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GED 502 - Media Literacy: Remote Control or Self-Control: Media Literacy for Healthy Minds and Bodies This course takes an in-depth look at how media impacts individuals, our culture, and important issues such as public health, politics, democracy and the environment. K-12 teachers will discover a wealth of motivating, fun and provocative knowledge and activities to bring back to their classrooms.
Credits: 3 cr.
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GED 508 - Current Topics in Special Education One, two, or three credit courses designed to help teachers meet the needs of mainstreamed students. Topics have included Autism Spectrum Disorders: Interventions to Support School Success.
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, 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, 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.
Prerequisites:
At least 6 credits in literacy-related coursework at the graduate level
.
Credits: 3
Miscellaneous Notes:
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GED 511 - Fundamentals of Curriculum This course explores a variety of perspectives on the meaning of curriculum. It examines the psychological, philosophical, historical, and sociological roots of curriculum frameworks that underlie contemporary educational systems. Theory is linked to contrasting practical models for curriculum planning, design, implementation, and evaluation.
Credits: 3 cr.
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GED 516 - The Decision to Teach This course reviews the role of teacher in contemporary education and includes at least 20 hours of focused observation in schools. Students examine the practical and philosophical influences on teachers’ decision making processes in relation to curriculum, motivation, educational history, classroom culture, instructional strategies, and standards. The emphasis is on critical and creative reflection of readings, observations, and in-class discussions and activities. Students gain the experience of planning and teaching lessons during the course. Students emerge from the course with a personal philosophy of education. Required writing assessment is included in this course.
Credits: 3 cr.
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GED 517 - Teaching Nonfiction in the Elementary Grades The old adage, “first you learn to read, then you read to learn,” has often limited the literacy experiences of primary and elementary students to reading and writing fiction. Become familiar with theory, methods and materials for exploring literacy across the curriculum with emergent and fluent elementary readers and writers. The course will focus on nonfiction; topics will also include visual and critical literacies, defining and expanding notions of “text” and the development of text-sets, the role of children’s literature, and consideration of the Vermont Framework of Standards and Learning Opportunities. Participants will have an opportunity to create curriculum relevant to their teaching settings.
Credits: 3 cr.
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GED 520 - Child and Adolescent Development This course provides an analysis of developmental theories for school-age children and adolescents. Students will examine specifics of cognitive, social, emotional, moral and physical development. Stages and theories will be reviewed from an interdisciplinary perspective and related to implications for learning
Credits: 3 cr.
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GED 522 - Teaching Literacy in the Elementary Classroom Methods related to literacy acquisition and instruction are presented with a focus on the close relationship between reading and writing. Information about how to select and use children’s literature as a vehicle for teaching these literacy skills at the elementary level is also emphasized. Connection to the Vermont’s Framework of Standards and Learning Opportunities will be made.
Credits: 3 cr.
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GED 525 - Writing from the Heart How can we help students become proficient and engaging writers? How can we model the art of writing? This course emphasizes finding and strengthening one’s own voice as a writer. By writing in various genres and exploring models of critiques and revision, participants learn to stimulate the writing process for themselves and their students. Participants choose one genre of their choice – fiction, drama, poetry, and essay – for a final project.
Credits: 3 cr.
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GED 526 - Special Topics: Stress Management and Self-Calming Practices for Elementary School Teachers and their Students Challenging times can find us caught up in our troubled thoughts and feeling helpless, anxious, out of control and exhausted. By using regular stress management practices, teachers and students can, among other things, soothe the nervous system, quiet the agitated mind, enjoy a sense of well-being, improve self-esteem, and enhance learning potential. In this course students will learn about stress symptoms and their effects, the power of thoughts, the body/mind/breath/spirit connection, support for sleeplessness, foods as stressors, and stress reduction approaches, including: mindfulness and breathing practices, gentle yoga, positive self talk, assertiveness, massage, guided imagery, art work, journaling, music/sounds, and environmental and room arrangement considerations. Participants will be encouraged to develop a regular personal practice as well as a regular classroom practice.
Credits: 3 cr.
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GED 526 - Special Topics: Educating Mind, Body and Spirit: Renewing Self & Teaching in a Changing World The focus of this Institute is teacher renewal, combining the theme of calming, centering and presence practices with four other themes of critical significance in the contemporary world: arts and creativity; nature and ecology; self-reflection and meaning-making; and emotional awareness and caring. Through lectures, activities, workshops and discussions, participants will explore ways in which these five themes are rooted in research on optimal brain functioning and encourage teaching practices that promote stress reduction and focused attention; increased interpersonal skills and self-awareness; and more creative and ecological thinking in both teachers and students. Course reading and academic work will start before the class begins and project work related to the course will be completed afterward. Dr. Sam Crowell is Professor of Education and Director of the Center for Holistic and Integrative Learning at California State University. The reading materials, coffee/tea breaks and lunch are provided for no extra charge for all credit or non-credit Institute participants. On campus housing is available for an additional $53 a night. To register for Saint Michael's College graduate credit, print out registration form at http://www.smcvt.edu/graduate/courses/registrationForms.asp. $1,200 tuition includes $225 scholarship. To register for the Institute only ($375), contact Karen Abbott for an application at 654-2649 or kabbott@smcvt.edu. This event is sponsored in part by Talk About Wellness.
Credits: 3 cr.
