Teaching, Learning and Developmental Sciences Courses

Advanced inquiry into specialized areas of study in Child and Family Development. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with CFD 500. Cannot receive credit for both CFD 500 and CFD 600.

This course will cover advanced topics related to the child life profession, including: stress and coping theory, psychological preparation for medical experiences, ethical issues related to healthcare delivery, non-pharmacological pain management, interdisciplinary team communication and advocacy, supervision of students, and child life program administration. May be taught concurrently with CFD 510. Cannot receive credit for both CFD 510 and CFD 610.

A study of the advocacy process in both the public and private sectors for directing change to benefit families and children. The course involves field trips to locations where decisions are being made that impact families and children. May be taught concurrently with CFD 532. Cannot receive credit for both CFD 532 and CFD 632.

A study of the philosophical and methodological considerations in facilitating family life education programs. Field experiences are a part of this course. May be taught concurrently with CFD 533. Cannot receive credit for both CFD 533 and CFD 633.

Overview of current research on development, middle childhood through adolescence (8-18), including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities. May be taught concurrently with CFD 557. Cannot receive credit for both CFD 557 and CFD 657.

A study of family engagement programs including family education, volunteerism, leadership development, and advocacy. Students are involved in practicums working with families in a variety of community settings. Students must obtain a Missouri Volunteer and Employee Criminal History Service (MOVECHS) FBI fingerprinting background check. May be taught concurrently with CFD 560. Cannot receive credit for both CFD 560 and CFD 660.

The primary and secondary prevention of physical, emotional, and sexual abuse and neglect of children. Designed for professionals who work with children and families and are required by law to report suspected incidences of child abuse and neglect. May be taught concurrently with CFD 562. Cannot receive credit for both CFD 562 and CFD 662.

Types, purposes, and administration of programs for children, youth, and families. Development of leadership and management skills. Includes an overview of office policy and procedure, staff and volunteer management, public relations, budgeting, and quality assurance. May be taught concurrently with CFD 563. Cannot receive credit for both CFD 563 and CFD 663.

Provides an introduction to empirical research and a variety of research approaches common to the social sciences. Relevant terms and statistical concepts will be presented. Research methods and experimental designs, including locating and analyzing research articles from the professional literature will be introduced. May be taught concurrently with CFD 580. Cannot receive credit for both CFD 580 and CFD 680.

Orientation to the program and examination of seminal reading in the field.

Analysis of service-learning/community engagement. The main tenets of community engagement/service-learning are analyzed, the community need, the academic enhancement, and reflection. The roles of all involved in community engagement/service-learning, the teachers, the students, and the community partners are studied. Ethical, moral, and civic implications of community engagement/service-learning are also explored.

Overview of current research on children's development, prenatal through age 5 years, including physical, cognitive, social and emotional development. The roles of culture and biology in development, including families and a variety of social settings such as child care, schools, neighborhoods, and communities.

Analysis of theories and trends in human development.

Provides students with an understanding of theories used in the study of families; awareness of current demographics and trends of today's families; examines characteristics of various family structures and social influences impacting family functioning.

Overview of research methodology in early childhood education, child development, and family studies. This course develops competencies in conducting literature reviews, comprehending research and interpreting results, conducting research investigations to advance information in a respective knowledge base, and synthesizing research and theory to apply in practice with children and families.

This course examines relevant theories and current research in parent-child relationships across the life span.

Current research on infant development, prenatal through two years of age. The roles of families and culture in early development. Applications of research findings to practice in infant and toddler care.

Advanced inquiry into specialized areas of study in child life or continued child life research. Variable content course. May be repeated to a maximum of six hours when topics change.

This course is designed to be a formal introduction into the Child Life Studies graduate program and the field of child life. It will include discussion of professional/ethical practices and behavior, mentorship for clinical training components, and setting of goals to meet academic and career objectives.

Childhood disease processes and pathophysiology, symptoms, diagnostic tests, and treatment of diseases will be discussed. Information on now disease affects a child and family's behavioral, social and emotional development and coping strategies.

Various theories and practice specific interventions that assist children/youth or family members when they encounter issues of death, loss, and/or grief. Examination of those issues affecting the student personally or professionally. Development of epistemology regarding death, loss, and grief.

Developmental aspects of play and therapy related to developmental stages of children and family in the context of health-care setting. Apply play therapy techniques in dealing with childhood problems such as molestation, physical abuse, depression, trauma, and family conflict.

