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Psychology |
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PSYC 876. Personality Assessment
3.00
Students achieve a basic understanding and competency in the administration and interpretation of personality assessment procedures for children, adolescents and adults across a variety of settings. Issues of nondiscriminatory multicultural assessment will also be addressed. Prerequisite: Permission of instructor.
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PSYC 877. Advanced Seminar In Child and Family Assessment
3.00
This doctoral-level course reviews advanced methods for the assessment of children and families, and focuses on the development of a case formulation that integrates test findings and informs intervention efforts.
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PSYC 878. Doctoral Practicum
1.00 - 6.00
Provides a variety of supervised field experiences for advanced, applied psychology doctoral students. Students may enroll for several types of practicum experiences (e.g., clinic, school, HDC). Course is graded on an S/U basis. Prerequisite: Permission of instructor.
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PSYC 879. Doctoral Assessment Practicum
2.00
This course provides guided opportunities for supervised application of sets of assessment skills and competencies with the development of professional self as an assessment practitioner. Students join with center faculty members to engage in ongoing assessment projects concerning at-risk students, alumni surveys, academic undergraduate and graduate degree programs, general education, academic program reviews and distance education programs. Course will be graded on an S/U basis.
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PSYC 880. Introduction to Child and Adolescent Neuropsychology
3.00
This course will include a review of central nervous system (CNS) anatomy and physiology as it pertains to brain/behavior relationships and neuropsychological assessment. Emphasis is on providing a foundation for more intensive further evaluation and remediation within the school setting of children and adolescents surviving traumatic brain injury. Prerequisite: Permission of the instructor.
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PSYC 881. Issues and Techniques in Research and Evaluation
1.00 - 3.00
Opportunity for applied research and/or program evaluation in areas of special interest. Students will participate as full members of a research team and assist with the design of a study. This course will serve as a basis for preparing students to develop the proposal for their doctoral research project. Course is graded on an S/U basis. Prerequisites: PSYC 605 and PSYC 608 or equivalent, or permission of the instructor.
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PSYC 882. Doctoral Practicum in Counseling
3.00
Typically Offered: ASNEEDED
Doctoral-level supervised clinical counseling experience in a field setting relevant to the student’s professional goals. Course is graded on an S/U basis. Prerequisite: Permission of the instructor.
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PSYC 885. Workshop in Rorschach
3.00
Gives an overview of current uses for the Rorschach Inkblot test in psychological assessment. Reviews the history and controversies surrounding the instrument. Reviews the Exner Comprehensive System and its psychometric strengths and weaknesses, and introduces the Rorschach Performance Assessment System. Students will review the fundamentals of administration, scoring, interpretation and report writing. Prequisite: PSYC 674 .
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PSYC 888. Introduction to Neuropsychological Assessment
3.00
An introduction to the practice of neuropsychological assessment. Students learn to administer, score and interpret common neuropsychological instruments; become acquainted with common neuropathological conditions which prompt a referral for neuropsychological assessment; and learn to write a comprehensive and comprehensible neuropsychological assessment report. Students learn about tests in class but must use outside time to practice administration. Prequisite: PSYC 625 or equivalent, with permission of instructor.
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PSYC 889. Advanced Personality Assessment
3.00
Critical review of theory, practice and research with regard to personality assessment techniques. Emphasis will be placed on teaching the Rorschach and MMPI, and using these and other assessment procedures to answer specific diagnostic questions (e.g., depression, psychosis, personality disorders, etc.). Prerequisite: PSYC 779 or equivalent.
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PSYC 890. Doctoral Internship
6.00
Supervised internship in a school and/or community agency approved by the program coordinator. Designed to meet APA internship guidelines. Course is graded on an S/U basis. Prerequisites: Completion of all course work and permission of program committee.
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PSYC 891. Doctoral Assessment Internship
3.00
Supervised assessment internship in a higher education, kindergarten through 12th-grade, business or health care setting that has been approved by the program coordinator. Typically involves the design and implementation of assessment strategies to meet the needs of the institution or agency. Course will be graded on an S/U basis. Can be taken for a second semester. Prerequisites: Completion of all doctoral program course work, PSYC 878 and permission of the program committee.
