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Criminal Justice |
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CJ 528 - Promoting the Law Enforcement Image
Explores proven marketing strategies to promote the law enforcement community image in times of stability and community angst. Topics include organizational culture, cross-cultural relations, “micro inequities” (the impact of non-verbal communications on cross cultural exchanges) marketing the law enforcement brand, elements of persuasion, and communicating effectively during periods of community concern. (Y)
Credits: 3
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CJ 536 - Advanced Computer Crimes for Police Supervisors
This graduate course is designed for law enforcement managers who desire to learn and practice advanced investigative computer techniques, methods and data recovery. Students will work with desktop computer hardware, use EnCase and Forensic Toolkit software tools, and learn basic networking (TCP/IP). In addition, FTK - Case Agent Investigative Review and Image Scan course work will be completed. This class provides the opportunity for hands-on experience to help prepare and or enhance the police manager’s role as it applies to the investigation of computer related crimes. (Y)
Credits: 3
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CJ 544 - Forensic Mitochondrial DNA Analysis
This course provides classroom and laboratory experience in the principles and procedures involved in typing mtDNA from evidentiary items such as hair, teeth, and bones. Classroom instruction is focused on the nature of mtDNA, molecular biology principles involved in the polymerase chain reaction (PCR) and sequencing, and legal issues related to this technique. Discussions regarding scientific literature published in the area of forensic mtDNA analysis are also conducted. Laboratory procedures include DNA extraction, PCR, quantification of amplified products by capillary electrophoresis, and automated sequencing. Computer-based practice compiling sequences and database searches using appropriate software is provided and moot court exercises are conducted. (Y)
Credits: 3
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CJ 555 - Enlightened Leadership
The curriculum for this course is designed to represent a progressive leadership development strategy focusing on human behavior, self awareness, and decision making. A significant portion of the course focuses on ethical behavior as it relates to decision making. Activities include student presentations, breakout groups, personality and leadership effectiveness instruments, practical exercises, and case studies. (Y)
Credits: 3
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CJ 560 - Violent Behavior: A Biopsychosocial Approach
This course for law enforcement managers examines six (6) general areas of violent behaviors which directly affect the law enforcement officer. After developing a biopsychosocial conceptual framework with which to understand violent behavior, these principles will be applied to specific topics and cases. Topics discussed in this seminar may be occasionally supplemented with guest speakers and practitioners from varied fields, but related fields of criminal justice and mental health. Students are required to bring with them a closed, fully adjudicated case. Cases may deal with homicides, sex offenses, suicide by cop, or a hate-related case.
Credits: 3
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CJ 565 - Intelligence Theory and Application for Law Enforcement
This is a survey course that will cover the definitions, history and philosophy of law enforcement intelligence, the intelligence cycle, types of law enforcement and national security analysis, the development and management of law enforcement intelligence units, and innovation in law enforcement intelligence. This course will emphasize, through active discussion, group exercises, and speakers, the importance of and the challenges in the development of the intelligence functions within law enforcement.
Credits: 3
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CJ 565 - Intelligence Theory and Application for Law Enforcement Managers
This is a survey course that will cover the definitions, history and philosophy of law enforcement intelligence, the intelligence cycle, types of law enforcement and national security analysis, the development and management of law enforcement intelligence units, and innovation in law enforcement intelligence. This course will emphasize, through active discussion, group exercises, and speakers, the importance of and the challenges in the development of the intelligence functions within law enforcement. (Y)
Credits: 3
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CJ 571 - Conflict Resolution for Law Enforcement Executives
This course is designed as an experiential approach for the law enforcement or government service leader to explore one of the most vital aspects of their profession – the interpersonal communications environment. This course offers law enforcement executives the opportunity to learn more about conflict resolution theories and approaches to resolving conflict in the workplace from a communications perspective. Students should expect to gain a greater understanding of current conflict resolution strategies used in today’s workplace, as well as how to utilize these strategies to enhance their abilities to perform effectively in their current leadership position. (Y)
Credits: 3
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CJ 581 - Solving Ethical Dilemmas in Law Enforcement
This course provides the law enforcement leader/practitioner with the opportunity to examine, evaluate and research the most complex and current ethical dilemmas in the law enforcement profession. After properly categorizing and understanding the dilemmas, the students will use existing research to diagnose, analyze, and compare existing and creative solutions, and subsequently discuss and defend their conclusions. Within every dilemma, the themes of best practices in ethical behavior and successful decision making processes will be assessed. (Y)
Credits: 3
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CJ 584 - Applied Criminology
This graduate course offering covers the theories, principles, techniques, materials, and methods commonly employed in the disciplines of criminology and criminal justice. The particular emphasis is on examining empirical bases for decision-making through examination of existing research and contributions of criminology and other social sciences to identifying “best practices” for law enforcement operations. Students are expected to complete a class project based on the course material and applying this material to issues they confront in their own departments. Both oral and written products reflecting these projects are required.
