TEN The School of Education The Undergraduate Program Faculty Gloria Grantham, Dean of the School of Education; Assistant Professor of Education L. Lawrence Riccio, Professor of Education Rosemarie Bosler, SND, Associate Professor of Education Roberta Dorr, Assistant Professor of Education Shelly Gismondi, Assistant Professor of Education Description In conjunction with the College of Arts and Sciences, the School of Education offers Weekday and Weekend College students two undergraduate programs: a minor in education and the Bachelor of Arts/Master of Arts in Teaching (B.A./M.A.T.) Program. Students are expected to pursue teacher preparation programs within the context of a liberal arts education and must major in the liberal arts through the College of Arts and Sciences while they complete a structured and sequenced 15-17 credit minor course of study in the School of Education. For students who enter the B.A./M.A.T. Program, a further 30 credits of graduate course work is required. Other undergraduate course work may also be necessary to meet certification requirements. Trinity's teacher education program culminating in the M.A.T. is fully accredited by the National Association of State Directors of Teacher Education Certification (NASDTEC), which carries reciprocal certification agreements with 35 states affiliated with the Interstate Reciprocity Agreement. Students pursuing the B.A./M.A.T. track enroll in required undergraduate education courses after achieving sophomore status, at which time they are assigned a faculty advisor in the School of Education. After achieving senior status (completing 92 credits), students must apply and be admitted to the M.A.T. Program. Prerequisites for admission include a 2.8 cumulative GPA and successful completion of the Praxis I examination. Students should note that prospective teachers must have a 3.0 GPA in the content area in which they wish to teach. The School of Education offers specializations in early childhood education and elementary education, secondary education, and special education. The early childhood and elementary education specialization provides the knowledge and field-based experience for students who wish to work with young children in child care, nursery, kindergarten and primary schools, Head Start, or in non-school settings. A comprehensive core of knowledge and field experiences for students who wish to work with elementary school students (grades 1-6) is also provided. The secondary education specialization provides a comprehensive core of knowledge and field experiences for students to teach in a specific academic content area in grades seven through twelve. Students must meet with an advisor to assess requirements in the chosen academic area. The special education specialization provides a comprehensive core of knowledge and field experiences for students wishing to work with children and youth with special needs in a variety of special education settings. The course work is designed to prepare students for non-categorical certification, kindergarten through grade twelve. Teacher preparation at Trinity emphasizes field-based instruction that includes a series of integrated field experiences and practicum experiences at different grade/age levels in a variety of urban and suburban school settings. All programs require a one-semester full-time internship of supervised student teaching after the successful completion of all professional education course work. At least seven weeks must be spent in the District of Columbia Public Schools. B.A./M.A.T. and Minor Requirements Students enroll in the required undergraduate education courses starting in their sophomore year. Courses to be completed as an undergraduate are divided among required courses (12-14 credits) and elective courses in a specialization (3 credits); students are encouraged to take courses in the sequence listed. Prerequisites for each course are listed in each course description. Required Undergraduate Courses (12-14 credits) ALL of the following courses: EDU 260 Foundations of Education EDU 376 Education of Exceptional Children EDU 383 Teaching and Learning ONE appropriate course in human development: EDU 255A Human Growth and Development: Early Childhood and Elementary Education EDU 255B Human Growth and Development: Secondary and Special Education ONE course in physical education (2 credits minimum; required only for students in B.A./M.A.T. program) Specialization Course (3 credits) ONE of the following courses: EDU 313A Adolescent Culture in Literature (Secondary and Special Education) EDU 326 Children's Literature (Early Childhood and Elementary Education) Physical Education Courses Physical education and health education courses are offered to meet the certification requirements for the B.A./M.A.T. program and as electives for other students. These are offered as one- and two-credit courses. Students should contact the Director of Athletics or consult the course schedule booklets for specific course offerings each semester. Students may only count four physical education credits toward the bachelor's degree. Foreign Language Courses While the undergraduate minor does not require foreign language courses, students planning to pursue teacher certification are encouraged to take 3-6 credits of a foreign language in addition to any AP, CLEP, or other credits that may qualify for a waiver of the FLC or Core Curriculum language requirements. Graduate Course Requirements Once a student has completed the bachelor's degree and been admitted into the M.A.T. Program, she or he must complete course requirements appropriate to her or his chosen specialization. Requirements are similar to the regular M.A.T. Program; detailed course descriptions are available in the Teacher Education (M.A.T.) section of the catalog. Requirements are as follows: Early Childhood Education: EDU 501A; EDU 502A; EDU 508A; 3 courses out of EDU 524A, EDU 524B, EDU 524C, and EDU 524D; EDU 552T; EDU 557A; EDU 557B; EDU 568G; EDU 588A; EDU 588I (for intensive programs only); EDU 599B. Elementary Education: EDU 501A; EDU 502A; EDU 508A; 3 courses out of EDU 524A, EDU 524B, EDU 524C, and EDU 524D; EDU 557A; EDU 557B; EDU 588A; EDU 588G EDU 588I (for intensive programs only); EDU 599B. Secondary Education: 1 course chosen from among EDU 505A, EDU 507A, EDU 509A, EDU 511A; EDU 512; EDU 513A; 3 courses out of EDU 524A, EDU 524B, EDU 524C, and EDU 524D; EDU 530; EDU 588A; EDU 588I (for intensive programs only); EDU 588G; EDU 599B; EDU 643. Special Education: EDU 577; EDU 578; EDU 579; EDU 580; EDU 582; EDU 586; EDU 587B; either EDU 588A or EDU 600M; EDU 597G; EDU 599B;EDU 643. Program Policies Grades in Education Courses: Students are required to earn a minimum cumulative GPA of 2.5 in all courses counted to fulfill requirements for the minor in education and/or the undergraduate portion of the B.A./M.A.T. Program. Pass/No Pass: Courses fulfilling the minor requirement may not be taken pass/no pass. Transfer Credits: Students may apply transfer credit in education toward the minor or the B.A./M.A.T. Program provided that the courses are parallel to offerings in Trinity's education sequence and a grade of "B" or higher has been earned in each course. Undergraduate Course Descriptions EDU 255A Human Growth and Development: Early Childhood and Elementary Education 3 cr Surveys research and theory on physical, social, and cognitive development of children from conception through adolescence, including implications for teaching and curriculum development. Weekly practicum and field assignments are required. Prerequisite: Sophomore standing (24 completed credits) FLC, Area VI, Level 1 EDU 255B Human Growth and Development: Secondary and Special Education 3 cr Reviews theories and research of human growth and development over the lifespan. Physiological, psychological, psychosocial, cognitive and sociological factors as well as normal and abnormal behavior are reviewed. Topics include personality and learning theories and research, consideration of exceptional individuals, and the influence of social and cultural factors on human development. Prerequisite: Sophomore standing (24 completed credits) EDU 260 Foundations of Education 3 cr Surveys historical, social, and philosophical foundations of education, with emphasis on the role of American education in an interdependent world and the multicultural character of American classrooms. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. Field observations are an integral component of the course. Prerequisite: Sophomore standing (24 completed credits) FLC, Area VI, Level 1 Core, II EDU 313A Adolescent Culture in Literature 3 cr Offers prospective teachers of adolescents the opportunity to view their particular life view and development patterns as seen in stories about adolescents, both classic and contemporary. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists, and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal. Prerequisites: EDU 255B, 260 EDU 326 Children's Literature 3 cr Surveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexist and multicultural aspects of literature for children, and integrating literature into the curriculum. The course covers various genres, including picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. Prerequisites: EDU 255A, 260 FLC, Area II and III, Level 2 EDU 376 Education of Exceptional Children and Youth 3 cr Surveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education, collaboration of special educators, related services personnel, volunteers, and parents and families in planning and implementing programming for students with special needs. Prerequisite: Junior standing (56 completed credits) FLC, Area IV, Level 2 EDU 383 Teaching and Learning 3 cr Examines current theory and practice in the teaching and learning process. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and sociocultural factors. Practicum and laboratory assignments are required. Prerequisite: Junior standing (56 completed credits) FLC, Area VI, Level 1 The Graduate Program The School of Education offers graduate programs for teacher certification as well as degree programs in counseling, teacher education, curriculum and instruction, and educational administration. The coeducational graduate degree and certification programs are designed to meet the needs of teachers, counselors, and educational administrators by bridging theory and practice. The student-centered graduate programs provide students with the knowledge, skills, and values they will need to be ethical and responsive educators in the 21st century. Courses stress current issues, trends, and the application of contemporary research; specific concentrations allow advanced study in areas in which the candidate possesses prior background and training or preparation in new areas of specialization. The graduate degree programs in education meet the certification requirements of the District of Columbia and are approved by the National Association of State Directors of Teacher Education Certification (NASDTEC). The Interstate Reciprocity Agreement established by NASDTEC enables graduates to meet the certification requirements of 35 participating states. Degrees and Programs Accelerated Certification Program (Nondegree) Teacher certification for school districts in the DC metropolitan area Master of Arts (M.A.) Community Counseling School Counseling Student Development in Higher Education Master of Arts in Teaching (M.A.T.) Early Childhood Education Elementary Education Secondary Education Special Education Master of Education (M.Ed.) Curriculum and Instruction: Education for Democracy, Diversity and Social Justice Curriculum and Instruction: Reading Master of Science in Administration (M.S.A.) Educational Administration Accelerated Certification Program (Nondegree) Coordinator Gloria Grantham, Dean of the School of Education; Assistant Professor of Education Description The Trinity College Accelerated Certification Program, which consists of 20 credits at the graduate level, is a collaborative initiative among Trinity's School of Education, local school districts, and cooperating educational organizations. The aim of the program is to recruit and prepare new teachers who meet the requirements for graduate study but would not otherwise be qualified to begin full-time teaching through typical licensure and professional education programs. The program curriculum is grounded in the core propositions of the National Board for Professional Teaching Standards and is customized to meet local certification and performance assessment requirements for teachers. Participants in the Accelerated Certification Program are supported by a network of Trinity faculty and mentors comprised of experienced school and teaching professionals who are dedicated to assuring each student's success. All program participants complete a final Capstone Teaching Portfolio that reflects the knowledge, skills, and competencies leading to initial licensure. The assignments in course work completed throughout the program comprise components of the portfolio. Candidates for the Accelerated Certification Program must hold a baccalaureate degree having maintained an undergraduate GPA of at least 2.8. Students who complete the program requirements will be eligible for provisional certification in the District of Columbia, which has certification reciprocity with 35 states. Certification Requirements Students in the Accelerated Certification Program must complete the following program requirements: Earn passing scores on the Praxis I examination, a pre-professional skills test administered by ETS in reading, writing, and mathematics. Complete 20 credits of sequenced graduate study in education with a minimum GPA of 3.0. Receive successful mid-term and final course and teaching assessments from Trinity faculty and the local school system. Complete a Capstone Teaching Portfolio documenting the knowledge, skills, and competencies required for initial licensure in the school district in which the student is teaching. Participants wishing to earn a Standard Teaching License in the District of Columbia can expect additional education course work to be required. A review of undergraduate course work in content and subject areas is also necessary to ensure that the general education requirements that pertain to teacher certification eligibility have been met. These requirements usually involve 48 credit hours in a range of disciplines that help ensure that future teachers are well-equipped to meet rigorous content standards. Those who go on to pursue Trinity's Master of Arts in Teaching Program are eligible for a Standard Teaching License upon graduation. Further information may be found in the Teacher Education (M.A.T.) section of this catalog. Course Requirements (20 credits) EDU 532T Historical and Contemporary Issues in Education EDU 546T Identifying and Utilizing School and Community Resources EDU 565T Characteristics and Needs of Students EDU 568T Curriculum and Instructional Planning EDU 569T Evaluation and Assessment for Instructional Improvement EDU 578T Structuring the Learning Environment EDU 588I Teaching Practicum and Seminar (taken twice for 1 credit each term) Course Descriptions EDU 532T Historical and Contemporary Issues in Education 3 cr Familiarizes students with the foundations of education, including historical development of the schools and contemporary education policy. The course includes emphasis on decision-making about education in the context of political, economic, and social considerations. EDU 546T Identifying & Utilizing School & Community Resources 3 cr Addresses the executive and organizational aspects of teaching. Students research and identify the sociological and cultural perspectives for communicating and interacting with parents and community members. The course also explores ways for teachers to use resources inside and outside of the school setting to enhance learning and increase achievement. EDU 565T Characteristics and Needs of Students 3 cr Familiarizes students with a basic theoretical understanding of human growth and development in children. The course is organized around contemporary theories of psychological, psychosocial, cognitive, social, and moral development. Students learn pertinent information about the inclusion model, paying special attention to the differences and needs of children from culturally diverse backgrounds and children with developmental disabilities. EDU 568T Curriculum and Instructional Planning 3 cr Introduces the basic principles of curriculum and instructional design and prepares students to apply this knowledge in educational settings. The course deals with the necessary aspects of structuring learning environments, managing time and space, and coordinating materials and people in classrooms. The course emphasizes integrated thematic teaching, technological infusion, characteristics of an inclusive environment, and consideration of diversity in the classroom. EDU 569T Evaluation & Assessment for Instructional Improvement 3 cr Provides a general background of assessment and evaluation issues, strategies, and techniques. The course covers types of assessments, applications of the various assessments, tips for selecting tests, and issues concerning test bias and inequity. Students become acquainted with assessment and evaluation tools used by their school district and discuss implications on classroom instruction. EDU 578T Structuring the Learning Environment 3 cr Addresses the basic aspects of structuring learning environments and managing time, space, materials, and people in classrooms. Students research, explore, and implement managerial, instructional, and assessment techniques. The course exposes students to the fundamental aspects of instructional and assessment planning and implementation. EDU 588I Teaching Practicum and Seminar 1 cr Provides students with the opportunity to relate theories presented in course work to the practice of classroom teaching. Students enroll in this practicum twice for one credit each term. The first semester of the practicum provides students with opportunities to relate the theory presented in course work to the practice of teaching. In the second semester of enrollment, students continue development of their professional teaching portfolios documenting their competencies as beginning teachers. Counseling (M.A.) Faculty Anne Coates-Conaway, Associate Professor of Counselor Education Cynthia Greer, Assistant Professor of Student Development in Higher Education Shirley Hess, Assistant Professor of Counseling Description The Program in Counseling offers a Master of Arts degree (M.A.) in counseling with specializations in school counseling, community counseling, and student development in higher education. Each separate program of study prepares individuals for careers as counselors in schools and a variety of human service settings. The program in student development in higher education prepares individuals for student affairs careers in colleges and universities. Each program consists of a required core, selected electives, laboratory and field experiences, and a capstone project. The student's program is planned in consultation with a faculty advisor; prior experiences and professional goals are considered. Learning experiences emphasize the integration of theoretical knowledge with professional practice in a supervised setting. Attention is given to understanding ethical, multicultural, socioeconomic, and developmental issues. Graduates from Trinity's counseling degree programs are qualified to provide individual and group counseling; implement assessment and consultation services; and develop, direct, and evaluate comprehensive counseling services. School Counseling The school counseling specialization prepares individuals for careers as counselors in elementary, middle and secondary schools. The program, which requires a minimum of 43 credits, is fully accredited by the National Association of State Directors of Teacher Education and Certification (NASDTEC) and meets certification requirements of the District of Columbia. Students seeking school counselor certification in other jurisdictions should consult the appropriate certification offices and their faculty advisor in planning their program of study. An additional supervised school-based internship (COUN 640) is required for students who have not had two years of teaching experience. Core Requirements (33 credits) ALL of the following courses: COUN 538 Career and Lifestyle Development COUN 540 Principles of Counseling COUN 544 Principles and Techniques of Assessment COUN 547 Counseling and the Group Process COUN 548 Human Growth and Development (or EDU 589L) COUN 550 Multicultural Counseling COUN 560 Theories and Techniques of Counseling COUN 561 School Counseling Services COUN 570 Diagnosis and Treatment in Counseling EDU 576 Education of Exceptional Children and Youth