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PSYC 892. Doctoral Internship in Counseling, Supervision, and Teaching
2.00 - 6.00
Typically Offered: ASNEEDED
Under supervision, participating in intensive capstone experiences enhancing skills and practices in three areas: counseling, supervision and counselor education. Experience is gained in field settings relevant to student’s professional goals; includes clinical supervision and professional development. Course is graded on an S/U basis. Prerequisites: Completion of all course work and permission of adviser.
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PSYC 895. Doctoral Practicum in College Teaching
1.00 - 3.00
This practicum course provides instruction, modeling and supervision in teaching college or professional level learners. Students will teach undergraduate courses in psychology and/or make professional presentations, receiving feedback and supervision from the instructor. Prerequisites: Master’s degree and permission of instructor.
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PSYC 899. Dissertation Continuance
1.00 - 2.00
Continued study, research and writing in the area of dissertation concentration. (This course does not count toward fulfilling the required hours for the degree; it may be repeated as needed. Students who have registered for six hours of dissertation credit but have not finished the dissertation must be enrolled in this course each semester, including summer, until they complete the dissertation.)
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PSYC 900. Doctoral Dissertation
6.00 - 12.00
Provides advanced research required of all doctoral candidates. Course is graded on an S/U basis. Prerequisites: completion of all course work and permission of program coordinator.
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Public Administration |
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PUAD 512. Seminar in Intergovernmental Relations
3.00
Intensive examination of the dynamics of the federal system including the political, administrative and fiscal relationships among the various American governments. Grant writing will be addressed.
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PUAD 560. Regionalism and Urban Management
3.00
Typically Offered: FALL
Crosslisted PPA 460
A study of the problems of urbanization and inter-jurisdictional externalities from a regional perspective. Regionalism will be examined as an approach to generating public policy to solve these problems..
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PUAD 561. Education and Social Policy
3.00
Typically Offered: FALL
A study of the development and implementation of education policy in the United States at the national, state and local levels. Students will be introduced to major issues in contemporary education policy and the evaluation of alternative policies advanced by subgroups of the population. Educational equity and its links to social and economic goals will be examined.
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PUAD 562. Social Welfare and Local Government Policy
3.00
Typically Offered: SPRING
Crosslisted PPA 462
A study of the interaction of social welfare policy and local governance in theory and in practice. Students examine state and local government and community-based responses to urban problems from a policy and management perspective. Particular attention is paid to interagency and community collaboration as a way to enhance social service delivery.
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PUAD 570. Nonprofit Management
3.00
Typically Offered: FALL
Crosslisted PPA 470
This course is designed to introduce students to the fundamentals of governance, accountability, trusteeship and executive leadership in nonprofit sector organizations. The course will examine critically the principal models, processes and practices used in managing nonprofit organizations and the relationships between the governing boards and executive leaders of such organizations.
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PUAD 571. Public Financial Management
3.00
Explores financial management in public and nonprofit organizations by examining cash, debt and investment management; risk assessment; capital projects; and budgeting. Financial reporting, financial statements and auditing will also be considered as accountability and internal control mechanisms.
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PUAD 572. Contract Management
3.00
Typically Offered: SPRING
Crosslisted PPA 472
The purpose of this course is to provide a broad overview of the theory behind and practical application of contract management. As agencies across government (federal, state and local) expand the use of contracting, billions of taxpayer dollars are transferred into the private sector to conduct public business. This trend is not going away; therefore it is essential that public administrators be effective at managing and overseeing contracts.
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PUAD 573. Economic and Community Development
3.00
Typically Offered: ONCEAYEAR
Crosslisted PPA 473
Study of the theory and practice of economic development and community planning. Topics include human capital development, infrastructure development, regionalism, public-private partnerships.
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PUAD 574. Tools for Public Management
3.00
Typically Offered: SPRING
This course is designed to introduce students to the practical tools that will enable them to deal with the challenges managers face in the nonprofit and public sector environment. The course is designed around a set of modules that public administrators must address on a regular basis.
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PUAD 583. Emerging Issues in Public Administration
3.00
The course will examine an area of new or emerging interest in the profession of public administration. The course may be repeated for credit with a change in the subject matter. Prerequisite: Permission of the instructor, PPA 265.
