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GED 502 - Media Literacy: Remote Control or Self-Control: Media Literacy for Healthy Minds and Bodies To become successful students, responsible citizens, productive workers and competent, conscientious consumers, we need to develop a critical perspective on the increasingly sophisticated and pervasive information and entertainment media that directly affects the way we think, feel and behave. Media literacy refers to the critical thinking, viewing and production skills required of citizens living in the visual, multimedia culture of advertising, information overload and spin. This course takes an in-depth look at how media impacts individuals, our culture, and important issues such as public health, politics, democracy and the environment. K-12 teachers will discover a wealth of motivating, fun and provocative knowledge and activities to bring back to their classrooms!
Credits: 3 cr.
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GED 508 - Current Topics in Special Education A three credit course designed to help teachers meet the needs of students with disabilities in the general education classroom. Topics have included Autism Spectrum Disorders: Interventions to Support School Success, and Co-teaching: How and Why?
Credits: 3 cr.
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GED 509 - Integrative Curriculum This course is designed to offer a theoretical and historical overview of the concept of integrative curriculum, as well as many practical applications. We will consider integrated curriculum theory as expressed by interdisciplinary, thematic, holistic, student directed and standards based curriculum. Students will have the opportunity to explore multiple intelligences, differentiated learning styles, brain based learning and the integration of artistic, ecological, social, emotional, multi-cultural, ethical and spiritual approaches to curriculum.
Credits: 3 cr.
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GED 510 - Becoming a Literacy Leader: Tools and Strategies for Success This interactive and student-centered course is designed to provide students with the knowledge and skills necessary to lead improvements in literacy instruction and student achievement in their schools or districts. Various models of literacy leadership, professional development, literacy instruction and literacy intervention will be examined and practiced. This course is highly recommended for students in the M.Ed. and C.A.G.S. Reading Concentrations. It is open to all graduate education students interested in leading improvements in literacy instruction and intervention.
Prerequisites:
At least 6 credits in literacy-related coursework at the graduate level.
Credits: 3
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GED 511 - Fundamentals of Curriculum This course explores a variety of perspectives on the meaning of curriculum. It examines the psychological, philosophical, historical, and sociological roots of curriculum frameworks that underlie contemporary educational systems. Theory is linked to contrasting practical models for curriculum planning, design, implementation, and evaluation.
Credits: 3 cr.
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GED 516 - The Decision to Teach This course reviews the role of teacher in contemporary education and includes at least 20 hours of focused observation in schools. Students examine the practical and philosophical influences on teachers’ decision making processes in relation to curriculum, motivation, educational history, classroom culture, instructional strategies, and standards. The emphasis is on critical and creative reflection of readings, observations, and in-class discussions and activities. Students gain the experience of planning and teaching lessons during the course. Students emerge from the course with a personal philosophy of education. Required writing assessment is included in this course.
Credits: 3 cr.
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GED 517 - Teaching Nonfiction in the Elementary Grades The old adage, “first you learn to read, then you read to learn,” has often limited the literacy experiences of primary and elementary students to reading and writing fiction. Become familiar with theory, methods and materials for exploring literacy across the curriculum with emergent and fluent elementary readers and writers. The course will focus on nonfiction; topics will also include visual and critical literacies, defining and expanding notions of “text” and the development of text-sets, the role of children’s literature, and consideration of the Common Core State Standards. Participants will have an opportunity to create curriculum relevant to their teaching settings.
Credits: 3 cr.
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GED 520 - Child and Adolescent Development This course provides an analysis of developmental theories for school-age children and adolescents. Students will examine specifics of cognitive, social, emotional, moral and physical development. Stages and theories will be reviewed from an interdisciplinary perspective and related to implications for learning
Credits: 3 cr.
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GED 522 - Teaching Literacy in the Elementary Classroom This course is designed to provide pre-licensure students, novice teachers, and those returning to the field with an overview of literacy development and instruction. The five elements of reading and instructional approaches will be introduced, including: reading and writing workshop, word study, read aloud, guided reading, mini-lessons, language experience approach, literature circles, and response journals. Class sessions will combine whole and small group instruction, reading response groups, presentations, video snippets, role-playing, and may include classroom visitations. This course is designed to be hands-on and interactive and is a requirement in the Elementary Education Licensure program. Practicing teachers are encouraged to take GED 606 - Literacy Development and Instruction in the Elementary Classroom.
Credits: 3 cr.
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GED 525 - Finding Your Writing Voice How can we help students become proficient and engaging writers? How can we model the art of writing? This course emphasizes finding and strengthening one’s own voice as a writer. By writing in various genres and exploring models of critiques and revision, participants learn to stimulate the writing process for themselves and their students. Participants choose one genre of their choice – fiction, drama, poetry, and essay – for a final project.
Credits: 3 cr.
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GED 526 - Special Topics The year-long course will enable students to explore contemporary public school administration and leadership topics related to student and school success in pre-Kindergarten-Grade 12 settings. Topics will vary depending on student background/experience and instructor choice using a research-based framework of twelve components of the school organization.
Credits: 3 cr.
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GED 528 - Curriculum and Management in the K-8 Classroom Students will come to a personal understanding of community as it relates to an elementary classroom culture and curriculum. Using the Grade Level Expectations for the Vermont Standards and The Understanding by Design framework, participants will develop a comprehensive integrated unit. This class will critically examine assessment tools and tasks. Classroom management and structure are also included as foundations for success. This course also provides participants the opportunity to explore their personal educational philosophy of teaching and learning through readings and discussions.
Credits: 4 cr.
