May 03, 2024  
2018-2019 Graduate Catalog 
    
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2018-2019 Graduate Catalog [Archived Catalog]

Courses

 
  

  • GED 508 - Current Topics in Special Education

    This course is designed for general educators, special educators, social workers, paraprofessionals, or any adults supporting students who struggle in school. Participants will design strategic plans, lessons, and learning opportunities for individual students in regular education settings.  The course will focus on: effective strategies for keeping struggling students engaged in learning, the profound way trauma impacts student learning, how to collaboratively problem solve with students, systems to keep students in classrooms including safety and transition plans, and ways to involve parents and families in the learning process.  Together we will explore the best approaches for working with students who have a variety of needs including students with ADHD, ASD, emotional disturbance, who display oppositional behaviors, and students who have experienced trauma.

    Credits: 3 cr.
  

  • GED 509 - Integrative Curriculum

    This course offers a theoretical overview of varied approaches to integrative curriculum, as well as practical applications.  Based in a holistic developmental perspective, it considers intellectual, emotional, social, ethical and spiritual dimensions of curriculum and contrasts developmentally appropriate disciplinary and interdisciplinary methods of curriculum development, instruction and assessment.  Participants also examine the relationship between personalized learning, differentiated instruction, individualized education and student directed learning, and they consider contemplative, ecological, multi-cultural, and technology based approaches to curriculum development and instruction.  

    Credits: 3 cr.
  

  • 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
  

  • GED 511 - Fundamentals of Curriculum

    This course focuses on definitions and diverse perspectives on curriculum for curriculum leaders. Participants examine major theoretical frameworks of curriculum; become familiar with varying approaches to curriculum planning, development, design, implementation, and evaluation; articulate their own perspectives on curriculum; examine the link between curriculum, instruction, and assessment, as well as the connection of these to budgeting and finance; and learn to critique curriculum from a variety of different perspectives, including how schools should examine and critique their own curricula.  

    Credits: 3 cr.
  

  • GED 516 - Educational Foundations: Understanding the Past and Creating the Future

    This course is designed as an introductory course for people considering careers as teachers. The course begins by exploring schools and schooling in the United States, including an examination of motives for teaching, the functions and purposes of schools, and what life is like in schools today. We will then look at the diversity of students who populate our schools, and how various societal factors affect schools. Next, the course focuses on teachers, including what constitutes effective teaching, what teachers should know about teaching with technology, and what subjects are taught as part of a school’s curriculum. We will then examine the foundations of education (philosophy, history, legal and ethical considerations, and governance and finance issues) that provide the intellectual underpinnings of educational practice. We will also examine current reform efforts in education. We will finish the course by looking at career issues, including the job options in education, salary expectations, and what it means to be a professional teacher.

    Required:  Five hours per week school placement during school hours.

    Credits: 3 cr.
  

  • 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.
  

  • 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.
  

  • GED 521 - Early Childhood Education: Foundations

    This course provides an introduction to the field of early childhood education including an overview of different program models, policy and advocacy issues, current research on early child development and education and state and national program standards. Students also have the opportunity to observe in a variety of different early childhood settings.

    Credits: 3 cr.
  

  • GED 522 - Teaching Literacy in the Pre-K-6 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 components of a balanced literacy curriculum will be introduced, including: shared reading, read aloud, word study and the reading and writing workshop. The framework of the workshop will be discussed in depth, including: mini lessons, small group instruction (guided reading, strategy groups and discussion groups), conferring, partnerships and writing about reading. Class sessions will combine whole group and small group instruction, book discussions, video snippets and an offsite classroom visit. This course is practical in nature and will build an understanding of how to use a variety of assessment to drive effective instruction for all students.  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.
  

  • GED 524 - Early Childhood Education: Methods and Practice

    This course introduces students to all aspects of an early childhood curriculum. It provides an in-depth exploration of the theory and application of early literacy, math, science and the arts in addition to developmentally appropriate practice as outlined in the Vermont Early Learning Standards. Students are also required to complete 40 hours of placement in an early childhood setting.

    Credits: 3 cr.
  

  • 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.
  

