EDHE 8900 - Advanced Special Topics in Higher Education and Student Affairs

• Understanding of current literature and practice relevant to special topics in higher education.

EDHE 8930 - Readings and Research in Higher Education and Student Affairs

• Individualized Study Outcome Goals Vary.

EDHE 8950 - Dissertation

• Successfully defended dissertation proposal.
• Successfully defended final dissertation.

EDPL 5600 - Internship in Education

• Succesful completion of internship in school administration, supervision of instruction, or classroom teaching for minimum of one semester, full time.

EDPL 5610 - Internship in Education

• Successful completion of internship in school administration, supervision of instruction, or classroom teaching.
• Successful functioning as a classroom teacher with regular supervision, as team member in team-teaching situation, or as assistant to administrator or supervisor.

EDPL 5620 - Professional Internship

• Successful completion of assigned responsibility for teaching under the supervision of a cooperating teacher.

EDPL 5630 - Professional Internship

• Succesful completion of assigned responsibility for teaching under the supervision of a cooperating teacher.

EDPL 5650 - Professional Internship Seminar

• Analysis and interpretation of professional internship experience.
• Problem-centered discussion of major areas of concern directly related to classroom teaching.
• Succesful completion of a Teacher Work Sample.

EDPL 5700 - Supervision of Professional Interns

• Demonstrate proficient understanding of principles and techniques in supervision of student teaching and other professional laboratory experiences.

EDPL 5900 - Special Topics in Education - Professional Laboratory

• Students will increase their knowledge in Education - Professional Laboratory

EDPL 6900 - Special Topics in Education - Professional Laboratory

• Completion of special study based upon direct experience in supervision of student teachers in campus or public school laboratories.

EDPL 6910 - Seminar in Education

• Successful completion of research study on issues in teaching.

EDPL 6920 - Internship: Theory Into Practice

• Successful completion of theory into practice internship based upon research findings in EDTE 6910.

EDPL 6936 - Field Experience in Teaching Physical Education K-12

• Successful completing of creating teaching units and teaching lessons.
• Successful completion of field experience in K-12 physical education classroom under the supervision of a cooperating teacher.

EDPL 7600 - Internship in Education

• Successful assumption of increasing responsibility under direct supervision of staff member of school system.
• Successful completion of internship in school administration, supervision of instruction, or classroom teaching

EDPL 7610 - Internship in Education

• Successful assumption of of increasing responsibility under direct supervision of staff member of school system.
• Successful completion of internship in school administration, supervision of instruction or classroom teaching.

EDPL 7900 - Internship: Theory Into Practice

• Successful completion of special study based upon direct experience in supervision of student teachers in campus or public school laboratories.

EDRE 5010 - Introduction to Research Methods

• Apply techniques and objectives of a literature review.
• Conduct a comprehensive search of research literature.
• Demonstrate an understanding of ethics in research and reporting.
• Develop skills in critical evaluation in education.
• Understand educational assessment and evaluation.
• Understand research methods in education.

EDRE 5900 - Special Topics in Education - Research & Evaluation

• Students will increase their knowledge in Education - Research & Evaluation.

EDRE 6900 - Special Topics in Education - Research & Evaluation

• Students will increase their knowledge in Education - Research & Evaluation

EDRE 6920 - Special Projects in Educational Research and Evaluation

• Completion of literature review.
• Completion of pilot study.
• Completion of practical experience.
• Completion of research project.

EDRE 6930 - Readings in Educational Research and Evaluation

• Annotated Bibliography.
• Literature Review (e.g., for thesis, seminar paper, or article).
• Research-focused study.

EDRE 6940 - Research in Educational Research and Evaluation

• Completion of Fieldwork.
• Completion of Research Paper.
• Evaluation of a school system.

EDRE 6950 - Thesis

• Completion of requirements for M.Ed.
• Completion of research thesis.

EDRE 7110 - Theory and Techniques of Test Development

• Students will be able to explain the major characteristics of classical test theory (CTT) and Item Response Theory (IRT).
• Students will be able to describe test development procedures under CTT framework.
• Students will be able to use item analysis techniques under CTT framework.
• Students will be able to explain the major characteristics of reliability under CTT framework and IRT framework.
• Students will be able to collect various evidence for validity under CTT framework and IRT framework.
• Students will be able to create, analyze, interpret, and evaluate educational tests, test scores, and test items used for teaching and research.
• Students will be able to explain construct validity and to provide and evaluate the various types of evidence used to support construct validity.
• Students will be able to explain reliability from a Classical Test Theory perspective and to provide and evaluate the various types of evidence used to support reliability.
• Students will be able to interpret the statistical results used in measurement to analyze and improve tests and test items.

EDRE 7120 - Item Response Theory and Modern Educational Measurement

• Students will be able to explain the major characteristics of item response theory (IRT) and measurement modeling.
• Students will be able to develop their measurement modeling techniques based on previous knowledge of multiple regression and logistic regression.
• Students will be able to conduct confirmatory factor analysis using computer programs.
• Students will be able to conduct item response theory analysis using computer programs.
• Students will be able to explain latent trait modeling and the purposes of Item Response Theory in measurement.
• Students will be able to explain the purposes of and to apply Item Response Theory methods for test equating, differential item functioning, and Monte Carlo simulations.
• Students will be able to use a computer program (e.g., R, SAS, WinSteps, Mplus, jMetrik, IRTPRO) to enter data and perform descriptive, graphical, and inferential statistical analyses used in Item Response Theory.
• Students will be able to interpret the results from Item Response Theory analyses for estimating both person and item parameters and to use these results to improve tests and test items.

