techniques in reading to basal readers in use. Focus on the instruction of average to below average readers.

CURR 5403-3. Introduction to Clinical Experiences.

Introduction to diagnostic, evaluative, prescriptive and remedial principles. Tutorial approach.

CURR 5404-2 to 3. Facilitating Reading in the Preschool and Kindergarten Classroom.

Historical background of reading readiness and strategies for advancing literacy in the preschool and kindergarten classroom. Workshop approach.

CURR 5410-3. Informal Diagnostic and Remedial Techniques of Reading.

Causes of low reading ability and techniques employed in teaching the poor reader, diagnosis, motivation, and skills.

CURR 5411-3. Psycholinguistics and Reading.

An analysis of the reading process from a psycholinguistic orientation. Emphasis on research studies and selected readings dealing with linguistic development and appropriate implications for reading acquisition. Prer., CURR 5401 or CURR 5410.

CURR 5412-3. The Reading-Writing Connection.

Explores the relationships that exist between reading (decoding) and writing (encoding). Both reading and writing are viewed as inseparable parts of the complete language arts complex. Reading to write and writing to read are both important focus areas of this course.

CURR 5413-3. Organization and Administration of Reading Programs.

Procedures involving organization of programs which include selection of staff, materials, scheduling, budgeting, and evaluation. Prer., 6 hours of instruction in reading or consent of instructor.

CURR 5420-3. Children’s Literature.

Reading and evaluation of books for children, information about children’s books, children’s interests in reading, important authors and illustrators, and problems in the guidance of reading.

CURR 5421-3. Literature for Adolescents.

Reading and evaluation of literature for adolescents. Emphasis on modern literature as well as literature by female and minority group authors. Meets with SPED 545.

CURR 5430-4. Reading Clinical Procedures I (Elementary).

Supervised diagnosis of reading problems; evaluation instruments; pertinent research; case study approach. Prer., CURR 5410 or consent of instructor. Meets with CURR 5431.

CURR 5431-4. Reading Clinic Procedures II (Secondary).

Supervised remediation of reading problems; methods and teaching materials; use of readability measures. Prer., CURR 5410 or consent of instructor. Meets with CURR 5430.

CURR 5432-3. Supervised Practicum in Reading: Elementary.

For advanced students working toward reading certification at the elementary level. Supervised field placements focusing on the application of program planning components. Prer., CURR 5410, CURR 5430, CURR 5431, and consent of instructor.

CURR 5433-3. Supervised Practicum in Reading: Secondary.

For advanced students working toward reading certification at the secondary level. Supervised field placements focusing on the application of program components. Prer., CURR 5410, CURR 5430, CURR 5431, and consent of instructor.

CURR 5440-1 to 6. Selected Topics in Reading Education.

Selected topics and issues in reading education will be explored in depth. Examples of special topics include: Introduction to Whole Language; Whole Language and Phonics Instruction; Reading, Writing, and Spelling Connections; and others as issues arise. Prer., Bachelor’s degree in Education or related field.

CURR 5462-3. Elementary Literacy Methods.

Elementary reading and writing literacy practice and strategies, methods, and materials with emphasis on Colorado Model Content Standards. Prer., Acceptance in ALP program.

CURR 5464-3. Elementary Mathematics Methods.

Elementary mathematics strategies to successfully implement mathematics instruction with emphasis on problem solving; thinking; and addressing Colorado Content Math Standards. Prer., Acceptance into ALP program.

CURR 5491-3. Secondary English Methods.

Secondary English Methods gives an overview of instructional theory, methods, and materials in English and helps the students develop teaching strategies and address the Colorado model content standards. Prer., Only those admitted to and participating in ALP. Meets with T ED 491 and T ED 591.

CURR 5492-3. Secondary Math Methods.

Secondary Math Methods gives an overview of instructional theory, methods, and materials in math and helps students develop teaching strategies and address the Colorado model content standards. Prer., Only those admitted to and participating in ALP. Meets with T ED 492 and T ED 592.