  • GED 528 - Pre-K-6 Curriculum, Assessment and Management

    This course will focus on curriculum in the PreK-Grade 6 curriculum. Using the Vt. Framework of Standards and Learning Opportunities, Common Core, Next Generation Science Standards and the multiple lenses of place based education and service learning, students will develop a comprehensive, integrated unit of study for the classroom. The development of this unit can be focused on the ELL Classroom, Special Education, and/or heterogeneous classrooms.   Diversity in student populations, as well as 21st century challenges in teaching and learning will be explored.  Exploring classroom management and assessment will play a major part in this class as foundations for student success.

    Prerequisites:
    Must have taken GED 516 Educational Foundations: Understanding the Past and Creating the Future.

    Credits: 4 cr.
  

  • 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.
  

  • GED 530 - Literacy in Middle and Secondary Schools

    This course examines the relationship between language, literacy skills, and learning in the content area. We will focus on how explicit literacy instruction promotes better content learning and provides all students with tools they need to participate in our global community. We will consider theories about and evolving definitions of literacy, the process of reading and writing, the relationship between technology and literacy, specific disciplinary approaches to literacy, diverse literacy needs and corresponding pedagogical strategies, and techniques for evaluating content area resources.  We will also examine state and national standards and proficiencies to enrich our understanding of student needs and curriculum design.

    Required:  Three to five hours per week summer school placement during school hours.

    Credits: 3 cr.
  

  • 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.

    Prerequisites:
    GED 606 Literacy Development and Instruction (PreK-8)

    Credits: 3 cr.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • GED 550 - Student Teaching Internship

    Practicum experiences allow students to apply theory in a setting related to their area of study.

    Credits: 6 cr.

    Miscellaneous Notes:
    Enrollment by special arrangement only.
  

  • 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.
  

  • GED 558 - Educator as Researcher

    This course introduces students to the world of educational research so that they are able to intelligently read qualitative and quantitative studies, and learn to design and conduct qualitatively oriented research projects. Beginning with an overview of the different types of research, the course explores various research approaches, methods, and analyses. Students read and critique educational research articles in their chosen field. Finally, students design a research proposal to be implemented over a semester. 

    Prerequisites:
    This course should be taken at the end of the M.Ed. program and two semesters prior to GED 699 - Capstone Seminar so that students have at least one semester to collect data.

    Credits: 3 cr.

    Miscellaneous Notes:
    Required writing assessment for Candidacy included in course.
  

  • 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.
  

  • 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.
  

  • GED 567 - Legal and Financial Management of Schools

    This course will explore the legal and financial context in which today’s schools operate from the perspective of building-level school leaders. This course will provide both a theoretical understanding and a practical overview of these concepts with a focus on the Vermont public education system. A central theme of this course is the consideration of law as the foundation for both social justice and equity of opportunity in education.

    Credits: 4 cr.
  

  • GED 572 - School Leadership

    This course will examine the complexities of modern school leadership from theoretical, practical, and ethical perspectives with a focus on what is meant to be a good school leader. Emphasis in the course is    on the practice of school leadership. The course will examine topics such as: the nature of leadership, recognizing leadership traits, developing leadership skills, creating a vision, setting the tone, listening to out-group members, handling conflict, overcoming obstacles, and examining the ethical foundations of school leadership.

    Credits: 3 cr.
  

  • GED 580 - Approaches to Teaching

    This course will explore the backwards design framework for curriculum planning and critical components of differentiated instruction in order to help us develop a range of instructional strategies to meet the needs of all learners. We will build our repertoire of instructional strategies through research, observation, workshops and reflection. We will consider the range of learners who fill our classrooms and how we attend to their understanding of diverse content, learning habits and engagement.

    This course requires an estimated 20 hours of focused observation outside of the classroom.

    Credits: 3 cr.
  

  • GED 581 - Social/Emotional Development and Individual Differences

    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.
  

  • GED 595 - Launching and Developing the Writing Workshop in the Elementary Grades

    As Katie Wood Ray states, “No matter what, let them write.”  Even our youngest writers are ready to write and create books.  In this class, we will discuss the use of mentor text to help students envision possibilities in their writing, spend time examining the workshop and all its components and practice how to use student work to drive instruction.  Participants will design a variety of lessons and a unit of study that is ready for the classroom.

    Credits: 3 cr.
  

