Course List

College of Education courses are listed on this page in sections organized by their course prefix (ED, EDC, EDF, EDH, EDI, EDL, EDR, EDS, or EDT). Information for each course may include:

  • The Course Number – Title.
  • The number of Credits required for the course.
  • The link to the course's Syllabus of Record, if one is available online. The College of Education is in the process of updating all Syllabi of Record in 2017. Please note that a Syllabus of Record is reflective only of the basic requirements for the course and serves as an example of content and assignments the course should offer. The Syllabus of Record assists faculty in preparation of their own individual syllabus for distribution to students. Syllabi for individual course sections are developed by program faculty and will vary in assignments and content.
  • The link to any key assessment Rubrics if used in the course. Please note that assessment rubrics are only used to collect course data from "key" courses within the College of Education programs. While all courses have assignments, only certain courses utilize assessment rubrics.

ED Courses

Course Number - Title

Credits

Syllabi*

Rubrics

ED 600 - Content/Curriculum Workshops

1 to 3

   

ED 601 - Content/Curriculum Workshops

1 to 3

   

ED 693 - Master's Project

1 to 6

 

Rubric

ED 695 - Master's Thesis

1 to 6

 

Rubric

ED 696 - Continuation of Master's Thesis

1

   

ED 600 - Content/Curriculum Workshop

Advanced-level workshops that provide a breadth and depth of understanding in content and curriculum of educational programs. Topics may vary and prerequisites may be established. Graded credit/no credit. Credits: 1 to 3

ED 601 - Content/Curriculum Workshop

Advanced-level workshops that provide a breadth and depth of understanding in content and curriculum of educational programs. Topics may vary and prerequisites may be established. Credits: 1 to 3

ED 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

ED 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

ED 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDC Courses

Course Number - Title

Credits

Syllabi*

Rubrics

EDC 621 - The Profession of School Counseling

3

 

Rubric

EDC 623 - Personal/Social Development

3

 

Rubric

EDC 625 - Academic Development

3

 

Rubric

EDC 649 - Career Development

3

 

Rubric

EDC 651 - School Counseling Curriculum and Techniques

3

 

Rubric

EDC 680 - Special Topics in School Counseling

1 to 3

   

EDC 685 - Internship in School Counseling

3 or 6

 

Rubric

EDC 693 - Master's Project

1 to 6

 

Rubric

EDC 695 - Master's Thesis

1 to 6

 

Rubric

EDC 699 - Independent Study in School Counseling

1 to 3

   

EDC 621 - The Profession of School Counseling

This course provides students with an introduction to the profession of school counseling and is the first course in the program sequence. The philosophy, principles, and theories of school counseling are taught including national standards and related ethical and legal issues. At least 15 supervised practicum hours must be completed in a school counseling setting. Offered at least once a year. Credits: 3

EDC 623 - Personal/Social Development

This course provides students who intend to work as school counselors with knowledge and practice in developmental counseling appropriate for children within elementary, middle, and high schools. The process of consultation with teachers, parents, and support personnel is taught. At least 20 supervised practicum hours must be completed in a school counseling setting. Offered winter semester. Prerequisite: EDC 621. Credits: 3

EDC 625 - Academic Development

This course provides the student with strategies to support academic success of children in schools. It includes the acquisition of skills in decision-making, problem solving, and goal setting, critical thinking, logical reasoning, and interpersonal communication with an emphasis on small group counseling. At least 20 supervised practicum hours must be completed to support academic development. Offered winter semester. Prerequisite: EDC 621. Credits: 3

EDC 649 - Career Development

This course examines the principles and processes involved in supporting career development. Students will explore a variety of theories, philosophies, and programs related to career development and its role in kindergarten through postsecondary educational settings. School counseling candidates must complete at least 20 supervised practicum hours to demonstrating educational development planning. Offered at least once a year. Credits: 3

EDC 651 - School Counseling Curriculum and Techniques

This course is a study of the school counseling process. It includes basic principles related to assessing, interviewing, listening, communicating, assisting, and referring students. Emphasis is placed on school counseling core curriculum in affecting the positive mental health of students. At least 25 practicum hours are incorporated through counseling skills recordings and reflections. Offered at least once a year. Credits: 3

EDC 680 - Special Topics in School Counseling

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDC 685 - Internship in School Counseling

A 600-hour, field-based learning experience in schools designed to provide comprehensive practice for school counseling candidates over one or two semesters. Each internship must be approved by the faculty coordinator/advisor. An internship seminar will meet weekly to provide university supervision. Offered fall and winter semesters. Prerequisites: EDC 621, EDC 623, EDC 649, EDC 651, and EDC 625 (EDC 625 may serve as a corequisite). Credits: 3 to 6

EDC 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDC 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDC 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDC 699 - Independent Study in School Counseling

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDF Courses

Course Number - Title

Credits

Syllabi*

Rubrics

EDF 100 - Teaching and Learning in a Diverse Environment

2

   

EDF 310 - Organizing and Managing Classroom Environments

3

 

Rubric

EDF 315 - Diverse Perspectives on Education

3

 

Rubric

EDF 320 - International Teaching Certificate Preparation

1

   

EDF 325 - Learning from Detroit: Education and Community Revitalization

3

   

EDF 380 - Special Topics in Foundations

1 to 3

   

EDF 399 - Independent Study in Foundations

1 to 3

   

EDF 485 - The Context of Educational Issues

3

 

Rubric

EDF 499 - Independent Study in Foundations

1 to 3

   

EDF 633 - Race, Class, and Language

3

 

Rubric

EDF 634 - Teaching the At-Risk Student

3

   

EDF 635 - Survey of Urban Education

3

   

EDF 650 - Classroom Management (K-12)

3

   

EDF 653 - School Learning

3

   

EDF 660 - Educational Inquiry and Evaluation

3

 

Rubric

EDF 661 - Educational Testing and Measurement

3

   

EDF 670 - Critical Issues in Special Education

3

   

EDF 671 - Educational Policy and Practice

3

 

Rubric

EDF 672 - Social/Cultural Foundations of Education

3

 

Rubric

EDF 699 - Independent Study in Foundations

1 to 3

   

EDF 100 - Teaching and Learning in a Diverse Environment

Designed to acquaint students with teaching and culture of schools through a 25-hour field experience. Students will learn fundamental instructional principles, engage in one-on-one academic support, and write/discuss their experiences. General knowledge of public schools and the foundations of American education will be addressed through readings and discussions. Course offered fall and winter semesters. Credits: 2

EDF 310 - Organizing and Managing Classroom Environments

Current theory and methodology involved in establishing order and facilitating learning is emphasized. Emphasis is on understanding personal/psychological/learning needs, establishing positive relationships, using instructional methods that meet student needs and maximize on-task behavior. Applications to educational settings are required. Offered fall and winter semesters. Prerequisite: Admission to the College of Education (program outlines specify corequisites). Credits: 3

EDF 315 - Diverse Perspectives on Education

This course will introduce the historical, philosophical, and sociological foundations of education in the United States. Emphasis will be placed on the changing purposes of education historically, the legal and procedural expansion of schooling to an increasingly diverse student population, and the cultural competencies needed to teach all students effectively. Fulfills Cultures - U.S. Diversity. Offered every semester. Credits: 3

EDF 320 - International Teaching Certificate Preparation

This course will deliver pre departure training and include destination specific exploration of culture, history, geography and health/safety information. Students will define their own cultural and educational beliefs as they are challenged to expand their international and education awareness. Offered fall and winter semesters. Prerequisite: Acceptance into a College of Education sponsored study/teach abroad program. Credits: 1

EDF 325 - Learning from Detroit: Education and Community Revitalization

This course studies community revitalization efforts in the city of Detroit. Focusing on community-based initiatives that are strengthening neighborhoods, improving schools and fostering the well-being of children, families and neighborhoods in Detroit, this course invites students with diverse perspectives, from across content areas. The class includes two visits to Detroit. Part of the Identity Issue. Cross-listed with IDS 325. Course offered fall semester. Prerequisite: Junior standing. Credits: 3

EDF 380 - Special Topics in Foundations

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDF 399 - Independent Study in Foundations

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDF 485 - The Context of Educational Issues

This culminating education course will explore the context of contemporary educational issues. Students will analyze and critique current educational practices and policies, and draw upon foundational perspectives in addressing such issues. Offered every semester. Prerequisite: EDI 430 or EDI 431. All may be taken concurrently. Credits: 3

EDF 499 - Independent Study in Foundations

Independent supervised research and study in special areas of education, prearranged with a faculty sponsor and approved by the director. Offered upon demand. Credits: 1 to 3

EDF 633 - Race, Class, and Language

Interdisciplinary course incorporating the views of linguists, psychologists, sociologists, educators, and speech researchers. Exploration of the background literature and practical implications of the problems raised by social class and ethnic differences in language. Offered at least once a year. Credits: 3