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GED 530 - Literacy in the Middle and Secondary Schools In this course students examine applications and implications of literacy development in the content area. Students will reflect on personal experience, examine theory, and be involved in curriculum planning. We will also evaluate potential student resources. In the summer session only class meetings will be held at CVU High School in Hinesburg as GED students work closely with students in an alternative summer school program. Common Core State Standards are integrated throughout the course as students explore and design specific strategies for developing literacy skills within their content area.
Credits: 3 cr.
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GED 533 - Creating the Picture Book In this hands-on course, students learn to transfer ideas and stories into picture books. By exploring the relationship of text and visual images, reflecting on current trends in children’s literature, and discussing the history and business of printing and bookmaking, participants experience thorough investigating of the illustrated book. No previous art-making skills are required. Students complete a rough draft of their short picture book and one finished page.
Credits: 3 cr.
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GED 534 - Assessment and Instruction in Reading This course emphasizes the use of formal and informal assessments to understand the instructional needs of students with reading challenges. Emphasis will be placed on assessment literacy, diagnosis and instruction of students with reading difficulties, and various models of Response to Intervention/Instruction (Rtl). Students will complete a case study of a struggling reader and, therefore, will need to have regular access to at least one student who is experiencing reading challenges.
Prerequisites:
GED 522, GED 606, or permission of the instructor.
Credits: 3 cr.
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GED 535 - Children’s Literature: Author and Illustrator Studies Courses are based on topic of current interest and are offered on a rotating basis. Examples of author studies include Lois Lowry, David Macaulay, Chris Van Allsburg, Lloyd Alexander, J. K. Rowling, and others. The course will explore, in depth, the work of children’s book illustrators and authors. The instructor will present an overview of the life of each creator – and show how the important themes of each person evolves.
Credits: 3 cr.
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GED 540 - TIME for Teachers™ Time for Teachers Online is a 45-hour graduate level course intended to provide a conceptual understanding of the workings of our language at the word level as these relate to early learning of reading and spelling. This course draws on current research findings and developmental models to help teachers understand children’s evolving insights into the workings of our alphabetic print system and develop ways to apply this understanding to classroom practice. Teachers will gain an awareness of the power and usefulness of explicit, systematic instruction in phonemic awareness and phonics toward fostering literacy for all learners. (Register through Stern Center for Language and Learning).
Credits: 3 cr.
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GED 542 - Differentiated Curriculum in the K-12 Classroom Students explore the principles and elements of differentiated instruction, study instructional and management strategies that help teachers respond to students according to their readiness, interests, and learning profiles, and focus on ways to differentiate content, process, and products for all students. Licensure students will write a curriculum unit based on the Vermont’s Framework of Standards and Learning Opportunities.
Credits: 3 cr.
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GED 547 - Middle and Secondary Curriculum and Assessment This course offers current and prospective middle and secondary educators the opportunity to increase their knowledge of content area curriculum and assessment design. We will critically examine and apply curriculum theory, instructional and assessment strategies, content knowledge, and Vermont’s Framework of Standards and Learning Opportunities while constructing lesson plans, assessment tasks and tools, and content area units. Together, in an interactive learning environment emphasizing reflective thinking, writing, dialogue, and collaboration, we will explore the integral role of curriculum and assessment in fostering student learning and growth.
Credits: 4 cr.
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GED 557 - Training for the Trainer Participants in this course examine various elements for designing and implementing training sessions in organizational settings. Topics include learning theory, learner characteristics, planning learning experiences, teaching/learning strategies, and evaluating learning outcomes. Each participant is expected to make a presentation demonstrating course principles and concepts.
Credits: 3 cr.
Crosslisted: This course is cross-listed with GSA 530.
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GED 558 - Introduction to Educational Research This course introduces students to the broad range of educational research and develops critical skills needed for analyzing research studies. Among the skills students develop are the abilities to: access and synthesize information from multiple sources, choreograph a research project, and write a literature review.
Note: GED 558 and GED 699 are required for the Masters in Education.
Students develop a research proposal in GED 558; in GED 699, they implement the proposal. GED 699 should be your last course in the program. It is necessary to leave at least one semester between GED 558 and GED 699. The reasons are two-fold: 1) if taken back to back, most often GED 558 will not have ended before GED 699 begins, thus, the research proposal would not be ready for the first Capstone class, and 2) this provides more time for collecting data.
The Ed Research instructor approves the research proposal if the student leaves only one semester between Ed Research and Capstone and the methodology remains the same for Capstone. Otherwise, the Capstone instructor approves the proposal. Students must send the complete research proposal (Introduction, Literature Review and Methodology) to the Capstone instructor for approval at least one month before the first Capstone class.
Credits: 3 cr.
Miscellaneous Notes:
Required writing assessment for Candidacy included in course.
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GED 562 - Thesis Research The Thesis is an in-depth research study that contributes to the existing body of knowledge in the field of education. The student works with an advisor planning, researching and writing the Thesis. This is a two-semester course with a grade of “XT” given at the end of the first semester. Students meet with their academic advisors to discuss topics and projects before registering.
Prerequisites:
GED 558 Introduction to Educational Research and permission of advisor.
Credits: 3 cr.
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GED 567 - Legal and Financial Management of Schools Legal and Financial Management of Schools will provide participants with core knowledge and skills necessary for varied school leadership and administrative roles. Participants will explore legal and financial components of the school organization from a systemic and student-centered leadership perspective. Specific topics will include: federal, state and municipal law; state rules and regulations; local policy and school governance structures; human resources; Vermont’s education funding system; local budget components, planning and development. Participants will be required to gather/access local school community related documents – including budgets, financial audits, annual school reports, Action Plans and policy manuals. Participants will learn to access financial and legal information and develop fundamental understanding of this content to assist them in current and future school leadership roles.
Credits: 4 cr.