CURR 5493-3. Secondary Science Methods.

Secondary Science Methods gives an overview of instructional theory, methods, and materials in science and helps students develop teaching strategies and address the Colorado model content standards. Prer., Only those students admitted to and participating in ALP. Meets with T ED 493 and T ED 593.

CURR 5494-3. Secondary Social Studies Methods.

Secondary Social Studies Methods gives an overview of instructional theory, methods, and materials in social studies and helps students develop teaching strategies and address the Colorado model content standards. Prer., Only those admitted to and participating in ALP. Meets with T ED 494 and T ED 594.

CURR 5495-3. Secondary Spanish Methods.

Secondary Spanish Methods gives an overview of instructional theory, methods, and materials in Spanish and helps students develop teaching strategies and address the Colorado model content standards. Prer., Only those admitted to and participating in ALP. Meets with T ED 495 and T ED 595.

CURR 5501-3. Exploring the Science Curriculum.

Explores the curriculum, instructional strategies, and foundations for teaching science K-12. The course presents a variety of strategies for creating and implementing science curriculum. Participants will acquire knowledge and skills necessary to implement a holistic approach to science teaching that considers knowledge, process skills, scientific attitudes, and mandated standards.

CURR 5502-3. Developing Manipulative Materials for Science Teaching.

Designed to enable teachers at all levels to develop manipulative science materials from easily available resources. Participants will develop and demonstrate materials for teaching science in a contemporary fashion on a limited budget.

CURR 5503-3. Integrating Reading and Science.

Familiarizes teachers with contemporary practices in science and reading education. Particular emphasis is placed on integrating “learning-cycle” procedures from science education with “marginal gloss” and other “whole language” techniques from reading education. Many activities with direct application to classroom practice will be presented.

CURR 5504-1 to 4. Topics in Teaching Science.

Explores selected topics in science teaching. Topics will vary each time course is offered. Prer., Bachelor’s degree in Education or related field. Meets with CURR 4504.

CURR 5510-3. Science and Environmental Education for Gifted Students.

Designed for K-12 educators interested in developing their ability to work with gifted and talented students in science education and environmental education. The course emphasizes using and developing science resources for gifted and talented students. It also explores contemporary methodology for teaching science to gifted and talented students. Prer., Teaching experience.

CURR 5511-3. Teaching Energy and Environment.

Focuses on contemporary energy and environmental topics and issues. It is designed for elementary through secondary teachers. Emphasis is placed on clarifying environmental issues; showing relationships between energy, environment, and society.

CURR 5512-3. Energy and Environmental Activities.

Focuses on developing and utilizing activities, games, and role playing simulations in the area of energy, environment and conservation. This course is designed to enable classroom teachers at all levels to present and clarify various related concepts.

CURR 5513-2. Activities for Teaching Earth Science.

Focuses on using and developing classroom activities for anyone teaching earth science topics. Most activities presented are adaptable from preschool through high school. The course will cover five main topics including: space, land, water, air, and the earth’s past.

CURR 5514-3. Activities for Teaching Weather.

Provides many classroom activities demonstrating various aspects of weather and weather prediction. Topics include aspects of weather ranging from local up-slope caused by an “Albuquerque Low” to global warming. Activities presented will be applicable for elementary through high school grades.

CURR 5520-3. Activities for Teaching Physical Science.

Designed for teachers at all levels and includes a wide variety of activities for teaching physical science concepts. Contemporary science teaching methods will be modeled to develop physical science concepts through manipulative and inquiry experiences.

CURR 5521-2. Activities for Teaching Electricity and Magnetism.

Provides classroom activities involving electricity and magnetism for teachers. Activities are designed for use with materials easily available from local sources. The course covers a wide variety of activities ranging from simple interactions of magnets to generation of electricity.

CURR 5522-1. Teaching Cosmology - Explaining the Universe.

Utilizes the PBS series “Stephen Hawking’s Universe” as a basis for presenting an overview of the universe from its theoretical origins to its ultimate demise. The course will focus on understanding the broad principles and incorporating cosmology into classroom instruction.