Topics of interest from the profession of Child Life will be discussed through readings, case studies, and review of research. The application of theory and research to current practices in Child Life will be discussed. Potential research topics will be investigated and the thesis literature review will begin. Should be taken prior to SFR 780.

This course seeks to engage students in cultivating a trauma-informed lens in order to best serve diverse groups of children and families. It provides a neurobiological foundation to understanding trauma-informed care, explores Adverse Childhood Experiences, systematic applications of trauma-informed care in the contexts of education, healthcare, and community, theoretical applications, protective factors, resilience, and strength-based assessments and interventions, and best trauma-supportive practices.

Students carry out play activities; supervise activities that foster creativity, divert child/youth from stress and worry and normalize their environment; and provide opportunities for children/youth to socialize and engage in developmentally appropriate activities. Practicum must be supervised by a certified Child Life Specialist.

Students carry out play activities; supervise activities that foster creativity, divert child/youth from stress and worry and normalize their environment; and provide opportunities for children/youth to socialize and engage in developmentally appropriate activities. Practicum must be supervised by a certified Child Life Specialist. May be repeated to a maximum of six hours.

This course is designed for students to prepare their proposal for their evidence-based practice (EBP) statements. Information and guidance for creating evidence-based practice questions and evidence-based practice processes will be overviewed.

Student will work with children/teens and families in a hospital and/or related clinical setting under the supervision of a Certified Child Life Specialist. Special attention will be given to legal, ethical, moral, educational, cultural, spiritual, and gender issues as they relate to working with children, youth, teens and their families.

Student will work with children/teens and families in a hospital and/or related clinical setting under the supervision of a certified Child Life Specialist. In combination with CLS 795, the student will accumulate 600 hours to meet the eligibility requirement to sit for the Child Life Professional Certification Exam. Special attention will be given to legal, ethical, moral, educational, cultural, spiritual, and gender issues as they relate to working with children, youth, teens and their families. May not be repeated.

This course is designed for students to complete their evidence-based practice research project/statement.

Students will prepare a proposal for their thesis paper. Information and guidance completing Human Subjects Review will be provided.

Guided development of original research and reporting in a five chapter format.

This course offers a transdisciplinary approach designed to enhance the student's understanding of the transactional relationship between the school, child and family. Particular emphasis is placed on family development and dynamics within a pluralistic society including the role that family functioning has on the child's total educational experience. May be taught concurrently with ECE 501. Cannot receive credit for both ECE 501 and ECE 601.

Begins exploring the disposition toward inquiry needed for ongoing self-development, and focuses on the knowledge and skills needed to infuse culturally and linguistically responsive curriculum. Students will gain an understanding of their professional role in strengthening respectful, collaborative family/child partnerships through effective use of community and family resources. An emphasis will be on learning from families and focusing on how best to support culturally and linguistically diverse young children and their families. May be taught concurrently with ECE 575. Cannot receive credit for both ECE 575 and ECE 675.

Students participate in field experiences in area schools and other educational settings. This course will provide field experiences with three different age groups (birth-3; 3-5; 5-8). Course is designated for graduate students needing field experiences to meet certification requirements in Early Childhood Education. Students will attend weekly scheduled class discussion sessions on campus in addition to the required field work of 15 clock hours for every credit hour. May be repeated to a maximum of three hours.

Course will focus on the historical, psychological, philosophical, and social foundations of early childhood education. Theories and research are integrated with practical knowledge. Students will examine philosophy, curriculum, methodology, service delivery systems, and family involvement issues.

Inquiry in early childhood and family development. Introduction to the techniques used by education and social scientists to answer empirical questions. Includes in-depth analysis of current program-relevant theoretical and empirical studies.

Analysis of programs, policies and theories appropriate for young children and their families in a variety of early childhood settings.

Examination of diverse cultures in American society. An analysis of racism, sexism, and other diversity issues within the school and community. Discussion of child development within different cultures and identifying changing family and community structures.

A study of the social, emotional, cognitive, and language development of young children through play. Attention is given to the use of play in the organization and development of the early childhood classroom and curriculum. Current models of early childhood curriculum and their relationship to support of play will be explored.

Develops awareness of and support for children's literacy knowledge as it grown and changes in the years from birth through early elementary school. This course emphasizes the supportive nature of the adult's role in young children's literacy learning. Descriptions of relevant, meaningful literacy events and suggestions for classroom or home support will be presented. Current research that has a bearing on methodology will be explored.