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GED 526 - Special Topics: The Literacy Technology Connection: Reflective Essays and Multimedia Join an upper elementary teacher and a technology integration specialist to explore reflective essays and students’ use of multimedia technology. The course focuses on Writing Standard 1.12 and the Educational Technology Expectation 5-6: 4, but many other literacy and educational technology standards are addressed. Participants will use Audacity and Windows Movie Maker to compose their essays with audio and visuals. This class is ideal for a classroom teacher and technology integration specialist to take as a team or individually. We will also examine the collaboration behind the scenes which allows this type of teaching and learning to be successful. Use of a laptop (running Windows XP or higher) is strongly encouraged. Although Audacity and MovieMaker will be the focus software, iMovie and GarageBand can also be used.
Credits: 3 cr.
Miscellaneous Notes:
Laptops required. Bring to first class.
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GED 528 - Curriculum and Management in the K-8 Classroom Students will discuss and come to a personal understanding of community and connection as it relates to an elementary classroom culture and curriculum. Using the Grade Expectations for the Vermont Framework of Standards and Learning Opportunities and the multiple lenses of a multiage/multilevel classroom, diversity in its student population, participants will develop a comprehensive integrated unti which includes learning styles, multiple intelligence and varying student abilities. Classroom management and structure are also included as foundations for success. The course also provides participants the opportunity to explore their personal educational philosphy of teaching and learning through readings and discussion.
Credits: 3 cr.
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GED 530 - Literacy in the Middle and Secondary Schools In this course students examine the applications of literacy development through theory, resource analysis, problem solving, and curriculum design. Students explore and design approaches for the concurrent instruction of reading, writing, and literacy skills within their content areas. Vermont Standards and Grade Expectations are reviewed and integrated throughout the course, and students create ways to address the standards in middle and secondary classrooms and curricula.
Credits: 3 cr.
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GED 533 - The Illustrated Book: Between the Covers In this hands-on course, students learn to transfer ideas and stories into picture books. By exploring the relationship of text and visual images, reflecting on current trends in children’s literature, and discussing the history and business of printing and bookmaking, participants experience thorough investigating of the illustrated book. No previous art-making skills are required.
Credits: 3 cr.
Miscellaneous Notes:
Students complete a rough draft of their short picture book and one finished page.
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GED 534 - Assessment and Instruction in Reading This course emphasizes the use of formal and informal assessments to analyze the needs of children with reading difficulties, and understanding the relationship between ongoing assessment and well chosen instruction. Students develop a diagnostic portfolio using information from a variety of assessments, and create an instructional program to follow the diagnosis. This course meets the reading assessment requirement prior to the reading practicum.
Credits: 3 cr.
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GED 535 - Children’s Literature: Author and Illustrator Studies Courses are based on topic of current interest and are offered on a rotating basis. Examples of author studies include Lois Lowry, David Macaulay, Chris Van Allsburg, Lloyd Alexander, J. K. Rowling, and others. The course will explore, in depth, the work of children’s book illustrators and authors. The instructor will present an overview of the life of each creator – and show how the important themes of each person evolves.
Credits: 3 cr.
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GED 540 - TIME for Teachers™ Time for Teachers Online is a 45-hour graduate level course intended to provide a conceptual understanding of the workings of our language at the word level as these relate to early learning of reading and spelling. This course draws on current research findings and developmental models to help teachers understand children’s evolving insights into the workings of our alphabetic print system and develop ways to apply this understanding to classroom practice. Teachers will gain an awareness of the power and usefulness of explicit, systematic instruction in phonemic awareness and phonics toward fostering literacy for all learners. (Register through Stern Center for Language and Learning).
Credits: 3 cr.
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GED 541 - The Caring Classroom: Skills for Building Community This course explores on a personal and professional level the impact of cultural and family conflict on the moral development of children and the resulting effect in our classrooms. Participants define and learn to promote the social and emotional skills that contribute to peaceful school and family environments. Conflict resolution, mediation strategies, and program implementation are integral to the course.
Credits: 3 cr.
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GED 542 - Differentiated Curriculum in the K-12 Classroom Students explore the principles and elements of differentiated instruction, study instructional and management strategies that help teachers respond to students according to their readiness, interests, and learning profiles, and focus on ways to differentiate content, process, and products for all students. Licensure students will write a curriculum unit based on the Vermont’s Framework of Standards and Learning Opportunities.
Credits: 3 cr.
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GED 547 - Middle and Secondary Curriculum Planning This course offers current and prospective middle and secondary educators the opportunity to increase their knowledge of content area curriculum design. We will critically examine and apply learning theory, instructional strategies, content knowledge, and Vermont’s Framework of Standards and Learning Opportunities while constructing lesson plans 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 in fostering student learning and growth.
Credits: 3 cr.
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GED 557 - Training for the Trainer Participants in this course examine various elements for designing and implementing training sessions in organizational settings. Topics include learning theory, learner characteristics, planning learning experiences, teaching/learning strategies, and evaluating learning outcomes. Each participant is expected to make a presentation demonstrating course principles and concepts.
Credits: 3 cr.
Crosslisted: This course is cross-listed with GSA 530.
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GED 558 - Introduction to Educational Research This course introduces students to the broad range of educational research and develops critical skills needed for analyzing research studies. Among the skills students develop are the abilities to: access and synthesize information from multiple sources, choreograph a research project, and write a literature review.
