2017-2018 Walden University Catalog (March 2018) 
    
    Oct 29, 2020  
2017-2018 Walden University Catalog (March 2018) [ARCHIVED CATALOG]

Course Descriptions


 
  
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    This course is self-directed and utilizes an alter

    EDUC 6616 - Enhancing Learning for Diverse Populations (Accelerating)♦


    (3 sem. cr.) Education professionals examine the value of adapting the learning environment for multiple diverse populations within the classroom. They explore their attitudes, beliefs, and biases regarding diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world application, they assess and implement high-quality learning experiences that provide equitable access to promote positive social change. Education professionals incorporate their students’ background experiences and differentiate instruction using effective practices so all P–12 students have the opportunities and resources to learn.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6617 - Teacher Leadership for Learning and Teaching (Accelerating)♦


    (3 sem. cr.) In this course, the focus on teacher leadership extends from self to students, increasing the sphere of influence of the teacher leader to the classroom context. Teachers concentrate on advancing their expertise as teaching professionals by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. Teacher leaders apply this expertise in the classroom.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6618 - Teacher Leadership in Professional Learning Communities (Accelerating)♦


    (3 sem. cr.) In this course, the sphere of influence of teacher leaders extends from working with peers to engaging with stakeholders throughout the greater school community. Teacher leaders learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that impact student learning and achievement. Professional growth and development are addressed as an integral part of various types of school improvement processes.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    This course is self-directed and utilizes an alter

    EDUC 6619 - Including Students With Special Needs: Curriculum, Instruction, and Assessment (Accelerating)♦


    (3 sem. cr.) Educators taking this course emphasize the need for all students, including students with special needs, to achieve high academic standards. They examine the learning challenges of students who, by definition of federal law, have disabilities as well as those of students who have significant difficulty with learning but do not qualify for special education services. Educators learn how to adapt/modify curriculum, instruction, and assessment to maximize learning for students with special needs.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6621 - Educational Research: Foundations


    (3 sem. cr.) An underlying theory in the field of education is that research can improve classroom practice. Education professionals in this course are provided with an introduction to the fundamentals of research. They examine contemporary educational research and develop knowledge and skills in applications of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Education professionals also complete an initial review of literature relevant to an identified research question.
  
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    EDUC 6622 - Educational Research: Practical Applications


    (3 sem. cr.) Education professionals in this applied research course expand their knowledge and skills through the use of tools and information gained in EDUC 6621 - Educational Research: Foundations, in the design of a timely and practical educational research project. They engage in a variety of activities, such as developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, education professionals link their research proposal to the social change mission of the university.
  
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    EDUC 6625 - Habits of Mind: Thinking Skills to Promote Self-Directed Learning♦


    (3 sem. cr.) Education professionals in this course are helped to develop skills and strategies to prepare students for living and learning productively in today’s society. They complete a variety of assignments designed to provide practical application of course content, such as designing a lesson in which they integrate habits of mind with other instructional elements to achieve multiple outcomes. They also create a rubric that allows students to demonstrate learning in each area of the lesson. Additionally, they reflect on the theories, concepts, and strategies learned in the course and consider the influence of new knowledge on future personal and professional endeavors. Through this course, education professionals learn how to help students manage, motivate, and modify their own learning as a continuing lifelong process.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6626 - Foundations of Special Education


    (3 sem. cr.) What do special educators need to know and be able to do to support students with exceptionalities and address their unique learning needs? In this course, education professionals examine historical, legal, and philosophical foundations that inform teaching and learning for students with exceptionalities. Education professionals explore issues related to identification, eligibility criteria, and delivery of services for students across multiple disability areas. Through course assignments and discussions with colleagues, education professionals develop the knowledge and skills necessary to build collaborative relationships with families and other stakeholders to help provide appropriate services to students.
  
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    EDUC 6627 - Foundations of Literacy


    (3 sem. cr.) An important role of all educators is helping students develop the literacy skills they need to succeed in school and in life. In this course, education professionals build foundational knowledge in literacy principles, practices, and strategies so that they can effectively engage and enhance students’ reading, writing, listening, and speaking. Education professionals learn about early literacy development including phonological awareness, concepts of print, and phonics. They explore strategies to help developing readers, including ways to promote vocabulary, comprehension, fluency, writing, and content-area literacy. Education professionals identify research-based principles that support the literacy and learning of all students, including English language learners. Through field experience assignments, education professionals develop and implement literacy instruction and assessments with students in K–12 classrooms. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of all students.
  
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    EDUC 6628 - Individualizing Education Programs for Learners With Exceptionalities


    (3 sem. cr.) All learners possess unique characteristics, interests, and abilities. One of the most important responsibilities of special educators is to consider the individual strengths and needs of students with exceptionalities and to collaborate with families and other stakeholders to individualize their education appropriately. In this course, education professionals learn about the Individualized Education Program (IEP) process, including referral, eligibility, and the importance of using research-based interventions. They explore stakeholder responsibilities, consider assessments and other forms of data that inform program planning, and develop an IEP for a case study student. Education professionals consider the benefits of assistive technology and the role of transition planning in developing individualized education for learners with exceptionalities.
  
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    EDUC 6631 - Foundations of Reading: Theory, Research, and Practice♦


    (3 sem. cr.) An effective reading teacher possesses comprehensive knowledge of the components of reading and applies this knowledge to instructional practice. Education professionals will explore the domains of development as they pertain to K–12 literacy instruction and research and explore the impact of research-based practices on literacy development. Language development and its relationship to the progression of reading development, including variations related to cultural, linguistic, and academic diversity, will be examined. Education professionals will investigate current issues in literacy education, including the reading achievement gap, brain research, standards and accountability, and new perspectives on 21st-century skills and digital literacy learning.
    ♦Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6632 - Assessment and Instruction to Promote Literacy Development♦


    (3 sem. cr.) Literacy development is a complex process involving a profusion of skills and strategies in several critical areas: phonemic awareness, phonics, vocabulary, comprehension, fluency, and writing. Education professionals focus on assessment and instruction to promote literacy development in these areas. Education professionals learn how to use a variety of assessments to determine the literacy needs of emergent, beginning, developing, intermediate, and advanced readers, taking into consideration linguistic, cultural, and academic diversity. They will also examine a multitude of research-based instructional strategies to promote literacy development and apply them based on assessment results, student observations, and knowledge of students’ readiness, interests, learning preferences, and linguistic and cultural identities. The use of digital text, electronic resources, and critical literacies will be emphasized.
    ♦Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6633 - Reading, Writing, and Critical Thinking in Content Disciplines♦