Credits: 3
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Criticism and Theory |
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ENCR 565 - Books as Physical Objects
Surveys bookmaking over the past five centuries. Emphasizes analysis and description of physical features and consideration of how a text is affected by the physical conditions of its production. (IR)
Credits: 3
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ENCR 580 - Queer Theories and Queer Practices
Introduces “queer theory” through an examination of key theoretical texts (e.g., Foucault, Sedgwick, Butler) and several exemplary practices, which vary each semester. (IR)
Credits: 3
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ENCR 801 - Introduction to Literary Research
Introduces UVa’s research resources and the needs and opportunities for their use. The library and its holdings are explored through a series of practical problems drawn from a wide range of literary subjects and periods. Required of all degree candidates in the M.A. and Ph.D. programs. (Y)
Credits: 3
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ENCR 860 - Criticism in Theory and Practice
Studies critical theories and the kinds of practical criticism to which they lead. (Y)
Credits: 3
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ENCR 861 - An Introduction to Modern Literary Theory and Criticism
Studies 20th-century theoretical writings, focusing on intellectual movements such as Marxism, Psychoanalysis, Structuralism and Post-Structuralism, and to influential thinkers such as Barthes, Bakhtin, Derrida, Kristeva, and Butler. (E)
Credits: 3
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ENCR 862 - Critical Theory Since Plato
A historical survey of major theories about the nature and function of literature from antiquity to the present. (IR)
Credits: 3
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ENCR 863 - Twentieth-Century Criticism
Surveys modern critical theory and practice. (IR)
Credits: 3
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ENCR 867 - Feminist Criticism
Introduces the varieties of feminist criticism practiced today, with reference to its already complex history. Explores prominent examples of psychoanalytic, linguistic, Marxist, and historical modes of feminist criticism. Students compare opposing readings of particular texts, and, in a final essay, apply the methods of a critic or school of their choice. (IR)
Credits: 3
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ENCR 965 - Introduction to Textual Criticism and Scholarly Editing
Studies the transmission of texts over the past five centuries and examines theories and techniques of editing literary and non-literary texts, both published and unpublished. (E)
Credits: 3
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Curriculum, Instruction, and Special Education |
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EDIS 500 - The Exceptional Learner
An intensive introduction to the study of exceptional children and adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted, autism, traumatic brain injury, ADD, and ADHD. Information on medical conditions which influence learning and development is also provided. Credit is not given for both EDIS 302 and 500. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 501 - Curriculum and Instruction for Elementary and Special Education
Study of the development of curriculum and instructional design with a focus on developing teaching techniques to increase student performance. Emphasis is also given to understanding classroom routines and management to support safe learning environments. (Y)
Prerequisites & Notes
Prerequisite: Admission to the Teacher Education Program; corequisite: EDIS 488
Credits: 2
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EDIS 502 - Instruction and Assessment
Focuses on the application of curriculum and instructional strategies and the assessment of student growth toward prescribed learning outcomes. Instruction and assessment are studied within the framework of the Virginia Standards of Learning. Separate class sections apply specific content and assessment techniques appropriate to needs of the program area (elementary, secondary, ECDR) and are in accordance with the approved program guidelines for the Commonwealth of Virginia. ECDR section includes initial screening, evaluation for eligibility of services, and assessment to support programming for children birth-5 in addition to general assessment strategies. ECDR also includes IFSP and IEP development. (Y)
Prerequisites & Notes
Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 488.
Credits: 2
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EDIS 503 - Secondary Curriculum & Management
This class focuses on instruction, classroom management, behavioral management, and personalized curriculum techniques for establishing positive learning environments in secondary classrooms. (Y)
Prerequisites & Notes
Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 502.
