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2016-2017 Graduate Catalog [Archived Catalog]
Courses
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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, Success for All Students 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. 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.
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, with a focus on curriculum leadership roles.
Credits: 3 cr.
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GED 516 - Educational Foundations: Understanding the Past and Creating the Future This course reviews the role of teacher in contemporary education and includes at least 20 hours of focused observation outside of class time. Students examine the practical and philosophical influences on teachers’ decision making processes in relation to curriculum, motivation, educational history, management, instructional strategy, and Common Core 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 for candidacy is included in this course.
Credits: 3 cr.
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GED 517 - Teaching Nonfiction in the Elementary Classroom Nonfiction has come into its own. New standards in literacy and science require students to appreciate, read, and write this genre. These expectations dovetail with the recent publishing trend of compelling and engaging nonfiction books for children. Become familiar with outstanding nonfiction and authors, and methods and materials for exploring literacy across the curriculum with elementary readers and writers. Topics will also include visual and critical literacies, multimodal representation, expanding definitions of text, the development of text-sets, and consideration of the role that nonfiction plays in the CCSS and NGSS. 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 interdisciplinary analysis of child and adolescent development through an exploration of varied theories, including contemporary cultural influences. It examines physical, cognitive, emotional, social, moral, and spiritual dimensions and stages of development, along with 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. 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, and two offsite classroom visitations. This course is practical in nature and will combine knowledge of child development with effective teaching practices. It is a requirement in the Elementary Education Licensure program. (Practicing teachers are encouraged to take GED 606 - Literacy Development and Instruction PreK-8).
Credits: 3 cr.
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GED 526 - Special Topics Courses are based on topics of current interest. Some past courses have been: Literacy Technology Connections: Reflective Essays and Multimedia; Contemporary Public School Administration and Leadership Roles; and Educating Mind, Body and Spirit, Neuroscience, Mindfulness & Sustainability: Implications for the K-12 classroom.
Credits: 3 cr.
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GED 528 - K-8 Curriculum, Assessment and Management Students will come to a personal understanding of community and how it relates to an elementary classroom culture and curriculum. Using the Vermont Framework of Standards and Learning Opportunities, and the multiple lenses of a place based education, service learning, diversity in student population, and differing socio-economic backgrounds, participants will develop a comprehensive integrated unit of study, based on the UbD Framework. Classroom management and structure are included as foundations for success. The class provides an opportunity for participants to explore their personal education philosophy about teaching and learning through readings and discussion.
Prerequisites:
Must have taken GED 516 Educational Foundations: Understanding the Past and Creating the Future.
Credits: 4 cr.
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GED 529 - Personalized Learning Personalized Learning has long been viewed as best practice in education. When students are well known by their teachers; when their interests, motivations and aspirations are used to plan curriculum, instruction, and assessment; and when their journeys toward post-secondary opportunities are well structured; students are more successful. In 2014, the State of Vermont passed Act 77 which requires all schools to institute Personalized Learning Plans for students in grades 7-12. This course will explore the conceptual frameworks that ground the concept of personalized learning and critique these frameworks and how schools have chosen to use them. Participants in the course will create their own personalized learning plan for the course and propose a plan for personalized learning in their classroom, school, and/or district. Guest speakers will share with course participants their implementation of personalized learning plans and those practices aligned.
Credits: 3 cr.
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GED 530 - Literacy in Middle and Secondary Schools In this course students examine the development of literacy skills in the content area through theory, resource analysis, case studies, and personal reflection. Students explore and design curriculum for the concurrent instruction of reading, writing, and other literacy skills within their content areas. Vermont Standards and Grade Expectations and Common Core State Standards are reviewed and integrated throughout the course as students create ways to address the standards in middle and secondary classrooms and curricula.
Credits: 3 cr.
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GED 534 - Literacy Assessment, Instruction, and Intervention in Reading This course is designed to help licensed teachers deepen their understanding of assessment, instruction, and intervention in reading. Together, we will explore a wide variety of formative and summative literacy assessments, as well as examine the relationship between assessment and instruction/intervention. Using assessment data, students will determine students’ strengths and needs, and make recommendations for instruction and intervention. Participants must have access to an individual student for a minimum of 60 minutes per week in order to complete the requirements for the case study assignment. This course meets the Assessment requirement of the Reading/English Language Arts Endorsement program at Saint Michael’s College.