EDF 634 - Teaching the At-Risk Student

Issues and concerns and programs in implementing effective programs for students from at-risk backgrounds. Offered at least once a year. Credits: 3

EDF 635 - Survey of Urban Education

Study of the historical, sociological, and educational bases of urban education. Credits: 3

EDF 650 - Classroom Management (K-12)

An examination of the differentiation of the terms “discipline’’ and “classroom management.’’ Review and study of such interrelated subjects as authority, rules, power, responsibility, types and degrees of control, and the many related attitudes, standards, and prejudices that combine to complicate the problem. Offered at least once a year. Credits: 3

EDF 653 - School Learning

Consideration of learning situations in the light of psychological findings and concepts. Development of a theory of learning and its applications to the teaching of attitudes, skills, concept formation, and understanding. Offered at least once a year. Credits: 3

EDF 660 - Educational Inquiry and Evaluation

Introduces educational inquiry and explores the impact it can have on educational institutions. Investigates educational evaluation. Provides foundational research knowledge necessary for Capstone courses ED 693 and ED 695. Offered every semester. Credits: 3

EDF 661 - Educational Testing and Measurement

Study of school testing, selection, and evaluation of norm-based and criterion-based instruments, informal assessment, norm-based profiles, descriptive statistical analysis, and survey research. Review of ethical and legal issues in testing minority and special needs populations. Offered every semester. Credits: 3

EDF 671 - Educational Policy and Practice

Course offers an advanced examination of social foundations theories and perspectives in education in preparation for an analysis and critique of selected policy related issues and practices in U.S. education. Offered every semester. Credits: 3

EDF 672 - Social/Cultural Foundations of Education

Examines education as a social and cultural phenomenon. Explores the implications of this perspective on educational experience in general and the processes of teaching and learning in particular. Offered every semester. Credits: 3

EDF 675 - Cultural and Educational Foundations of Ecological Issues

The learner will develop an understanding of the intimate connection between social justice, environmental issues, and education through examination of the historical and philosophical foundations of western culture and education and how these may undermine or enhance sustainable and equitable relations between humans and other living systems. Course offered fall and spring/summer semesters. Credits: 3

EDF 676 - Introduction to Place-Based Education

Place-based education is the process of using the local community and environment as the basis for curriculum and learning. This course will assist students in understanding the fundamental principles and practices of place-based education that nurture academic skills, strong ties to community, civic engagement, local-global connections, and sustainable practices. Course offered winter and spring/summer semester. Credits: 3

EDF 677 - Citizenship, Activism, and Community Problem-Solving

Academic concepts learned in previous courses will be applied to address concrete social and environmental problems in real-world community contexts. Students will collaborate with community organizations, place-based education programs, or other initiatives to utilize their knowledge and skills in working with others to address issues specific to their place. Offered fall and spring/summer semesters. Prerequisites: EDF 675 and EDF 676. Credits: 3

EDF 680 - Special Topics in Foundations

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDF 693 - Master’s Project The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDF 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDF 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1 

EDF 699 - Independent Study in Foundations

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDH Courses

Please Note: EDH courses report directly to the Higher Learning Commission (HLC) for accreditation and are exempt from Council for the Accreditation of Educator Preparation (CAEP) review. All rubrics for EDH courses are formatted as PDF documents.

Course Number - Title

Credits

Syllabi

Rubrics

EDH 181 - Navigating College Success

1

 

Rubric

EDH 182 - Strategies for Academic Success

2

 

Rubric

EDH 647 - Theories of College Student Development

3

 

Rubric

EDH 648 - The Adult Learner

3

 

Rubric

EDH 650 - Materials and Methods for Adult and Continuing Education

3

 

Rubric

EDH 651 - Higher Education and Student Affairs Functions

3

 

Rubric

EDH 652 - The American College Student

3

 

Rubric

EDH 653 - Administration of Student Affairs Programs

3

 

Rubric

EDH 654 - Student Affairs Administrators and the Law

3

   

EDH 655 - Intervention Strategies for Student Development

3

 

Rubric

EDH 656 - Organization and Administration in Higher Education

3

 

Rubric

EDH 657 - The Community College

3

   

EDH 658 - Critical Issues in Higher Education

3

   

EDH 680 - Special Topics in Higher Education

1 to 3

   

EDH 685 - Practicum/Graduate Field Experience I

3

 

Rubric

EDH 686 - CSAL Practicum/Graduate Field Experience II

3

   

EDH 693 - Master's Project

1 to 6

   

EDH 695 - Master's Thesis

1 to 6

   

EDH 699 - Independent Study in Higher Education

     

EDH 181 - Navigating College Success

Introduction to recommended academic, social and personal skills, highlighting the expectations and needs of successful college students in the context of Grand Valley State University’s diverse community. Offered fall and winter semesters. Credits: 1

EDH 182 - Strategies for Academic Success

Examines factors that influence the academic performance of college students. Identifies social, affective, and cognitive barriers negatively impacting learning. Introduces strategic approaches for improving academic performance, which are tailored to individual students, implemented and evaluated. Highlights university resources for supporting academic performance. Offered every semester. Credits: 2

EDH 647 - Theories of College Student Development

This course examines the major student development theories used by college student affairs practitioners in the higher education environment. Offered at least once a year. Credits: 3

EDH 648 - The Adult Learner

Emerging theories and techniques for teaching the adult learner. Focus upon the adult’s deliberate efforts at learning, developing, growing, and changing, and learning difficulties. Offered at least once a year. Credits: 3

EDH 650 - Materials and Methods for Adult and Continuing Education

Materials and methods of teaching the adult learner in school and nonschool settings. Offered at least once a year. Credits: 3

EDH 651 - Higher Education and Student Affairs Functions

Provides an overview of the historical development of American higher education and an introduction to the evolution of student affairs functions in the academy. Offered at least once a year. Credits: 3

EDH 652 - The American College Student

Examines the characteristics, values, expectations, and needs of contemporary college students in the context of student development theory. Offered at least once a year. Credits: 3

EDH 653 - Administration of Student Affairs Programs

Examines the philosophy, organization and delivery of support programs, services and co-curricular learning experiences for college students. Offered at least once a year. Prerequisite: EDH 651. Credits: 3

EDH 654 - Student Affairs Administrators and the Law

Provides an overview of the legal issues and challenges that confront student affairs administrators in the higher education environment. Offered at least once a year. Prerequisite: EDH 651. Credits: 3

EDH 655 - Intervention Strategies for Student Development

Examines the interventions used by student affairs practitioners to facilitate students’ learning about themselves, about other people, and about ideas. Offered at least once a year. Prerequisite: EDH 647. Credits: 3

EDH 656 - Organization and Administration in Higher Education

Theory and models of organizational structure, administrative behavior, funding, governance and management of higher education; processes and factors influencing institutional decision-making and higher education planning. Offered once per year. Prerequisite: EDH 651. Credits: 3

EDH 657 - The Community College

The community college will explore the organizational behaviors and administrative practices unique to community colleges. Drawing on current and historical research, the course will examine educational philosophy and curricular objectives, student demographics, faculty and staff development, governance and leadership, and financial management of community colleges. Offered once per year. Prerequisite: EDH 651. Credits: 3

EDH 658 - Critical Issues in Higher Education

Critical issues in higher education will provide a study of contemporary higher education and will include an analysis of the changing needs and demands of society and how they impact higher education. Attention is centered on issues emphasizing organization and administration, curriculum, college students, faculty, and retention. Offered once per year. Credits: 3

EDH 680 - Special Topics in Higher Education

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDH 685 - Practicum/Graduate Field Experience in Higher Education I

Field-based experience designed to provide clinical experience for graduate students. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies and must be with approval by the appropriate program personnel. All practica will require seminars. Offered at least once a year. Prerequisites: Candidates must apply separately to the College of Education by February 15 for spring/summer, May 15 for fall semester and by September 15 for winter semester. Credits: 3

EDH 686 - CSAL Practicum/Graduate Field Experience II

Field-based experience designed to provide clinical experience for graduate students. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies and must be approved by the appropriate program personnel. All practica will require seminars. Offered twice per year. Prerequisite: EDH 685. Credits: 3

EDH 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDH 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDH 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDH 699 - Independent Study in Higher Education

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDI Courses

Course Number - Title

Credits

Syllabi

Rubrics

EDI 310 - Organizing and Managing Classroom Environments

3

 

Rubric

EDI 330 - Teacher Assisting - Elementary

5

 

Rubrics

EDI 331 - Methods and Strategies of Secondary Teaching

5

 

Rubrics

EDI 337 - Introduction to Learning and Assessment

3

 

Rubrics

EDI 380 - Special Topics in Instruction and Curriculum

1 to 3

   

EDI 430 - Student Teaching, Elementary

10

 

Rubrics

EDI 431 - Student Teaching, Secondary

8

 

Rubrics

EDI 432 - Student Teaching, Secondary Content Practicum

2

   

EDI 480 - Special Topics in Instruction and Curriculum

1 to 3

   

