Graduate Course Descriptions

Only those courses numbered 500 and higher apply to the MAT degree. Candidates admitted as Sacred Heart University undergraduates to the five-year program may apply methods courses (see* with course description) to the MAT degree.

ED 413 Elementary Curriculum and Methods: Reading, Writing and Language Arts     3 CH*
A study of methodology in the areas of reading instruction and language arts for elementary education candidates consistent with the National Reading Panel's recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, fluency, vocabulary and comprehension into a a research-based literacy framework for beginning teachers. The course addresses ACEI standards for reading, writing, and oral language and prepares the candidate for the CT Foundations of Literacy Exam.  

ED 428 Secondary Curriculum     3 CH*
Course is differentiated by subject-content area. Explores national and state curriculum standards for grades 7 - 12. Philosophical, psychological and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to secondary disciplines.

ED 429 Secondary Methods in the Content Areas     3 CH*
Course is differentiated by subject-content area. Examines various methods of instruction applicable to all academic areas. Candidates plan and teach micro lessons in content areas, develop short- and long-range lesson plans and complete a subject-specific portfolio for an extensive unit. Philosophical, psychological and practical implications for instruction; process learning; and cooperative learning are discussed and practiced.

ED 430 Elementary Curriculum and Methods: Social Studies and Health     3 CH*
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.

ED 459 Elementary Curriculum and Methods: Mathematics and Science     3 CH*
Candidates learn the basic concepts, scope and sequence of instruction and current methodology in elementary mathematics and science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective mathematics and science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of math and science investigation. This course addresses ACEI standards for math and science.

ED 491 Student Teaching Seminar: Elementary School     6 CH 
Student teaching field experience in conjunction with a weekly student teaching seminar class is the culminating experience of the certification program. Application for the student teaching placement must be made with the director of student teaching in the semester before beginning student teaching placement. Student teaching is conducted in the Fall and Spring semesters only. (Student teaching is 10 weeks for interns; 12 weeks for non-interns. There is a lab fee in addition to the usual tuition rate). Interns must register for the companion seminar course ED 567.

ED 495 Student Teaching Seminar: Secondary School     6 CH
Student teaching field experience in conjunction with a weekly student teaching seminar class is the culminating experience of the certification program. Application for student teaching placement must be made with the director of student teaching in the semester before beginning student teaching placement. Student teaching is conducted in the Fall and Spring semesters only (Student teaching is 10 weeks for interns; 12 weeks for non-interns. There is a lab fee in addition to the usual tuition rate). Interns must register for the companion seminar course.

ED 492/493 and ED 496/497 Durational Shortage Permit Supervision and Seminar

Semester 1 ED 492 or 496  2 CH
Semester 2 ED 493 or 497  6 CH
The two-semester seminar provides on-site supervision to individuals who are working as school professionals under a DSAP issued through the Connecticut State Department of Education. Candidates are supervised by a University supervisor at least six times during the academic year. They will attend the August Student Teacher Orientation program and a Student Teacher Seminar in the second semester. Candidates demonstrate evidence of their professional competencies based on the CCCT standards in a DSAP notebook. Course guidelines, materials and expectations are aligned with those of the student teaching program. Prerequisites: Completion of at least 24 certification credits (including secondary methods courses as applicable) by the semester when DSAP teaching begins; 6 additional credits to be completed as per signed course status agreement; admissions to the DSAP program signed by Sacred Heart's certification officer. DSAP candidates enroll in ED 492/493 (Elementary) or ED 496/497 (Secondary).

ED 501 Role of the Teacher     3 CH
An educational foundations course, this course is designed to address the needs, problems and tasks that confront teachers. Participants become able to understand their unique and changing roles as teachers and as human beings.

ED 505 (See EDR 564)

ED 510 (See EDR 510)

ED 513 (See EDR 505)

ED 515 (See EDR 560)

ED 517 Learning Stations in the Elementary Classroom     3 CH
Teachers are given practical ideas for the use of learning stations in the classroom. The course offers experience in designing and constructing learning stations, record keeping and using stations for all curriculum areas.

ED 518 (See EDR 518)

ED 522 Integration of the Arts in the Classroom     3 CH
The arts are critical to education and learning. Through the arts, academic skills are enhanced, and creativity and persistence are developed. This course balances the study of leading theories of arts education with experiential learning. Candidates actively engage in a broad spectrum of integrated arts to enhance creativity and artistic confidence.

ED 523 Multicultural Education     3 CH
This course is designed to foster understanding of ethnicities through literature and storytelling. Candidates attain problem-solving and listening skills necessary for attitudinal changes for appreciation of diversity. Group process activities are presented to help students understand biases and stereotypical assumptions, and how these affect decisions in the classroom. Portions of this course are experiential. There is a 10-hour field experience requirement in which candidates interact with persons of different cultural, linguistic, religious, socioeconomic, and ethnic backgrounds.