Credits: 3
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EDIS 503A - Assessment and Programming for Infants: Birth to Age Three
This course covers assessment and programming for children birth through age 3 who are typically developing, at-risk, or have identified disabilities. The first half of the course addresses theories of child development and typical and atypical development as well as federal mandates and state regulations related to assessments for Part C programs. Students learn to select, administer, and interpret formal and informal assessments to identify the strengths and needs of infants, toddlers, and their families. The second half of the course addresses: a) service delivery options for infants and toddlers, b) selection of age-appropriate materials and equipment, c) curriculum development and implementation in the areas of self-help, motor, cognitive, social/emotional, and language, and d) IFSP development, implementation and monitoring. Particular attention is given to understanding the theories and techniques of family-centered and culturally responsive intervention as well as to methods for collaboration and consultation including service coordination, interagency coordination, and transition planning. (Y)
Prerequisites & Notes
Corequisite: EDIS 388.
Credits: 3
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EDIS 503B - Assessment and Instructional Programming for Young Children: Age Four to Age Eight
This course covers assessment and programming for children ages 4 through 8 who are typically developing, at-risk or have identified disabilities. The first half of the course reviews typical and atypical development as well as federal mandates and state regulations for conducting assessments for Part B programs. Students learn to select, administer, and interpret formal and informal assessments to determine eligibility for special education services, diagnose learning needs, plan and modify instruction, and monitor student progress. The second half of this course covers a wide range of competencies related to curriculum and instruction including how to design and modify learning environments to meet individualized needs, select and use age-appropriate materials, develop and manage IEPs for students with disabilities, integrate the Virginia SOLs, into learning experiences and, use appropriate instructional methods including direct instruction, differentiated instruction and flexible groupings. (Y)
Prerequisites & Notes
Corequisite: EDIS 388.
Credits: 3
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EDIS 504 - Psychoeducational Assessment
Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans. (S)
Credits: 3
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EDIS 505 - Behavior Management
Examination of principles and applications of behavior analysis in education settings. Students learn fundamental concepts of human behavior as well as procedures for managing classroom behavior and routines for establishing positive learning environments. (Y)
Credits: 3
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EDIS 506 - Math Instruction
Designed to teach special education preservice teachers the Virginia Mathematics Standards of Learning (SOL) content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry: Probability and Statistics; and Patterns, Functions, and Algebra. This course also focuses on the mathematical adaptations through Problem Solving, Reasoning and Proof, Mathematical Communication, Mathematical Connections, and Representation. Elementary and secondary mathematics topics will be covered in this course. (Y)
Prerequisites & Notes
Restricted to Special Education.
Credits: 3
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EDIS 508 - Methods in Collaboration & Consultation for Special Education
Focuses on effective practices in collaboration and consultation in special education. Topics include special education law and the implications for effective practice, teaming, co-teaching, working with paraprofessionals and families, IEP development and and IEP meetings, and tools for successful transitioning. (Y
Prerequisites & Notes
Co-requisite: EDIS 488.
Credits: 2
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EDIS 510 - Characteristics of Emotional and Behavioral Disorders
This course presents the characteristics of children and adolescents with emotional and behavior disorders within the context of special education services. On completion of this course, students will have (1) knowledge of the origins and characteristics of the primary behavioral disorders, (2) procedures for identification and assessment, and (3) approaches of programming and instruction for ED/BD, autism and other related disabilities.(S-SS)
Credits: 1
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EDIS 511 - Characteristics of Learning Disabilities
Studies the meaning and concepts associated with the field of learning disabilities and the diverse characteristics of individuals with these disabilities. Includes the nature, causes, assessment, and treatment of learning disabilities and related disabilities such as ADHD, ADD, brain injury and others. (S-SS)
Prerequisites & Notes
Prerequisite/corequisite: EDIS 302 or 500.
Credits: 1
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EDIS 512 - Characteristics of Intellectual Disabilities
Designed to explore basic concepts/issues pertaining to persons with significant limitations in intelligence and adaptive behavior. While the course primarily explores the educational implications of having intellectual disabilities/mental retardation, the psychological, historical, and medical implications are also touched upon.(Y)
Prerequisites & Notes
Prerequisite: EDIS 302 or 500.
Credits: 2
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EDIS 513 - Characteristics of People with Severe Disabilities
This course is designed to explore basic concepts and issues that pertain to persons with severe disabilities including those with intellectual disabilities, autism, and multiple disabilities who exhibit extensive or pervasive support needs. While the course primarily explores the educational implications of having intellectual disabilities, the psychological, historical, medical, and sociological implications of this disability are also touched upon. (Y)
Prerequisites & Notes
Prerequisite: EDIS 302 or 500.
Credits: 2
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EDIS 514 - Methods in Special Education
Presents cognitive and behavioral instructional approaches for teaching children with special needs in a variety of service delivery options. Emphasis is given to adapting instruction, assessment, and materials within inclusion and special education placements to support student achievement of the Virginia Standards of Learning. (Y)
Prerequisites & Notes
Co-requisite: EDIS 488.