EDRE 7200 - Educational Statistics

• Ability to perform null hypothesis significance testing with basic inferential statistical methods.
• Ability to use a computer program for basic statistical analyses.
• Ability to use and interpret basic descriptive statistical techniques.
• Ability to use and interpret graphical statistical information.
• Understanding the logic and process of null hypothesis significance testing, confidence intervals, and effect sizes.

EDRE 7210 - Regression Analysis in Education

• Ability to perform appropriate omnibus and post hoc tests in intermediate statistical analyses.
• Ability to perform null hypothesis significance testing with intermediate statistical methods.
• Ability to use a computer program for intermediate statistical analyses.
• Understanding the assumptions of intermediate statistical techniques.
• Understanding the general linear model, regression, and ANOVA techniques.

EDRE 7230 - Questionnaires and Scale Development in Education

• Ability to develop on-line surveys and examine response rates.
• Apply scaling methods for attitude measurement.
• Understanding issues in questionnaire design.
• Understanding of issues of reliability and validity.
• Use procedures for missing data analysis.

EDRE 7330 - Research Design in Education

• Ability to critically review literature.
• Apply quantitative/qualitative/mixed research methodology.
• Explore multiple research designs.
• Identify research problems.
• Understand ethics of research with human subjects.

EDRE 7500 - Introduction to Qualitative Research Methods in Education

• Be able to design a qualitative research project.
• Be able to discuss the pros & cons of qualitative research.
• Be able to explicate the historical development of qualitative research.
• Be able to identify different theoretical models of analysis.
• Be able to use and understand the different methods employed in qualitative research.

EDRE 7510 - Qualitative Interviewing Methods in Education

• Discuss the different kinds of methods used in qualitative interviewing.
• Explicate the historical development of qualitative data collection.
• Implement a qualitative data collection project through different kinds of interviews.
• Use and understand the different types of interviews employed in data collection.

EDRE 7520 - Ethnographic Methods in Education

• Discuss the different methods used in ethnography and qualitative data analysis.
• Discuss the history as well as present day directions in ethnography.
• Use and understand different frameworks used in data analysis.

EDRE 7600 - Multivariate Statistical Methods in Education

• Ability to comprehend and describe the purposes and limitations of advanced and multivariate statistical methods.
• Ability to integrate knowledge of univariate statistics, hypothesis testing, and research design as needed within advanced and multivariate statistical analyses.
• Ability to perform appropriate omnibus and post hoc tests in advanced and multivariate statistical analyses.
• Ability to use appropriate descriptive and graphical methods within advanced and multivariate statistical methods.
• Understanding the assumptions of advanced and multivariate statistical techniques.

EDRE 7610 - Computer Science Applications in Educational Research

• Students will be able to describe and evaluate the purposes, methods, and limitations of Monte Carlo research.
• Students will be able to perform and simulate basic, intermediate, and advanced statistical analyses as well as measurement analyses using at least one statistical programming language (e.g., R or SAS).
• Students will be able to write a computer program to carry out a basic statistical Monte Carlo simulation (e.g., research or instructional demonstration of statistical concepts).
• Students will be able to understand topics related to Monte Carlo simulation programming (e.g., random number generation, algorithms, program control, data types, validating code, resampling, bootstrapping, permutations).
• Students will be able to communicate effectively about Monte Carlo research, including evaluating research reports.
• Students will be able to prepare a proposal and/or perform a study for an academic conference.

EDRE 7620 - Computer Applications in Educational Research

• Students will be able to perform and interpret data analyses using specialized and advanced computer programs not frequently used in other courses (e.g., R, SAS, Stata, LISREL, Mplus, HLM, IRTPRO, WinSteps).
• Students will be able to evaluate the purposes, methods, and limitations of computer programs in research.
• Students will be able to explain the purposes and capabilities of specialized and advanced computer programs and statistical analyses.

EDRE 7700 - Introduction to Mixed Methods Research in Education

• Students will be able to discuss the major characteristics of mixed methods research and its philosophical foundations.
• Students will be able to discuss when to use mixed methods along with appropriate rationales.
• Students will be able to describe mixed methods research using key mixed methods terminology.
• Students will be able to conduct mixed methods research using convergent parallel design, explanatory sequential design, and exploratory (instrument) sequential design.
• Students will be able to apply mixed methods sampling strategies for data collection.
• Students will be able to use integration strategies for data analysis to practice.
• Students will be able to illustrate how quantitative and qualitative methods are integrated within a mixed methods design using mixed methods diagrams.
• Students will be able to evaluate mixed methods research literature.

EDRE 7710 - Advanced Mixed Methods Research

• Students will be able to articulate and defend understanding about when advanced mixed methods research is necessary to address an appropriate research purpose.
• Students will be able to design advanced mixed methods research, such as intervention mixed methods research.
• Students will be able to evaluate the components of advanced mixed methods literature, including the research questions, procedures for collecting data, analyzing and mixing results, as well as validation strategies.
• Students will be able to provide professional consultations to individuals who intend to conduct mixed methods research.

EDRE 7800 - Program Evaluation in Education

• Ability to collect and analyze data for program evaluation.
• Ability to plan and conduct a program evaluation.
• Understanding large-scale evaluation and analyses such as hierarchical linear modeling.
• Understanding methods and techniques of program evaluation.
• Understanding the purposes of program evaluation.
• Understanding theories and systems of program evaluation.

EDRE 7910 - Advanced Special Projects in Educational Research and Evaluation

• To gain experience applying research and evaluation methodologies in field-based and/or practical settings.
• To gain experience working in applied research and evaluation positions, consulting, and/or teaching.