    (3 sem. cr.) Reading for information in expository text is essential for learning—in school, in the workplace, and in life. The focus of this course is on developing literacy across the disciplines through a wide range of instructional methods, materials, and practices, including flexible grouping, and the selection of texts and other materials, such as digital tools and online resources that match the cognitive, cultural, and linguistic needs of literacy learners. Education professionals learn strategies for promoting disciplinary literacy across developmental levels, proficiencies, and cultural and linguistic backgrounds. High-quality literature that meets the interests and needs of all readers and represents various cultures, genres, and text structures, and assists students in making connections and bringing relevance to content courses across disciplines will be examined. The integration of information and communication technologies and 21st century literacy skills will be highlighted.
    ♦Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6634 - Assessment and Intervention for Students With Reading Difficulties♦


    (3 sem. cr.) The ability to effectively diagnose reading difficulties and determine appropriate interventions is at the heart of what it means to be a reading teacher. Education professionals learn about the purposes, strengths, and limitations of a wide variety of assessment instruments in this course. Education professionals learn how to select and administer appropriate tools for diagnosis and progress monitoring, and they interpret results related to individual students, class/groups, and school. Assessment data are used to plan differentiated instruction for students at different developmental stages and from different cultural and linguistic backgrounds. Education professionals use assessment data to develop interventions that target specific student needs and select materials, instructional strategies, and other resources needed to implement appropriate interventions. Effective practices for communicating assessment results to students, parents/caregivers, colleagues, and administrators are addressed.
    ♦Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6636 - Characteristics of Learners With Exceptionalities


    (3 sem. cr.) Special educators must understand each category of exceptionality as well as the abilities and needs of individual learners. In this course, education professionals examine the characteristics and instructional implications of specific learning disabilities, emotional and behavioral disabilities, autism spectrum disorders, intellectual disabilities, other health impairments, and giftedness. They explore accommodations and modifications for students with exceptionalities and consider how to foster effective and positive relationships with all stakeholders to support student success. In their field experience, education professionals apply course content by completing a child study project, in which they conduct an intensive case study of a single student with exceptionalities in a K–12 classroom.
  
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    EDUC 6637 - Literacy Assessment and Intervention to Support Student Learning


    (3 sem. cr.) Learners with exceptionalities often experience difficulties in literacy, which, in turn, negatively affect their learning and achievement. What can educators do to prepare these students for academic success? The focus of this course is on designing, implementing, monitoring and adjusting, and assessing literacy development to promote achievement across the curriculum. Education professionals use literacy assessments and interventions with students in K–12 classrooms to foster language development and to promote phonemic awareness, phonics, vocabulary development, fluency, and comprehension. Candidates explore the impact of reading and writing disabilities on learning, and consider literacy practices and strategies for developing students’ academic language and supporting their diverse learning needs. In addition, candidates examine assessment data and other evidence to inform literacy instruction and incorporate assistive and other technology-based interventions.
  
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    EDUC 6638 - Behavior Management to Support Learners With Exceptionalities


    (3 sem. cr.) Helping students to develop the necessary skills for positive behavior is critical to creating an educational environment where all students can learn. In this course, education professionals develop data-informed practical behavior management strategies from three different perspectives—individual behavior management, classroom management, and school-wide behavior support. Education professionals apply behavior management strategies to create and implement an individualized behavior management plan in a K–12 classroom with a target student.
  
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    EDUC 6639 - Instructional Strategies for Learners With Exceptionalities


    (3 sem. cr.) How can special educators help students with exceptionalities reach their full potential? In this course, education professionals develop lesson-planning skills and apply research-based instructional strategies to promote the academic and social development of students with exceptionalities. Education professionals complete a lesson-planning project by collaborating with school personnel to design, adapt, and implement lessons in diverse K–12 classrooms.
  
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    EDUC 6640 - Designing Curriculum, Instruction, and Assessment♦


    (3 sem. cr.) In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6647 - Dynamic Teacher Leadership♦


    (3 sem. cr.) Education professionals are introduced to the concept of teacher leadership and its value in the field of education today in this course. They engage in personal assessment and analysis so that they may cultivate the dispositions and attitudes of a teacher leader for the purpose of effecting positive change in their learning communities. They also learn the critical importance of expanding their knowledge of educational research and theory to guide leadership decisions that effectively address today’s educational challenges. Education professionals complete coursework that emphasizes self-examination and self-perceptions with regard to teacher leadership.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6648 - Demonstration Teaching


    (4 sem. cr.) Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills and to demonstrate required competencies. During demonstration teaching, education professionals will participate in orientation activities then gradually assume complete teaching responsibility of the special education classroom for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice. Candidates demonstrate the various roles of the special educator. Education professionals work closely with, and are evaluated by, their university supervisor, classroom cooperating teacher, and Walden instructor. During demonstration teaching, all special education professionals are assessed on the Teacher Performance Assessment (edTPA) and the Demonstration Teaching Evaluation. This course runs concurrently with EDUC 6649 - Seminar for Professional Educators.
  
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    EDUC 6649 - Seminar for Professional Educators


    (3 sem. cr.) Taken concurrently with EDUC 6648 - Demonstration Teaching, this seminar allows education professionals to consolidate their knowledge and fine-tune their skills as they reflect on and share experiences from the districts, schools, and classrooms in which they are completing their demonstration teaching assignments. Candidates complete requirements for their ePortfolio and develop strategies for success as professional educators. The seminar promotes reflection, problem-solving among colleagues, group and individual reflection, and collaborative feedback to support professional practice. Seminar topics focus on promoting success as candidates transition from the program of study (POS) into the special education profession.
    (Co-requisites: EDUC 6648.)
  