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PUAD 584. Environmental Regulatory Policy and Politics
3.00
Typically Offered: FALL
A study of environmental politics and the policies that environmental advocacy has produced. Topics include the dynamics of policy construction, various substantive policy issues and the prospects for environmental justice and sustainability.
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PUAD 605. Research Design for Policy Evaluation
3.00
Typically Offered: FALL
Application of social science methodology to program and policy evaluation. Research design and data collection, as well as planning techniques, are covered.
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PUAD 606. Program Evaluation in Public Administration
3.00
Application of systematic analysis to program and policy evaluation. Students will complete a computer-assisted research project. Prerequisite: PUAD 605 or permission of instructor.
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PUAD 607. Policy Analysis
3.00
Typically Offered: FALL
This course is designed to help students cultivate the tools and techniques of public policy analysis. Students will examine approaches to policy analysis and assess the strengths and limitations of various methods for understanding contemporary social problems and policy challenges. The course is designed to strengthen problem-solving, analytic and research skills in defining and crafting solutions to such problems.
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PUAD 615. Legal Environment of Public Administration
3.00
Study of the constraints imposed on public administrators by law and judicial oversight. The course will address federal and state constitutions, judicial review, organizational and personal legal accountability, personnel law and procurement law.
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PUAD 620. Foundations of Public Administration
3.00
Typically Offered: FALL
A study of public administration including the political process. Includes a theoretical introduction to the study of public administration and patterns of management and decision making. Serves as foundation course to the Master of Public Administration program.
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PUAD 625. Public Organizational Behavior
3.00
A study of contemporary issues and problems facing the public manager. Contemporary management systems, techniques and devices will be discussed and case studies will be extensively used.
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PUAD 626. Strategic Planning and Management
3.00
Advanced study of the strategic planning process, including mission and vision development, subordinate planning efforts, and integration with management and operational planning. Coverage of performance measurement, assessment systems, monitoring and evaluation, and program modification.
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PUAD 627. Facilitating Collaborative Governance and Public Programs
3.00
Crosslisted SCOM 527
This course offers training and practice in facilitation skills needed to guide advocacy groups, organizations, governmental agencies and communities as they grapple with complex challenges, make informed choices for action and work together to establish and achieve collective goals. In addition, this course will consider how these processes are best integrated with and play a role in community, organizational and institutional structures and influence policy change.
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PUAD 630. Seminar in Public Personnel Administration
3.00
An inquiry into systems of employment found in United States governments and nonprofit organizations, the issues these systems raise for democracy, and the Constitutional and legal framework within which they operate.
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PUAD 641. Public Budgeting
3.00
Public budgeting practices and skills with an emphasis on the federal budget process. Topics include politics of the budget process, budget types and analytic techniques for budgeting
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PUAD 650. Management in International Nongovernmental Organizations
3.00
Study of management of non-governmental (NGO) organizations in international settings. Through readings, case studies and exercises, the course explores NGO governance, acquisition and management of resources, program management, performance measurement and accountability. Prerequisite: Permission of the instructor.
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PUAD 651. Economics of the International Non-Profit Sector
3.00
Crosslisted MBA 651
Introduces the non-economics graduate student to an economic perspective on non-profit organizations with regard to diverse international systemic environments. The conjunction of economics with political, institutional, ethical and sociological elements will provide the student with a comprehensive understanding of the central nature of economics to development. Prerequisite: Permission of instructor.
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PUAD 652. Politics of International NGOs
3.00
An examination of how changes in the political context provide distinctive challenges to international non-governmental organizations. The emphasis is on improving the ability of managers and service providers to adjust their organizations’ decisions and operations in response to differences in national and subnational political dynamics. Prerequisite: Permission of instructor.
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PUAD 653. Ethics and International NGOs
3.00
This course studies the ethical issues posed by international non-governmental organizations (NGOs) in both theory and practice. Emphasis will be placed on the contemporary humanitarian enterprise, on the ethical considerations it raises, and on analytical and normative tools for addressing these concerns. Prerequisite: Permission of instructor.
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PUAD 661. Civil Society and the Nonprofit Sector
3.00
Explore the concepts, theory and research related to civil society. Understand the relationship between the nonprofit sector, civil engagement, social capital and democracy. Define the implications of these concepts for the nonprofit leader.
