Graduate Courses in Curriculum and Instruction

To view current and future course schedules on-line go to http://webcampus.stthomas.edu/.

CIED 500 Principles of Educational Research (3 credits)
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

CIED 505 Social Foundations of Education (3 credits)
An analysis of the educational system of the United States and its relation to other social systems; economic, political and sociological conditions and trends as they affect education; current issues in American education.

CIED 506 Historical Foundations of Education (3 credits)
A study of international antecedents of American education, both institutional and informal; contributions of American educators.

CIED 507 Comparative Foundations of Education (3 credits)
A comparative investigation and analysis of educational philosophies, systems and issues in the United States with those of selected countries of Europe, Africa, Asia and the Americas.

CIED 508 Philosophical Foundations of Education (3 credits)
An analysis of various philosophies affecting American education; the impact of these philosophies upon educational aims, values, administrative organization, curriculum, methods of instruction and contemporary educational issues.

CIED 509 History of Curriculum (3 credits)
An examination of the history of school curricula for the purpose of placing contemporary ideas and developments within a broad and historical context. The course will examine the beginnings of curricular thought and traditions, and the conflicts that arose in the twentieth century.

CIED 530 Elementary School Curriculum (3 credits)
This course will focus on the practical concepts of elementary school curriculum, innovative programs of the present, and educated projections of future trends. An important function of the course will be to stimulate students to examine their own thinking about the curriculum and its relationship to the classroom, school and society.

CIED 530.01 Elementary School Curriculum in the Public School Setting (3 credits)

CIED 530.02 Elementary School Curriculum in Private and/or Church-Related Schools (3 credits)

CIED 531 Problem Solving through Quality Circles (3 credits)
Quality of Work Life (QWL) is an umbrella term that refers to techniques that are intended to increase productivity, increase quality and increase satisfaction at work. This course will present an overview of QWL techniques. Participants will then have an in-depth experience and learn about quality circles through the use of quality circle techniques.

CIED 532 Curriculum K-12 (3 credits)
This course will emphasize the practical concepts of the K-12 curriculum. It will encompass issues and factors that affect the curriculum development process, curriculum and related divisions of the human learning system, innovative programs of the present, and educated projections of future trends. An important function of the course will be to stimulate the students to examine their own thinking about curriculum and its relationship to society, school and the classroom.

CIED 532.01 Curriculum K-12 in the Public School Setting (3 credits)

CIED 532.02 Curriculum K-12 in the Non-Public School Setting (3 credits)

CIED 535 Secondary School Curriculum (3 credits)
This course will focus on the practical concepts of secondary school curriculum. It will encompass theory of curriculum, curriculum and related divisions of curriculum, innovative programs of the present and educated projections of future trends. An important function of the course will be to stimulate students to examine their own thinking about curriculum and its relationship to the classroom, school and society.

CIED 535.01 Secondary School Curriculum in the Public School Setting (3 credits)

CIED 535.02 Secondary School Curriculum in Private and/or Church-Related Schools (3 credits)

CIED 540 Individualizing Instruction (3 credits)
Underlying assumptions concerning needs; educational objectives as a key, instructional technology as it contributes to changing student-teacher roles and learning-teaching effectiveness; teaching packages and review of individual systems. Open only to experienced teachers.

CIED 544 Cooperative Learning (3 credits)
This is an introductory course that will cover the five basic elements of cooperative learning: positive interdependence, face-to-face interaction, individual accountability and personal responsibility, social skills and group processing. Class sessions will be spent in cooperative learning exercises, discussions and lectures.

CIED 546 Developmental Psychology (K-12) (3 credits)
This course is designed to help prospective teachers become effective as child and adolescent growth and development specialists. The intent is to help students understand the current literature on child and adolescent development. Emphasis will be on typical and atypical patterns of cognitive, social and physical development and implications of those patterns for classroom instruction.

CIED 547 Elements of Effective Instruction (3 credits)
This course will identify the criteria of teaching as a profession, the responsibility of a classroom teacher, the critical behaviors of successful teachers, and major principles of learning. Emphasizes the responsibilities of Madeline Hunter along with the work of Bloom, Piaget and others.