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    EDUC 6650 - Enhancing Learning for Diverse Populations♦


    (3 sem. cr.) In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6651 - Teacher Leadership in the Classroom: Increasing Learning and Achievement♦


    (3 sem. cr.) The focus of teacher leadership expands from self to students, increasing the sphere of influence of the teacher leader to the classroom context in this course. Education professionals concentrate on advancing their expertise in the field of teaching by increasing their knowledge and skills in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. They learn to apply this expertise in the classroom in ways that directly affect the learning and achievement of their students.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6655 - Teacher Leadership: Mentoring, Coaching, and Collaboration With Colleagues♦


    (3 sem. cr.) Education professionals address teacher leadership in the context of advancing the expertise and leadership of peers, thereby expanding education professionals’ spheres of influence beyond the walls of the classroom. They explore mentoring and coaching models designed to promote the professional growth of their colleagues. They learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher development cycle. Through conceptual and application-based activities, education professionals address various forms of collaboration with colleagues, focusing on interpersonal and communication skills.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6657 - Creating an Effective Classroom Learning Environment♦


    (3 sem. cr.) Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6659 - Teacher Leadership in Professional Learning Communities♦


    (3 sem. cr.) The sphere of influence for education professionals is extended from working with peers to engaging with stakeholders throughout the greater school community in this course. Education professionals learn the processes, benefits, and challenges of building and working in learning communities to identify issues and solve problems that affect student learning and achievement. They consider professional growth and development as an integral part of various types of school improvement processes. Additionally, they engage in a variety of practical assignments, such as an analysis of their own school’s development of mission, vision, values, goals, and communication elements as a professional learning community.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6663 - Integrating Technology in the Curriculum, Part I (Self-Directed)♦


    (3 sem. cr.) Educators in this course explore the use of technology with their students. The shift in pedagogy introduced in EDUC 6661 is further explored, with particular focus placed on how technology can support multiple modes of learning. Educators investigate specific models for integrating the Internet into their curriculum, including WebQuests, telecollaborative projects, Internet workshops, and research or inquiry projects. After exploring and evaluating ready-made examples of each, educators try their hand at designing their own.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6668 - The Effective STEM Scholar-Practitioner


    (3 sem. cr.) STEM scholar-practitioners analyze current trends, challenges, issues, and career opportunities related to promoting STEM education. They explore research-based strategies and their application in both the classroom and the surrounding community. STEM educators engage in professional discourse about pedagogical models designed to inspire innovative thinking and learn how STEM principles can be used to advocate for social change.
  
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    EDUC 6671 - Designing Curriculum, Instruction, and Assessment, Part I♦


    (3 sem. cr.) Educators in this course are introduced to curriculum, instruction, and assessment in the context of standards and accountability and their relationships to student learning. They explore interrelationships among curriculum, instruction, and assessment: the importance of alignment, connection to learning theory and learner variables, and need for differentiation to meet diverse student needs. Educators examine and make sense of their academic standards and investigate the history, roles, and types of curricula and instruction. They analyze, evaluate, modify, and/or design curriculum and instruction for specific content and purposes.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6674 - Designing Curriculum, Instruction, and Assessment for Students With Special Needs♦


    (3 sem. cr.) Educators must recognize the importance for all students, including students with special needs, to achieve high academic standards. In this course, education professionals examine the learning challenges of students who, by definition of federal law, have disabilities as well as those of students who have significant difficulty with learning but do not qualify for special education services. Education professionals learn how to adapt curriculum, instruction, and assessment to maximize learning for students with special needs. They also have the opportunity to evaluate and describe activities and experiences through the perspective of a student with a learning disability, thus gaining empathy and a deeper understanding of how to work with students with special needs.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6681 - Early Childhood Education: Past, Present, and Future


    (3 sem. cr.) In this course, education professionals examine the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs, from child care centers to preschools and primary-grade classrooms. Through this exploration, education professionals acquire a range of professional insights and opportunities regarding effective practice. They use this course to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision making in diverse settings. They consider the importance in establishing developmentally appropriate and culturally responsive learning environments and maintaining effective partnerships with families. Education professionals also have the opportunity to review early childhood learning and developmental theory as well as the knowledge needed to support and enhance the development and learning of all children from birth through grade 3.
  
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    EDUC 6682 - Teaching Reading, P–3


    (3 sem. cr.) Education professionals taking this course learn about research-based methods for developing literacy, including reading, writing, listening, speaking, viewing, and visually representing, in grades P–3. Education professionals gain an historical perspective on teaching reading and explore various purposes and types of literacy assessments. They explore strategies for creating an effective literacy environment and for working with parents and families. They also learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, education professionals plan and implement assessment-driven, developmentally appropriate classroom lessons in various areas, addressing the diverse needs of individual children.
  
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    EDUC 6683 - Developmentally Appropriate Practices for Infants and Toddlers


    (3 sem. cr.) What constitutes high-quality care and education for infants and toddlers? Through this course, education professionals have the opportunity to answer this question as they examine developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains—physical, social, emotional, and cognitive/language. They also gain a practical overview of infant and toddler growth and development, and they explore a variety of related issues, such as health and safety, early mental health, brain development, creative development, respectful and responsive adult-child relationships, and family involvement. Through field experience and practical applications, education professionals learn to design and evaluate environments that enrich the development and learning of infants and toddlers.
  
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    EDUC 6684 - Play and Learning for the Preschool Child


    (3 sem. cr.) Playtime for children is an opportunity for growth and discovery as well as a time to develop life skills and to learn about themselves and other children. Education professionals are offered an in-depth look at the development, learning, and play experiences of preschoolers in this course. Education professionals focus on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains—physical, social, emotional, and cognitive/language. They explore and discuss the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; the promotion of pro-social, anti-bias learning communities; and the importance of being responsive to and inclusive of children’s family members. Through field experience, education professionals apply knowledge gained throughout the course to authentic contexts in which they demonstrate their growth and development as teaching professionals.
  
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    EDUC 6685 - Teaching Mathematics, P–3


    (3 sem. cr.) Education professionals in this course explore instructional and assessment strategies, including the best use of materials and technology, to develop children’s conceptual understanding of mathematics. They engage in coursework that emphasizes real-world problem solving and incorporates content and process standards of The National Council of Teachers of Mathematics (NCTM). They assess and apply the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through grade 3. Applying course concepts, education professionals complete various field experience assignments, such as developing various lessons on computation, algebra, data analysis, and probability.
  
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    EDUC 6686 - Teaching Across the Content Areas, P–3


    (3 sem. cr.) An important skill for early childhood educators is to recognize the benefits and work through the challenges of implementing an integrated approach to curriculum and instruction. In this course, education professionals focus on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through grade 3. They learn the importance of integrating literacy and mathematics in meaningful and relevant ways, and they engage in practical assignments that focus primarily on teaching in content areas of science, social studies, and the arts. Education professionals examine standards; apply effective methods and strategies to plan instruction, including approaches to meet diverse needs; and develop ideas for integrating multiple content areas.
  
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    EDUC 6687 - Demonstration Teaching: Early Childhood Education


    (6 sem. cr.) Demonstration teaching is the culminating experience in the Teacher Preparation Program with an MAT; education professionals have the opportunity to apply knowledge and skills and to demonstrate required competencies. Demonstration teaching occurs in two different classroom settings throughout the semester. During demonstration teaching, education professionals gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to translate theory into practice. The university supervisor and classroom cooperating teacher work closely with students and evaluate their performance. Note: The first 5 weeks of demonstration teaching run concurrently with EDUC 6686 - Teaching Across the Content Areas, P–3. The remainder of demonstration teaching runs concurrently with EDUC 6611 - Seminar: Professional Ethics, Communication, and Collaboration: Early Childhood Education.
  
