This course provides an introduction to college life, scholarly endeavors and opportunities for growth available during undergraduate study. It is designed to nurture future educators, support them to be successful in the college environment, and initiate relationships which will continue through their academic and professional careers.

Prerequisites: Current and clear background check and current and clear TB screening. This course involves education candidates in active and purposeful early clinical experiences with regional community agencies that support youth and/or families. Candidates are required to participate at agencies to meet organization goals and course objectives. Professionalism and effective communication are emphasized as candidates learn to build relationships and support learners' intellectual and social development. A minimum of 20 hours of clinical experience are required in addition to class meetings.

The course serves to ground candidates in the education profession, including its diverse career options and programs offered in the College of Education. Content includes introduction to, and applications of, the performance assessment system utilized throughout all curricular programs and essential to learning to evaluate one's experiences, impact, and coursework.

Prerequisites: Current and clear background check and current and clear TB screening required. This course introduces candidates to strategies for supporting the intellectual and social-emotional needs of P-12 students. Candidates observe and analyze a variety of classroom environments (a minimum of 20 hours of clinical experience in addition to class meetings) and participate in structured video analysis (10 hours). Development of professional dispositions is emphasized. This course must be taken concurrently with TCH ED 2209. Completion of this course fulfills early clinical experience requirements for teacher certification.

Students explore the multiple roles and functions of professional teaching including communication, leadership, management skills, use of technology, identification of needs of diverse populations and an examination of ethics, law, and other selected concepts and philosophies underlying American public education. This course must be taken concurrently with TCH ED 2001.

Prerequisites: Current and clear background check, current and clear TB screening, and admission into the Teacher Education Program. This course involves education candidates in active and purposeful mid-level clinical experiences with regional community agencies that include and support individuals with disabilities and their families. Candidates are required to participate at agencies to meet organization goals and course objectives. This course requires the study of research and analysis of cultural competency in instruction, curriculum and achievement. Completion of this course partially fulfills mid-level clinical requirement for teacher certification. In addition to class meetings, 20 hours of clinical experience is required.

Prerequisites: Completion of Level I requirements. An introduction to the historical, legal and pedagogical frameworks relating to Teaching English to Speakers of Other Languages (TESOL), and bilingualism. Students explore principles of language systems including English and the function of language in social and academic settings.

Prerequisites: Admission to Teacher Education Program. Students explore the impact of culture and society on English learners' academic language acquisition. Topics covered in this course include verbal and non-verbal communication, learning styles, and second language acquisition strategies. The course introduces concepts relating to the acculturation process, cross-cultural and intra- and inter-cultural communication and its impact on accommodating the coping strategies for the English learners academic achievement. Students develop strategies to enhance home, school and community relations and impact of culture on perceptions, communication, behaviors, and most importantly, academic learning.

Prerequisite: TCH ED 3210. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can reinforce instruction.

Prerequisites: TCH ED 3210 required; TCH ED 3211, TCH ED 3212, and TCH ED 3213 recommended. This course explores teachers' first, second, and/or dual language acquisition as well as language structures, learning styles, and the effects of cross-culture competencies on English learners' (ELs') content areas (English Language Arts, Science, Mathematics, Social Studies, etc.). Linguistically and culturally responsive teaching (LCRT) strategies will be covered. Standards-based integrated curriculum and instructional materials with assessment strategies will be developed and analyzed along with World-Class Instructional Design and Assessment (WIDA) descriptors based on ELs' language proficiency levels to ensure success.

Prerequisite: Admission to Teacher Education Program. Students will create curriculum to inform instruction through use of various teaching methods and educational technologies. This course emphasizes planning and assessment while reflecting on practice.

Prerequisites: ED PSY 2212 or consent of instructor. This course applies educational psychology theories and research to learning, instruction, and assessment. Candidates will learn about the importance of motivation, memory and cognition, and critical thinking skills in the instructional process and how to develop and monitor effective assessments to improve student learning.

