● PSY 712 Advanced Psychology of Learning
This course examines the diverse, intricate process of learning. Behavioral and cognitive views of learning are emphasized with special attention being given to the educational implications of learning theory.
● ESP 501 Introduction to Exceptionality
This course introduces the student to the physical, social, emotional and educational characteristics, incidence, prevalence, and educational intervention for the major categories of exceptionality enrolled in public and private educational facilities in the K-12 grade range. In addition, the course will identify ancillary services and agencies frequently impacting special populations including the major professional organizations and those concerned with residential programming and vocational training. The course will also identify the major litigation and legislation that have significantly influenced the nature of service to exceptional populations.
● ESP 610 Introduction to Exceptionality
This course is designed to provide information and skills necessary for accommodating exceptional learners in a variety of school arrangements. The primary focus is foundations of special education and collaboration/consultation for the successful inclusion of students with exceptionalities into the inclusionary classroom.
● ESP 612 Evidence-Based Practices for Pre-K-8 Inclusion
Evidence-Based Practices for Pre-K-8 Inclusion ESP 612 is a methodology course for pre-service elementary P/K-4 education majors. An emphasis is placed on assessment, instructional techniques, and methods necessary to teach reading and language art skills and mathematical concepts to children with disabilities in inclusive settings (Tier 1 & 2 interventions).
● ESP 701 Introduction to Behavior Analysis
The course provides for instruction in basic behavior principles, the application of those principles in practical “how-to” skills, the advanced discussion and exploration of empirical and theoretical research, and the organization of material in a way that will serve as a handbook for future practitioners
● RES 800 Methods of Research
This course provides students with an opportunity to attain a conceptual understanding of action research methods in education and the skill to use action research to transform classrooms and schools through data driven decision-making. As the result of this course, students will be able to critically analyze action research projects; design action research projects; read, critique, and summarize research literature; and prepare a proposal for an action research project.
● EDE 704 Introduction to Teaching English as a Second Language
The five domains of teaching English language learners are explored: culture, language, planning instruction, assessment and professionalism. Emphasis is placed on the Teachers of English to Speakers of Other Languages (TESOL) teaching standards and ESL K-12 standards. Teachers will examine research-based practices in relation to the five domains and identify their role as an English as a Second Language (ESL) teacher.
● EDE 709 Developing Cultural Awareness and Sensitivity
Teachers across the country are finding their classrooms increasingly diverse, therefore, this course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. A historical exploration of immigration, cultural perspectives, and teaching practices that demonstrate and explicate the interconnectedness of culture and cognition are provided. By examining the background of English Language Learners and their cultures a framework for creating a culturally responsive classroom environment is developed.
● EDE 712 Content Instruction and Assessment PK-12
Teachers will examine the theories, principles, and practices that assist English language learners in achieving academic proficiency in the content areas. Planning standards-based instruction and adapting instruction in the content areas is emphasized. To promote the academic success of English language learners, teachers will involve the family and community, and analyze the learner to establish learning goals and assessment measures that are appropriate for the individual student.
● EDE 713 Language Acquisition and Development
Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course, candidates will be exposed to these processes. They will learn and conduct research on the structure and nature of language with a view to assisting their students to adjust to the challenges of learning a new language. They will also learn the theories of second language acquisition, styles and strategies in language learning as well as the socio-cultural and cross-linguistic influences of language learning.
● EDE 714 Language Proficiency Assessment
Assessing English Language Learners can be a challenge to not only teachers but also the students themselves. As ESL students in K-12 are taught English, there needs to be proper instruments in place of assessing their progress in language learning. These tools should be appropriate and should take into account the proficiency level of the learner. In this course, student teachers will gain exposure to the tools necessary to be able to assess English Language Learners appropriately and in a timely way. The course will offer knowledge on benchmarks for different proficiency levels.
● EDE 719 Supporting Second Language Learners, Families, and Community
Most second language learners are from another country. They come in with anxieties and go through phases of cultural adjustments. Without the necessary support, it might be hard for them to transition smoothly and thus be able to learn English well and fast. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed.
The online program coordinator reviews student resumes upon admission to the program to determine which students will need to complete EDE 768 Teacher Education Internship and which will need to complete a research study EDE 766 Action Research/RES 849 Thesis as part of the program. You are responsible for providing the coordinator with an accurate resume that reflects your teaching experiences. Those who do not have experience teaching English Language Learners will be required to complete the internship during semester 3, 4 or 5. Those who do not need to complete the internship are required to complete the research study.
● RES 849 Thesis
The thesis consists of a written report of extensive research into a specific area of investigation, demonstration of knowledge of the background of the subject, the published literature of the subject, and high standards of original research and presentation. A thesis is often experimental in nature.
● EDE 766 Action Research
This course provides experienced teachers with the opportunity to attain a conceptual understanding of action research methods in elementary and early childhood education and the skill to use action research methods to transform classrooms and schools through data driven decision making. As the result of this course, students will be able to critically analyze action research projects; design action research projects; collect student, class and school data; interpret the results of student, class and school data analysis; and articulate action research principles as a teacher leader in their teaching contexts.
● EDE 768 Teacher Education Internship
The internship experience requires learners to participate in a supervised experience in a classroom with English Language Learners under the supervision of a sponsoring organization and university. The internship experience includes a minimum of 120 hours in a school setting that includes English Language Learners. Valid and current teacher clearances or clearances for your state are required. Individual internship locations will be arranged based on the following criteria: 1) schools with an ELL population, 2) preference will be given to schools with ESL certified teachers, and 3) location of the school to candidate's home.