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GED 572 - School Leadership Students examine the relationship of the leader and the led, in the context of several dynamic forces at play within the school organization. Students reflect upon values and draw upon experiences as they explore theories and practice the behaviors of effective leadership. Topics include: human resource management, instructional leadership, school culture, creating a vision, facilitating change, effective communication, and ethical decision making. Relevant for any educator in, or aspiring to, a leadership position.
Credits: 3 cr.
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GED 575 - Spirituality and Education Differing beliefs about spirituality are implicitly present in educational environments, whether or not they are acknowledged. This course investigates diverse perspectives on spirituality and the implications of these for teaching and learning. Topics include: a historical perspective; the relationship of spirituality to religion, morality, mysticism, contemplative practice, emotion, reflection, ecology, meaning-making and creativity. Current controversies will also be considered.
Credits: 3 cr.
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GED 579 - Researching Electronically & Publishing Web Content This course equips students to be online researchers and publishers of information for the Web. Students will acquire the Information Literacy skills to determine the extent of information needed, access the information through different formats, critically evaluate information and its sources, design search strategies for specific subject areas, and understand information publishing within current copyright standards. Web publishing will cover basic design, usability, and development of web pages for targeted audiences.
Credits: 3 cr.
Crosslisted: Cross-listed with GSA 579
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GED 580 - Approaches to Teaching the Humanities This course is designed to examine the best practices in teaching English/language arts and social studies in middle and high school classrooms. Practice with different approaches to teaching the disciplines and resources in the field will enhance pedagogical skills in relation to student learning.
Prerequisites:
GED 547 (or same semester as GED 547)
Credits: 2 cr.
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GED 581 - Supporting Students with Emotional and Behavioral Challenges This course examines commonly occurring emotional and behavioral disorders of childhood and how they influence student learning. Participants will develop an understanding of specific disorders that can serve to inform appropriate instructional strategies and interventions. Empirically derived and research supported interventions and strategies to support these students will be explored An emphasis will be placed on structuring general education learning environments to accommodate the needs of a diverse range of students, as well as the identification of specific programs and strategies to support children with various disabilities. General educators will gain skills and knowledge to incorporate into their classrooms while special educators will expand their base of knowledge to support their consultation to general education personnel.
Credits: 3 cr.
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GED 584 - Technology Planning for Vermont’s K-12 Schools This course will analyze models of educational technology systems in K-12 schools, using audits of existing school implementation. Topics of discussion include applications of technology in education, infrastructure design, planning, vision, management, support and training system models, state and Federal requirements, and other issues such as funding, student access, and security. This course is appropriate for teachers, administrators, and technical support personnel who are concerned with advancing the systemic use of educational technology in their district.
Credits: 3 cr.
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GED 587 - Approaches to Teaching Math, Science & Technology This course is designed to examine the best practices in teaching math, science and technology in middle and high school classrooms. Practice with different approaches to teaching the disciplines and resources in the field will enhance pedagogical skills in relation to student learning.
Prerequisites:
GED 547 (or same semester as GED 547)
Credits: 2 cr.
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GED 588 - Emerging Technology for the 21st Century Classroom The 21st Century classroom communicates globally, works collaboratively and promotes creativity. Explore emerging technologies including social bookmarking, Skype, podcasting and Web 2.0 collaborative tools such as wikis, blogs, Google Docs and Voicethread. After practicing with these tools you will integreate one or more of them into a personalized educational activity. Special attention will be given to the inclusion of assessments using the Vermont Technology Grade Expectations and the National Educational Technology Standards.
Credits: 3 cr.
Miscellaneous Notes:
Students must have Internet connection and computer available for use after class hours.
Crosslisted: Cross listed with GSA 591.
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GED 595 - Launching and Developing a Writing Workshop This course will explore the components of a writing workshop for grades K-6. Particular focus will be spent on: architecture of a minilesson and conference, using mentor authors, writing process, assessment of writing, and designing units of study within particular genres. Participants will also spend time with the national common core curricular standards that have been adopted by Vermont.
Credits: 3 cr.
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GED 596 - Digital Media Digital media expand student engagement with knowledge-based and experiential learning. Through this hands-on course, educators build technical and creative skills to first develop and reflect on their own digital media projects and then explore practical ways to integrate them into their individual curriculum. Topics include video production, digital photography, website development, animation, audio editing, and the use of content delivery tools such as MP3 players, webcasts, and streaming media. This course fulfills the technology requirement for arts licensure candidates and is an elective in both the arts in education and technology M.Ed. concentrations.
Credits: 3 cr.
Crosslisted: Crosslisted with GSA 586.
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GED 602 - Relationships in the Classroom for the Child with a Severe Emotional Disturbance This course focuses primarily on how to use yourself as a valuable resource in developing and maintaining relationships with the child having emotional disturbances. Some of the areas covered are: ways to individualize for a child’s emotional needs; ways to listen, understand, and interact more productively with children; and, ways to look at the individual as part of the group process.
Credits: 3 cr.
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GED 604 - Teachers Writing, Writing Teachers: A Writing Workshop For K-16 Teachers One of the best ways to learn new methods for teaching and using writing across the curriculum is to experience those methods first-hand: by writing. In this course, students develop their own writing while experiencing various approaches to process, form, and style, as well as ways of responding to and assessing writing. Self-designed post-course project allows students to apply concepts and strategies in both a pragmatic and creative way.
Credits: 3 cr.
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GED 606 - Literacy Development and Instruction in the Elementary Classroom This course is designed for licensed and practicing teachers and will focus on literacy development and instruction in the elementary grades. We will explore the research and “best practices” in literacy instruction with a particular emphasis on practical application and improving literacy outcomes for all students. This course is not for pre-licensure students.
Credits: 3 cr.