Prerequisites:
GED 606 Literacy Development and Instruction (PreK-8)
Credits: 3 cr.
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GED 535 - Children’s Literature: Author and Illustrator Study After the instructor presents the components of a successful picture book, seven author-illustrators will be traced from their first book to their final work – Virginia Lee Burton, James Marshall, Ezra Jack Keats, Lois Ehlert, Eric Carle, David Wiesner, and Laura Vacarro Seeger. Class members will read and evaluate the works of these creators and in the final class present an author study. Drawing on forty years of experience in publishing and reviewing books, Anita Silvey will model different approaches to author units and help each student execute a final project that can be used in the classroom or library.
Credits: 3 cr.
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GED 544 - Mindfulness Education: Cultivating Caring, Attention, Awareness and Self-Regulation Mindfulness practices and other contemplative approaches are increasingly being adopted in many professional settings, including medicine, psychology, therapy, and education, and a growing body of research suggests cognitive, emotional, social, ethical and spiritual benefits. This course will examine a variety of current perspectives, theories, and research studies on mindfulness education, as well as practical approaches to teaching them at all levels from early childhood through adulthood. It will also emphasize the current cultural context, especially the impacts of technology on attention, and the critical importance of connecting mindfulness practices to compassionate, ethical, and ecological ways of living. The course will also draw on personal experience and experimentation, and it is appropriate for those with little knowledge, as well as those who have previously studied or practiced varied forms of mindfulness. Class activities will include readings, discussions, lectures, guest speakers with varied approaches, and mindfulness practices. The course aims to engage curiosity about and strengthen mindfulness and presence capacities of educators themselves, as well as to help them develop mindfulness curriculum and teaching practices relevant to their students’ development and needs.
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 Core Teaching and Learning Standards 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 550 - Student Teaching Internship Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6 cr.
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GED 555 - Student Teaching Seminar Taken concurrently with the student teaching internship (GED 550) 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 558 - Educator as Researcher This course introduces students to the world of educational research so that they will be able to read qualitative and quantitative studies intelligently, and learn to design and conduct qualitatively oriented studies themselves. Beginning with an overview of the epistemological assumptions behind different kinds of research, the course will explore various types of research approaches and the kinds of topics and queries they support. Students will read and critique examples of published research of various kinds, chosen for the interests of course participants. Next, students will investigate topic development and various methods of collecting and analyzing qualitative data. Finally, students will develop a research proposal for their own research project. This course also assesses students’ writing proficiency which must be demonstrated before acceptance to candidacy.
Prerequisites:
This course should be taken at the end of your Master’s program and two semesters prior to Capstone so that students will have at least one semester to collect data for the Capstone project.
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 Educator as Researcher and permission of advisor.
Credits: 3 cr.
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GED 565 - Computer Assisted Language Learning Participants learn how to incorporate computer technology into lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based quizzes, rubrics, audio, or video. Participants construct an interactive/collaborative Web space (Web 2.0), review current research, and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of web sites and /or software. Course meets requirements for ELL licensure.
Credits: 3 cr.
Crosslisted: Cross-listed with GSL 520.
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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 580 - Approaches to Teaching For individuals interested in teaching at the middle and high school level, this course allows students to investigate the practical realities of teaching. Two essential questions will guide our inquiry in Approaches to Teaching:
1) What are “best practices” in regards to teaching middle and high school in general and in your content specific area in particular, and how can we incorporate them into our teaching routines?
2) What are the more compelling of the many (and diverse) middle and high school reform initiatives, and how can we incorporate those we deem worthy into our practice of teaching?
We will consider these two questions by following several strands: content specific considerations, emerging and noteworthy issues, views of expert practitioners from the field, and the development of a “pedagogical toolkit” to help you as you begin your practices.
Includes an estimated 20 hours of focused observation outside of the classroom.
Credits: 3 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 595 - Launching and Developing a Writers’ Workshop in the Elementary Grades This course explores the components of writing workshop in the elementary grades (K-6). Participants focus on the structures on workshop teaching; learning the continuum of strategies writers draw from and how to teach those within a conference or small group; planning at the unit, whole group, small group, and individual levels; giving productive feedback to students; and changing our mindsets to support the most challenged writers. Participants will be designing a unit of study to put in action in their classrooms. The Common Core will be studied as a document that centers the work within the writing workshop. TEXTS: The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts), Katie Wood Ray w/ Lester Laminack, 2001 by National Council of Teachers of English and Seft-Directed Writers: The Third Essential Element in the Writing Workshop 2013 by Leah Mermelstein.
