Course Descriptions
Undergraduate Admission
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Graduate Admission
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Adult Accelerated Degree Program (UCAP)
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International Students
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Graduate Admission
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Adult Accelerated Degree Program (UCAP)
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International Students
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Blog. Psychology Program takes Two Students to Chicago
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Philanthropy. SNUC raises $3,000 for the American Red Cross Association
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June 14 to August 9
Art Alumnae Invitational Exhibit
June 22
Ursuline and St. John Reunion 2013
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Master of Arts in Education/PASE Course Descriptions
Core and Culminating courses
PAS 500 Graduate Research & Writing Skills (3 Credits)
This course will focus on academic writing, beginning with what academic writers must do before they write a research paper, such as: use libraries and learn research through the Internet to build a base of background knowledge; develop in-depth research questions; read and annotate discipline-specific texts; evaluate, summarize, synthesize and analyze a range of print and electronic texts; and focus knowledge and organize ideas relative to a research topic. The course will also provide an introduction to the literature review process, beginning with reading quality literature reviews in preparation for developing one's own. This course's mini-research assignments will afford students opportunities to master academic writing in preparation for the required action research-based culminating project.
PAS 560 Educational Action Research (3 Credits)
Action research serves as a context for personal and professional reflection and renewal. The course examines action research, collaborative inquiry and leadership within individual classroom, team, school, professional or community contexts. The course is designed to enable participants to carry out an action inquiry, to understand the fundamental principles of action research, and to locate the significance of the approach in everyday practice and educational policy. A major part of the course work involves developing an action research project proposal on one's own practice or in conjunction with practitioners in the field. The course will engage the participants in systematic, reflective qualitative inquiry into their own practice: framing appropriate questions, gathering and interpreting data, and analyzing data. Students will learn about action research by doing it and by reading examples of action research. This course is a prerequisite for PAS 590, at which time the student will gather, interpret, analyze and formally present their data to members of the PASE faculty.
PAS 565 Effective Learning Communities (3 Credits)
This course explores the professional development of education professionals within the context of school-based learning communities such as Effective Schools, Professional Learning Communities, and Working on the Work Schools. Students will explore the concept of emotional intelligence, personal strength profiles, and group dynamics as factors contributing to the success of learning communities. National and state professional development standards will be explored along with their emphasis on improved student achievement as the measure of quality professional development. Students will explore the notion of teacher leadership within the professional learning community.
PAS 566 Curriculum Fundamentals (3 Credits)
This course is designed to introduce program candidates to the fundamentals of curriculum work. Students will study how these fundamentals are applied to three interrelated problem-solving paradigms:
Standardized Management: The context of this paradigm has a sole, unified focus on standardized test performances enforced by State accountability mandates and Federal directives from No Child Left Behind.
Constructivist Best Practice: The context of this curricular practice begins with the individual needs of students. Performances of subject matter understanding are informed by traditions of disciplinary knowing without the inclusion of standardized test performances.
Seamless Curriculum: The focus of this curricular design is on the alignment of standards, content, assessment and instructional strategies.
Candidates will learn that the three paradigms address curriculum fundamentals in different ways, and will be required to demonstrate their understanding of effective curriculum development through two assignments. The first is a critique of current best practices in curriculum development and design. The second is the development of a unit plan which incorporates the best practices of curricular implementation. The program candidates will learn the importance of collaboration, communication and consensus in the development of an effective curricular plan. The candidates will learn the impact of project-based learning on the development of the necessary skills for the 21st century. The program candidates will learn the importance of formative and summative assessment in the curricular evaluation process.
PAS 590 Culminating Project (3 Credits)
This course is the second phase of the Educational Action Research course in which candidates prepared a research project proposal. Candidates will review and refine the project proposal followed by the implementation of the project methodology, data collection and analysis, and a summary of the project's findings. Candidates will present their project before faculty and colleagues. A grade of B or higher is required for the successful completion of this required course.
Reading Courses
ERP 501 Reading Education & Literacy Perspectives (30 Field hours) (3 Credits)
This course introduces students to an advanced examination of methods and techniques for instructional planning and classroom organization based on the historical, educational and individual learning perspectives of literacy development. Changes in literacy definition, the theoretical framework of literacy acquisition and development, and literacy as a social construct form the basis of research and implementation.
