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Economics |
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ECON 8320 - Public Economics II
Studies the foundations of excess burden, incidence analysis, and optimal taxation; studies of taxation; general equilibrium analysis for tax policy; and the study of tax reform. Prerequisite: ECON 7030 or instructor permission.
Credits: 3
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ECON 8350 - Advanced Macroeconomic Theory
Advanced study of selected topics in macro- and monetary economics, with and emphasis on theoretical and computational issues. Prerequisite: ECON 7040 or instructor permission.
Credits: 3
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ECON 8360 - Empirical Macroeconomics
Advanced study of selected topics in macro and monetary economics, with an emphasis on empirical methods. Prerequisite: ECON 7040 or instructor permission.
Credits: 3
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ECON 8410 - Applied Microeconomics Workshop
Studies current research in applied microeconomics. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8420 - Macroeconomics Workshop
Studies current research in macroeconomics. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8430 - Economic Theory Workshop
Studies current research in economic theory. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8440 - International Trade and Development Workshop
Studies current research in finance. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8450 - Public Economics Workshop
Studies current research in public economics. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8460 - Econometrics Workshop
Studies current research in econometrics. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8510 - Topics in Growth Theory
Studies the issues related to economic development, emphasizing endogenous growth models. Topics include human capital, R & D, learning by doing, fiscal policy, trade, and financial development. Prerequisite: ECON 7040 or instructor permission.
Credits: 3
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ECON 8710 - Cross Section Econometrics
Studies econometric tools for the analysis of cross-section and qualitative data. Prerequisite: ECON 7720 or instructor permission.
Credits: 3
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ECON 8720 - Time Series Econometrics
Studies econometric techniques for the analysis of economic time series. Prerequisite: ECON 7720 or instructor permission.
Credits: 3
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ECON 8820 - Experimental Economics
Analysis of the use of laboratory methods to study economic behavior. Topics include experimental design, laboratory technique, and nonparametric analysis of data. Emphasizes using controlled observations to evaluate alternative economic theories and policies. Applications include bargaining, auctions, oligopoly, asymmetric information, voting, public goods, financial markets, and tests of expected utility and game theories. Prerequisite: ECON 7010 or instructor permission.
Credits: 3
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ECON 8991 - Research Methods in Economics
The course focuses on developing research ideas into a formal paper. Students work in small groups with the instructor, completing writing assignments that form the body of a scholarly paper and offering critical evaluations of other students’ assignments. Prerequisite: Third-year status or instructor permission.
Credits: 3
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ECON 8998 - Non-Topical Research, Preparation for Research
For master’s research, taken before a thesis director has been selected.
Credits: 1 to 12
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ECON 8999 - Non-Topical Research
For master’s thesis, taken under the supervision of a thesis director.
Credits: 1 to 12
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ECON 9550 - Selected Research Problems in Economics I
Advanced research into specific economic problems under detailed faculty supervision.
Credits: 3
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ECON 9560 - Selected Research Problems in Economics II
Continuation of ECON 9550.
Credits: 3
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ECON 9998 - Non-Topical Research, Preparation for Doctoral Research
For doctoral research, to be taken only in the first semester after passing a field exam, and before a dissertation director has been selected.
Credits: 1 to 12
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ECON 9999 - Non-Topical Research
For doctoral dissertation, taken under the supervision of the first reader or prospective first reader.
Credits: 1 to 12
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Education-Curriculum, Instruction, & Special Ed |
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EDIS 5000 - 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 3020 and 5000. Prerequisite: Instructor permission.
Credits: 3
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EDIS 5010 - 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. Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 3881 or 3882.
Credits: 3
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EDIS 5011 - Classroom Management and Behavioral Assessment
This course develops an understanding and application of classroom and behavior management techniques, community building, and behavioral assessment. Introducing diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice, the course supports professionally appropriate practices that promote positive redirection of behavior, development of social skills and self-management.
Credits: 3
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EDIS 5020 - Instruction and Assessment
We study instructional design, planning and delivery, assessments, and professional behavior for pre-service teachers in a secondary field. Planning standards-based lessons, shifting to a professional perspective of learning, and the ways to gather, analyze, and use data to measure academic progress, guide instructional content and delivery, and provide timely feedback are covered.