ED 526 (See EDL 626)

ED 527 Distance Learning: Methods of Instructional Design     3 CH
Practitioners develop tutorial courses for use in professional development and P–12 classroom instruction. Methods of instructional design for online learning focus on the delivery of course content, development of supplemental resources and utilization of appropriate assessment techniques. Prerequisites:  ED 689 WWW: Curriculum and Instruction.

ED 538 Process Writing: Elementary Grades     3 CH
Candidates study the methods of teaching writing as a process from beginning stages of written expression to more complex development. The writing process is explored in depth and instructional strategies are examined.

ED 545 Principles and Practices in Bilingual Education     3 CH
This course meets requirements for bilingual certification.

ED 552 Education in the United States     3 CH
Discusses current issues in education, explores their historical and philosophical roots and critically examines possibilities for the future of education.

ED 553 Educational Psychology     3 CH
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified.

ED 557 Human-Computer Interaction for Educators   3CH
This seminar course discusses current theory and design techniques related to the development of computer interfaces for P-12 student use. Focus is on cognitive factors such as the amount of learning required and the information processing load imposed on the user. Participant projects target multimedia software, website development, and/or gaming design. Prerequisite:  ED 689 www: Curriculum and Instruction or ED 661 Multimedia Design and Programming

ED 562 Computer Art and Desktop Publishing     3 CH
Introduces the methods of creating, editing, and integrating computer graphics and/or digital images into the P-12 curriculum. No prior art experience is required. A PC with Microsoft Publisher and internet access is required.

ED 565 Classroom Management: Elementary 3 CH

ED 566 Classroom Management; Secondary     3 CH
Presents teaching strategies for discipline and management in the classroom. Candidates learn practical approaches for the establishment of routines and codes of conduct. Group dynamics; assertive discipline; conflict resolution; and the legal rights of teachers, parents and students in Connecticut are examined.

ED 568 Education of the Gifted     3 CH
Examines the identification, educational and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority and disabled gifted populations.

ED 569 Introduction to Exceptionalities     3 CH
Focuses on the identification of exceptional students as well as methods of meeting their educational needs in regular and special classroom settings. Issues surrounding inclusion are considered, as well as inclusive practices, models and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476.

ED 571 Storytelling     3 CH
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on tape. Students also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.

ED 575 Creative Drama in the Classroom     3 CH
Explores drama as an art form in the classroom as well as drama's contribution to other subject areas, especially reading and the language arts. Philosophy, rationale, objectives and values of child drama are examined. Participants learn both experientially and through class readings and discussions.

ED 578 Educational Technology     3 CH
Emphasizes the integration of technological resources into primary and secondary classroom settings. Students complete field work in a diverse educational setting. A PC with Microsoft Office and the Internet is required.  

ED 580 Observation and Case Studies of Learners     3 CH
Considers the purposes and procedures for ethnographic study of children, classrooms and schools. Candidates are required to carry out guided field work in urban, suburban and rural settings. This includes: gaining entry into the field; establishing rapport; observing and, later, interviewing people in educational settings; developing logs; analyzing data; sharing findings; and studying one's self. Gaining an understanding of qualitative methods leads to the development of action research and reflective practice.

ED 588 Curriculum for the Talented and Gifted     3 CH
Comprehensive curriculum for gifted learners includes planning, adaptation, process and integration. The facilitation of creative behavior is explored both experientially and theoretically.

ED 590 Master's Project/Thesis Seminar     3 CH
Designed for students who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.

ED 592 Advanced PC Applications in Education: P–12     3 CH
Surveys the technological resources and methods required for P–12 educational practice and administration. Microsoft PowerPoint is used in the development of interactive computer-based training materials.  Students complete field work in a diverse educational setting. A PC with Microsoft Office and Internet access is required. Prerequisite: Intermediate PowerPoint skills

ED 597 Ideal School Project     3 CH
The Ideal School Project is offered to students as an option for completing the culminating requirement for the Master's degree (MAT). The purpose of the course is to provide venues for the student to synthesize the content of the MAT program. Students will examine and critique theories, practices, and current issues related to effective design of the American school system and teaching practices therein. Students will read selected books, journal articles, and research. Based on the readings, students will discuss, debate and analyze topics in depth, leading to the design of an ideal school. These activities will help students to prepare for a final examination in which student will be asked to incorporate what they have learned in other coursework as well as in this course.

ED 598 Thesis Preparation     3 CH
A seminar format is utilized to offer direction and advice to students preparing to submit a thesis for the culmination of the master's degree or Certificate of Advanced Studies programs. The initial four weeks focus on development of a proposal. Instruction is shared by faculty of the Education Department.

ED 599 Emerging Technologies: PDA     3 CH
Presents an overview of the methods for integrating personal digital assistants (PDAs) into the P-12 curriculum. An assortment of PDAs and software are used in conjunction with scientific probeware and graphing calculators. Participants explore the potential of this technology through hands-on activities and field work.