ERP 508 Content Area Reading (40 Field hours) (3 Credits)
This course explores an analysis of the characteristics of content area texts, and application of strategies that enable students to build meaning, concept development through text materials, the use of reading as a vehicle for learning, and models for acquiring declarative and procedural knowledge in the content areas.
ERP 545 Assessment, Diagnosis & Intervention of Reading Difficulties (3 Credits)
In this course students will explore the following: concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies. The selection and use of informal and formal assessment instruments with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs are addressed.
ERP 560 Phonics in the Integrated Language Arts (10 Field hours) (3 Credits)
This course addresses the nature and role of systematic phonics and phonemic awareness both in isolation and within meaning-centered reading, spelling and writing processes. Current research regarding phonics instruction is explored and the findings of that research applied to the integration of the language arts program.
ERP 565 Reading Practicum (3 Credits)
This course provides students a synthesis of the processes and procedures of reading diagnosis and the application of assessment findings to instruction. Candidates develop skill in observing, analyzing and interpreting reading behavior, designing intervention plans for instruction and articulating professional judgments to various constituents. Students are required to work one-on-one with a young reader to practice advanced techniques of diagnosis and intervention.
Curriculum & Instruction Courses
CIP 580 Professional Development for 21st Century Skills (3 Credits)
This course explores the nature of professional development that empowers educators to teach their students the skills they need for the 21st century. Candidates learn the nature of 21st century skills and the standards for professional development that empower teachers to help students learn these skills. Candidates assess their schools to determine how aligned the school's professional development is to the standards set forth for 21st century professional development. Candidates create a professional development design for their school based on the school's needs and standards of professional development for 21st century student learning.
CIP 581 Teacher Leadership for Student Learning (3 Credits)
This course examines the role of teacher leadership and its effect on student achievement. This course is designed for experienced classroom teachers who wish to develop knowledge and skills that will allow them to take a more active professional leadership role. The underlying premise is that classroom teachers must be on the front line of creating the vision for the future that will lead to significant and lasting school reform.
CIP 582 Improving Instructional Methodology (3 Credits)
This course explores the nature and use of professional inquiry to improve student learning. Participants will engage in cycles of inquiry to critically examine "best practices" that may be used over time to deepen student understanding and increase student achievement.
CIP 583 Diversity in the Classroom (3 Credits)
Candidates will survey and analyze current philosophies of multicultural education, critical pedagogy, diversity and pluralism in American society with an emphasis on how teachers can make their classrooms into effective learning communities. This course is closely aligned with INTASC/Ohio C standards. The course objectives will be met through readings, discussions, viewing of pertinent videos, workbook activities, lectures, simulations, small group work and reflections.
CIP 584 Data Analysis (3 Credits)
This course is designed to help program candidates to understand their instructional choices and to help them select and implement data assessment and evaluation options which will effectively achieve their individual classroom student learning goals. Candidates will use data to enhance their professional practice. They will learn the impact of the analysis of data on teaching and learning. The objectives for this course will be met through readings, discussions, lectures, small group work, reflections and the implementation of strategies for gathering data.
Computer Technology Courses
ETP 500 Integrating Microcomputer Applications (3 Credits)
This course will build on the student's basic microcomputer applications skills by reviewing computer, network, and operating systems concepts and by gaining proficiency in the advanced features of common productivity software such as word processing, presentation software, spreadsheets and databases. The focus will be on the ability to select appropriate technologies and software for a particular project, identifying pros and cons of each option, and deciding on the best combination. The skills will be developed by having students create their own e-portfolios.
Prerequisites: Basic knowledge of the Microsoft Office suite, including Access or similar applications software.
ETP 510 Instructional Design (3 Credits)
This class takes a systematic look at the traditional discipline of instructional design as related to the development and use of educational computer technology. Design of computer-based instructional modules, the processes involved in learning and instruction, various classical models of instructional design, and methods of evaluation are addressed.
Prerequisite: ETP 500
ETP 520 Management of Technology Integration (3 Credits)
The successful integration of technology in the K-12 curriculum depends on skilled teachers, available software and hardware, as well as insightful administration. This course covers the components of effective management of technology, including: identifying needs, establishing the technical infrastructure, providing teacher training and instructional technology support, as well as infusing best teaching and assessment practices throughout the curriculum; gaining familiarity with the numerous and complex issues surrounding the use of technology in education and society as a whole across the world; and writing grants for technology integration and establishing strategic partnerships with other entities to build compelling uses of technology in an interdisciplinary and interconnected world.