CURR 5530-3. Cutting-Edge Science for Cutting-Edge Teachers.

Focuses on the readings from contemporary journals, magazines, databases, etc. It will bring participants up-to-date with recent developments in science and technology. It allows teachers to explore current scientific information along with strategies for including new information in their science teaching from K-12.

CURR 5670-3. Philosophy, Organization, and Current Issues in Middle Level Schools.

Philosophy and goals of middle level education and current issues in middle level education: testing and test results, grouping students, staffing and staffing design, teaming structures, new and innovative programs effecting middle level schools.

CURR 5671-3. Introduction to Middle Level Schools.

Overview of the middle school: definition of terms, organization of the middle school, philosophy, staffing and staffing design, teaming, interdisciplinary teaching, programs that are unique to middle level schools, and scheduling.

CURR 5672-3. Curriculum, Instruction, and Assessment for Middle Level Schools.

Effective middle school curriculum that is responsive to the needs of the early adolescent will be the focus of this course. Topics that will be covered include the components of middle level curriculum, instructional delivery techniques and strategies, and multifaceted evaluation methods. Various models will be presented and practitioners will provide their insight into curriculum models.

CURR 5673-3. Communication and Technology in the Middle Level School.

Communication in a middle level school is unique in terms of parent, peer, and student communication. Technology and how it has affected communication in middle level schools will be explored.

CURR 5675-3. Interdisciplinary Teaming for Middle Level Teachers.

Creating a classroom atmosphere where maximum learning can take place. Topics will include: team organization, teaching through thematic units, block scheduling, guidelines for teaching middle level learners through teaming and interdisciplinary approaches.

CURR 5676-3. Leadership in the Middle Level School.

The course will examine the role of teachers and administrators in the middle level school. Topics that will be covered include: organization of the middle level school, philosophy, staffing and staffing design, role of the team leader, teaming, site-based management, transition programs, school/community relations, school climate, instructional leadership, decision-making, and providing for a safe learning environment.

CURR 7000-1 to 6. Master’s Thesis.

CURR 9500-1 to 5. Independent Study in Reading.

Independent investigation of topics of specific interest to the individual student and completed under the direction of a faculty member. The specifics of the investigation and the topic are a joint decision by the student and faculty member. The meeting times,, expectations, and evaluation are arranged with the faculty member. Students must have written consent off the instructor. Students using independent study for degree purposes should have the written consent of their advisors.

CURR 9600-1 to 3. Independent Study in Curriculum.

Independent investigation of topics of specific interest to the individual student and completed under the direction of a faculty member. The specifics of the investigation and the topic are a joint decision between the student and faculty member. The meeting times, expectations, and evaluation are arranged with the faculty member. Students must have written consent of the instructor.

CURR 9601-1 to 3. Independent Study in Junior High/ Middle School Curriculum.

Independent investigation of topics of specific interest to the individual student and completed under the direction of a faculty member. The specifics of the investigation and the topics are a joint decision between the student and the faculty member. The meeting times, expectations, and evaluation are arranged with the faculty member. Students must have written consent of the instructor.

CURR 9602-1 to 3. Independent Study in Gifted/ Talented.

Independent investigation of topics of specific interest to the individual student and completed under the direction of a faculty member. The specifics of the investigation and the topic are a joint decision between the student and faculty member. The meeting times, expectations, and evaluation are to be arranged with the faculty member. Students must have written consent of the instructor.

CURR 9603-1 to 3. Independent Study in Educational Computing and Technology.

Designed to accomodate students who wish to pursue the study of a special topic of interest. Approval must be sought from the instructor prior to registration. A proposal outlining the planned study, including readings and written reports to be submitted, should be filed during the first week of the semester. Sample topics for study: computers and the handicapped; research on computing in education; emerging technologies; artificial intelligence; hypermedia; desktop publishing; advanced graphics; and telecommunications in education.

