EDUCATION Courses

ED–443G ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION
SPRING ONLY/ALL YEARS

3 credit hours

This course is designed for special education and regular education teachers who expect to teach students with disabilities. Students learn to select, adapt, create, and use materials and assistive technology for students with disabilities. Prerequisites: ED655 or consent of instructor.

ED–444G SOCIOCULTURAL ASPECTS OF EDUCATION
AS REQUIRED/AS REQUIRED

3 credit hours

This course is a survey of sociological and psychological factors related to the education of children outside the cultural and economic mainstream of American society. Review of local resources and facilities to assist these pupils. Prerequisite: SO101, PY101, or consent of instructor.

ED–446G INCLUDING CHILDREN WITH DISABILITIES IN THE REGULAR CLASSROOM
FALL/SPRING/ALL YEARS

3 credit hours

This course is designed for special and general education teachers (both elementary and secondary). It covers basic knowledge and skills necessary for teaching students with disabilities in order to be involved in and progress within the least restrictive environment. Emphasis is placed on the placement of students primarily within the general education setting unless it is determined that placement is this setting with supplementary aids and services has proven to be unsatisfactory. Special emphasis is also given to multicultural populations and settings. Prerequisite: ED655 or consent of instructor.

ED–449G DIRECT INSTRUCTION TEACHING STRATEGY
AS REQUIRED/AS REQUIRED

4 credit hours

This competency-based course deals with the development of skills necessary for effectively teaching direct instructional programs dealing with basic skills of reading, spelling, language, or arithmetic. The specific conceptual content will vary depending on the specific level of program(s) taught. Prerequisite: ED300 or consent of instructor.

ED–452G COMPUTERS AND EDUCATION
AS REQUIRED/AS REQUIRED

3 credit hours

The course is designed to teach pre-service and in-service teachers about micro-computers in education. It provides practical experience with computers, and aids students in learning the various types of software (applications, utilities, CAI/CMI) and their school and classroom uses. LOGO is taught. Issues involved in computer use in education are studied. No previous computer experience is necessary.

ED–457G BEHAVIOR MANAGEMENT IN SPECIAL EDUCATION
SPRING ONLY/EVEN YEARS

3 credit hours

This course is designed to provide classroom teachers and other school staff with the knowledge and skills necessary to promote school-wide discipline procedures, prevent discipline problems, and correct inappropriate behaviors. Focus will include preventive measures related to effective instruction. In addition, strategies on dealing with disruptive, distracting, and dangerous behaviors will be provided in order to ensure a safe and effective learning environment. Information on conducting functional assessments, developing positive behavioral support plans, and disciplining students with behavioral support plans, and disciplining students with disabilities will also be covered in this course. Prerequisite: ED655.

ED–481G SECOND LANGUAGE TEACHING METHODOLOGY
AS REQUIRED/AS REQUIRED

3 credit hours

This is an introduction to the large and growing field of second language pedagogy. The primary purpose of the course is to provide current and prospective second language teachers with knowledge of the theoretical bases and research which are related to second language learning. The secondary purpose is to consider the practical application of the theories and research within the second language classroom.

ED–483G INTRODUCTION TO EARLY CHILDHOOD SPECIAL EDUCATION
FALL ONLY/ALL YEARS

3 credit hours

This course provides an overview of the rationale, policies, and procedures for Early Childhood Special Education Services. The etiology of disabilities and a description of children with handicaps will be presented. Implications for educational intervention and service delivery for children from birth to 5 years will be discussed. The course is designed to introduce students to the field of Early Childhood Special Education.

ED–484G THE ART AND CRAFT OF TEACHING WRITING
SUMMER/ALL YEARS

3 credit hours

This course draws on current perspectives in language and literacy acquisition to help teachers set up a process-centered reading and writing classroom. Emphasis will be on the Authoring Cycle as a conceptual framework for a reading/writing curriculum in PK-12 classrooms. In addition, teachers will learn how to use the authoring cycle to construct meaning across the sign systems.

ED–486G BEST (BUILDING EFFECTIVE STRATEGIES FOR TEACHING)
AS REQUIRED/AS REQUIRED

3 credit hours

This course brings together novice and experienced teachers to work collaboratively on strategies to solve classroom problems via the action research methodology. The course will equip beginning teachers with pedagogical and professional skills and experienced teachers with research skills, particularly those that are needed to carry out collaborative action research. Prerequisite: Current enrollment in or completion of 392, or consent of advisor.

ED–488G SCHOOL LAW FOR TEACHERS
AS REQUIRED/AS REQUIRED

3 credit hours

This course is designed as an introductory class in legal basics for the prospective or recently assigned teacher in the public school system. The class will provide guidance in the everyday decision making that will help make the teacher actions more defensible in this modern era of litigation in the school scene.

ED–582 FOUNDATIONS OF TESOL
FALL ONLY/ALL YEARS

3 credit hours

In this introductory course, students will learn the basics in teaching English as a second or foreign language. All four language skills will be taught, with details about how they can be taught separately or integrated. A wide range of lessons witl1 details activities and tools will be introduced. Prerequisite: Instructors consent required and Admission into M.Ed. TESOL cohort.

ED–583 MATERIALS DESIGN AND EVALUATION
FALL ONLY/ALL YEARS

3 credit hours

This course examine materials that are used in the ESL classroom. Adapting existing materials as well as developing authentic materials are discussed in detail. Basic techniques and strategies for creating new materials for learners from all language and age backgrounds are discussed. Prerequisites: ED661, ED660 and Instructors consent.

ED–584 PHONETICS AND PHONOLOGY
FALL ONLY/ALL YEARS

3 credit hours

This course provides a fundamental overview about the English phonetic system. Reasons and solutions for common pronunciation problems that ELLs have are examined. Methods for improving ELL's spoken English are explored. This course is comparative in nature in that it looks at the English phonetic system as compared to other languages. Prerequisites: ED661, ED660, ED601, Instructors consent and Admission into M.Ed. TESOL cohort.

ED–585 ENGLISH GRAMMAR
FALL ONLY/ALL YEARS

3 credit hours

This is the study of English structure which provides valuable information for second language teachers and teachers in bilingual/bicultural programs. Prerequisites: ED 661 and instructors consent.

ED–600 ISSUES & PHILOSOPHIES IN CULTURALLY DIVERSE SCHOOLS
AS REQUIRED/AS REQUIRED

3 credit hours

Advanced study concepts and procedures on Bilingual/Bicultural and Multicultural education and process in classroom instruction related to issues and philosophies which impact culturally diverse schools.

ED–601 INTRODUCTION TO RESEARCH METHODS
FALL/SPRING/ALL YEARS

3 credit hours

This course introduces students to quantitative and qualitative methods common in educational research. Students examine and evaluate research methods and design research programs.