EDRE 7930 - Advanced Readings in Educational Research and Evaluation

• To carry out independent or collaborative readings and/or review of advanced topics.
• To gain more in-depth knowledge of specific advanced topics through individualized work done in consultation with the professor.

EDRE 7940 - Advanced Research in Educational Research and Evaluation

• To learn advanced and/or current topics in educational research and evaluation through collaborative work.
• To learn advanced skills in educational research and evaluation through collaborative work.

EDRE 8900 - Special Topics in Education - Research & Evaluation

• Students will increase their knowledge in Education - Research & Evaluation

EDRE 8950 - Dissertation

• Completion of Ph.D. research.

EDSP 5700 - Nature and Needs of Persons with Exceptionalities

• Accesses and uses multiple, credible resources & sources in appropriate contexts; uses technology to advance learning.
• Demonstrates an understanding and appropriate dispositions of exceptionality under study; applies understanding into multiple contexts.
• Demonstrates an understanding of impact of exceptionality, culture, language, values, on families and individuals.
• Demonstrates an understanding of laws, history, & best practices and applies to multiple & creative contexts.
• Demonstrates need for positive, diverse, safe, and student-centered environments and their effect on learning.
• Demonstrates ways to create collaborative adaptations/culturally safe environments, facilitates relationships with peers, professionals and families, and promotes choice making for persons with exceptionalities.
• Engages in professional and ethical practices in working with others.

EDSP 5720 - Career Development and Transition Planning for Individuals with Disabilities

• Develop an awareness of the network of public and private agencies comprising a community support system for citizens with disabilities.
• Develop an understanding of affirmative action programs and equal opportunity employment rights for workers with disabilities.
• Develop individual transition planning to bridge the gap between school and the world of work for students with disabilities.
• Identify and plan for the development of adult daily living skills essential to the survival of persons with developmental disabilities residing within the community.
• Identify appropriate occupational alternatives for youth and adults with disabilities.
• Locate, access, and use vocational guidance and evaluation data for planning.
• Plan for the unique problems of personal, social, and vocational adjustment experienced by persons with exceptionalities.

EDSP 5721 - Transition Assessment and Instruction for Students with Disabilities

• Students will be able to use valid, reliable, and culturally-relevant transition assessment practices to inform instruction, evaluate, and ensure student learning and progress toward postsecondary goals.
• Students will be able to demonstrate the inclusion of specific transition-related goals and services in the Individualized Education Program (IEP) document based upon age-appropriate transition assessments.
• Students will be able to explain and demonstrate evidence-based practices and predictors for improving the postsecondary outcomes of students with disabilities.
• Students will be able to align educational standards to provide access to challenging curriculum to meet the postsecondary needs of students with disabilities.

EDSP 5722 - Professional Competencies in the Transition of Students with Disabilities

• Students will be able to identify the roles of secondary transition professionals.
• Students will be able to develop a plan for continued professional growth, performance, and involvement as a transition specialist.
• Students will be able to describe federal laws and state initiatives pertaining to transition.
• Students will be able to advocate for transition program and policy changes to improve transition services.
• Students will be able to collaborate with students, parents, other educators, administrators, and the community to support transition of students with disabilities.
• Students will be able to use inquiry and knowledge of the professional literature to facilitate the continuous improvement of transition programs, supports, and services at the classroom, school, and system levels for students with disabilities.

EDSP 5723 - Transition Career Development: Research and Theory

• Students will be able to apply theories and models of career development, counseling and decision making when working with individuals with disabilities.
• Students will be able to use approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors.
• Students will be able to identify and use career, avocational, educational, occupational and labor market information resources, technology, and information systems to improve career outcomes for individuals with disabilities.
• Students will be able to asses the conditions of the work environment on the life experiences of individuals with disabilities.
• Students will be able to assess the abilities, interests, values, personality, and other factors that contribute to career development.
• Students will be able to use strategies for career development program planning, organization, implementation, administration, and evaluation.
• Students will be able to use strategies for facilitating the skill development for career, educational, and life-work planning and management for individuals with disabilities.
• Students will be able to identify and use assessment tools and techniques relevant to career planning and decision making.
• Students will be able to use ethical and culturally relevant strategies for addressing career development.

EDSP 5730 - Assessment of Learners with Special Needs

• Administer and interpret the results of appropriate standardized norm referenced measures of development, academic achievement, literacy / language or other nationally recognized standardized measures.
• Apply assessment data to the development of Individualized Educational Programs (IEP).
• Demonstrate knowledge and skill in conducting family / ecological assessments.
• Demonstrate knowledge and skill in the administration and use of benchmark and progress monitoring assessment in a tiered response to intervention (RtI) model.
• Demonstrate knowledge of legal and ethical issues related to assessment.
• Demonstrate knowledge of problem-solving approaches for addressing student needs that use a team approach.
• Demonstrate skills in using assessment data in instructional planning to determine future instructional practices, direction and modifications.
• Display skills in the use of the following assessment techniques: formative, value-added, standardized, criterion referenced, authentic, portfolio, curriculum based and summative.

EDSP 5740 - Behavioral Management for Learners with Special Needs

• Assess learning environments and individual’s behavioral needs to promote differentiated supports for learning.
• Demonstrate collaboration with other professionals, related service providers, para-professionals, families, and use community resources.
• Demonstrate knowledge of and skills to promote problem solving and conflict resolution, barriers to access and acceptance, and adaptation to learning environments.
• Demonstrate knowledge of classroom management theories and research.
• Demonstrate skills to promote and use language and communication that reflect multicultural understanding.
• Develop behavioral plans and deliver Instruction appropriate to individual needs.
• Engage in professional and ethical practices.