Prerequisites: Admission to the Teacher Education Program. This course examines the teaching of multiple literacies including reading, writing, speaking, and critical thinking in the content areas. It explores implications of diverse cultures and languages and their relationship to reading.

Prerequisites: Graduate standing. Explores differentiated instruction as an approach to meeting the diverse literacy needs of all students in the classroom-including identifying students with reading difficulties and supporting their literacy in the content areas. This differentiated instruction approach will be used to enhance literacy developments of adolescent learners in functional literacy, content literacy, technological literacy and creative/innovative literacy.

Prerequisites: Admission to the Graduate School. This course addresses issues of equity and social justice from the perspective of personal and educational history. Participants will develop a cultural understanding of their own previous educational, community and family experiences, and apply that understanding in their current work as educators. They will also develop an understanding of the historical foundations of education and of the role of the educator as a catalyst for change, and of the critical components needed to create positive relationships with learners, coworkers and community members. Curriculum, instruction, and learning will be examined from the perspectives of race, ethnicity, class, gender, ability, sexual orientation, and religion. Finally, participants will examine global perspectives on, and challenges in, social justice education.

Prerequisites: Graduate standing. This course applies cognitive psychology theories to learning, instruction, and assessment. Candidates use behavioral and achievement assessment data (formative, diagnostic, and summative) to assess a learner's progress and to plan ongoing instruction. Candidates also learn about the design and use of differentiated high-quality assessments to monitor learner performance, assess the development of learners' global competence, and guide decision making.

Prerequisites: Graduate standing. This course is an introduction to the historical, legal and pedagogical frameworks relating to Teaching English to speakers of Other Languages (TESOL) and bilingualism. Students explore current issues, trends and influential factors in second language acquisition (SLA) instructional and assessment models.

Prerequisites: TCH ED 6210 required; TCH ED 6220, TCH ED 6230, and TCH ED 6240 recommended. Explores research-based first, second, and/or dual language acquisition as well as language structures, learning styles, and the effects of cross-culture competencies on English Learners' (ELs') content areas. Linguistically and culturally responsive teaching strategies will be covered. Standards-based integrated curriculum and instructional materials with assessment strategies will be developed and analyzed along with World-Class Instructional Design and Assessment (WIDA) descriptors based on ELs' language proficiency levels to ensure success.

Prerequisite: TCH ED 6210. Students explore the impact of culture and society on verbal and non-verbal communication, learning styles, and second language acquisition. The course introduces concepts relating to the acculturation process, cross-cultural and intra-cultural communication. Within this theoretical context, students recognize their own socio-cultural identity and its impact on teaching models. Students develop strategies to enhance home, school and community relations.

Prerequisites: TCH ED 6210 and TCH ED 6220 are recommended. By exploring the role of assessment in culturally and linguistically diverse classrooms, this course provides an overview of identifying and placing students at the district and school level. Formal and informal models of assessment are examined as students reflect on the administration and interpretation of equitable measurement strategies and how assessment can inform instruction.

Prerequisites: Graduate standing. In this course, candidates will improve their teaching effectiveness through the use of various models of instruction that are based on current learning theories and research in teaching methodology to improve the achievement of diverse learners. This course focuses on inquiry models for effectively teaching the state standards as well as college, career, citizenship, and global readiness. Prior instructional experience is recommended. It is recommended that this course be taken concurrently with ED PSY 6030.

Prerequisites: Graduate standing and a minimum of 21 hours of MEd coursework completed. This course provides the foundation for teacher action research and the capstone project required in TCH ED 6910. It requires identifying a problem of practice and designing a solution within an educational context. Candidates are expected to design an action research project by preparing a literature review to understand evidence-based practices, implement interventions as needed, and collect data used for assessment of the interventions in the capstone course.

Prerequisites: TCH ED 6909 and a minimum of 23 hours of completed MEd coursework. This course serves as the master's degree capstone by assessing the interventions identified in the action research project from TCH ED 6909. It requires candidates to analyze data, integrate results, and share findings with relevant stakeholders.