Prerequisites: ETP 500 and 510
ETP 530
Integrated Technology Projects for K-12 (3 Credits)
Students will use a variety of multimedia software and hardware to create classroom projects related to their disciplines. This will involve the identification of a pedagogical need, possible design options based on instructional best practice, development of an engaging multimedia solution including elements such as Web resources, guided tutorials, educational games, student created presentations, and reference material. All curriculum projects will be tested in the classroom, revised, and prepared for distribution.
Prerequisites: ETP 500, 520 and 530
ETP 531 Integrated Curriculum Project (3 Credits)
This course provides the culminating experience for the Instructional Technology track. Utilizing instructional design, computer applications, best practices in educational technology, as well as an understanding of the key success factors for the successful introduction of technology in the curriculum and obtaining funding sources, the student will identify an integrated curriculum topic to facilitate at their current school to be used in this course. The student will define the goals, assessment procedures, and scope of the project along with the lead teachers, the administration, and other partners. The project will be designed, created, tested and assessed.
Prerequisites: ETP 500, 510, 520 and 530
Special Education Courses
ESP 514 Lifespan Development (3 Credits)
This course studies the theories of development from birth to death and how genetics and environment interact. Students will explore human physical/motor development, learning and memory, self and moral development, attachment, love and friendship, family and gender development, personality development, adolescence and abnormal psychology. The course emphasizes the importance of neuroscience in the study of human development and in relation to the study of special education.
ESP 515 Language Development & Communication Disorders (3 Credits)
This course studies language development in children from birth to eight and the disorders that may arise or be congenital, with emphasis on theories of cognition in relation to language development, application of theory, development of curriculum and materials, strategies for teaching, design in educational environments, and evaluation of language development in young children. Intervention in relation to language and communication disorders including the use of Augmentative and Alternative communication technology is explored in the K-12 school setting.
PAS 515 Teaching with Technology (3 Credits)
The goal of this course is to enable the student to incorporate technology into their teaching. This will include knowledge about the concepts and components associated with a computer as well as skill in using productivity software for the classroom. Besides the computer concepts and software, the material covers information about technology in education and improving the learning process. The focus will be on the ability to select appropriate technologies and software for a particular project and deciding on the best combination. The skills will be developed by having students create lesson plans and their own e-portfolios.
ESP 562 Internship (50 Field Hours) (3 Credits)
Field experience required for students who have completed ESP 571 to implement assessment strategies and learn assessments needed at other levels than the one they currently teach. Candidates will be required to keep a log of field experiences and record daily assessment data.
Prerequisite: ESP 571
ESP 570 Introduction to Special Education (3 Credits)
This course explores the history, litigation and legislation, theories, ideologies, and methodologies which serve as the foundation for special education. The Council for Exceptional Children/NCATE standards will be reviewed and CEC Standard #1(INTASC A as field content) addressed in written form for formal evaluation. Students will also continue to develop and design a personal and philosophical view of education, in light of the investigation and examination of exceptionality.
ESP 571 Assessment & Intervention (3 Credits)
ESP 572 Advanced Behavior & Assessment (3 Credits)
Specific behavior management techniques are discussed. School-wide behavioral support, functional behavioral analysis and wrap-around plans for students with emotional and behavioral disorders are considered. Ethical considerations and legal implications are included. Participation by families in the process is emphasized.
ESP 575 Curriculum Methods: Special Education (3 Credits)
This course provides an intense review of all facets of curriculum development and design of instructional strategies, as well as teaching cognitive strategies to students. Includes focus on independent living skills, vocational skills, career education programs, use of assistive devices, and transition services. Application of what is learned is required to be demonstrated in the candidate's classroom, as a practicing teacher. Teacher candidates collaborate with intervention specialist in school for lesson and unit planning, using universal design and differentiation of curriculum. Candidates are responsible for recruiting a qualified Intervention specialist within the setting in which they teach general education, for supervision and observation of teaching and clearing this with the college supervisor.