ONE course in research methods chosen from between: EDU 599 Introduction to Research EDU 599B Research in Education Elective (3 credits) ONE course in counseling such as: COUN 553 Alcohol and Substance Abuse COUN 555 Counseling Children and Adolescents COUN 557 Introduction to Family Therapy COUN 604 Expressive Arts in Counseling COUN 605 Ethical, Legal and Professional Issues Field Experience and Capstone Project (7 credits) ALL of the following courses: COUN 631 Practicum in School Counseling COUN 642 Internship in School Counseling COUN 651 Capstone Project in Counseling Requirement for Non-Teachers (3-6 credits) COUN 640 Internship in Counseling Community Counseling The community counseling specialization prepares individuals for careers as counseling professionals in social service agencies, crisis centers, employee assistance programs, business and industry, employment and career counseling centers, substance abuse treatment facilities, and college counseling centers. The 49-credit program meets the academic requirements for Board Eligible status of the National Board for Certified Counselors (NBCC). Additional course work and clinical experiences are required for students seeking state licensure as a professional counselor or NBCC certification as a clinical mental health counselor. Core Requirements (36 credits) ALL of the following courses: COUN 538 Career and Lifestyle Development COUN 540 Principles of Counseling COUN 544 Principles and Techniques of Assessment COUN 547 Counseling and the Group Process COUN 548 Human Growth and Development(or EDU 589L) COUN 549 Organization and Administration of Counseling Services COUN 550 Multicultural Counseling COUN 553 Alcohol and Substance Abuse COUN 560 Theories and Techniques of Counseling COUN 570 Diagnosis and Treatment in Counseling COUN 605 Ethical, Legal and Professional Issues ONE course in research methods chosen from between: EDU 599 Introduction to Research EDU 599B Research in Education Electives (6 credits) TWO appropriate elective courses such as: ADM 609 Administration of Health and Human Services (see School of Professional Studies) COUN 554 Counseling for Adult Life Transitions COUN 555 Counseling Children and Adolescents COUN 557 Introduction to Family Therapy COUN 575 Counseling Persons with Developmental Disabilities COUN 603 Master's Project in Counseling COUN 604 Expressive Arts in Counseling COUN 606 Loss and Bereavement Counseling COUN 640E Internship in Employee Assistance Counseling COUN 643 Internship in Mental Health Counseling COUN 644 Internship in Gerontological Counseling Students should consult their faculty advisor when selecting appropriate graduate courses to satisfy elective requirements. Field Experience and Capstone Project (7 credits) ALL of the following courses: COUN 632 Practicum in Community Counseling COUN 645 Internship in Community Counseling COUN 651 Capstone Project in Counseling Student Development in Higher Education The student development in higher education specialization prepares individuals for careers in colleges and universities which require a counseling background. Courses provide a knowledge of student development, training, and consultation; expertise in ethical, legal, and multicultural issues; and program planning, administration, and evaluation. Graduates are qualified to work in such areas as residence life, academic support services, student activities, counseling and career development, adult re-entry, and orientation and admissions. The program requires students to complete a minimum of 45 credits. Students may elect to complete a dual concentration in student development and community counseling; additional course work and field experiences will be required for this option. Core Requirements (30 credits) ALL of the following courses: COUN 538 Career and Lifestyle Development COUN 547 Counseling and the Group Process COUN 550 Multicultural Counseling COUN 554 Counseling for Adult Life Transitions COUN 560 Theories and Techniques of Counseling SDHE 535 Student Development in Higher Education SDHE 536 The American College Student SDHE 549 Organization and Leadership of Student Development Services SDHE 612 Ethical and Legal Issues ONE course in research methods chosen from between: EDU 599 Introduction to Research EDU 599B Research in Education Electives (9 credits) THREE appropriate elective courses such as: ADM 504 Communication and Human Interaction ADM 610 Theories of Leadership and Organizational Change ADM 611 Supervision and Evaluation ADM 612 Group Dynamics and Team Building ADM 613A Financial Management for Non-Financial Manager ADM 626 Staff Development and Training COUN 544 Principles and Techniques of Assessment COUN 553 Alcohol and Substance Abuse SDHE 502 The Two-Year College SDHE 602 Master's Project in Student Development Students should consult their faculty advisor when selecting appropriate graduate courses to satisfy elective requirements. Field Experience and Capstone Project (6 credits) BOTH of the following courses: SDHE 630 Practicum in Student Development SDHE 642 Internship and Capstone in Student Development Course Descriptions COUN 538 Career and Lifestyle Development 3 cr Examines theories of career development through the lifespan. Topics include: employment trends, career exploration and decision making, lifestyle planning, placement and career counseling programs, clients at different developmental levels in a variety of settings, and strategies that address the needs of a culturally diverse population. Students obtain hands-on experience with computer-based and other career assessment tools and sources of occupational and educational information. COUN 540 Principles of Counseling 3 cr Examines the history, philosophy, theories, practices, and principles of guidance counseling and psychotherapy, and applications to various settings, populations, and problems. Topics include current issues and trends, legal and ethical standards, and considerations, multicultural counseling, family counseling, human relations skills, professional organizations, and credentialing. Students visit school and community field sites. COUN 544 Principles and Techniques of Assessment 3 cr Examines purposes, concepts, procedures, and techniques of educational, vocational, and psychological assessment. Emphasis is on the integration of assessment information into the counseling and placement processes ethical and legal considerations and use of tests with special needs and culturally diverse populations. Basic principles of measurement, statistical concepts, and practice in selection, administration, scoring, and interpretation of tests are examined. Prerequisites: COUN 540, 560 COUN 547 Counseling and the Group Process 3 cr Reviews theories, research, and techniques of group guidance counseling and psychotherapy involving both didactic and experiential learning modes. Application of theory to practice in school, work, mental health, and other counseling settings with varied client populations is stressed. Laboratory sessions provide opportunities for group participation and co-leading under faculty supervision. Open only to students pursuing an M.A. in counseling. Prerequisite: COUN 560 COUN 548 Human Growth and Development 3 cr Explores research and lifespan theories of human growth and development. Physiological, psychological, psychosocial, cognitive, and sociological factors, as well as normal and abnormal behavior, are reviewed. Topics include learning theories and research, theories of personality development, consideration of exceptional individuals, and the influence of social and cultural factors on human development. COUN 549 Organization and Administration of Counseling Services 3 cr Examines principles and practices in organizing and administering major counseling services in community agencies and mental health settings. Topics include planning, staffing, directing, evaluating, and modifying comprehensive and developmental counseling services and mental health care programs; consultation with professional staff, community agencies, and family and ethical and legal considerations. Emphasis is on communication, leadership, outreach and advocacy, staff development, decision-making, quality-assurance, management skills, technological competence, and knowledge and use of referral sources. Students visit community field sites. Prerequisite: COUN 540 COUN 550 Multicultural Counseling 3 cr Explores practical and theoretical issues of counseling individuals, couples, groups, and families from diverse cultural backgrounds. Emphasis is on development of attitudes, values, and skills which promote effective interpersonal relations and counseling across cultures. Consideration is given to the impact of historical, social, and political forces on the behavior of the individual. COUN 553 Alcohol and Substance Abuse 3 cr Examines various approaches to treating alcohol and substance abuse, factors which increase susceptibility, models of therapeutic intervening, referral sources, and educational and preventative strategies. Prerequisite: COUN 540 COUN 554 Counseling for Adult Life Transitions 3 cr Reviews theoretical approaches to adult development and aging from interdisciplinary and multicultural perspectives. Emphasis is on psychological, socio-cultural, and biological factors in human growth. Appropriate counseling techniques with young, midlife, and older adults are demonstrated. COUN 555 Counseling Children and Adolescents 3 cr Examines theories and methods of psychological counseling and intervention with children and adolescents. Topics include analyzing and remediating classroom-related problems, recognizing serious disorders in early states, consulting with professional staff and families, play therapy, parent education strategies, and referral to community resources. Prerequisites: COUN 540, 560 COUN 557 Introduction to Family Therapy 3 cr Explores research and techniques of family systems theory as a framework for understanding family dynamics and the methods of intervention in family therapy. Prerequisites: COUN 540, 560 COUN 560 Theories and Techniques of Counseling 3 cr Reviews major theories in counseling and psychotherapy and their applications in schools, human services, and work settings. Topics include the counseling relationship, assessment and referral procedures, behavior modification, crisis intervention, brief and long-term approaches, legal and ethical issues, and multicultural counseling. Practice in counseling