CIED 549 Instructional Systems Design for Educators (3 credits)
Students will become familiar with the systems design approach to the design and development of instructional units and courses of instruction. Students will engage in goal development, task analysis, learner analysis, and assessment design in the production of a course or unit.

CIED 551 Use of Technology for Instruction (3 credits)
This course is for those who wish to use instructional technology in a more effective manner. The course will consider the use and evaluation of microcomputer-based learning systems, video systems, other audio devices that have high potential for learning systems and effective combinations of the above systems in various learning environments. Each student will design, develop and evaluate an instructional or learning project that employs these techniques.

CIED 610 Theories of Cognition for Instruction (3 credits)
An investigation of the contributions of psychology to the understanding of learned human behavior, educational methodology, and the learning-teaching processes. A comparative assessment of major theories and models of learning and motivation comprise the core of the course. In the Master of Arts in Learning Technology program, the course includes recent research on the alignment of technology with cognitive theory.

CIED 638 Educational Program Evaluation (3 credits)
This course will provide educators with the knowledge and skills necessary to be informed consumers and practitioners of evaluation in an educational setting. Topics include evaluation design, utilization and best assessment practices. The course will emphasize how theory relates to practice.

CIED 651 Curriculum Orientations and Models (3 credits)
Examination of a variety of approaches to curricular organization and models for curriculum design. Introduction to the phases of curriculum systems with special emphasis on curricular design.

CIED 652 Curriculum Design and Development (3 credits)
Introduction to models of general planning. A study of the procedures and process of curriculum design, development, implementation and evaluation. Additionally, the student will design and develop a curriculum system or course using the systems approach and will examine the procedures for task, learner, and systems analysis.

CIED 654 Multicultural Content in the Curriculum (3 credits)
This course is designed to assist teachers and other school-based professionals in infusing multicultural content into the curriculum. The basic elements of the course include the foundations of multicultural education and the impact of culture and learning styles on students and classrooms. The course will focus on understanding communities and the impact of multicultural education on the changing curriculum.

CIED 666 Philosophy and Organization of the Middle School (2 credits)
A comparison of the conceptual structure, curriculum and methodology of various organizational units in American education, with special focus on the unique characteristics of the middle school and the middle-school child.

CIED 667 Interdisciplinary Planning for Middle School (2 credits)
A basic inquiry into instructional skills, techniques and methods of developing actual classroom experiences in literature, math, science, social studies, art, music, physical education and language for the typical and atypical middle school child. Includes planned observations and field experiences.

CIED 668 Pre- and Adolescent Psychology for Middle School (2 credits)
An investigation and analysis of pre-adolescent and adolescent growth and behavior patterns as found in the literature and in the field. It also will seek to develop an understanding for and appreciation of the abilities, talents and problems of the typical as compared to the atypical middle school child. This includes the diversity of cultural and racial variations as well as the handicapped child.

CIED 688 Topics Course for Curriculum and Instruction (1 credit)
Course content changes: available for special topics as need arises.

CIED 689 Topics Course for Curriculum and Instruction (2 credits)
Course content changes: available for special topics as need arises.

CIED 690 Topics Course for Curriculum and Instruction (3 credits)
Course content changes: available for special topics as need arises.

CIED 700 Language, Culture and Education (3 credits)
This course considers the question of the relationship between language behavior and social behavior. It explores how language and other human activities are interrelated, how the social structure influences cultural configurations, and how the role of communication and the socialization process interact. The course will examine contemporary theories of language, classroom and institutional discourse, and will explore issues of language related to social inequality.

CIED 701 Gender, Power and Pedagogy (3 credits)
This course explores the subtle connections among gender, power, language and pedagogy as illustrated in the classroom, in various organizational settings and in the society at large. American society offers roles, aspirations and estimates of worth to women that differ from those it offers to men. The intent of this course is to present an overview of these issues and challenges in race, class and gender difference and their influence on American education and American society. Additionally, it will examine how education plays a crucial role in offering opportunities for individual mobility and, yet, at the same time, legitimizes and reifies large-scale social inequalities. The intent is to begin conversations about communication, gender and culture, encouraging all to become critical participants in questioning and remaking relationships, organizations and selves.

CIED 708 Teaching Reading and Writing in the Content Areas (3 credits)
Study skills and reading methodology appropriate to content area materials; adjusting materials and instruction to meet the diverse needs of the learners; guidelines for selecting textual and supplementary materials appropriate in content and readability; focus is on in-service.