Credits: 3
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EDIS 515 - Collaborative Teamwork
Teaches strategies for building collaborative interdisciplinary teams in school and community settings for general and special educators as well as those in other disciplines. Content addresses team organization, stages of team development and building, teamwork skills, involving families, planning for inclusion, positive behavior support, transition, and team evaluation. (Y)
Prerequisites & Notes
Prerequisite/corequisite: EDIS 302 or 500.
Credits: 3
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EDIS 517 - Social Issues: Schools, Classrooms, and Families
This course is designed to help preservice teachers develop a personal framework for teaching and identify practices that will be used in the classroom. Strategies addressed include classroom management and community building practices, strategies for working with families, transition practices, and practices related to multi-cultural education. (Y)
Credits: 3
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EDIS 521 - Introduction to Language Development
An overview of the language acquisition and development process. This course surveys current and historical perspectives on language acquisition and development and explores those factors influencing language acquisition and development. This class is a VA-DOE approved course for use by those seeking endorsement as English as a Second Language (ESOL) teachers. (Y)
Credits: 3
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EDIS 522 - Reading Development
This is the first class in the reading methods sequence for preservice teachers. This course addresses the theoretical foundations of understanding how children learn to read as well as the problems that some children encounter when learning to read. The course also addresses basic components of effective reading programs and instruction. Specific course sections align with program and endorsement needs for elementary education or special education. (Y-SS)
Credits: 3
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EDIS 523 - Reading Diagnosis and Remediation for Reading Instruction
This course focuses on the diagnosis of reading difficulties and the array of continuous assessments that a teacher may employ to appropriately develop remediation strategies. Emphasis is placed on using assessment to guide instruction and remediation. Remediation strategies and effective reading programs are also introduced. This course is the second course in the reading sequence, and follows Reading Development for Special Populations. A tutoring lab, EDIS 523L, is taken concurrently. (Y)
Prerequisites & Notes
Prerequisite: EDIS 522; corequisite: EDIS 523L.
Credits: 3
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EDIS 523L - Diagnosis and Remediation for Reading Instruction Lab
This is the lab experience for EDIs 523 and must be taken concurrently.
Prerequisites & Notes
co-requisite: EDIS 523
Credits: 1
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EDIS 525 - ECDR Language and Literacy
The course focus is on the emergence of language and literacy from infancy through toddlerhood and preschool. The course explores both theory and practical applications for developing language and literacy in a variety of settings. (Y)
Prerequisites & Notes
Restricted to ECDR students.
Credits: 3
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EDIS 526 - Reading in the Primary Grades
Participants will develop an understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices in the prevention and remediation of reading disabilities. This course will include an examination of current reading theory and research and its implications for assessment, instruction, and intervention for students in grades PreK-3. (Y)
Credits: 3
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EDIS 527 - Language Arts and Social Studies in the Primary Grades
Focuses on instructional strategies for teaching language arts and social studies aligned with the Virginia Standards of Learning in grades PreK-3. Students gain an understanding of the curriculum, skills and processes in language arts (emphasis on writing and spelling) and in social studies (emphasis on U.S. history, geography, civics, and economics). Students learn to develop preK-elementary language arts and social studies units and lessons to engage early learners. (Y)
Credits: 3
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EDIS 530 - Language Skills Block I
The Language (and literacy) Skills Block has been designed as a year-long course to prepare pre-service teachers for teaching reading, language arts, and children’s literature in grades Pre-K through 6. This course focuses on the primary grade child, with atttention to the English Language Learner, and prepares students to assess children’s abilities in phonological awareness, decoding, and comprehension in order to create differentiated language and literacy instruction. Students conduct assessments and practice instruction in field placements. (Y)
Prerequisites & Notes
Prerequisite: Admission to the Teacher Education Program.
Credits: 6
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EDIS 531 - Language Skills Block II
This course is the second half of the year-long Language and Literacy Block, which prepares pre-service teachers for teaching reading, language arts, and children’s literature in grades PreK- 6. For spring semester, we focus on the upper elementary school child and on “reading to learn.” The emphasis is on using a range of assessments to differentiate instruction for children of varying literacy levels and on organizing instruction for a diverse classroom. Students conduct assessments and practice instruction in field placements. (Y)
Prerequisites & Notes
Prerequisite: EDIS 530.