is gained through audio and videotaping, classroom training activities, and direct supervision. Open only to students in counseling degree programs COUN 561 School Counseling Services 3 cr Examines principles and practices in organizing, administering, and evaluating major counseling services in school settings. Topics include planning, staffing, directing, evaluating and modifying comprehensive and developmental counseling services; National Standards for school counseling programs; and consultation with professional staff, community agencies, and family. Emphasis is on communication, leadership, outreach and advocacy, decision making, quality-assurance and management skills, technological competence, and knowledge and use of referral sources. Students visit school field sites. Prerequisite: COUN 540 COUN 570 Diagnosis and Treatment in Counseling 3 cr Examines theoretical and cultural perspectives, research, etiology, diagnosis, treatment, referral process and presentation of types of maladjustments, and mental health disorders. Topics include assessment using current Diagnostic and Statistical Manual (DSM) diagnostic categories, implementation of appropriate therapeutic strategies, psychopharamacological medications, strategies for promotion of optimal mental health, and situational and systemic factors affecting behavior. Formerly COUN 552 Psychopathology and COUN 542 Mental Health Principles. Prerequisites: COUN 540, 560 COUN 575 Counseling Persons with Developmental Disabilities 3 cr Examines the nature of developmental disabilities mental retardation, autism, learning disabilities, and related conditions from a biopsychosocial perspective. The course explores the nature of the developmental disabilities service system and common issues in families of persons with developmental disabilities. Students explore specific counseling processes necessary for effective work with persons with developmental disabilities and specific issues that need to be addressed in such counseling relationships. COUN 602 Master's Project in Guidance and Counseling 3 cr Provides an individualized course in which the student demonstrates the ability to apply knowledge of counseling and research to specific issues in the counseling, mental health, or human development fields. Students confer with their advisor when planning their project, which may be either qualitative or quantitative in design. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 603 Master's Project in Counseling 3 cr Provides an individualized course in which the student demonstrates the ability to apply knowledge of counseling and research to specific issues in the counseling, mental health, or human development fields. Students confer with their advisor when planning their project, which may be either qualitative or quantitative in design. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 604 Expressive Arts in Counseling 3 cr Examines the theoretical foundation of expressive and creative therapies and their practical application in the counseling of individuals and groups. Students will be introduced to the study and practice of working with art, dreams, journaling, music, movement, poetry, psychodrama, and play therapy as counseling approaches. Both didactic and experiential learning experiences are provided. Prerequisites: COUN 540, 547, 560 COUN 605 Ethical, Legal, and Professional Issues 3 cr Examines ethical and legal issues involved in the field of community and school counseling. Codes of ethics, confidentiality, and legal considerations are explored. Emphasis is on professional orientation, responsibility, and ethical decision-making. Certification and licensure requirements and other current professional issues affecting the counselor are also studied. Prerequisite: 12 credits in community or school counseling program COUN 606 Loss and Bereavement Counseling 3 cr Explores models of coping for individuals in transition due to loss and bereavement. Topics include the grieving process, attitudes towards death, care of the terminally ill, ethical issues related to death and dying, and clinical issues in working with the bereaved. Emphasis is on seeing loss and death as natural functions of life and on teaching individuals to deal with critical life events. COUN 631 Practicum in School Counseling 1-3 cr Provides supervised practicum experience in guidance and counseling with individuals and groups in elementary, middle, or secondary schools. Emphasis is on interpersonal and professional effectiveness, application of appropriate counseling techniques, observation, consultation, ethical and legal issues, and performance of the duties of a school counselor. On-site, classroom, individual, and group supervisory hours are required. Offered only in the Fall and Spring semesters. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 632 Practicum in Community Counseling 1-3 cr Provides supervised practicum experience in counseling with individuals and groups in community, business, mental health, or higher education settings. Emphasis is on interpersonal and professional effectiveness, application of appropriate counseling techniques, observation, consultation, ethical and legal issues, and performance of the duties of a counselor. On-site, classroom, individual, and group supervisory hours are required. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 640 Internship in Counseling 3-6 cr Provides experience in working under the supervision of both a college faculty member and a professionally credentialed practitioner in the field. Placement is made in a business, educational, community or mental health setting, depending on specific career goals. Opportunities exist to apply learning and to develop skills and competencies through practical experience. On-site, classroom, individual, and group supervisory hours are required. Students enroll for either three or six credits. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 640E Internship in Employee Assistance Counseling 3 cr Provides experience in working under the supervision of both a college faculty member and a professionally credentialed practitioner in the field of employee assistance counseling. On-site, classroom, individual, and group supervisory hours are required. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 642 Internship in School Counseling 1-3 cr Provides experience in working under the supervision of both a college faculty member and a professionally credentialed practitioner in the field. Placement is made in an elementary, middle and/or secondary school setting, depending on specific career goals. Opportunities exist to apply learning and to develop skills and competencies through practical experience. On-site, classroom, individual, and group supervisory hours are required. Offered only during the Fall and Spring semesters. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 643 Internship in Mental Health Counseling 3 cr Provides experience in working under the supervision of both a college faculty member and a professionally credentialed practitioner in the field of mental health counseling. On-site, classroom, individual, and group supervisory hours are required. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 644 Internship in Gerontological Counseling 3 cr Provides experience in working under the supervision of both a college faculty member and a professionally credentialed practitioner in the field of gerontological counseling. On-site, individual and group supervisory hours are required. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 645 Internship in Community Counseling 1-3 cr Provides experience in working under the supervision of both a college faculty member and a professionally credentialed practitioner in the field. Placement is made in a business, educational, community or mental health setting, depending on specific career goals. Opportunities exist to apply learning and to develop skills and competencies through practical experience. On-site, classroom, individual and group supervisory hours are required. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment COUN 651 Capstone Project in Counseling 1 cr Provides the opportunity for students to demonstrate their ability to synthesize and apply counseling knowledge, research, and skills, and to articulate the major issues of the profession. Students work independently and/or collaboratively on a topic that is relevant to their chosen career field, and they present their paper in a final seminar. Prerequisites: completion of core courses and advisor's written approval; application must be made one semester prior to enrollment. SDHE 502 The Two-Year College 3 cr Provides a theoretical and practical knowledge base relative to the history, philosophy, students, faculty, staff services, and organization of two-year institutions and an analysis of the groups that mold and shape the two-year college institution. The development and implementation of public policy at the local, state, and national level will be reviewed. The unique role and educational importance of the two-year postsecondary system in the U.S. is a central theme. SDHE 535 Student Development in Higher Education 3 cr Examines the history, philosophy, and goals of student affairs practice in higher education. Includes research, current issues and future trends, ethical and legal issues, student development models and theories, and student development functions and programs. SDHE 536 The American College Student 3 cr Examines characteristics, attitudes, and values of contemporary, traditional, and nontraditional college students. Major topics include the impact of college environments on students and models and implications for student services practice. The needs of special groups, including women and those from diverse cultural and socioeconomic backgrounds, are addressed. SDHE 549 Organization and Leadership of Student Development Services 3 cr Examines the essentials of effective management in student services. Topics include policy and program development; personnel selection, supervision, training and evaluation; resource acquisition and allocation; and information management systems. Leadership strategies, conflict resolution, and the use of group dynamics in a student development context are explored. SDHE 602 Master's Project in Student Development 3 cr Provides an individualized course in which the student demonstrates the ability to apply knowledge and research of student