Credits: 3 cr.
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GED 596 - Digital Media Rapid advancements in digital technologies have increased opportunities and challenges for educators to integrate digital media into their classroom. This course offers hands-on experience with digital media production through a variety of tools and techniques. Learn how to interpret and make informed judgments about media, as well as become a skillful creator of media messages. Explore practical ways to integrate digital media into curriculum and literacy through the development of personal creative projects. Topics include video production, digital photography, photo editing, web publishing, animation, and audio production across devices such as camera, tablet, smart phone and computer. This course emphasizes creativity, design and skill building while addressing the principles and elements of design across modalities. All are welcome with or without prior experience.
Credits: 3 cr.
Crosslisted: Crosslisted with GSA 586.
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GED 606 - Literacy Development and Instruction Pre-K-Grade 8 This course is designed for licensed teachers and will focus on literacy development and instruction in grades pre-K-8. We will explore the research and “best practices” in literacy instruction with a particular emphasis on differentiated instruction within the context of the new Common Core Standards. (Pre-licensure students are encouraged to take this course after student teaching.)
Credits: 3 cr.
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GED 607 - Literacy Instruction for Struggling Adolescent Readers: Intervention and Instruction The What Works Clearinghouse, the International Reading Association, and the National Council of Teachers of English have all examined research on effective classroom and intervention practices for struggling adolescents. This course is designed to build on this knowledge base as we explore ways to assess and adjust literacy instruction to the strengths and needs of adolescent students.
Credits: 3 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 is designed to explore the many wonderful aspects of helping elementary and middle school students discover the mathematical nature of the world in which we live. The focus will be on developing course participants’ understanding of the mathematics we expect students to learn, as well as an understanding of the way they learn during their elementary and middle school years. The course will focus on the application of manipulative materials in the development of students’ conceptual and procedural knowledge, and relational understanding of mathematics. The course will focus on the Common Core Standards for math content and practices.
Credits: 3 cr.
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GED 618 - From Assessment to Action: Using Data to Improve Student Learning This course enables educators to make the connection between Vermont’s Common Core, 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. Access to local school data is required and needs to be arranged prior to start of class.
Credits: 3 cr.
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GED 621 - Supervision, Evaluation, and Teacher Development In this course students will look at, from a systems perspective, the main functions of the administrator as supervisor, coach and evaluator. Students will examine effective pedagogy and theories of adult and teacher development as the foundation for meaningful supervision, growth and evaluation of staff. Students will explore mentoring, coaching, and supervision in the context of the professional learning community. Throughout the semester they will develop and practice the skills needed to effectively supervise, promote growth 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. This course will include 30 hours of open studio per week, weekends and weeknights, to supplement course work.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee will 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.
Credits: 3 cr.
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GED 635 - Middle Grades Summer Institute The Middle Grades Collaborative offers an annual intensive week-long institute for 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 en route to a lifetime of meaningful work, a good citizen, and a caring and ethical individual. The Organizational Strand is a required course for all SMC Middle Level licensure students. Courses include:
GED 635A – Middle Grades Organization
GED 635B – Middle Grades Curriculum
GED 635C – Embedded Literacy in Middle Grades
GED 635D – Brain Based Education for Young Adolescents
GED 635E – Middle School is Not a Building
GED 635F – Middle Grades Learners and Technology
GED 635G – Foundations in English Language Learner Instruction
GED 635H – Place-based Education
GED 635I – Teaming in High Schools
Credits: 3 cr.
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GED 636 - Special Education Leadership Participants should have:
- Course/knowledge regarding special education law (GED 633 Legal and Professional Issues in Special Education)
- Course/knowledge regarding special education assessment and evaluation (GED 632 Assessment of Students Within General and Special Education).
This course will focus on leadership and will include competency in providing, administering, supervising and evaluating special education programs and services. This will include coordination of these services with regular education programs, home-based and community-based services for students with disabilities. Students will also become competent in adapting educational curriculum, analyzing related services and the supervision of paraeducators. This course also provides educators and special educators with the framework and skills necessary for cooperation and collaboration among the school community, parent/families, and interagency partners in the elementary, middle and secondary schools. Participants will be expected to apply strategies of consultation and collaboration within a school community.
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.
Prerequisites:
GED 522 Teaching Literacy in the Elementary Classroom or Elementary License.