CURR 9604-1 to 3. Independent Study in Reading.

Independent investigation of topics of specific interest to the individual student and completed under the direction of a faculty member. The specifics of the investigation and the topic are a joint decision by the student and faculty member. The meeting times, expectations and evaluation are arranged with the faculty member. Students must have written consent of the instructor. Students using independent study for degree purposes should have the written consent of their advisors.

CURR 9999-0. Candidate for Degree.

Educational Psychology

EPSY 507-3. Educational Applications of Learning Theory.

A seminar designed to introduce a spectrum of current theories of learning including elements of cognitive psychology, social learning theory and behaviorism. Students will be expected to read extensively and lead discussion of their areas of investigation.

EPSY 510-3. Human Growth and Development.

Provides a broad understanding of life span theories of human development; understanding the nature and needs of individuals at all developmental levels; normal and abnormal human behavior indicators; personality theory and development; and learning theory within cultural contexts. Meets with COUN 504.

EPSY 525-3. Teaching the Gifted and Creative Student.

This introductory course explores the nature and nurture of gifted children and adolescents. Characteristics, identification, program alternatives, and teaching strategies are addressed as is the gifted child movement.

Leadership

LEAD 150-2. Personal Management and Community Service.

This course imparts a basic knowledge of financial planning and provides for a service learning education project. Topics include fundamentals of money management, insurance, investments, tax planning, retirement planning, and estate planning. Culminates with a service learning education project in student’s community.

LEAD 211-3. Profiles of Leadership.

Creates insight relative to the breadth and depth of leadership potential within a multicultural society. Students are challenged to develop personal profiles of leadership based upon multiple factors including leadership theory and non-traditional forms of leadership. Prer., COMM 111 or equivalent.

LEAD 400-3. Principles of Student Leadership.

Designed as a participatory class with a focus on leadership theories, styles of leadership, and strategies for successful student leadership. Topics included are conflict management, strategic planning, goal setting, leading leaders, leadership ethics and other related topics. Meets with LEAD 500.

LEAD 411-3. Experiences in Leadership.

Leadership in the context of organizational management, the political arena, and social causes. Students organize expert discussion panels. Special issues include women and minorities in leadership. Students research and prepare their own leadership development programs with emphasis on application and skill development. Prer., COMM 111 and LEAD 211 or equivalent.

LEAD 450-1 to 3. Student Leadership Seminar.

Offers opportunities for undergraduate students to discuss problems of practice in leadership, plan and implement service projects and coordinate student leadership development activities.

LEAD 453-1 to 4. Workshop in Leadership.

Contemporary national, state, and local issues in education from the perspective of the education leader. An overview of current issues and trends in elementary and secondary education will be developed for reference, discussion debate, and policy purposes.

LEAD 500-3. Introduction to Leadership Studies.

Meets with LEAD 400.

LEAD 502-2. Vision, Values and Leadership in a Democratic Society.

Students explore leadership theory, values, and assumptions inherent in public education within a democratic society, and personal beliefs relative to education and democracy. Personal educational philosophy and strategies facilitating vision, community, and common purpose are developed. Field work required.

LEAD 507-3. Human Resources Development.

Personnel practices, policy development, employee- employer relationships, employee contracts, due process procedures, collective bargaining, performance appraisal, hiring and dismissal processes, staff development, induction of new employees, legal implications of ADA, affirmative action, and sexual harassment are explored. Field work required.

LEAD 516-2. Curriculum Leadership in a Multicultural Society.

Study of the nature of curriculum, the historical evolution of curriculum, conflicting philosophical perspectives on curriculum, and current issues and trends affecting curriculum implementation and change. Emphasis placed upon creating congruent curriculum amidst competing forces. Field work required.

LEAD 522-2. Program Evaluation and Curriculum Assessment.

Designed to be taken with LEAD 523. Offers students an opportunity to explore various methods of evaluating school programs and assessing the effectiveness of curriculum. Field work is included in the requirements for this course. Prer., LEAD 516 or equivalent.