EDI 499 - Independent Study in Instruction and Curriculum

1 to 3

   

EDI 610 - Advanced Studies in Child Development Ages 0-8

3

 

Rubric

EDI 610 GTC - Advanced Studies in Child Development Ages 0-8

3

   

EDI 611 - Assessment of the Young School Child

3

 

Rubric

EDI 612 - Curriculum Development for Early Childhood Education

3

 

Rubrics

EDI 613 - Administration and Supervision of Early Childhood Education

3

 

Rubric

EDI 614 - Infant and Toddler Development and Curriculum

3

   

EDI 630 - Teaching Mathematics: K-8

3

 

Rubric

EDI 631 - Teaching Science: K-8

3

 

Rubric

EDI 632 - Teaching Creative and Performing Arts

3

 

Rubric

EDI 632 GTC - Teaching Creative and Performing Arts

3

   

EDI 633 - Teaching Social Studies and Diversity

3

 

Rubric

EDI 634 - Middle Level Education

3

   

EDI 635 - Development and Needs of Students

3

 

Rubric

EDI 635 GTC - Development and Needs of Students

3

   

EDI 636 - Instruction in Middle and High Schools

3

 

Rubric

EDI 636 GTC - Instruction in Middle and High Schools

3

   

EDI 637 - Assessment: K-12 Models and Practices

3

 

Rubric

EDI 638 - Facilitating School Environments

3

 

Rubric

EDI 638 GTC - Facilitating School Environments

3

 

Rubric

EDI 639 - Curriculum Development

3

 

Rubric

EDI 640 - Fundamentals of Talent Development

3

 

Rubric

EDI 641 - Teaching for Talent Development

3

 

Rubric

EDI 685 - Practicum/Graduate Field Experience

6

 

Rubrics

EDI 685 1A - 1st Practicum, Elementary - GTC

3

 

Rubrics

EDI 685 1B - 1st Practicum, Secondary - GTC

3

 

Rubrics

EDI 685 2A - 2nd Practicum, Elementary - GTC

6

 

Rubrics

EDI 685 2B - 2nd Practicum, Secondary - GTC

6

 

Rubrics

EDI 685 A - Elementary Education

3 or 6

 

Rubric

EDI 685 B - Secondary Education

3

 

Rubrics

EDI 685 C - Early Childhood Education

3

 

Rubrics

EDI 685 D - Educational Differentiation

3

 

Rubric

EDI 693 - Master's Project

1 to 6

 

Rubric

EDI 695 - Master's Thesis

1 to 6

 

Rubric

EDI 699 - Independent Study in Instruction and Curriculum

1 to 3

   

EDI 710 - Instructional Management and Supervision

3

 

Rubric

EDI 780 - Special Topics: Curriculum and Instruction

3

   

EDI 799 - Independent Study Curriculum and Instruction

3

   

EDI 310 - Organizing and Managing Classroom Environments

Current theory and methodology involved in establishing order and facilitating learning is emphasized. Emphasis is on understanding personal/psychological/learning needs, establishing positive relationships, using instructional methods that meet student needs and maximize on-task behavior. Applications to educational settings are required. Offered fall and winter semesters. Prerequisite: Admission to the College of Education (program outlines specify corequisites). Credits: 3

EDI 330 - Teacher Assisting - Elementary

Half-day field experiences as a teacher assistant in an elementary classroom for a minimum of 12 weeks; additional days provided for professional development and training to total 15 weeks. Includes a two-hour weekly seminar covering content area methodology and instructional strategies. Offered fall and winter semesters. Students must follow the holiday break schedule designated by the K-12 district for their school placement/assignment, not the GVSU holiday break schedule. Prerequisite: Admission to the College of Education. Corequisites: EDF 310 and EDR 320. Credits: 5

EDI 331 - Methods and Strategies of Secondary Teaching

Half-day field experiences as teacher assistant in a secondary classroom for a minimum of 13 weeks. Includes two-hour weekly seminars covering content area methodology (with major field advisor) and instructional strategies. Offered fall and winter semesters. Note: Music majors complete Teacher Assisting fall semester only. Students must follow the holiday break schedule designated by the K-12 district for their school placement/ assignment, not the GVSU holiday break schedule. Prerequisite: Admission to the College of Education. Corequisites: EDF 310 and EDR 321. Credits: 5

EDI 337 - Introduction to Learning and Assessment

An introductory course for preservice educators focusing on P-12 classroom assessment beliefs and practices. Instruction focuses on understanding the learning theories within which the work in classroom assessment occurs, understanding and applying specific assessment methods, and communicating assessment results about P-12 student achievement. Offered every semester. Credits: 3

EDI 380 - Special Topics in Instruction and Curriculum

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDI 399 - Independent Study in Instruction and Curriculum

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDI 430 - Student Teaching, Elementary

Full-time student teaching with weekly seminar discussions of classroom issues and personal reflection. Offered fall and winter semesters. Prerequisites: Advancement to student teaching and positive recommendations from prior fieldwork. Students must follow the holiday break schedule designated by the K-12 district for their school placement/ assignment, not the GVSU holiday break schedule. Credits: 10

EDI 431 - Student Teaching, Secondary

Secondary. Full-time student teaching with a two-hour weekly seminar covering pedagogy, methodology, and instructional best practices. Students must follow the holiday break schedule designated by the K-12 district for their school placement/assignment, not the GVSU holiday break schedule. Corequisite: EDI 432, advancement to student teaching, and positive recommendations from prior fieldwork. Credits: 8

EDI 432 - Student Teaching, Secondary Content Practicum

Secondary Content Practicum. Full-time student teaching with three content area seminars covering pedagogy, methodology, and instructional best practices taken simultaneously with EDI 431. Offered fall and winter semesters. Prerequisite: Advancement to student teaching and positive recommendations from prior fieldwork. Corequisite: ED 431. Credits: 2

EDI 499 - Independent Study in Instruction and Curriculum

Independent supervised research and study in special areas of education, prearranged with a faculty sponsor and approved by the director. Offered upon demand. Credits: 1 to 3

EDI 610 - Advanced Studies in Child Development Ages 0-8

Theories and research methods and findings related to the intellectual, emotional, perceptual, social, and personality development of the young school child. Offered at least once a year. Credits: 3

EDI 611 - Assessment of the Young School Child

Instructional assessment procedures and prescriptive techniques for students pre K-6. Offered at least once a year. Credits: 3

EDI 612 - Curriculum Development for Early Childhood Education

Theoretical background and content of curricular approaches in early childhood programs. Analysis and evaluation of early childhood curricular materials. Experience in designing and sequencing activities for young children. Offered at least once a year. Credits: 3

EDI 613 - Administration and Supervision of Early Childhood Education

A study of the organization, administration, and skills required in the direction of early childhood education programs. Review of the pertinent federal, state, and local regulations and support services. Offered at least once a year. Credits: 3

EDI 614 - Infant and Toddler Development and Curriculum

This course will include the history of education and research on the care of infants and toddlers, intervention activities for special needs, instructional strategies, developing and establishing collaborative partnerships with families, and designing and implementing developmentally appropriate environments for infants and toddlers (ages: conception through four-years-old). Offered each semester. Credits: 3

EDI 630 - Teaching Mathematics: K-8

Study of content and instruction pedagogies used in teaching elementary and middle school mathematics. Consideration of the principles involved in developing a mathematics program and quality materials for classroom use. Offered at least once a year. Credits: 3

EDI 631 - Teaching Science: K-8

Designed to prepare teachers to teach elementary and middle level science to all students. Emphasizes planning and teaching science, including laboratory inquiry and hands-on activities. Integration of process and content objectives, activities, and assessment will be addressed. Offered at least once a year. Credits: 3

EDI 632 - Teaching Creative and Performing Arts

Explores theories of creativity and their application in the classroom. It provides students with an opportunity to learn more about developing the creative potential of their students within all disciplines and across all levels of education. Offered spring/summer semester. Credits: 3

EDI 633 - Teaching Social Studies and Diversity

Emphasizes instructional methods for teaching and integrating social studies, economics, history, civics, geography, and diversity in elementary and middle schools. Focus is on problem solving, critical thinking, and democratic citizenship with strategies for valuing people with differences in learning styles, race, class, culture, gender, and disability. Offered at least once a year. Credits: 3

EDI 634 - Middle Level Education

A study of middle-level organization, curriculum, instruction, staffing, subject matter, and school-parent-community interaction as it supports the education and development of early adolescents (ages 9-14). Offered spring/summer semester. Credits: 3

EDI 635 - Development and Needs of Students

This course focuses on theories of development in cognitive, social, physical, and emotional domains as they relate to the education of elementary and secondary students. Offered at least once a year. Credits: 3