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GED 611 - Math and Diversity for ESL Teachers This course will explore theories, ideas and practices for teaching math to students with diverse characteristics at the PK-8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity: math and students with special needs, math and students with math disabilities, math and students in poverty, and math and students who are speakers of other languages (ESL).
Credits: 1 cr.
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GED 612 - Math and Diversity This course will explore theories, ideas and practices for teaching math to students with diverse characteristics at the PK-8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity: math and students with special needs, math and students with math disabilities, math and students in poverty, and math and students who are speakers of other languages (ESL).
Credits: 3 cr.
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GED 613 - Mathematics in a K-8 Classroom This course helps current and future classroom teachers develop a deep and flexible understanding of elementary and middle school mathematics. Students will actively solve problems and visualize mathematical concepts. Lessons are designed to stretch students’ thinking to create a vision for the learning trajectory (scope and sequence) of K-8th grade mathematics. Through careful examination of and practice with the National Council of Teachers of Mathematics (NCTM) Standards, students will develop the necessary skills to teach math in a standard-based system.
Credits: 3 cr.
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GED 615 - Affective Education in the Classroom: Education From the Heart This course explores ways to enhance emotional well being and to apply this philosophy to students of all ages. Based on experiential learning and an introspective approach to children, adolescents, and adults, educational renewal will evolve from individual and group renewal. “Affective Education” is explored with guidelines to make this more usable in our schools. This intensive one-week course includes an individualized project.
Credits: 3 cr.
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GED 616 - Understanding and Creating Meaningful K-12 Assessments Currently, teachers are asked to implement many kinds of classroom assessments and often feel that the many procedures, formats and expectations are required without sufficient time to process the implications for themselves and their students. This course will give practicing teachers the opportunity to make sense of what assessment does and can mean for how well students learn. Engaging in collegial dialogue, inquiry and reflective practice participants will practice designing learning opportunities using a variety of assessment procedures They will leave the course with a personal understanding of how they can create meaningful assessment tasks and tools for feedback that support student learning.
Credits: 3 cr.
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GED 618 - From Assessment to Action: Using Data to Transform Schools This course enables educators to make the connection between Vermont’s grade expectations, local curriculum, and assessments of student learning (both state and local). Participants will explore ways to use the assessment data to make decisions about instruction, professional development, and a school based action planning. Course participants will develop an understanding of curriculum in the context of standards, assessment, instruction, and student learning.
Credits: 3 cr.
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GED 621 - Supervision, Evaluation, and Teacher Development Students look at the main functions of the administrator as supervisor and evaluator; examine theories of adult and teacher development as the foundation for the effective supervision and evaluation of staff; explore mentoring, coaching, and supervision in the context of the professional learning community; and, develop and practice the skills needed to effectively supervise and evaluate staff, from novice to expert, competent to incompetent.
Credits: 3 cr.
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GED 623 - Ceramics for Educators This course invites educators to engage in the art of ceramics. Our hands-on experience is designed for you to develop wheel-working and hand-building skills while building a foundation for the rich cultural, historic, and aesthetic qualities of clay. On the wheel, we will explore the skills of creating functional pottery introducing all the essential stages starting from the elements of clay to wet clay through glazing. In hand-building we will explore the varied strategies and tools to build with clay. You will be exposed to different firing and glazing techniques. Individually, participants will create lesson plans that link directly to their curriculum and corresponding Vermont Standards and GLE’s and become part of a portfolio of work in clay. Those with or without ceramic experience are welcome.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 631 - Development, Learning, Behavior and Individual Differences This course examines cognitive, emotional, behavioral and social development from birth through early adulthood, considering how development impacts learning at all stages. Students examine how educational learning theory relates to cognitive, emotional, behavioral and social development. In addition to a comprehensive review of developmental and learning literature, each student has the opportunity to engage in self-directed learning by selecting a relevant topic and creating a project that is either student-based or curriculum-based.
Credits: 3 cr.
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GED 632 - Assessment of Students within General and Special Education Participants with become familiar with assessment procedures associated with establishing the existence of the IDEA eligible disabilities. In addition, an emphasis will been placed on the assessment of student progress and functioning relative to the general education curriculum. Participants will examine assessment practices and tools that respond to the requirements of IDEA, NCLB, and State Special Education Regulations and will need access to students in order to complete course requirements.
Credits: 3 cr.
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GED 633 - Legal and Professional Issues in Special Education Students will come to understand the legal rights and requirements that affect learners with disabilities and their families. The interpersonal aspects of the special educator’s role and current issues in special education are explored. Students participate outside of class in a required family based practicum entitled, “Parents as Teachers.”
Credits: 3 cr.
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GED 634 - Consultation and Collaboration in the Schools
This course provides educators and special educators with the framework and skills necessary for cooperation and collaboration among students and adults in the elementary and secondary school. This course focuses on promoting shared leadership and responsibility, communication, problem solving, and conflict resolution strategies associated with the process of school change, and the development of adult collaborative teams. Students spend significant time working in teams gaining new information, practice skills and strategies; apply problem solving to “real life” challenges; and implement a practicum project in their professional setting.
Credits: 3 cr.
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GED 635 - Middle Grades Summer Institute (Organizational Strand) The Middle Grades Collaborative offers an annual intensive institute for Vermont middle-level educators. The major goal of the institute is to foster young adolescent development where every student becomes: an intellectually reflective person, a person dedicated to a lifetime of meaningful work, a good citizen, a caring and ethical individual and a healthy person. Participants select either a curriculum, adolescent development, an organization, or a literacy focus, which are applicable to Vermont’s Middle Grade endorsement. Middle school teams and individuals are encouraged to participate in non endorsement courses such as Brain-Based Teaching and Learning, Technology and Middle School is Not a Building. Each course selection is listed below:
GED 635A – Middle Grades Curriculum
GED 635B – Nature and Needs of Young Adolescents
GED 635C – Middle Grades Organization
GED 635D – Embedded Literacy in Middle Grades
GED 635E – Middle School is Not a Building
GED 635F – Brain-Based Teaching and Learning
GED 635H – Middle Grades Learners and Technology
Credits: 3 cr.