CIED 710 Children’s Literature (3 credits)
Familiarization with recent as well as classical contributions to the field; a survey of children’s reading needs and interests; programs designed to encourage children to extend their reading practice.

CIED 711 Adolescent Literature (3 credits)
Survey of contemporary adolescent literature; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interests and practices.

CIED 715: Globalization, Colonialism & Education
Explores the multifaceted nature of the relationship between education, colonialism and globalization from the perspectives of political economy, theories of colonialism, postcolonial theory, postmodernism and post-structuralism.

CIED 732 Teacher Leadership (3 credits)
This course emphasizes the inter-relational aspect of teacher leadership with attention to the process of change, context of classrooms, culture of schools and content of the curriculum. An overview of leadership concepts, skills and practices needed for the effective improvement of pedagogy and curriculum and the restructuring of the role of teacher and the classroom is included. The concepts and skills to be covered are those used by teachers in their daily interaction in school settings. In addition, the organizational structure of the school is examined-the classroom as it relates to the school as a whole, and the school as it relates to society and culture.

CIED 798 Comprehensive Examination (noncredit)
The comprehensive examination allows for the synthesis and integration of knowledge and information that is compatible with the student’s program of study.

CIED 799 Integrative Project or Paper (1 credit)
The student may elect to complete either a field-based project or an integrative paper in consultation with his or her committee chair. The student’s choice should reflect an option that is compatible with his or her academic and personal needs, resources and learning style. Examples of the integrative project include a new course of study, a new unit for a course, a management plan, an educational restructuring design or a district-supported modification of existing procedures, plus a paper integrating the courses in the program of study as they relate to the field-based project. Integrative paper is a formal paper on a specific educational issue that is of interest or concern to the student, an issue that a student analyzes in light of the knowledge base generated through the various courses the student has taken in this program, and the professional insights that the student has developed accordingly.

CIED 800 Thesis (2 credits)
A major paper demonstrating the student’s ability to research an important question in education and to present and interpret the findings in a clear and logical form. The thesis will be completed under the supervision of a faculty chair and will be defended in an oral presentation to a thesis committee.

CIED 810 Portfolio Assessment (1 credit)
An initial assessment to orient students in the education specialist degree program in curriculum and instruction, teach them to identify their strengths and weaknesses and capabilities through a documented portfolio process, and help them design an appropriate program of study. Students take total of three credits.

CIED 811 The Language of Teaching and Learning (3 credits)
Much teaching and learning takes place through classroom dialogue. Dialogue is the capacity and inclination of human beings to reflect together on the meaning of their experiences and their knowledge. This course will explore the interactions of language, teaching and learning. Throughout the course, students will examine issues of cultural and gender equity in relation to democratic learning opportunities and instructional methods; explore relationships between languages, culture and learning; build a learning environment which considers the social relationships and the communication system in the school setting; begin constructing and assessing curriculum for multicultural and multilingual classrooms; and begin to develop their personal learning plan.

CIED 812 Psychology of Learning and Individual Learners (3 credits)
This course is designed to focus on establishing theoretical frameworks for analyzing human motivation, thought and action from a socio-cognitive perspective. It will explore a variety of perspectives, which illuminate how learners acquire knowledge, retain it and use it to think critically and solve problems. Emphasis is on assisting the individual learner to develop different means of self-reflection and self-initiation in his/her learning process, and to examine how cognitive, affective, social, physical and behavioral factors interact to facilitate or hinder the process. Perspectives will focus primarily on cognitivist and individual difference theories for understanding such factors as chronological and mental age, socioeconomic status, gender, genetics, environmental influences, intelligence, creativity, personality and motivation. It is assumed that participants will have already acquired a sound base in the major theories of motivation; emotional, social, cognitive and physical development; Gestalt; behaviorism and information processing, as well as the theories applied to educational design and practice, including the evaluation and implementation of computer software.

CIED 813 Curriculum Design, Development and Implementation Systems (3 credits)
This course is designed to focus on current models for innovative planning, assessing, designing, developing, implementing and evaluating curriculum and curriculum systems. Perspectives will focus primarily on systems and change theory approaches such as problem-posing curriculum, which is situated and addresses multicultural learning. It is assumed that participants will have already acquired a sound base in the major curriculum orientations and models, major curriculum trends and resources and on basic instructional design procedures.