ED–602 QUALITATIVE INQUIRY IN EDUCATION
SPRING ONLY/ALL YEARS

3 credit hours

A survey of qualitative research methods common in educational research. This course discusses the theoretical and methodological tenets underlying qualitative research and focuses on five specific qualitative methods: history, ethnography, case study, critical theory, and field study. Prerequisites: ED601, Graduate status and strong writing skills.

ED–603 QUANTITATIVE ANALYSIS
FALL/SUMMER/ALL YEARS

3 credit hours

This is a foundation course in conducting research that involves the collection, analysis and presentation of quantitative data. Classification of data, descriptive statistics, measurement of association, regression analysis and several parametric and nonparametric inferential statistics are included. Computer software will be relied upon to analyze and display data. Interpretation and critique of quantitative research is included. Prerequisites: ED601, Graduate standing; computer experience.

ED–604 RESOURCES FOR TEACHING AND LEARNING THROUGH GRANT WRITING
SUMMER/ALL YEARS

3 credit hours

This course focuses on grant proposal writing covering the research and prospect identification process of foundation grants and government grants to include the relational process of grant approvals.

ED–605 FOUNDATIONS OF EDUCATION
FALL ONLY/ALL YEARS

3 credit hours

This course is designed for perspective secondary teachers as an overview of factors involved in the educational process and to explore multiple issues that affect teaching and learning. It familiarizes students with the responsibilities of teachers and the general operations of a school. Prerequisite: Admission into the Certification or MAT Secondary Education Teaching Program.

ED–606 CHILD AND ADOLESCENT DEVELOPMENT
SUMMER/ALL YEARS

3 credit hours

This course is an introduction to adolescent development. It emphasizes physical development, emotional growth, mental development, interests, attitudes and social behavior, moral development, and problems common to the age. It is designed to give the teacher insight into the issues adolescents encounter in and outside of school. Prerequisite: Admission into the Certification or MAT Secondary Education Teaching Program.

ED–607 LEARNING THEORIES
FALL ONLY/ALL YEARS

3 credit hours

This course focuses on adolescent learning in an educational setting. It offers an analysis of the complex factors involved in cognitive and social development, learner differences and information processing, motivation to succeed academically, and effective classroom management and assessment. Prerequisite: Admission into the Certification or MAT Secondary Education Teaching Program.

ED–608 CLASSROOM ASSESSMENT
SPRING ONLY/ALL YEARS

3 credit hours

This course is an introduction to the theory and application of varied assessment methods used to improve teaching and promote student learning. It examines the use of traditional assessment practices, as well as alternative methods of classroom assessment. Various issues including grading, the assessment of students with special needs, and ethics in assessment is addressed. Prerequisite: Admission into the Certification or MAT Secondary Education Teaching Program.

ED–609 INSTRUCTIONAL TECHNOLOGY IN THE SECONDARY CLASSROOMS
SPRING ONLY/ALL YEARS

3 credit hours

This teaching methods course emphasizes the psychological and theoretical basis for using instructional media and technology in education. Students produce various instructional media and demonstrate the use of the newer technologies such as telecommunications, assistive technology, computers, and multimedia as educational tools. Prerequisite: Admission into the Certification or MAT Secondary Education Teaching Program.

ED–610 SCHOOL LEADERSHIP AND ADMINISTRATION
FALL ONLY/ALL YEARS

3 credit hours

Introduction of the organization and direction of public and private schools to prospective administrators and supervisors.

ED–611 SCHOOL PERSONNEL MANAGEMENT
SPRING ONLY/ALL YEARS

3 credit hours

Focuses on the responsibilities of administrators in improving the total educational program through effective administration of all personnel within an educational organization. Includes study of concerns relative to selection, assignment, development, and retention of personnel. Prerequisite: Consent of advisor.

ED–612 SCHOOL LAW
SPRING ONLY/ALL YEARS

3 credit hours

This course is an overview of school law at the territorial (state) and national levels as it affects the organization, general policies and practices of public education. Emphasis is placed on constitutional rights and the related ramifications these pose for administrators. The context of the Guam scene is emphasized. Prerequisite: Consent of advisor.

ED–613 SCHOOL FINANCIAL MANAGEMENT
FALL ONLY/ALL YEARS

3 credit hours

School business management, budgeting process, salary, scheduling, cost accounting, and purchasing procedures. Principles and practices of school financing, past, present, and future, on both national and local levels are considered. Prerequisite: Consent of advisor.

ED–614 CLINICAL SUPERVISION
AS REQUIRED/AS REQUIRED

3 credit hours

This course is designed for the practicing administrator and for master's degree candidates who will be certified as school site administrators. The focus is on the professional and personal development of an administrator through the use of contemporary clinical supervision techniques. The use of various observation instruments, the analysis of data and skills in conferencing are emphasized. Discussion will also center on the role of the evaluator in the legal aspects of teacher evaluation. Some attention is given to teacher participation on clinical educator teams which assist colleagues.

ED–615 DIVERSITY IN EDUCATION
AS REQUIRED/AS REQUIRED

3 credit hours

Diversity involves a variety of student needs including those of ethnicity, language, socioeconomic class, disabilities, and gender. It includes issues of race, class, sexuality, religion, and other social dynamics. Diversity implies that all students are different from one another relative to other aspects of diversity such attention span, capability to stay on task, and how they get along with one another. This course will focus on issues of student diversity at the secondary level and develop skills to reflectively teach and to continuously seek ways to facilitate meaningful learning through instructional practice sensitive to student diversity. Must be enrolled in the MAT Program.

ED–616A SECONDARY TEACHING METHODS - LANGUAGE ARTS
SPRING/SUMMER/ALL YEARS

3 credit hours

Students registering for this class will register for the specific content area they seek certification in. Students seeking certification in another content area can take the class again to be certified in that area of specialty. This course covers a study of the secondary teaching methods which is field-based in the secondary classroom. The course is designed to provide the students with a variety of teaching strategies and skill building techniques in how to effectively bring about the teaching-learning process in a secondary classroom setting. Each student has the opportunity to apply their knowledge gained in the content to a variety of micro-teaching and curriculum planning experiences. Prerequisite: Admission into the Certification or MAT Secondary Education Teaching Program, or Consent of Advisor.