Introduction to the philosophy and theory behind family literacy, as well as discussion on the development and implementation of a family literacy program. The four-component model of adult education, early childhood education, parent and child together (PACT), and parenting will be covered, both in theory and practical application. Explores the rationale for and characteristics of comprehensive family literacy, focusing upon the families being served, services being provided, outcomes being achieved, and the role and responsibilities of individuals, organizations, and communities involved.

Analysis of programs, methods, materials, and activities appropriate for early childhood education programs. Emphasis will be on developing and/or selecting strategies for a variety of programs such as day care centers, public school kindergartens and primary grades, Head Start programs, private preschools, etc.

Guided development of research paper focused on field of Early Childhood and Family Development.

Development of proposal for seminar paper. Proposal must be approved prior to data collection. Human subjects review will also be completed via a lab section with research advisor.

Introduction to eMINTS philosophy and instructional model for teachers, emphasis on constructivist-based pedagogies, questioning strategies and critical thinking; use of educational software, internet resources and classroom website design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 501. Cannot receive credit for both EEM 501 and EEM 601.

Application of eMINTS philosophy, instructional model and teaching strategies; emphasis on cooperative learning, instructional use of interactive whiteboards, information literacy and modes of classroom communication, digital file management, Webquest development and multimedia project design and development. Eight clock hours field experience embedded. May be taught concurrently with EEM 502. Cannot receive credit for both EEM 502 and EEM 602.

Third course in eMINTS 3-course sequence. Emphasis on building a learning community, classroom management, instructional planning and implementation in a technology enriched classroom, interdisciplinary teaching methods, technology-assisted assessment, collaborative reflection to improve student performance. Eight clock hours field experience embedded. May be taught concurrently with EEM 503. Cannot receive credit for both EEM 503 and EEM 603.

Students selected by application and interview process. Prepare for international travel and exposure to the people, cultures and primary language of the host country. Students develop an introspective case study proposal to be carried out during and/or after the experience abroad. Field trips outside class are required. May be taught concurrently with EEM 596. Cannot receive credit for both EEM 596 and EEM 606.

Experience three weeks of exposure to the educational system, culture and language of the host country while reflecting on their own learning. Students will conducted an introspective case study, keep a journal, and create a portfolio. May be taught concurrently with EEM 597. Cannot receive credit for both EEM 597 and EEM 607.

Post-travel seminar deconstructs experience abroad. Students discuss strategies used as a learner and analyze effective teaching techniques. Participants compare cultural and language differences that teachers need to consider in teaching students in a new language. Introspective case study research and portfolios will be shared. May be taught concurrently with EEM 598. Cannot receive credit for both EEM 598 and EEM 608.

Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in primary grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 516. Cannot receive credit for both EEM 516 and EEM 616.

Students will increase their awareness, knowledge, and appreciation of Missouri habitats and wildlife resources and learn fundamental life and earth science related concepts by experiencing ways to use inquiry-based instructional methods in intermediate grades. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 517. Cannot receive credit for both EEM 517 and EEM 617.

Students will develop skills and knowledge of conservation education using the Projects Wet, WILD, and Learning Tree curriculums, which requires handling specific materials, using technology in science learning, and learning from investigations. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 518. Cannot receive credit for both EEM 518 and EEM 618.

Students will develop foundational field biology skills related to Missouri's aquatic ecosystems in order to teach in a structured educational mode, via an outdoor setting. This is one of four courses required to satisfy the conservation education area of emphasis. May be taught concurrently with EEM 519. Cannot receive credit for both EEM 519 and EEM 619.

To develop further understanding and skills in the improvement of teaching procedures, curriculum, supervision, or administration. Each course is concerned with a single topic. Number of class hours determined by semester hours of credit. Approved recurring course topic: B.E.A.R.S. Seminars. A series of seven seminars with different topics designed to enhance and develop further understanding and skills in the improvement of teaching procedures for beginning educators. Seminars are offered monthly, with the exception of December, beginning in September and ending in April. Participation in at least six of these seminars is required for credit. Participants will receive an "I" grade for the course due to the course extending through the spring semester. Grades will be changed at the end of the spring semester as requirements are met. This course is available to both beginning and veteran educators and satisfies the initial certification requirement of attending a beginning teacher assistance program with a college or university.1(1-0) F. Variable content course. A maximum of three hours may be used on a degree program. May be taught concurrently with EEM 576. Cannot receive credit for both EEM 576 and EEM 676.