ED 599 Learning to Learn    3 CH
The seminar will examine the latest information on learning theories and how they may be applied to teaching and learning. Through a series of readings, class discussions and video footage, participants will be engaged in an in depth study of the following topics: the many facets of learning, cognitive development including information regarding brain structure and function, inquiry centered learning, conceptual thinking and mapping; multiple intelligences and the appropriate uses of various kinds of formative and summative assessment models.

ED 599 Seminar in Interpersonal Skills for Teachers   3 CH
This interactive and participatory seminar will: (1) help participants to understand and appreciate their different communications styles; (2) assist participants to develop techniques for dealing with conflicts and handling difficult people; and (3) provide practical experience in the preparation and delivery of oral presentations. Readings, discussions, projects and assignments will provide practical ideas for classroom application and professional development.

ED 599 Seminar in Legal Issues for Educators  3 CH
This course is designed to help participants become aware of legal issues that effect schools, districts and individuals within a school setting. Most teachers are unaware of the legal precedents that drive school related decisions, and of the legal burdens implicit in educating and supervising students. We will examine the legal standards to which teachers are held, and explore areas where teachers often unwittingly fall short of those standards. Participants will learn skills for avoiding problem areas, thereby saving themselves, their students, and their schools legal problems, money, and heartache. We will also undertake a review of historical and current civil rights and constitutional issues, as well as current cases concerning educating students with special needs.

ED 599 Seminar in Coaching and Facilitating Student Learning   3 CH
Candidates will gain an understanding of coaching, facilitation, and learning theories to enhance their own professional development and to impact student learning. Candidates will learn and demonstrate the use of coaching and motivation strategies as important components of designing and implementing learning experiences for all students.

ED 599 Public Education as Social Change Agent  3 CH
Many question society's standards and some claim that schools must play an important role in improving the moral climate. Students in this seminar address the critical issues facing our country and answer the following questions: What kind of society do I want to help create? How can schools and my discipline contribute to my vision of society? Students will also evaluate various approaches to values education.

ED 599  Positive Psychology for the Classroom or Workplace  3 CH
This class incorporates the theoretical practice of Positive Psychology the study of "what is right in life" and challenges the candidate to bring their professional dispositions to the forefront to understand their own personal strengths and to learn methods of how to tap into students and/or employee strengths to maximize performance and motivation.

ED 600 Characteristics of Effective Schools     3 CH
Examines the characteristics of effective schools and studies the implications that effective school practices have on improving learning, teaching and leadership. Research findings, selected readings and experts in the field who make presentations all contribute to exciting class discussions and stimulating weekly sessions.

ED 603 Seminar in Education     3 CH
This seminar includes a discussion of the writing of eminent scholars in the field of education. Candidates analyze their thoughts to see if they are addressing the real problems of the real classroom. Selected professionals are invited to speak.

ED 605 (See EDL 605)

ED 608 Urban Topics in Education     3 CH
Focuses on appropriate school environments for children in urban settings. Special emphasis is on national school reform projects that most adequately address the needs of children in urban districts.

ED 609 Multiple Intelligences: Classroom Application of Current Research     3 CH
Assists K–12 teachers in recognizing and nurturing the multiple intelligences of their students. Teachers develop strategies to incorporate the recognition and application of multiple intelligences into their classroom practice.

ED 612 (See EDL 654)

ED 623 Environmental Science for Elementary Teachers     3 CH
Designed for elementary school teachers, this course introduces the basic scientific principles underlying today's environmental issues. Air, water and land pollution are discussed.

ED 625 (See EDL 690)

ED 627 Societal Issues in Adolescence     3 CH
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, etc. Through classroom presentations, speakers and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.

ED 633 The Adult Learner     3 CH
Explores some of the learning needs, interests and styles of adults returning to school.

ED 635 (See EDL 635)

ED 642 Special Projects in Education Technology     3 CH
This online research course provides advanced practical experience in the implementation and evaluation of computer technology as
it relates to the areas of administration, curriculum, and instruction. Participants beta-test the usability of original software programs and/or classroom applications in diverse P–12 classroom settings. Research findings are presented via an on-campus Poster Session. Prerequisites: Completion of any two advanced level Sacred Heart University Education Technology courses in addition to prior instructor permission. 

ED 650 (See EDL 650)

EDL655 (See EDL 655)

ED 657 Reflective Practitioner: Elementary     3 CH
This Seminar fulfills the culminating activity in the MAT program. Directed to candidates who will teach at the elementary school level, this course addresses the application of effective teaching techniques through a synthesis of the knowledge and skills acquired throughout the MAT program. Seminar components focus on creating a classroom environment, planning, instructing, assessing and demonstrating professional responsibility. Candidates will explore concepts coordinated with the Connecticut State Department of Education’s Teacher Education and Mentor-ing program (TEAM).