  • GED 596 - Digital Media: A Place Based Approach

    This course offers an innovative, place-based, hands-on experience with digital photography and offers pragmatic ways to integrate digital media into 21st century classrooms. Students will learn how to use Photoshop and photography to explore a community of their choice and create a visual narrative from an their own perspective. A majority of daily personal interaction with others has become mediated through electronic devices such as cell phone, social media and email. This trend in communication distances us from our neighbors and precludes casual interactions that stem from being present and open to chance one to one encounters with people who are not “friends” or part of our address book. What we learn about others is often not from authentic experience. The aim of this class is to explore a community that the student is either already part of, such as workplace or civic group, or a community that they are interested in learning about. For purposes of this class community is defined as most any group, it may be religious, cultural, ethnic, educational, family, geographic. The culmination of this course will be an exhibition of the project in a forum appropriate to the student’s chosen community. Individual and community support and reflection will be embedded into the course. No prior experience with digital photography or Photoshop is required. Any type of cameras may be used.

    Credits: 3 cr.

    Crosslisted: Crosslisted with GSA 586.
  

  • GED 606 - Literacy Development and Instruction in the Elementary Grades

    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 Common Core Standards.

    Credits: 3 cr.
  

  • 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.
  

  • 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.
  

  • GED 613 - Mathematics in the Pre-K-6 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.
  

  • GED 618 - From Assessment to Action: Using Data to Improve Student Learning

    This course will examine the use of data as a strategy for improving schools and school systems. Participants will examine the strategic uses of data at different organizational levels to develop a systemic approach for continuous school improvement. The course begins with an examination of school-level data teams as a best practice and then reviews MTSS-RTII as the state model for organizing this work. The course concludes with the consideration of program evaluation including the evaluation of curriculum development and professional development initiatives.

    Credits: 3 cr.
  

  • 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.
  

  • 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.
  

  • GED 624 - The Art of the Book

    Educators and students are invited to explore and create in this studio course addressing the art of the book. Participants will experiment with forms, structures, materials, and concepts as we investigate the limitless possibilities of the Book.  By surveying the historical need to record and contain knowledge and by examining the work of contemporary book artist students will gain a foundation for their own creative expression of ideas and meaning.  Students will make a working portfolio of paper treatments, book models and altered structures then create their own individual art books.  

    The class will be a working model of a 21st century collaborative community supporting the creative process through practice, constructive criticism, reflecting, and refining technique.  The Common Core anchor standards of Craft and Structure and Integration of Knowledge and Ideas will be addressed. No previous bookmaking or art experience required.  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. A $50.00 materials fee is required and due at registration.

    Credits: 3 cr.
  

  • GED 631 - Learning, Development and Individual Differences

    This course will engage students in examining learning theories from birth through early adulthood. Students will examine how language, culture, and family background influence learning.  Students will consider how development impacts learning at all stages and implications for effective instruction for children with exceptionalities. Students will participate by attending class and engaging in learning activities online.  Activities will include opportunities designing lessons, rubrics, concept maps, and strategy logs related to course content.  Students will also engage in self-directed learning by selecting a relevant topic to explore and present, to further engage and expand their learning and that of their classmates.  All activities throughout the course are designed to provide students with an opportunity to apply course content to current or prospective practice.  Students will also be required to write up a reflection and synthesis of their learning throughout the course.

    Credits: 3 cr.
  

  • 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 current student learning standards and relevant state and national education initiatives.  Participants will use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.  An emphasis will be placed on the use of technically sound formal and informal assessments that minimize bias and the engagement in professional ethical principles and professional standards to guide assessment practices.

    Credits: 3 cr.
  

  • GED 633 - Legal and Professional Issues in Special Education

    In this course students will focus on the legal and ethical issues involved in developing, implementing and overseeing educational programming for students with disabilities.  The course is organized around critical elements of special education and disability law, and aims to develop an understanding not only of the legal implications of such laws but also how those laws impact the delivery of high quality, effective educational programming for all students.

     

    Credits: 3 cr.
  

  • GED 635A - Middle Grades Organization

    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.
  

  • GED 639 - Special Education Placement for GED 640

    This course is a one-credit companion course to GED 640: Language and Learning.  The purpose of this field-based course is to provide participants with an opportunity to apply their newly acquired knowledge and strategies to authentic language work with a school-aged student.  Participants will design and implement language-based literacy practices with their student over the course of ten weeks and reflect upon their practice and the student’s language progress. Participants are required to complete 30 hours of work with a student.  This is a required course for graduate students working toward licensure in Special Education.

    Credits: 1 cr.
  