Credits: 3
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EDIS 532 - Mathematics in the Elementary School
Designed to teach elementary preservice teachers the Virginia Mathematics Standards of Learning content strands: Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; Patterns, Functions, and Algebra. This course also focuses on the processes for planning, instructing, and assessing mathematics understanding – Problem solving, reasoning, and proof, mathematical communication, mathematical connections, and respresentation. (SS-E)
Prerequisites & Notes
Restricted to elementary education, ECDR.
Credits: 3
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EDIS 533 - Science in the Elementary School
Designed to teach elementary pre-service teachers fundamental science concepts in such areas related to scientific investigation as: reasoning and logic; force, motion, and energy; matter; life processes; living systems; interrelations in earth/space systems; earth patterns, cycles and change; and appropriate resources for teaching the Virginia Science Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction , and assessment of science curriculum. (S)
Credits: 3
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EDIS 534 - Social Studies in the Elementary Schools
Designed to teach elementary pre-service teachers fundamental social studies concepts of United States history, Virginia Studies, civics, geography, and economics appropriate for meeting the Virginia Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction, and assessment of social studies curriculum. (S)
Credits: 3
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EDIS 540 - Teaching English in Secondary Schools
Students translate theory and research into practice by designing instructional units that include a variety of teaching methodologies. Emphasis is on individualized instruction, developmentally appropriate learning objectives, and authentic assessments, as well as the use of cooperative learning, creativity, reflective processes, and integration of both media and technology. Students critique school textbooks, problem-solve obstacles to effective instruction, and learn how to address standards while delivering imaginative, relative learning. (Y-SS)
Prerequisites & Notes
Prerequisite: EDIS 541, 542, 542L, 543, and instructor permission.
Credits: 3
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EDIS 541 - Young Adult Literature
As an interpretive community, students read the latest and greatest young adult literature, practice reading as writers, learn to motivate reluctant readers by applying strategic reading techniques and critical frameworks, as well as develop individualized multi-genre and multicultural reading programs. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 542 - Language, Literacy, and Culture
Students focus on the relationships among culture, literacy, and the teaching of language. They explore concepts of “text”, consider first and second language learning differences, pursue team research projects related to current issues, and design effective strategies for practicing critical literacy that focus on the power of words, syntax, and semantics in dynamic language learning. (Y)
Prerequisites & Notes
Prerequisite: Instructor Permission.
Credits: 3
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EDIS 542L - Language, Literacy, and Culture Lab
This lab supports the EDIS 542 team research projects, which are web-based, incorporate current technology, are presented online, and, with permission of the researchers, made available on a public site. Students learn how to do collaborative research and use research archives to build on and expand the existing research territory. (Y)
Prerequisites & Notes
Prerequisites: Instructor Permission and concurrent enrollment in EDIS 542
Credits: 1
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EDIS 543 - Teaching Composition in Secondary Schools
Students study, practice, and evaluate theories and methods of writing and teaching writing, experience a workshop approach and the role of mentor texts in learning the writer’s craft, explore authentic assessment strategies, e.g., performance, portfolios, and conferencing, design writing instruction for students, and create a personal writing project. (Y-SS)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 545 - Teaching Mathematics in Secondary Schools I
Students analyze mathematical behavior and problem solving, examine the latest thinking regarding school mathematics, explore the uses of technology to enhance mathematics learning and teaching, and plan and teach mini-lessons demonstrating instructional competence. Emphasizes the understanding and application of Mathematics. (Y-SS)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 547 - ESL Assessment and Curriculum Design
The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work. (Y)
Credits: 3
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EDIS 548 - Second Language Acquisition and Modern Language Teaching Methods: PreK-12
Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages and selection of appropriate materials, visuals, and media for instructional purposes. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 549 - Planning Foreign Language Instruction
Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents. (Y)
Prerequisites & Notes
Prerequisite: EDIS 548.
Credits: 2
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EDIS 550 - Teaching Science in Secondary Schools I
The first course in the “Teaching Science Sequence” addresses scientific literacy as a rationale and framework for secondary science instruction. Specific topics in science subject matter are developed along with teaching techniques, procedures and on-going professional development. (Y)
(Y-SS)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 4
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EDIS 551 - Teaching Science in Secondary Schools II
The second course in the “Teaching Science Sequence” addresses scientific inquiry, teaching process skills, safety, assessment, and evaluation. (Y)
Prerequisites & Notes
Prerequisites: EDIS 550 and instructor permission.