ED 658  Professional Seminar:  Secondary     3 CH
Directed to candidates who teach at the secondary level, this course addresses philosophical concerns and practical applications of effective teaching. Further instruction is given to mastering the state's initial educator requirements, including elements of the required second year portfolio.

ED 661 Multimedia Design and Programming for Educators     3 CH
Multimedia authoring tools are used for developing educational courseware and exploring its relationship to P–12 instructional design. Participants produce a product, which supports state educational program goals and is field-tested with a target audience.

ED 663 Instructional Software and Instruments in Education     3 CH
Provides an overview of computer software for use in P–12 education. Methods for aligning developmentally appropriate software for P-12 student standards and curricular objectives are emphasized. Legal issues relating to software licensing are discussed. Assistive technology software for students with special needs is introduced. 

ED 681 Human Growth and Development     3 CH
This course covers the life span from adolescence through late adulthood. Reading grounded in psychological theory, literature, videos, discussions, projects, and assignments provide the candidate with various theoretical and cultural perspectives on major themes adults in their development.

ED 669–686 Special Topics in Content Areas     3 CH
Content-specific courses are regularly offered in academic subject areas. Specific, topic-appropriate course subtitles are provided on the candidate's transcript. Courses are available in the following subjects:

ED 669 Special Topics in Science     3 CH

ED 670 Special Topics in Business Education     3 CH

ED 671 Special Topics in Physics     3 CH

ED 672 Special Topics in Chemistry     3 CH

ED 673 Special Topics in Biology     3 CH

ED 676 Special Topics in History     3 CH

ED 678 Special Topics in Mathematics     3 CH

ED 680 Special Topics in Media     3 CH

ED 682 Special Topics in Political Science     3 CH

ED 684 Special Topics in Spanish     3 CH

ED 686 Robotics     3 CH
This seminar course introduces methods for integrating robotics technologies into P-12 classrooms. In collaborative groups, participants use "Lego Mindstorms for Schools" to build and program a robot that can perform a series of tasks. Activities focus on the development of instructional materials and student assessments that connect robotics to content standards across the curriculum. No prior computer programming experience is required.

ED 687 Matter and Energy in Ecosystems for Elementary School Teachers    3 CH
Candidates increase content knowledge of geological and biological evolution and how it has effected energy flow through diverse ecosystems. They become proficient in appropriate technologies necessary for the gathering, analyzing, and communicating data and develop three lessons using an inquiry-based learning model and applying the newly acquired content knowledge and technological skills.

ED 689 WWW: Curriculum and Instruction P–12     3 CH
Examines the role of teacher-created website development for a P–12 educational environment. Participants design and publish standard-based, online documents that present information and include links to critical resources.

ED 690 Graduate Education Institutes or Workshops     1–6 CH
Exposure to outstanding educators, unique curriculums and exciting symposia is often available through special institutes and workshops. Through the guidance of University faculty and with some additional work, candidates can earn graduate credit for such experiences. Consult the graduate schedule for current availability of  special institutes or workshops. Specific course subtitles are provided on the student's transcript. Note: Candidates may take a maximum of six credits of 690-numbered courses for fulfillment of MAT or Certificate of Advanced Studies program requirements. Courses numbered 690 apply only to the elective credit area of either program.

ED 691 (See EDL 691)

ED 696 (See EDL 696)

ED 697 (See EDL 696, EDL 697)

ED 698 (See EDL 698)

ED 699 (See EDL 698) 

EDL 605 Advanced Curriculum and Program Monitoring (Formerly ED 605)     3 CH
Engages prospective administrators in the investigation of what drives curriculum, the application of concepts and principles for sound curriculum design, and the examination of how a focus on standards and learning for understanding deepens curriculum and assessment work. The course involves reading, thought, and discussion on educational research, and study of concrete curricular, instructional, and assessment practices. Operating principles obtained from different sources and created by instructor and students will guide the learning in and from the course.

EDL 626 Assessment & Evaluation of Learning: Qualitative and Quantitative Analysis (Formerly ED 526)     3 CH
Focuses on the interpretation of psycho-educational assessment data, and the translation of those data into instructional plans. Current tests as well as methods of data analysis are examined. Statistical methods of analyzing and tracking test data, including trend analysis, are utilized.

EDL 635 Teacher Supervision, Evaluation and Staff Development (Formerly ED 635)     3 CH
Provides an opportunity for perspective school administrators to develop and practice the skills essential to the improvement of teaching through effective evaluation and supervisory practices. The connection between supervision, evaluation and staff development is made explicit. The CT law on teacher evaluation is studied, and instruments such as the CT Competency Instrument and TEAM portfolios are critically analyzed and discussed.