ED–616B SECONDARY TEACHING METHODS - SOCIAL SCIENCE
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616C SECONDARY TEACHING METHODS- MATHEMATICS
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616D SECONDARY TEACHING METHODS - SCIENCE
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616E SECONDARY TEACHING METHODS - BUSINESS
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616F SECONDARY TEACHING METHODS - FINE ARTS
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616G SECONDARY TEACHING METHODS - HOME ECONOMICS
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616H SECONDARY TEACHING METHODS - HEALTH/PE
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–616I SECONDARY TEACHING METHODS - FOREIGN LANGUAGE
SPRING/SUMMER/ALL YEARS

3 credit hours

Students registering for this class will register for the specific content area they seek certification in. Students seeking certification in another content area can take the class again to be certified in that area of specialty. This course covers a study of the secondary teaching methods which is field-based in the secondary classroom. The course is designed to provide the students with a variety of teaching strategies and skill building techniques in how to effectively bring about the teaching-learning process in a secondary classroom setting. Each student has the opportunity to apply their knowledge gained in the content to a variety of micro-teaching and curriculum planning experiences. Prerequisites: Admission into the Certification or MAT Secondary Education Teaching Program or consent of advisor.

ED–616J SECONDARY TEACHING METHODS - INSTRUCTIONAL TECHNOLOGY
SPRING/SUMMER/ALL YEARS

3 credit hours

ED–617 ACTION RESEARCH IN EDUCATION
FALL/SPRING/ALL YEARS

3 credit hours

Action research is a collaborative methodology which can be effective in creating school and community partnerships aimed at collecting and analyzing valid and reliable information for data-driven decision making. This course defines action research and reviews the historical and theoretical background of this research method. The student as teacher-researcher engaging in action research is a main focus. Skill in conducting the action research process from planning to write up will be a major goal of the course. Students will design an action research plan, implement the plan, and write up the study for possible publication. Students will be trained in the appropriate use of human subjects research and the approval or exemption process as determined by our Institutional Review Board.

ED–618 INSTRUCTIONAL STRATEGIES FOR ELEMENTARY EDUCATORS
AS REQUIRED/AS REQUIRED

2 credit hours

This course is designed for perspective teachers in elementary education and examines the research and best practices in the selection, implementation, and evaluation of instructional strategies. This includes the development of lesson plans and connection to local and national standards. Students will have opportunities to apply their knowledge gained in a variety of microteaching and curriculum planning experiences. Prerequisite: Admission into the Certification or MAT Elementary Education Teaching Program.

ED–619 INTRODUCTION TO COUNSELING
FALL ONLY/AS REQUIRED

3 credit hours

Designed to provide a broad overview of the field of counseling. It will introduce students to the counseling process, basic counseling skills, the role of culture in counseling, and the nature and scope of counseling resources in the schools and in the community. Prerequisite: Consent of advisor

ED–620 THE COUNSELING PROCESS: THEORY
FALL ONLY/AS REQUIRED

3 credit hours

Overview of approaches to counseling. Emphasis is given to understanding the theoretical assumptions of each approach. Theories will be examined in their cultural context. Prerequisite: consent of advisor.

ED–621 THE COUNSELING PROCESS: INDIVIDUAL PRACTICE
FALL ONLY/AS REQUIRED

3 credit hours

Study, discussion, and practice of useful counseling techniques. The creation and use of a facultative helping relationship is stressed. Prerequisite: ED619, ED620, and consent of advisor.

ED–622 GROUP COUNSELING
SPRING ONLY/AS REQUIRED

3 credit hours

Designed to develop useful counseling techniques in group settings through the study of basic concepts, discussion, observation, and practice of group counseling techniques. Prerequisite: ED619, ED620, ED621, and consent of advisor.

ED–623 DYNAMICS OF INDIVIDUAL BEHAVIOR
SPRING ONLY/AS REQUIRED

3 credit hours

Focuses upon understanding the dynamics of individual behavior, the formation of personality, and human development in general from a cross-cultural perspective. Prerequisite: ED619 and consent of advisor.

ED–624 INDIVIDUAL AND GROUP ASSESSMENT
FALL ONLY/AS REQUIRED

3 credit hours

Study of psychological assessment and testing as they pertain to educational and community mental health center settings. Prerequisite: ED619 and consent of advisor.

ED–625 MULTICULTURAL COUNSELING
SPRING ONLY/AS REQUIRED

3 credit hours

This course is designed to develop multicultural competence in counseling. The emphasis will be upon issues related to being in a therapeutic relationship that is multicultural. Prerequisite: ED619, ED620, ED621, and consent of advisor.

ED–626 PREVENTION AND OUTREACH
SPRING ONLY/AS REQUIRED

3 credit hours

Application of theory and research to the contemporary and lifespan prevention of personal and psychological problems in educational, organizational, professional, and community settings. Prerequisite: Consent of Advisor.

ED–627 CAREER COUNSELING
SPRING ONLY/AS REQUIRED

3 credit hours

Study of sources and use of information about occupations, vocational development theories, assessment instruments used in career counseling, and approaches used for vocational counseling. Prerequisite: consent of advisor

ED–628 FAMILY COUNSELING
AS REQUIRED/AS REQUIRED

3 credit hours

An overview of approaches in family counseling. The course focuses on upon understanding the dynamics of family interactions for effective counseling interventions. Prerequisite: ED619, ED620, ED621,and consent of advisor.

ED–629 PSYCHOLOGICAL TESTING
AS REQUIRED/AS REQUIRED

3 credit hours

In class supervised training in a wide variety of effective methods of psychological evaluation and decision making for counselors in applied settings. Prerequisite: consent of advisor

ED–630 INSTRUCTIONAL DESIGN SEMINAR
AS REQUIRED/AS REQUIRED

3 credit hours

Problems in systematically applying educational media technology to instruction and learning. Includes selecting appropriate modes of instruction based on clearly defined objectives, organization of instructional configurations, and media implementation.

ED–631 INSTRUCTIONAL APPLICATIONS OF HYPERMEDIA
AS REQUIRED/AS REQUIRED

3 credit hours

Course is designed to develop skills needed to author interactive instructional hypermedia software. It will apply basic instructional design principles in the production of hypermedia programs. Prerequisite: ED451, ED452 and ED630.

ED–632 COMPUTER APPLICATIONS, GRAPHICS AND DESKTOP PUBLICATION
AS REQUIRED/AS REQUIRED

3 credit hours

Application of communication theory and learning principles to design of graphic instructional materials to improve individual and group learning. Includes design, production, evaluation, and preparation of necessary utilization and study materials and guides.

ED–633 TELECOMMUNICATIONS AND DISTANCE LEARNING
AS REQUIRED/AS REQUIRED

3 credit hours

Studies of interactive distance learning models for education and training; logistics and economics for satellite, ITFS, microwave, fiber-optic, cable, twisted-pair, compressed video, radio, and telephone/modem. Teleconferencing. Legislation and FCC regulations. Support systems: courier, FAX, voice mail, computers.