EDI 636 - Instruction in Middle and High Schools

Multiple instructional strategies appropriate for teaching and assessing middle and high school curriculum; methods for addressing individual differences, incorporating students’ ideas, developing thinking and problem solving skills, facilitating groups, promoting student responsibility and planning lessons, units, interdisciplinary activities, and experiences that foster achievement of the curriculum. Offered at least once a year. Credits: 3

EDI 637 - Assessment: K-12 Models and Practices

Study of standardized and authentic assessments used in K-12 classrooms. Students will define intended learning outcomes, select and construct assessment instruments, evaluate reliability and validity of varied instruments and understand current theory, problems, trends, and issues of assessment. Offered at least once a year. Credits: 3

EDI 638 - Facilitating School Environments

Study of research based methodologies related to the establishment of positive school environments that promote academic achievement for all students within a community of learners. Focus on teachers as change agents, leaders, and collaborators. Offered at least once a year. Credits: 3

EDI 639 - Curriculum Development

A study of the various approaches of curriculum construction and organization in the schools. Examination of principles of curriculum improvement, change, and evaluation. Offered at least once a year. Credits: 3

EDI 640 - Fundamentals of Talent Development

This course prepares students to develop their rationale for differentiation by studying the history of special provisions for talent development and contemporary approaches. It addresses both the cognitive and affective needs of students. Offered at least once a year. Credits: 3

EDI 641 - Teaching for Talent Development

This course covers the principles and practices of designing curriculum that enhances the talents of students. Special attention is given to the development of instructional materials. Offered at least once a year. Credits: 3

EDI 680 - Special Topics in Instruction and Curriculum

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDI 685 - Practicum/Graduate Field Experience

Field-based experience designed to provide clinical experience for graduate students. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies, and must be with approval by the appropriate program personnel. All practica will require seminars.

EDI 685A Elementary Education

EDI 685B Secondary Education

EDI 685C Early Childhood Education

EDI 685D Educational Differentiation Candidates must apply separately to the College of Education by February 15 for spring/summer, May 15 for fall semester, and by September 15 for winter semester. Offered at least once a year. Credits: 3 or 6

EDI 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDI 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDI 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDI 699 - Independent Study in Instruction and Curriculum

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDI 710 - Instructional Management and Supervision

Systematic study of theories, models, research and multiplicity of influences on instructional effectiveness, instructional management, and supervision in school districts. The interrelationships of instructional supervision, curriculum alignment, instructional practices, assessment analysis, and school effectiveness will be explored with attention to characteristics of effective programs and research findings on effective leadership. Offered at least once a year, fall or spring. Credits: 3

EDL Courses

Course Number - Title

Credits

Syllabi

Rubrics

EDL 650 - Foundations of Special Education Administration

4

 

Rubrics

EDL 651 - Administration of Special Education Programs and Services

3

 

Rubric

EDL 652 - Curriculum & Instruction Leadership in Sp. Ed. Administration

3

 

Rubrics

EDL 653 - Special Education Law

3

 

Rubric

EDL 654 - Special Education Finance

3

 

Rubric

EDL 665 - Educational Leadership

3

 

Rubric

EDL 666 - Curriculum Leadership

3

 

Rubric

EDL 667 - Elementary Supervision and Evaluation

3

 

Rubric

EDL 668 - Personnel Administration

3

 

Rubric

EDL 670 - School Law

3

 

Rubric

EDL 671 - Secondary Supervision and Evaluation

3

 

Rubric

EDL 677 - School and Community Relationships

3

 

Rubrics

EDL 680 - Special Topics in Leadership

1 to 3

   

EDL 685 A - K-12 Principal Field Practicum

3

   

EDL 685 B - Special Education Supervisor

3

 

Rubric

EDL 685 C - Special Education Director

3

 

Rubric

EDL 687 - Administrative Internship

3

 

Rubric

EDL 687 B - Administrative Internship - Special Ed. Administration

3

   

EDL 693 - Master's Project

1 to 6

 

Rubric

EDL 695 - Master's Thesis

1 to 6

 

Rubric

EDL 699 - Independent Study in Leadership

1 to 3

   

EDL 700 - Educational Leadership and Change

3

 

Rubric

EDL 705 - Organizational Behavior, Ethics & Decision-Making

3

 

Rubric

EDL 715 - Data Based Decision Making and Technology

3

 

Rubric

EDL 720 - Organizational and Community Relations

3

 

Rubric

EDL 725 - Educational Law, Policy and Practice

3

 

Rubric

EDL 740 - The Superintendency

3

 

Rubric

EDL 742 - School Board Relations

3

 

Rubric

EDL 744 - Educational Finance and Economic Issues

3

 

Rubric

EDL 770 - Leadership Theory into Practice

3

 

Rubric

EDL 780 - Special Topics in Educational Leadership

3

   

EDL 785 - District Leadership Internship

3

   

EDL 799 - Independent Study Educational Leadership

3

   

EDL 650 - Foundations of Special Education Administration

Theories of educational leadership will be explored. Federal regulations and state rules pertinent to special education programming will be examined. Students will participate in simulations, presentations, and group discussions designed to provide information about, and insight into, effective leadership and management of special education programs and services. Offered at least once a year. Credits: 3

EDL 651 - Administration of Special Education Programs and Services

Students will use knowledge of laws and rules, leadership/management theory and practices, and problem solving skills to engage in simulations, presentations, and group discussions related to the delivery of special education programming. Students will develop a personal philosophy of leadership statement based on review of scholarly literature and self-examination. Offered at least once a year. Prerequisite: EDL 650. Credits: 3

EDL 652 - Curriculum and Instruction Leadership in Special Education Administration

An examination of the leadership role of the special education administrator in curriculum, instruction, and assessment for students with disabilities. Students will engage in the study of current state curriculum content standards, the delivery of curriculum through effective instruction, and the assessment of student achievement. May be combined with EDL 666. Offered at least once a year. Credits: 3

EDL 653 - Special Education Law

Federal and state laws governing the administration of special education programs and services will be discussed in detail. Students will examine the impact and application of the laws, and strategies for complying with them in the P-12 setting. Credits: 3

EDL 654 - Special Education Finance

Review and analysis of special education funding sources and formulas at the local, state, and national levels. School finance and special education funding will be highlighted. Financial management will be discussed with a focus on budgeting, accounting, auditing, reporting, support services, and personnel. Credits: 3

EDL 665 - Educational Leadership

Students will participate in a variety of self-assessment activities, simulations, and group discussions designed to provide information about and insight into effective leadership in schools. Offered at least once a year. Credits: 3

EDL 666 - Curriculum Leadership

Study of a variety of organizational development approaches used in leading staff through curriculum development. Topics include preplanning, principles of curriculum decision-making, effective schools research, participatory strategies for curriculum problem solving, and the process of change. Emphasis on leadership skill building. May be combined with EDL 652. Offered at least twice a year. Credits: 3

EDL 667 - Elementary Supervision and Evaluation

Emphasis on enabling leaders to generate the tools to improve elementary schools. Topics include organizational development, problem solving, goal setting, organizational change, employee motivation and communication, resolution of conflicts, and clinical supervision and evaluation. Analysis of topics will emphasize effects research and descriptive theory. Offered at least once a year. Credits: 3

EDL 668 - Personnel Administration

Responsibilities in staff supervision, staffing needs, certification, selection, assignment, promotion, salaries, retirement, absences, teachers’ organizations, grievances, collective bargaining, and supervision of student teachers. Offered once a year. Credits: 3

EDL 669 - School Finance

The principles and theory underlying finance practice in public schools. Offered at least once a year. Credits: 3

EDL 670 - School Law

General legal principles and laws that affect general and special education. Emphasis on sources and scope of school law, legal rights and responsibilities of teachers, pupils, and taxpayers. Procedural, historical, and jurisprudential dimensions of American law are stressed. Offered at least once a year. Credits: 3

EDL 671 - Secondary Supervision and Evaluation

Emphasis on giving leaders the tools to make ongoing improvement in secondary schools. Topics include organizational development, problem solving, goal-setting, organizational change, employee motivation, and communication, resolution of conflicts, and clinical supervision and evaluation. Analysis of topics will emphasize effects research and descriptive theory. Offered at least once a year. Credits: 3

EDL 677 - School and Community Relationships

This course is designed to assist school leaders in developing an effective school community relations plan. Emphasis will be on creating effective communications formats to address internal and external populations. Candidates will be actively involved in the process of creating positive communication plans that will help gain support for the school’s program. Credits: 3

EDL 680 - Special Topics in Leadership

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDL 685 - Practicum/Graduate Field Experience

Field-based experience designed to provide clinical experience for teaching or administration majors. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies, and must be with approval by the appropriate program personnel. All practica will require seminars. Not to be used for initial certification.