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    EDUC 6688 - Action Research


    (3 sem. cr.) This course provides a structured approach to the practice of action research. Education professionals learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice. Education professionals engage in reflective practices as they plan data-informed actions to improve student learning, contribute to positive change in school environments, and enhance their professional growth.
  
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    EDUC 6689 - Guiding and Supporting School Literacy Environments


    (3 sem. cr.) The reading teacher serves as a knowledgeable resource throughout the school or district. In this course, education professionals acquire the knowledge and skills to work with staff, students, and others to create a vibrant literacy environment that promotes a vision of literacy for all children building upon their linguistic, cultural, and academic diversity. Education professionals learn how to use school assessment data to determine appropriate supports for students and staff, including Response to Intervention (RTI), leadership activities, and intervention programs that incorporate foundational knowledge and effective practices. Approaches to providing teacher professional development and to managing and improving school-wide literacy initiatives, including the integration of technology tools and resources, will be emphasized.
  
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    EDUC 6706 - The Beginning Reader, PreK–3♦


    (3 sem. cr.) Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and life. In this course, education professionals take a developmental approach to literacy instruction and provide practical research-based approaches to help students in preschool through third grade achieve the literacy goals of the Common Core State Standards (CCSS) and/or other state standards. The characteristics of emergent and beginning readers and writers are explored, focusing on essential literacy components, including oral language, phonological awareness, concepts of print, phonics, fluency, vocabulary, and comprehension. Education professionals evaluate the role of motivation in learning to read, and they explore writing and multiple text genres. Education professionals plan and implement developmentally appropriate assessment and instruction, including technology tools, to support the literacy development of all learners in preschool through third grade.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6707 - The Developing Reader, Grades 4–6♦


    (3 sem. cr.) The intermediate grades present unique challenges and opportunities for literacy learning, including complexity of text, students’ use of technology, student motivation to learn, and student identity development. Education professionals have opportunities to evaluate research-based instructional and assessment practices to help students in grades 4–6 actively engage in literacy learning and achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. Education professionals examine the role of literacy in content area learning, explore ways to teach close reading of complex texts, and consider how to incorporate different levels, types, and genres of text to support all students’ learning and literacy development. Through coursework, education professionals focus on effective strategies to support writing about text, academic vocabulary, listening and speaking, and the effective use of technology tools to support content area reading.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6708 - Literacy Development in a Culturally and Linguistically Diverse Classroom♦


    (3 sem. cr.) Today’s classrooms reflect the rich cultural and linguistic diversity of the world outside of school. Through this course, education professionals work toward establishing a culturally responsive classroom where literacy development can flourish for all  students. Education professionals learn and apply strategies to scaffold and support English-language learners at all levels of language acquisition. They examine the second-language acquisition process and methods to assess second-language and literacy proficiencies. Additionally, they learn to select culturally sensitive and relevant instructional materials and work with parents, community members, and other colleagues to support student success.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6709 - Literacy Development in an Academically Diverse Classroom♦


    (3 sem. cr.) Today’s inclusive classrooms require teachers to become competent and confident in working with students who struggle with reading and writing. Education professionals in this course focus on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities, and addressing the needs of  students considered gifted. They use diagnostic assessments, apply research-based strategies, and work with reading specialists/coaches and special educators to support academically diverse needs within the larger classroom context. They also explore and discuss a variety of topics, including informal and formal assessment, methods to differentiate and scaffold instruction, progress monitoring, leveling books, intervention strategies, and use of motivating texts. Additionally, education professionals learn the importance of collaboration with support resources.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6710 - Understanding the Impact of Technology on Education, Work, and Society♦


    (3 sem. cr.) As new and emerging technologies transform the landscape of education, the possibilities for learning and discovery grow exponentially. Through this course, education professionals examine the history and evolution of technology in society and its influence on education. Education professionals explore technology as a vehicle for broad access, and they employ a variety of digital-age tools, including social networking, interactive learning tools, and collaboration software, to inspire and motivate today’s learners. They also explore and discuss ethical considerations, responsible use, and cyber safety issues. Through practical applications, such as designing a lesson that incorporates blogs, wikis, or podcasts, they gain hands-on experience integrating technology into the classroom.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6711 - Bridging Learning Theory, Instruction, and Technology♦


    (3 sem. cr.) Education professionals in this course explore various learning theories and research on how the brain processes information as well as how they can use this knowledge to support the use of technology in the classroom. They explore and evaluate various technologies, such as computer-mediated instruction and virtual learning environments, as means to foster learner-centered classrooms where students are motivated. Education professionals also learn how to support and enhance instructional practices using technology and how to integrate developmentally appropriate practices in teaching and learning with the latest digital resources available. Applying course concepts, they revise a lesson plan to support and facilitate student engagement using technology-based cognitive tools.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6712 - Supporting Information Literacy and Online Inquiry in the Classroom♦


    (3 sem. cr.) In this course, education professionals develop a new, expanded definition of what it means to be literate in today’s technology-rich world. Education professionals explore the use and application of multimedia and Internet technologies that enhance learning and support collaborative problem-solving in a digital information society. They learn strategies for how to prepare students across the grade levels for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century. Synthesizing course concepts, they assess curriculum standards in their area and develop an inquiry-based unit plan designed to develop their students’ information and visual literacy skills and meet a specific learning outcome or standard in their subject area.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6713 - Integrating Technology Across the Content Areas♦


    (3 sem. cr.) In this course, education professionals expand their focus of technology use in the classroom by exploring instructional strategies and digital tools that facilitate content area literacy and learning. Education professionals learn how to design technology-infused projects that motivate students and help them meet specific curricular standards. They also explore developmentally appropriate ways of using multimedia and Internet technologies to bring discipline-specific concepts to life and foster interdisciplinary connections that enhance learning across the curriculum.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6714 - Reaching and Engaging All Learners Through Technology♦


    (3 sem. cr.) Education professionals in this course learn to apply various technologies to enable and empower learners with diverse backgrounds, learning preferences, and ability levels. They employ digital-age solutions for differentiating instruction to meet varying needs, including assistive technologies that facilitate learning in students with special needs, programs that support English-language learners, and projects that engage and motivate gifted students. Through this course, they learn to harness the power of leading-edge technologies to increase learning and achievement for all students.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6715 - New and Emerging Technologies♦