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:
Prerequisite: GED 558 Introduction to Educational Research and permission of advisor.
Credits: 3 cr.
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GED 567 - Legal and Financial Management of Schools Participants will explore selected legal and financial functions from a systemic perspective. Specific topics will include: policy analysis, legal authority, human resources management; planning, budgeting, risk management; and, financial support. Participants will exit the course with an understanding of the relationships of sound management to effective leadership.
Credits: 4 cr.
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GED 569 - An Introduction to Bookmaking This course will give participants the opportunity to explore the book as a means of visual and verbal communication, to work with the traditional tools and materials of bookbinding, and to make several book structures that will serve as models and inspiration for individual or classroom bookmaking projects. Daily class work will focus on the foundational skills of the book arts. Approximately three hours of each day will be devoted to directed activities with the instructor. The remaining time will be used for independent work in an open studio setting with the instructor available for technical assistance. Class assignments and an independent inquiry project will give students the opportunity to explore the interplay of content, structure, and materials in the book form.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 572 - School Leadership Students examine the relationship of the leader and the led, in the context of several dynamic forces at play within the school organization. Students reflect upon values and draw upon experiences as they explore theories and practice the behaviors of effective leadership. Topics include: human resource management, instructional leadership, school culture, creating a vision, facilitating change, effective communication, and ethical decision making. Relevant for any educator in, or aspiring to, a leadership position.
Credits: 3 cr.
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GED 575 - Spirituality and Education Differing beliefs about spirituality are implicitly present in educational environments, whether or not they are acknowledged. This course investigates diverse perspectives on spirituality and the implications of these for teaching and learning. Topics include: a historical perspective; the relationship of spirituality to religion, morality, mysticism, contemplative practice, emotion, reflection, ecology, meaning-making and creativity. Current controversies will also be considered.
Credits: 3 cr.
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GED 579 - Researching Electronically & Publishing Web Content This course equips students to be online researchers and publishers of information for the Web. Students will acquire the Information Literacy skills to determine the extent of information needed, access the information through different formats, critically evaluate information and its sources, design search strategies for specific subject areas, and understand information publishing within current copyright standards. Web publishing will cover basic design, usability, and development of web pages for targeted audiences.
Credits: 3 cr.
Crosslisted: Cross-listed with GSA 579
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GED 581 - Supporting Students with Emotional and Behavioral Challenges This course examines commonly occurring emotional and behavioral disorders of childhood and how they influence student learning. Participants will develop an understanding of specific disorders that can serve to inform appropriate instructional strategies and interventions. Empirically derived and research supported interventions and strategies to support these students will be explored An emphasis will be placed on structuring general education learning environments to accommodate the needs of a diverse range of students, as well as the identification of specific programs and strategies to support children with various disabilities. General educators will gain skills and knowledge to incorporate into their classrooms while special educators will expand their base of knowledge to support their consultation to general education personnel.
Credits: 3 cr.
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GED 584 - Technology Planning for Vermont’s K-12 Schools Integrating technology effectively in schools requires planning. This course reviews and analyzes models of educational technology systems in K-12 schools. Topics include applications, infrastructure design, tech support systems, professional development systems, policy, state and federal law, budgeting, and other issues such as gender equity, and technical support personnel who are concerned with planning and advancing the systemic use of educational technology in their district.
Credits: 3 cr.
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GED 588 - Emerging Technology for the 21st Century Classroom The 21st Century classroom communicates globally, works collaboratively and promotes creativity. Explore emerging technologies including social bookmarking, Skype, podcasting and Web 2.0 collaborative tools such as wikis, blogs, Google Docs and Voicethread. After practicing with these tools you will integreate one or more of them into a personalized educational activity. Special attention will be given to the inclusion of assessments using the Vermont Technology Grade Expectations and the National Educational Technology Standards.
Credits: 3 cr.
Miscellaneous Notes:
Students must have Internet connection and computer available for use after class hours.
Crosslisted: Cross listed with GSA 591.
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GED 595 - Writing in the Upper Elementary Grades This course will explore the components of a writing workshop for the upper elementary grades. Focus will be primarily, but not restricted to, the Vermont Writing Standards. Students will examine the scaffolding a teacher sets up before writing begins. This will include: content knowledge, organization, essential questions, graphic organizers and various mini lessons. The course will strive to link the classroom reading and writing programs. Using the Vermont Writing Collaborative’s text Writing for Understanding the course will step past the writing process and explore the models and methods used in a backward design approach to the teaching of writing. Additionally one class will be spent looking at new technologies used in the creating and publishing of student work.
Credits: 3 cr.
Miscellaneous Notes:
Text: Writing for Understanding: Using Backward Design to Help All Students Write Effectively
The Vermont Writing Collaborative
Published by Authentic Education
ISBN: 978-1-934685-05-1
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GED 596 - Digital Media Digital media expand student engagement with knowledge-based and experiential learning. Through this hands-on course, educators build technical and creative skills to first develop and reflect on their own digital media projects and then explore practical ways to integrate them into their individual curriculum. Topics include video production, digital photography, website development, animation, audio editing, and the use of content delivery tools such as MP3 players, webcasts, and streaming media. This course fulfills the technology requirement for arts licensure candidates and is an elective in both the arts in education and technology M.Ed. concentrations.