An introduction to gifted education and the models of giftedness, strategies of identification, and facilitation of assessment for placement of children in gifted programs. Examination of resources available to classroom teachers and exploration of the challenges and rewards involved in working with gifted students. Historical and legal aspects of the evolution of gifted education will be explored.

This course explores curriculum planning, instructional delivery and assessments for gifted and talented students. Understanding and selecting content that promotes higher order cognition and the processes involved in creating contexts for discovery-based learning is examined.

This course expands the exploration of curriculum planning, instructional delivery, and assessments for gifted and talented students with special emphasis on social-emotional aspects of gifted students.

This course explores the creation of learning environments conducive to higher-order thought processes, exploration and discovery. Professional collaborative processes; techniques and means of communicating/collaborating with families, content experts/professionals, and other educators in the field of Gifted and Talented education will be examined and practiced.

Specific problems in education related to needs and interests of the student. May be repeated to a maximum of three hours.

May be repeated to a maximum of six hours.

Application of current innovations and examination of contemporary issues facing elementary teachers including classroom management, inclusion, multilingual learners, integrated planning and instruction with art, music, health and physical education. A comprehensive field experience in area school classrooms is required. May be taught concurrently with ELE 500. Cannot receive credit for both ELE 500 and ELE 600.

Study of the development of language and communication abilities, procedures and instruments for assessing language development, and techniques and materials for promoting development in communication skills for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning. Course limited to certification students only.

Current issues and approaches in teaching elementary school social studies to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.

Emphasis upon diagnosis of skill level development, teaching basic mathematical skills, and individualizing instruction in mathematics for elementary and middle school programs. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning.

Current issues and approaches in teaching elementary school science to children including exceptional children who are mainstreamed in the regular classroom. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.

Introduces students to action research as reflection on their own teaching and learning, and their students' learning and achievement. Requires an intensive field experience in area elementary school. May be taught concurrently with ELE 510. Cannot receive credit for both ELE 510 and ELE 605.

The purpose of this course is to analyze the philosophical and theoretical frameworks that guide elementary curriculum for the assumptions that each makes with regard to teaching and learning. Students will be introduced to the development of curriculum and curriculum materials for use in elementary educational settings. Students will examine the social, political and institutional contexts in which curriculum is developed and used, curriculum development methods and process, and various methods for the implementation, evaluation and distribution of curriculum materials.

Contemporary issues confronting the modern elementary school; current problems, innovations and proposed changes which affect the total elementary school program. Trends and issues that are developing at the national level.

Materials, methods and procedures for effective classroom presentation of communication arts. Selection, organization and development of content materials; current issues and trends in the field.

Materials, methods and procedures for effective classroom presentation of social studies. Selection, organization and development of content materials; current issues and trends in the field.

Materials, methods and procedures for effective classroom presentation of elementary mathematics. Selection, organization and development of content materials; current trends and issues in the field.

Materials, methods and procedures for effective classroom presentation of elementary science. Emphasis is placed on teaching science as inquiry and experimentation. Selection, organization and development of content materials; current trends and issues in science education.

Materials, methods, and procedures for effective classroom presentation of economic education. Selection, organization, and development of curriculum materials, current issues and trends in the field of economics. Presents students with a framework for proper scope and sequencing of economics concepts to develop an awareness of appropriate benchmarks for economic education instruction.

Materials, methods, and procedures for effective assessment and evaluation of students. Planning, selection, construction, use, and analysis of a variety of assessment practices including formal and informal approaches. Application of knowledge learned throughout course will help students make judicious and reflective decisions while teaching.

Analysis and application of current theories and research on integrated curriculum and learning, performance assessment, and standards-based education. Develop classroom, school-wide and/or district-wide curricula based on state standards. Focus is on deciding what is essential to teach and on improving learners' math and literacy skills across the curriculum.

Materials, methods, and procedures for effective differentiation of instruction and evaluation of students. Planning, selection, construction, use and analysis of a variety of differentiate instructional practices across grade levels and disciplines, paying close attention to elementary and middle school learners. Application of knowledge learned throughout course will help students made judicious and reflective decisions while teaching.

This course is designed to engage students in collective and individual inquiry regarding the "problem space" of teaching and learning. It explores current and historical trends/theories that have shaped teaching practices, curriculum design, and assessments of learning.