ED–634 INSTRUCTIONAL INTERACTIVE MULTIMEDIA
AS REQUIRED/AS REQUIRED

3 credit hours

Application of instructional design, video production and computer theory to the production of Instructional Interactive Multimedia programs. Emphasis on production and examination of interactive video accompanied by hypermedia as a training and educational media. CD-ROM applications will be examined. Prerequisite: ED451, ED452, ED630 and ED631.

ED–635 PHOTOGRAPHIC VIDEO PRODUCTION
AS REQUIRED/AS REQUIRED

3 credit hours

Develop skills in designing and producing, educational, informational and/or motivational slide/tape and video programs.

ED–636 UTILIZING MEDIA RESOURCES IN INSTRUCTION
AS REQUIRED/AS REQUIRED

3 credit hours

A course focusing on the role of the advanced technologies of education such as telecommunications and interactive media in the instructional process. Emphasis is on the selection, utilization, and evaluation of these media resources for instruction. Applications for advanced technologies in the teaching learning process are stressed. Prerequisite: ED451 and ED452 or other Computer course or consent of instructor.

ED–637 INTEGRATING TECHNOLOGY IN THE CURRICULUM
AS REQUIRED/AS REQUIRED

3 credit hours

This course is designed to prepare students to effectively integrate microcomputers in the curriculum. Students will develop conceptual frameworks, strategies and skills to utilize computers to support and enhance the curriculum. Prerequisite: ED452 equivalent.

ED–638 TRANSFORMING LITERACY INSTRUCTION WITH TECHNOLOGY
AS REQUIRED/AS REQUIRED

3 credit hours

This course focuses on how to use the Internet for teaching and learning. It helps students develop skills and strategies in integrating the Internet as an essential resource into the curriculum. Prerequisite: ED452 equivalent.

ED–639 INTEGRATED METHODOLOGIES: LITERACY AND SOCIAL STUDIES
AS REQUIRED/AS REQUIRED

3 credit hours

This course examines the basic theories, issues, methods, and materials for a developmental K-5 social studies and language arts program. It emphasizes literacy (including reading, as well as writing, speaking and listening) as tools for learning both social studies and language arts with a "literacy across the curriculum" approach. It addresses cultural diversity in social studies and language instruction, with emphasis on linguistic diversity. The course includes surveys of strategies to support reading and writing instruction and study skills across the curriculum, with an understanding of the various purposes of reading and writing within the subjects of social studies and language arts. This course will focus on theories of reading instruction, language and literacy development before school, emergent literacy, and the development of chronological awareness, phonics, and fluency in children from birth through grade 5. It will also detail strategies for teaching social studies and language arts through an inter-disciplinary approach. Prerequisite: Instructors consent.

ED–640 LANGUAGE AND LITERACY DEVELOPMENT
SUMMER/ALL YEARS

3 credit hours

This course explores the theory and practice of literacy development and instruction across the K-12 school years as well as adults. Topics include models of reading and writing processes, emergent literacy, reading and writing instruction for diverse learners, assessment, and adult literacy. Students will be introduced to the theoretical and research base for various models of literacy development, reading and writing processes, and instructional practices. The field has moved from viewing literacy as a process of skills acquisition to viewing literacy as a psycholinguistic process that is socially based and constructivist in nature. This course will help teachers apply current views of how children and adolescents develop as readers and writers to their own teaching situations.

ED–641 INTEGRATING LITERACY IN CONTENT AREAS
SUMMER/ALL YEARS

3 credit hours

Educators will learn how to support the needs of adolescent and young adults, helping them develop into confident and independent readers and writers. Focus will be on the improvement of literacy skills through meaningful, constructive engagements in reading and writing.

ED–642 SEMINAR IN LITERATURE FOR CHILDREN AND YOUNG ADULTS
SUMMER/ALL YEARS

3 credit hours

Increasingly, teachers are using literature in the language arts classroom and across the curriculum. In this course, students read and critically evaluate a wide range of books for preschoolers to young adults, considering such issues as developmental needs, linguistic complexity, genre, aesthetics, interest and cultural diversity. Reader response theory, among others, provides a framework for exploring how readers respond to texts through talk, drawing, writing, dramatic play, etc.

ED–643 PRACTICUM: LITERACY ASSESSMENT
SPRING ONLY/ALL YEARS

3 credit hours

Students will learn how to use a range of formal and informal assessment tools and methods to diagnose and assess individual learners' reading and writing development, to guide instruction, and to involve the learner in self-assessment. The emphasis is on using assessment in the service of instruction in the classroom and clinical settings. This course is an advanced practicum focusing on the PK-12 grade levels. Supervised clinical practice is provided at the School of Education Literacy Center. Prerequisite: Consent of Advisor.

ED–644 PRACTICUM: LITERACY INSTRUCTIONAL LAB
FALL ONLY/ALL YEARS

3 credit hours

Building on students' experience in ED643: Literacy Assessment, this course focuses on reading and writing instruction for children and adolescents with diverse learning needs. Students observe, diagnose, and instruct children at the School of Education Literacy Center. They will deepen their understanding of reading/writing processes and strengthen their skills in designing and implementing instruction that is responsive to the current knowledge, skills, interests, motivation and needs of individual learners. Students will also extend their knowledge of how to assess students, synthesize measurement data (both formal and informal) and present findings to parents and professionals in the form of a case report. This course is an advanced practicum focusing on the PK-12 grade levels. Supervised clinical practice is provided at the School of Education Literacy Center. Prerequisite: ED643.

ED–645 ADVANCED METHODS IN PK-12 SCHOOL LITERACY
FALL ONLY/ALL YEARS

3 credit hours

This course draws on the constructive nature of literacy development to teach PK-12 students. Emphasis will be placed on ways to motivate and engage students in literacy learning. Teachers will explore models of literacy learning and how they relate to literacy instruction. Literacy methods and strategies will be responsive to the sociocultural contexts of learning in diverse classroom populations. The ultimate goal is to foster students' willing engagement in reading and writing.

ED–646 BUILDING LITERACY LEADERSHIP: CREATING EFFECTIVE LITERACY PROGRAMS
SPRING ONLY/AS REQUIRED

3 credit hours

Introduces students to organization, administration, and supervision of school reading programs (K-12). Students examine roles of reading personnel, evaluate major reading programs and develop, implement, and evaluate a reading program at the classroom and school level. Prerequisite: ED640, ED641or ED645, or consent of advisor.

ED–647 ISSUES & RESEARCH IN LITERACY EDUCATION
SUMMER/ALL YEARS

3 credit hours

Students conduct a critical examination of current issues in literacy, including extensive reading of recent research literature relevant to those issues. The course is also intended as an opportunity to examine one significant issue in depth and develop a well-synthesized review of research - to use multiple expert informational resources, to read extensively, to write and present for a professional audience.