  • GED 640 - Language and Learning

    The teaching of language is vast and often feels amorphous.  Language transcends every area of culture and our experiences.  In this course, students will fine-tune their lens on language development (from birth to adulthood) and its impact on learning.   Rather than teaching language using isolated, disjointed methods, participants will learn to weave language instruction seamlessly into their current curricula.  Early identification of weaknesses and well as strategies to determine the area of language that is challenging for the student will be studied. Participants will reflect on the massive implications of language weakness on a student’s overall academic experience.  Areas of language disorder, the assessment process and tools, and the criteria for a language impairment will be reviewed. Strategies for providing support, accommodation, and modification within the general and special education setting will be illuminated. Participants will employ the creative process of designing language-rich curricula that utilizes the accommodations and modifications necessary for students with language deficits to enrich the content for all learners.  This exploration will include the use of assistive technology. If you are a graduate student working toward your license in Special Education, you are required to enroll in GED 639, a one-credit companion course to GED 640.

    Prerequisites:
    Prerequisite is GED 522 Teaching Literacy in the Elementary Classroom or GED 606 Literacy Development and Instruction K-8, or permission from the advisor.

    Credits: 3 cr.
  

  • GED 641 - Teaching in the Inclusive Classroom Pre-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 20 hours over the course 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.
  

  • GED 643 - Multisensory Language-Based Literacy Instruction for Students with Disabilities

    This course provides an in-depth study of research-based practices and materials to be implemented when working with students with reading and writing difficulties.   Participants will develop sound assessment skills that will inform and guide their practice with struggling learners, including those with dyslexia. Participants will learn to develop comprehensive learning profiles of students to target areas of relative strength to build upon as well as areas of relative weakness to address during instruction.  Methods used to teach phonemic awareness, decoding, comprehension, vocabulary development, spelling, study skills and written expression will be covered. The emphasis of the course is on pre-k through elementary level practices. Course times include practicum experience with elementary students.

    Prerequisites:
    GED 522 Teaching Literacy in the Elementary Classroom or have Elementary License.

    Credits: 3 cr.
  

  • 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.
  

  • 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.
  

  • GED 661 - Special Education Practicum

    This course is a companion course to GED 662.  In this practicum, graduate students work as special education student teachers providing direct instruction and case management to students with different abilities in a public school setting.  Participants will be provided with supervision and guidance from both a cooperating teacher (located on site) as well as a St. Michael’s College supervisor who will make frequent visits to the school throughout the practicum.  Participants will design, implement and evaluate instructional programs for students with disabilities.  They will be responsible for conducting comprehensive evaluations, developing Individual Education Programs (IEPs), designing weekly lesson plans, monitoring progress and functioning as a collaborative member of their students’ educational support teams.  This is a school-based program limited to graduate students completing the Licensure Program for Special Education.

    Credits: 6 cr.
  

  • GED 662 - Special Education Seminar

    This course is a companion course to GED 661 Practicum.  In this seminar, participants will meet weekly to fine-tune their understanding and application of research-based practices in the field of special education.  Graduate students will work to complete their licensing portfolio, weekly standards-based lesson plans, comprehensive evaluations and IEPs, as well as participate in a professional learning community with their peers to deepen their knowledge of educational topics of their choice.

    Credits: 3 cr.
  

  • 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.
  

  • GED 669 - Oral Traditions and Literacy: Readers’ Theater, Poetry Slams and Storytelling

    Storytelling, readers’ theater, and poetry slams are effective, fun 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.
  

  • 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.
  

  • 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 world cultures 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.

     
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • GED 688A - 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.
  

  • GED 688D - Reading Specialist Practicum

    The Reading Specialist Practicum allows for the student to demonstrate the Standards for the Specialized Literacy Professional 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.
  

  • GED 693 - Integrating Art, Social Studies, and Language Arts: Pre-K-6

     

    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.
  

  • GED 695 - Teaching Pre-K-6 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.
  

  • GED 699 - Capstone Seminar

    Capstone Seminar is the culmination of the M.Ed. program. Once students have collected data for their Capstone research project, they can enroll in the Capstone Seminar. In the Seminar students complete data analysis, write an article-length paper, and present their findings in a public forum.

    Prerequisites:
    Prerequisite: GED 558 Educator as Researcher, an accepted research proposal, and approved IRB application.

    Credits: 3 cr.
  