CIED 871 Practical Research for the Professional (3 credits)
This course involves the study, selection and design of research plans appropriate for identifying and framing practical research questions in students’ professional settings. Learners will begin their initial studies in gathering and analyzing data; grounding their perspectives in the work of personally significant scholars such as Bogdan, Peskin, Shor and others, and then developing personal discernment statements clarifying their professional perspectives. Each student will work in interest-related small groups to design a research plan that addresses his or her specific questions using qualitative and/or quantitative methods to develop instruments essential to implementing their plan.

CIED 872 Advanced Research and Development Methods (3 credits)
This course is designed to focus on the specific skills and research methodology that will lead ultimately to each participant’s proposed research or development project. Students will select a series of research component options in order to further pursue their research interests. Such selections will be made with the approval of the director of the Ed.S. in curriculum and instruction program and the student’s program advisers. It is assumed that the participants will have successfully completed CIED 871 prior to enrollment in the course. The six possible options are: narrative and content analysis methods; research synthesis and meta-analysis methods; naturalistic research methods; survey and descriptive research methods; interviewing and focus group methods; and correlational, multiple regression and path analysis methods.

CIED 873 Ed.S. Research or Development Project (3 credits)
This course will facilitate the methods of research and evaluation selected by the Ed.S. candidate for the culmination of the respective project. Prior to registration for this course, the student must have a project approved by his/her advisers.

CIED 888, 889, 890 Topics Course for Ed.S. in Curriculum and Instruction (3 credits)
Course content varies and is available for special topics as individual needs arise for students to address specific areas of professional study. Other electives may be selected from existing courses or new courses as designed by the student’s individual learning plan in conjunction with the respective adviser and/or program director.

CIED 901 Introduction to Critical Pedagogy (3 credits)
An introduction to the basic concepts and practices of critical pedagogy. Students will review research, theory and philosophy in critical pedagogy and explore the extent to which critical pedagogy is present in their own practice. This course also serves as an orientation to the doctoral program in critical pedagogy.

CIED 902 Theoretical Foundations of Critical Pedagogy (6 credits)
This course examines the theoretical and philosophical underpinnings of critical pedagogy. Critical theory, postmodernism, constructivism and feminism are examined as intersecting traditions, all of which have influenced scholarship, theorizing and practice in the area of critical education. The difference and connections between formal and informal theorizing are explored.

CIED 903 Educators as Learners: Constructing Pedagogic and Curricular Knowledge (3 credits)
This course provides students with an opportunity to study themselves as learners about teaching who are actively constructing their knowledge of teaching and curriculum development. The course introduces students to ideas of constructivism and gives examples of the different ways knowledge can be constructed and deconstructed. It explores the connections and contradictions between the research on teacher thinking and learning, adult learning theory, and students’ own experiences as educators learning about teaching and curriculum development. Students analyze the domains of learning in which they engage as teachers (practical, emotional, political, epistemological, ontological) and the ways in which this learning happens.

CIED 904 The Social Construction of Curriculum, Policy and Practice (3 credits)
This course provides students with the analytical framework for understanding the ways in which curricula, policies and educational practices (such as instructional methods and modes of assessment) are socially constructed. These phenomena are analyzed as social and political creations, the result of contesting ideologies, class interests and power relations. Educational institutions and processes are examined for the extent to which they reproduce the dominant cultural values and economic relationships of the wider society. Curricula, texts, materials, governance structures, policies, educators’ roles and teacher education programs are studied as contested sites within which movements of reproduction and resistance are evident. Offered Spring Semester as part of “Year One” of the doctoral program in critical pedagogy.

CIED 905 Gender, Feminism, Sexuality (6 credits)
This course familiarizes students with the principles of feminist pedagogy and their connections to curriculum development and teaching. Students consider male and female ways of knowing and their influence on educators' practices as curriculum developers and teachers. Stereotypes of gender differences are analyzed as social constructs. Students study the differential treatments and expectations of male and female students and male and female teachers. A specifically feminist approach to critical practice is explored.