ESP 576 Consultation & Collaboration in the Schools (3 Credits)
Effective communication and collaboration among all constituencies (parents, school, community and agency personnel) are covered. Co-teaching is reviewed and experienced. Development and discussion of interviewing skills, managing resistance/conflict and skills of negotiation, and development of expert communication skills are part of this course. Working with paraprofessionals is explored. Team meetings and parent conferences are experienced, examined and analyzed. Philosophy of Special Education will be further developed.
Required courses for SPED Licensure and Reading Endorsement
ERP 501 Reading Education & Literacy Perspectives (30 Field Hours) (3 Credits)
This course introduces students to an advanced examination of methods and techniques for instructional planning and classroom organization based on the historical, educational and individual learning perspectives of literacy development. Changes in literacy definition, theoretical framework of literacy acquisition and development and literacy as a social construct form the basis of research and implementation.
ERP 508 Content Area Reading (40 Field hours) (3 Credits)
This course explores an analysis of the characteristics of content area texts, application of strategies that enable students to build meaning, concept development through text materials, the use of reading as a vehicle for learning and models for acquiring declarative and procedural knowledge in the content areas are researched, applied and reinforced.
Prerequisites: ERP 501 and 560
ERP 545 Assessment, Diagnosis & Intervention of Reading Difficulties (3 Credits)
In this course students will explore the following: concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies. The selection and use of informal and formal assessment instruments with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs are addressed.
Prerequisites: ERP 501, 508 and 560
ERP 560 Phonics in the Integrated Language Arts (10 Field hours) (3 Credits)
This course addresses the nature and role of systematic phonics and phonemic awareness both in isolation and within meaning-centered reading, spelling, and writing processes. Current research regarding phonics instruction is explored and the findings of that research applied to the integration of the language arts program.
Optional courses to receive Reading Endorsement
ERP 565 Reading Practicum (3 Credits)
This course provides students a synthesis of the processes and procedures of reading diagnosis and the application of assessment findings to instruction. Candidates develop skill in observing, analyzing, and interpreting reading behavior, designing intervention plans for instruction and articulating professional judgments to various constituents. Students are required to work one-on-one with a young reader to practice advanced techniques of diagnosis and intervention.
Prerequisites: ERP 501, 508 and 560
Core and Culminating courses
PAS 500 Graduate Research & Writing Skills (3 Credits)
This course will focus on academic writing, beginning with what academic writers must do before they write a research paper, such as: use libraries and learn research through the Internet to build a base of background knowledge; develop in-depth research questions; read and annotate discipline-specific texts; evaluate, summarize, synthesize and analyze a range of print and electronic texts; and focus knowledge and organize ideas relative to a research topic. The course will also provide an introduction to the literature review process, beginning with reading quality literature reviews in preparation for developing one's own. This course's mini-research assignments will afford students opportunities to master academic writing in preparation for the required action research-based culminating project.
PAS 560 Educational Action Research (3 Credits)
Action research serves as a context for personal and professional reflection and renewal. The course examines action research, collaborative inquiry and leadership within individual classroom, team, school, professional or community contexts. The course is designed to enable participants to carry out an action inquiry, to understand the fundamental principles of action research, and to locate the significance of the approach in everyday practice and educational policy. A major part of the course work involves developing an action research project proposal on one's own practice or in conjunction with practitioners in the field. The course will engage the participants in systematic, reflective qualitative inquiry into their own practice: framing appropriate questions, gathering and interpreting data, and analyzing data. Students will learn about action research by doing it and by reading examples of action research. This course is a prerequisite for PAS 590, at which time the student will gather, interpret, analyze and formally present their data to members of the PASE faculty.
PAS 565 Effective Learning Communities (3 Credits)
This course explores the professional development of education professionals within the context of school-based learning communities such as Effective Schools, Professional Learning Communities, and Working on the Work Schools. Students will explore the concept of emotional intelligence, personal strength profiles, and group dynamics as factors contributing to the success of learning communities. National and state professional development standards will be explored along with their emphasis on improved student achievement as the measure of quality professional development. Students will explore the notion of teacher leadership within the professional learning community.
PAS 566 Curriculum Fundamentals (3 Credits)
This course is designed to introduce program candidates to the fundamentals of curriculum work. Students will study how these fundamentals are applied to three interrelated problem-solving paradigms:
Standardized Management: The context of this paradigm has a sole, unified focus on standardized test performances enforced by State accountability mandates and Federal directives from No Child Left Behind.