Credits: 3
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EDIS 551L - Models of Science Instruction Lab
This lab course introduces students to several models of effective science instruction and provides opportunities for practice of the models in peer instruction lessons. (YP)
Prerequisites & Notes
Prerequisites: Concurrent enrollment in EDIS 551 and Instructor Permission
Credits: 1
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EDIS 555 - Models of Instruction
Focuses on instructional design and delivery. A range of instructional models are introduced with an emphasis on cognition, information processing, and cooperative learning. Student practice planning and implementing instruction. (Y)
Credits: 3
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EDIS 558 - Positioning, Handling, and Self-Care Skills
Designed for special educators, related service personnel, and other professionals who teach young children with disabilities or school-aged students with severe disabilities. Includes interdisciplinary instructors with training in special education, occupational, physical, and speech therapies, and nursing. Content addresses high & low muscle tone and related movement disabilities, mobility, carrying and positioning of students, use of equipment, instruction of self-care, and collaborative teaming. Students are involved in supervised use of lifting, positioning, and other therapeutic methods. (E)
Prerequisites & Notes
Prerequisite: EDIS 500; corequisite: EDIS 715.
Credits: 3
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EDIS 560 - Teaching Social Studies in the Secondary School I
A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology in the social studies curriculum are also explored. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 561 - Teaching Social Studies in the Secondary School II
A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics.
Prerequisites & Notes
Prerequisite: EDIS 560.
Credits: 3
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EDIS 564 - Physical Geography
Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity. (IR)
Credits: 3
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EDIS 565 - Cultural Geography
Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world. (IR)
Credits: 3
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EDIS 570 - Positive Behavior Support
This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities or with young children who have disabilities. The primary focus is upon the concepts and skills needed a) to design, implement, and evaluate behavior support programs which derive from functional behavioral assessment, b) to use effective teaching strategies to build relevant replacement skills and facilitate skill generalization and maintenance, d) to apply functional communication training, e) to incorporate prevention strategies, f) to improve the aspects of the student’s environment that relate to the problem behavior, and g) to incorporate, as appropriate, individually designed safety plans. (O)
Prerequisites & Notes
Prerequisite: EDIS 500, 705.
Credits: 3
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EDIS 571 - Reading and Writing in the Content Areas
This course focuses on the uses of writing and reading as ways to learn across the curriculum. Educators interested in elementary through high school instruction, in all subject areas, will learn about ways to set up a classroom for maximum learning, and about reading and writing strategies they may teach their students to use. Teachers learn how to use quality literature and other sources of information, and to meet the various achievement levels of their students. (Y)
Credits: 3
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EDIS 573 - Reading Diagnosis and Remediation I: Grades PreK-2
This course is an introduction to both formative and diagnostic literacy assessments used in the preschool through primary grades (emergent and beginning stage readers). Clinical and classroom diagnostic methods along with related instructional implications are explored. This course is taken in conjunction with EDIS 574 and involves multiple practicum assignments that are to be completed outside of class. (Y-SS)
Prerequisites & Notes
Corequisite: EDIS 574.
Credits: 3
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EDIS 574 - Reading Diagnosis and Remediation II: Grades 3-12
This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement. (Y-SS)
Prerequisites & Notes
Corequisite: EDIS 573
Credits: 3
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EDIS 587 - Seminar: Teaching Associateship
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.(Y)
Prerequisites & Notes
Prerequsite: Admission to the Teacher Education Program
Credits: 3
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EDIS 588 - Teaching Associateship
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. (Y)
Prerequisites & Notes
Prerequisite: Admission to the Teacher Education Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 589 - Selected Topics
These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. (S)
Credits: 1 to 6
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EDIS 590 - Workshop
Special topics, offered as needed. (Y)
Credits: 1 to 3
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EDIS 591 - Internship
A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the student’s professional objectives and program focus. Conducted under the guidance of an experienced teacher or University faculty.
Section 1: Elementary Education
Section 2: Early Childhood Education (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDIS 708 - Advanced Techniques of Teaching the Exceptional Individual
Analyzes instructional approaches, strategies, and materials for advanced-level consultant and resource teachers in special education. Emphasizes the development of interactive skills among professionals in order to facilitate collaboration with general education. (Y-SS)
Prerequisites & Notes
Prerequisite: EDIS 408 or instructor permission.
Credits: 3
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EDIS 711 - Vocal and Non-Vocal Communication
Designed for teachers, therapists, and other professionals who implement communication programs for persons with moderate to severe disabilities or for preschoolers with disabilities. Current research and teaching practices are addressed, focusing on appropriate assessment strategies and tools; non-symbolic communication; augmentative and alternative communication systems; naturalistic teaching approaches; and collaborative teaming between teachers, parents, and speech, occupational, and physical therapists. (E)
Prerequisites & Notes
Prerequisite: EDIS 500, 705; corequisite: EDIS 715.