Pre-requisite: Admission to Teacher Education Program
Credits: 3
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EDIS 5021 - Assessment and Instruction: Birth to Age Five
This course covers the selection, administration, and interpretation of formal and informal assessments for children birth to 5 to document development, diagnose learning needs, and plan and modify curriculum and instruction. It also discusses instructional programming and service delivery. Restricted to ECSE students.
Credits: 3
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EDIS 5022 - Early Childhood Assessment & Instruction
This course covers the selection, administration, and interpretation of formal and informal assessments for children birth to 5 to document development, diagnose learning needs, and plan and modify curriculum and instruction. It also discusses instructional programming and service delivery. Restricted to ECSE students.
Credits: 3
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EDIS 5030 - Secondary Curriculum and Management
This class focuses on instruction, classroom management, behavioral management, and personalized curriculum techniques for establishing positive learning environments in secondary classrooms. Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 5020.
Credits: 3
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EDIS 5040 - 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.
Credits: 3
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EDIS 5041 - Behavior & Classroom 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.
Credits: 3
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EDIS 5045 - Introductory Strategies for Gifted Education
On-line presentation of the fundamental background knowledge necessary for making decisions about the identification and education of gifted students. Topics include definitions of giftedness, characteristics, identification, service delivery models, curricular considerations, social and emotional needs of gifted students, and consideration of special populations of gifted students (e.g., students of color, students of poverty).
Credits: 3
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EDIS 5046 - Developing and Implementing Curriculum for the Gifted
In this on-line course students will study basic guidelines for creating appropriate curriculum for the gifted through exploration of the major curriculum models in the field (e.g., Multiple Menu Model, Integrated Curriculum, CLEAR curriculum , Depth and Complexity, Differentiation, Parallel Curriculum). Students will be guided in the creation of units of instruction based on these models that can be applied to classrooms.
Credits: 3
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EDIS 5047 - Introduction to Models & Strategies for Teaching the Gifted
An on-line course focusing on the general models for delivering instruction to gifted students (e.g., Schoolwide Enrichment Model, Autonomous Learner Model, Purdue Three-Stage Model) as well as adapting instructional strategies for teaching gifted students (e.g., Socratic Method, curriculum compacting, problem-based learning, complex instruction, creative problem solving, questioning strategies).
Credits: 3
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EDIS 5048 - Differentiation of Curriculum and Instruction: Emphasis on Gifted
Using basic models of differentiation of curriculum students in this on-line course will learn to differentiate according to student readiness with an emphasis on creating lessons for gifted learners. Strategies for pre-assessment that tie data to the creation of teaching activities will be the basis for greater depth and complexity, more sophisticated thinking and products representing those of professionals.
Credits: 3
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EDIS 5050 - 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.
Credits: 3
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EDIS 5051 - Teaching Science in Secondary Schools II
The second course in the “Teaching Science Sequence” addreses scientific inquiry, teaching process skills, safety, assessment, and evaluation. Prerequisites: EDIS 5050 and instructor permission
Credits: 3
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EDIS 5052 - 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.
Prerequisites: Concurrent enrollment in EDIS 5051 and Instructor Permission
Credits: 1
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EDIS 5055 - 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.
Credits: 3
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EDIS 5058 - 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. Prerequisite: EDIS 5000; corequisite: EDIS 7150.
Credits: 3
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EDIS 5060 - Math Instruction for Special and Elementary Education
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. Restricted to Special Education.
Credits: 3
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EDIS 5070 - Intermediate Teaching with Technology
This course is a more rigorous, graduate version of the introductory course taught concurrently with sections of EDLF 3450. Students in the teacher education program who have advanced expertise with instructional technologies can apply to enroll in EDLF 5050 in place of EDLF 3450. Prerequisite: Admission to Teacher Education Program.
Credits: 3
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EDIS 5100 - 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.
Credits: 1
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EDIS 5110 - 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. Prerequisite/corequisite: EDIS 3020 or 5000.
Credits: 1
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EDIS 5111 - Characteristics of Attention Deficit Hyperactivity Disorder
This course presents the characteristics of children and adolescents with attention deficit hyperactivity disorder (ADHD) within the context of special education services and comorbidity with other disabilities. Includes the nature, causes, assessment, and treatment of ADHD under the special education label of Other Health Impaired (OHI).