Constructivist Best Practice: The context of this curricular practice begins with the individual needs of students. Performances of subject matter understanding are informed by traditions of disciplinary knowing without the inclusion of standardized test performances.
Seamless Curriculum: The focus of this curricular design is on the alignment of standards, content, assessment and instructional strategies.
Candidates will learn that the three paradigms address curriculum fundamentals in different ways, and will be required to demonstrate their understanding of effective curriculum development through two assignments. The first is a critique of current best practices in curriculum development and design. The second is the development of a unit plan which incorporates the best practices of curricular implementation. The program candidates will learn the importance of collaboration, communication and consensus in the development of an effective curricular plan. The candidates will learn the impact of project-based learning on the development of the necessary skills for the 21st century. The program candidates will learn the importance of formative and summative assessment in the curricular evaluation process.
PAS 590 Culminating Project (3 Credits)
This course is the second phase of the Educational Action Research course in which candidates prepared a research project proposal. Candidates will review and refine the project proposal followed by the implementation of the project methodology, data collection and analysis, and a summary of the project's findings. Candidates will present their project before faculty and colleagues. A grade of B or higher is required for the successful completion of this required course.
Reading Courses
ERP 501 Reading Education & Literacy Perspectives (30 Field hours) (3 Credits)
This course introduces students to an advanced examination of methods and techniques for instructional planning and classroom organization based on the historical, educational and individual learning perspectives of literacy development. Changes in literacy definition, the theoretical framework of literacy acquisition and development, and literacy as a social construct form the basis of research and implementation.
ERP 508 Content Area Reading (40 Field hours) (3 Credits)
This course explores an analysis of the characteristics of content area texts, and application of strategies that enable students to build meaning, concept development through text materials, the use of reading as a vehicle for learning, and models for acquiring declarative and procedural knowledge in the content areas.
ERP 545 Assessment, Diagnosis & Intervention of Reading Difficulties (3 Credits)
In this course students will explore the following: concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies. The selection and use of informal and formal assessment instruments with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs are addressed.
ERP 560 Phonics in the Integrated Language Arts (10 Field hours) (3 Credits)
This course addresses the nature and role of systematic phonics and phonemic awareness both in isolation and within meaning-centered reading, spelling and writing processes. Current research regarding phonics instruction is explored and the findings of that research applied to the integration of the language arts program.
ERP 565 Reading Practicum (3 Credits)
This course provides students a synthesis of the processes and procedures of reading diagnosis and the application of assessment findings to instruction. Candidates develop skill in observing, analyzing and interpreting reading behavior, designing intervention plans for instruction and articulating professional judgments to various constituents. Students are required to work one-on-one with a young reader to practice advanced techniques of diagnosis and intervention.
Curriculum & Instruction Courses
CIP 580 Professional Development for 21st Century Skills (3 Credits)
This course explores the nature of professional development that empowers educators to teach their students the skills they need for the 21st century. Candidates learn the nature of 21st century skills and the standards for professional development that empower teachers to help students learn these skills. Candidates assess their schools to determine how aligned the school's professional development is to the standards set forth for 21st century professional development. Candidates create a professional development design for their school based on the school's needs and standards of professional development for 21st century student learning.
CIP 581 Teacher Leadership for Student Learning (3 Credits)
This course examines the role of teacher leadership and its effect on student achievement. This course is designed for experienced classroom teachers who wish to develop knowledge and skills that will allow them to take a more active professional leadership role. The underlying premise is that classroom teachers must be on the front line of creating the vision for the future that will lead to significant and lasting school reform.
CIP 582 Improving Instructional Methodology (3 Credits)
This course explores the nature and use of professional inquiry to improve student learning. Participants will engage in cycles of inquiry to critically examine "best practices" that may be used over time to deepen student understanding and increase student achievement.
CIP 583 Diversity in the Classroom (3 Credits)
Candidates will survey and analyze current philosophies of multicultural education, critical pedagogy, diversity and pluralism in American society with an emphasis on how teachers can make their classrooms into effective learning communities. This course is closely aligned with INTASC/Ohio C standards. The course objectives will be met through readings, discussions, viewing of pertinent videos, workbook activities, lectures, simulations, small group work and reflections.