LEAD 523-1. Action Research Laboratory.

Designed to be taken concurrently with LEAD 522. Offers students an opportunity to apply methods in program evaluation and curriculum assessment to actual school problems. Students apply methods completing a schoolbased action research project.

LEAD 524-1. Leadership and Management of Programs for Special Populations.

Students explore challenges and needs placing students at risk of school failure. Emphasis placed on the legal and educational requirements of special programs including Title I, Special Education, Gifted and Talented, ESL, Section 504, ADA, and IDEA. Field work required.

LEAD 525-2. Creative Communication for School Leaders.

Strategies for effective communication and its role in group process, organizational effectiveness, persuasion, and conflict including criteria for effectiveness in communication are examined. Emphasis placed upon the role of technology and creativity in communication for leaders. Field work required.

LEAD 545-3. The Principalship.

Examination of the principalship at elementary, middle, and high school levels based upon research and recommended practices. Analysis of instructional, organizational, political, and leadership challenges. Assessment of policies and principles guiding coordination of the instructional program. Field work required.

LEAD 553-1 to 4. Workshop in Leadership.

Contemporary national, state, and local issues in education from the perspective of the education leader. An overview of current issues and trends in elementary and secondary education will be developed for reference, discussions, debates, and policy purposes.

LEAD 554-1 to 4. Advanced Topics in Leadership.

In-depth analysis and application of leadership principles related to contemporary school issues.

LEAD 604-2. Developing Collaborative School Communities.

Leadership principles, change process research, and organizational theory applied to school research, and administration. Strategies for facilitating collaborative decision making and change processes, building community, and including and motivating diverse population of stakeholders in program planning and evaluation. Field work required.

LEAD 605-3. Financing Schools and Programs.

Funding sources for public schools, procedures in financial planning, budgeting implications, and the relationship between costs and effectiveness explored including resource procurement, control of funds, accounting requirements, and payment procedures. Emphasis on management of building level budgets. Field work required.

LEAD 612-3. Educational Politics in a Democratic Society.

A study of models, concepts, and processes regarding the organization of the American public school system at the federal, state, intermediate, and local school district levels including the values, resources, and power structures of the local community. Field work required.

LEAD 614-3. Supervision and Evaluation of Instruction.

The role of instructional leader facilitating instructional effectiveness toward student success. Evaluation and supervision strategies included are: data collection, data analysis, legal aspects, evaluation report writing, conferencing, goal setting, motivation, and focusing on student outcomes. Field work required.

LEAD 640-3. Legal Issues for School Leaders.

Federal and state laws from statutes, key court decisions, and recent legal developments are studied. Governance challenges of American education with emphasis on the legal duties, rights, and restraints of principals and administrators are explored. Field work required.

LEAD 670-3. Methods of Qualitative Inquiry.

Prepares students to conduct field research employing qualitative methods and perspectives. Students analyze qualitative studies from various fields of study. A field research project is required. Prer., Introductory course in research.

LEAD 671-3. Applications of Qualitative Inquiry.

Builds upon the basic foundations of qualitative inquiry and is designed to assist doctoral level students in designing and implementing research studies and analyzing data. Prer., LEAD 670 or equivalent.

LEAD 675-3. Intermediate Statistics.

Advanced methods of analyzing data with an empahsis on the use and interpretation of descriptive and inferential techniques. Topics covered include one-way and two-way ANOVA, power, multiple correlation and regression, ANCOVA, and selected packaged statistical programs. Prer., Introduction to Statistics or equivalent.

LEAD 682-3. Practicum in School Leadership: The Principalship.

A minimum of 300 clock hours of administration activities at the elementary, middle, and high school levels supervised by site mentors in varied settings with educationally, culturally, and socioeconomically diverse populations. Professional portfolio documents competencies required for program completion.

LEAD 686-3. Superintendent as Transformational Leader.

