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This course focuses on the major theories, frameworks and methods of educational research and will introduce participants to the characteristics of and various approaches to analyzing, evaluating, and designing, qualitative, quantitative, and mixed-methods research and evaluation in the education field. (3-0)
This field-based practicum provides students with the opportunity to apply concepts being studied concurrently in practicum settings. Requires a minimum of 200 hours of field practicum for 3 credits.
This course provides future teachers with an overview of content specific classroom management techniques and exposure to assessments at the classroom, district, state and national levels as related to improving instruction for all students. (3-0)
This course focuses on how teachers can create equitable learning environments in K-12 settings. Students examine pedagogies that address cultural consciousness, bias, and equity related to multifaceted learner identities in their future teaching. (3-0)
This course will prepare candidates for Colorado teaching licenses and have the skills and knowledge to prepare, execute and assess discipline specific instructional lessons, units and courses. (3-0)
Pre-requisites: Student has completed all of the following course(s): ED 605 - Field-Based Practicum with grade greater than or equal to C (Graduate Grading Scheme).
This field-based practicum course is the student teaching experience. The course provides opportunity to student teach under a highly qualified cooperating teacher and be supported by a highly qualified college supervisor.
This course supports professional inquiry and growth as aligned with the Colorado Evaluation Model for Teachers or other state evaluation systems through a process of experiential research and application in an education field study context. (3-2)
This course focuses on individual, contextual, and structural equity across learning settings. Students analyze cultural consciousness, bias, and equity related to multifaceted learner identities. (3-0)
Pre-requisites: Student has completed all of the following course(s): ED 611 - Engaging Learning Envronmnts I with grade greater than or equal to C (Undergraduate Grading Scheme).
This course requires candidates to understand, design and apply appropriate classroom management, invervention and differentiation strategies for all students in public school classrooms. (3-0)
Pre-requisites: Student has completed all of the following course(s): ED 613 - Content Methods with grade greater than or equal to C (Undergraduate Grading Scheme).
Students will learn to apply teaching methods that emphasize integrating content-area vocabulary, reading, writing, oral language and numeracy. (3-0)
In this course, in-service and pre-service teachers synthesize advanced scholarly theories on language acquisition and language competence and implications for classroom instruction. The course provides teachers with advanced knowledge and skills to strengthen uses of phonetics and phonology, morphology, syntax, semantics and pragmatics across learning contexts. (3-0)
Pre-requisites: Student has satisfied all of the following: [Latest Class Standing in the selection list Graduate] And Student has satisfied all of the following: [Student has completed all of the following course(s): ED 633 - Language Acquisition and Learn with grade greater than or equal to C- (Undergraduate Grading Scheme).] Or Student has satisfied all of the following: [Student has completed all of the following course(s): ED 634 - Methods for Multilingual Learn with grade greater than or equal to C- (Undergraduate Grading Scheme).]
This course prepares teachers to engage deeply with theoretical perspectives and research on literacy learning and its relationship to language development. Students use theoretical knowledge to design and analyze culturally and linguistically responsive learning environments, curriculum, literacy assessments, and instructional strategies in order to support multilingual learners in developing literacy skills. (3-0)
This course provides an overview of special education foundations and principals that allow students with disabilities to be active and engaged learners in the educational setting. Specifically, examining academic and social abilities, transition skills, career development, and cultural and familial influences and the unique needs of students with disabilities. (3-2)
This course focuses on the wide variety of assessments used in special education. Students can expect to explore a wide range of assessment and progress monitoring techniques. Students practice administering and interpreting assessment results along with creating instructional strategies and ideas for students with disabilities based on acquired data. This class has a school-based experience. (3-2)
This course focuses on the development of relationships among families and other professionals who work with students with disabilities. The team approach to IEP development with the instructional needs of the students is key to building and maintaining relationships in the educational setting. Legally defensible IEP development is a key concept for this course. This class has a school-based experience. (3-2)
This course focuses on mathematical methods and interventions for students with disabilities. Specifically examining research-based mathematical instructional strategies/intervention, development of strategies for knowledge acquisition, and collaborative methods for effective implementation of mathematics instruction for students with disabilities. This course includes a school-based field experience. (3-2)
This course focuses on students with significant educational needs and students with behavioral needs. It focuses on the wide array of needs of students with significant needs such as assistive technology and/or medical needs. Students with behavioral needs are studied focusing on behavior management and educational supports for success in the classroom. This class has a school-based field experience. (3-2)
This course will cover a variety of topics related to special education including federal disabilities, IEP development, the identification process, collaboration strategies and instructional strategies related to reading, writing, and math with students with disabilities. A school-based field experience is required where strategies and information will be implemented.