  • EDL 685A K-12 Principal
  • EDL 685B Special Education Supervisor
  • EDL 685C Special Education Director

Candidates must apply separately to the College of Education by February 15 for spring/summer, May 15 for fall semester, and by September 15 for winter semester. Offered at least once a year. Credits: 3 to 6

EDL 687 - Administrative Internship

The administrative internship provides significant opportunities for students to synthesize and apply the knowledge and practice gained in the classroom to real situations in authentic school settings, planned and guided cooperatively by the instructor and administrative mentor. Prerequisites: 21 credit hours (three in Foundations and 18 in emphasis area) and EDL 685. Credits: 3

EDL 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDL 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDL 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDL 699 - Independent Study in Leadership

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDL 700 - Educational Leadership and Change

This course is designed to develop understanding and skills associated with generating a school culture that is responsive to change/reform and embodies the philosophical underpinnings of systemic change. Students will research and discuss theories of organizational change and explore various strategies to bring these theories into practice through administrative leadership. Offered at least once a year. Credits: 3

EDL 705 - Organizational Behavior, Ethics and Decision-Making

This course discusses multiple approaches to the study of educational organizations including the application of organizational theory to improve decision-making and organizational outcomes. It examines the human behavior in educational organizations. The course also provides students with an understanding of the moral and ethical dimensions of leadership in education. Offered at least once a year. Credits: 3

EDL 715 - Data-Based Decision-Making and Technology

Principles of data-based decision-making and their applications in educational settings will be explored through readings and case studies. Technology’s use in addressing problems in management and instruction will be included. Offered at least once a year. Credits: 3

EDL 720 - Organizational and Community Relations

This course is designed to provide a thorough examination of the school district as an organization and its interaction with the community. Consideration will be given to the internal and external “communities” and the relationship between and among these entities within the school district. Offered at least once a year. Credits: 3

EDL 725 - Educational Law, Policy, and Practice

This course will review the legal framework of education and various legal issues that are imperative for educational leaders to be able to identify, understand, and incorporate within their administrative responsibilities. Emphasis is placed on the legal framework with a focus on discipline, equity, and personnel issues. Offered at least once a year. Credits: 3

EDL 740 - The Superintendency

This course will provide a broad view of the roles and responsibilities of the Superintendent of Schools. Areas of study include developing a vision; establishing policies; decision-making; establishing relationships with the Board of Education, staff, students, and community; curriculum/ instruction; human resources; politics and education in a larger context. Offered at least once a year. Credits: 3

EDL 742 - School Board Relations

This course focuses on the major factors that influence the relationship between the Board of Education and the superintendent of schools. Areas examined are the nature of policy development and administration, the influence of external factors on local control, and the discretionary authority boards grant their superintendents. Offered fall semester. Credits: 3

EDL 744 - Educational Finance and Economic Issues

This course emphasizes theories of economics, finance, and taxation as applied to educational complexities pervasive in the fiscal management and operations of public schools. It focuses on current political and economic issues affecting public schools and is designed to promote thoughtful decision-making by school administrators with respect to school financial matters. Offered at least once a year. Credits: 3

EDL 770 - Leadership Theory into Practice

This course is the culminating experience for the educational specialist in leadership degree. It includes an internship in a school district, practitioner research, and development of a professional portfolio. Offered at least once a year. Credits: 3

EDL 780 - Special Topics in Educational Leadership
Advanced topics in educational leadership areas not ordinarily dealt with in other courses will be presented and explored. Offered as needed. Credits: 1 to 3

EDL 799 - Independent Study in Educational Leadership

Student initiated advanced study or research in educational leadership. The student and faculty supervisor agree on the scope of the study, its components, and methods of evaluation. Offered every semester. Prerequisite: Admission to educational specialist in leadership degree. Credits: 1 to 3

EDR Courses

Course Number - Title

Credits

Syllabi

Rubrics

EDR 317 - Class Conscious: Popular Culture, Schooling, & Identity

3

   

EDR 320 - Reading: Assessment and Instruction

3

 

Rubric

EDR 321 - Content Area Literacy

3

 

Rubric

EDR 380 - Special Topics in Literacy Studies

1 to 3

   

EDR 499 - Independent Study in Literacy Studies

1 to 3

   

EDR 602 - Teaching English Language Learners Across Content

3

   

EDR 603 - Bi-literacy Development

3

   

EDR 612 - Reading Assessment: Elementary Teacher

3

   

EDR 613 - Reading Assessment: Secondary Teacher

3

   

EDR 620 - English as a Second Language Methodologies

3

 

Rubric

EDR 621 - Current Issues and Trends in Literacy

3

 

Rubric

EDR 622 - Developmental Literacy for Children

3

 

Rubric

EDR 622 GTC - Developmental Literacy for Children

3

 

Rubric

EDR 623 - Developmental Literacy for Adolescents

3

 

Rubric

EDR 623 GTC - Developmental Literacy for Adolescents

3

 

Rubric

EDR 624 - Literature for Children

3

 

Rubric

EDR 625 - Literature for Adolescents

3

 

Rubric

EDR 626 - Literacy Assessment and Instruction

3

 

Rubric

EDR 627 - Literacy Strategies for Content Areas

3

 

Rubric

EDR 627 GTC - Literacy Strategies for Content Areas

3

 

Rubric

EDR 628 - Curriculum and Materials for Language Arts

3

 

Rubric

EDR 629 - Teaching Reading to Adults

3

   

EDR 631 - Teaching Writing

3

 

Rubric

EDR 634 - Linguistics for Teachers

3

 

Rubric

EDR 635 - Sociolinguistics: Language, Society, and Schooling

3

 

Rubric

EDR 680 - Special Topics in Literacy Studies

1 to 3

   

EDR 685 A - Practicum for Reading Teachers

3

 

Rubric

EDR 685 B - English as a Second Language

3

 

Rubric

EDR 687 - Practicum for Reading Specialists

3

 

Rubric

EDR 689 - Program Development and Administration

3

 

Rubric

EDR 693 - Master's Project

1 to 6

 

Rubric

EDR 695 - Master's Thesis

1 to 6

 

Rubric

EDR 699 - Directed Readings

3

   

EDR 317 - Class-conscious: Popular Culture, Schooling, and Identity

Challenges students to think critically, collaborate, and integrate multiple disciplines as they explore the role that popular culture and schooling play in forming their identities. Students will use critical reading skills to analyze films, television, music, and other aspects of popular culture and compare to prominent theories and their experiences. Part of the Identity Issue. Course offered fall and winter semesters. Prerequisite: Junior standing. Credits: 3

EDR 320 - Reading: Assessment and Instruction

This course includes the study of literacy assessment and instructional practices useful in guiding developmentally appropriate learning for children K-6. Prerequisite: Admission to the College of Education. Credits: 3

EDR 321 - Content Area Literacy

This course will help secondary preservice teachers learn strategies, theory, and research that support literacy in all disciplines. Students will engage in class discussions, prepare demonstrations, and in other ways explore effective methods for helping their students read, write, listen, speak, view, and represent in meaningful ways. Offered fall and winter semesters. Prerequisite: Admission to the College of Education. Corequisites: EDF 310 and EDI 331. Credits: 3

EDR 380 - Special Topics in Literacy Studies

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDR 499 - Independent Study in Literacy Studies

Independent supervised research and study in special areas of education, prearranged with a faculty sponsor and approved by the director. Offered upon demand. Credits: 1 to 3

EDR 602 - Teaching English Language Learners Across Content

Provides elementary and content area teachers with the skills and knowledge to effectively teach in a classroom setting where there are linguistically diverse learners. Participants will examine and apply strategies and skills for delivering instruction in the subject matter content areas to a variety of learners. Offered fall and spring/summer semesters (at least once a year). Prerequisite: Admission in the College of Education graduate programs. Credits: 3

EDR 603 - Bi-literacy Development

This course provides students with the knowledge and skills to explore and understand aspects of biliteracy development. It also seeks to explore specific biliteracy educational policy issues affecting classroom practice. Methods for providing effective biliteracy instruction will be taught. Offered winter semester at least once a year. Prerequisite: Admitted to a graduate program in education. Credits: 3

EDR 612 - Reading Assessment: Elementary Teacher

This course examines classroom appropriate literacy assessments and differentiated instruction methods useful for meeting the needs of a diverse classroom student population grades K-8. The course content meets the state school code PA 118. Offered fall and winter semesters. Prerequisite: A K-8 teaching certificate is required to take this course. Credits: 3

EDR 613 - Reading Assessment: Secondary Teacher

This course examines classroom appropriate literacy assessments and differentiated instruction methods useful for meeting the needs of a diverse classroom student population grades 6-12. The course content meets the state school code PA 118. Offered fall and winter semesters. Prerequisite: A 6-12 teaching certificate is required to take this course. Credits: 3

EDR 620 - English as a Second Language Methodologies

This course is designed to provide theory and application of second-language learning and teaching strategies for English learners (ELs). There is a field assignment of 25 hours required for this course. Offered each semester. Credits: 3

EDR 621 - Current Issues and Trends in Literacy

Current Issues and Trends in Literacy is an advanced study of research in language acquisition and cognitive development. The course explores theoretical constructs underlying an interactive, intertextual view of literacy. Historical and multicultural trends regarding beliefs about the reader, the text, and contexts for instruction will be explored. Offered at least once a year. Prerequisite: Acceptance into a graduate certification program. Credits: 3