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GED 640 - Language and Learning This course considers how difficulties in language acquisition and usage affect a student’s ability to succeed in the classroom. Students will learn research-based approaches to teaching oral language, written language, academic language, vocabulary and reading comprehension for atypically developing students in whole class, small group and individual instructional settings. Emphasis is placed on students in grades K-12 with language based disabilities in inclusive and remedial settings. Students will develop a unit to teach a specific reading or writing skill.
Credits: 3 cr.
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GED 641 - Teaching in the Inclusive Classroom K-12 In this course participants will learn how to teach and accommodate students with disabilities in any regular classroom. Basic special education history and laws will be examined. Participants will explore the complex nature of serving students with special needs and discover specific strategies for making inclusion work. Participants will be responsible for finding a student to tutor for 2 hours per week to complete a case study as a part of the course requirements.
Credits: 3 cr.
Miscellaneous Notes:
This course includes a practicum.
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GED 643 - Instruction of K-6 Students with Learning Challenges in Language Arts This course provides an in-depth study of sound instructional practices and materials to use with unsuccessful learners based on an analysis of the learner’s strengths and weaknesses in the area of reading and written language. Methods used to teach reading, spelling, study and writing skills are covered. The emphasis is on working with students in elementary schools.
Credits: 3 cr.
Miscellaneous Notes:
Course times include practicum experience.
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GED 644 - Approaches to Teaching Students with Special Needs Students focus on a variety of skills and approaches to build inclusive and successful programs for students. Topics include co-teaching, working with paraprofessionals, remedial strategies and accommodations, life skills portfolio, administering COACH, and more. This course is specifically designed for special educators who are teaching students with a variety of disabilities inside and outside the classroom.
Credits: 2 cr.
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GED 649 - Arts: The Creative Process Through classroom projects and inspiration from literature, performances, and exhibits, participants awaken their imagination, discover new venues of expression, and affirm creativity as an integral part of human development. Using different art forms such as drawing, writing, drama, movement, music, storytelling, and poetry, participants actively investigate the creative process. A supportive and reflective community is developed to encourage those who identify as artists and those who do not.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 651 - Hands on! Learning In and Through the Visual Arts Classroom teachers and arts teachers are invited to explore and celebrate the power of the visual arts. Through hands-on activities participants will experience art making in a variety of mediums, learn how to compose and integrate standards-based lesson designs and authentic assessment, and make connections to interdisciplinary themes. With guidance and support, participants will work on technique and vision. Projects will be applicable to both the classroom and to one’s growth and enrichment as an artist.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 661 - Instructional Programs for Students with Disabilities In this practicum, graduate students work in local schools as a team member to provide services to students in special education. Students design, implement, and evaluate instructional programs for students with disabilities. They are involved in all aspects of the special education process. (This is a school-based practicum and is limited to students completing the Licensure Program.)
Credits: 4 cr.
Miscellaneous Notes:
Limited to students completing the Special Education Program. Permission of instructors required.
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GED 662 - Evaluating Programs for Students with Disabilities In this practicum, graduate students continue to work as team members in schools under the direction of a field supervisor and a St. Michael’s supervisor. Students will write lesson plans and reflections, conduct comprehensive evaluations and develop IEPs. Students monitor student progress and make instructional changes as needed. (This is a school-based practicum and is limited to students completing the Licensure Program.)
Prerequisites:
GED 661
Credits: 4 cr.
Miscellaneous Notes:
Limited to students completing the Special Education Program. Permission of instructors required.
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GED 664 - Implementing a Consulting Program in the School This course focuses on promoting shared leadership and responsibility, communication, problem solving, and conflict resolution strategies associated with the process of school change, and the development of adult collaborative teams. Students spend significant time working in teams gaining new information, practice skills and strategies; apply problem solving to “real life” challenges; and implement a project in their professional setting.
Prerequisites:
Prerequisite: GED 634 (GED 633 also recommended).
Credits: 3 cr.
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GED 667 - Words Come Alive!: Drama in the Classroom Research has shown that theater is a very effective teaching tool and yet, it is rarely used in the classroom. This course, designed for all levels of acting and teaching experience, presents ways to teach theater skills and to skillfully interweave drama into the K-12 curriculum. Techniques presented help students build problem solving skills and develop their expressive range, while at the same time deepen students’ engagement in and understanding of what they read and hear. Topics include warm-ups, theater games, teaching in character, methods of reflection and assessment, and supporting research.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 669 - Storytelling and Folklore In every culture around the world folktales have been passed from generation to generation through storytelling. Students revive this ancient art by studying different sources of traditional folklore and learning various presentation techniques. Emphasis is on the uses of storytelling and folklore in schools and libraries.
Credits: 2 cr.
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GED 670 - Bringing Language Arts and Social Studies to Life with the Arts Integrating the teaching of arts with study of other content significantly deepens student learning and engagement. This course demonstrates an interdisciplinary approach to classroom instruction, working with layers of material in the arts, literature, and social studies, building on and enriching each other. Drawing on the rich resources of the Flynn Center for the Performing Arts and another local cultural organization participants will extend the themes of the upcoming Flynn Center matinees and explore the cultural organization’s collection to enhance their understanding of life in an era of U.S. History.. Participants will use these resources to explore the elements of drama, writing, movement, music, and visual art, and create and perform an original, improvisational production as the culminating in-class activity. Coursework serves as inspiration for the final project - student-designed units of study integrating an art form with other content. . This course fulfills the Integrating the Arts curriculum course requirement for Arts in Education concentration.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 671 - Bookmaking for Educators Educators from all disciplines are invited to make traditional and nontraditional books to be used with students of all grade levels. Exploring the art of bookmaking and the book as art, participants will use visual and spatial intelligence to create unique books that demonstrate knowledge and concepts that become treasured products of authentic assessment. No previous bookmaking experience required.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may due upon registration.