    (3 sem. cr.) Through this course, education professionals consider the future of teaching and learning, discover promising trends in technology, and investigate opportunities to become leaders in the field of technology and learning. They consider how to address school-wide challenges, such as limited resources and resistance to change, and they explore skills and strategies, such as grant writing and leading change. Additionally, they complete a capstone project that demonstrates their ability and willingness to become advocates and change agents who use technology to address challenges and create opportunities within the field of education.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6716 - Clinical Experience 1


    (1 sem. cr.) This is an 8-week course taken concurrently with the methods course EDUC 6632 - Assessment and Instruction to Promote Literacy Development. Both courses align to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources, and discuss and apply learning objectives in the methods course. Concurrently, they implement the Literacy Assessment and Instructional Plan (LAIP) project in their clinical setting. The LAIP is designed to bring the course learning and weekly application of the learning into focus via implementation of various assessments with different learners and creation of an instructional plan.
  
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    EDUC 6717 - Clinical Experience 2


    (1 sem. cr.) This is an 8-week course taken concurrently with the methods course EDUC 6633 - Reading, Writing, and Critical Thinking in Content Disciplines. Both courses are aligned to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources and discuss and apply learning objectives in the methods course. Concurrently, they implement the Content Literacy Lesson Plan (CLLP) project in their clinical setting. During the CLLP project, education professionals apply their knowledge and skills in planning, implementing, assessing, and reflecting upon the implementation of three lesson plans designed to address students’ literacy needs across content areas.
  
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    EDUC 6718 - Clinical Experience 3


    (1 sem. cr.) This is an 8-week course taken concurrently with the methods course EDUC 6634 - Assessment and Intervention for Students With Reading Difficulties. Both courses are aligned to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources, and they discuss and apply learning objectives in the methods course. Concurrently, they implement the Struggling Reader Case Study (SRCS) project in their clinical setting. The SRCS is designed to bring the course learning and weekly application of the learning into focus via implementation of various assessments with one learner who struggles with reading tasks and creation of an intervention plan.
  
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    EDUC 6719 - Clinical Experience 4


    (1 sem. cr.) This is an 8-week course taken concurrently with the methods course EDUC 6689 - Guiding and Supporting School Literacy Environments. Both courses are aligned to Minnesota Reading Teacher standards. Education professionals read and view standards-based learning resources, and they discuss and apply learning objectives in the methods course. Concurrently, they develop the Schoolwide Literacy Plan (SLP) Project in their clinical setting. The SLP Project is designed to bring the course learning and weekly application of the learning into focus via creation of a school-wide literacy improvement plan, collaborative review of the plan with key stakeholders, and evaluation of the impact of the project as a whole on professional growth and student learning.
  
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    EDUC 6720 - The Special Educator as Instructional Leader♦


    (3 sem. cr.) Powerful internal and external forces affect the leadership capacity and influence potential of special educators. In this course, education professionals examine internal variables, such as their emotional, spiritual, mental, and physical health. They also consider external variables, including current trends and issues related to medicine, neuroscience, research, law and governance, and technology. Moreover, education professionals explore the influence of these variables on teaching, learning, and enhancing their leadership capacity.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6721 - The Impact of Disabilities on Learning and Teaching♦


    (3 sem. cr.) Special educators understand the breadth and depth of each disability, and they continually expand their knowledge and skills related to the impact of cognition, behavior, sensory input, and physical/health issues on learning and teaching. Education professionals in this course examine disabilities beyond the surface level of definitions, characteristics, and common understandings to a deeper, life-encompassing, and future-planning perspective. Through this course, education professionals further their ability to advocate for individuals with disabilities and for the field of special education.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6722 - Strategic Collaboration in Special Education♦


    (3 sem. cr.) Teaming, partnerships, and collaboration are practices that special educators must embrace and continually hone and refine. Education professionals in this course explore the attitudes, skills, and dispositions that foster healthy and productive collaborative relationships, which are essential for working with teams to provide services for individuals with disabilities. They also examine the benefits and challenges of collaborating with others to maximize the learning potential of every student.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6723 - Advanced Instructional Strategies in Special Education♦


    (3 sem. cr.) Providing accommodations and differentiating instruction are essential practices for special educators. In this course, education professionals learn advanced research-based approaches for designing, adapting, prescribing, and delivering instruction in the content areas, with special emphasis on progress monitoring. They also examine content-area standards and curriculum, focusing on the goal of designing standards-based, individualized instruction that is functional, appropriate, and systematic.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6724 - Literacy Interventions in Special Education♦


    (3 sem. cr.) Reading, writing, and communicating are literacy competencies that impact the quality of life for all people, especially individuals with disabilities; however, learning and behavioral disabilities often have a major influence on literacy development, thus requiring special educators who are well-versed in this area of learning and teaching. In this course, education professionals learn to identify reading and writing disabilities and collaborate with others to devise appropriate and effective interventions, including the use of assistive technologies. They engage in a variety of conceptual and application-based assignments that emphasize progress monitoring and ongoing assessment of literacy skills, strategies, and dispositions.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6725 - Advanced Behavioral Interventions in Special Education♦


    (3 sem. cr.) Behavior impacts human development at all ages and stages of life and is typically a matter of concern for individuals with disabilities. Education professionals in this course focus on understanding, assessing, managing, teaching, and monitoring behavior. They also review classroom and school management strategies, and they explore in greater depth individual functional analysis and individual behavior management plans, focusing on the goal of transition planning.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6726 - Understanding the English Language Learner♦


    (3 sem. cr.) In this course, education professionals gain a historical and cultural perspective of K–12 English-language learners. They explore concepts, theories, research, and first and second language acquisition differences to understand and teach this diverse group of  students. Education professionals also examine their own attitudes, beliefs, and biases and learn the importance of developing culturally responsive learning environments. They also learn the value of working collaboratively with families and school staff to support the needs of all students in the general classroom.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6727 - Strategies for Teaching English as a Second Language♦


    (3 sem. cr.) Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6728 - Strategies for Teaching Content to English-Language Learners♦


    (3 sem. cr.) Making academic content accessible and comprehensible for English-language learners requires specific strategies that K-12 teachers need to know and be able to do. By focusing on academic language, content acquisition, the use of adaptive technology, and English language models including Specifically Designed Academic Instruction in English (SDAIE), teachers learn practical ways to meet content standards for students with diverse needs, learning styles, and abilities. Education professionals address ways to prepare lessons that integrate both content and literacy objectives to better enhance the English language development of their English-language learners.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6729 - Assessment and the English-Language Learner♦