Credits: 3 cr.
Crosslisted: Crosslisted with GSA 586.
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GED 602 - Relationships in the Classroom for the Child with a Severe Emotional Disturbance This course focuses primarily on how to use yourself as a valuable resource in developing and maintaining relationships with the child having emotional disturbances. Some of the areas covered are: ways to individualize for a child’s emotional needs; ways to listen, understand, and interact more productively with children; and, ways to look at the individual as part of the group process.
Credits: 3 cr.
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GED 603 - Studying Author’s Craft: Reading and Writing Children’s Literature Children develop literacy through exposure to the best literature. But what makes “the best” literature? How can analysis both enhance appreciation and stimulate one’s own creative expression? In this course, participants will sharpen their reading skills by reading and discussing a selection of picture books, easy readers and novels and writing their own stories and novel chapters. By paying equally close attention to other writers’ work and their own efforts, participants will develop their own writing voices, strengthen their powers of observation and deepen their understanding of the writing process for themselves and their students. For a final project, participants will produce a picture book text or novel chapter (or two or three).
Credits: 3 cr.
Miscellaneous Notes:
This course may be applied as an elective in either the Arts in Education or Reading concentrations.
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GED 604 - Teachers Writing, Writing Teachers: A Writing Workshop For K-16 Teachers One of the best ways to learn new methods for teaching and using writing across the curriculum is to experience those methods first-hand: by writing. In this course, students develop their own writing while experiencing various approaches to process, form, and style, as well as ways of responding to and assessing writing. Self-designed post-course project allows students to apply concepts and strategies in both a pragmatic and creative way.
Credits: 3 cr.
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GED 606 - Literacy Development and Instruction in the Elementary Classroom This course is designed for licensed and practicing teachers and will focus on literacy development and instruction in the elementary grades. We will explore the research on literacy development and research-based “best practices” in literacy instruction with a particular emphasis on practical application and improving literacy outcomes for all students. This course is not for pre-licensure students.
Credits: 3 cr.
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GED 612 - Math and Diversity This course will explore theories, ideas and practices for teaching math to students with diverse characteristics at the PK-8 levels. Students will investigate current literature on cultural, pedagogical and developmental issues related to how children learn mathematics in the four selected areas of diversity: math and students with special needs, math and students with math disabilities, math and students in poverty, and math and students who are speakers of other languages (ESL).
Credits: 3 cr.
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GED 613 - Mathematics in a K-8 Classroom This course helps current and future classroom teachers develop a deep and flexible understanding of elementary and middle school mathematics. Students will actively solve problems and visualize mathematical concepts. Lessons are designed to stretch students’ thinking to create a vision for the learning trajectory (scope and sequence) of K-8th grade mathematics. Through careful examination of and practice with the National Council of Teachers of Mathematics (NCTM) Standards, students will develop the necessary skills to teach math in a standard-based system.
Credits: 3 cr.
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GED 615 - Affective Education in the Classroom: Education From the Heart This course explores ways to enhance emotional well being and to apply this philosophy to students of all ages. Based on experiential learning and an introspective approach to children, adolescents, and adults, educational renewal will evolve from individual and group renewal. “Affective Education” is explored with guidelines to make this more usable in our schools. This intensive one-week course includes an individualized project.
Credits: 3 cr.
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GED 616 - Understanding and Creating Meaningful K-12 Assessments Currently, teachers are asked to implement many kinds of classroom assessments and often feel that the many procedures, formats and expectations are required without sufficient time to process the implications for themselves and their students. This course will give practicing teachers the opportunity to make sense of what assessment does and can mean for how well students learn. Engaging in collegial dialogue, inquiry and reflective practice participants will practice designing learning opportunities using a variety of assessment procedures They will leave the course with a personal understanding of
how they can create meaningful assessment tasks and tools for feedback that support student learning.
Credits: 3 cr.
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GED 618 - From Assessment to Action: Using Data to Transform Schools This course enables educators to make the connection between Vermont’s grade expectations, local curriculum, and assessments of student learning (both state and local). Participants will explore ways to use the assessment data to make decisions about instruction, professional development, and a school based action planning. Course participants will develop an understanding of curriculum in the context of standards, assessment, instruction, and student learning.
Credits: 3 cr.
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GED 621 - Supervision, Evaluation, and Teacher Development Students look at the main functions of the administrator as supervisor and evaluator; examine theories of adult and teacher development as the foundation for the effective supervision and evaluation of staff; explore mentoring, coaching, and supervision in the context of the professional learning community; and, develop and practice the skills needed to effectively supervise and evaluate staff, from novice to expert, competent to incompetent.
Credits: 3 cr.
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GED 623 - Exploring Cultures Through Clay This course is designed to introduce a variety of hand-building and glazing techniques to teachers, art educators, students, and anyone interested in working with clay. Each of these techniques, coil, pinch and slab, have developed over many centuries to create deep rooted traditions. We will explore various cultures through their clay traditions, seeking to develop not only skills in ceramics but also an understanding of the role of ceramics in the originating culture.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 631 - Development, Learning, Behavior and Individual Differences This course examines cognitive, emotional, behavioral and social development from birth through early adulthood, considering how development impacts learning at all stages. Students examine how educational learning theory relates to cognitive, emotional, behavioral and social development. In addition to a comprehensive review of developmental and learning literature, each student has the opportunity to engage in self-directed learning by selecting a relevant topic and creating a project that is either student-based or curriculum-based.