ED–648 INTEGRATED METHODOLOGIES: HEALTH AND PHYSICAL EDUCATION
AS REQUIRED/AS REQUIRED

1 credit hour

This course will provide perspective teachers in elementary education with the knowledge and skills to instruct quality physical education and physical activity classes in the elementary grades. Perspective elementary teachers will learn to provide inclusive, academically integrated, enjoyable activities that enhance motor development and academic skills in elementary students.

ED–649 CAPSTONE SEMINAR IN LANGUAGE AND LITERACY
FALL/SPRING/ALL YEARS

3 credit hours

This seminar is designed as a final, integrative experience for students completing the master's degree program in language and literacy. Candidates create an Electronic Capstone Portfolio to showcase their growth in mastery of competencies identified by program goals, objectives and standards, their synthesis of graduate course work and experience, and the professionalism expected of an educator. Prerequisites: A candidate's Capstone Experience occurs during his/her last fall or spring semester of course work.

ED–650 ASSESSMENT OF INDIVIDUALS WITH DISABILITIES
SPRING ONLY/ALL YEARS

3 credit hours

Course deals with various methods and approaches to psychological and educational assessment of special education students. Analysis and interpretations of tests and results will also be examined. A practicum component dealing with the administration, interpretation and uses of various tests will be heavily stressed. Prerequisite: An undergraduate or graduate course in evaluation, skill assessment or tests and measurement is critical.

ED–652 FAMILY AND SCHOOL CONSULTATION
FALL ONLY/ALL YEARS

3 credit hours

Consideration of problem-solving strategies techniques, and methods that special educators utilize in consultation with families and regular education personnel. The roles of model, advisor, counselor, instructor, and program consultant are examined in relation to the individual program needs of students with disabilities and their families. Prerequisite: Courses in assessment, methods and materials, and curriculum development.

ED–654 MULTICULTURAL SPECIAL EDUCATION
FALL ONLY/ALL YEARS

3 credit hours

Exploration of the unique needs and problems associated with providing special education services to students with disabilities in multicultural settings. Emphasis will be placed on students with limited English proficiency with a focus on appropriate assessment practices and program planning. Prerequisite: Basic tenets of special education, including assessment techniques and instructional planning. A course in cultural anthropology is recommended.

ED–655 PHILOSOPHIES AND PRACTICES IN SPECIAL EDUCATION
AS REQUIRED/SUMMER/ALL YEARS

3 credit hours

This course is designed to introduce graduate students to the concept of disability and to the field of special education. The history, etiology, and characteristics of specific categories of disability will be examine, as will educational programs designed to meet the needs of school-aged students with disabilities. Topics germane to the study of disability and the field of special education, such as inclusion and impact of disability on families, will also be explored.

ED–656 ADVANCED TECHNIQUES AND PRACTICES IN THE EDUCATION OF STUDENTS WITH LEARNING DISABILITIES
AS REQUIRED/AS REQUIRED

3 credit hours

This is a method course, which will provide an in-depth study of children and adolescents with specific learning disabilities. The course will focus on the identification, assessment, placement and delivery of services across all grade levels. It will include the adaptation of content, methodology and delivery of instruction to students with learning disabilities. Prerequisites: ED655 or equivalent.

ED–657 ADVANCED TECHNIQUES AND PRACTICES IN THE EDUCATION OF STUDENTS WITH MODERATE TO SEVERE DISABILITIES
AS REQUIRED/AS REQUIRED

3 credit hours

This is a method course which will provide an in-depth educational study of children and adolescents with moderate to severe disabilities including mental retardation, autism, cerebral palsy, etc. The course will focus on the identification assessment, placement and delivery of services across all grade levels in various educational settings. It will include the adaptation of content, methodology and delivery of instruction to all students with moderate to server disabilities. Prerequisites: ED655 or equivalent.

ED–658A SPECIAL TOPICS IN SPECIAL EDUCATION: SPECIAL EDUCATION LAW
AS REQUIRED/AS REQUIRED

3 credit hours

a) Special Topics in Special Education: Special Education Law, b) Special Topics in Special Education: Education of Children with Autism. Students may repeat this course with different special topics. Topic will vary to meet the needs of the students, the Guam Public School System and other educational agencies. Students may repeat this course with different special topics. Prerequisite: ED655.

ED–658B SPECIAL TOPICS IN SPECIAL EDUCATION: EDUCATION WITH CHILDREN WITH AUTISM
AS REQUIRED/AS REQUIRED

3 credit hours

ED–659 INTEGRATED METHODOLOGIES FOR ELEMENTARY MATH AND SCIENCE
AS REQUIRED/AS REQUIRED

3 credit hours

This course is designed to promote excellence among elementary teacher candidates in the teaching of math and science using STEAM principles. It covers objectives, methods, materials and assessments appropriate for elementary learners in science, technology, engineering, arts and math. It is designed to strengthen candidates' ability to actively engage diverse learners, provide meaningful activities, and effectively assess outcomes and to foster pleasure and creatively in exploring and understanding content through the lens of STEAM.

ED–660 APPLIED LINGUISTICS
FALL ONLY/ALL YEARS

3 credit hours

This course explores the field of applied linguistics, providing a multidisciplinary approach to the solution of language-related problems. The course focuses on implications of second language acquisition research and theories on language pedagogical methods; language policy and language planning; linguistics and poetics; stylistics; the use of literature in language pedagogy; and computer-assisted language learning and language research. Prerequisite: LN300.

ED–661 SECOND LANGUAGE CURRICULUM THEORY AND DEVELOPMENT
FALL ONLY/ALL YEARS

3 credit hours

This course examines curriculum theory and provides the student with the criteria to design a curriculum for a second language and to evaluate the strategies and materials for teaching and language.

ED–662 SECOND LANGUAGE TESTING AND EVALUATION
SPRING ONLY/ALL YEARS

3 credit hours

This is a course in which all the techniques of teaching a second language are united and related to their effectiveness according to parameters derived from language acquisition theory and statistical quantification. Prerequisite: Native or native-like proficiency in English and familiarity with a second language. Also, familiarity with basic arithmetic and algebra.

ED–663 SEMINAR IN PSYCHOLINGUISTICS
SPRING ONLY/EVEN YEARS

3 credit hours

This course provides fundamental knowledge of psycholinguistics and emphasizes its interdisciplinary nature. It encompasses the processes underlying the acquisition of a language and the factors that influence these processes. Prerequisite: LN300.