Credits: 1
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EDIS 5120 - 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. Prerequisite: EDIS 3020 or 5000.
Credits: 1
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EDIS 5130 - 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. Prerequisite: EDIS 3020 or 5000.
Credits: 3
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EDIS 5131 - Curriculum and Assessment in Severe Disabilities
This course develops knowledge and skills related to best practices in curriculum and assessment for those preparing to teach individuals with severe disabilities. Students plan, develop and implement assessment and curriculum activities. Field-based activities allow students to directly apply their learning.
Credits: 3
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EDIS 5132 - Teaching Strategies for Severe Disabilities
This course reviews the principles of instruction and learning and gives practice using effective strategies for teaching students with severe disabilities. Topics include writing goals and objectives, documenting progress, planning instruction, prompting and reinforcement methods, teaching in special and inclusive settings and in the community, adapting the general education curriculum, and working with paraprofessional support staff.
Credits: 3
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EDIS 5140 - Methods of Instruction and Collaboration 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 collaborating and adapting instruction, assessment, and materials within inclusion and special education placements to support student achievement of the Virginia Standards of Learning. Co-requisite EDIS 4880
Credits: 3
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EDIS 5141 - IEP & Transition Planning
This class will focus on the development of legally appropriate IEPs and their application to instructional planning. The course will also address transition planning and the strategies for assisting students in sped to move across the grades & from school to post-secondary placements. This on-line class will include readings, cases, hands-on activities, & video analysis.
Credits: 1
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EDIS 5150 - 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. Prerequisite/corequisite: EDIS 3020 or 5000.
Credits: 3
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EDIS 5170 - 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.
Credits: 3
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EDIS 5171 - Social Issues Affecting Early Child, Children & Family
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.
Credits: 3
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EDIS 5210 - 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.
Credits: 3
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EDIS 5221 - 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.
Credits: 3
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EDIS 5222 - Reading Development for Special Populations
Participants will develop an understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices for primary, secondary, and tertiary instruction for children in the primary grades or older children with beginning reading skills. This course will include an examination of current reading theory and research and its implications for assessment, instruction, and intervention.
Credits: 3
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EDIS 5230 - 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 5231, is taken concurrently. Prerequisite: EDIS 5221; corequisite: EDIS 5231.
Credits: 3
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EDIS 5231 - Reading Diagnosis and Remediation for Special Education Teachers Lab
This is the lab experience for EDIS 5230 and must be taken concurrently. co-requisite: EDIS 5230
Credits: 1
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EDIS 5260 - 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.
Credits: 3
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EDIS 5270 - Teaching Reading Writing to ELLs
This online course is designed for educators of children who are learning English as a second language. Theory is grounded in researched practices for teaching reading with an understanding of the challenges facing non-English native speakers.
Credits: 3
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EDIS 5300 - Language Arts Methods
This course addresses the English language learner, writing instruction, and children’s literature; literature-writing connections are emphasized. Students learn to identify language demands across elementary school subjects and tasks so they can design demand-matched instruction for all prek-6 students as they listen, speak, read, and write throughout the school day. Prerequisite: Admission to the Teacher Education Elementary Program.
Prerequisite: MT or PGMT elementary education
Credits: 3
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EDIS 5310 - Differentiating Reading Instruction
Pre-service teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms. Prerequisite: EDIS 5221, Reading Development.
Credits: 3
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EDIS 5320 - 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. Restricted to elementary education, ECDR.
Credits: 3
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EDIS 5330 - 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.
Credits: 3
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EDIS 5340 - Teaching Social Studies in the Elementary School
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.
Credits: 3
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EDIS 5400 - Teaching English in Secondary Schools I
Students build knowledge of effective English instruction in the areas of reading, writing, oral discourse, language, and literature. Emphasis is on individualized instruction, developmentally appropriate learning objectives, authentic assessments, reflective writing processes, and integration of both media and technology. Students create lessons that include a variety of teaching methodologies. Prerequisite: instructor permission.