EDSP 5750 - Collaboration, Curriculum Consultation, Teaming and Co-Teaching in Special Education

• Analyze and evaluate general education curriculum standards, benchmarks and grade level indicators to allow access for learners with special needs.
• Apply models of co-teaching attending to advantages, administrative support, teaching styles/philosophies, roles, planning, communication strategies, and developmental stages.
• Apply the principles of universal design for learning (UDL) to the development of standards-based curricula and adapt, modify, or align curriculum to meet the needs of learners with special needs and those learners at-risk.
• Collaborate with parents and professionals in the development of student Individualized Education Programs (IEP).
• Demonstrate knowledge/skill in accessing/using sources of information from family, school officials, legal system and community service agencies, unique services, networks, and organizations including career, vocational and transition support.
• Demonstrate knowledge/skill in the use of collaboration/consultative roles in the integration of individuals to the general curriculum/classroom, including the coordination of related service personnel to maximize direct instructional time.
• Develop and use individual assessment strategies to promote access to general education standards and performance objectives.
• Explore, research, and present current instructional methodologies that promote student learning for individuals with special needs.
• Use technology, collaboration and cooperative learning strategies, local and state resources to assist in planning, assessing, and evaluating integrated units of studies for learners with special needs.

EDSP 5760 - Current Issues in Special Education (MM, MI, ECIS)

• Analyze topics related to the central concepts, philosophical, historical, and legal foundations, and current issues for learners with mild to intensive special education needs.
• Demonstrate knowledge of educational terminology and definitions of individuals with disabilities including current incidence and prevalence figures.
• Evaluate and analyze age appropriate service delivery options / programs available for learners with mild to intensive needs and ways to ensure access to inclusive settings.
• Evaluate strategies related to planning and managing the teaching and learning environment designed to meet the unique needs of learners with mild to intensive needs from preK-12.
• Investigate and communicate various theoretical approaches to assessment, instruction, medical care, and support for learners with mild to intensive needs.
• Practice collaboration, cooperative learning, and effective communication skills to advocate for individuals with special education needs.
• Review and analyze current best practices that can be used to adapt and modify instruction and tasks to assist learners with mild to intensive needs to address academic, social/emotional, and physical development goals from preK-12.

EDSP 5770 - Methods for Learners with Moderate to Intensive Educational Needs

• Demonstrate and use appropriate and modified assessment/data collection techniques tied to individual¿s needs in various domains.
• Demonstrate and use instructional strategies appropriate to learner’s needs.
• Demonstrate collaboration with other professionals, related service providers, para-professionals, families, and use community resources.
• Demonstrate skills to promote and use language and communication.
• Demonstrate skills to promote appropriate learning environments/social interactions.
• Develop, IEPs, and instructional lesson plans and deliver Instruction appropriate to individual needs.
• Engage in professional and ethical practices.

EDSP 5790 - Methods and Materials for Learners with Mild-Moderate Educational Needs

• Demonstrate and use appropriate and modified assessment/data collection techniques tied to individual¿s needs in various domains
• Demonstrate and use instructional strategies appropriate to learner¿s needs
• Demonstrate collaboration with other professionals, related service providers, para-professionals, families, and use community resources
• Demonstrate skills to promote and use language and communication
• Demonstrate skills to promote appropriate learning environments and social interactions
• Develop instructional plans and deliver instruction appropriate to individual needs
• Engage in professional and ethical practices

EDSP 5800 - Typical and Atypical Early Development

• Compare the impacts of prenatal, perinatal, and postnatal factors that place a child at risk for developmental delays and disabilities.
• Describe the impact of a disability on development and learning.
• Differentiate the characteristics and causes of various disabilities.
• Discuss the nature and sequence of atypical child development (birth through 8 years) in all of the following developmental domains: cognitive, communication, language and literacy, social-emotional, fine and gross-motor, and adaptive skills.
• Discuss the typical progression of child development (birth through eight years) in all of the following developmental domains: cognitive, communication, language and literacy, social-emotional, fine and gross-motor, and adaptive skills.
• Explain genetic, biological, and environmental factors that influence children’s development.
• Explain the key principles of the major theories of child development.
• Identify frequently used medications and their effects for children with disabilities.
• Perform CPR and first aid for infants and young children.
• Summarize the inter-relatedness of a child’s developmental domain.

EDSP 5810 - Methods for Early Childhood Special Education Learners

EDSP 5820 - Assessment of Young Children with Exceptionalities

• Analyze strategies to support and empower families from diverse social and cultural backgrounds in the screening, diagnosis, educational planning, and ongoing assessment processes.
• Critique the quality of individual intervention plans (i.e., Individualized Education Programs, Individualized Family Support Plans, & Behavior Intervention Plans) for their consideration of family resources, concerns, and priorities.
• Develop individual intervention plans that reflect consideration of family resources, concerns, and priorities, natural environments, and child assessments.
• Explain the formal assessment tools used to screen, diagnosis, and evaluate children.
• Implement informal assessment tools to (a) monitor children’s progress, adapt instructional practices, and evaluate the effectiveness of teaching on children’s learning.
• Summarize the policies, ethical practices, and procedural requirements in early childhood special education.
• Use strategies to improve collaboration with families, educators, related-service providers, paraprofessionals, administrators, and community members in the evaluation process, educational planning, and assessment of young children with disabilities.
• Utilize a variety of methods and resources to evaluate meaningful curricula that addresses children’s learning goals.