EDL 650 Educational Law and Finance (Formerly ED 650)     3 CH
Provides an overview of the origin and legal status of public and private schools and the legal rights and responsibilities of administrators, parents, students, school board members and teachers. Attention is given, through the case study approach, to those contemporary legal issues that concern the operations and management of schools.

EDL 654 Leadership: Contemporary Educational Problems (Formerly ED 612)     3 CH
Provides an opportunity for prospective administrators to examine leadership styles as they relate to effective school practices. Administrative theory is analyzed in relation to current research on organizational behavior. Students analyze schools as evolving social systems and, from a policy perspective, apply different decision-making models to solutions of authentic educational problems.

EDL 655 Distinguished Lectures In Education (Formerly ED 655)     3 CH
Students have the opportunity to hear lectures delivered by distinguished guest lecturers each of whom has particular expertise in an area of school administration. In the past, lectures have included: the Urban Principalship, Restructuring Schools, Data Analysis for Continuous School improvement, Teacher Fair Dismissal, Technology and Vision Building, etc. Readings and assignments, frequently presented in case study format, are presented by each lecturer and relate to the NCATE/CAEP standards of leadership.

EDL 689 Review of Educational Leadership Literature     3 CH
The course is designed to provide candidates with the knowledge and skills required to conduct a systematic review of educational literature. Candidates will be taught how to perform each step of the review process and will then apply it to a topic of their choosing. Finally, candidates will gain a basic conceptual foundation to research philosophy, terminology, methods, and practices.

EDL 690 Educational Research Seminar (Formerly ED 625)     3 CH
This course is designed to increase student awareness of educational research techniques, specifically to enhance classroom effectiveness by making administrators better consumers of educational literature. Candidates read and critique qualitative and quantitative educational literature. Experimental and quasi-experimental designs examined and statistical techniques are discussed. Prerequisite: EDL 689

EDL 691 Thesis Seminar (Formerly ED 691)     3 CH
A seminar format is utilized to offer direction and advice to those candidates preparing to submit a thesis for the culmination of the Certificate of Advanced Studies program (focus on implementation of and conclusion of the research project). Prerequisite: EDL 690

EDL 695 Technology and Information Management for Administration (Formerly ED 696)     3 CH
This course is designed to examine the technology knowledge that current and future school administrators possess and what aspects of technology they need to know in order to do their jobs more effectively. Candidates will develop understandings of how technology can improve the efficiency of managing the school community and can enhance instruction and learning. The constructivist approach will be utilized in order for students to build their current knowledge and understanding by using technology applications and knowledge in real life contexts that meet their needs and interests. Through discussion and research of technology issues, utilization of technology applications, and analysis of instructional leadership components, the course teaches school administrators about the vital role technology plays in schools. Prerequisite: Working knowledge of Microsoft PowerPoint, Excel, and Word

EDL 696 092 Administrative Certification Program: Internship Part I (Formerly ED 697)     3 CH
250 internship hours. The purpose of the Educational Leadership Program at Sacred Heart University is to develop educational leaders who can meet the challenges of educating Pre-K-12 students in complex and diverse society. The 092 Administrative Certification Program: Internship I will require interns to demonstrate knowledge and skills based on the Common Core of Leading: Connecticut School Leadership Standards (CSLS) and the ELCC Program Standards for Educational Leadership. Since the CSLS are in close alignment with the ELCC Standards, the candidate will use the ELCC Standards when planning the internship activities.

EDL 697 Administrative Internship Part III (Formerly ED 697)     3 CH
120 internship hours. The Administrative Internship requirement prepares future administrators with the opportunity to relate theory and practice in administration. Under direct supervision of a practicing administrative mentor, the program is coordinated and supervised by a Sacred Heart University supervisor. This requirement is an essential component of the intern’s program leading to preparation as a school administrator. The internship normally is arranged after an intern has completed 18 credits of the program. The internship is not part of the 092 Administrative Certification Program but is a required part of the 6th Year Degree in Administration. The preferred plan of service of the intern is to complete a minimum of 120 hours in the second semesters. On occasion, special circumstances permit a modification of this to include summer work experiences.

* Courses are required for certification.
^ Courses are restricted to CLSP candidates.