ED–664 SEMINAR IN BILINGUAL EDUCATION
SPRING ONLY/EVEN YEARS

3 credit hours

This course deals with the various situations where bilingualism occurs. The course is divided into two aspects: a general, theoretical perspective and a contextual perspective of situations where two or more language coexists. In the first part, the focus and concepts that can be applied to the study of bilingualism in general will be traced. The second part will consider the manifestation of bilingualism in the individual and how he/she fits into society. Problems in situations where a great linguistic heterogeneity exists will be presented. Basic themes that confront education and language planning will also be considered, analyzing the contexts and proposing necessary measures for solutions. It will also attempt to raise the consciousness of the educator to his role within the bilingual community.

ED–667 READING AND WRITING FOR THE SECOND LANGUAGE STUDENT
FALL ONLY/ODD YEARS

3 credit hours

This course examines first and second language reading and writing with respect to theory and methodology at various levels of proficiency. Prerequisite: ED600.

ED–668 TEACHING THE CONTENT AREAS TO SECOND LANGUAGE STUDENTS
FALL ONLY/ALL YEARS

3 credit hours

This course discusses various methods, strategies, and techniques for teaching content to second language students. Adapting existing text or materials and developing appropriate materials are also discussed. The course is designed for both elementary and secondary teachers in the regular classroom where there may be one or several second language students. It is also appropriate for teachers of sheltered classes or for ESL resource specialist who wish to know more this topic and how they might assist the regular classroom teacher. Prerequisite: Prospective students should be currently working with second language students.

ED–669 CULTURE AND ITS INFLUENCE ON EDUCATION
AS REQUIRED/AS REQUIRED

3 credit hours

This course looks at culture and cultural values and explores their influence on the educational system - organization, curriculum, and implementation. The course is comparative in nature, examining the U.S. system and comparing it to others. Prerequisite: Graduate Status.

ED–670 EFFECTIVE MIDDLE SCHOOLS
FALL ONLY/ALL YEARS

3 credit hours

Examination of the middle school concept and the rationale for designing educational programs for effective teaching of students at grades 6--8. The course will focus on the needs of middle school student, the effective application of the middle school concept and how teachers could effectively deal with issues related to the middle school.

ED–671 ISSUES AND TRENDS IN EDUCATION
FALL ONLY/ALL YEARS

3 credit hours

This course examines contemporary issues and trends in education such as school reform and effectiveness, desegregation, cultural relevancy, curriculum innovation, and social change. Prerequisite: Graduate student and consent of advisor.

ED–672 PHILOSOPHY OF EDUCATION
FALL ONLY/ALL YEARS

3 credit hours

This course will include examination of three basic areas of philosophy: (a) metaphysics or what is real; (b) epistemology, or what is true; and (c) axiology or what is good, and the relationship of these issues to educational theory and practice. This material will provide a framework for exploration of questions, issues and models of education. Prerequisite: Graduate student standing and consent of advisor.

ED–673 INCLUSION OF LINGUISTICALLY DIVERSE STUDENTS
SPRING ONLY/ALL YEARS

3 credit hours

This course deals with understanding the plight of the limited English proficient student in the mainstream classroom, and techniques and strategies for effectively teaching these students.

ED–674 LIFESPAN TRANSITION COUNSELING
AS REQUIRED/AS REQUIRED

3 credit hours

This course provides instruction in practical counseling applications of transition theory and technique in the specific areas of applied gerontology (age/generations era/passages), cognition (memory loss & retraining), imagery (hypnosis & time), health psychology (sleep dysfunction), and existential thanatology (coping with death). Prerequisite: Consent of Advisor.

ED–675 GROUP COUNSELING PRACTICUM
AS REQUIRED/AS REQUIRED

3 credit hours

Supervised laboratory experience in group counseling techniques. May be taken concurrently or following ED622 Group Counseling. An elective opportunity to add the depth of a laboratory component to the required theory and research course ED622 and to meet current professional standards for training in group counseling. Prerequisite: ED619, ED620, ED621, ED622 (may be taken concurrently), and consent of advisor

ED–676 MENTORING PRACTICUM FOR COUNSELORS
AS REQUIRED/AS REQUIRED

3 credit hours

Individually supervised graduate experience of instruction and research in a university setting as preparation for contemporary counseling curricula, evaluation, research, and teaching at all educational levels. Addresses the recently highlighted national career counseling core career competencies of teaching, administration, advocacy, and professional network. Course may be repeated for a maximum of six credits. Prerequisite: consent of advisor

ED–677 ETHICAL AND LEGAL ISSUES IN COUNSELING
FALL ONLY/AS REQUIRED

3 credit hours

This course is designed to help students in the profession of school and community/mental health counseling to identify and examine ethical, legal, and professional issues encountered in the counseling process and to explore ways to effectively deal with them. Students become familiar with both legal and psychological literature about these issues, including ethical decision-making protocols. Prerequisites: ED619, ED620, ED621 and Consent of advisor

ED–678 ORGANIZATION AND ADMINISTRATION OF SCHOOL COUNSELING PROGRAMS
FALL ONLY/AS REQUIRED

3 credit hours

This course focuses on the designing, developing, implementing, and evaluating of contemporary and relevant school counseling programs in accordance with the American School Counselor Association (ASCA) National Model. Foundations of school counseling programs and results-based guidance approaches are examined. In addition, students learn leadership skills necessary to become change agents in order to deliver, manage, and evaluate developmentally appropriate and services to meet the needs of the school and surrounding community. Prerequisites: consent of advisor

ED–679 INTRODUCTION TO COMMUNITY COUNSELING
FALL ONLY/AS REQUIRED

3 credit hours

This course is a seminar which includes fieldwork designed to acquaint the student with the functions and roles of the counselor in various community and agency settings. Prerequisites: ED619, ED620, ED621 and Consent of Advisor

ED–683 CLASSROOM MANAGEMENT
SPRING ONLY/ALL YEARS

3 credit hours

Course is designed to familiarize students with the primary factors affecting the effective functioning of classrooms and to provide practical knowledge for preventing and resolving management problems.

ED–687 CURRICULUM THEORY AND ASSESSMENT
SUMMER/ALL YEARS

3 credit hours

The purpose of this course is to provide the educational leader with an understanding of the social and psychological bases for curriculum development, skills in small group leadership and communication, strategies for working with the various publics involved in curriculum change, and the conceptual base of development of curriculum theory. In addition, this course is designed for teachers to develop skills needed for determining social and academic student needs to enhance the systematic planning of curriculum.