Credits: 3 cr.
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GED 632 - Assessment of Students within General and Special Education Participants with become familiar with assessment procedures associated with establishing the existence of the IDEA eligible disabilities. In addition, an emphasis will been placed on the assessment of student progress and functioning relative to the general education curriculum. Participants will examine assessment practices and tools that respond to the requirements of IDEA, NCLB, and State Special Education Regulations and will need access to students in order to complete course requirements.
Credits: 3 cr.
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GED 633 - Legal and Professional Issues in Special Education Students will come to understand the legal rights and requirements that affect learners with disabilities and their families. The interpersonal aspects of the special educator’s role and current issues in special education are explored. Students participate outside of class in a required family based practicum entitled, “Parents as Teachers.”
Credits: 3 cr.
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GED 634 - Consultation and Collaboration in the Schools
This course provides educators and special educators with the framework and skills necessary for cooperation and collaboration among students and adults in the elementary and secondary school. This course focuses on promoting shared leadership and responsibility, communication, problem solving, and conflict resolution strategies associated with the process of school change, and the development of adult collaborative teams. Students spend significant time working in teams gaining new information, practice skills and strategies; apply problem solving to “real life” challenges; and implement a practicum project in their professional setting.
Credits: 4 cr.
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GED 635 - Middle Grades Summer Institute (Organizational Strand) The Middle Grades Collaborative offers an annual intensive residential institute for Vermont middle-level educators. The major goal of the intensive residential 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, a caring and ethical individual and a healthy person. The course will begin on Sunday afternoon and includes evening activities throughout the week. Participants select either a curriculum, adolescent development, an organization, or a literacy focus, which are applicable to Vermont’s Middle Grade endorsement. Middle school teams are encouraged to attend together and to enroll in the Professional Learning Communities: Team Teaching in the Middle Grades (5-9). Individual sections are listed below:
GED 635A – Curriculum and Instruction at the Middle Level
GED 635B – Nature and Needs of the Adolescent
GED 635C – Organization of Middle Schools
GED 635D – Adolescent Literacy for Middle School Students
GED 635E – Professional Learning Communities: Team Teaching in the Middle Grades
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. Problems with vocabulary, sentences, and discourse are viewed from a framework that examines the structure of language and the ability to process verbal instruction. Language learning techniques for individual, small groups and whole class instruction are included.
Credits: 3 cr.
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GED 641 - Teaching in the Inclusive Classroom K-12 This course provides an in-depth study of sound instructional practices and materials to use with unsuccessful learners, based on an analysis of the learner’s strengths and weaknesses. Methods used to teach reading, spelling, study and writing skills are covered. The emphasis is on working with students in elementary school.
Credits: 3 cr.
Miscellaneous Notes:
This course includes a practicum.
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GED 643 - Instruction of K-6 Students with Learning Challenges in Language Arts This course provides an in-depth study of sound instructional practices and materials to use with unsuccessful learners based on an analysis of the learner’s strengths and weaknesses in the area of reading and written language. Methods used to teach reading, spelling, study and writing skills are covered. The emphasis is on working with students in elementary schools.
Credits: 3 cr.
Miscellaneous Notes:
Course times include practicum experience.
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GED 644 - Approaches to Teaching Students with Special Needs Students focus on a variety of skills and approaches to build inclusive and successful programs for students. Topics include co-teaching, working with paraprofessionals, remedial strategies and accommodations, life skills portfolio, administering COACH, and more. This course is specifically designed for special educators who are teaching students with a variety of disabilities inside and outside the classroom.
Credits: 2 cr.
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GED 649 - Arts: The Creative Process Through classroom projects and inspiration from literature, performances, and exhibits, participants awaken their imagination, discover new venues of expression, and affirm creativity as an integral part of human development. Using different art forms such as drawing, writing, drama, movement, music, storytelling, and poetry, participants actively investigate the creative process. A supportive and reflective community is developed to encourage those who identify as artists and those who do not.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 651 - Hands on! Learning In and Through the Visual Arts Classroom teachers and arts teachers are invited to explore and celebrate the power of the visual arts. Through hands-on activities participants will experience art making in a variety of mediums, learn how to compose and integrate standards-based lesson designs and authentic assessment, and make connections to interdisciplinary themes. With guidance and support, participants will work on technique and vision. Projects will be applicable to both the classroom and to one’s growth and enrichment as an artist.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 661 - Designing Programs for Students with Disabilities In this practicum, graduate students work in local schools as a team member to provide services to students in special education. Students design, implement, and evaluate instructional programs for students with disabilities. They are involved in all aspects of the special education process. (This is a school-based practicum and is limited to students completing the Licensure Program.)
Credits: 4 cr.
Miscellaneous Notes:
Limited to students completing the Special Education Program. Permission of instructors required.
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GED 662 - Implementing and Evaluating Instructional Programs In this practicum, graduate students continue to work as team members in schools under the direction of a field supervisor and a St. Michael’s supervisor. Students will write lesson plans and reflections, conduct comprehensive evaluations and develop IEPs. Students monitor student progress and make instructional changes as needed. (This is a school-based practicum and is limited to students completing the Licensure Program.)