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GED 673 - Special Topics in Arts Education: Literacy through the Book Arts Courses are based on topics of current interest and are offered on a rotating basis. Examples include: Hands on! Learning in and Through the Visual Arts, Bringing Language Arts and Social Studies to Life with the Arts, Multicultural Arts, Words Come Alive, Educator as Artist, and Images of Global Healing, Peace, and Gratitude. These courses may be offered in collaboration with programs like the Flynn Center for the Performing Arts and The Summer Book Arts Institute.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 673 - Special Topics: Art History for the Classroom Classroom and Art teachers are invited to expand their knowledge of art history. Delving into such genres as Roman Architecture, Chinese painting and calligraphy, Renaissance painting, West African shrines, Impressionist painting, Harlem Renaissance paintings and sculptures, Abstract Expressionist murals and Pop Art will enrich not only a teacher’s artistic literacy but provide an invaluable source to create interdisciplinary curriculum. Viewing and discussing the historic, scientific, literary, and social contexts of art work will inspire individual lesson plans to be shared in class.
Credits: 3 cr.
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GED 673 - Special Topics: Cultural Narratives: Drawing Visual Diaries In this course we explore cultural narratives and drawing through the context of the personal diary. By exploring strategies used by graphic novelists from the Middle East and Latin America as well as elements of drawing such as line and value, students will learn how to create their own personal narrative. Students will craft diaries that reflect daily life; they will look at different visual ways to visually describe specific actions. By translating text to an image based narrative, complex routines of daily life become accessible to individuals from one culture to another. These visual journals, windows into the lives of real people, can serve as a tool for cross cultural dialogue in the classroom. This course is open to art and classroom teachers with or without drawing experience. Students will need to purchase materials specific to their needs, and have access to the Internet.
Credits: 3 cr.
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GED 673 - Special Topics: Heroes, the Arts, and Social Justice From Jackie Robinson to Jacob Lawrence, defiance to expression this course examines the continual search to define and practice justice in this country and what it means to be an educational leader. Through an interdisciplinary lens and the use of literature, paintings, performances, and memoires we will juxtapose our stories with stories of those in fields that range from baseball to politician to neighborhood activist to artist who have influenced our understanding of “beauty” and “truth.” These familiar and unfamiliar “heroes” will inspire us to first discourse about the attributes and deeds of some who have changed the course of history. By using 21st century skills such as empathy, synthesis, and imagination to examine these individuals and an inclusive community that promotes critical and creative thinking we will revisit our own beliefs and practice as teachers, create our own artistic interpretations of current issues, and develop curriculum that is interdisciplinary and expands aesthetic, social, and spiritual consciousness.
Credits: 3 cr.
Miscellaneous Notes:
This course can be used for the Aesthetic Perspective requirement for those concentrating in the arts as well as an elective for those who have already taken GED 678.
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GED 674 - Multicultural Arts This course will combine the discipline of visual arts with the concept of multicultural studies. By engaging in hands-on projects, using artifacts, going on field trips, and discussing professional readings, participants will learn to integrate multicultural studies into their curriculum. The major themes of the course come from Asian, Hispanic, African and Native American culture and folk art. This course fulfills the integrated arts requirement in the Arts in Education concentration.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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GED 676 - Elementary, Middle and Secondary Curriculum and Assessment This teacher licensure course is designed for elementary, middle and secondary teachers to explore varying approaches to curriculum and assessment design, with a particular emphasis on the role of the Vermont Framework of Standards and Learning Opportunities. In addition, multiple teaching methodologies and assessment tasks and tools will be presented, analyzed and practiced. Students will develop an integrated standards based unit that corresponds to their licensure areas.
Credits: 4 cr.
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GED 677 - Elementary, Middle and Secondary Curriculum and Assessment for ESL Teachers This teacher licensure course is designed for elementary, middle and secondary teachers to explore varying approaches to curriculum and assessment design, with a particular emphasis on the role of the Vermont Framework of Standards and Learning Opportunities. In addition, multiple teaching methodologies and assessment tasks and tools will be presented, analyzed and practiced. Students will develop an integrated standards based unit that corresponds to their licensure areas.
Credits: 3 cr.
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GED 678 - Aesthetic Perspectives on Culture and Education In this course teachers witness the indispensable role arts play in developing imagination, critical voice, and community. By juxtaposing our stories with the stories of others, examining artistic icons in literature, museums, performances, and visual culture, and using our own creativity we develop a curriculum/community project that links aesthetic awareness with issues of social justice. We will adapt the words and images from others to first create our own interpretive narrative and then bring these stories back to the community.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 684 - School and Community This course introduces current and prospective educators and administrators to the ever-changing, but closely coupled, relationship between school and community. Emphasis will be placed on how the community informs what happens in schools, and how the schools, in turn, influence the community. The course will also look closely at the role played by economic and social forces.
Credits: 3 cr.
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GED 686 - Independent Research This course is designed for students who are working toward the initial license as an Educational Technology Specialist. Students develop the independent research in conjunction with the advisor.
Credits: 1-6 cr.
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GED 687 - Directed Readings This course allows matriculated students to study special topics in depth. The student and instructor submit an “Independent Study Learning Contract” to the Academic Advisor using guidelines provided by Graduate Programs in Education. The course proposal must also be approved by the Director of Graduate Programs in Education. Registration must be completed by the third week of the semester.