    (3 sem. cr.) Education professionals taking this course are introduced to a variety of formative and summative assessment tools to inform instruction and identify and evaluate language proficiency levels of English-language learners in K-12 classrooms. Education professionals utilize assessment strategies designed to measure listening, speaking, reading, and writing skills. Topics include an overview of the challenges and issues teachers face, including language bias and testing, the inappropriate placement of English-language learners, and the role of standards and high-stakes testing. Education professionals will be able to interpret quantitative and qualitative assessment data results of both formal and informal assessments.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6730 - Curriculum Design for Learning♦


    (3 sem. cr.) Professional educators must have the knowledge and skill to make important decisions regarding what students learn and how they will learn it to ensure student success. In this course, education professionals engage in a research-based process for designing and mapping curriculum that motivates students and promotes academic success. Beginning with the end in mind, education professionals identify clear learning goals and big ideas, create authentic assessments, and develop essential questions to guide effective instructional planning and ongoing assessments using their district or state standards and/or benchmarks. They also apply the curriculum design process to a subject area they teach, keeping in mind the influence of learning environment, family involvement, and social development on the design process.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6731 - Assessment for Student Learning♦


    (3 sem. cr.) Education professionals in this course examine the historical and contemporary perspectives on assessment, including trends in high-stakes assessment and accountability. They learn types and purposes of assessment as well as how to use assessments effectively. Education professionals also analyze strengths and weaknesses of various assessment methods and use ongoing assessments to guide decisions that will improve student performance. They explore and discuss data collecting and analysis, grading, record-keeping, and reporting. Additionally, they learn the importance of student self-assessment and the best ways to support their students in monitoring learning and reflecting on how to improve personal performance.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6732 - Differentiated Instruction♦


    (3 sem. cr.) The practice of differentiating instruction is a way for educators to meet diverse learning needs and preferences without having to individualize instruction for every student. In this course, education professionals learn how to differentiate five instructional elements—content, product, process, affect, and learning environment—according to  students’ interests, readiness, and learning profile. They explore flexible grouping and managing the differentiated classroom. Using their classroom curriculum, they plan and implement differentiated lessons and align them to important learning goals, essential questions, and formative and summative assessments while ensuring that their instruction includes meaningful applications of knowledge. Education professionals also learn how to draw on resources, such as staff, community members, and educators to support the “whole” child in the learning process.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6733 - Action Research for Educators♦


    (3 sem. cr.) Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6734 - Differentiating Instruction for Student Success (Accelerating)


    (3 sem. cr.) In this course, education professionals maximize learning for every student in the class—no matter how far behind or ahead he or she may be. With this course, teachers examine student differences, learn how and when to differentiate their instruction, and learn how to use assessment to adjust their instructional planning. Education professionals work with curriculum and standards, using differentiation strategies to design lessons that can be applied immediately with the students. Education professionals learn how to:

    • Analyze and summarize student differences based on readiness, interest, and learning profile.
    • Evaluate and plan changes to one’s learning environment to better support differentiated instruction.
    • Develop classroom organization and management routines to address student readiness, interest, and learning profile.

  
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    EDUC 6735 - Helping Students Become Self-Directed Learners (Accelerating)


    (3 sem. cr.) As the classroom changes, so does the role of a teacher. Teachers may find themselves acting more as coaches and facilitators as their students become more active in their own learning. In this course, teaching professionals will explore how to foster and encourage self-directedness in their students and create a learning environment that encourages collaboration and creativity. Teaching professionals learn how to help their students manage their own learning and inspire them to develop the skills they need to thrive. Teaching professionals learn how to:

    • Identify the characteristics of self­-directedness in one’s self and one’s students.
    • Help students refine their thinking beyond the first “right” answer.
    • Examine various ways to provide feedback that will help students produce high-quality work.

     

     

  
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    EDUC 6737 - Strategies for Teaching English as a Second Language (Accelerating)


    (3 cr.) Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings. 
  
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    EDUC 6740 - Qualities of Effective Professional Development♦


    (3 sem. cr.) Effective professional development is foundational in improving a school system’s ability to raise student achievement. Education professionals in this course examine the history and research that supports the need for ongoing professional learning for teachers, principals, and all adults who interact with students in P–12 schools. They use case studies of schools and districts that have achieved results to learn the standards of exemplary professional-development programs and analyze the attributes necessary for success. Education professionals also have the opportunity to explore the roles and responsibilities of professional developers inside and outside the classroom as well as career paths for developing leadership skills in the area of adult and student learning.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6741 - Designing Professional Development♦


    (3 sem. cr.) Professional development that ensures quality teaching for all students is based on a model of continuous improvement that is data-driven and grounded in research-based practices. In this course, education professionals examine a variety of professional-development models and select and plan the most appropriate approach to support their goal. Using adult-learning theory as a foundation, education professionals explore models of adult learning, change, and cycles of improvement. They also design strategies to build strong professional-development programs that include planning, delivering, following-up, and evaluating influence on teacher practices and student learning.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6742 - Implementing Professional Development♦


    (3 sem. cr.) Delivering and sustaining professional development requires an understanding of culture and change. In this course, education professionals develop skills to set expectations, facilitate professional learning, support individual growth, and build collaborative teams. Using change theory, they learn to monitor and support adult learning by organizing professional learning communities that focus on student needs and school goals. They explore strategies for delivering and providing continuous follow-up and support of professional learning. Education professionals also learn how to use collaboration, facilitation, coaching, and mentoring skills to involve colleagues, staff, families, and other key stakeholders in making decisions that are based on research-based practices and support a culture of learning that involves educators, students, parents, and community.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6743 - Evaluating Professional Development♦


    (3 sem. cr.) Evaluating the influence of professional-development efforts is crucial to ongoing success. Education professionals in this course explore systemic and comprehensive approaches for linking professional learning to student learning and using data to make informed decisions on how to improve the practices of educators and assess the influence on student learning. Using logic theories, they learn how to collect and analyze data from student work and teacher practice to make informed decisions that lead to continuous improvement. They engage in coursework that emphasizes communicating and disseminating results to multiple constituents within the school system. They also focus on system approaches that promote shared leadership in continuing, improving, and sustaining effective professional development at the district, school, and classroom levels.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6751 - Creating Supportive Learning and Service Environments♦