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PUAD 662. Governance and Accountability of Nonprofit Sector Organizations
3.00
Study of the structure, functions and composition of nonprofit boards and their relationship to organization management and performance. Explore the fiduciary, strategic and generative governance roles of boards and common problems associated with nonprofit governance. Assess proposals to improve board performance and accountability.
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PUAD 663. Philanthropy and Volunteerism
3.00
Typically Offered: SPRING
This course will examine the role of philanthropy and volunteerism in the nonprofit sector in the US and globally.
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PUAD 680. Reading & Research
3.00
Under faculty supervision, independent study of a specialized area of public administration. Prerequisite: Permission of instructor.
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PUAD 683. Special Topics in Public Administration
3.00
A detailed study of a selected area in public administration. May be repeated with a change in subject matter. Prerequisite: Permission of instructor.
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PUAD 692. Public Administration Capstone
3.00
This capstone course, required of all graduate public administration students in their final spring semester, emphasizes professional and ethical application of core public management competencies. Course work includes a structured, individualized practicum project demonstrating technical knowledge and understanding of organizational, political and social contexts. Prerequisite: Open to students who have completed 24 graduate credit hours or are entering their final spring semester in the MPA program.
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PUAD 696. Internship in Public Administration
3.00 - 6.00
Supervised professional administrative experience with a public or non-profit agency. Credit for 200 or 400 hours of work is three or six credits. Assigned readings, reports and a research paper are required. Prerequisite: Permission of instructor.
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PUAD 697. Internship in NGO Management
6.00
A supervised professional administrative experience with a non-governmental organization. Requires 300 hours of work. Assigned readings, reports and a research paper are also required. Prerequisite: Permission of instructor.
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PUAD 698. Comprehensive Continuance
1.00
All MPA students must remain enrolled in a minimum of 1 credit hour every fall and spring semester in order to remain enrolled in the program. Course may be repeated as needed.
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Reading Education |
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READ 501. Workshop in Reading
3.00
Designed to provide students with workshop experiences related to current needs in reading. The topics considered will be determined by interest and demand. No more than six credit hours earned in workshops in education can be applied to a major program.
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READ 566. Literacy Acquisition and Development of the Young Reader
3.00
This course will provide pre-service teachers with an understanding of the foundations of early literacy development and instructional strategies and assessment techniques, which support the acquisition of literacy. Corequisite: ECED 511 .
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READ 582. Foundations of Early and Elementary Literacy
3.00
This course emphasizes the traditions, theories, and practices in preK-12 literacy that have emanated from a long history of research and practice. Participants will examine how particular theories of literacy impact the learning and teaching of literacy in preK-12 classrooms.
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READ 586. Children’s and Adolescent Literature
3.00
This course is designed to acquaint participants with the nature, scope, and uses of children’s and young adult literature for instructional, informational and recreational purposes. The implications of current theory, significant research and issues in literature study will be investigated and examined as they relate to the Pre K-12 learner.
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READ 588. Writing Instruction
3.00
This course focuses on the current theories and practices that pertain to writing instruction in K-12 school settings. Through this course, participants will examine historical and developmental perspectives, instructional contexts, assessment, and the uses of technology in writing instruction.
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READ 590. Literacy Across the Curriculum (for M.A.T.)
3.00
This course explores literacy-based learning in the preK-12 curriculum and the interdisciplinary nature of literacy.
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READ 595. Literacy Across the Curriculum (for M.Ed.)
3.00
Typically Offered: FALL
This course explores literacy-based learning in the preK-12 curriculum and the interdisciplinary nature of literacy.
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READ 600. Research and Research Methods in Literacy
3.00
This course is designed to help students evaluate and conduct research in literacy development and instruction. Students will examine a wide range of methodological frameworks used in literacy research and apply them to K-12 classroom-based inquiry projects.
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READ 602. Word Knowledge: Phonics, Spelling, and Vocabulary
3.00
Course content examines theoretical and practical contexts for language development and word knowledge instruction for K-12 classrooms. This includes an examination of the principles of word analysis by sound, pattern, and meaning through the study of phonemic awareness, phonics, spelling, vocabulary, and word identification.