EDR 505 Early Reading and Language Arts Success (PK-3)     3 CH*
This course examines the fundamentals of a comprehensive literacy program for the diverse learner in today’s classroom, focusing on phonemic awareness, phonics, fluency, vocabulary, comprehension, and the integration of writing. Historical trends provide context for exploration of the grand learning theories that have generated evidence-based instructional strategies for teaching reading. Prerequisite: ED 413

EDR 507 Developmental Reading and Language Arts (Grades 4-6)     3 CH*
This course focuses on models, methods, materials, and best practices in teaching reading in the middle grades, with an emphasis on structural analysis, comprehension, fluency, and comprehension, and the integration of writing. Examines current issues and trends in literacy and reading instruction. Prerequisite: ED 413

EDR 510 Content Area Reading Instruction (Grades 7-12)     3 CH*
Study will focus on evidence-based methods of teaching reading and writing at the middle and secondary levels that will assist teachers in broadening their repertoire of strategies to increase student reading and writing achievement. Additionally, the course provides the participant with techniques for implementing a delivery system in the classroom that includes direct and explicit instruction and assessment of comprehension of fluency, vocabulary, and word study skills through teacher-modeling and scaffolding of strategies, and considers the needs of the diverse learner through differentiating instruction at all grade levels. Course participants design an integrated and student-centered unit that combines evidence-based reading research, extensive reading and writing across disciplines through standards-based lessons, and technology, with a deep understanding of a content-specific body of knowledge and motivating assessments.

EDR 518 Reading and Language Arts: Instruction and Assessment     3 CH
Examines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary and comprehension, contextualized within best practices for explicit and data-based small group instruction. Available on Griswold campus only.

EDR 520 Methods of Teaching and Evaluating the Writing Process     3 CH
Examines the best practices of teaching at different levels: the emergent writer preschool— grade 3, the transitional writer expository and narrative instruction, and the fluent—advanced writer. Instructional differences in motivation, evaluation and state and national standards are examined.

EDR 525 Methods and Materials for Teaching Second Language Learners     3 CH
Study of language acquisition of students who are English-language learners whose dominant language is one other than English. Examination of what research indicates as necessary educational support to acquire English literacy. Students develop and support personal philosophies after studying models.

EDR 527 Organization, Administration and Supervision: Reading Professional     3 CH * ^
This course focuses on the application of theory, research, and best practices related to effective literacy instruction in the field. Candidates refine the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Reading candidates will design and conduct a formal presentation for other literacy professionals, graduate students, and local teachers and administrators. Prerequisite: CLSP Candidate and have completed EDR 540, EDR 545, EDR 550, and EDR 555

EDR 540 Advanced Diagnosis and Remediation     3 CH * ^
This course, designed for candidates who are pursuing reading certification, explores the selection, administration, and interpretation of a variety of criterion and norm-referenced assessments that effectively utilize screening, progress monitoring, diagnostic, and outcome measures and the integration of technology to evaluate student reading performance. Prerequisite: CLSP Candidate and have completed EDR 505, EDR 507, and EDR 510

EDR 541 Advanced Diagnosis and remediation II     3 CH * ^
This is the second of two courses that builds on the candidate’s understanding of the administration and interpretation of assessment data from multiple sources including screening, diagnostic, progress monitoring, and summative instruments using traditional and online resources. In taking this course, there is an assumption that candidates are already familiar with test administration, scoring and analysis of a variety norm referenced and criterion referenced assessments. They acquire expertise in using best practices to interpret trends in analyzing individual, group, and classroom achievement and progress and in developing appropriate response measures for diverse populations. They develop skills in collaborating with other teachers, administrators, and resource personnel through inquiry-based formats including study groups, protocols for examining student data and performance-based assessment. Prerequisite: CLSP Candidate and have completed EDR 540, EDR 545, EDR 550, and EDR 555

EDR 545 Assessment and Evaluation: CT Model     3 CH * ^
Focuses on teacher interpretation of psycho-educational assessment data, and the translation of those data into remedial instructional plans. Current tests, as well as methods of data analysis are examined and discussed. Stressed are the Connecticut Framework for instruction and evaluation and the National Assessment of Educational Progress. Prerequisite: CLSP candidate

EDR 550 Clinic I     3 CH* ^
Candidates assess struggling readers with a variety of reliable and valid instruments, use data-based instruction in developing intervention plans to address the diverse needs of each child, and have opportunities to develop their skills as reading professionals in working with colleagues and communicating with parents. Prerequisite: completion of EDR 540

EDR 552 Language Arts Practicum     3 CH
Clinical Practicum is an elective course that affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments, design an intervention plan that meets the diverse needs of each student, and are guided in the development of a professional case study report. Candidates acquire firsthand experience in learning how to design instructional routines for diverse populations while participating in shared self-reflection with their peers and SHU faculty. Following tutoring sessions, teacher candidates participate in collaborative problem-solving and shared self-reflection to discuss their practice. Prerequisite: ED 413

EDR 555 Clinical Experience II (School Clinic)     3 CH* ^
Students will be assigned to work with small groups of children in remedial education programs throughout the area. After school enrichment programs, literacy volunteers, mandatory summer programs and any approved initiatives sponsored by the public sector to promote literacy. Each student will be mentored and supervised by appropriate personnel. Prerequisite: Completion of EDR 550 Prerequisites: EDR 505, EDR 507, EDR 510 and EDR 540

EDR 560 Children’s Literature (Formerly ED 515) 3 CH
Examines a variety of genres of children’s literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children’s books are included. Multicultural literature and the dramatic arts are emphasized.