Prerequisites:
GED 661
Credits: 4 cr.
Miscellaneous Notes:
Limited to students completing the Special Education Program. Permission of instructors required.
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GED 663 - Classroom Assessment, Design and Practice This class focuses on understanding the classroom assessment context; understanding assessment methods; classroom applications; and communicating about student achievement. Students will explore multiple assessment tasks and tools, including criterion-referenced and norm-referenced. Through an authentic assessment approach, students will work to critique, create and utilize assessments that directly examine student performance on worthy intellectual tasks.
Prerequisites:
GED 516 & 676
Credits: 1 cr.
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GED 664 - Implementing a Consulting Program in the School This course focuses on promoting shared leadership and responsibility, communication, problem solving, and conflict resolution strategies associated with the process of school change, and the development of adult collaborative teams. Students spend significant time working in teams gaining new information, practice skills and strategies; apply problem solving to “real life” challenges; and implement a project in their professional setting.
Prerequisites:
Prerequisite: GED 634 (GED 633 also recommended).
Credits: 3 cr.
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GED 667 - Words Come Alive! Universally, drama is used by children in play. This course, designed for all levels of acting and teaching experience, presents ways to effectively interweave dramatic play into the K-12 curriculum. Techniques presented help teachers introduce students to the elements of theater and developing their expressive range, and at the same time, deepen students’ engagement in and understanding of what they read and hear. Topics include warm-ups, theatre games, teaching in character, and methods of reflection and critique.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 669 - Storytelling and Folklore In every culture around the world folktales have been passed from generation to generation through storytelling. Students revive this ancient art by studying different sources of traditional folklore and learning various presentation techniques. Emphasis is on the uses of storytelling and folklore in schools and libraries.
Credits: 2 cr.
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GED 670 - Bringing History and Literature to Life Through the Arts Utilizing the elements of theater – drama, writing, movement, music, and art – the class brings to life the experiences of ordinary nineteenth and twentieth century Americans, demonstrating how arts, literature, and American history can be integrated. Class ends with an informal presentation of original work of the museum. Participants explore creative approaches to classroom instruction and focus on techniques to reach students with multiple learning styles.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 671 - Bookmaking for Educators Educators from all disciplines are invited to make traditional and nontraditional books to be used with students of all grade levels. Exploring the art of bookmaking and the book as art, participants will use visual and spatial intelligence to create unique books that demonstrate knowledge and concepts that become treasured products of authentic assessment. No previous bookmaking experience required.
Credits: 1 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 673 - Special Topics in Arts Education: Literacy through the Book Arts Courses are based on topics of current interest and are offered on a rotating basis. Examples include: Multicultural Arts, Moving Smartly: The Vermont Rhythm and Dance Project, Educator as Artist, and Images of Global Healing, Peace, and Gratitude. These courses may be offered in collaboration with programs like the Flynn Center for the Performing Arts and The Summer Book Arts Institute.
Credits: 1-3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 673 - Special Topics: Art History for the Classroom Classroom and Art teachers are invited to expand their knowledge of art history. Delving into such genres as Roman Architecture, Chinese painting and calligraphy, Renaissance painting, West African shrines, Impressionist painting, Harlem Renaissance paintings and sculptures, Abstract Expressionist murals and Pop Art will enrich not only a teacher’s artistic literacy but provide an invaluable source to create interdisciplinary curriculum. Viewing and discussing the historic, scientific, literary, and social contexts of art work will inspire individual lesson plans to be shared in class.
Credits: 3 cr.
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GED 673 - Special Topics: Cultural Narratives: Drawing Visual Diaries In this course we explore cultural narratives and drawing through the context of the personal diary. By exploring strategies used by graphic novelists from the Middle East and Latin America as well as elements of drawing such as line and value, students will learn how to create their own personal narrative. Students will craft diaries that reflect daily life; they will look at different visual ways to visually describe specific actions. By translating text to an image based narrative, complex routines of daily life become accessible to individuals from one culture to another. These visual journals, windows into the lives of real people, can serve as a tool for cross cultural dialogue in the classroom. This course is open to art and classroom teachers with or without drawing experience. Students will need to purchase materials specific to their needs, and have access to the Internet.
Credits: 3 cr.
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GED 673 - Special Topics: Moving to Learn: Dance Making in the Classroom Using creative dance as a foundation, this course will help classroom and physical education teachers explore a variety of ways to engage students through movement . We will address building a safe and supportive environment that encourages individual expression, the fundamentals of creative dance technique, and connections to state and national standards. This is a course focused on exploration and application. All participants will be encouraged to create lesson plans inspired by a performance that you will bring students to next year. This class is designed for anyone who would like to learn more about creative dance making in the classroom. No previous dance experience required. Come prepared to move.
Credits: 3 cr.
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GED 673 - Special Topics: Sculpture, Creating 3 Dimensional Shapes and Forms for Educators In this course, we will use a variety of traditional and non-traditional mediums to explore 3-dimensional space. There will be four sculpture projects assigned (clay, wire, plaster, and found objects) prefaced with demonstrations on the use of materials and technique. With each project, students will experiment with design elements of scale, proportion, negative/positive space, balance, symmetry/asymmetry, unity/variety and repetition. Gallery visits and slide lectures will enrich our examination of different shapes and forms. Students will create lessons to connect their 3-dimensional exploration to their educational settings. This course is open to classroom and art teachers with or without prior experience.