EDSP 5830 - Methods for Learners in Early Childhood Special Education

• Construct curriculum objectives that are relevant for particular children, and the systematic matching of instructional techniques and settings to those objectives.
• Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.
• Design activity plans that integrate goals and intervention strategies from different disciplines.
• Design activity plans that integrate intervention objectives and strategies into ongoing, everyday routines and activities.
• Develop individual intervention plans that reflect consideration of family resources, concerns, and priorities, natural environments, and child assessments.
• Engage in professional and ethical practices.
• Execute appropriate guidance techniques that maintain child engagement individually and in group situations.
• Implement planning and intervention strategies conducive to fostering independence, initiative, and problem solving in young children with disabilities.
• Interpret developmental and intervention theory to make instructional decisions.
• Utilize formative and summative program evaluation, including family input, to ensure comprehensive quality of the total environment for children, families and the community.

EDSP 5900 - Special Topics in Education - Special

• Students will increase their knowledge in Education - Special.

EDSP 5990 - Nature and Needs of Students with Gifts and Talents

• Students will be able to identify the characteristics of students with gifts and talents.
• Students will be able to describe how children can be identified as twice exceptional.
• Students will be able to identify the social-emotional challenges experienced by students with gifts and talents.
• Students will be able to advocate for more equitable identification of students with gifts and talents.

EDSP 6100 - Nature and Needs of Young Children with Exceptionalities

• Students will be able to describe the policies and legal requirements impacting the history of and current issues in special education for young children.
• Students will be able to identify typical or atypical development for children from 0-8 years in social-emotional, cognitive, physical, functional, and communication, as well as the risk factors for abuse, neglect, and the development of disabilities.
• Students will be able to summarize the interconnected nature of each developmental domain and importance of social, environmental, and familial impact on young children’s development.
• Students will be able to utilize knowledge of child development to create a high-quality learning environment, which is individualized, contextualized, and optimized for each young child.
• Students will be able to promote the meaningful inclusion and participation of young children with disabilities in natural environments and inclusive classroom settings.
• Students will be able to make evidence-based and theory-based decisions on how to facilitate and support young children’s learning and development.
• Students will be able to demonstrate respect, fairness, and appreciation of young children’s diverse individual and developmental differences and uniqueness.
• Students will be able to use knowledge of community resources and family-centered practices to support young children and their families in transitioning from one program to another.
• Students will be able to demonstrate professional and ethical dispositions to educate, care, and advocate for young children.

EDSP 6210 - Advanced Assessment Practices in Early Childhood General and Special Education

• Students will describe the formal and informal assessment tools used to screen, evaluate, and diagnose children and advocate for the use of the most appropriate assessment options.
• Students will explain core concepts in valid and reliable formal and informal assessments, family-centered approaches to assessment, and assessment theories.
• Students will use and advocate for recommended practices and culturally responsive assessment and evaluation practices that minimize bias and the incorrect identification of children from diverse backgrounds in special education.
• Students will report up-to-date and comprehensive assessment results so that they are understandable and useful to families and colleagues, refer families to appropriate community agencies and resources, and follow-up with families post-referral.
• Students will protect child and family confidentiality and only share evaluation and assessment information when there is a legitimate reason to do so.
• Students will use formal and informal assessment tools to develop individual intervention plans that reflect consideration of family resources, concerns, and priorities, and child assessment information.
• Students will select and use a variety of appropriate assessment methods to gather information on children, determine their present level of performance, monitor children’s progress, and achieve family-identified goals.
• Students will provide leadership in the selection and ongoing use of appropriate assessment tools to evaluate the effectiveness of teaching on children’s learning and adapt instructional practices to meet the diverse learning needs of all children.
• Students will use data to continuously improve individual professional practice, the practices of colleagues, and the broader mission and goals of the school or organization.

EDSP 6700 - Technological Applications in Special Education

• Analyze the advantages and disadvantages of using computers and other technology with special needs populations.
• Analyze the current literature on the use of technology with special needs population.
• Assess technology as it relates to making school and life transitions.
• Demonstrate knowledge of service learning concepts.
• Demonstrate knowledge of technology challenges involved in making school and life transitions.
• Demonstrate proficiency in gathering information on special education technology via the Internet and other information management systems.
• Demonstrate the use of computers in developing and maintaining individualized programs.
• Describe ways in which technology can be incorporated into the existing curriculum areas for students with special needs
• Evaluate hardware and software currently available in terms of their applicability for special needs populations of varying ages.
• List and describe peripherals that can enable individuals with disabilities to use computers.

EDSP 6720 - Advanced Differentiated/ Instructional Adaptations

• Students will be able to select and justify multiple means for instructional presentation and student response in the universal design of curricula.
• Students will be able to plan and implement universally designed curricula in the teacher’s discipline.
• Students will be able to collaborate with other education professionals in the selection and use of multiple means of presentation and multiple means of response in the design of UDL curricula and assessments.
• Students will be able to demonstrate skills to promote and use language and communication.
• Students will be able to demonstrate skills to promote appropriate learning environments and social interactions.
• Students will be able to develop instructional plans and deliver instruction appropriate to individual needs.
• Students will be able to apply ethical practices involved in working with all students, including students with special needs and gifts and talents.
• Students will be able to implement classroom rules and routines which facilitate the learning and engagement of ALL students, including those with special needs and gifts and talents.
• Students will be able to develop universally designed assessments appropriate for all students, including students with special needs and those with gifts and talents which expand student options for demonstrating mastery of content.

EDSP 6800 - Practicum in Moderate-Intensive Educational Needs

• Collaborate with other professionals, related service providers, para-professionals, families; use community resources.
• Create appropriate learning environments and social interactions.
• Demonstrate and use instructional strategies appropriate to learner needs.
• Demonstrate skills to use language/communication.
• Demonstrate/use appropriate/modified assessment/data collection techniques to determine learning needs across various learning domains.
• Develop instructional plans/deliver instruction appropriate to individuals.
• Engage in professional and ethical practices.