A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachers and parents) on concepts related to numbers and operations in base ten appropriate in K-5 students.

A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachings and parents) on rational number and proportional thinking concepts.

A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teacher and parents) on concepts related to algebraic reasoning appropriate in K-5 students.

This introductory course provides opportunities for participants to develop knowledge and understanding of leadership principles and the process of continuous improvement as it relates to the roles and responsibilities of elementary mathematics specialists.

This second leadership course in the Elementary Mathematics Specialists program focuses on research and practice related to teamwork, interaction, communication, conflict resolution, and leadership in K-5 schools. Candidates will also examine effective strategies for influencing and facilitating school/district improvement (e.g., mentoring and observing colleagues, conducting professional development, and making data-informed decisions to improve student learning) collaborating with colleagues and administration. Candidates will focus on mentoring and observing colleagues, conducting professional development, and making data-informed decisions to improve student learning school- and district-wide.

A supervised mathematics teaching practicum with online seminars in which the candidate acquires experience working with a range of students and adult learners (teachers and parents) on geometry and measurement concepts.

This course integrates key theories, concepts, and principles from previous courses to implement action research in an education environment. This course introduces students to the action research process through critically reading and analyzing research. Students will identify an actual educational problem present in their school or community and engage in the action research cycle with the goal of addressing the identified problem. Students will recognize the value of identifying educational challenges and engage in the praxis of addressing those challenges through the action research process in the school setting. Students will give special attention to issues of equity, access, and cultural diversity when considering research questions, problems of practice, and the conduct of research in the school setting. Action research proposal must be approved by IRB prior to data collection in ELE 772.

Development of proposal for seminar paper or thesis. Proposal must be approved prior to data collection. Human subjects review will also be completed.

Guided development of a research paper or a creative project.

Guided development of a research paper or creative project. Individual work with faculty member on developing the proposal for a research study or continued work on a study beyond the duration of ELE 772. Variable content course.

This course is designed to deepen students understanding of current mathematics curriculum, curriculum alignment with current standards and textbooks, and assessment tools for meeting the diverse needs of students. Students will also learn to develop and provide professional development in various areas of mathematics teaching and how to communicate assessment results to teachers, parents and other constituents.

This course focuses on research and practice related to teamwork, coaching, communication, conflict resolution, and more intensive leadership training. It examines effective strategies for influencing and facilitating school/district improvement and includes an embedded practicum.

This course is designed to guide students in conducting a research paper or creative project focused on mathematics education.

Advanced inquiry into specialized areas of study in Career and Technical Education such as: Blended Families, Historic Building Preservation, Textile Conservation, Preservation Techniques, Advanced Culinary Techniques, and International Trends in Hospitality. Variable content course. May be repeated to a maximum of six hours when topics change. May be taught concurrently with FCS 500. Cannot receive credit for both FCS 500 and FCS 600.

Study of and/or visits to mills, factories, stores, museums, hospitals, laboratories, design studios and/or trade markets. May be taught concurrently with FCS 502. Cannot receive credit for both FCS 502 and FCS 602.

Methods of organizing student groups in Career and Technical Education programs, techniques of working with students in individual and group projects; leadership training. May be taught concurrently with FCS 507. Cannot receive credit for both FCS 507 and FCS 607.

An overview of the philosophy and history of career and technical education; includes curriculum building with emphasis on critical thinking and reflective decision-making, problem-based learning, and the development of authentic assessments. Includes the planning of lessons, units, and development of teaching materials in the career and technical education discipline and practice implementation of such lessons. Completion of checkpoint II for the Professional Portfolio is a component of this course. A C grade or better is required in this course. May be taught concurrently with FCS 512. May be receive credit for both FCS 512 and FCS 612.

Investigation of the organization and administration of Career and Technical Education programs; identification of types of programs; program planning, program evaluation and career counseling with emphasis on critical thinking and reflective decision-making. May be taught concurrently with FCS 515. Cannot receive credit for both FCS 515 and FCS 615.

Experiences in creating an environment that will encourage career and technical education student teachers to realize their potentials and gain competence in teaching.

Current issues and approaches in teaching child and family development at the middle and high school levels. Critical review of current research-based practices will be required as well as application of those strategies in lesson planning and teaching.

Analysis of programs, methods, materials, and activities appropriate for Career and Technical Education programs. Emphasis will be on developing and/or selecting strategies for a variety of programs such as middle school, high school, ProStart, HTMP, Early Childhood.