development in higher education to specific issues in the field. Students confer with their advisor when planning their project, which may be either qualitative or quantitative in design. Prerequisites: SDHE 535, 536, 549; COUN 538, 547, 560; EDU 599; at least 24 credits, and advisor's written approval; application must be made one semester prior to enrollment SDHE 612 Ethical and Legal Issues 3 cr Examines the ethical and legal issues that must be considered in making decisions affecting all the constituents in postsecondary institutions. Provides postsecondary education practitioners legal information on major facets of institutional operations. SDHE 630 Practicum in Student Development 3 cr Provides supervised practicum experience in student development in higher education settings. Emphasis is on interpersonal and professional effectiveness, application of appropriate counseling techniques, observation, performance of the duties of a counselor, consultation, and ethical and legal issues. On-site classroom, individual, and group supervisory hours are required. Limited enrollment. Prerequisites: SDHE 535, 536, 549; COUN 538, 547, 554, 560; advisor's written approval. Application must be made one semester prior to enrollment SDHE 642 Internship and Capstone in Student Development 3 cr Provides experience in working under the supervision of both a college faculty member and a practitioner in a higher education setting. Students have the opportunity to apply learning and to develop skills and competencies through practical experience; to demonstrate their ability to synthesize and apply knowledge, research skills in student development; and to articulate the major issues of the profession. The development of a portfolio or other capstone project is a requirement, with classroom time devoted to reflection and analysis of skills and competencies. Prerequisites: completion of core courses and advisor's written approval. Application must be made one semester prior to enrollment NOTE: Descriptions for courses listed as ADM (Administration) appear in the School of Professional Studies section of this catalog; courses with the EDU prefix may be found under the M.A.T. Teacher Education Program. Teacher Education (M.A.T.) Faculty Gloria Grantham, Dean of the School of Education; Assistant Professor of Education Rosemarie Bosler, SND, Associate Professor of Education Roberta Dorr, Assistant Professor of Education Shelly Gismondi, Assistant Professor of Education Poinsettia Peterson, Instructor of Education Robert Redmond, Associate Professor of Education L. Lawrence Riccio, Professor of Education Description The graduate program in teacher education offers the Master of Arts in Teaching degree (M.A.T.), and prepares graduate students for teaching careers. The Teacher Education Program culminating in the M.A.T. is fully accredited by the National Association of State Directors of Teacher Education Certification (NASDTEC). The Interstate Reciprocity Agreement established by NASDTEC enables graduates to meet the certification requirements of 35 participating states. Through a sequenced course of study, students gain knowledge, skills, and experiences for initial teaching certification. Many of the professional education courses require a practicum, internship, or other field experiences in addition to regular class meetings. The program may be completed on either a full-time or part-time basis; however, one semester of full-time study is usually required for the student teaching internship in the last semester of the program. Student teaching internship placements are in public and private school systems in the Washington metropolitan area and are made by the college. Faculty in the School of Education carefully advise students on their course of study based on the NASDTEC requirements regarding both general education and professional education course work. In some instances, additional general education course work may be required. It may be possible to complete certification requirements before completing all requirements for the M.A.T. degree. Admission to the M.A.T. Program requires a bachelor's degree from an accredited institution, a minimum undergraduate GPA of 2.8, and completion of the Praxis I examination. The M.A.T. is offered in early childhood, elementary, or special education, as well as selected areas of secondary education (English, mathematics, science, and social studies). Certification Requirements The School of Education offers a course of study that qualifies a student for a Standard Teaching License in the District of Columbia, which has certification reciprocity with 35 states. Students must meet the following general requirements to qualify for teacher certification: Hold a bachelor's degree from a regionally accredited institution. Course work must include: 48 credits of general education (liberal arts) 33-36 credits in field of specialization Earn passing scores on the Praxis I and Praxis II examinations Complete 42-48 credits of graduate courses in education Complete supervised field experience/student teaching Bachelor's Degree and Undergraduate Course Work Requirements In order to receive state certification with reciprocity across 35 states, individuals must hold a baccalaureate degree (B.A., B.S., or equivalent) from a regionally accredited institution. Additionally, individuals must have completed at least 33-36 semester hours in their subject of specialization (e.g. English, mathematics) and 48 semester hours divided among the humanities, social sciences, natural sciences and mathematics, and health and physical education. Students receive an assessment of prior course work after being admitted to the program. The undergraduate course work distributions are as follows: 1. Humanities (at least one course in each area) 12 semester hours English grammar and composition (including vocabulary development and reading comprehension) Literature, art, music, philosophy Foreign language 2. Social Sciences (at least one course in each area) 12 semester hours American history History, anthropology, sociology, economics, political science, geography, psychology, world studies, or contemporary world cultures 3. Natural Sciences and Mathematics 12 semester hours Laboratory science Mathematics 4. Health and Physical Education 4 semester hours (including coursework in Substance Abuse Education) 5. An additional eight semester hours in Humanities, Social Sciences, and/or Natural Sciences and Mathematics. Praxis I and Praxis II Examinations The Praxis examinations, administered by the Educational Testing Service, are used by a number of states as part of their teacher certification process. The Praxis I examination, a prerequisite for admission to Trinity's School of Education, measures reading, writing, and mathematics skills vital to all teacher candidates. The Praxis II examinations measure prospective teachers' knowledge of the subjects they will teach, as well as how much they know about teaching that subject. Students are responsible for arranging to take these tests and have their scores reported to Trinity College as well as appropriate certification agencies. Further information is available from ETS, Princeton, New Jersey 08540 or online at http://www.ets.org/. Graduate Course Work and Student Teaching A student must complete 42-48 credits of graduate courses in education. These credits must fulfill the minimum requirements of the student's specialization in early childhood education, elementary education, special education, or secondary education. Specific requirements for each specialization are listed below. Intensive Master of Arts in Teaching Program The intensive M.A.T. is a one-year, three-semester full-time program leading to eligibility for certification in early childhood and/or elementary education. The content of the intensive M.A.T. program is the same as the regular M.A.T. program but in a different delivery format. This intensive program begins in May and includes a carefully designed and supported sequence of course work and field experiences over the three semesters. Students take 15 credits of preselected course work each semester. Students may need to complete additional undergraduate general content course work to meet state certification requirements. The intensive M.A.T. program consists of a comprehensive and innovative series of classroom and field-based experiences, designed to promote the development of skills, knowledge, and attitudes essential for effective teaching. The program stresses the application of theory to practice. Students in this program are part of a diverse community of learners. Registration for Praxis II Specialty Area Test subsection (elementary and early childhood education) may be completed during the third semester, which is the student teaching internship. Early Childhood Education Specialization, Ages 3 - 8 The early childhood education specialization requires 48 credits, and the course of study provides a comprehensive core of knowledge and field-based experience for students desiring to work with young children in nursery, kindergarten, and primary schools; child care programs; and Head Start programs. Students may not take more than six graduate credits or register for a second semester until successfully completing Praxis I. Core Requirements (18 credits) ALL of the following courses: EDU 520T Foundations of Education EDU 576 Education of Exceptional Children and Youth EDU 589H Human Growth and Development EDU 599B Research in Education EDU 619 Teaching and Learning THREE of the following modules: EDU 524A Module I: Understanding Diversity (1 credit) EDU 524B Module II: Professional Ethics (1 credit) EDU 524C Module III: Computer Literacy (1 credit) EDU 524D Module IV: Conflict Resolution (1 credit) Specialization (21 credits) ALL of the following courses: EDU 501A Teaching for Mathematical Understanding EDU 502A Teaching for Scientific Inquiry EDU 508A Language, Literature, and Culture EDU 514 Children's Literature EDU 552T Theory of Play and Its Role in Curriculum EDU 557A Constructing Meaning Through Literacy I EDU 557B Constructing Meaning Through Literacy II Student Teaching Internship and Seminar in Teaching (9 credits) ONE internship in early childhood education: EDU 568G Supervised Teaching Internship in Early Childhood Education ONE course chosen from between: EDU 588A Advanced Seminar in Teaching EDU 600M Capstone Project in Education (written advisor approval required) Prerequisites for