EDSP 6810 - Graduate Practicum in Mild-Moderate Educational Needs

• Demonstrate and use appropriate and modified assessment/data collection techniques tied to individual¿s needs in various domains.
• Demonstrate and use instructional strategies appropriate to learner’s needs.
• Demonstrate collaboration with other professionals, related service providers, para-professionals, families, and use community resources.
• Demonstrate skills to promote and use language and communication.
• Demonstrate skills to promote appropriate learning environments and social interactions.
• Develop instructional plans and deliver instruction appropriate to individual needs.
• Engage in professional and ethical practices.

EDSP 6820 - Graduate Practicum in Early Childhood Special Education

• Collaborate with other professionals, related service providers, para-professionals, families; use community resources.
• Create appropriate learning environments and social interactions.
• Demonstrate and use instructional strategies appropriate to learner’s needs and age.
• Demonstrate skills to use language/ communication.
• Demonstrate/use appropriate/modified assessment/data collection techniques to determine learning needs across various learning domains.
• Develop instructional plans/deliver instruction appropriate to individual.
• Engage in professional and ethical practices.

EDSP 6830 - Practicum in Differentiated Instruction/Universal Design for Learning

• Demonstrate and use appropriate and modified assessment/data collection techniques tied to individual’s needs in various domains
• Demonstrate and use instructional strategies appropriate to learner’s needs
• Demonstrate collaboration with other professionals, related service providers, para-professionals, families, and use community resources
• Demonstrate skills to promote and use language and communication
• Demonstrate skills to promote appropriate learning environments and social interactions
• Develop instructional plans and deliver instruction appropriate to individual needs
• Engage in professional and ethical practices

EDSP 6900 - Special Topics in Education - Special

• Students will increase their knowledge in Education - Special.

EDSP 6920 - Graduate Practicum II: Early Childhood Education and Early Childhood Special Education

• Students will analyze and evaluate the quality of the physical, instructional, and emotional learning environment and children’s progress to improve programs, supports, and services for all children in the home, school, and community environments.
• Students will utilize instructional strategies and technology appropriate to children’s needs.
• Students will plan and use adult-child interactions to gain a greater understanding of cultural, social, language, and economic diversity to meet the diverse needs of all children.
• Students will create transition plans that utilize recommended practices and are appropriate to student and family needs with consideration for community-based programs and services.
• Students will develop instructional plans that are developmentally and individually appropriate for all learners, including the consideration for medical and mental health concerns.
• Students will provide proactive and systematic positive support strategies to protect and support the physical and psychological safety of all children.
• Students will utilize positive communication strategies that support healthy cognitive and social development in both verbal and nonverbal interactions with adults and peers.
• Students will apply theories, evidence-based practices, instructional and assistive technologies, and relevant policies to advocate for programs, supports, and services for children with and without disabilities.
• Students will facilitate collaborative professional practices, supports, and services at the classroom, school, and system levels using research methods to improve one’s teaching effectiveness and align with school, district, and family priorities.
• Students will engage in professional and ethical practices with children with diverse needs, and of varying ages across multiple settings.

EDTE 5100 - Principles of Curriculum

• To demonstrate an understanding that teachers are agents of change who seek opportunities to positively impact teaching quality, school improvement and student achievement.
• To demonstrate an in-depth understandign of leadership theory, organizational change theory, outcomes of research and evaluation, advances in technology, influences of politics, professional standards, and community values.
• To demonstrate an in-depth understanding major curriculum development processes and applications of curriculum philosophy and theory.
• To demonstrate an understanding that effective teaching connects content to relevant life experiences and career opportunities.
• To demonstrate the ability to think systematically about classroom practice an

EDTE 5100L - Principles of Curriculum - Laboratory

• To successfully apply curriculum theory, development, and evaluation in a clinical/field setting.

EDTE 5110 - Developing a Thinking Skills Program for the Elementary/Secondary Classroom

• Students will examine current research and theory about the teaching of thinking skills.
• Students will integrate theory, research, and classroom instruction.

EDTE 5200 - Literature-Centered Developmental Reading Instruction

• Candidates will be aware of the need for and the abililty to plan for differentiation to meet the needs of all students in the instruction of reading and writing.
• Candidates will develop a knowledge base and skills necessary to understand and teach the five elements of reading instruction.
• Candidates will develop an understanding of and the ability to implement the theories and research that define effective reading instruction.
• Candidates will develop an understanding of the relationships between the development of oral language and its effects on reading development.
• Candidates will develop skills necessary for appropriately using literature as a tool to help students become readers and writers.
• Candidates will understand, use, and teach the writing process.

EDTE 5201 - Theoretical Foundations of Reading Instruction

• Candidates will articulate her/his personal theory of reading and explain how that affects her/his classroom instruction and research interests.
• Candidates will demonstrate a critical stance toward the scholarship of the profession.
• Candidates will explain and provide examples of how cultural and linguistic diversity impacts learning to read in the schools of the United States.
• Candidates will explain how different theories and research explain the relationship between and importance of the different components of reading and how those ideas impact how the components would be taught and assessed in the P-12 classroom.
• Candidates will explain the relationship between the major theories of reading and tell why a knowledge of theories is important to teachers and researchers of reading.
• Candidates will explain, compare, contrast, and critique the theories of reading that have significant impact on teacher’s and researcher’s beliefs.
• Candidates will identify, explain, compare, and contrast the theories and research in the areas of language development that are important to our understanding of the processes involved in learning to read.
• Candidates will name, describe, and explain the importance of and the relationships between the major components of reading and how they are integrated into fluent reading.
• Candidates will recount the important historical developments in reading and reading instruction.
• Candidates will summarize seminal reading studies and articulate how those studies have impacted our understanding of the reading process and the instruction of reading.