This course will cover theories and best practices of designing instruction and behavior plans for students with disabilities, culturally linguistically appropriate strategies, and family/professional relationships with special populations. This class also contains a school-based field experience. (3-2)
Pre-requisites: Student has satisfied all of the following: [Student has completed or is in process of completing all of the following course(s): ED 600 - Intro to Graduate Research with grade greater than or equal to C- (Graduate Grading Scheme).]
This culminating course for students in the M.A. program will explore educational issues impacting instructional practices and school structures through an applied project in field-based settings that demonstrates clear implications for policy and practice. (3-0)
Pre-requisites: Student has satisfied all of the following: [Students who specified one or more of these Programs of Study or Program Foci: CDE Principal Endorsement, Educational Leadership Certificate, Graduate Education Non-Degree Principal Leadership, Master of Arts in Education: Principal Leadership]
This course will guide students in the purpose and processes of strategically developing an educational vision and mission to improve teaching and learning within a school context. (3-0)
This course will provide students the skills to implement effective school and disstrict curriculum and provide effective feedback for the continuous improvement of teaching and learning. (3-0)
This course focuses on assuming leadership opportunities in a school setting, focusing on understanding school or district strategic plans, performing teacher and staff evaluations, leading professional learning communities, and developing an individual leadership plan.
This course provides effective management systems including supervision, scheduling and community and mental health collaborations, career and college counseling, effective budgeting, and facility and safety plans in school settings. (3-0)
This course will introduce students to education state statutes and policy issues common in school settings including school board authority, school funding, accountability, student and employee discipline, special education, community relations, and educator evaluation requirements. (3-0)
This course will focus on assuming leadership roles related to accountability plans and school policies, student services and discipline, instructional scheduling and co-curricular programs, staff supervision, and school safety practices.
Using current models of coaching frameworks, skills, language, and practices that expand the capacity to facilitate growth, change, and learning, students explore specific strategies for facilitating transformational coaching. This course provides a foundation in the theoretical and research bases behind transformational coaching practices, adult learning and leadership development, along with practical tools and opportunities to engage in transformational coaching. (3-0)
Students analyze and evaluate classroom, school, or organizational data to ensure that instructional practices and institutional structures benefit all stakeholders. Students examine data through an equity lens to identify significant gaps and strengths and generate recommendations for impacting progress toward institutional goals and priorities. (3-0)
Students examine current theory and practice in learner-centered instruction and program design, including research-based differentiation and grouping strategies. Students will draw on data-informed decision-making and an equity lens to design learner-centered processes. (3-0)
Pre-requisites: Student has satisfied all of the following: [Student has completed all of the following course(s): ED 600 - Intro to Graduate Research with grade greater than or equal to B- (Graduate Grading Scheme).]
This course supports students in designing and preparing to complete literature reviews and data collection for action research activities in a learning setting. The action research proposals are supervised by faculty and subject to their approval. (3-0)
Pre-requisites: Student has satisfied all of the following: [Student has completed all of the following course(s): ED 750 - Action Research I: Data Collection with grade greater than or equal to B (Undergraduate Grading Scheme).]
This course supports students in designing action research and data analysis, and writing about action research activities in a learning setting. (3-0)
Pre-requisites: Student has satisfied all of the following: [Latest Class Standing in the selection list Graduate] [Student has completed or is in process of completing all of the following course(s): ED 600 - Intro to Graduate Research with grade greater than or equal to C- (Graduate Grading Scheme).]
Advanced individual research in a topic directed by supervising faculty will include research design, data collection, data analysis, thesis writing, and preparation of findings for public presentation. (1-0)
An innovative crash course course about the forces that create and deliver media messages today, Media Literacy builds on students' dynamic relationship with media. Students are producers and consumers, and Media Literacy will teach them how to approach media with a critical eye and nuanced understanding, reflective of current trends. (3-0)
A study of selected 19th and 20th century works by African-American writers. (3-0)
A study of literature by and about women. (3-0)
This course is a survey of the contribution of Native American writers to American literature. Students will study Native writers within historic contexts and tribal worldviews. (3-0)
This course is a survey of environmental literature that focuses on North America. This course includes both global and local (Southwestern) perspectives. It is designed to further students' understanding of the principles of interconnectedness and sustainability and how those principles have been presented both historically and in literature. (3-0)
This course will introduce students to the production process, including video, audio, and new media elements. Students will use production equipment to learn scripting, visualization, producing, and editing through hands-on experience. (3-0)
This course teaches students how to report and write print news stories, and how to do so within accepted professional practices, including ethics, law and social media posts. This course prepares students for work in later media courses, practica and their professional aspirations. (3-0)
