Graduate Courses

One semester supervised student teaching in a social studies education classroom in middle school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a social studies education classroom in high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a TESOL classroom in grades Pre-K-12 for a minimum of 180 hours for 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a TESOL classroom in grades Pre-K-12 for a minimum of 180 hours for 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

This combined seminar & practicum includes mentored student teaching, supplementary instruction in English & general methods, & guided visits to classrooms beyond the student teaching placement. Except by advisement, ENGED-GE 2911 should be taken in the same semester as ENGED-GE 2041 (Methods in Teaching English Language Arts).

A critical analysis of one’s student teaching in a middle or high school English class during the semester is designed to promote teacher self-assessment as a way of enhancing student learning & strengthening professional development. Course work involves hypothesizing appropriate learning goals, negotiating & enacting appropriate learning experiences, assessing pupil learning & revising one’s teaching on the basis of pupil performance in the English classroom. This critical analyses applies directly to the submission of work for edTPA assessment & completion of a professional portfolio.

One semester supervised student teaching in a science education classroom in high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a science education classroom in middle school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

One semester supervised student teaching in an elementary classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a secondary classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in an early childhood special education classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a childhood special education classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days. Student teaching experiences will be used to support theoretical and practical applications of planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days. Student teaching experiences will be used to support theoretical and practical applications of planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

This course examines a range of techniques for the reflective theatre director, focused on, but not limited to: context-responsive production pedagogy, critically engaged text selection, differentiated preparation/planning, flexible navigation of rehearsal processes, and the creation of person-first, living/breathing theatrical moments. Student directors navigate the paradoxes of the profession at each stage of development, reconciling the innate complexities and emergent rewards inherent in the collaborative-autonomy demanded by the discipline.

This course examines organization communication and the influences that create and define organizational climate. Topics include: diagnosing organizational cultures; the effects of gender, culture and race on organizational communication; communication and leadership; and organizational conflict.

This course explores the etiology, nature, progression, and intervention of developmental stuttering and other fluency disorders (i.e., neurogenic/psychogenic stuttering, cluttering). Students develop a foundation of knowledge for application in their clinical practice.

Scenes from period plays (Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-and-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Scenes from period plays (Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-&-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Considers constructs & theories related to legalized & illicit drug use, abuse & addiction across the lifespan. Focuses on biological, psychological, social antecedents of drug use, & on biopsychosocial consequences of drug use & dependence within developmental contexts. Examines specific drug addictions & treatment approaches. Health psychology, counseling psychology, developmental psychology, neuropsychology, medicine, health education, & public health perspectives are considered. Emphasizes the interplay of the knowledge & understandings developed from these perspectives, & applies this knowledge to research & counseling practice.