EDR 562 Middle School Literature     3 CH
Examination of early chapter books from the works of local authors such as Patricia Reilly Giff to the Harry Potter phenomena with a focus on the American Library Association awards and links. Motivating students and the development of lifetime reading habits is the major focus of this course.

EDR 564 Young Adult Literature (Formerly ED 505)     3 CH
Young-adult literature is studied from the perspective of the developmental psychology of adolescents. Traditional and classic literature is presented, as well as contemporary authors and popular fiction. Techniques, motivational strategies and procedures that result in the development of lifetime reading habits are explored. Participation in the publishing of book reviews through the SHU web site and the utilization of technology within classrooms is paramount.

EDR 565 Seminar in Poetry     3 CH
This class will study the art of teaching poetry from a developmental perspective and examine a variety of strategies to help teachers appreciate and understand poetry. Teachers will study poetry as it relates to the students they teach, as well as how it relates to their own lives. Different poetic forms and teaching methodologies will be explored, and participants will take part in a variety of real-life experiences in order to enhance their own understanding and ability to teach poetry.

EDR 569 Structured Literacy     3 CH
This course employs a highly structured sound-by-sound approach for teaching word decoding and spelling that incorporates traditional phonics and Visual-Auditory-Kinesthetic-Tactile (VAKT) methodology, and is particularly effective for struggling students and students who have been identified with dyslexia or a specific learning disability. Participants acquire a procedure for teaching  letters and sounds, utilizing the phonics generalizations to decode regular and irregular spelling patterns.

EDR 570 Reading and Language Arts Research Seminar     3 CH
This course will provide Education Specialists with advanced research skills in navigating appropriate databases, web sites and journals. There are numerous publishers who excel in distributing the best products for Reading Educators. The information explosion, both electronic and paper, requires special skills for optimal system access.

EDR 580 Reading Interventions     3 CH
This is an advanced course in reading education. Participants will acquire an in-depth understanding of Response to Intervention (RTI), and CT’s interpretation of a 3-tiered instructional plan to meet the needs of diverse students utilizing Scientifically Research-Based Interventions. Candidates will also learn the fundamentals of Essentials of Literacy, which is an intervention program developed by Dr. Murray for the School Development Program at Yale Child Study focusing on small-group instruction in phonemic awareness, phonics, fluency, comprehension, and vocabulary.

EDR 615 Grant Writing     3 CH
Assists students in developing the knowledge and skills necessary for effective grant-seeking activity in both public and private sectors. Priority is supporting remediation for underserved populations in priority school districts. The culminating product is a grant application prepared for submission.

EDR 620 Utilizing Technology in Reading Instruction (Formerly ED 686)     3 CH
Examination of the processes, programs and accomplishments of technology in the classroom. Special focus on computer generated reading instruction and record keeping.

EDR 690 Practicum: Teaching Fellowship - Staff Development     3 CH ^
Candidates in the Certificate for Advanced Studies undertake the teaching practicum for fulfillment of this requirement. Effective teaching, like any other skill, requires practice and the guidance of skilled faculty members. The teaching practicum provides experienced teachers the benefit of instructional expertise and mentoring of faculty within his/her own discipline. The practicum also gives the literacy professional the opportunity to experiment in working with colleagues to help gain expertise in different aspects of literacy.

The teaching practicum is not an independent teaching experience; it is one that provides feedback and supervision by a faculty member who oversees a guided teaching/learning experience. The practicum is completed in a faculty member’s course where the faculty member remains the primary instructor for the course. In each case, evidence is provided to document in class instruction and a range of supervisory and reflective experiences.

EDR 691 Practicum in Consulting     3 CH * ^
Candidates in the Advance Studies program participate in a 12 hour field experience, in which they interview the district’s Reading Supervisor and school-based Literacy Coach, participate in analyzing district and selected school student performance data, review the literature for establishing a research based program that will address the district and selected school identified need(s). The candidate constructs a professional development plan that is connected to improving both teaching and learning at the school or district level. The plan will be presented to and critiqued by the professor and colleagues. Prerequisite: CLSP Candidate and have completed EDR 540, EDR 545, EDR 550, and EDR 555

EDR 692 Applied Reading and Language Arts Research     3 CH * ^
The prospective Reading and Language Arts Consultant has the opportunity to implement the proposal for staff development that was designed and approved in EDR 690. Candidate will practice leadership skills as he/she conducts literacy-based staff development within the school or district for which the proposal was designed. The contexts include power point presentation(s), classroom modeling lesson(s), and introduction of a variety of instructional materials, resources and text, as well as one at least one or more of the following: coaching, mentoring, study groups, parent workshop, data team or literacy team facilitation, and/or leading seminar or presentation for staff from selected site(s). Prerequisite: CLSP Candidate and have completed EDR 691

EDU 601 Dimensions of Intelligence     3 CH
The course describes the roles, functions, processes, and physical makeup of the brain and how it can be influenced for optimal learning. The major structures and functions of the brain will be identified and their role in development of academic and meta skills will be discussed. The course will also provide students with an awareness of the latest research on short and long term memory and identify factors that influence students’ ability to remember, understand higher level thinking and effective problem solving. The course will describe how multiple intelligences and learning styles can affect curriculum development and learning. The course will also focus on cognitive and social skills necessary to be successful in the 21st Century.