    (3 sem. cr.) Supporting and retaining students until graduation are central to the mission of all institutions of higher education. In this course, education professionals investigate strategies for increasing student success throughout their college experience, from admission to graduation. They explore the ways in which faculty and staff throughout the institution can work collaboratively and leverage resources, such as emerging technologies, to create positive learning experiences. Educators focus on the interplay between academic and student support programs as well as how to design and implement such programs to maximize opportunities for student success.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6752 - Leading Change in Student Support Programs♦


    (3 sem. cr.) In this course, education professionals explore strategies for leading change in programs and services to support student success and retention. Education professionals engage in research and discussion on a variety of issues, such as assessing needs, developing programs, and seeking resources through fundraising and grant writing. They also engage in activities that focus on ways that change efforts can support an institution’s mission and strategic goals, such as increasing the participation of traditionally underrepresented populations in key program areas and building more inclusive communities of learners. 
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6753 - Planning and Program Development for Online and Distance Learning♦


    (3 sem. cr.) Learning technologies continue to advance and diversify; therefore, a critical task in education is to ensure that such technologies are used in a manner that works for the institution and its students. Education professionals in this course are introduced to the process of planning and developing online and distance-learning programs. Education professionals investigate best practices in program structure and approach; steps in the planning process; requirements for accreditation and accountability; and emerging trends in integrating online technologies into a variety of learning environments. Through an integrative course project, they apply course concepts as they develop a project management toolkit that integrates specific steps and requirements associated with planning and developing an online program.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6754 - Administration and Assessment in Online and Distance Learning♦


    (3 sem. cr.) Implementing a high-quality online or distance-learning program requires careful planning and attention to a range of issues affecting the program’s operational effectiveness, productivity, and ability to support and retain students. In this course, education professionals explore strategies for staffing, scheduling, and supporting students as well as methods for assessing the effectiveness of these strategies in achieving program goals. They engage in discussions and critical analyses of approaches to program management, assessment, and continuous improvement, focusing on the goal of ensuring that online and distance-learning programs maintain their competitive edge.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6755 - Principles of Marketing and Enrollment Management♦


    (3 sem. cr.) In an increasingly competitive market, colleges and universities must develop strategies for attracting and retaining students according to their missions and the needs of the community. In this course, professionals learn fundamental principles of marketing, institutional promotion, and enrollment management in a higher education context, including branding, differentiating and positioning, forecasting, and communicating with the public and alumni. They engage in discussions on a variety of issues related to strategic enrollment management processes, including legal and regulatory considerations related to student recruitment, financial aid, diversity issues, and methods to align marketing and recruitment efforts with institutional mission and goals. Demonstrating understanding of course concepts, education professionals complete an institutional case study to examine institutional approaches to enrollment management and marketing as well as related challenges.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6756 - Emerging Trends in Marketing, Recruitment, and Institutional Promotion♦


    (3 sem. cr.) New technologies that can support an institution’s efforts to recruit and retain students are emerging every day. These technologies can be powerful tools for promoting and increasing awareness of an institution’s products and services. Education professionals in this course explore applications of online social networking systems, digital media, and other communications tools. They also examine traditional media and public relations strategies, which leaders at all levels of an institution can use to attract, engage, and retain students and to generate institutional awareness. Additionally, they gain practical experience developing a marketing and communication plan in which they incorporate strategies and media tools to refine an institutional message.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6757 - Planning for Learning♦


    (3 sem. cr.) Effective learning experiences start with a clear plan. Decisions about what to teach, how to teach, and how to ensure students are achieving important learning goals confront every college instructor. Education professionals are introduced to concepts of planning curriculum and courses, establishing goals and outcomes, aligning outcomes with professional or disciplinary standards, prioritizing content, and planning for student engagement and active learning in this course. They engage in discussions and activities that emphasize the development of decision-making processes, which they can use to create effective plans for learning. Through an integrative course project, education professionals apply course concepts as they develop a learning plan that incorporates learning goals and teaching and assessment strategies.



    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6758 - Creating Engaging Learning Experiences♦


    (3 sem. cr.) A growing body of literature on effective practices in higher education highlights the importance of student engagement in the learning process. In this course, education professionals explore principles and processes for creating meaningful, student-centered learning experiences in a variety of educational contexts, including ways of using technology to support learning. They focus on how they can address the needs of diverse learners using active learning strategies, share responsibility for learning with their students, and empower their students to become more self-directed. Education professionals also learn to anticipate and address the challenges that self-directed approaches might create for students who are more familiar with traditional learning environments.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6759 - Assessing for Learning♦


    (3 sem. cr.) Assessment in college teaching involves several critical processes: giving students meaningful tasks that allow them to demonstrate their learning; providing feedback that enables students to improve their performance; and using data about student learning to continually improve teaching. Education professionals are provided with opportunities to design and discuss approaches to evaluation and assessment that support learner motivation and development, track progress toward outcomes, and gain information they can use to inform their own practice, including ways that technology can augment these approaches. Through this course, education professionals can learn what it means to engage in teaching scholarship—the process of investigating their teaching and sharing demonstrably effective approaches with their peers.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6760 - Facilitating Learning Online♦


    (3 sem. cr.) Online learning represents the fastest growing sector of higher education and is used in a variety of contexts. Education professionals in this course analyze how online learning can serve as a supplement to textbooks and traditional classroom instruction, a substitute for face-to-face time in blended or hybrid classes, and the exclusive method of learning in fully online courses and programs. They explore how online learning presents special opportunities as well as challenges to faculty and  students. Through the development of an online learning experience, education professionals practice strategies for planning, facilitating, and assessing learning online, and they gain a better understanding of how to use online learning technologies to enhance learning and motivate students.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6761 - Globalization in Higher Education♦


    (3 sem. cr.) Globalization is a phenomenon affecting almost every aspect of society, from politics to commerce to entertainment. Higher education is no exception; technology and social mobility increasingly lead to opportunities for collaboration and competition among institutions globally. In this course, education professionals investigate trends and issues in higher education worldwide, including ways in which institutions serve the needs of an increasingly mobile student population. Through assignments designed to provide practical application of course content, education professionals consider globalization through a variety of contexts, such as in their personal and professional lives, student experiences, and challenges and opportunities. They also explore international differences in institutional organization and governance, operations and services, accountability, and articulation; they use this knowledge to inform later study of program development and administration.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6762 - Administering International Higher Education Programs♦


    (3 sem. cr.) Leaders in academic programs and student services have a growing number of opportunities to provide their students with educational experiences that take place in one or more international contexts. Education professionals in this course address strategies for international student recruitment and support; development and administration of cooperative programs, such as study abroad; implementation of technology applications to support international experiences; and other approaches to entering and enhancing their position in the global higher education market.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6765 - Early Childhood Systems♦