ED–688 PERSONALITY AND MENTAL HEALTH
SPRING ONLY/AS REQUIRED

3 credit hours

This course introduces traditional theories of personality with a focus on personality assessment instruments and the DSM-5 taxonomy of mental and personality disorders. Prerequisites: ED619, ED620, ED621 and Consent of Advisor

ED–689 ENRICHING THE LEARNING EXPERIENCE
SPRING ONLY/ALL YEARS

3 credit hours

This course addresses research based best practices for enriching the learning experience. The course guides students in refining their use of a variety of current best teaching practices and facilitates skill building techniques in how to effectively bring about the teaching-learning process in any classroom setting. Each student has the opportunity to apply the knowledge gained in the content to a variety of teaching and curriculum planning experiences.

ED–690 SPECIAL PROJECT
FALL/SPRING/ALL YEARS

3 - 6 credit hours

ED–691 OVERVIEW SEMINAR:
FALL/SPRING/ALL YEARS

3 credit hours

This seminar is designed as a final, integrative experience for students at the thesis stage of the program. Students review major issues in the field from different theoretical and methodological perspectives and develop their own research, community service and/or professional exploration projects. In addition to presenting work-in-progress reports, providing feedback, and submitting a thesis/final project proposal, students reflect on their experiences in the program, reassess personal views and beliefs and set goals for further development.

ED–692 PRACTICUM:
FALL/SPRING/AS REQUIRED

1 - 6 credit hours

PRACTICUM (1-6) A survey of action research theory and methods, focusing on theoretical, methodological, and ethical tenets with an emphasis on applied research in educational settings. PRACTICUM TESOL (3) This course is an advanced, supervised practicum in TESOL. The practicum provides an opportunity to teach in an English as a Second Language classroom setting. The course is designed to help candidates understand the connection between teaching and student learning by analyzing the multiple, dynamic relationships between planning, instruction, and assessment. Candidates will complete a Teacher Work Sample as an extended assignment to assess their instructional choices and strategies in relation to current research in pedagogy, curriculum standards, and content area knowledge. Prerequisite: Approval of advisor. PRACTICUM IN COUNSELING (3) The practice of counseling in a closely supervised clinical setting for a total of 100 hours, at least 40 of which are direct client contact hours as approved by instructor. Emphasizes is on the practical application of counseling skills and theories for advanced students in the counseling program. Prerequisite: ED619, ED620, ED621,ED622, ED623, ED624, ED625, ED677, and consent of advisor.

ED–695 THESIS:
FALL/SPRING/ALL YEARS

1 - 6 credit hours

ED–697 COMPREHENSIVE EXAM
FALL/SPRING/ALL YEARS

0 credit hours

This course provides an opportunity to document the successful completion of the PRAXIS II or comprehensive exam. It is a way to ensure that a student's academic evaluation accurately reflects the additional requirement for PRAXIS II or comprehensive exam and does not provide a false indication that the student is ready to graduate.

ED–698 INTERNSHIP:
FALL/SPRING/AS REQUIRED

3 - 6 credit hours

INTERNSHIP IN ADMINISTRATION AND SUPERVISION (3-6 credits) F/SP The practice of administration and supervision in an educational setting is the goal of the program. Through the internship, a prospective administrator is exposed to the day to day operations of a school or educational setting. It is a critical transition prior to full time appointment in a position. Prerequisite: At least three Administration and Supervision specialization graduate courses (of which must include ED-610) and consent of advisor. INTERNSHIP IN COUNSELING (3 credits) FA/SP/As Needed The practice of counseling in an approved closely supervised setting for a total of 600 hours, at least 240 of which are direct client contact hours as approved by instructor. Interns meet regularly on campus or on-site with the faculty instructor. This internship may be taken over one semester for 6 credits or two consecutive semesters. Prerequisite: ED619, ED620, ED621, ED622, ED623, ED624, ED625, ED677, ED692 and Consent of Advisor INTERNSHIP IN SPECIAL EDUCATION (3 credits) FA/SP/As Needed. Through the internship teachers will have the opportunity for their first experience with special education. Teachers will focus on the application and implementation of the Council for Exceptional Children (CEC) initial practice-based professional preparation standards and the 22 High Leverage Practices (HLPs) within a special education setting in their respective schools. Teachers will meet in weekly seminars to discuss and critique their experiences regarding the standards and the HLPs. Prerequisite: At least five Special Education Specialization Graduate courses and consent of advisor/ program chair.

ED–699 SPECIAL TOPICS
FALL/SPRING/ALL YEARS

1 - 3 credit hours

May be repeated in a different topic area. Prerequisite: Graduate Status and instructor's approval.

ED–7000 INTRODUCTION SEMINAR FOR THE EdD
FALL/SPRING/ALL YEARS

3 credit hours

This is a required first course that will cover an overview/orientation of the EdD program of study, requirements and sequencing of events or degree milestones. The candidacy requirement, mentoring component, and speaker series will be discussed; and to include an overview of learning supports and resources. Further, students will explore an initial research topic and connection to the cultural context and one's leadership identity.

ED–7001 CONTEMPORARY ISSUES AND PROBLEMS IN EDUCATION AND ORGANIZATION
FALL/SPRING/ALL YEARS

3 credit hours

This course will explore and examine educational issues and problems in practice as informed by evidence with consideration of the organizational and cultural context to inform the landscape of understanding and respond to issues and problems.

ED–7002 THEORIES FOR LEADERSHIP AND ORGANIZATIONS
FALL/SPRING/ALL YEARS

3 credit hours

This course will cover leadership and organizational theories and frameworks useful to resolve and reframe problems and issues in educational and organizational contexts. Students will examine their own leadership orientation/schema and engage in reframing leadership roles in real settings and diverse contexts.

ED–7003 ETHICS AND LEADERSHIP FOR EDUCATIONAL AND ORGANIZATIONAL CONTEXTS
FALL/SPRING/ALL YEARS

3 credit hours

This course will explore and examine ethics in educational leadership by delving into the historical and current understandings of various decision-making practices within the school and organizational contexts that frame an understanding and application of knowledge, and insights to lead and co-lead organizational contexts with others.

ED–7005 INSTRUCTIONAL AND VISIONARY LEADERSHIP
FALL/SPRING/ALL YEARS

3 credit hours

Engaging in and cultivating instructional leadership practices and actions at the school/district levels and other educational settings. Defining and executing visionary leadership practices with academic and community stakeholders. Building faculty capacity in efforts of growing leadership and instructional expertise.

ED–7007 PROGRAM EVALUATION AND DATA FOR EVIDENCE-BASED PERFORMANCE
FALL/SPRING/ALL YEARS

3 credit hours

This course covers the foundational concepts of evaluation and incorporates the principles of program evaluation and classroom assessment. As instructional leaders, the knowledge to practice of how evaluation data at the micro level is essential to the overall assessment of school or district level programs at the macro level. Concepts such as formative and summative evaluation; norm-referenced and criterion-reference assessment; and quantitative and qualitative data and its evidence to drive school improvement efforts. This course will include field activity practices.