  • GPS CMHC - Clinical Mental Health Counseling Track Courses

    Course #

    Course Title

    Credits

    GPS 505

    Psychopharmacological Agents and Physiological Psychology

    3

    GPS 507

    Psychological Assessment I

    4

    GPS 508

    Psychological Assessment II

    4

    GPS 510

    Research Methods I

    3

    GPS 511

    Research Methods II

    3

    GPS 513

    Advanced Developmental Psychology

    3

    GPS 515

    Advanced Abnormal Psychology

    3

    GPS 516

    Advanced Abnormal Psychology

    3

    GPS 520

    Multicultural and Social Psychology

    3

    GPS 525

    Introduction to Clinical Intervention I

    4

    GPS 526

    Introduction to Clinical Intervention II

    3

    GPS 535

    Career Counseling

    3

    GPS 601

    Group Therapy

    3

    GPS 605

     

    GPS 606

    Play Therapy

    or

    The Practice of Intensive Psychotherapy

     

    3

     

    GPS 608

    Practicum I

    3

    GPS 609

    Practicum II

    3

    GPS 610

    Internship, Ethics and Professional Affairs I

    3

    GPS 611

    Internship, Ethics and Professional Affairs II

    3

    GPS 612

    Marital and Family Therapy

    3

    GPS 686

    Independent Study (Optional)

     

    GPS 689

    Research Seminar

    3

     

    Total Credits for Mental Health Counseling Track

    63


  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • GPS 535 - Career Counseling

    Through an experiential learning process of self-assessment and theoretical exploration, this course will offer the foundations of career and lifestyle counseling.  Students will engage with the material through the lens of their own experiences of career development as they are introduced to the major theoretical frameworks, ethical and inter/multicultural factors, and applications of career counseling skills and practice. (This course is required only of students pursuing the Clinical Mental Health Counseling Track and results in a student earning 63 credits for the MA in Clinical Psychology degree.)

    Prerequisites:
    GPS 507-508, GPS 513, and GPS 525-526

    Credits: 3 cr.
  

  • 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
  

  • 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
  

  • 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
  

  • GPS 608 - Practicum I

    This course provides supervision, clinical training, and support for students participating in their first practicum experience.  The course includes at a minimum 8 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
  

  • 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
  

  • 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:
    This course is open to degree students only.  GPS 515 & 516, GPS 525 & 526 and GPS 608 & 609.  GPS 507 must be taken prior to or concurrently with internship.  Students seeking school psychology internships are expected to have completed GPS 507 & 508 before taking this course.

    Credits: 3 cr.

    When Offered: Fall
  

  • GPS 611 - Internship Ethics and Professional Affairs Seminar II

    This course is a continuation of GPS 610.  The seminar is only for students completing their internship.  Internship class provides supervision on ethical practice decision making for students doing half-time internships (20 hours per week).

    Prerequisites:
    GPS 508 must be taken prior to or concurrently with GPS 611 and GPS 610. The course is open to degree students only.

    Credits: 3 cr.

    When Offered: Spring
  

  • 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
  

  • 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.
  

  • 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.
  

  • GPS 689 - Research Seminar

    This is a yearlong seminar for all students beginning work on their traditional literature review, 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.
  

  • 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.
  

  • 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.
  

  • GSL 502 - Pedagogical 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.
  

  • GSL 506 - Becoming a TESOL Professional

    This course introduces students to the discourse community of TESOL in the field of Applied Linguistics and helps them develop abilities to read and write critically about special topics in the field.  Students also engage in professional development activities outside the class and then reflect on their own identities and ongoing self-development as a TESOL professional.  By the mid-point of the seminar, students make the decision to either write a Thesis or complete a Portfolio.

    Credits: 3 cr.

    Miscellaneous Notes:
    This course should be taken in the first or second semester.
  

  • GSL 520 - Computer-Assisted Language Learning (Online) – must register by 8/13/18

    Participants learn how to incorporate computer and mobile technology into flipped classroom 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 multimedia and assessment tools. Participants construct an interactive/collaborative portfolio Web space (Wiki) for teaching and learning, 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 courseware.  Course meets requirements for ESL licensure. 

    Online–must register by 8/13/18

    Credits: 3 cr.

    Crosslisted: Crosslisted with GED 565.
  

  • 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.
  

  • 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.
  

  • 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 language learners. The course discusses the basic reading and writing skills that 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.
  

  • 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.
  

  • GSL 547 - ELL in the Content Areas

    This course covers material essential to teachers of English learners (EL) 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 EL 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.
  

  • 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.
  

  • 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.
  

  • 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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