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.
Prerequisites:
GED 520 for Elementary Education students or have Elementary Education License. GED 530 for Middle or Secondary students or have Middle or Secondary License.
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 struggling learners based on an analysis of the learner’s strengths and challenges 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. Participant will tutor elementary aged students.
Prerequisites:
GED 522 Teaching Literacy in the Elementary Classroom or have Elementary License.
Credits: 3 cr.
Miscellaneous Notes:
Course times include practicum experience.
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GED 644 - Approaches to Teaching Students with Intensive 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, 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 645 - Assistive Technology: Creating Access Participants will learn about different tools and applications which have been successful in working with students with special needs. This course will explore a variety of devices used for augmentative and alternative communication to enable students to access their curriculum and to be included in their classroom setting.
Credits: 1 cr.
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GED 649 - Arts: The Creative Process Through projects, inspiration from literature, performances, and exhibits, participants awaken their imagination, reflect on making art, 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, digital, and poetry, participants actively investigate the creative process. A supportive and reflective community encourages those who identify as artists and those who do not. By enhancing artistic skills and engaging actively in projects educators will expand their palette for curriculum and gain confidence when integrating the arts.
Credits: 3 cr.
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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 and address 21st Century learning. 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 - Special Education Practicum and Seminar: Part 1 In this internship, 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 internship 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 - Special Education Practicum and Seminar: Part 2 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 internship 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 668 - Administration and Interpretation of Woodcock-Johnson IV The Woodcock-Johnson Psycho-Educational Battery - Fourth Edition (WJ-IV) is a wide-range, comprehensive set of individually administered tests for measuring cognitive abilities, academic achievement, and oral language development. The WJ-IV has been updated to reflect the contemporary research on cognitive abilities, to increase utility relative to determining special education eligibility, to provide greater diagnostic capabilities to inform instruction, and to reflect the research regarding language development and overall academic achievement. Through participation in this course, participants will learn about the tests, factors, and scoring options that result from the administration of this test battery. Students will also learn to administer, score, and interpret the WJ-IV. Classroom discussions, demonstrations, and activities will be supplemented by three complete administrations of the battery. Students who successfully complete this course will have met the training criteria recommended by the authors and publisher of the WJ-IV. The course will also include a discussion of a variety of essential related topics such as Vermont’s special education eligibility criteria as they relate to tests and scoring options. The WJ-IV will also be thoroughly examined in regard to its use within Responsiveness to Intervention (RtI) model of student support.
Credits: 3 cr.
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GED 669 - Oral Traditions and Literacy: Readers’ Theater, Poetry Slams and Storytelling Storytelling, readers’ theater, and poetry slams are just a few of the ways teachers can help improve students’ motivation and engagement with the written and spoken word. In this course, participants will explore ways to effectively engage K-12 students in developing oral communication skills while increasing student literacy, extending fluency and deepening comprehension. Adhering to the Common Core and national arts standards, class activities will help students investigate text through multiple lenses whether reading poetry, fiction, or informational text, and will be carefully scaffolded to meet all levels of performing experience.
Credits: 3 cr.
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GED 671 - The Art of Bookmaking: Craft, Structure and Creativity 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 be due upon registration.
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GED 673 - Special Topics in Arts Education Courses are based on topics of current interest and are offered on a rotating basis. These courses may be offered in collaboration with programs like the Flynn Center for the Performing Arts and The Summer Book Arts Institute. Examples include Art History for the Classroom, Thinking Like DaVinci: Bringing Innovation to Interdisciplinary Curriculum and Common Core, and Exploring World Cultures Through Bookmaking.
Credits: 1-3 cr.
Miscellaneous Notes:
A materials fee may be due upon registration.
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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 675 - Educator as Artist: Personalized Learning, Teaching, and Engaging in the Artistic Process Do you have a creative passion that is untapped or an artistic avenue you haven’t had the courage to explore yet? Are you interested in discovering how personalized learning can help you structure your creative process and subsequently help when structuring the learning plans for your students? This immersive course is designed for educators from any discipline and grade level seeking an opportunity to explore how differentiated, individualized and personalized instruction can fuel student interest and engagement. Together we will model how to build an interactive and supportive learning environment that personalizes investigation in visual art, dance, poetry, music, theater, creative writing, or multimedia. From individualized projects to student-led critiques, peer mentoring to developing e-portfolios, the focus will be on creating personalized learning strategies for the classroom while reigniting your own artistic passion in an area of your choice. This course is designed for both those who wish to begin again with their artistic journey and those who have experience with art making. Students who have previously taken GED 671 The Art of Bookmaking and/or GED 673 Science, Art and Bookmaking: Making Connections, are welcome in this class.