CIP 584 Data Analysis (3 Credits)
This course is designed to help program candidates to understand their instructional choices and to help them select and implement data assessment and evaluation options which will effectively achieve their individual classroom student learning goals. Candidates will use data to enhance their professional practice. They will learn the impact of the analysis of data on teaching and learning. The objectives for this course will be met through readings, discussions, lectures, small group work, reflections and the implementation of strategies for gathering data.
Computer Technology Courses
ETP 500 Integrating Microcomputer Applications (3 Credits)
This course will build on the student's basic microcomputer applications skills by reviewing computer, network, and operating systems concepts and by gaining proficiency in the advanced features of common productivity software such as word processing, presentation software, spreadsheets and databases. The focus will be on the ability to select appropriate technologies and software for a particular project, identifying pros and cons of each option, and deciding on the best combination. The skills will be developed by having students create their own e-portfolios.
Prerequisites: Basic knowledge of the Microsoft Office suite, including Access or similar applications software.
ETP 510 Instructional Design (3 Credits)
This class takes a systematic look at the traditional discipline of instructional design as related to the development and use of educational computer technology. Design of computer-based instructional modules, the processes involved in learning and instruction, various classical models of instructional design, and methods of evaluation are addressed.
Prerequisite: ETP 500
ETP 520 Management of Technology Integration (3 Credits)
The successful integration of technology in the K-12 curriculum depends on skilled teachers, available software and hardware, as well as insightful administration. This course covers the components of effective management of technology, including: identifying needs, establishing the technical infrastructure, providing teacher training and instructional technology support, as well as infusing best teaching and assessment practices throughout the curriculum; gaining familiarity with the numerous and complex issues surrounding the use of technology in education and society as a whole across the world; and writing grants for technology integration and establishing strategic partnerships with other entities to build compelling uses of technology in an interdisciplinary and interconnected world.
Prerequisites: ETP 500 and 510
ETP 530
Integrated Technology Projects for K-12 (3 Credits)
Students will use a variety of multimedia software and hardware to create classroom projects related to their disciplines. This will involve the identification of a pedagogical need, possible design options based on instructional best practice, development of an engaging multimedia solution including elements such as Web resources, guided tutorials, educational games, student created presentations, and reference material. All curriculum projects will be tested in the classroom, revised, and prepared for distribution.
Prerequisites: ETP 500, 520 and 530
ETP 531 Integrated Curriculum Project (3 Credits)
This course provides the culminating experience for the Instructional Technology track. Utilizing instructional design, computer applications, best practices in educational technology, as well as an understanding of the key success factors for the successful introduction of technology in the curriculum and obtaining funding sources, the student will identify an integrated curriculum topic to facilitate at their current school to be used in this course. The student will define the goals, assessment procedures, and scope of the project along with the lead teachers, the administration, and other partners. The project will be designed, created, tested and assessed.
Prerequisites: ETP 500, 510, 520 and 530
Special Education Courses
ESP 514 Lifespan Development (3 Credits)
This course studies the theories of development from birth to death and how genetics and environment interact. Students will explore human physical/motor development, learning and memory, self and moral development, attachment, love and friendship, family and gender development, personality development, adolescence and abnormal psychology. The course emphasizes the importance of neuroscience in the study of human development and in relation to the study of special education.
ESP 515 Language Development & Communication Disorders (3 Credits)
This course studies language development in children from birth to eight and the disorders that may arise or be congenital, with emphasis on theories of cognition in relation to language development, application of theory, development of curriculum and materials, strategies for teaching, design in educational environments, and evaluation of language development in young children. Intervention in relation to language and communication disorders including the use of Augmentative and Alternative communication technology is explored in the K-12 school setting.
PAS 515 Teaching with Technology (3 Credits)
The goal of this course is to enable the student to incorporate technology into their teaching. This will include knowledge about the concepts and components associated with a computer as well as skill in using productivity software for the classroom. Besides the computer concepts and software, the material covers information about technology in education and improving the learning process. The focus will be on the ability to select appropriate technologies and software for a particular project and deciding on the best combination. The skills will be developed by having students create lesson plans and their own e-portfolios.