Credits: 1-6 cr.
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GED 688 - Practicum Practicum experiences allow students to apply theory in a setting related to their area of study.
GED 688A Practicum: Elementary Education (K-6) (6 cr.)
GED 688B Practicum: Middle (5-8) and Secondary (7-12) Education (6 cr.)
GED 688C Practicum: School Leadership (3-6 cr.)
GED 688D Practicum: Reading Teacher (3 cr.)
GED 688G Practicum: Arts in Education (6 cr.)
GED 688J Practicum: ESL (6 cr.)
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GED 688A - Practicum: Elementary Education (K-6) Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6 cr.
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GED 688B - Practicum: Middle (5-8) and Secondary (7-12) Education Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6 cr.
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GED 688C - Practicum: School Leadership Practicum experiences allow students to apply theory in a setting related to an area of leadership development. Portfolios are also completed in this course are aligned with the Interstate School Leaders Licensure Consortium (ISLLC) Standards or Vermont’s administrative competencies.
Credits: 3-6 cr.
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GED 688D - Reading Specialist Practicum The Reading Specialist Practicum allows for the student to demonstrate the Standards for the Reading/English Language Arts Specialist Endorsement under the supervision of a college supervisor. Briefly, the Practicum requires students to identify professional goals related to the teaching of reading and language arts, develop three in-depth case studies based on children or adolescents who struggle with reading/literacy, and address the Knowledge and Performance Standards in a successful way. The practicum may take place in the graduate student’s own classroom, provided that sufficient time can be given to the extra demands of the demonstration of the Standards found in Code 5440-76. It is estimated that this practicum requires approximately 150 hours to successfully complete.
Students are eligible for the practicum after successfully completing 18 credits in literacy (15 credits if matriculated before 7/2007) with a “B” or better and with their advisor’s approval. Three years of prior teaching experience are required as is the successful passing of Praxis II-Reading Specialist. Students must notify the Coordinator of the M.Ed. Reading Program, Kristin Gehsmann, of their intention to take this practicum by October 15th for the spring practicum and by February 15th for the fall semester.
Credits: 3 cr.
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GED 688G - Practicum: Arts in Education Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6 cr.
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GED 688J - Practicum: English as a Second Language Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6 cr.
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GED 689 - Student Teaching Seminar Taken concurrently with the student teaching practicum (GED 688 A, B, G, & J) this course focuses on methods and standards, teacher strategies, classroom culture, management techniques, instructional strategies, collaboration, problem solving philosophical questions, assessment, and communication skills. Students complete their required portfolio for licensure during this course. The seminar is designed to provide support for student teachers in the field.
Credits: 3 cr.
Miscellaneous Notes:
Enrollment by special arrangement only.
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GED 693 - Art, History, and Social Sciences for the K-6 Classroom: Inquiry and Imagination Through critical investigation and creative problem solving participants make connections between historic events, social issues, visual culture, geography, and artistic expressions. Using a variety of texts including literature, art, and primary sources, we will examine the characteristics of Art, History, and Social Studies as described in state and national standards. By developing a community that honors multiple perspectives and intelligences, we will develop and exchange ideas for curriculum and assessment in the K-6 classroom.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 695 - Teaching K-8 Science and Design Technology This course is designed to explore the many facets of teaching science and design technology at the K-8 levels. Course participants will explore Inquiry-Centered Science and Design Technology concepts and skills through a variety of hands-on, minds-on activities. Course topics will include an exploration of the National Science Standards as well as State and local science standards, instructional resource materials, selected science programs, the application of technology in science education as well as ways students construct a meaningful understanding of science concepts.
Credits: 3 cr.
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GED 699 - Capstone Seminar in Graduate Education This course supports students as they complete the M.Ed. program. Students research a topic in their field of interest and then complete both a paper and presentation demonstrating their in-depth understanding of this topic. Research skills, critique and reflection, and expressive presentations are included.
Note: GED 558 and GED 699 are required for the Masters in Education.
Students develop a research proposal in GED 558; in GED 699, they implement the proposal. GED 699 should be your last course in the program. It is necessary to leave at least one semester between GED 558 and GED 699. The reasons are two-fold: 1) if taken back to back, most often GED 558 will not have ended before GED 699 begins, thus, the research proposal would not be ready for the first Capstone class, and 2) this provides more time for collecting data.
The Ed Research instructor approves the research proposal if the student leaves only one semester between Ed Research and Capstone and the methodology remains the same for Capstone. Otherwise, the Capstone instructor approves the proposal. Students must send the complete research proposal (Introduction, Literature Review and Methodology) to the Capstone instructor for approval at least one month before the first Capstone class.
Prerequisites:
Prerequisite: GED 558 Introduction to Educational Research, a research proposal, and approved methodology by Capstone instructor.
Credits: 3 cr.
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GPS 505 - Physiological Dimensions of Psychology This course will critically examine theory and research on the physiological correlates of behavior, emphasizing the structure and function of the nervous system and the relationship between psychological well-being and physical health. The interrelationships between behavior, emotion, stress, lifestyle, and illness, including psychological factors and interventions for prevention in disorders such as cardiovascular disease and cancer, will be discussed. The impact of psychoactive substances on the brain and behavior will also be examined.
Prerequisites:
Bachelor’s Degree, Introduction to Psychology and Physiological Psychology or its equivalent. The instructor recommends reviewing Neil R. Carlson’s Behavioral Neuroscience text prior to enrolling in this course.
Credits: 3 cr.
When Offered: Fall
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GPS 507 - Psychological Assessment I An introduction to the construction, administration, and interpretation of psychological tests. Emphasis during the first semester will be on the assessment of intellectual functions and abilities. The second semester will cover personality assessment, objective and projective. Extensive practice in the administration of individual intelligence tests will be provided. Course includes testing skills lab 1.5 hours per week.