CIED 906 History of Critical Education (3 credits)
This course introduces students to methods of critical historical analysis. Educational histories are examined for their dominant ideologies, voices and analytical frameworks. Students will explore the history of democratic school movements and alternative schooling initiatives through case studies in Minnesota, the United States, and beyond.

CIED 907 Social Movements in Critical Education (3 credits)
This course reviews the core practices and ideas that underlie critical practice as informed by the adult education tradition. It considers the implications of this tradition for the ways in which in-service, staff, faculty and professional development are conceptualized and conducted. Insights from this tradition are analyzed for the way they can help adult colleagues take a more critical stance towards their own practice.

CIED 908 Multiculturalism, Diversity and Anti-Racist Practice (6 credits)
This course engages students in an analysis of teaching approaches and curriculum development methods that have as their objective the combating of racist thoughts, actions and structures. Students will analyze conceptualizations of racism and will document their own experiences of racist practice. A strong emphasis of the course will be students’ generation and implementation of anti-racist teaching and curricular approaches.

CIED 909 Demonstrating Critical Practice (3 credits)
This course provides students with an opportunity to undertake an in-depth study and demonstration of their own critical practices as well as others’. Students work individually, and in groups, to build and implement critical curricula, use the practices of critical pedagogy, and construct critical approaches to evaluation. These efforts are shared with, and evaluated by the whole cohort through a number of demonstration projects.

CIED 910 Advanced Readings Seminar (3 credits)
This course provides students with opportunities to explore in greater depth a theorist or theoretical tradition of interest. Theorists and theoretical work may be chosen for a variety of reasons, including: the help they give to students evolving doctoral project interests; the help they give to understanding and demonstrating critical pedagogy or the student’s fascination with a particular set of ideas. Students will work in groups, or as individuals, studying these ideas, and must be prepared to justify and defend their choice of a theorist or tradition.

CIED 911 Narratives of Critical Commitment and Practice (3 credits)
This course applies the methods of narrative and life history analysis as to students’ own commitments, histories and practices as critical educators. Students will research how their own identities as critical educators have been formed and they will clarify the commitments (and the difficulties of living these out) that inform their practice. They will compare and contrast these to narratives of practice authored by other critical teachers.

CIED 920 Planning the Doctoral Dissertation (3 credits)
This course requires students to produce a draft proposal for their doctoral project. This proposal will include a statement of purpose, a justification for the project, a preliminary specification of methods of inquiry and analysis, an outline of resources to be consulted, and criteria and indicators for evaluating the merit and worth of the project.

CIED 921 Contracting the Doctoral Dissertation (3 credits)
This course focuses on preparing students to write a series of learning contracts that will accomplish the doctoral project. Students learn about the philosophical and pedagogic rationales for using learning contracts; they survey different approaches to contract writing, including the development of collaborative learning contracts; and they try out different skills and techniques of contract writing.

CIED 922 Implementing the Doctoral Dissertation (3 credits)
This course requires students to identify common clusters of project interests among cohort members and to form doctoral project teams to work on these collaboratively. Students develop learning plans and agreements for accomplishing different aspects of the doctoral project. Principles and methods of collaborative group work and negotiation are learned to prepare students for collaborative inquiry.

CIED 923 Research Methods of Inquiry and Analysis (6 credits)
This course provides students with a review of methods of inquiry that might be used in doctoral projects. These include interpretative, phenomenological, hermeneutic, ethnographic, qualitative and case-study forms of research. Students choose to focus on methods that are most appropriate to their doctoral projects.

CIED 924 Dissertation Research Seminar: Methods of Analysis (3 credits)
This course exposes students to a range of methods, techniques and approaches for analyzing and presenting data collected in doctoral projects. Students choose to focus on methods that are most appropriate to their doctoral projects.

CIED 930 Dissertation Clinic I (6 credits)
This course comprises a negotiated opportunity for students to work on their doctoral projects. Students will negotiate their coursework depending on the stage they are at in their doctoral project work. The course will involve students working individually and collaboratively to collect, analyze and present information regarding their projects.

CIED 931 Dissertation Clinic II (6 credits)
This course comprises a negotiated opportunity for students to work on their doctoral projects. Students will negotiate their coursework depending on the stage they are at in their doctoral project work. The course will involve students working individually and collaboratively to collect, analyze and present information regarding their projects.