Exploration of leadership challenges of the superintendency and central office administrators. Content is based upon Colorado licensure standards, NCATE curriculum standards, and AASA professional standards for the superintendency. Field work is required. Prer., Completion of Approved Principal Licensure Program.

LEAD 687-3. The Superintendent as Manager of Quality Systems.

Exploration of management challenges of the superintendency and central office administrators. Content is based upon Colorado licensure standards, NCATE curriculum standards, and AASA professional standards for the superintendency. Field work is required. Prer., Completion of approved Principal Licensure Program or consent of instructor.

LEAD 688-3. Practicum in Central Office Leadership and the Superintendency.

A minimum of 300 clock hours of central office administration activities supervised by site mentors in varied settings with educationally, culturally, and socioeconomically diverse populations. Professional portfolio documents required competencies. Prer., LEAD 686 and 687.

LEAD 700-1 to 6. Master’s Research Laboratory in Leadership.

Laboratories organized by professors to engage students in on-going research projects. Students extend and apply knowledge and skills developed in coursework. Student complete portfolio requirements and/or work on thesis. Prer., Admission to Master’s Program or consent of instructor.

LEAD 750-1 to 6. Doctoral Research Laboratory in Leadership.

Laboratories are organized by professors to engage students in on-going research programs. They provide opportunities for students to extend and apply knowledge and skills developed in coursework. The laboratories enable students to complete portfolio requirements and work on doctoral dissertations. Prer., Only students enrolled in the UCD/ UCCS PhD program may enroll.

LEAD 755-1 to 3. Readings in Leadership.

Selected readings for advanced study in a specific area of Educational Leadership or Leadership Studies. Prer., Admission to Master’s or Ph.D. program or consent of instructor.

LEAD 950-1 to 6. Independent Research in Educational Leadership.

Independent investigation of topics of specific interest completed under guidance of a faculty member. Specifics of the investigation are a joint decision requiring a written research proposal. Used for degree purposes only upon written consent of an advisor. Prer., Consent of instructor.

LEAD 999-0. Candidate for Degree.

Used only by students not registered for course work or independent research during the semester in which the student takes the comprehensive examination. Fulfills requirement for registration during the semester in which comprehensive is taken. No credit is earned.

Social Foundations

SFND 500-3. Social Foundations of Education Trends.

Addresses the relationship of schooling to society by focusing on the question of whether the schools can significantly reduce the environmentally related inequalities in achievement which exist in America and zeroing in on relationships between the federal government and education. Various speakers will present and discuss these and other issues.

Special Education

SPED 300-3. Introduction to Special Education.

An overview of the physical, cognitive, and affective characteristics and development of exceptional individuals in relation to normal development is presented. The course examines why students succeed or fail, the teaching-learning process, individualized instruction, service delivery, ethics, and how general educators, special educators, and parents work together to maximize student development in the least restrictive environment. Participants are introduced to the historical, legal, and financial aspects of special education. Understanding and appreciating multicultural influences on educational practices are also discussed. Variable credit is only available for students in TEP. Meets with SPED 500.

SPED 401-3. Special Education Policies and Procedures.

Examines current special education law and procedures, financial structures, and delivery systems. Additionally, students discuss educational problems and discuss potential solutions. Students are introduced to current research and foundational concepts that are studied in depth in future coursework. These include examining multicultural influences on educational practice, framing special education services in a problem solving model, and constructing a unified system for delivering educational services to all students. Prer., SPED 300 and SPED 405. Meets with SPED 502.

SPED 405-3. Applied Behavior Analysis.

Examines applied behavior analysis principles and techniques, including observational analysis, databased instruction, and social validity. These concepts are emphasized as means to increase or decrease target behavior, and to facilitate behavior maintenance and generalization. Additionally, students are exposed to current research findings related to applied behavior analysis. APA writing style, ethics, legal issues, and materials are also covered. Prer., SPED 300. Meets with SPED 505.

SPED 406-2. Mathematics Instruction.