Credits: 3 cr.
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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 is due upon registration.
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GED 676 - Elementary, Middle and Secondary Curriculum and Teaching This teacher licensure course is designed for elementary, middle and secondary teachers to explore varying approaches to curriculum planning and design, with a particular emphasis on the role of the Vermont Framework of Standards and Learning Opportunities. In addition, multiple teaching methodologies will be presented, analyzed and practiced. Students will develop an integrated standards based unit that corresponds to their licensure area.
Credits: 3 cr.
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GED 678 - Aesthetic Perspectives on Culture and Education In this course teachers witness the indispensable role arts play in developing imagination, critical voice, and community. By juxtaposing our stories with the stories of others, examining artistic icons in literature, museums, performances, and visual culture, and using our own creativity we develop a curriculum/community project that links aesthetic awareness with issues of social justice. We will adapt the words and images from others to first create our own interpretive narrative and then bring these stories back to the community.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 684 - School and Community This course introduces current and prospective educators and administrators to the ever-changing, but closely coupled, relationship between school and community. Emphasis will be placed on how the community informs what happens in schools, and how the schools, in turn, influence the community. The course will also look closely at the role played by economic and social forces.
Credits: 3 cr.
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GED 686 - Independent Research This course is designed for students who are working toward the initial license as an Educational Technology Specialist. Students develop the independent research in conjunction with the advisor.
Credits: 1-6 cr.
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GED 687 - Directed Readings This course allows matriculated students to study special topics in depth. The student and instructor submit an “Independent Study Learning Contract” to the Academic Advisor using guidelines provided by Graduate Programs in Education. The course proposal must also be approved by the Director of Graduate Programs in Education. Registration must be completed by the third week of the semester.
Credits: 1-6 cr.
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GED 688 - Practicum Practicum experiences allow students to apply theory in a setting related to their area of study.
GED 688A Practicum: Elementary Education (K-6) (6 cr.)
GED 688B Practicum: Middle (5-8) and Secondary (7-12) Education (6 cr.)
GED 688C Practicum: School Leadership (3-6 cr.)
GED 688D Practicum: Reading Teacher (3 cr.)
GED 688G Practicum: Arts in Education (6 cr.)
GED 688H Practicum: Information Technology (6 cr.)
GED 688J Practicum: ESL (6 cr.)
Credits: 3 cr.
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GED 688A - Practicum: Elementary Education (K-6) Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6
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GED 688B - Practicum: Middle (5-8) and Secondary (7-12) Education Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6
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GED 688C - Practicum: School Leadership Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 3-6
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GED 688D - Practicum: Reading Teacher 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 that the student develop goals for him/herself pertinent to the teaching of reading and language arts, develop three in-depth case studies based on children or adolescents with whom he/she works, and address the Knowledge and Performance Standards in a successful way. The practicum may take place in the graduate student’s own classroom, provided that sufficient time can be given to the extra demands of the demonstration of the Standards found in Code 5440-76. It is estimated that at least 150 hours be spent planning, teaching, and writing.
Students are eligible for the practicum after successfully completing 18 credits in literacy (15 credits if matriculated before 7/2007) with a “B” or better and with their advisor’s approval. Three years of prior teaching experience are required. Students must notify the Coordinator of the M.Ed. Reading Program, Kristin Gehsmann, of their intention to take this practicum by October 15th for the spring practicum and by February 15th for the fall semester.
Credits: 3 cr.
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GED 688G - Practicum: Arts in Education Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6
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GED 688H - Practicum: Information Technology Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6
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GED 688J - Practicum: English as a Second Language Practicum experiences allow students to apply theory in a setting related to their area of study.
Credits: 6
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GED 689 - Student Teaching Seminar Taken concurrently with the student teaching practicum (GED 688 A, B, G, H, & J) this course focuses on methods and standards, teacher strategies, classroom culture, management techniques, instructional strategies, collaboration, problem solving philosophical questions, assessment, and communication skills. Students complete their required portfolio for licensure during this course. The seminar is designed to provide support for student teachers in the field.
Credits: 3 cr.
Miscellaneous Notes:
Enrollment by special arrangement only.
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GED 693 - Art, History, and Social Sciences for the K-6 Classroom: Inquiry and Imagination Through critical investigation and creative problem solving participants make connections between historic events, social issues, visual culture, geography, and artistic expressions. Using a variety of texts including literature, art, and primary sources, we will examine the characteristics of Art, History, and Social Studies as described in state and national standards. By developing a community that honors multiple perspectives and intelligences, we will develop and exchange ideas for curriculum and assessment in the K-6 classroom.
Credits: 3 cr.
Miscellaneous Notes:
A materials fee is due upon registration.
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GED 695 - Teaching K-8 Science and Design Technology This course is designed to explore the many facets of teaching science and design technology at the K-8 levels. Course participants will explore Inquiry-Centered Science and Design Technology concepts and skills through a variety of hands-on, minds-on activities. Course topics will include an exploration of the National Science Standards as well as State and local science standards, instructional resource materials, selected science programs, the application of technology in science education as well as ways students construct a meaningful understanding of science concepts.
Credits: 3 cr.