EDR 622 - Developmental Literacy for Children

Developmental literacy for children is the study of the nature of the reading process and the analysis of factors influencing literacy development. Instruction and assessment appropriate to the developmental levels of children will be addressed. Communication with parents and professional development of teachers will also be explored. Offered at least once a year. Prerequisite: Acceptance into a graduate certification program. Credits: 3

EDR 623 - Developmental Literacy for Adolescents

Course examines the developmental nature of literacy and its integration and application into secondary school curricula. Focus is on the integration among the variables: student prior knowledge, text, teaching methods, and strategies to enhance comprehension and learning. This course is appropriate for middle school and secondary teachers. Offered at least once a year. Prerequisite: Acceptance into a graduate certification program. Credits: 3

EDR 624 - Literature for Children

Course examines the role of the young reader in appreciating literature, the instructional practices involving the integration of a variety of genre across content areas, and the issues associated with using literature in the elementary classroom. Offered at least once a year. Credits: 3

EDR 625 - Literature for Adolescents

Course examines the role of the young adult reader in appreciating literature, the instructional practices involving the integration of a variety of genre across content areas, and the issues associated with using literature in the middle and high school classroom. Offered at least once a year. Credits: 3

EDR 626 - Literacy Assessment and Instruction

Field-based literacy course that examines research and theory, differentiated instruction, and assessment practices appropriate for meeting struggling K-12 student literacy needs. Designed to provide state-required clinical experience. This course meets K-12 teacher certification renewal requirements. Separate application to College of Education required, see application for due dates. Prerequisites: EDR 621, (EDR 622 or EDR 623), permit required. Credits: 3

EDR 627 - Literacy Strategies for Content Areas

Course addresses methods and materials for assisting students’ reading, studying, and learning in content area classrooms. Emphasis is placed on approaches that facilitate learning of content and process across the curriculum. This course is appropriate for elementary and middle school teachers. Secondary teachers should take EDR 623. Offered at least once a year. Credits: 3

EDR 628 - Curriculum and Materials for Language Arts

Course examines underlying theories, content standards, and instructional programs for the integration of the language arts. It will explore the relationship between the language arts, assessment and evaluation, and the relationship to professional development. Offered at least once a year. Credits: 3 EDR 629 - Teaching Reading to Adults

Analysis of the concept of illiteracy and characteristics of the adult learner. Methods and materials for teaching reading to the adult will be examined and evaluated. Offered every other year. Credits: 3

EDR 631 - Teaching Writing

Course involves the study of current writing theory and its implications for teaching writing. It addresses the application of theory in classroom teaching and work on the student’s own writing. Offered at least once a year. Prerequisite: Teaching experience or acceptance into a graduate certification program. Credits: 3

EDR 634 - Linguistics for Teachers

Focuses on language systems in instructional contexts and deals with

U.S. English structure and language sound patterns emphasized in the four language macro-skills (i.e., reading, writing, speaking, and listening), grammar, pragmatics, and semantics as taught to speakers of other languages in the U.S. Course offered winter semester. Prerequisite: Admitted to the TESOL or reading program. Credits: 3

EDR 635 - Sociolinguistics: Language, Society, and Schooling

Examines the role that social interactions and cultural traditions play in language, learning, and schooling with a specific focus on issues surrounding diversity, individual and cultural identity and values, and the relationship between home and school language. Course offered winter semester. Prerequisite: Admission to a College of Education graduate program. Credits: 3

EDR 680 - Special Topics in Literacy Studies

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDR 685 - Practicum for Reading Teachers

Practicum experience that provides the candidate with the opportunity to implement into practice all knowledge, theory, and research completed in the M.Ed. literacy studies program with faculty guidance. Completion of emphasis area and separate application to College of Education is required. Offered at least once a year.

  • EDR 685A - Practicum for Reading Teachers
  • EDR 685B - TESOL

Prerequisites: Not to be used for initial certification. Completion of emphasis area. Permit required. Credits: 3

EDR 687 - Practicum for Reading Specialists

Practicum experience for reading specialist candidates to develop reading specialist and literacy coaching techniques important to the work in schools. Practicum will meet/exceed minimum requirements set forth by the university, state, and accrediting agencies. Completion of emphasis area and separate application to College of Education is required. Offered spring/summer semester. Prerequisite: Completion of emphasis area courses. Credits: 3

EDR 689 - Program Development and Administration

Advanced practicum for reading specialist endorsement. Practicum includes current views, insights, and theory concerning PK-12 literacy program administration, professional development practices and reading specialist responsibilities. All practica require seminars. Separate application to the College of Education required, see application for due dates. Offered fall and winter semesters. Prerequisite: EDR 687. Permit required. Credits: 3

EDR 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDR 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDR 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDR 699 - Independent Study in Literacy Studies

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDS Courses

Course Number - Title

Credits

Syllabi

Rubrics

EDS 332 - Methods and Strategies of Special Education Teaching

5

 

Rubrics

EDS 360 - Language and Reading Development

3

   

EDS 361 - Principles, Processes, and Methods in Special Education

3

 

Rubric

EDS 378 - Universal Design for Learning: Elementary

3

 

Rubric

EDS 379 - Universal Design for Learning: Secondary

3

 

Rubric

EDS 380 - Special Topics in Special Education

1 to 3

   

EDS 399 - Independent Study in Special Education

1 to 3

   

EDS 441 - Curriculum for CI

3

   

EDS 442 - Curriculum for EI

3

   

EDS 463 - Educational Practices and Procedures: Cognitive Impairment

3

   

EDS 464 - Educational Practices and Procedures: Emotional Impairment

3

   

EDS 471 - Directed Teaching in Cognitive Impairment

9

   

EDS 472 - Directed Teaching in Emotional Impairment

9

   

EDS 495 - Diagnostic and Interpretive Procedures

3

 

Rubric

EDS 497 - Educational Interventions: Cognitive Impairment

3

   

EDS 498 - Educational Interventions: Emotional Impairment

3

   

EDS 499 - Independent Study in Special Education

1 to 3

   

EDS 550 - Preteaching and Methods of Teaching Special Education

6

   

EDS 609 - Emotional Impairments

3

   

EDS 610 - Studies in Emotional Impairment

3

 

Rubric

EDS 611 - Instructional Practices: Emotional Impairment

3

   

EDS 618 - Studies in Cognitive Impairment

3

   

EDS 619 - Programs for Mild Cognitive Impairment

3

 

Rubric

EDS 620 - Programs for Severe Cognitive Impairment

3

 

Rubric

EDS 621 - Assistive Technology in Education

3

 

Rubric

EDS 622 - Assessment Procedures for Placement and Programming: CI

3

 

Rubric

EDS 623 - Collaboration in Special Education

3

 

Rubric

EDS 625 - Inclusive Practices

3

 

Rubric

EDS 627 - Instructional Practices: Technology

3

 

Rubric

EDS 629 - Transition Practices

3

 

Rubric

EDS 636 - Diagnostic and Interpretative Procedures

3

 

Rubric

EDS 637 - Explicit Language Instruction

3

 

Rubric

EDS 638 - Instructional Practices: Learning Disabilities 2

3

 

Rubric

EDS 640 - Diagnostic-Teaching Clinic

3

 

Rubric

EDS 646 - Family & Community Collaboration in Early Childhood Education

3

 

Rubric

EDS 647 - Preschool Special Needs Child

3

   

EDS 652 - Foundations of Special Education

3

 

Rubric

EDS 652 GTC - Foundations of Special Education

3

 

Rubric

EDS 680 - Special Topics in Special Education

1 to 3

   

EDS 685 - Practicum/Graduate Field Experience

6

   

EDS 685 A - Emotional Impairment

6

 

Rubric

EDS 685 B - Cognitive Impairment

6

 

Rubric

EDS 685 C - Learning Disabilities

3 or 6

 

Rubric

EDS 685 D - Early Childhood Developmental Delay

3

 

Rubrics

EDS 685 E - Autism

3

   

EDS 693 - Master's Project

1 to 6

 

Rubric

EDS 695 - Master's Thesis

1 to 6

 

Rubric

EDS 699 - Independent Study in Special Education

1 to 3

   

EDS 332 - Methods and Strategies of Special Education Teaching

Half-day field experiences as a teacher assistant in a special education classroom for a minimum of 13 weeks, additional weeks provided for professional development and training to total 15 weeks. Includes a two-hour weekly seminar covering content area methodology and instructional strategies. Offered fall semester. Prerequisite: Admission to College of Education. Corequisites: EDS 361, EDS 495, EDF 310. Students must earn a minimum grade of B- to pass this field experience. In the event that a student is removed from EDS 332, withdrawal from EDS 361 and EDS 495 is required. Credits: 5