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READ 604. Literacy Instruction for English Language Learners
3.00
This course is designed to help students develop an understanding of how to provide appropriate literacy instruction and curriculum materials for English language learners in grades pre-K through 12.
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READ 635. Literacy Development and Instruction for English Language Learners
3.00
Typically Offered: EVERYYEAR
Prepares for literacy instruction for English language learners beyond the emergent stage, focusing on assessment and instruction, comprehension instruction for individuals, small groups, and whole class situations. Students will examine the heterogeneous classroom structure and effectively plan instruction for the diversity of abilities, personalities, cultures, languages, and all individual learners in every educational setting. A practicum accompanies this course. Corequisites: TESL 552 .
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READ 636. Primary Grades Literacy Learning
3.00
This course will provide pre-service teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students in elementary grades become literate using reading, writing, listening and speaking in strategic and authentic ways. Prerequisites: ECED 511 , READ 566 . Corequisite: ECED 611 .
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READ 658. Practicum in Literacy Assessment and Intervention I
3.00
The course emphasizes the principles, practices and applications of a variety of literacy assessments to address a range of individual needs in early and elementary literacy. Prerequisites: READ 582 , READ 586 , READ 588 , READ 595 , READ 602 , READ 604 .
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READ 660. Practicum in Literacy Assessment and Intervention II
3.00
The course emphasizes principles, practices and applications of a variety of literacy assessments to address a range of individual needs in adolescent literacy. Prerequisites: READ 582 , READ 586 , READ 588 , READ 595 , READ 602 , READ 604 .
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READ 665. Organization and Supervision of Reading Programs
3.00
This course emphasizes the organization and supervision of elementary, middle and secondary reading programs. The roles of the reading specialist, special reading teacher, administrator and supervisor are explored in relationship to the reading program. Prerequisites: READ 660 or permission of instructor.
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READ 670. Literacy Coaching and Internship
3.00
This course combines theoretical perspectives on preK-12 literacy coaching with a supervised practical experience at the school or school district level designed to improve literacy teaching and learning, with an emphasis on leadership in professional development. Prerequisites: READ 582 , READ 586 , READ 588 , READ 595 , READ 602 , READ 604 , READ 658 , READ 660 and READ 665 .
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READ 680. Reading and Research
3.00
Directed reading and research in areas of special student interest. Reading and research may be done only in the major field of study. The plan for the study must be submitted in prescribed form and approved prior to registration for the course. Prerequisite: EDUC 630 and written permission of the adviser and coordinator.
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READ 698. Comprehensive Continuance
1.00
Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.
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School Administration |
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ADSU 540. Technology for Administrators
3.00
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ADSU 640. The Fundamentals of Educational Administration
3.00
Examines the fundamental principles and concepts of organizational theory, structure and climate. There is an emphasis on the administrative processes and professional ethics of leadership, motivation, decision making, communication, organizational change and strategic planning. The course offers opportunities to apply theory to professional practice through the use of case studies.
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ADSU 641. School Law
3.00
Acquaints teachers and prospective school administrators with the laws governing public education and the legal responsibilities and powers of state and local governing bodies and individuals. Emphasis is given to federal and Virginia statutes and case law affecting due process, liability, equal protection and the rights of teachers and students.
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ADSU 642. Leadership for School-Community Relations
3.00
The influence of the social and political structures and conditions on school leadership, personnel, programs and activities is explored. Strategies for interacting and cooperating with parents, community leaders, businesses and organizations for support in the effective attainment of school objectives and the educational goals of the community are emphasized.
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ADSU 643. The Principalship
3.00
Emphasis will be on instructional leadership and effective school management that promote positive student achievement, a safe and secure environment, and the efficient use of resources. Curriculum planning, scheduling, school improvement planning, assessment of student progress, school change and program evaluation will be key topics covered by this course.
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ADSU 644. Supervision and Development of Personnel
3.00
Concepts and approaches for planning and implementing activities for effective human resource management are explored. Theories and practices related to recruitment, development and appraisal of personnel are covered. Evaluation of personnel for the purpose of meeting school objectives and for professional development receives emphasis.
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ADSU 652. School Finance and Business Management
3.00
This course emphasizes the history and principles of public school financing and the roles of federal, state and local governments and agencies in financing public education. Taxation for school purposes, the economics of education, equity and disparity issues, budgetary concerns, strategic planning and procedures for school-site management are included.