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GED 699 - Capstone Seminar in Graduate Education This course supports students as they complete the M.Ed. program. Students research a topic in their field of interest and then complete both a paper and presentation demonstrating their in-depth understanding of this topic. Research skills, critique and reflection, and expressive presentations are included.
Prerequisites:
Prerequisite: GED 558 Introduction to Educational Research, a research proposal, and approved methodology by Capstone instructor.
Credits: 3 cr.
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GPS 505 - Physiological Basis of Behavior The course focuses on current topics in the area of experimental psychology with an emphasis on the biological correlates of psychopathology. The goal is to educate students about basic neurophysiology by evaluating the medical treatment of the major psychological disorders. The process of drug discovery is described in detail with a cursory review of both pre-clinical (animal) and clinical-trial data. The strengths and weaknesses of current physiological theories of depression, schizophrenia, anxiety, and substance-abuse related disorders are discussed.
Prerequisites:
Bachelor’s Degree, Introduction to Psychology and Physiological Psychology or its equivalent.
Credits: 3 cr.
Miscellaneous Notes:
The instructor recommends reviewing Neil R. Carlson’s Physiology of Behavior text prior to enrolling in this course.
When Offered: Fall
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GPS 507 - Psychological Assessment I An introduction to the construction, administration, and interpretation of psychological tests. Emphasis during the first semester will be on the assessment of intellectual functions and abilities. The second semester will cover personality assessment, objective and projective. Extensive practice in the administration of individual intelligence tests will be provided. Course includes testing skills lab 1½ hours per week.
Prerequisites:
GPS 515 must be taken prior to or concurrently with this course. Course open to degree students only or with permission of the director.
Credits: 4 cr.
Miscellaneous Notes:
Laboratory fee
When Offered: Fall
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GPS 508 - Psychological Assessment II A continuation of GPS 507 with an emphasis on personality assessment, objective and projective.
Prerequisites:
GPS 507. GPS 516 must be taken prior to or concurrently with this course. Course open to degree students only or with permission of the director.
Credits: 4 cr.
Miscellaneous Notes:
Laboratory fee.
When Offered: Spring
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GPS 510 - Research Methods I This course begins with a review of the research process followed by an in-depth treatment of exploratory data analysis and inferential statistics. The course emphasis will be on those univariate and multivariate procedures commonly used in clinical research. During the course of the semester, students will also develop a working knowledge of statistical software, especially SPSS.
Prerequisites:
Bachelor’s Degree and an undergraduate Statistics course.
Credits: 3 cr.
When Offered: Spring
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GPS 511 - Research Methods II This course is designed to give students an introduction to the philosophical, conceptual, and practical basis of qualitative methodologies. We will survey the most common types of qualitative inquiry and their theoretical roots, differences between qualitative and quantitative methods, techniques of data collection and analysis, integration of qualitative and quantitative methods, and current debates regarding qualitative inquiry. Students will become familiar with published qualitative work in the discipline of psychology.
Prerequisites:
Bachelor’s Degree and either Research Methods I or undergraduate Statistics.
Credits: 3 cr.
When Offered: Fall
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GPS 513 - Advanced Developmental Psychology This course is a review of contemporary research and theories in child development with an emphasis on cognitive and social development. Included will be reading and discussion of infant research, attachment theory, and development as it continues through the lifespan. Every effort is made to demonstrate how developmental theory is integral to clinical work.
Prerequisites:
Bachelor’s Degree and undergraduate Developmental Psychology or its equivalent.
Credits: 3 cr.
When Offered: Summer
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GPS 515 - Advanced Abnormal Psychology I An in-depth look at clinical theory as it relates to child and adolescent development. With a basis in theoretical knowledge, the student will then study the DSM IV-TR and the PDM child and adolescent disorders with an added focus on the phenomenological experience of the child/adolescent.
Prerequisites:
Course open to degree students only or with permission of the Director.
Credits: 3 cr.
When Offered: Fall
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GPS 516 - Advanced Abnormal Psychology II This course is a continuation of GPS 515 with the focus on adult psychopathology. Initially the focus will be on the study of several theories regarding adult self-development and psychopathology. The DSM IV-TR will be utilized to understand the classification and typologies of disorders. The goal of this course is to give students a sense of the phenomenological experience of the person living with a disorder, along with a grounding in developmental theoretical constructs that make the disorders more meaningful clinically.
Prerequisites:
GPS 515. Course open to degree students only or with permission of the Director.
Credits: 3 cr.
When Offered: Spring
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GPS 520 - Advanced Social Psychology This course offers an in-depth look at selected topics from the field of social psychology. Theory and research from areas such as the self, social cognition, and social learning theory will be emphasized.
Prerequisites:
Bachelor’s Degree and Social Psychology or its equivalent.
Credits: 3 cr.
When Offered: Spring
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GPS 525 - Introduction to Clinical Intervention I The therapeutic relationship as a basis for clinical assessment and intervention. Also crisis intervention will be viewed from the following theoretical perspectives: medical, humanistic and community psychology.
Prerequisites:
Course open to degree students only or with permission of the director
Credits: 4 cr.
When Offered: Fall
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GPS 526 - Introduction to Clinical Intervention II A continuation of GPS 525. Covering the psychodynamic, cognitive behavioral, and strategic approaches to the therapeutic relationship.
Prerequisites:
Course open to degree students only or with permission of the director.
Credits: 3 cr.
When Offered: Spring
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