Credits: 3
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EDIS 713 - Transition Planning for Secondary Students
EDIS 713 is offered twice a year with an emphasis on different groups of students. Emphasizes the areas of assessment and instruction related specifically to students with disabilities: functional academics; vocational skills, models of employment, and employment; independent living and use of the community; and post-secondary training in education. Emphasis on students with moderate and severe disabilities. (Y)
Prerequisites & Notes
Prerequisite: EDIS 500 (for fall) or EDIS 500 and 513 (for summer).
Credits: 3
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EDIS 721 - Advanced Language Development
Focuses on language acquisition and development. Emphasizes the development of syntax, semantics, pragmatics, and phonology. Factors influencing language acquisition and development, such as the role of primary caretaker, the active participation of the child, social-economic conditions, and sensitivity to non-verbal cues are explored. Reading and research in language development highlight current issues in language requisition. (Y)
Prerequisites & Notes
Prerequisite: EDIS 521 or equivalent.
Credits: 3
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EDIS 730 - Language Arts: Elementary School
Designed for the graduate student whose primary interest is in methods and materials in the teaching of language arts in the elementary classroom. Emphasizes instructional strategies, activities, materials, and techniques to stimulate the acquisitions of oral, aural, and written language skills. (IR)
Credits: 3
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EDIS 731 - Children’s Literature
This course focuses on the many genres of children’s literature created for the PreK-6th grade child and the place of literature in the language arts program. Students learn to assess literacy quality; they also learn a range of instructional techniques designed to support a literature curriculum. (Y)
Credits: 3
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EDIS 732 - Integrated Science in the Elementary School
Emphasizes understanding basic principles, processes, and conceptual schemes of the integrated life and physical sciences from the perspective of curricular requirements and societal expectations for elementary science teaching. In reviewing the history of science education, curriculum improvement studies, and current trends in science teaching, students examine instructional options for K-8 science teaching. Provides experience translating science content into activity/inquiry based, hands-on science lessons compatible with applicable curriculum standards and instructional objectives. Methods of interdisciplinary instruction involve mathematics, art, music, writing, reading, social studies, environmental education, and health and physical education. Credit may not be earned for both EDIS 432 and 732. (Y)
Credits: 3
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EDIS 733 - Social Studies in Elementary Schools
Studies curriculum materials, teaching methods, and problems in social studies education for elementary school children. (SI)
Credits: 3
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EDIS 739 - Academic Uses of the World Wide Web
Investigates, evaluates, and develops online resources that can be used in teaching or other educational endeavors. Emphasizes meaningful content, sound principles of web design, and use of appropriate current and developing technologies. (Y)
Credits: 3
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EDIS 740 - Problems & Issues in English & Literacy Education
Students investigate and critique major issues in current literacy curricula and instructional practices in secondary English classrooms. They evaluate their own teaching experiences, identify research interests, and conduct in-depth inquiry into them with the purpose of posing solutions to the most pressing problems in literacy education.(SI)
Credits: 3
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EDIS 745 - Problems and Issues in Mathematics Education
Studies major curriculum and instructional problems and issues in mathematics education from historical and present-day perspectives. (SI)
Prerequisites & Notes
Prerequisite: instructor permission.
Credits: 3
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EDIS 750 - Problems and Issues in Science Education
Studies major curriculum and instructional problems and issues in science education from both historical and present day perspectives. (SI)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 753 - Science Supervision Internship
Supervisory experience under the direction of the University, in cooperation with local school divisions. (SI)
Credits: 3 to 6
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EDIS 760 - Problems and Issues in Social Studies Education
Discussion of the major curriculum and instructional problems and issues in social studies education. (SI)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 770 - Foundations of Reading Instruction
The theoretical foundations of reading development are the focus of this survey course. Topics covered include: children’s basic language development as a precursor to reading and as a medium for instruction, and how stage theories of reading development can inform instruction across a spectrum of readers from emergent to advanced. (Y)
Credits: 3
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EDIS 772 - Word Study: Language Structures, Phonics, & Morphology
Focuses on the theory and research underlying the acquisition of orthographic knowledge. Explores the increasingly inextricable relationship between orthography and phonology, and the language structures inherent in morphological aspects of English spelling. Building on the history of English spelling, the course touches on cross-linguistic issues related to different orthographies. (Y)
Prerequisites & Notes
Prerequisite: EDIS 770.