EDU 603 Scientific Research-Based Intervention     3 CH
Scientific Research Based Interventions (SRBI) is the practice of providing scientific, research-based instruction and intervention matched to student’s needs, with important educational decisions based on students’ levels of performance and learning rates over time. SRBI has emerged as a promising framework for meeting the challenges of today’s classroom. While SRBI has emerged from special education legislation, the model’s focus on early classroom-based interventions makes it primarily a general education initiative. In addition, SRBI is designed to ensure rigorous and intentional progress monitoring for all students, not just for those at risk of learning difficulties. Candidates will continue to expand their knowledge of SRBI while learning more about the implementation, instruction and assessment in their own districts and buildings.

EDU 611 Fluency and Understanding: Numbers Ops.     3 CH
This course centers on the Developing Mathematical Ideas (DMI) number and operations curriculum. Teachers will think through the major ideas of number in K-6 mathematics, how those ideas build upon each other, and examine how children develop those ideas. In addition to case discussions, the curriculum provides opportunities for teachers to explore the mathematics in the lessons and to deepen their understanding of the structure of the number system, of computation within the number system, and of properties that form the foundation for algebra. Attention is given to interpreting and assessing students’ work and learning.

EDU 612 Mathematical Thinking and Problem Solving     3 CH
Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in their daily teaching. This course builds on the candidate’s understanding of how young children learn mathematics and examines deeply the Problem Solving and Communications Standards as outlined by the NCTM. Supporting mathematical thinking through problem solving is essential to the effective teaching and learning of mathematics. Teachers will be exposed to a broader perspective of mathematics and what it means to do and learn mathematics with skill and understanding and become knowledgeable about structures that support mathematical inquiry and thinking. They will enhance teacher professional judgments about teaching and learning mathematics and will ultimately improve the student learning outcomes.

EDU 613 Patterns Function and Algebra     3 CH
The course is designed to develop a deep understanding of topics from algebra: variables, patterns, and functions; modeling and interpreting graphs; linear functions including slope and intercepts. The course is also designed to introduce non-linear functions, including quadratics and exponentials. Additionally, participants will connect these concepts to the related concepts that underlie primary and middle grades mathematics. Attention will also be given to interpreting and assessing students’ work and learning.

EDU 614 Geometry and Measurement     3 CH
Geometric and measurement ideas and concepts are useful in representing and solving problems in many areas of mathematics and in real-world situations. With well designed activities, appropriate tools, and teacher’s support, students can make and explore conjectures about geometry and measurement and can learn to reason carefully about both ideas from the earliest years of schooling. This course is designed to help experienced elementary and middle-school teachers explore the features of geometric shape and how children develop an understanding of it. It will also examine different aspects of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume. It is also designed to help teachers explore the conceptual issues of length, area, and volume as well as the complex interactions among these. At the heart of the course are sets of classroom episodes (cases), illustrating student thinking in regards to geometry and measurement concepts.

EDU 687 Teaching Life Science     3 CH
This course develops a strong conceptual understanding of the life science. Through a series of readings, class discussions, inquiry based activities and video clips students will acquire an in-depth understanding of major life science concepts and related embedded tasks necessary to teach life science effectively at the elementary school level. They also will discuss and model various formative and summative assessment models used to measure student performance. The course will link acquired life science conceptual understandings to national and state content and performance standards.

EDU 688 Teaching Environmental Science     3 CH
The course will engage participants in guided inquiry-based learning practices and effective research-based teaching strategies. Through lectures, discussions and field work participants with be provided with the necessary content to successfully teach ecology and environmental science at the elementary school level. Instructors will also model “best practices” in the teaching of elementary science that will provide participants with an increased awareness and knowledge of successful teaching pedagogies. The use of performance based based assessment models will also be discussed. The course will focus on two research based elementary science programs, FOSS (Full Option Science System) and STC (Science and Technology for Children)

EDU 689 Teaching Applied Physics     3 CH
This course will focus on developing  teacher knowledge of the physical sciences and strengthening teaching skills with respect to inquiry-based learning and performance-based assessment. The course will demonstrate models of inquiry related to applied physics for elementary school teachers with respect to the State of Connecticut Elementary and Middle School Standards. The course will utilize two inquiry-based elementary science programs: STC (Science and Technology for Children) and FOSS (Full Option Science System).