Student Teaching Internship Students are required to have successfully completed all professional education course work prior to student teaching. Registration for the Praxis II Specialty Area Test subsection (Early Childhood Education) may be completed prior to or during the student teaching internship. Elementary Education Specialization, Grades 1 - 6 The elementary education specialization requires 45 credits of course work which provides a comprehensive core of knowledge and field experiences for students desiring to work with elementary school students in grades one through six. Students may not take more than six graduate credits or register for a second semester until successfully completing Praxis I. Core Requirements (18 credits) ALL of the following courses: EDU 520T Foundations of Education EDU 576 Education of Exceptional Children and Youth EDU 589H Human Growth and Development EDU 599B Research in Education EDU 619 Teaching and Learning THREE of the following modules: EDU 524A Module I: Understanding Diversity (1 credit) EDU 524B Module II: Professional Ethics (1 credit) EDU 524C Module III: Computer Literacy (1 credit) EDU 524D Module IV: Conflict Resolution (1 credit) Specialization (18 credits) ALL of the following courses: EDU 501A Teaching for Mathematical Understanding EDU 502A Teaching for Scientific Inquiry EDU 508A Language, Literature, and Culture EDU 514 Children's Literature EDU 557A Constructing Meaning Through Literacy I EDU 557B Constructing Meaning Through Literacy II Student Teaching Internship and Capstone Project (9 credits) ONE internship in elementary education: EDU 588G Supervised Teaching Internship in Elementary Education ONE course chosen from between: EDU 588A Advanced Seminar in Teaching EDU 600M Capstone Project in Education (written advisor approval required) Prerequisites for Student Teaching Internship Students are required to have successfully completed all professional education course work prior to student teaching. Registration for Praxis II Specialty Area Test subsection (Elementary Education) may be completed prior to or during the student teaching internship. Secondary Education Specialization, Grades 7 - 12 The secondary education specialization requires 42 credits and provides a comprehensive core of knowledge and field experiences for students desiring to teach at the middle and high school level (grades 7 through 12) in: English, mathematics, science, or social studies. A student must have a 3.0 GPA in the content area in which he or she wishes to teach. Students should meet with an advisor to assess prerequisite course work necessary to meet the requirements of their respective areas of specialization. Students may not take more than six graduate credits or register for a second semester until they have successfully completed Praxis I. State Certification Requirements: English: Thirty-six (36) semester hours is required in course work from the following: writing process, grammar, American literature, English literature, nature and structure of language (linguistics), oral communication, world literature or comparative literature, multicultural literature, drama, journalism. Math: Thirty-three (33) semester hours is required in course work from the following: calculus, algebra, geometry, computer science, probability and statistics, number theory, trigonometry, mathematical modeling or applied mathematics, discrete mathematics, history of mathematics. General Science: Thirty (30) semester hours is required in course work from the following: biology, chemistry, physics, earth and space science, environmental science. Social Studies: Thirty-three (33) semester hours is required in course work from the following: world history, United States history, history and government of the District of Columbia, physical or cultural geography, economics, political science, international relations or global studies, law, philosophy, psychology, sociology, social science, anthropology. Core Requirements (21 credits) ALL of the following courses: EDU 520T Foundations of Education EDU 576 Education of Exceptional Children and Youth EDU 589L Human Growth and Development (Lifespan) EDU 599B Research in Education EDU 619 Teaching and Learning EDU 643 Educational Measurement and Evaluation THREE of the following modules: EDU 524A Module I: Understanding Diversity (1 credit) EDU 524B Module II: Professional Ethics (1 credit) EDU 524C Module III: Computer Literacy (1 credit) EDU 524D Module IV: Conflict Resolution (1 credit) Specialization (12 credits) ONE of the following courses: EDU 505A Curriculum and Methods of Teaching Math EDU 507A Curriculum and Methods of Teaching Social Studies EDU 509A Curriculum and Methods of Teaching Science EDU 511A Curriculum and Methods of Teaching English ALL of the following courses: EDU 512 Principles and Methods of Teaching in the Secondary School EDU 513A Adolescent Culture in Literature EDU 530 Teaching Reading in the Content Area Internship and Seminar in Teaching (12 credits) BOTH of the following courses: EDU 588I Teaching Practicum (for intensive programs only) EDU 598G Supervised Teaching Internship in Secondary Education ONE course chosen from between: EDU 588A Advanced Seminar in Teaching EDU 600M Capstone Project in Education (written advisor approval required) Prerequisites for Student Teaching Internship: Students are required to have successfully completed all content and professional education course work prior to student teaching. Registration for Praxis II: Specialty Area Test subsection (Secondary Education - specific content area) may be completed prior to or during the student teaching internship. Special Education Specialization (Noncategorical) The special education specialization requires 48 credits and provides a comprehensive core of knowledge and field-based experience for students desiring to work with children and youth with special needs in a variety of special education settings. The student is eligible for noncategorical certification, kindergarten through grade twelve. Students may not take more than six graduate credits or register for a second semester until they have successfully completed Praxis I. Students must be registered for Praxis II: Special Area Test subsection (Special Education-Noncategorical) prior to the Student Teaching Internship. Core Requirements (18 credits) ONE course in the foundations of education: EDU 520T Foundations of Education THREE of the following courses: EDU 576 Education of Exceptional Children and Youth EDU 589L Human Growth and Development (Lifespan) EDU 599B Research in Education EDU 619 Teaching and Learning EDU 643 Educational Measurement and Evaluation Specialization (30 credits) ALL of the following courses: EDU 577 Career Education for Exceptional Children and Youth EDU 578 Human Relations in Special Education EDU 579 Teaching Students with Learning Disabilities EDU 580 Teaching Students with Mental Retardation EDU 582 Psychology of Exceptional Children and Youth EDU 586 Teaching Students with Emotional Disturbances EDU 587B Preparation of Individualized Learning Prescriptions EDU 588I Teaching Practicum (for Intensive programs only) EDU 597G Supervised Teaching Internship in Special Education ONE course chosen from between: EDU 588A Advanced Seminar in Teaching EDU 600M Capstone Project in Education (written advisor approval required) Prerequisites for Student Teaching Internship: Students are required to have successfully completed all professional education course work prior to student teaching. Registration for the Praxis II: Specialty Area Test subsection (Special Education-Noncategorical) may be taken prior to or during the Student Teaching Internship. Course Descriptions EDU 500 Independent Study in Education 3 cr Provides students with the opportunity to carry out individualized projects related to the student's area of concentration under the supervision of a faculty advisor. Prerequisite: Advisor's written approval and approval of the dean. EDU 501A Teaching for Mathematical Understanding 3 cr Examines early childhood and elementary mathematics education methods and curriculum materials. Topics include current approaches to teaching mathematics, individualized programs, integrating mathematical understanding across the curriculum, and the development and implementation of mathematics laboratory activities in the classroom. Implications of research and theory to the teaching of mathematics are considered. Field component required. Prerequisites: EDU 520T, 576, 582, 589, 619 EDU 501B Systems Analysis 3 cr Examines a number of political and social systems that educators and others can use to help families in the inner cities. Information will be viewed in the context of how social systems affect family and child behavior and how inner-city school systems can be used as a major instrument for social change. EDU 502A Teaching for Scientific Inquiry 3 cr Examines early childhood and elementary science education methods, curriculum materials, and teaching strategies. Emphasis is on teaching strategies and materials that encourage exploration and guided discovery and the integration of scientific inquiry across the curriculum. The implications of research and theory to the teaching of science are considered. An activity-centered approach is used to study topics in science. Field component required. Prerequisites: EDU 520T, 576, 582, 589, 619 EDU 505A Curriculum and Methods of Teaching Mathematics in the Secondary School 3 cr Familiarizes students with techniques and practices for teaching mathematics in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required. Prerequisites: EDU 512, 520T, 589L, 619 EDU 507A Curriculum and Methods of Teaching Social Studies in the Secondary School 3 cr Familiarizes students with techniques and practices for teaching social studies in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required. Prerequisites: EDU 512, 520T, 619 EDU 508A Language, Literature, and Culture 3 cr Explores theory and research on emergent literacy, communication skills, and development of social skills in early childhood and elementary education. Develops teaching strategies and curriculum, including utilization of children's literature, drama, and writing as a means of studying political, economic, cultural, and environmental aspects of societies in the past, present, and future. Field component is required. Prerequisites: EDU 520T, 589H, 619 EDU 509A Curriculum and Methods of Teaching Science in