Credits: 3
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EDIS 773 - Practicum in Reading Diagnosis
Introduction to basic and advanced testing procedures used to diagnose reading difficulties of elementary and secondary students and adults. Examines clinical and classroom diagnostic methods, explores theoretical foundations for these practices, and discusses practical applications to the classroom. (SS)
Prerequisites & Notes
Corequisite: EDIS 774.
Credits: 3
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EDIS 774 - Practicum in Remedial Reading
Acquaints students with a variety of techniques to support and instruct remedial readers. These techniques address reading, writing, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic under close supervision. Emphasizes appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems. (SS)
Prerequisites & Notes
Corequisite: EDIS 773
Credits: 3
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EDIS 775 - Effective Reading Programs
Examines the organization and supervision of effective reading programs in the nested contexts of the classroom, the school, the school district, and beyond. The issue of organizational plans are discussed in relation to students’ needs in literacy acquisition. Participants critically examine “in place” reading programs and design their own plan for a reading program. (Y)
Prerequisites & Notes
Prerequisite: EDIS 770.
Credits: 3
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EDIS 780 - Fundamentals of Curriculum
Introduces basic concepts and issues related to curriculum design, development, change, and evaluation. (Y-SS)
Credits: 3
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EDIS 783 - Reading Disabilities
Focuses on current research on reading disabilities. Explores how theories of speech affect research in reading and writing and the history of resarch on Dyslexia and its subtypes. Implications for identification and intervention are discussed in light of the most recent research on response to intervention.
Prerequisites & Notes
Prerequisite: Background in reading, communication disorders, or special education.
Credits: 3
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EDIS 784 - Reading Research
An introductory doctoral seminar in literacy research that focuses on how to read and critically evaluate literacy research. The course examines the different methodologies used in literacy research and the standards of quality to look for in terms of the validity and trustworthiness of their conslusions.
Prerequisites & Notes
Prerequisite: Masters degree in reading, english, special education, communication disorders, elementary education, or a related field.
Credits: 3
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EDIS 785 - Seminar
Course sections of this doctoral level seminar are aligned with special topics related to individual program areas. Students are advised to contact the program coordinator or their advisor for additional information on course content and scheduling. Section 1: Special Education: Advanced study of various problems in special education. Areas of emphasis are: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; severely handicapped; preschool handicapped. Prerequisite: masters level students with 12 graduate credits.
Section 2: Elementary Childhood: Study of the major problems in elementary education today as they influence curriculum development.
Section 3: Early Childhood: Study of the major problems in early childhood education today as they influence curriculum development.
Section 4: English Education: Study of selected topics in theory and development of curriculum and instructional methods in English education.
Section 5: Science Teaching: Study of the major problems in science teaching today, emphasizing historical and philosophical contributions to the formulation of objectives and methods in modern science.
Section 6: Science Education: Study of recent curriculum developments in science and in-depth consideration of selected topics, themes, and areas of content for the major of curriculum studies in elementary and secondary schools.
Section 7: Social Studies Education: Study of selected topics in theory and development of curriculum and instructional methods in social studies education.
Section 8: Curriculum: Consideration of selected problems, issues, programs, reports of research, and elements of theory pertaining to evaluation of elementary and secondary school curricula.
Section 9: Seminar: Curriculum, Instruction, and Special Education
Section 10: Instructional Research and Evaluation: Focus on development of research projects directed toward the resolution of problems in teaching and teacher education.
Section 11: Literacy Acquisition: Designed to stimulate critical evaluation and thinking about current theories of literacy acquisition. The central question is: How do we ensure that all children are reading at grade level at the end of third grade? Topics include research on the process of learning to read and how that knowledge informs the national agenda; the additional research that needs to be done to fully understand and promote literacy; the tasks and processes involved in reading acquisition and the factors that affect it.
Credits: 3
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EDIS 786 - Comprehension of Text
Explores what it means to comprehend a text and how the ability develops in children and adolescents. Examines comprehension theories from the perspectives of psychology, education, linguistics, and literacy theory. Participants also study the research on teaching reading comprehension to determine if schools can improve how students think and learn with texts. (Y)
Credits: 3
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EDIS 787 - Models of Reading
Basic seminar in models and processes of reading. The wides possible range of reading models are considered, from those that emphasize processes of word recognition to those that encompass reader-response theory and postmodern perspectives. Each model is evaluated in turn, with the goal of synthesizing multiple perspectives in a final paper that reconciles conflicting views and focuses on instructional implications. (Y)
Credits: 3
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