EDTE 5210 - Foundation of Language and Diversity

• Develop the dispositions and understanding necessary for teaching students from diverse populations.
• Understand and discuss the research related to teaching students of diversity.
• Analyze teaching strategies designed for working with students from diverse populations for their research base.
• Plan, prepare, and teach reading/literacy lessons to students from diverse populations.

EDTE 5220 - Assessing and Teaching Struggling Readers

• Candidates will communicate a student’s progress in reading instruction to parents (care givers) and other professionals.
• Candidates will develop an understanding of the role of standardized tests in determining students reading instructional needs.
• Candidates will learn to administer and interpret a number of different reading assessment instruments.
• Candidates will plan and teach appropriate lessons based on their assessment of a student’s reading.

EDTE 5221 - Diagnosis: Reading/Language Arts

• The candidate will be able to discuss/share with other literacy educators the results of literacy assessments and their implications for further instruction.
• The candidate will be able to identify, administer, and interpret results of multiple literacy assessments.
• The candidate will be able to plan and write a case study report which includes an analysis and interpretation of multiple reading assessments, the identification of student strengths, and areas of need, and a plan for further literacy instruction
• The candidate will be able to use assessment data to plan instruction.
• The candidate will be able to use various assessments to determine a struggling reader’s strengths and areas of continued need.

EDTE 5230 - Reading/Language: Laboratory

• Students will plan instruction based on student background and interests.
• Students will prepare appropriate materials for reporting tutoring results and recommendations.
• Students will use a wide range of materials using both online and offline resources.
• Students will use of a wide range of instructional approaches.

EDTE 5240 - Literature for Children and Adolescents

• Assist graduate students with ten genres of literature for children and adolescents.
• Assist graduate students in determining the literary and artistic qualities of books for children and adolescents.
• Facilitate graduate students selection and study of topics related to literature for children and adolescents.
• Familiarize graduate students with appropriate references and resource information.
• Introduce graduate students to the literature of diversity.
• Involve graduate students in critical analysis of research and theory related to literature for children and adolescents.

EDTE 5250 - Reading Instruction

• Candidate demonstrate a proficient understanding of effective strategies to determine when intervention is first needed at the core level.
• Candidate demonstrates a proficient understanding of core and remedial instruction.
• Candidate demonstrates a proficient understanding of guided reading activities to build vocabulary, fluency, and comprehension.
• Candidate demonstrates a proficient understanding of how to differentiate instruction to meet individual student needs.
• Candidate demonstrates a proficient understanding of remedial reading programs, personalized tutoring, reading workbooks, educational games, and structured computer reading programs can help teach or reinforce foundational skills.

EDTE 5260 - Teaching Reading in the Content Areas

• Candidates will become familiar with how adolescents know and practice literacy.
• Candidates will know and use teaching and learning practices supported by scientifically base research.
• Candidates will report the results of their tutoring along with recommendations to parents and appropriate professionals.
• Candidates will understand and use content text books.
• Using and interpreting ongoing assessment with content reading.

EDTE 5261 - Secondary Reading Instruction

• Candidates will be able to develop engaging activities geared toward secondary student’s interests and reading levels to promote reading for aesthetic as well as informational purposes.
• Candidates will be able to develop several research-based strategies and activities geared toward diverse learners in secondary schools in rural Appalachia.
• Candidates will be able to display positive dispositions by making literacy materials accessible to secondary students, reading with students, and encouraging participation on a regular basis.
• Candidates will be able to encourage secondary students to actively participate, explore materials, research topics of interest, and read and write for authentic and personal purposes.
• Candidates will be able to select books, technology resources, graphics, photos, and artifacts to meet secondary students’ interests and cultural and linguistic backgrounds.
• Candidates will be able to select, and articulate reasons for selecting, a variety of appropriate content-area reading materials (books, magazines, newspapers, brochures, maps, etc.) that address multiple levels and diverse backgrounds of students.
• Candidates will be able to share their enthusiasm for reading and writing through shared reading and writing, shared inquiry, and shared exploration of literacy materials.

EDTE 5270 - Phonics and the Structure of Language

• Candidates will demonstrate an understanding of the nature of the English language and its orthography.
• Candidates will develop the knowledge and skills necessary to demonstrate the ability to appropriately use concepts of phonics instruction.
• Candidates will demonstrate their ability to use phonics to teach students to use their knowledge of letter-sound correspondence to decode words.
• Candidates will model instruction at each of the fundamental stages of word recognition.

EDTE 5300 - Problems and Practices in Modern Elementary Mathematics

• Students will actively engage within a mathematics community to create, solve, and refine mathematically-rich problems that integrate the concepts of number, number sense, operation, patterns, measurement, geometry, and data analysis.
• Students will clearly communicate their mathematical thinking to others in verbal and written forms, and to explicate these skills in their students.
• Students will compare and contrast research-based teaching strategies that incorporate and extend student thinking.
• Students will design meaningful problem-based learning experiences and lesson plans that center on mathematical concepts that encourage the integration of technology and inquiry.
• Students will investigate and apply a wide range of constructionist-based pedagogies applicable to the mathematics classrooms and supported by NCTM and Ohio Academic Content Standards.
• Students will use cultural, historical, and scientific applications of mathematics to make a wide variety of connections within the field of mathematics and between mathematics and other aspects of the overall curriculum.
• Students will view school mathematics content as a discipline involving the processes of investigation, verification, exploration, explanation, discovery, conjecture testing, representation, reflection, and communication.