CIED 932 Dissertation Clinic III and Capstone Presentation (6 credits)
This course comprises a negotiated opportunity for students to work on their doctoral projects. Students will negotiate their coursework depending on the stage they are at in their doctoral project work. The course will involve students working individually and collaboratively to collect, analyze and present information regarding their projects.

CIED 933 Presenting the Dissertation I (1-3 credits)
This course comprises a negotiated opportunity for students to present their doctoral projects. Students will negotiate their presentations depending on the formats and approaches that feel most creative and congenial. Presentations will be made to the whole learning community of cohort peers, faculty, and community members and invited guests. Whenever possible, students will be encouraged to present their work collaboratively.

CIED 934 Presenting the Dissertation II (3 credits)
This course comprises a negotiated opportunity for students to present their doctoral projects. Students will negotiate their presentations depending on the formats and approaches that feel most creative and congenial. Presentations will be made to the whole learning community of cohort peers, faculty, community members and invited guests. Wherever possible, students will be encouraged to present their work collaboratively.

CIED 940 Topics Course for ED.D. in Critical Pedagogy (3 credits)
Course content changes.

GIFT 717 Advanced Topics: GCT (3 credits)
Seminar offered on an irregular basis as issues and problems in gifted education arise. Not a required course in GCT degree program.

GIFT 719 Final Creative Project: GCT (1 credit)
Intended as the final or capstone course for both MA-GCT program tracks. Students are expected to: conduct original research in the field and report it in journal article format, or develop, implement, and evaluate a GCT curriculum or program and write a formal evaluation report. Students work on an individualized basis with a project supervisor.

GIFT 720 The High Ability Learner in the Regular Classroom (3 credits)
This course focuses on managing the diversity of student strengths and talents in the regular classroom setting. Course content explores learning characteristics and needs, and how to analyze, manage and modify the basic curriculum. Topics will include research and practice on heterogeneous approaches to management, grouping and instruction issues, learning skills, discipline issues, and the principles of curriculum differentiation.

GIFT 721 Education of the Gifted, Creative and Talented (3 credits)
This course previews the general field of talent development, with a special focus on current thinking about promoting high achievement in the school setting. Topics include the nature and needs of high-ability learners, talent recognition, assessment, instructional practices, contributions of gifted education practices to instructional improvement, and collaborative strategies for regular education and gifted education personnel.

GIFT 722 GCT Instructional Models K-12 (3 credits)
This course emphasizes the design and development of specialized instruction for high-ability learners, with a focus on instructional delivery. Models address independent study, creative productivity, project design, teaching to multiple talents and guided discovery. Participants will modify and create new learning experiences for able students.

GIFT 723 GCT Curriculum Models K-12 (3 credits)
This course focuses on designing and developing specialized curriculum and services for high-ability learners. Models included are School-wide Enrichment, Autonomous Learning, Curriculum Integration, Three-Stage Creativity Development and Individualized Program Planning. Topics include student-centered learning, self-directed learning, critical and creative thinking skill development, and themes-based inquiry. Participants will be create new curricula and services for students in their own educational setting.

GIFT 724 Creativity (3 credits)
This course explores the discipline of creativity and its relationship to talent development in children and adults. Topics include theoretical perspectives of the creative process and product, individual assessment instruments and appropriate environments in which to be creative. Emphasis will be given to understanding, appreciating and maximizing characteristics and behaviors that contribute to creative production.

GIFT 725 Psychology and Guidance of GCT (3 credits)
This course focuses on the role of social and emotional development in learning. Special attention is given to understanding individual differences (e.g., achievement, motivation, culture, economics, disability) and how to provide for these differences. Topics include psychological characteristics, emotional needs, counseling techniques, special populations and effective instructional design.

GIFT 726 Profiling Student Strengths (3 credits)
This course focuses on techniques and strategies for finding, documenting and analyzing student strengths as the foundation for personalizing a learner’s educational experiences. Topics will include measures for collecting student information; reporting and profiling formats; and systematic use of standardized information, including informal as well as formal indicators of behavior, abilities and productivity, and strategies for communicating the profiles to parents, educators and the community.