ED–7008 FINANCIAL RESOURCES AND BUILDING INSTRUCTIONAL CAPACITY
FALL/SPRING/ALL YEARS

3 credit hours

This course will include knowledge building on financial resources and building instructional capacity with the application to the practice of the development and care of financial matters. A range of financial priorities using student performance and attention to best practices of resource allocation for student learning based on evaluating revenue resources; developing and validating proposed school budget; and leadership skills for best practices of school operations.

ED–7009 STRATEGIC PLANNING AND LEADERSHIP
FALL/SPRING/ALL YEARS

3 credit hours

Strategic planning process, assessment and analysis of data and issues in schools/district contexts and academic settings that lead to creation of strategies for goal attainment and achievement of educational outcomes.

ED–7012 EDUCATION POLICY AND CHANGE
FALL/SPRING/ALL YEARS

3 credit hours

This course will cover policy values and principles, theory, analysis, range of approaches to policy development, implementation, and evaluation while incorporating multiple stakeholder intentional discussions, review of current legislation and policy surrounding a problem of practice.

ED–7013 LEADERSHIP AND LEARNING FOR THE WESTERN PACIFIC REGION AND GLOBAL ARENA
FALL/SPRING/ALL YEARS

3 credit hours

This course will expand on understanding leadership concepts and frameworks for engaging in whole system learning and application of leading with people to improve processes and practices. A foundation of leading and learning will be nested in a cultural awareness and understanding of social and organizational cultural contexts and cultural practices to advance application of leadership knowledge and skills. Course discourse will unite perspectives of societal and cultural customs/manners of leading and collaborating with stakeholders, and as a way of doing and engaging in leadership actions via one's leadership identity and co-leadership with others. Additionally, the course will have students analyze, critique and plan for one's leadership role and service leadership role that connects and transforms learning communities in educational and organizational contexts.

ED–DR7014 CANDIDACY ADVANCEMENT
FALL/SPRING/ALL YEARS

3 credit hours

Doctoral Students must enroll in 3 credits of candidacy advancement to work on the advancement to candidacy examination. The examination will entail a required written and oral examination. Students must successfully pass both parts of the examination to advance to the doctoral candidacy designation. Advancement to candidacy allows students to begin the dissertation proposal process.

ED–DR7015 DISSERTATION PROPOSAL
FALL/SPRING/ALL YEARS

3 credit hours

Dissertation courses: The dissertation process is the culminating sequence of courses that focus on the doctoral student's research work from proposal development to final defense of the dissertation manuscript. This course is the proposal development course. Required: A student must have passed the candidacy advancement examination and be designated as a doctoral candidate to enroll in this course.

ED–DR7016 DISSERTATION RESEARCH BEGINNING
FALL/SPRING/ALL YEARS

3 credit hours

Dissertation Research courses are for graduate students who have advanced to the designation of doctoral candidate. Graduate Students in dissertation research courses are actively conducting research and writing, and in mentorship with their dissertation chairperson and dissertation committee members. ED-DR 7016 Dissertation Research Beginning (3 credits). Focus: IRB Process and Data Collection

ED–DR7017 DISSERTATION RESEARCH ADVANCE
FALL/SPRING/ALL YEARS

3 credit hours

Dissertation Research courses are for graduate students who have advanced to the designation of doctoral candidate. Graduate Students in dissertation research courses are actively conducting research and writing, and in mentorship with their dissertation chairperson and dissertation committee members. ED-DR7017 Dissertation Research Advance (3 credits) Focus: Further data collection and engage in data analysis.

ED–DR7018 DISSERTATION RESEARCH FINAL
FALL/SPRING/ALL YEARS

3 credit hours

Dissertation Research courses are for graduate students who have advanced to the designation of doctoral candidate. Graduate Students in dissertation research courses are actively conducting research and writing, and in mentorship with their dissertation chairperson and dissertation committee members. ED-DR7108 Dissertation Research Final (3 credits). Focus: Manuscript completion and dissertation defense.

ED–R8000 SCHOLARLY LITERATURE REVIEW
FALL/SPRING/ALL YEARS

3 credit hours

This course will develop your library research strategies to access scholarly articles of literature. The research emphasis will include building your navigation library skills of scholarly research themes of interest, theoretical and/or conceptual frameworks, methodology, and divergent points of view for educational practices based on a problem of interest.

ED–R8001 QUALITATVE RESEARCH METHODOLOGY
FALL/SPRING/ALL YEARS

3 credit hours

This course will cover an overview and orientation of qualitative research methods. It will introduce students to a variety of qualitative research method approaches and qualitative research designs (to include data collection and data analysis) applicable to address issues in education and organizations. A focus will be on using research to address issues in practice.

ED–R8002 QUANTITATVE RESEARCH METHODOLOGY
FALL/SPRING/ALL YEARS

3 credit hours

This course will cover an overview and orientation of quantitative research methods. It will introduce students to a variety of quantitative research designs (to include data collection and data analysis) applicable to address issues in education and organizations. A focus will be on using research to address issues in practice.

ED–R8003 RESEARCH DESIGN, DATA COLLECTION AND ANALYSIS
FALL/SPRING/ALL YEARS

3 credit hours

This course will cover an overview and orientation of research design methods. It will introduce students to a variety of qualitative and quantitative research method approaches and research designs (to include data collection and data analysis) applicable to address issues in education and organizations. A focus will be on using research to address issues in practice.

ED–R8004 CRITICAL LITERATURE REVIEW
FALL/SPRING/ALL YEARS

3 credit hours

Building on Scholarly Literature Review Course, this course will further strengthen scholarly literature organizational skills of research themes, theoretical and/or conceptual frameworks, methodology, and divergent points of view for educational practice based on problems framed to building academic writing as the foundation to support future dissertation research and academic writing. Prerequisite: Scholarly Literature Review

ED–R8005 ADVANCED QUALITATIVE RESEARCH
FALL/SPRING/ALL YEARS

3 credit hours

In this advanced qualitative methods course, students will be able to further develop qualitative research knowledge and skills pertinent to developing the research design and planning for doing data collection and analysis. Prerequisite: Qualitative Research Methodology

ED–R8006 ADVANCED QUANTITATVE RESEARCH
FALL/SPRING/ALL YEARS

3 credit hours

In this advanced quantitative methods course students will be able to further develop quantitative research knowledge and skills pertinent to developing the research design and planning for data collection and analysis. Prerequisite: Quantitative Research Methodology

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EDUCATION Courses