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ADSU 658. Practicum in School Administration
3.00
The practicum provides administrative field experience in a school setting. Students spend a minimum of 75 hours during the semester working under the guidance of a practicing school administrator and university supervisor. Other course requirements include seminars and the completion of an administrative project. Course graded on an S/U basis. Prerequisites: Completion of a minimum of 15 credits and permission of instructor.
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ADSU 668. Internship for Principals
3.00
Students spend a minimum of 200 hours over six months working under the supervision of a practicing school administrator and a university professor. The student should experience the full range of duties, problems and issues encountered by a school administrator, and receive developmental and evaluative feedback. Course graded on an S/U basis. Prerequisite: Completion of 30 credits in the Educational Leadership Program or permission of adviser.
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ADSU 678. Full-Time Internship for School Administrators
3.00
Candidates spend a minimum 90 full-time days working under the working under the supervision of a practicing school administrator and a university professor. The candidate should experience the full range of duties, problems and issues encountered by an administrator and receive developmental and evaluative feedback. Course graded on an S/U basis. Prerequisite: Attainment of a full-time administrative position and permission of adviser.
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ADSU 680. Readings and Research
1.00 - 3.00
This course provides opportunities for directed readings and research in areas of special interest. Reading and research may be done only in the major field of study. Prerequisites: Written permission of the adviser and program coordinator.
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Secondary Education |
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SEED 600. Secondary Education in America: Past, Present and Future
3.00
The changing face of the American secondary school will be studied and attention will be given to many of the philosophical, social, cultural, demographic and other factors impacting those changes. Emphasis will be placed on problems, current trends and future perspectives. Prerequisite: EDUC 620 .
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SEED 660. Instructional Development in the Secondary School
3.00
Effective teaching techniques and innovative forms of organization and instruction in secondary education will be studied. Emphasis will be on teaching strategies and behaviors and materials selection for serving secondary school students. Prerequisite: An instructional methods course.
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SEED 680. Reading & Research
1.00 - 3.00
Opportunities for directed reading and research in secondary English, foreign language, mathematics, science and/or social studies. Prerequisites: EDUC 630 or equivalent and written permission of the adviser and program coordinator.
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Teaching English as a Second Language |
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TESL 525. Cross Cultural Education
3.00
Typically Offered: FALLSPRSUM
Crosslisted TESL 425
The course provides students with knowledge of the effects of socio-cultural variables in an instructional setting.
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TESL 526. Concepts of First and Second Language Acquisition
3.00
This course addresses theory and research of success and failure in first, second and subsequent language acquisition, classroom language learning and teaching, major methodologies, theories of bilingualism, interlanguage theory, the Monitor Model, acculturation/pidginization theory, cognitive/connectionist theory, and Universal Grammar.
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TESL 528. Assessment and Curriculum Development in English as a Second Language
3.00
The course provides students with a variety of assessment practices for profiling non-native students’ abilities and for developing appropriate curriculum.
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TESL 550. Practicum in TESOL Instructional Strategies
3.00
Typically Offered: ONCEAYEAR
This experience provides practice in the integrated teaching of content and language related to the concurrent TESL 680 course. Pre-service teachers will gain experience observing and instructing English language learners in elementary and middle/secondary classrooms dividing their 90-hour practicum between both groups. The seminar sessions provide opportunities to explore issues related to the practices, methods, and issues of teaching English Language learners.
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TESL 551. Practicum in TESOL 1st/2nd Language Acquisition
1.00
This one credit practicum provides an opportunity for students to work directly with English language learners under the supervision of a mentor teacher and a university supervisor to identify and recognize principles of first and second language acquisition as evident in classroom contexts. Content of the practicum will directly correlate with topics covered in TESL 626 , First and Second Language Acquisition.
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TESL 552. Practicum in TESOL Literacy Development
1.00
This one credit practicum provides an opportunity for students to work directly with English language learners under the supervision of a mentor teacher and a university supervisor to plan and implement oral language, reading, and writing strategies in language arts and content instruction that are directly related to topics covered in the READ 635 course.