Credits: 3
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EDIS 5401 - Teaching English in Secondary Schools II
Translate theory & research into practice: design instructional units using a variety of best practices. Emphasis on individualized projects, developmentally appropriate learning objectives, authentic assessments, plus cooperative learning, creativity, reflection, media & technology integration. Critique & reinvent school textbooks for effective instruction; incorporate standards while delivering imaginative, relative learning. Prerequisites: EDIS 5410, 5420 & 5430.
Credits: 3
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EDIS 5409 - Children’s Literature - Library Media Studies
Libraries are transforming as technology makes reading materials and social interaction more readily accessible than any time in history. Librarians have much to master related to ever-changing technologies and curriculum. In this course, our chief focus is on the literature that has been created for children; we focus here on increasing awareness and evaluative abilities of the many genres that provide our students a full curriculum
Credits: 3
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EDIS 5410 - 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. Prerequisite: Instructor permission.
Credits: 3
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EDIS 5420 - 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. Prerequisite: Instructor Permission.
Credits: 3
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EDIS 5421 - Language, Literacy, and Culture Lab
This lab supports the EDIS 5420 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. Prerequisites: Instructor Permission and concurrent enrollment in EDIS 5420
Credits: 1
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EDIS 5422 - Education Across Cultures
This course lays the foundation of multicultural education and multiculturalism in order to make teachers aware of who they are, who their students are, and how contexts, personal histories, and other external factors affect students, their families, and teaching and learning, particularly in relation to English language learners in U.S. schools.
Credits: 3
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EDIS 5423 - English Linguistics
This course introduces the scientific study of language, exploring how linguistic insights can prepare teachers who work with preK-12 ELLs. It addresses the sounds of the language (phonetics and phonology), the structure of words/sentences (morphology and syntax) and how these features convey meaning (semantics and pragmatics). Students will apply this knowledge of language to the everyday use of English and its acquisition in school settings.
Credits: 3
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EDIS 5424 - Second Language Acquisition and ESL Methods
This course is designed for teachers seeking an ESOL endorsement with their Virginia teaching license. The first third equips teachers with an understanding of the existing language acquisition theories as well as the individual, cultural, and contextual factors that influence language learning. The second two-thirds focuses on applying language acquisition theories to practical methods and “macro-strategies” in language teaching.
Credits: 3
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EDIS 5425 - Teaching Writing in Grades K-5
This one credit course focuses on creating an instructional structure to teach writing K-5. Students will examine management and the various components of a Writer’s Workshop as well as using writing as a tool for learning.
Credits: 1
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EDIS 5426 - The Connected Teacher: Integrating Technology Across Content Areas
This course will address ways teachers can utilize technology across the content areas as a tool to increase student motivation, enhance student learning, provide effective feedback, and make global connections. Together, we will use the International Society for Technology in Education (ISTE) standards as a guide for integrating technological tools; such as, podcasts, wikis, blogs, Skype, glogster, voicethread, etc…
Credits: 1
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EDIS 5427 - CVWP Writers Institute
This course will support participant’s growth as a writer and as a teacher of writing. Participants will learn about the writing process by creating a community of writers. We will create an environment in which participants experiment with their own writing and support each other in evaluating and refining one’s own work. This course is part of the 18-month CVWP Institute and it follows the National Writing Project principles.
Credits: 3
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EDIS 5430 - Teaching Writing in the Secondary School
Students study, practice, and evaluate theories and methods of writing and teaching writing. They prepare a personal writing project, criticize a writing program, or create a writing program for students.
Credits: 3
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EDIS 5435 - Writing Across the Curriculum
Designed to be a collaborative effort to explore writing as a process to discover how writing across the curriculum can enhance each discipline within our schools. Writing to learn using quick write strategies, learning logs, as well as, using technology will be considered. Focuses on ways to design and implement writing strategies across the curriculum within the framework of a writing workshop.
Credits: 3
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EDIS 5440 - Applied Teaching with Technology
This course provides a semester-long internship with a teacher in a K-12 classroom coordinated with accompanying coursework in EDIS 5440. It provides an applied experience in developing a technology project in a classroom setting and addressing curricular standards through effective integration of educational technologies
Credits: 3
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EDIS 5450 - 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. Prerequisite: Instructor permission.
Credits: 3
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EDIS 5451 - Teaching Mathematics in Secondary School II
This course is a continuation of EDIS 5450, with a greater emphasis on instructional strategies and use of technology.