Credits: 3 cr.
Miscellaneous Notes:
A $10.00 materials fee is required and due at registration.
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GED 678 - Heroes, Art, and Social Justice: Aesthetic Perspectives
From defiance to expression and from those individuals who are visionary to those who join world-wide activism, this course examines broad perspectives on education through the lens of heroes, the arts, and social justice. With the help of literature, paintings, performances, and memoirs we will juxtapose our stories with stories of those who have influenced our evolving understanding of beauty and truth. We will critique our visual and material culture to understand current habits and values of local and global societies. Familiar and unfamiliar “heroes,” whether printmaker, dancer, environmentalist, civil servant, athlete, or social worker, will inspire us to discourse about the attributes and deeds of some who have changed the course of history. Through critical discourse, collaborative projects, and artistic interpretations of current issues we ideally will expand our aesthetic, social, and spiritual consciousness for the future.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee may be 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 want to study a topic not offered in the catalog.
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 - School Leadership Practicum Part I (Summer) (2 Credits)
Part II (Fall) (2 Credits)
Part III (Spring) (2 Credits)
This course is designed for students in School Leadership (Principal, Director of Special Education, and Director of Curriculum) who are seeking endorsements from the Agency of Education. The course includes a 300-hour internship, completion of a professional portfolio, and additional study in the areas of leadership. The course is broken into 3 parts and requires a Full Year commitment. Student will be expected to complete internship hours during the summer. Students will enroll in each part when the semester registration opens. They must be taken in sequence during one academic year.
Students will receive grades of Pass/Fail for Part I and Part II. A final grade will be given for Part III.
Credits: 6 cr. total over 3 semesters
Miscellaneous Notes:
Registration requires approval by instructor.
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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 two 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 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 with a “B” or better and with their advisor’s approval. Three years of prior teaching experience are required as is the successful completion of Praxis II-Reading Specialist. Students must notify the Coordinator of the M.Ed. Literacy Program, Kristin Gehsmann (kgehsmann@smcvt.edu), 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 693 - Integrating Art, Social Studies, and Language Arts: K-8
Through critical investigation participants make connections between historic events, social issues, visual culture, globilization, geography, and artistic expressions. We will use literature, art, primary sources, museums, performances, letters, and articles to widen our interdisciplinary scope of curriculum and address the Common Core and state and national standards. From Civil War to Civil Rights and from Immigration to the United States and Migration from the Dust Bowl we will examine the characteristics of content and dispositions that lead to civic engagement and critical and creative voice. To develop our supportive and engaging community we honor multiple perspectives and intelligences, work collaboratively, and encourage risk taking.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 695 - Teaching K-8 Science and Engineering
This course is designed to explore the many facets of teaching science and engineering at the K-8 levels. Course participants will explore Inquiry-Centered Science and Engineering concepts and skills through a variety of hands-on, minds-on activities. Course topics will include an exploration of the New Generation Science Standards as well as State and local science and engineering standards, instructional resource materials, selected science and engineering programs, the application of technology in science and engineering education as well as ways students construct a meaningful understanding of science and engineering concepts.
Credits: 3 cr.
Miscellaneous Notes:
A $25.00 materials fee is required and due at registration.
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GED 699 - Capstone Seminar This course supports students as they complete the M.Ed. program. Students research a topic in their field of interest in GED 558, complete data analysis, and then 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 Master’s in Education.
Students develop a research proposal in GED 558, collect the data the following semester, and then write and present findings in in GED 699. 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 data collection.
The Educator as Researcher instructor approves the research proposal (Introduction, Literature Review and Methodology) if the proposal is ready. In addition, students must submit the online Institutional Review Board (IRB) application to the IRB coordinator during GED 558 and be accepted before collecting data and enrolling in GED 699: Capstone Seminar.
Prerequisites:
Prerequisite: GED 558 Educator as Researcher, an accepted research proposal, and approved IRB application.
Credits: 3 cr.