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TESL 553. Practicum in Literacy Development
1.00
This practicum has pre-service teachers work directly with students in grades PreK-12 (as determined by the READ 566 instructor) on literacy development under the supervision of a mentor teacher and a university supervisor to plan and implement literacy strategies in language arts and content instruction that are directly related to topics covered in the READ 566 course. Most pre-service teachers will assist Prek-5 students.
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TESL 570. Instructional Strategies for Teaching English as A Second Language
3.00
Crosslisted TESL 470
This course is designed to provide preservice ESL teachers with experiences in designing and implementing instructional strategies to meet the linguistic needs of English Language Learners and utilizing assessment instruments to evaluate student progress. For ESL minors who are enrolled in a teacher licensure program. Prerequisites: All required TESL courses.
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TESL 615. Integrated Language and Content Instruction
3.00
The Sheltered Instruction Observation Protocol (SIOP) Model used in planning and implementing instruction for English language learners (ELLs) is studied. Theory and research behind the model is presented and application of the model in varied educational settings occurs, cultivating professional relationships and partnerships for the acquisition of academic English, advocacy for ELLs and instructional leadership in educational settings.
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TESL 626. Concepts of First and Second Language Acquisition
3.00
This course addresses theory and research of success and failure in first, second and subsequent language acquisition, classroom language learning and teaching, major methodologies, theories of bilingualism, interlanguage theory, the Monitor Model, acculturation/pidginization theory, cognitive/connectionist theory, and Universal Grammar.
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TESL 628. Assessment and Curriculum Development in English as a Second Language
3.00
Typically Offered: ASNEEDED
The course provides students with a variety of assessment practices for profiling non-native students’ abilities and for developing appropriate curriculum.
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TESL 630. Development, Assessment and Instruction of Literacy, K-12
3.00
Crosslisted READ 630
This course is designed to provide preservice teachers with a foundation of literacy development. Instructional strategies and assessment techniques, which support the acquisition and development of literacy in diverse classrooms across the curriculum in grades K-12. Prerequisite: CSD 300.
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TESL 680. Instructional Strategies for TESOL
3.00
Typically Offered: FALLSPRSUM
This course is designed to provide pre-service ESL teachers with experiences in designing and implementing instructional strategies to meet the linguistic needs of English Language Learners and utilizing assessment instruments to evaluate student progress.
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TESL 681. Student Teaching (2-8 week blocks at PreK-12 levels)
6.00
Typically Offered: FALLSPRSUM
Enables students to apply skills and attitudes acquired in all components of their professional education preparation. Students design and implement instructional activities under the guidance of teaching professionals. Prerequisites: ECED 512 , EDUC 540 and TESOL courses.
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TESL 682. Professional Development, Partnership and Advocacy
1.00 - 3.00
Typically Offered: FALLSPRSUM
Introduction of professional development offered by associations, professional organizations and higher education. Strategies for building partnerships with colleagues, families and communities are practiced. Advocacy for students’ linguistic, academic, and personal development is addressed. Students discuss public issues affecting the education of majority and minority students and develop the skills to support students and their families socially and politically.
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Writing, Rhetoric and Technical Communication |
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WRTC 500. Critical Questions in Writing, Rhetoric and Technical Communication
3.00
A foundations course introducing students to the critical questions and ideas emerging from the intersections of writing, rhetoric, and technical communication. Through reading, discussion, research and application of theory to the production of deliverables, students in the course acquire a solid foundation in this program of study and begin to develop a professional identity.
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WRTC 504. Professional Editing in Writing, Rhetoric and Technical Communication
3.00
Advanced study and practice in the duties essential to managing documents through the editorial process. Includes collaborating with authors as well as establishing awareness of audience, purpose, scope and context for print and online documents. Includes training in numerous levels of editing, such as proofreading, copyediting, substantive editing, sensitivity editing, editing design and graphics, and editing for intercultural audiences.
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WRTC 508. Research Methods in Writing, Rhetoric and Technical Communication
3.00
Typically Offered: SPRING
Advanced study of research methodologies used in writing, rhetoric and technical communication. Includes techniques used for collecting, sorting, analyzing and presenting information and data both quantitatively and qualitatively from primary and secondary sources. Requires in-depth research through a self-designed study grounded in a clearly articulated awareness of audience, purpose and context. Prerequisites: WRTC 500 and WRTC 504
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