the Secondary School 3 cr Familiarizes students with techniques and practices for teaching science in the middle and secondary school classroom. Topics include current research and practice, material development, and unit and lesson planning. Students practice implementing instruction by microteaching. Field component required. Prerequisites: EDU 512, 520T, 619 EDU 509C Differentiated Instruction in Reading 3 cr Explores the major principles related to literacy development especially as it affects the child. Central to this course is the concept that quality literature is the core of good instruction. Skills needed to acquire competence as an independent reader and writer will be covered. Special topics include the myths and realities of whole language, integrating traditional instruction with whole language, connecting reading and writing, and supporting literacy with computers and related technology. Prerequisite: EDU 523L EDU 511A Curriculum and Methods of Teaching English in the Secondary School 3 cr Familiarizes students with techniques and practices for teaching English and language arts in the middle and secondary school classroom. Topics include current research and practice; material development; unit and lesson planning; teaching composition, grammar, speaking, and the study of literature. Students practice implementing instruction by microteaching. Field component required. Prerequisites: EDU 512, 520T, 619 EDU 511B Curriculum and Methods of Teaching Foreign Languages in the Secondary School 3 cr Familiarizes students with techniques and practices for teaching foreign languages in the middle and secondary school classroom. Topics include current research and practice; material development; unit and lesson planning; teaching composition, grammar, speaking, and the study of literature. Students practice implementing instruction by microteaching. Field component required. Prerequisites: EDU 512, 520T, 619 EDU 511C Teaching Writing 3 cr Focuses on the essential elements of an effective school writing program. Topics will include writing as a means of constructing knowledge, writing for authentic purposes, developing a supportive environment, implementing other language arts skills into the writing process. Attention will also be given to the evaluation of student writing, the development of benchmarks and rubrics, portfolio preparation and analysis, and publication of students' work. EDU 512 Principles and Methods of Teaching in the Secondary School 3 cr Examines the major tenets of secondary education emphasizing methodologies appropriate to teaching in the middle and secondary grades. Reviews current research and practice in secondary education. Prerequisites: EDU 520T, 619 EDU 513A Adolescent Culture in Literature 3 cr Offers prospective teachers of adolescents the opportunity to view their particular life view and development patterns as seen in both classic and contemporary stories about adolescents. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal. EDU 514 Children's Literature 3 cr Surveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. EDU 514L Peace Education 3 cr Considers the influence of the Resolving Conflict Creatively Program that stresses the importance of communication as a vehicle for resolving conflict and helping students work together to express feelings in a respectful atmosphere. Emphasis is on positive strategies and techniques of conveying anger, frustration, and doubt. The stepwise solutions will be offered and modeled for educators. EDU 520R Foundations of Reading 3 cr Provides teachers with a strong theory and knowledge base in the complexity of reading and the importance of it being taught as a process. Topics include a brief history of reading instruction in the U.S. and major approaches currently used to understand the interrelation of reading with writing and listening, speaking, and thinking. The role of metacognition will be explored as well as an understanding that students need opportunities to integrate their use of literacy. Additionally an emphasis on literacy as a means for transmitting beliefs and cultural values in a diverse societyand an understanding of emergent literacy and the experiences that support including phonics in instruction will be examined. Current reading research as well as the role of the reading teacher and reading specialist will be discussed. EDU 520T Foundations of Education 3 cr Surveys historical, social, and philosophical foundations of education, with emphasis on the role of American education in an interdependent world and the multicultural character of American classrooms. Implications of understanding contemporary educational issues, policy, and decision making are stressed. Field observations are an integral component of the course. EDU 521A Remediation Methods 3 cr Offers students opportunities to conduct multiple types of assessments, interpret findings, and plan appropriate instruction. The course emphasizes all aspects of literacy to include work identification, vocabulary, and spelling. Analysis of comprehension issues, study skills, and writing will also be included. Must be taken in conjunction with EDU 529 Advanced Diagnosis. Prerequisite: EDU 523L EDU 521L A Whole Language Approach to Literacy: Constructing Knowledge 3 cr Explores the major principles related to literacy development especially as it affects the child. Central to this course is the concepts that quality literature is the core of good instruction. Skills needed to acquire competence as an independent reader and writer will be covered. Special topics to be covered include the myths and realities of whole language, integrating traditional instruction with whole language, connecting reading and writing, and supporting literacy with computers and related technology. EDU 521U Curriculum and Methods of Education For Democracy, 3 cr Diversity, and Social Justice Instructs teachers on the design of effective curriculum material tailored to the real-life experiences of educationally under-served children and youth. Current research on cultural and learning styles will be examined. Materials will be developed that will infuse these specific strategies across the curriculum. EDU 522L Literacy Across the Curriculum 3 cr Focuses on the importance of literacy as both a goal and a tool. Literacy acquisition and development depend upon the ability of students to integrate their knowledge across the content areas. Students will observe the application of current theory with practice. EDU 523 Reading Disabilities 3 cr Focuses on the basic psycho-physiological, social, and educational causes of reading problems. Moving from a strong theory base to an understanding of the nature and multiple causes of reading difficulties, students will know principles for diagnosing reading problems. Topics include the basic principles of reading instruction, especially those involving the nature of reading growth, and the nature and causes of reading difficulties, including anxiety and difficulties with attention and concentration problems. EDU 523L Authentic Assessment 3 cr Introduces students to the informal authentic approaches of literacy assessment through participation in a lab experience. They will develop and conduct assessments that involve multiple indicators of a learner's progress. Measures will include the use of instructional strategies for assessment tools such as the Informal Reading Inventory, word recognition tests, close procedures, and miscue analysis. Additionally, the development of rubrics, techniques of journal evaluation, conferencing, and portfolios will be discussed. Students have the opportunity to critique both formal and informal measures of assessment. EDU 524A Module I: Understanding Diversity 1 cr Develops awareness of the diverse characteristics of our nation's population. The course identifies how culture shapes our beliefs and our behaviors. The course explores how assumptions, stereotypes, racism, and prejudice are developed and addresses ways to encourage appreciation of differences and to foster respect for diversity. EDU 524B Module II: Professional Ethics 1 cr Reviews major legal issues affecting teachers and students. Emphasis is on ethical responses to classroom issues that involve respect for human dignity and potential, commitment to truth, human values and principles, and knowledge of principles of fairness in teacher/student interactions. EDU 524C Module III: Computer Literacy 1 cr Provides a working knowledge of the computer. Basic information about the IBM-compatible computer and the Macintosh computer will be discussed. Some educational programs will be demonstrated. Students will receive instruction in the use of at least one word processing program. Students who are computer literate may test out of this course. EDU 524D Module IV: Conflict Resolution 1 cr Examines theory behind the use of conflict resolution in classroom settings, with emphasis on group learning and interaction, peer counseling, and role playing. EDU 528 Organization and Supervision of School Reading Programs 3 cr Involves in-depth research on those topics pertinent to the development of sound school reading programs. Emphasis is placed on meeting individual needs, evaluation of materials, critiquing existing programs, and methods of evaluating programs. Students are expected to plan a reading program in a culminating paper. Only graduate reading concentrators who have finished most of their course work are allowed to register for this course. EDU 529 Advanced Diagnosis 3 cr Introduces students to formal measures of evaluation. Training in taking case histories will be presented as a means of discovering pertinent factors that influence reading ability. Practice in administration and interpretation of screening devices that test for visual, auditory, neurological, and psychological disorders affecting reading ability will be explored. Included in this course is a discussion of the Woodcock-Johnson Reading Test, the Detroit Test of Language Abilities, as well as many others. A lab experience is included. Emphasis is on interpreting data so as to know when to make referrals and to aid in the plans for instruction. Emphasis will also be placed on communication with parents and teachers. EDU 530 Teaching Reading in the Content Area 3 cr Prepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction. EDU 536 Cultural Diversity and Global Perspectives 3 cr Explores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, world view, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed. EDU 552T Theory of Play and Its Role in Curriculum 3 cr Examines historical and current research and practice on the role of play in the curriculum. Though much of the research has focused on facilitating play in early childhood settings, students explore and develop strategies to integrate play across the curriculum in both early childhood and elementary education. EDU 556B Language Acquisition and Development 3 cr Explores the major language theories and systems. The constructivist, psycholinguistic, and sociolinguistic views provide the framework for exploring phonology, semantic, syntactic, and pragmatic systems related to language acquisition and development. EDU 557A Constructing Meaning Through Literacy I 3 cr Surveys current theory on the components of the reading process, including implications for teaching and curriculum development. Strategies and techniques are researched and practiced through individual analyses using techniques for diagnosing the capabilities of learners, including recommendations on instructional programs in the least restrictive format. Focus is on the findings of current research dealing with children's thinking and the reading-writing connection and the practice of reading as a life-long learning endeavor. Field component required. Prerequisites: EDU 520T, 589H, 619 EDU 557B Constructing Meaning Through Literacy II 3 cr Investigates methods and strategies for helping readers benefit from explicit, systematic, and contextual instruction within the context of a holistic program that stresses opportunities for reading and writing. Examination of formal and informal assessments such as observation and portfolios as well as biases in testing and evaluation will be covered. Field component required. Prerequisites: EDU 557A, 589H, 619 EDU 562A Financial Development For Underserved Schools 3 cr Introduces programs that promote community development within the infrastructure of poor school communities. Examines public/private partnerships that address the funding and grant development for school improvement as well as model partnerships that provide insights into financing urban schools. EDU 562B Public Policy and Urban Education 3 cr Explores the role of state and local governments in addressing urban educators' problems, particularly the connection between local and national strategies for urban improvement through schooling. EDU 564A Infant Development 3 cr Uses an open, integrated approach to early childhood education; content is based upon research and theory as well as the most current position papers in the field. The course is comprehensive in nature, covering theories of development, as well as stages of developmentexplaining infant and toddler behavior as children develop their physical, social, emotional, cognitive, and creative selves. The primary focus of the course is birth through 36 months of age. EDU 568G Supervised Teaching Internship in Early Childhood Education 6 cr Provides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Prerequisites: Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test EDU 576 Education of Exceptional Children and Youth 3 cr Surveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educator providers, volunteers, and parents. Also individual education programs (IEPS) are examined in relation to students' needs and learning styles. EDU 576T Effective Schools and Effective Instruction 3 cr Designed to review recent research on effective schools, teaching, and institutional methodologies. The course places emphasis on how these findings can be implemented in the classroom. An in-depth survey and examination of research and practices for effective instruction in the school setting will be the primary focus of this course. EDU 577 Career Education for Exceptional Children and Youth 3 cr Examines contemporary trends and issues in career education for exceptional children and youth. Emphasizes school-to-work transitions and curricula and methods in prevocational training, vocational training, and transition programs. Prerequisites: EDU 520T, 576, 619 EDU 578 Human Relations in Special Education 3 cr Examines communication skills necessary both for assisting children and youth with special needs in personal adjustment and vocational and career choices and for counseling parents. Emphasis is on the professional responsibility of special educators to understand the rights and needs of parents and students to develop human relations competencies. Prerequisites: EDU 520T, 576, 619 EDU 579 Teaching Students with Learning Disabilities 3 cr Examines theory and research on the etiological, psychological, and social factors in learning disabilities. Topics include curriculum development, materials, and teaching strategies and methodologies for students with learning disabilities. Prerequisites: EDU 520T, 576, 619 EDU 580 Teaching Students with Mental Retardation 3 cr Examines theory and research on the etiological, psychological, and social factors in mental retardation. Topics include curriculum development, materials, and teaching strategies and methodologies for students with mild to moderate mental retardation. Prerequisites: EDU 520T, 576, 619 EDU 582 Psychology of Exceptional Children and Youth 3 cr Surveys research and theory of the psychosocial development of exceptional children and youth. The relationship between normal psychosocial development and the psychosocial development of exceptional children and youth is explored. Prerequisites: EDU 520T, 576, 619 EDU 586 Teaching Students with Emotional Disturbances 3 cr Examines theory and research on the etiological, psychological, and social factors in emotional disturbance. Topics include curriculum development, materials, and teaching strategies and methodologies for students with emotional disturbances. Prerequisites: EDU 520T, 576, 619 EDU 586A Responding To Students' Classroom Situations 3 cr Bridges teaching pedagogy and content with teacher practices to respond effectively to student behaviors that get in the way of the teaching and learning process. Non-punitive strategies and unique problem-solving techniques that increase student achievement are presented and compared to ineffective punitive approaches. This course is specifically designed to address student behaviors such as lateness to class, offensive language, fighting, refusal to complete class work or homework, inattentive classroom behavior; it also addresses the negative teacher responses that these behaviors provoke. Open to practicing teachers. Prerequisites: EDU 520T, 589H/L, 619 EDU 587B Preparation of Individualized Learning Prescriptions 3 cr Focuses on the skills and knowledge necessary for the development of individualized educational plans for students having special needs. Emphasizes evaluating commercially prepared materials and designing curricular materials to meet the needs of individual students. Prerequisites: EDU 520T, 576, 619 EDU 588A Advanced Seminar in Teaching 3 cr Focuses on professional development and is held in conjunction with the student teaching internship. Students examine personal theories of teaching and learning. Students complete a professional portfolio documenting teaching skills and competencies. EDU 588G Supervised Teaching Internship in Elementary Education 3-6 cr Provides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Prerequisites: Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test EDU 588I Teaching Practicum 1-3 cr Provides students with a semester of field-based teaching and learning experiences in school settings under the guidance and supervision of faculty members. The practicum is designed to provide an extended practical learning experience in a variety of teaching and learning settings. For intensive M.A.T. program only. Prerequisite: Admittance to the intensive M.A.T. program or advisor's written permission EDU 589H Human Growth and Development 3 cr Surveys research and theory on physical, social, and cognitive development of children from conception through adolescence, including implications for teaching and curriculum development. Weekly practicum and field assignments. EDU 589L Human Growth and Development (Lifespan) 3 cr Reviews theory and research in human growth and development over the lifespan. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. EDU 590H Adolescent Psychology 3 cr Reviews theories and research in adolescence. Topics include the psychological impact of puberty, cognitive development, personality development, and the interaction of the adolescent with peers, family members, social institutions, and others. Implications of research for addressing adolescent needs and interests in school settings are explored. Field component required. EDU 597G Supervised Teaching Internship in Special Education 6 cr Provides students with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Prerequisites:Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test EDU 598G Supervised Teaching Internship in Secondary Education 6 cr Provides the student with a semester-long, full-time teaching internship in a secondary education setting under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Prerequisites: Completion of all professional education course work and Praxis I: Preprofessional Skills Assessment Test EDU 599 Introduction to Research 3 cr Introduces methods for reading, analyzing, and interpreting research studies. Specifically, students will learn how to define the research process, write a review of the literature, compare and contrast qualitative and quantitative methodologies, and examine ethical issues in conducting research. Students will identify, read, and synthesize literature in their field of study in order to write a research proposal in APA style. EDU 599B Research in Education 3 cr Examines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the extant literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Students may be required to develop and analyze case studies as well as conduct individual research projects. EDU 600I Capstone Project in Curriculum and Instruction 3 cr Provides students with the opportunity explore an area of particular interest within their specialization. Under the direction of their faculty advisor, students design a project and subsequently share their project with other students in a seminar format. Prerequisites: Students must meet with their faculty advisor and prepare an outline of their prop