Credits: 3
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EDIS 5470 - 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.
Credits: 3
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EDIS 5480 - 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, realia, visuals, and media for instructional purposes. Prerequisite: Instructor permission.
Credits: 3
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EDIS 5490 - 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. Prerequisite: EDIS 5480.
Credits: 3
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EDIS 5500 - 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.
Credits: 1 to 6
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EDIS 5600 - 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 into the social studies curriculum are also explored. Prerequisite: Instructor permission.
Credits: 3
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EDIS 5601 - 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. Prerequisite: EDIS 5600.
Credits: 3
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EDIS 5620 - Video Communications
Introductory experience in producing digital visual narratives and television programs. Emphasizes the design and production of studio (multicam) and field (sinclecam) projects along with viewing and critiquing classic examples of video and film. Participants gain experience with conceptualizing, planning (storyboarding), producing, and editing digital video for research and teaching in education and the arts.
Credits: 3
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EDIS 5631 - Instructional Photography
Basic course in photographic art, science and craft. Explores photography as a craft and the ways in which it is used for recording and expressing ideas in research, instruction, and creative expression. Emphasizes the basic competencies required to visualize images and carry out the process of exposing and developing film and printing pictures. Topics include seeing photographically, visual narrative/visual anthropology, darkroom design, chemistry and processes, camera operations, film, exposure and filtration; image control with the view camera; studio lighting; copy techniques and photographic aesthetics.
Credits: 3
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EDIS 5632 - Advanced Photography
A continuation of CISE 5631: Lectures and lab/demonstrations cover advanced skills, knowledge, applications, topical assignments, and reviews and critiques. These are followed by presentations and discussions of the applications of photography to specific areas of research, teaching, and expression.). Prerequisites: EDIS 5631 or Equivalent Experience.
Credits: 3
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EDIS 5640 - Physical Geography
Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity.
Credits: 3
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EDIS 5650 - Cultural Geography
Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world.
Credits: 3
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EDIS 5700 - 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, safety plans. Prerequisite: EDIS 5000 and 7150.
Credits: 3
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EDIS 5710 - Content Area Reading
This course focuses on strategies to improve comprehension of a range of materials associated with various disciplines.
Credits: 3
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EDIS 5720 - Word Study Workshop
Written as an overview of a word-study approach to phonics in the classroom, this course will introduce the stages that children negotiate as they become readers and connect instruction in spelling/word study to reading at each level. The workshop is not intended to be as in-depth a treatment of developmental word knowledge as the three-hour graduate course.
Credits: 1
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EDIS 5721 - Comprehension Strategies
This one-credit course covers practical strategies for reading, writing, discussion, studying, and vocabulary in all content areas. The emphasis will be on learning a range of content and comprehension strategies that lead to greater engagement by student learners and more effective instruction by teachers. This course can be tailored to a specific group of teachers such as K-3 or for grades 4 and up.
Credits: 1
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EDIS 5722 - Small Group Differentiated Reading Instruction
This one hour graduate course is designed for educators who want to learn more about differentiating small group reading instruction. Using their own assessment data, participants will design differentiated instruction and use flexible grouping for reading groups and individuals students. Designing and critiquing lesson plans is a required component of this course.
Credits: 1
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EDIS 5723 - Word Study for the Struggling Reader
This course aims to convey an understanding of struggling adolescent readers and their unique word study needs. A student’s spelling will be seen as a “window” for understanding development in word knowledge. Teachers will learn how to assess struggling adolescent learners’ spelling, design instruction, and evaluate appropriate materials.
Credits: 1
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EDIS 5724 - Literacy Coaching
This one-credit-hour course will meet for 15 contact hours. The purpose of this course is to assist reading specialists develop and refine coaching skills that will enable them to be reading leaders at the school and/or district level. Participants will examine the role of the literacy coach, and work on skills that enable reading coaches to be effective literacy leaders.
Credits: 1
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EDIS 5725 - Preschool Children’s Literature
This course focuses on the study of various genres of literature appropriate for preschool and primary grade children. The course emphasizes criteria for selecting and interpreting quality material for children who are at different developmental levels. In addition, it explores the many ways that quality children’s preschool literature can be used in the classroom.
Credits: 1
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