EDTE 5400 - New Programs and Practices in Science

• Students will be able to develop and use a repertoire of science teaching strategies appropriate for the middle grades.
• Students will be able to plan and teach science lessons that address state and national standards and consider the cognitive, personal, social-emotional, and cultural needs of all middle grade students.
• Students will be able to design and implement a variety of assessment formats and techniques to identify and evaluate science ideas, monitor student learning, and inform data-based instructional decision-making.
• Students will be able to discuss and use accurate science content knowledge, understanding of scientific inquiry, the Nature of Science, and other scientific frameworks to create safe and technology-rich learning environments.
• Students will be able to describe and reflect on their role as middle level teachers and the strategies, resources, and experiences that support the development of professional knowledge.
• Students will be able to analyze findings and methodologies related to several areas of inquiry in the field of science education.

EDTE 5410 - New Topics in Science and Science Education

• Students will develop and use curriculum guides, curriculum models, modern units, outdoor education, science fairs, field trips, programmed materials, uses of technology, and similar methods of advancing science education.

EDTE 5420 - Seminar in Science Education

• Students will learn a variety of techniques that enable them to integrate new concepts of science education into their teaching, such as environmental education, population education, energy conservation, world hunger, food problems, etc.

EDTE 5510 - Teaching Middle Childhood Social Studies

• To demonstrate a proficient understanding in the use of state and national curriculum standards.
• To demonstrate a proficient understanding of and commitment to the civic role of social studies in preparing a participatory citizenry.
• To demonstrate proficiency in teaching social studies skills [problem solving, critical thinking and analysis, negotiation and collaboration].
• To develop an understanding of how local, national, and global issues and events are interwoven.
• To develop an understanding of the integrated nature of social studies.

EDTE 5510L - Teaching Middle Childhood Social Studies - Lab

• Successful completion of field experience in social studies classroom in middle school setting.

EDTE 5600 - Advanced Studies of Children and Adolescents

• Demonstrate understanding of how theories of learning and development can inform teaching practice.
• Demonstrate understanding of research methods used in the study of children and adolescents and the implications of contemporary research in development.
• Demonstrate understanding of social issues that impact children and adolescents in schools.
• Demonstrate understanding of the value and benefits of collaboration in the workplace.
• Demonstrate understanding of your own and others’ theories about cognitive, linguistic, personal, social, and moral development.
• Demonstrate understanding of ways to apply what you are learning to school environments.

EDTE 5610 - Advanced Studies of Children

• Students will be able to compare the major theories of child development and learning for infants, toddlers, and young children.
• Students will be able to critically evaluate the major learning and developmental theories for strengths and weaknesses in meeting the diverse needs of all young children and their families.
• Students will be able to apply theories, recommended practices, and research findings when designing formal and informal activities for young children.
• Students will be able to apply learning and developmental framework to problems of practice and current issues in early intervention and early childhood education.
• Students will be able to use reflection and constructive criticism to direct learning and instruction for infants, toddlers, and young children.
• Students will be able to use systematic strategies with fidelity and embed instruction within and across routines and early childhood environments.
• Students will be able to implement the intensity of instruction necessary to meet all young children’s needs.
• Students will be able to coach caregivers and colleagues to use recommended practices with infants, toddlers, and young children.

EDTE 5670 - Issues in Teaching and Learning

• Candidate demonstrates a proficient understanding of facilitating effective teaching and learning practices.
• Candidate demonstrates a proficient understanding of how obstacles constrain and shape the teaching and learning process.
• Candidate demonstrates a proficient understanding of how to assess the effectiveness of teaching and learning strategies.
• Candidate demonstrates a proficient understanding of how to identify and analyze issues and innovations in teaching and learning process.
• Candidate demonstrates a proficient understanding of the significance of reflective practice.

EDTE 5900 - Special Topics in Education - Teacher Education

• Students will be able to critically analyze various aspects of Teacher Education-related topics.
• Students will be able to apply newly acquired skills related to Teacher Education-related topics to their own teaching.

EDTE 6100 - Early Childhood Curriculum

• Candidate demonstrates a proficient understanding of how to examine curriculum as a basic educational concern, take a critical look at issues involved in selecting and organizing content for students in elementary schools.
• Candidate demonstrates a proficient understanding of how to examine the leadership role of the teachers.
• Candidate develops a personal philosophy of the aims of Early Childhood education.

EDTE 6110 - Supervision of Instruction

• Engage in professional and ethical practices.
• Engage in self-reflection specific to the traits of good mentors.
• Evaluate best-practice strategies in light of adult learning theory.
• Identify contextual factors impacting beginning teachers.
• Synthesize and evaluate adult learning theories.
• Utilize current research to identify best-practice strategies to be used in mentoring situations.

EDTE 6120 - Middle Childhood Curriculum

• Candidate demonstrates a proficient understanding of how to examine curriculum as a basic educational concern, take a critical look at issues involved in selecting and organizing content for students in middle schools.
• Candidate demonstrates a proficient understanding of how to examine the leadership role of the teachers.
• Candidate develops a personal philosophy of the aims of middle childhood education.

EDTE 6130 - High School Curriculum

• Students will be aware of current issues in curriculum and program alternatives.
• Students will know the major curriculum movements.
• Students will know the sources of curriculum.

EDTE 6140 - Analysis of Supervisory Systems

• Develop planning, facilitation, and conflict resolution skills.
• Engage in professional and ethical practices.
• Enhance skills in self-assessment and self-reflection.
• Generate solutions to common mentoring situations.
• Research and analyze best-practice coaching tools and protocols.