EDS 360 - Language and Reading Development

Study of materials and curricula for use in assisting the special needs student in development of speech, language, reading, and writing. Offered fall semester. Prerequisite: Admission to the College of Education (program outlines specify corequisites). Credits: 3

EDS 361 - Principles, Processes, and Methods in Special Education

Processes and methods involved in identification, assessment, placement, programming, instruction, and evaluation of learning needs. Offered fall and winter semesters. Prerequisite: Admission to the College of Education. Corequisites: EDS 495, EDF 310, EDS 332. Successful completion of field experience (EDS 332) is required. In the event that a student is removed from EDS 332, withdrawal from EDS 361 is required. Credits: 3

EDS 378 - Universal Design for Learning: Elementary

Universal design for learning is a means of improving students with special needs access to the general education curriculum. Candidates will learn universal design principles regarding multiple means of: representation, engagement, and expression and instructional practices specifically designed for elementary classrooms. Offered each semester. Prerequisite: Sophomore standing. Credits: 3

EDS 379 - Universal Design for Learning: Secondary

Universal design for learning is a means of improving students with special needs access to the general education curriculum. Candidates will learn universal design principles regarding multiple means of: representation, engagement, and expression and instructional practices specifically designed for secondary classrooms. Offered each semester. Prerequisite: Sophomore standing. Credits: 3

EDS 380 - Special Topics in Special Education

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDS 399 - Independent Study in Special Education

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDS 441 - Curriculum for CI

Study of the curricula used for the different levels of instruction. Includes prescribing materials appropriate for remedial activities, lesson and unit planning, and instructional techniques. Offered winter semester. Prerequisites: Successful completion of prior coursework and permission of advisor. Corequisite: EDS 471. Successful completion of field experience (EDS 471) is required. In the event that a student is removed from EDS 471, withdrawal from EDS 441 is required. Credits: 3

EDS 442 - Curriculum for EI
Study of the curricula used for the different levels of instruction. Includes prescribing materials appropriate for remedial activities, lesson and unit planning, and instructional techniques. Offered winter semester. Prerequisites: Successful completion of prior coursework and permission of advisor. Corequisite: EDS 472. Successful completion of field experience (EDS 472) is required. In the event that a student is removed from EDS 472, withdrawal from EDS 442 is required. Credits: 3

EDS 463 - Educational Practices and Procedures: Cognitive Impairment

In-depth exploration of strategies used throughout the life span for persons with cognitive impairments. Includes: accurate and unbiased assessment, creation of learning environments that foster enhanced life skills, communication skills and academic success, and development of transition services that span school and community settings. Offered winter semester. Prerequisite: Successful completion of prior coursework. Credits: 3

EDS 464 - Educational Practices and Procedures: Emotional Impairment

In-depth exploration of strategies used throughout the life span for persons with emotional/behavior disorders. Includes: accurate and unbiased assessment, creation of learning environments that foster good mental health and academic success, and development of behavior management programs that span school and community settings. Offered winter semester. Prerequisite: Successful completion of prior coursework. Credits: 3

EDS 471 - Directed Teaching in Cognitive Impairment

Student teaching in a classroom with students who have cognitive impairments. Accompanying seminars on methods of teaching and the organization and development of curriculum for students with cognitive impairments. Offered winter semester. Prerequisites: Successful completion of prior coursework and positive recommendations from prior fieldwork. Corequisite: EDS 441. Students must earn a minimum grade of B- to pass this field experience. In the event that a student is removed from EDS 471, withdrawal from EDS 441 is required. Students must follow the holiday break schedule designated by the K-12 district for their school placement/assignment, not the GVSU break schedule. Credits: 9

EDS 472 - Directed Teaching in Emotional Impairment

Student teaching in a special education classroom under professional supervision with accompanying seminar on materials and curriculum for students with emotional impairments. Offered winter semester. Prerequisites: Successful completion of prior coursework and positive recommendations from prior fieldwork. Corequisite: EDS 442. Students must follow the holiday break schedule designated by the K-12 district for their school placement/assignment, not the GVSU break schedule. Students must earn a minimum grade of B- to pass this field experience. In the event that a student is removed from EDS 472, withdrawal from EDS 442 is required. Credits: 9

EDS 495 - Diagnostic and Interpretive Procedures

Study of formal and informal assessment procedures with emphasis on test interpretation as it relates to performance objectives for exceptional students. Offered fall semester. Prerequisite: Admission to the College of Education. Corequisites: EDS 361, EDF 310, EDS 332. Successful completion of field experience (EDS 332) is required. In the event that a student is removed from EDS 332, withdrawal from EDS 495 is required. Credits: 3

EDS 497 - Educational Interventions: Cognitive Impairment

Study of the educational interventions appropriate for students with cognitive impairments. Offered winter semester. (Program outline specifies corequisites.) Credits: 3

EDS 498 - Educational Interventions: Emotional Impairment

Study of the educational interventions appropriate for students with emotional impairments. Offered winter semester. (Program outline specifies corequisites.) Credits: 3

EDS 550 - Preteaching and Methods of Teaching Special Education

A supervised field experience of at least six weeks with exceptional children teaching in the area of C.I., L.D., or E.I. students must apply by February 15 for spring/summer and fall semesters. Credits: 6

EDS 609 - Emotional Impairments

A study of the characteristics associated with emotional impairments in children and adolescents. Emphasis is on identification, intervention, and collaboration with families and service providers. Offered winter semester. Credits: 3

EDS 610 - Studies in Emotional Impairment

Study of several behavior management techniques that are commonly used by professionals dealing with students who have behavior/emotional problems. Techniques include life space interview, reality therapy, various operant strategies, and surface behavior strategies. Offered at least once a year. Credits: 3

EDS 611 - Instructional Practices: Emotional Impairment

In this course students will learn instructional practices for teaching prosocial skills to children and adolescents considered at risk with challenging behaviors and those with high incidence disabilities. Course offered winter semester. Credits: 3

EDS 618 - Studies in Cognitive Impairment

Intermediate studies in the etiology of cognitive impairments and its implications for teaching strategies and materials. Recommended for students who do not have endorsement in cognitive impairment. Offered in fall semester of odd-numbered years. Credits: 3

EDS 619 - Programs for Mild Cognitive Impairment

This course examines the principles and current trends related to the education of students with mild cognitive impairments. Emphasis will be placed on curriculum development, instructional design, appropriate placement, transition, and utilization of environmental resources. Credits: 3

EDS 620 - Programs for Severe Cognitive Impairment

Advanced study in special education. Offered odd-numbered years. Credits: 3

EDS 621 - Assistive Technology in Education

This course provides participants with an overview of assistive and augmentative technology for students with cognitive impairments. Includes individualized educational programming considerations, use of high/low tech assistive and augmentative devices, internet-based solutions, curriculum integration, and inclusion strategies. Offered fall semester of even-numbered years. Credits: 3

EDS 622 - Assessment for Placement and Program: CI

This course provides exposure to assessment techniques and diagnostic procedures specifically used with individuals with cognitive impairments and the development of the Individualized Education Program (IEP). Offered spring/summer semester of even-numbered years. Credits: 3

EDS 623 - Collaboration in Special Education

This course will provide theory, principles, and procedures for fostering collaborative partnerships among families and professionals that lead to mutual empowerment and positive outcomes for individuals with cognitive impairments. Offered winter semester of odd-numbered years. Credits: 3

EDS 625 - Inclusive Practices

Research validated planning and instructional routines designed for and tested in inclusive classrooms will be presented. Further, validated teaching approaches and curriculum designed for students with high incidence disabilities will be taught. Offered at least once a year. Credits: 3

EDS 627 - Instructional Practices: Technology

In this course, students will learn about instructional and assistive technologies researched and developed to enhance the learning of children and adolescents with high incidence disabilities. Offered fall and winter semesters. Credits: 3

EDS 629 - Transition Practices

A study of the development of attitudes, skills, and supports that contribute to successful transitions of children and adolescents with disabilities. Offered fall semester. Credits: 3

EDS 636 - Diagnostic and Interpretative Procedures

Review of evaluative instruments used for identification and programming for exceptional persons. Offered at least twice a year. Credits: 3

EDS 637 - Explicit Language Instruction

Evidence-based practices for assessing and explicitly teaching foundational listening, speaking, reading, and writing skills to English language learners and students with high-incidence disabilities. Offered fall and winter semesters. Credits: 3

EDS 638 - Instructional Practices: Learning Disabilities II

In this course, students will learn instructional practices for teaching reading, writing, mathematics, and social skills to children and adolescents with high incidence disabilities. Offered fall and winter semesters. Credits: 3

EDS 640 - Diagnostic-Teaching Clinic

In this clinic-based experience, each student will learn to apply diagnostic and interpretive procedures and instructional practices with a child with learning difficulties under the direct supervision of university faculty. Offered fall and winter semesters. Credits: 3

EDS 646 - Family and Community Collaboration in Early Childhood Education

Remedial and preventive counseling strategies for parents of young children birth through age 8. Preparation for assisting parents in settings that include parent education, atypical children, developmentally diverse children, and conditions requiring assistance from other professionals. Offered at least once a year. Credits: 3

EDS 647 - Preschool Special Needs Child

Research implications, teaching strategies, and curricula for the instruction of special-needs infants and preschool children. Offered at least once a year. Credits: 3

EDS 652 - Foundations of Special Education

Study of the characteristics of exceptional students. Research-based effective instructional processes needed to provide the most appropriate education for meeting the needs of exceptional students in the least restrictive environment will be emphasized. Offered at least once a year. Credits: 3

EDS 680 - Special Topics in Special Education

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDS 685 - Practicum/Graduate Field Experience

Field-based experience designed to provide clinical experience for teaching or administration majors. Each practicum shall be no less than the minimum requirements set forth by state and accrediting agencies, and must be with approval by the appropriate program personnel. All practica will require seminars. Not to be used for initial certification. Offered at least once a year.