Prerequisites:
GPS 515 must be taken prior to or concurrently with this course. Course open to degree students only or with permission of the director.
Credits: 4 cr.
Miscellaneous Notes:
Laboratory fee
When Offered: Fall
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GPS 508 - Psychological Assessment II A continuation of GPS 507 with an emphasis on personality assessment, objective and projective.
Prerequisites:
GPS 507. GPS 516 must be taken prior to or concurrently with this course. Course open to degree students only or with permission of the director.
Credits: 4 cr.
Miscellaneous Notes:
Laboratory fee.
When Offered: Spring
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GPS 510 - Research Methods I This course begins with a review of the research process followed by an in-depth treatment of exploratory data analysis and inferential statistics. The course emphasis will be on those univariate and multivariate procedures commonly used in clinical research. During the course of the semester, students will also develop a working knowledge of statistical software, especially SPSS.
Prerequisites:
Bachelor’s Degree and an undergraduate Statistics course.
Credits: 3 cr.
When Offered: Spring
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GPS 511 - Research Methods II This course is designed to give students an introduction to the philosophical, conceptual, and practical basis of qualitative methodologies. We will survey the most common types of qualitative inquiry and their theoretical roots, differences between qualitative and quantitative methods, techniques of data collection and analysis, integration of qualitative and quantitative methods, and current debates regarding qualitative inquiry. Students will become familiar with published qualitative work in the discipline of psychology.
Prerequisites:
Bachelor’s Degree and either Research Methods I or undergraduate Statistics.
Credits: 3 cr.
When Offered: Fall
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GPS 513 - Advanced Developmental Psychology This course is a review of contemporary research and theories in child development with an emphasis on cognitive and social development. Included will be reading and discussion of infant research, attachment theory, and development as it continues through the lifespan. Every effort is made to demonstrate how developmental theory is integral to clinical work.
Prerequisites:
Bachelor’s Degree and undergraduate Developmental Psychology or its equivalent.
Credits: 3 cr.
When Offered: Summer
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GPS 515 - Advanced Abnormal Psychology I An in-depth look at clinical theory as it relates to child and adolescent development. With a basis in theoretical knowledge, the student will then study the DSM IV-TR and the PDM child and adolescent disorders with an added focus on the phenomenological experience of the child/adolescent.
Prerequisites:
Course open to degree students only or with permission of the Director.
Credits: 3 cr.
When Offered: Fall
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GPS 516 - Advanced Abnormal Psychology II This course is a continuation of GPS 515 with the focus on adult psychopathology. Initially the focus will be on the study of several theories regarding adult self-development and psychopathology. The DSM IV-TR will be utilized to understand the classification and typologies of disorders. The goal of this course is to give students a sense of the phenomenological experience of the person living with a disorder, along with a grounding in developmental theoretical constructs that make the disorders more meaningful clinically.
Prerequisites:
GPS 515. Course open to degree students only or with permission of the Director.
Credits: 3 cr.
When Offered: Spring
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GPS 520 - Advanced Social Psychology This course offers an in-depth look at selected topics from the field of social psychology. Theory and research from areas such as the self, social cognition, and social learning theory will be emphasized.
Prerequisites:
Bachelor’s Degree and Social Psychology or its equivalent.
Credits: 3 cr.
When Offered: Spring
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GPS 525 - Introduction to Clinical Intervention I The therapeutic relationship as a basis for clinical assessment and intervention. Also crisis intervention will be viewed from the following theoretical perspectives: medical, humanistic and community psychology.
Prerequisites:
Course open to degree students only or with permission of the director
Credits: 4 cr.
When Offered: Fall
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GPS 526 - Introduction to Clinical Intervention II A continuation of GPS 525. Covering the psychodynamic, cognitive behavioral, and strategic approaches to the therapeutic relationship.
Prerequisites:
Course open to degree students only or with permission of the director.
Credits: 3 cr.
When Offered: Spring
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GPS 601 - Group Psychotherapy This course provides an overview of theory, research, practice and a basic appreciation for Group Psychotherapy. Topics include: history, contrasting approaches, group development, role of the therapist, special issues, and organizational and ethical concerns. Didactic and experiential learning activities are part of the student’s experience.
Prerequisites:
GPS 525, 526 or with permission of the instructor.
Credits: 3 cr.
When Offered: Spring
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GPS 605 - Play Therapy This course will involve an experiential approach to the therapeutic understanding of children and adolescents. Humanistic play therapy will be the primary orientation discussed.
Prerequisites:
GPS 515 & 516, 525 & 526, 608 & 609.
Credits: 3 cr.
Miscellaneous Notes:
This course is open to degree students only with permission of the instructor only.
When Offered: Summer
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GPS 606 - The Practice of Intensive Psychotherapy Through an examination of comprehensive case studies this course will explore the process of both brief and long-term intensive psychotherapy. A psychodynamic model supplemented by humanistic and interpersonal theory will serve as the framework for the course.
Prerequisites:
GPS 525 & 526 or with permission of the instructor.
Credits: 3 cr.
When Offered: Summer
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GPS 608 - First Year Practicum I This course provides supervision, clinical training, and support for students participating in their first practicum experience. Course continues in Spring as GPS 609.
Prerequisites:
Course open to degree students only. GPS 525 & 526 must be taken prior to or concurrently with this course
Credits: 3 cr.
When Offered: Fall
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GPS 609 - First Year Practicum II Continuation of First Year Practicum I. This course should be registered for concurrently or be preceded by GPS 526, Clinical Interventions II.
Prerequisites:
GPS 608.
Credits: 3 cr.
When Offered: Spring
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