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GPS 505 - Psychopharmacological Agents and Physiological Psychology This course will review the cognitive, neurological, physiological, and psychological effects of psychoactive drugs such as sedatives, stimulants, opiates, antidepressants, alcohol, and hallucinogens. The anatomy, physiology, and endocrinology of the brain that are influenced by these drugs will also be reviewed, as will the use of psychoactive drugs in treatment of a variety of mental and physical disorders in both adults and children.
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 This course is an introduction to the construction, administration, and interpretation of psychological tests. Emphasis during the first semester will be on the assessment of cognitive functions and abilities. Students will have an opportunity to practice and administer individual cognitive measures both in lab and independently with supervision. The course includes a testing skills lab that meets one and one-half hour per week.
Prerequisites:
GPS 515 must be taken prior to or concurrently with this course. The course is 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 This course is a continuation of GPS 507, with an emphasis on objective and projective personality tests. Administration and scoring procedures, underlying theoretical principles, and clinical application of tests will be reviewed in detail. Over the course of the semester students will learn how test data is used to enhance diagnostic decision-making and case conceptualization through the creation of a comprehensive assessment report. The course includes a lab component during which students will gain additional hands-on experience with psychometric tests.
Prerequisites:
GPS 507. GPS 516 must be taken prior to or concurrently with this course. The course is open to degree students only or with the 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 focuses on understanding the strengths and limitations of methodological techniques and statistical analyses used within quantitative psychological research.
Prerequisites:
Bachelor’s Degree and an undergraduate Statistics course.
Credits: 3 cr.
When Offered: Fall
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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 and conduct their own qualitative project.
Prerequisites:
Bachelor’s Degree and either Research Methods I or undergraduate Statistics.
Credits: 3 cr.
When Offered: Spring
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GPS 513 - Advanced Developmental Psychology Advanced Developmental Psychology is designed to provide you with an opportunity for in-depth exploration of major topics in human development throughout the life span. Topics include genetics, brain & motor development, cognition, language, attachment, and parenting & family. Within each area of study, we will consider the hereditary, psychological, and social influences on development, and discuss a variety of theoretical and experimental approaches. The culminating project of the course is a comprehensive study of a specific developmental disorder, including its etiology, effects across domains and throughout the lifespan, impacts on parenting and family life, and implications for clinical practice.
Prerequisites:
Bachelor’s Degree, 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-5, ICD-10 and the PDM child and adolescent disorders with an added focus on the phenomenological experience of the child/adolescent.
Prerequisites:
The course is 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-5, ICD-10 and the PDM will be utilized to understand the classification and inner experience of people with a spectrum of clinical 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. Finally, students will present in-depth case studies along with experience formulating clinical diagnoses.
Prerequisites:
GPS 515. The course is open to degree students only or with permission of the Director.
Credits: 3 cr.
When Offered: Spring
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GPS 520 - Multicultural and Social Psychology This course examines the fundamental social and interdependent nature of human behavior. Multicultural psychology as well as selected topics from social psychology will be reviewed with an emphasis on exploring clinical applications and developing an increased understanding of living in a complex world.
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 This course will critically examine the therapeutic relationship as a basis for clinical assessment and intervention. Also, crisis intervention and psychotherapy will be viewed from the following theoretical perspectives: cognitive-behavioral, humanistic and community psychology.
Prerequisites:
The course is 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 This course is a continuation of GPS 525 and covers the psychodynamic, cognitive behavioral, and strategic approaches to the therapeutic relationship.
Prerequisites:
The course is 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. Class attendance is mandatory.
Prerequisites:
GPS 525 & 526, 608 & 609.
Credits: 3 cr.
Miscellaneous Notes:
This course is open only to degree students and with permission of the instructor.
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 - Practicum I This course provides supervision, clinical training, and support for students participating in their first practicum experience. The course includes 10 hours per week of clinical experience during the fall semester. Course continues in Spring as GPS 609.
Prerequisites:
The course is open to degree students only. GPS 525 must be taken prior to or concurrently with this course.
Credits: 3 cr.
When Offered: Fall
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GPS 609 - Practicum II This course is a continuation of First Year Practicum I. Practicum II provides supervision, clinical training, and support for students in their continuing applied clinical psychology training experience. GPS 526 Clinical Interventions II should be taken either prior to or concurrently with this course. The course includes 10 hours per week of clinical experience.
Prerequisites:
GPS 608. The course is open to degree students only.
Credits: 3 cr.