ESP 562 Internship (50 Field Hours) (3 Credits)
Field experience required for students who have completed ESP 571 to implement assessment strategies and learn assessments needed at other levels than the one they currently teach. Candidates will be required to keep a log of field experiences and record daily assessment data.
Prerequisite: ESP 571
ESP 570 Introduction to Special Education (3 Credits)
This course explores the history, litigation and legislation, theories, ideologies, and methodologies which serve as the foundation for special education. The Council for Exceptional Children/NCATE standards will be reviewed and CEC Standard #1(INTASC A as field content) addressed in written form for formal evaluation. Students will also continue to develop and design a personal and philosophical view of education, in light of the investigation and examination of exceptionality.
ESP 571 Assessment & Intervention (3 Credits)
All aspects of assessment, including ethical and legal issues, are explored. Varied approaches to assessment which include collaboration with families and other professionals are covered. What types of assessments may be chosen for which type of data are thoroughly discussed and implementation of two informal assessments and one formal assessment occurs before inclusion in a written report with a literature review (CEC #8, INTASC H). Further assessments are completed for ESP 560 I. Alternative assessment in light of NCLB is also studied.
Prerequisites: ESP 514, 515, 575 and 570
ESP 572 Advanced Behavior & Assessment (3 Credits)
Specific behavior management techniques are discussed. School-wide behavioral support, functional behavioral analysis and wrap-around plans for students with emotional and behavioral disorders are considered. Ethical considerations and legal implications are included. Participation by families in the process is emphasized.
ESP 575 Curriculum Methods: Special Education (3 Credits)
This course provides an intense review of all facets of curriculum development and design of instructional strategies, as well as teaching cognitive strategies to students. Includes focus on independent living skills, vocational skills, career education programs, use of assistive devices, and transition services. Application of what is learned is required to be demonstrated in the candidate's classroom, as a practicing teacher. Teacher candidates collaborate with intervention specialist in school for lesson and unit planning, using universal design and differentiation of curriculum. Candidates are responsible for recruiting a qualified Intervention specialist within the setting in which they teach general education, for supervision and observation of teaching and clearing this with the college supervisor.
ESP 576 Consultation & Collaboration in the Schools (3 Credits)
Effective communication and collaboration among all constituencies (parents, school, community and agency personnel) are covered. Co-teaching is reviewed and experienced. Development and discussion of interviewing skills, managing resistance/conflict and skills of negotiation, and development of expert communication skills are part of this course. Working with paraprofessionals is explored. Team meetings and parent conferences are experienced, examined and analyzed. Philosophy of Special Education will be further developed.
Required courses for SPED Licensure and Reading Endorsement
ERP 501 Reading Education & Literacy Perspectives (30 Field Hours) (3 Credits)
This course introduces students to an advanced examination of methods and techniques for instructional planning and classroom organization based on the historical, educational and individual learning perspectives of literacy development. Changes in literacy definition, theoretical framework of literacy acquisition and development and literacy as a social construct form the basis of research and implementation.
ERP 508 Content Area Reading (40 Field hours) (3 Credits)
This course explores an analysis of the characteristics of content area texts, application of strategies that enable students to build meaning, concept development through text materials, the use of reading as a vehicle for learning and models for acquiring declarative and procedural knowledge in the content areas are researched, applied and reinforced.
Prerequisites: ERP 501 and 560
ERP 545 Assessment, Diagnosis & Intervention of Reading Difficulties (3 Credits)
In this course students will explore the following: concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies. The selection and use of informal and formal assessment instruments with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs are addressed.
Prerequisites: ERP 501, 508 and 560
ERP 560 Phonics in the Integrated Language Arts (10 Field hours) (3 Credits)
This course addresses the nature and role of systematic phonics and phonemic awareness both in isolation and within meaning-centered reading, spelling, and writing processes. Current research regarding phonics instruction is explored and the findings of that research applied to the integration of the language arts program.
Optional courses to receive Reading Endorsement
ERP 565 Reading Practicum (3 Credits)
This course provides students a synthesis of the processes and procedures of reading diagnosis and the application of assessment findings to instruction. Candidates develop skill in observing, analyzing, and interpreting reading behavior, designing intervention plans for instruction and articulating professional judgments to various constituents. Students are required to work one-on-one with a young reader to practice advanced techniques of diagnosis and intervention.
Prerequisites: ERP 501, 508 and 560