Students will learn specific procedures for designing mathematics lessons for students with mild and moderate disabilities. Students will learn procedures for evaluating, selecting, and modifying mathematics curricula to meet the needs of students in diverse instructional environments. Current research findings and instructional delivery systems such as cooperative learning and precision teaching will also be discussed. Meets with SPED 506.

SPED 407-3. Language Arts Instruction.

Introduction to the design of curriculum and the use of effective instructional practices for students with mild and moderate disabilities. Students will learn specific procedures for designing reading and written language lessons, practice applying teacher presentation techniques to improve student achievement outcomes. The Colorado Language Arts Standards will also be discussed. Prer. or coreq., SPED 405. Meets with SPED 507.

SPED 410-3. Assessment and Instructional Monitoring.

Provide the skills necessary to plan and conduct systematic assessments of students who are at risk for academic failure in educational environments. Class lectures, activities, and assignments will focus on how to select assessment procedures for: a) planning prereferral interventions, b) determining eligibility for special education services, c) planning efficient instructional programs, and d) monitoring student progress. The linkage of assessment data to intervention planning and effective instructional practices will be emphasized throughout the course. Additionally, current research findings and contemporary issues in educational assessment will be addressed. Prer., SPED 405 and 407. Meets with SPED 510.

SPED 414-3. Self-Determination and Transition II.

Elementary and secondary career education and transition concepts including history, legal issues, IEP transition planning, assessment, labor laws, and community-based instructions are presented. Coordination of post-school services is discussed in relation to supported and competitive employment and community agencies. Prer., SPED 300/SPED 500. Meets with SPED 514.

SPED 416-3. Significant Support Needs.

Focus on the development, implementation, and evaluation of instructional programs for students with severe cognitive and physical needs in elementary and secondary settings. Prer., SPED 300 and SPED 405. Meets with SPED 516.

SPED 420-3. Behavioral and Social Skills I.

Focus on the development, implementation, and evaluation of instructional programs for students with challenging behaviors. Course content focuses on defining characteristics of children and youth with emotional and behavioral disorders across educational settings. Prer., SPED 405. Meets with SPED 519.

SPED 421-3. Behavioral and Social Skills II.

Focus on the development, implementation, and evaluation of instructional programs for students with challenging behaviors. Course content includes behavioral assessment, social skills instruction, and techniques for managing aggressive behavior. Prer., SPED 300, SPED 405 and SPED 420. Meets with SPED 539.

SPED 428-3. Self-Determination and Transition I.

Presents self-determination instructional methodology including assessment and instructional programs. Focus is upon teaching students how to choose goals, express goals through learning to actively participate in the IEP meeting, and taking action on achieving their own goals. Prer., SPED 300. Meets with SPED 528.

SPED 429-3. Consultation and Collaboration.

Emphasizes data-based consultation models and collaborative problem solving techniques that are effective across learning environments. Meets with SPED 530.

SPED 431-2. Consultation and Collaboration II.

Emphasizes data-based consultation and the design, implementation, monitoring, and evaluation of interventions to improve students’ opportunities to benefit from their learning and social environments. Strategies for coordinating and managing educational staff and programs in a variety of environments will also be presented. Prer., SPED 430; Coreq., SPED 476 or 477.

SPED 432-3. Mathematics Instruction.

Students will learn procedures for evaluating, selecting, modifying, and teaching mathematics curricula to meet the learning needs of students with mild and moderate disabilities. Prer., SPED 300 and SPED 405. Meets with SPED 532.

SPED 436-6. Elementary Student Teaching: Moderate, Affective, Cognitive Needs.

This supervised student teaching experience provides students with the opportunity to apply and integrate principles and techniques learned in previous course in elementary school settings. Student teaching application due dates: Fall (October 15) and Spring (March 15). Prer., SPED 300/SPED 500 through SPED 550. Meets with SPED 536.

SPED 437-6. Secondary Student Teaching: Moderate, Affective, Cognitive Needs.