    (3 sem. cr.) Involvement in public policy and advocacy efforts help foster the well-being of young children and families as well as the field of early childhood education. Effective involvement in the field of early childhood education, however, requires a foundational understanding of the system, its functions, and all its parts. In this course, education professionals examine the complexities of the early childhood infrastructure from local, state, national, and international perspectives. They explore, discuss, and blog about a variety of topics, such as public opinion with regard to the value and importance of providing quality services; parent, family, and community engagement; influence of current sociocultural, economic, and political contextual factors; and personal perspectives and reflections on the bonds of a collaborative learning community. Education professionals also analyze case studies to understand policy formation; connections between policies, politics, government; and allocation of funds.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6766 - Tools for Policymakers and Advocates♦


    (3 sem. cr.) Early childhood professionals must be skilled advocates to effect change positively. Education professionals are provided with the opportunity to gain the necessary tools, strategies, and insights to influence policy and advocate for young children, families, and the profession. Education professionals explore grant writing as well as family and political advocacy and research practices integral to effective leadership roles. Through a variety of conceptual and application-based assignments, they gain practical insight on building coalitions, developing communications plans, and designing effective public policies and advocacy initiatives.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6771 - Bridging Learning Theory, Instruction, and Technology (Accelerating)


    (3 sem. cr.) Education professionals in this course explore various learning theories and research on how the brain processes information as well as how they can use this knowledge to support the use of technology in the classroom. They explore and evaluate various technologies, such as computer-mediated instruction and virtual learning environments, as a means to foster learner-centered classrooms where students are motivated. Education professionals also learn how to support and enhance instructional practices using technology and how to integrate developmentally appropriate practices in teaching and learning with the latest digital resources available. Applying course concepts, they revise a lesson plan to support and facilitate student engagement using technology-based cognitive tools. 
     
  
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    EDUC 6772 - Supporting Information Literacy and Online Inquiry in the Classroom (Accelerating)♦


    (3 sem. cr.) In this course, education professionals develop a new, expanded definition of what it means to be literate in today’s technology-rich world. Education professionals explore the use and application of multimedia and Internet technologies that enhance learning and support collaborative problem-solving in a digital information society. They learn strategies for how to prepare students across the grade levels for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century. Synthesizing course concepts, they assess curriculum standards in their area and develop an inquiry-based unit plan designed to develop their students’ information and visual literacy skills and meet a specific learning outcome or standard in their subject area.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6775 - New and Emerging Technologies (Accelerating)


    (3 sem. cr.) Through this course, education professionals consider the future of teaching and learning, discover promising trends in technology, and investigate opportunities to become leaders in the field of technology and learning. They consider how to address school-wide challenges, such as limited resources and resistance to change, and they explore skills and strategies, such as grant writing and leading change. Additionally, they complete a capstone project that demonstrates their ability and willingness to become advocates and change agents who use technology to address challenges and create opportunities within the field of education. 
  
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    EDUC 6780 - Exploring Leadership, Collaboration, and Consultation♦


    (3 sem. cr.) Leadership and collaboration are essential skills for working with teams to provide effective services for individuals with exceptionalities. These are practices that special educators must embrace and continually refine. Educators in this course will analyze the skills and dispositions that build healthy leadership styles and produce positive collaborative relationships.  They will also examine the benefits and challenges of leading and collaborating with others to maximize the learning potential of every student.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6781 - Special Education: Honoring Due Process


    (3 sem. cr.) Special education teachers are constantly confronted with ever-changing rules and regulations. In order to effectively lead and collaborate with teachers, families, and other professionals, special education teachers must have a thorough knowledge of the history and current practices related to special education advocacy, policy, and law. When presented with real-life scenarios, candidates will create practical solutions grounded in law and policy.
  
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    EDUC 6782 - Supporting Effective Evaluation and Assessment Practices


    (3 cr.) Special educators in today’s schools are responsible for working with a team to evaluate and assess to determine eligibility, create educational plans, and evaluate progress.  In order to do this, they must be aware of and be able to implement culturally responsive, valid, and reliable practices. In this course, candidates will synthesize formal and informal assessments to monitor progress and analyze achievement to drive instructional strategies and assistive technologies for students with exceptionalities.
  
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    EDUC 6783 - Creating Effective Behavior Interventions


    (3 sem. cr.) Behavior greatly impacts all students’ ability to learn. Special educators are the most frequently called-upon professionals to evaluate, assess, and create behavior interventions whether a student is in a self-contained classroom or an inclusive setting. Candidates will be presented with a case study and reflect together on the behavior by identifying the antecedents and consequences presented. Furthermore, they will develop intervention strategies and share resources of evidence-based practices for improving behavior.
  
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    EDUC 6784 - Adapting Instruction Using Evidence-Based Strategies


    (3 cr.) Providing accommodations and differentiating instruction are essential practices for special educators. In this course, special education professionals will apply research-based strategies for designing, delivering, and adapting instruction for students with exceptionalities. Candidates will be presented with real-life scenarios and must debate appropriate research-based instructional strategies to optimize learning for all students.
  
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    EDUC 6785 - Implementing Literacy-Based Instructional Interventions


    (3 sem. cr.) Reading, writing, and communication are literacy competencies that impact the quality of life for all people, especially individuals with exceptionalities. Special education professionals will devise appropriate and effective interventions for individuals with exceptionalities. Candidates will engage in a variety of conceptual and application-based assignments that emphasize ongoing assessment of literacy skills, strategies, and dispositions. Additional areas of emphasis include cultural and linguistic diversity, assistive technologies, and inclusive environments.
  
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    EDUC 6791 - Special Education: Honoring Due Process (Accelerating)♦


    (3 cr.) Special education teachers are constantly confronted with ever-changing rules and regulations. In order to effectively lead and collaborate with teachers, families, and other professionals, special education teachers must have a thorough knowledge of the history and current practices related to special education advocacy, policy, and law. When presented with real-life scenarios, candidates will create practical solutions grounded in law and policy. 
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    EDUC 6793 - Creating Effective Behavioral Interventions (Accelerating)


    (3 cr.) Behavior greatly impacts all students’ ability to learn. Special educators are the most frequently called upon professionals to evaluate, assess, and create behavior interventions whether a student is in a self-contained classroom or an inclusive setting.  Candidates will be presented with a case study and reflect together on the behavior by identifying the antecedents and consequences presented. Furthermore, they will develop intervention strategies and share resources of evidence-based practices for improving behavior. 
 

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