Advanced inquiry into career and technical education as a teacher leader. Emphasis will be on developing and/or selecting strategies for a variety of programs such as FCCLA, SkillsUSA, AFCS.

Work in CAD, EDI, Child Life, mental health, hospitality, clinical hospitals, schools, manufacturing, retailing, and/or other settings. Ninety clock hours required.

The assumption of responsibilities at an approved practicum site under the direction of a professor and practicum site supervisor.

This course is designed to provide students an opportunity to informally assess and tutor adults or children exhibiting literacy difficulties. Students are expected to have an increased awareness and understanding pertaining to literacy and to recognize the importance of improving the educational process of adults and children. Number of class hours determined by semester hours of credit. Cannot be substituted for any required reading/literacy course. May be repeated to a maximum of three hours. May be taught concurrently with LTC 599. Cannot receive credit for both LTC 599 and LTC 600.

Techniques of analysis and correction of difficulties in literacy for middle school and secondary teachers whose students struggle with literacy skills, such as reading and writing in content areas. Trends in dealing with diagnostic procedures, instructional techniques, special materials, evaluative devices, instructional interventions for students with reading deficits, and community-based experiences for practical implementation. Students concentrate study within their discipline and level of certification. May be taught concurrently with LTC 574. Cannot receive credit for both LTC 574 and LTC 624.

This course will begin with an overview of dyslexia. Historical issues, relevant laws and policies, as well as current legislation will be discussed. Students will learn common characteristics and possible identifiers of children with dyslexia and related language difficulties. Common misconceptions and myths related to dyslexia will also be addressed. Foundations of literacy development and an in-depth study of language processing, including orthographic, phonological, semantic, syntactic, and discourse, will be included. This course also addresses the neurobiological aspect of dyslexia, including the role of attention, executive functioning, memory, and processing speed in reading and writing development.

This course focuses on assessment procedures and techniques for working with exceptional children, with a strong emphasis on determining whether or not children display characteristics of dyslexia. The course will address differences among screening, diagnostic, outcome, and progress-monitoring assessments, and when it would be most appropriate to use each type of assessment. Students enrolled in the course will also learn how to use assessment results to plan interventions and guide instruction for children with dyslexia or other learning difficulties.

This course provides students with information on research-based strategies and interventions for use with children identified as dyslexic. Students will learn effective ways to support children who experience difficulties in various aspects of literacy development. The course focuses on explicit instruction and interventions using a multisensory approach. Students will learn how to provide instruction in all areas of literacy, including phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, and writing.

This practicum course allows students to work in a one-on-one setting with a child identified as dyslexic or one displaying characteristics of dyslexia. The course allows students to integrate theoretical and practical knowledge gained from previous courses to administer assessments and plan appropriate interventions. Students will submit assessment results, lesson plans, progress monitoring data, in addition to videoed lessons.

Techniques of analysis and correction of difficulties in literacy for elementary, secondary, special education and reading/literacy teachers. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and assessment. Students concentrate study within their level of training. May be taught concurrently with LTC 540. Cannot receive credit for both LTC 540 and LTC 640.

To develop understanding and skills in relevant areas of literacy education. Credit hours may vary depending on topic. Variable content course. May be repeated to a maximum of five hours when topics change. A maximum of three hours may be used toward degree. May be taught concurrently with LTC 556. Cannot receive credit for both LTC 556 and LTC 656 on same topic.

Designed for preservice and practicing elementary, middle, and high school teachers working on undergraduate degrees in Elementary Education or Secondary Education; as well as graduate degrees in Literacy, Elementary Education, MAT, or other MS or MSED graduate degrees. Students will expand their knowledge of racial, cultural, ethnic, linguistics, and socio-economics diversity; and learn strategics to implement diversity issues into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of diversity through a wide variety of course readings, multicultural literature, videos, guest speakers, multicultural interview, and community field trips. May be taught concurrently with LTC 560. Cannot receive credit for both LTC 560 and LTC 660.

Designed for preservice and practicing middle and high school teachers working on graduate degrees in Literacy, Educational Technology, Master of Arts in Teaching, Master of Arts in Teaching and Learning, Elementary Education, or other MS, MA or MSEd graduate degrees. Students will expand their knowledge of ethnicity, race, socio-economics status, gender, exceptionalities, language, religion, sexual orientation, and geographic areas in the context of classrooms, schools, and community; and learn strategies to implement diversity into their literacy instruction and/or content area lessons. Students will be introduced to different aspects of domestic and global diversity through a wide variety of course readings, culturally diverse literature, instructional videos, documentaries, webcasts, and intercultural interviews. May be taught concurrently with LTC 565. Cannot receive credit for both LTC 565 and LTC 665.

