Graduate Courses

A practical examination of teaching problems and practices as they relate to actual classroom teaching of social studies in secondary school. Class sessions are based on student teaching experiences.

Develops insights into the nature of narratives. Explores stories, autobiographical and fictional, as ways of organizing,understanding, and coming to terms with our own experiences and as a means of imagining alternative realities.

This course focuses on theories and pedagogical approaches in content and language integration for students across educational contexts, including emergent bilingual students in content classrooms and language learners in ESL/EFL classrooms. Students develop an understanding of theoretical foundations for language and content integration, and learn to apply them in practice through observing multilingual learners’ use of languages in school, analyzing the linguistic demands of content texts and instruction, and designing content and language integrated lesson plans.

This course explores how a variety of technological tools can promote and support effective second language acquisition that relies on a student-centered approach. Students learn how to use technology to provide models of second language use in context and to increase opportunities for authentic interaction. Students acquire the skills to develop instructional units employing technologies adapted to the needs and interests of particular learning communities.

Foundation method course for students who are learning to teach English as Second/Foreign Language. Course contents include: guiding principles and methodology in a variety of approaches to the teaching of second languages, specifically in developing auditory comprehension and oral production, teaching reading and writing; impact of culture, heritage, socioeconomic level and educational background on language and literacy development as well as human development processes and variations. Also included are skills in motivation, communication, and classroom management.

Explores theory and practice of effective teaching in middle and secondary school settings with specific attention paid to the socio-behavioral needs of early adolescent and adolescent students. Through observation, practice, and evaluation of models, students will consider various strategies to: organize a course; conceptualize a unit; prepare lesson plans; implement effective and varied, including technology-based teaching practices; devise and evaluate assessments; and reach students of varying levels, abilities, and intelligence in an interactive, dynamic, team-oriented environment. Offers integrated instruction on how to teach literacy skills to middle and secondary level students.

University-supervised student teaching in special and inclusive settings for students (grades 9-12) with disabilities.

University-supervised student teaching in special and inclusive settings for students (grades 6-8) with disabilities.

This course provides an essential foundation upon which to build a drama-in-education practice. It introduces students to many drama-in-education strategies; critiques the educational rationale which supports them; and analyzes the process of structuring drama work as a medium for learning across the curriculum and beyond. Students will gain practical hands-on experience of working with young people (from the CAT Youth Theatre) using the main dramatic conventions of the drama-in-education canon; they will experiment with ways in which to sequence these conventions; and will become critically acquainted with the pedagogical principles which delineate the teaching terrain of the drama-in-education practitioner. Students will be required to read a prescribed text, keep a journal, and write a sequence of session plans.

This course focuses on practices for elementary school world language classrooms in light of the ACTFL National Foreign Language Standards, child development and cognitive stages. Through discussion, practice and development of thematic units, participants become familiar with curriculum, lesson planning, instruction and assessment. Multiple modes of learning, methods, instructional strategies, language and literacy development, and resources for teaching world languages to elementary school children are addressed.

The first method course for world language education majors. Course contents include guiding principles and methodology in a variety of approaches to the teaching of world languages, specifically in developing auditory comprehension and oral production; teaching, reading and writing, impact of culture; heritage, socioeconomic level, and educational background on language and literacy development as well as human development processes and variations. Also included are skills in motivation, communication, and classroom management.

This course explores how approaches to teaching writing and supporting developing
writers can and should evolve in order to keep pace with evolving technologies such as AI and social media. Students investigate what it means to cultivate writers’
understanding of linguistic resources for writing, as well as their critical awareness of the institutional and political power of discourse norms. Through a workshop approach, students further develop their own writing as a way to understand the application of designs for learning and instruction.

Explores multiple materials & methods - including technology - for involving students in purposeful reading, writing, speaking & listening. Considers innovative approaches for organizing the classroom to address a range of abilities & disabilities & diverse cultural perspectives. Emphasizes the process whereby individual talent contributes to the building of democratic communities. Develops the capacity for formal & informal assessment of literacy development over time.

Introduction to foods from various nationality groups through lectures, demonstrations, and field trips.

This course prepared clinicians in art therapy to perform as supervisors of students and less experienced art therapists. Methods and theoretical issues are examined. Class participation includes a close study of case examples from students' experience.

The impact of music technology and its implications for music education are examined. Students are introduced to Digital Audio and MIDI (Music Instrument Digital Interface) and focus on techniques of special applications of web and digital media to classroom teaching, composing, and performing ensembles.

Applications of communication and digital technologies as designed for performing arts as resources for performing arts educators. Special emphasis is given to the use of the World Wide Web (WWW) as a resource for researching and creating performing arts materials and developing collaboration in the performing arts.Applications of the WWW as an archive for performing arts materials and portfolios are also explored.

This seminar will introduce students to the emerging practice of tele-drama therapy. Students will discuss ethical and technological considerations in the context of tele-
mental health. Students will examine and gain practice with tele-drama therapy approaches and consider applications with individuals and groups. Students will discuss implications of artificial intelligence for practice.

Using a wide range of texts (traditional and nontraditional) as primary tools in the teaching of reading comprehension from multiple perspectives. Strategies for locating, selecting, and evaluating resources and materials for use in classroom literacy programs, including texts that appeal to reluctant readers and students with special needs. Digital platforms such as information and communication technologies are emphasized.

A critical examination of several histories of American education. Compares historical analyses of the changes in curriculum, structure, and functions of American education in relation to the changing social and political contexts.