When Offered: Spring
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GPS 610 - Internship Ethics and Professional Affairs Seminar I This seminar is only for students completing their internship. Its objective is twofold: 1) an in-depth review of the ethical principles of psychologists and of relevant legal and policy issues in the profession; and 2) a forum for the discussion of specific clinical issues arising from the varied internship settings. Internship class provides supervision on clinical and ethical practice decision making for students doing half time internship (20 hours per week). Course continues in the spring as GPS 611.
Prerequisites:
The course is open to degree students only. GPS 515 & 516, 525 & 526 and GPS 608 & 609. GPS 507 & 508 must be taken prior to or concurrently with internship. Students seeking school psychology internships are expected to have completed GPS 507 & 508,
Credits: 3 cr.
When Offered: Fall
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GPS 611 - Internship Ethics and Professional Affairs Seminar II This seminar is only for students completing their internship. Its objective is twofold: 1) an in-depth review of the ethical principles of psychologists and of relevant legal and policy issues in the profession; and 2) a forum for the discussion of specific clinical issues arising from the varied internship settings. Internship class provides supervision on clinical and ethical practice decision making for students doing half time internship (20 hours per week).
Prerequisites:
GPS 610. Course open to degree students only.
Credits: 3 cr.
When Offered: Spring
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GPS 612 - Marital and Family Therapy This course involves a critical and in-depth examination of theory and empirical research regarding the functioning of marriages and family systems and the practice of couple and family therapy. The course is designed to provide relatively equal emphasis on (1) foundational information about the challenges and rewards of intimate relating and (2) practical information about models of couple and family therapy.
Prerequisites:
GPS 525 & 526 or with permission of the instructor.
Credits: 3 cr.
When Offered: Fall
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GPS 686 - Independent Study Under special circumstances, when a course is not offered during a given semester, or when there is an irresolvable scheduling conflict, a student may complete some course work on an independent basis. The student must have the approval of a faculty sponsor and the program director. Requests must be completed by the last day of the course change period. The student, with the supervisor, would outline in proposal form the objectives, topics, evaluation mechanisms, and outside source material. The form must be signed by both student and advisor and submitted to the director. The director will then submit it to the Dean of the College for final approval.
Credits: 3 cr.
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GPS 687 - Directed Readings This option provides the student with an opportunity to undertake a study in a specific area not covered in the regular course offerings. The student must have the approval of a faculty sponsor and the program director. Requests must be completed by the last day of the course change period. The student, with the supervisor, would outline in proposal form the objectives, topics, evaluation mechanisms and outside source material. The form must be signed by both student and advisor and submitted to the director. The director will then submit the proposal and the Directed Readings form to the Dean of the College for final approval.
Credits: 3 cr.
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GPS 689 - Research Seminar This is a yearlong seminar for all students beginning work on their traditional literature review, scholarly personal narrative, case study, or thesis. It allows students to share their research and receive feedback and supervision on a continuous basis.
Prerequisites:
GPS 510, GPS 511, and Candidacy.
Credits: 3 cr.
Miscellaneous Notes:
Students doing a Thesis must register for GPS 690 in the subsequent spring semester.
When Offered: Register in Fall for year-long course.
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GPS 690 - Thesis The Thesis is an empirical study of a particular hypothesis in the field of clinical psychology conducted up to the standards of the profession and contributing to the empirical knowledge base of professional psychology. It may be quantitative or qualitative in method.
Prerequisites:
GPS 689.
Credits: 3 cr.
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GSL 500 - Foundations of Linguistics This course provides an overview of topics and issues in language and linguistics. It covers basic concepts and terminology in the major areas of phonology and phonetics, morphology, syntax, semantics, sociolinguistics, pragmatics, psychology of language, and language acquisition.
Credits: 3 cr.
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GSL 502 - English Grammar This course provides an introduction to the study of grammar, with a functional, text-based approach and with special attention to difficult areas for writers of English as a second or foreign language. A comprehensive overview of the structure of English is presented.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement. Involves a 20-hour, grades 7-12 practicum.
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GSL 506 - Becoming a TESOL Professional This course introduces students to the discourse community of TESOL in the field of Applied Linguistics, developing their ability to read and write critically about special topics in the field. By the mid-point of the Master’s Seminar, students make the decision to either write a Thesis or complete a Capstone Paper.
Credits: 3 cr.
Miscellaneous Notes:
This course should be taken in the first or second semester.