The study of the mindset and behaviors involved in the acquisition and application of literacy from multicultural and global perspectives. Students will investigate and analyze the connections between language, literacy, and culture in schools and communities within a global setting. Students will examine the purpose and function of literacy while reading multicultural and international fiction and nonfiction literature. May be taught concurrently with LTC 573. Cannot receive credit for both LTC 573 and LTC 673.

Integration of areas supporting student learning including productive interactions with families. Concentrated modules on literacy learning of regular education students, struggling readers, and exceptional students. Basic principles in effective communication with parents and other professionals to reinforce appropriate classroom learning. Cannot be substituted for any course required for Special Education degrees or certificates. May be taught concurrently with LTC 580. Cannot receive credit for both LTC 580 and LTC 680.

Techniques to support positive, active learning through appropriate response to intervention plans within the literacy classroom. Study of alternative and appropriate behaviors to meet students' needs in acceptable ways through modeling, guided practice, and cueing within a supportive environment, which includes teachers, parents, and other stakeholders in student's learning. Cannot be substituted for SPE 515, 615, 616, or any course required for a SPE degree or certificate. May be taught concurrently with LTC 585. Cannot receive credit for both LTC 585 and 685.

Utilizing elements of language and intellectual development which provide the basis for the development of appropriate literacy skills. Helping teachers gain skill in using teaching strategies which help children develop language and intellectual competencies.

Teaching subject matter in content areas in ways for utilizing and further developing fundamental literacy; effective reading and writing skills, vocabulary development in specific areas, study skills, utilization of cognitive processes.

Criteria, methods and tools for selection and effective utilization of both print and nonprint material, enhancing and encouraging competency in literacy; production of materials utilizing various media. Students concentrate study within their level of training (elementary or secondary.)

Supervised small group practice in a clinical setting assessing and instructing students who are experiencing difficulty learning to read and write. Planned with and directed by a graduate faculty member. Less intensive and more generalized clinical experience for those not intending to pursue Special Reading Teacher certification. Cannot be substituted for any course required for special reading certification (LTC 540/640, 780, 781, or 782). Students in Literacy program must enroll for 6 hours, others may enroll for 3 hours.

Provides intensive study of significant issues and trends in literacy education. Emphasis on locating and analyzing current issues and trends and encouraging teachers and administrators to apply the information to research-based best practices in the classroom.

Advanced study of multilingual approaches to literacy development of culturally and linguistically diverse learners. Includes culturally and linguistically sustaining instructional approaches, dual language instructional modalities, utilizing home language and literacy practices in classroom contexts, family literacies, promoting equity for English learners, culturally congruent discourse practices, and uses of multilingual texts across content areas. Students will review best practices and theories of literacy development for linguistically diverse students, plan and conduct literacy sessions with emergent bilinguals, submit weekly reports from literacy sessions, and submit a final in-depth reflection of literacy sessions.

This course examines the theories and research on literacy from comprehension to implications for instructional practice. Candidates will gain knowledge and share with classmates influences on the teaching of literacy, which may include practices from historical to contemporary times. Research and read literature to prepare for establishing a total school literacy curriculum.

Designed especially for the special reading teacher or literacy coach who needs an advanced course for special reading teacher certification. Psycho-educational testing techniques, multisensory teaching techniques, report writing, resource personnel, and clinic operations will form the basis for this course.

Supervised individual practice diagnosing literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

Supervised individual practice with remedial procedures for literacy problems. Students work with elementary, secondary, or adult learners. Includes 4 hours of practicum.

In consultation with the advisor, major issues in the field of literacy education are selected for investigation through independent study. Number of hours of involvement determined by semester hours of credit. May be repeated to a maximum of three hours.

An introduction to research methods in the field of literacy. In-depth study of a topic in literacy resulting in a culminating project.

Independent research and study connected with preparation of thesis. May be repeated to a maximum of six hours.

Materials, methods, and procedures for designing developmentally appropriate learning experiences for early adolescents; current trends and issues in the field.

An examination of educational programs most appropriate for students in late childhood and early adolescence with emphasis upon the philosophy, curriculum, instruction, and middle grades education.