This supervised student teaching experience provides students with the opportunity to apply and integrate principles and techniques learned in previous course in secondary school settings. Student teaching application due dates: Fall (October 15) and Spring (March 15). Prer., SPED 300/SPED 500 through SPED 550. Meets with SPED 537.

SPED 450-3. Teaching Secondary Students in Content Classes.

Provides participants with procedures and techniques teachers may use to increase student achievement in content area courses. Participants will learn effective strategies for planning, implementing, and evaluating complex content area instruction. A variety of ways to deliver instruction including cooperative learning, peer tutoring, and coteaching will also be addressed. Meets with SPED 540.

SPED 455-3. Language Arts II.

Provides participants with procedures and techniques to increase student achievement in content area courses. Participants will learn effective strategies for planning, implementing, and evaluating complex content. A variety of ways to deliver instruction will also be addressed. Prer., SPED 300, SPED 405 and SPED 407. Meets with SPED 555.

SPED 471-3. Practicum II.

Participants will develop skills to implement an effective, research-based language arts reading program for low achieving students and students with disabilities in a variety of educational settings. Meets with SPED 585.

SPED 476-7. Elementary Student Teaching: Moderate, Affective, Cognitive Needs.

Provides students the opportunity to apply and integrate the principles and techniques learned in previous courses in an elementary setting. Students will work with children with moderate, affective, and cognitive disabilities under the supervision of a cooperating teacher. Competency assignments and current issues are discussed during student teaching seminars. Coreq., SPED 430 or 431 and permission of instructor.

SPED 477-7. Secondary Student Teaching: Moderate, Affective Cognitive Needs.

Provides students the opportunity to apply and integrate the principles and techniques learned in previous courses in a secondary setting. Students will work with adolescents with moderate, affective, and cognitive disabilities under the supervision of a cooperating teacher or district supervisor. Competency assignments and current issues are discussed during student teaching seminars. Coreq., SPED 430 or 431 and permission of instructor.

SPED 481-4. Elementary Student Teaching.

Supervised student teaching that provides the opportunity to apply and integrate principles and techniques learned in previous courses in elementary school settings. Student teaching application due dates: Fall (October 15) and Spring (March 15). Meets with SPED 581.

SPED 482-4. Secondary Student Teaching.

Supervised student teaching that provides the opportunity to apply and integrate principles and techniques learned in previous course in secondary school settings. Student teaching application due dates: Fall (October 15) and Spring (March 15).

SPED 491-1 to 4. Workshop.

Designed to allow specific topics and issues to be explored in-depth. Prer., Permission of instructor.

SPED 495-2. Reaching the Tough to Teach Institute.

Provides participants with a variety of training opportunities that specifically relate to programs, policies, and procedures for working with at-risk students. Participants will have multiple opportunities to reflect on knowledge learned and develop practical appplication plans.

SPED 500-3. Introduction to Special Education.

An overview of the physical, cognitive and affective characteristics and development of exceptional individuals in relation to normal development is presented. The course examines why students succeed or fail, the teaching-learning process, individualized instruction, service delivery, ethics, and how general educators, special educators and parents can work together to maximize student development in the least restrictive environment. Students are introduced to the historical, legal, and financial aspects of special education. Understanding and appreciating multi-cultural influences on educational practices are discussed also. Meets with SPED 300.

SPED 501-1. Trends and Legal Issues.

Examines current special education trends and special education law, procedures, financial structures, and delivery systems. Additionally, students discuss educational problems and discuss potential solutions. Students are introduced to current research and foundational concepts that are studies in depth in future and foundational concepts that are studied in depth in future courses. These include examining multicultural influences on educational practice, framing special education services in a problem-solving model, and constructing a unified system for delivering educational services to all children. Meets with SPED 401.

SPED 502-3. Special Education Policies and Procedures.

Examines current special education laws, including IDEA, Section 504, and ADA. In addition, students learn how to develop legally correct and educationally useful Individualized Education Programs. Prer., SPED 500 and SPED 505. Meets with SPED 401.

SPED 505-3. Applied Behavior Analysis.

Examines ap