  • EDS 685 A Emotional Impairment
  • EDS 685 B Cognitive Impairment
  • EDS 685 C Learning Disabilities
  • EDS 685 D Early Childhood Developmental Delay
  • EDS 685 E Autism

Credits: 3 or 6

EDS 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDS 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDS 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDS 699 - Independent Study in Special Education

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3

EDT Courses

Course Number - Title

Credits

Syllabi

Rubrics

EDT 312 - Children and Technology

3

   

EDT 370 - Technology in Education

3

 

Rubric

EDT 380 - Special Topics in Technology

1 to 3

   

EDT 399 - Independent Study in Technology

1 to 3

   

EDT 618 - Introduction to Computers in Education

3

   

EDT 619 - Curricular Integration of Ed Technology

3

 

Rubric

EDT 620 - Evaluating and Applying Instructional Media

3

 

Rubric

EDT 621 - Topics in Educational Technologies

3

 

Rubrics

EDT 626 - Assessment/Evaluation with Ed Technology

3

 

Rubrics

EDT 627 - Technology Integration for Secondary Teachers

3

 

Rubric

EDT 628 - Digital Video for Instruction

3

 

Rubric

EDT 629 - Online Instructional Design/Development

3

 

Rubric

EDT 634 - Planning/Managing Educational Technology

3

 

Rubrics

EDT 635 - Instructional Systems Design

3

 

Rubric

EDT 636 - Assessment of Online Learning

3

   

EDT 680 - Special Topics in Technology

1 to 3

   

EDT 684 - Field Experience - Educational Technology

3

   

EDT 685 - Educational Technology (P-12)

3

 

Rubric

EDT 693 - Master's Project

1 to 6

 

Rubric

EDT 695 - Master's Thesis

1 to 6

 

Rubric

EDT 699 - Independent Study in Technology

1 to 3

   

EDT 312 - Children and Technology

Focused on the impact technology in its many forms is having on children, ages 2-12, including pre-school uses of technology, as well as incorporation of technology into instruction and assessment. Explores issues related to children’s participation in an increasingly digital society within the context of development, education and society. Offered fall and winter semester. Part of the Information, Innovation, and Technology Issue. Prerequisite: Junior standing. Credits: 3

EDT 370 - Technology in Education

Introduction to technologies used in the classroom. Focus on integrating technologies into the curriculum for teaching and learning. Lab-based practical and hands-on learning is emphasized. Offered every semester. Prerequisites: EDI 330, 331, or EDS 332; EDF 310, and EDR 320 or EDR 321. All may be taken concurrently. Credits: 3

EDT 380 - Special Topics in Technology

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDT 399 - Independent Study in Technology

Independent supervised study on selected topics that are not dealt with in depth in other courses. Offered upon sufficient demand. Credits: 1 to 3

EDT 619 - Curricular Integration of Ed Technology

Focusing on issues related to integrating educational technology into existing curricula, this course provides extensive experiences using the Internet and other resources for subject matter teaching and learning. Students will investigate learning theory and exemplary uses of technology in teaching and learning in educational settings. Credits: 3

EDT 620 - Evaluating and Applying Instructional Media

This course focuses on the evaluation, selection, and use of instructional media and online instructional resources in classroom teaching and learning. Exposure to a variety of educational software applications, as well as resources on the Internet, with a focus on the processes and products of design, evaluation, and implementation of technology-based learning environments. Course offered fall semester. Credits: 3

EDT 621 - Topics in Educational Technologies

Advanced study of the issues related to school-wide adoption of technology and the impact on teachers, administrators, and others involved in K-12 education. The course covers a broad range of topics, including theories of learning, ethical uses of technology, funding for technology, information literacy and ubiquitous computing. Offered winter semester. Prerequisite: 12 graduate credits. Credits: 3

EDT 626 - Assessment/Evaluation with Educational Technology

The use of educational technology provides opportunities for new forms of assessment and evaluation for student learning. This course focuses on models of educational assessment, strategies for assessment of learning in technology-based environments, uses of technology to support diversity and assessment, and alternative forms of assessment made possible with technology supporting student needs. Course offered fall semester. Credits: 3

EDT 627 - Technology Integration for Secondary Teachers
Focusing on issues related to integrating educational technology into secondary curricula, this course provides extensive experiences using the Internet and other resources for subject matter teaching and learning. Students will investigate exemplary uses of technology in teaching and learning in educational settings; learn how to develop and teach online courses; and support subject area learning with available technology. Credits: 3

EDT 628 - Digital Video for Instruction

Explores the role of digital video, including video streaming, in teaching and learning. Examines research on educational applications of video, including multimedia, and provides opportunities for students to develop and integrate digital video products into teaching and learning activities. Offered fall semester. Credits: 3

EDT 629 - Online Instructional Design/Development

This course is designed to provide educators with the ability to create instructional content on the Internet, paying attention to issues salient for instruction. These issues include theory and research in the area of Web-based instruction, online pedagogical design and development, Web design, and use of Web-based learning environments (like Blackboard). Offered winter semester. Credits: 3

EDT 634 - Planning/Managing Educational Technology

Students will examine adoption and integration of educational technology from the standpoint of personnel, planning, and administration of equipment, infrastructure, software, and future developments. Drawing on the published literature on adoption and use of educational technology, and adoption of innovation models, the course addresses the issues related to planning for and managing these technologies in education settings. Credits: 3

EDT 635 - Instructional Systems Design

Comprehensive examination of the process of instructional systems design, aimed at designing effective technology-mediated instruction following a systematic process and adopting a systemic perspective. Offered every semester. Credits: 3

EDT 636 - Assessment of Online/Blended Learning

This course focuses on standards and benchmarks for quality online/ hybrid instruction, strategies for assessment of learning in Web-based learning environments, uses of digital media to support diversity and assessment, and evaluation of student learning. Offered every semester. Prerequisites: EDT 629, EDT 635, EDT 685. Credits: 3

EDT 680 - Special Topics in Technology

Study of selected topics in education. Offered upon sufficient demand. Credits: 1 to 3

EDT 684 - Field Experience - Educational Technology

Field-based experience designed to provide clinical experience for graduate students. Each field-based experience must be completed with approval by the appropriate faculty advisor. All practica will require participation in online seminar sessions. Offered fall and spring/summer semesters. Prerequisite: EDT 635. Credits: 3

EDT 685 - Practicum/Graduate Field Experience

Field-based experience designed to provide supervised experience for teaching or administration majors. Each practicum shall meet the minimum requirements set forth by accrediting agencies and have the approval of appropriate program personnel. All practica will require participation in online seminars. Not to be used for initial certification. Offered all three semesters. Prerequisites: EDT 619, 620, 621, 626, 629, 634, and 635. Credits: 3

EDT 693 - Master’s Project

The student identifies a problem, reviews literature, creates a product based on applicable literature, research or theory that addresses the problem, and develops a plan for implementation and evaluation.

Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required (application deadline: fall - 5/15; winter - 9/15; spring/summer - 2/15), and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDT 695 - Master’s Thesis

Involves either theoretical research or empirical research that identifies an issue or question, reviews literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions. Offered every semester. Prerequisites: 27 credit hours; EDF 660; application required, and completion of the Responsible Conduct of Research Training within last three years. Credits: 3

EDT 696 - Continuation of Master’s Project or Thesis Research

Continuation of work related to the master’s project or thesis phase of the graduate student’s program. Registration is required after all respective project or thesis credits are completed and the project or thesis is not completed. Work will be performed under the supervision of the project advisor or thesis committee chair. Offered every semester. Prerequisites: Completion of all required project or thesis credits and completion of the Responsible Conduct of Research Training within last three years. Credits: 1

EDT 699 - Independent Study in Educational Technology

Individual study of a theoretical or applied problem in education. Offered each semester. Prerequisites: Consent of advisor and demonstrated ability to pursue special study or investigation proposed. Credits: 1 to 3



Page last modified November 15, 2017