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GSL 520 - Computer-Assisted Language Learning (Online) Participants learn how to incorporate computer technology into lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based quizzes, rubrics, audio, or video. Participants construct an interactive/collaborative Web space (Web 2.0), review current research, and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of websites and/or software.
Credits: 3 cr.
Miscellaneous Notes:
Requirements: Competence in the MAC or Windows operating system (WinXP or higher), basic file management, Internet navigation, e-mail, and word-processing. Must be able to store large files (Flash drive, personal Web account). Additional lab/eCollege fee required.
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GSL 542 - Introduction to Language Teaching This course provides an overview of the historical development of language teaching, as well as an introduction to the underlying principles that inform classroom practice. The course presents practical aspects of language teaching, such as activity and assessment design, lesson planning, classroom management, and differentiated instruction. Students are engaged in creative and critical reflection as they connect practice to theory, adapt teaching for various contexts and learner populations, and provide feedback to peers during teaching observations. This course entails a mandatory 10-hour practicum component (5 hours of observation and 5 hours of independent teaching).
Credits: 3 cr.
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GSL 543 - Teaching of Oral Skills in ESOL Relevant theoretical issues as well as demonstration and discussion of materials and techniques for teaching the skills of listening, speaking, and pronunciation to all levels and all ages in various environments are the foci of this course.
Credits: 3 cr.
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GSL 544 - Teaching Reading and Writing in ESOL The purpose of this course is to develop an understanding of current theories in teaching reading and writing to second-language learners. The course discusses the basic reading and writing skills that second-language learners need, presents a framework of methods and techniques to teach these skills, and suggests curricular assessment techniques for selecting and evaluating instructional strategies and materials.
Credits: 3 cr.
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GSL 546 - K-12 Literacy for ELL This course explores the following topics: the process of emergent literacy and decoding for younger and older English learners in schools; the difference between first and second-language literacy acquisition; the role of oral language development in reading and writing; assessment of reading levels with narrative and informational text; and planning standards-based literacy lessons and assessments. The practicum provides opportunities to observe and deliver instruction and assessment in emergent literacy. Partially online.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement programs. Involves a 20-hour grades K-6 practicum.
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GSL 547 - ELL in the Content Areas This course covers material essential to ELL teachers who plan to teach in U.S. Pre-K-12 classrooms. The course is designed to develop skill and knowledge in two critical elements of teaching culturally and linguistically diverse Pre-K-12 classes: 1) differentiating content instruction to accommodate linguistic and cultural diversity, and 2) integrating instruction in academic English into content lessons. In addition, students learn about assessing and accommodating learning differences (including giftedness) in the ELL student population. The practicum, which includes focused observation in content classrooms, is required for licensure/endorsement purposes and for integration of course material. Partially online.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement programs. Involves a 20-hour grades K-6 or 7-12 practicum.
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GSL 563 - Content-Based Language Instruction and English for Special Purposes Principles and procedures for a content-based approach to teaching English for general, academic, and special purposes are presented. Topics include an overview of CBLI and ESP, text and needs analysis, materials development, and issues of assessment. A practical experience component and a course project apply the procedures of CBLI to developing a unit of classroom instruction.
Credits: 3 cr.
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GSL 564 - Literature in TESOL Utilizing the various literary genres, participants examine and explore creative ways of helping English learners understand and interpret literature more effectively in their study of language and exploration of self and others. Special attention is given to interactive and collaborative student-centered learning activities.
Credits: 3 cr.
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GSL 600 - Teaching Vocabulary in ESOL This course presents an overview of vocabulary acquisition and examines the principles and procedures of teaching vocabulary in the English language classroom. Topics include explicit and implicit vocabulary learning, approaches to developing language proficiency, and assessment of vocabulary knowledge. A practical experience component and a course project develop both theoretical and practical aspects of the course.
Credits: 3 cr.
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GSL 602 - Intercultural Communication Lectures, readings, case studies, films, and cross-cultural simulation exercises form the basis of discussions on the following topics: theories of communication, culture and perception, stereotyping, prejudice, ethnocentricism, culture shock, and nonverbal communication.
Credits: 3 cr.
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GSL 604 - Second Language Acquisition This course introduces language teachers to the relationship between the acquisition of one’s native language and languages learned after childhood, and to the social constraints on second language acquisition. Contending models of second language acquisition are evaluated, and applications to language instruction are demonstrated with examples from language learners.
Prerequisites:
GSL 500, 502, 542
Credits: 3 cr.
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