GIFT 728 Critical Issues in Talent Development (3 credits)
Exploration of the current issues and trends in gifted education. Students will independently review special topics of particular interest. A focus on appropriate research design to investigate GCT topics also is provided. This course is intended to be one of the final courses in the M.A. program. It is strongly recommended that students take CIED 500 prior to this class.

GIFT 729 GCT Practicum and Seminar (3 credits)
This course focuses on developing the specific practical skills students need to fulfill their resource teacher duties in their own educational setting. Participants will document their skills development under individualized supervision. Particular attention will be paid to developing talent recognition systems (identification), program and curricular evaluation, curriculum implementation, and instructional delivery competence.

GIFT 896 Special Topics in GCT (3 credits)
This course is designed to cover current trends and topics in GCT Education The focus of this course changes each time it is offered.

GREC 501 Economic Concepts and Problems (3 credits)
Major economic concepts; economic institutions, problems and policies; economic education in the social science curriculum.

GREC 502 Advanced Economic Analysis (3 credits)
National income analysis; employment, prices, and monetary and fiscal policies; American industry and market performance, economics of education. Prerequisite: GREC 501.

GREC 503 Economics of Social Issues (3 credits)
Historical patterns of urban and rural development; urban housing problems; poverty; racial discrimination and equality of opportunity; financial problems of cities; urban government and community development; environmental quality.

GREC 504 Global Economics (3 credits)
Significance of foreign trade and investment; relation of trade theory to stability and growth; problems of developing areas; comparative analysis of alternative economic systems.

GREC 505 Workshop in Economic Education (6 credits)
Analysis of curriculum material implementation and dissemination; methodology in economic education; techniques in the teaching of economic concepts and policies; independent study.

GREC 506 Workshop in Economic Education (3 credits)
Analysis of curriculum material implementation and dissemination; methodology in economic education; techniques in the teaching of economic concepts and policies; independent study.

CIED 575 Independent Study (3 credits)

CIED 576 Independent Study (2 credits)

CIED 577 Independent Study (1 credits)

GRPE 501 Curriculum Construction in Physical Education (3 credits)
Designed to provide graduate students who are preparing for school administrative positions, as well as teachers of physical education, the course provides an opportunity to gain practical experience in the development of physical education curricula for grades K-12.

GRPE 502 Seminar: Leadership and Ethics in Administration (3 credits)
Designed to present current issues and problems in physical education and athletics, this course examines issues of leadership and ethics, and includes a critical analysis of current literature and study issues relevant to class members.

GRPE 503 Administration of Athletic Programs (3 credits)
An advanced course on the organization, conduct and programming of interscholastic and intramural sports; consideration of legal aspects, staffing, facilities, equipment, public relations, budgeting and relationships with state and local athletic organizations.

GRPE 504 Advanced Athletic Training and Treatment Methods (3 credits)
A comprehensive course that embraces the specifics of athletic injury, prevention and treatment.

GRPE 507 Psychological Aspects of Sports Participation (3 credits)
A study of the contributions of the emerging field of sport psychology to the improvement of performance in physical education and competitive athletics.

GRPE 508 Workshops in Physical Education (2 credits)
The department periodically offers workshops in areas appropriate to current interests and needs of graduate students. Students may register more than once using this course number.

GRPE 509 Supervision of Personnel, Programs and Facilities (3 credits)
Students acquire supervisory skills and strategies for evaluation of personnel and programs in the educational setting. Issues of safety, staff development, communication and conferencing are studied to aid the broad development of the student in preparation for supervisory duties.

GRPE 510 Development and Administration of Intramural Programs (3 credits)

GRPE 511 Topics (2 credits)
Areas not included in the specific courses listed in the catalog will be covered contingent on student demand. These courses offer in-depth study of particular issues, concerns and trends in physical education.

GRPE 512 Topics (1 credit)
Areas not included in the specific courses listed in the catalog will be covered contingent on student demand. These courses offer in-depth study of particular issues, concerns and trends in physical education.

HRDO 561 Introduction to Adult Learning and Education (3 credits)
This foundation course invites the student to explore the profession of adult education, especially as it links with the fields of human resource development and community education, the complex nature of the adult-as-learner, and the implications for learning and education in various professions and settings, but especially in work organizations. Major topics include competing philosophies and psychologies of human learning, the roles and skills of the adult educator, self-directed learning, the role and process of learning in organizational life, and an introductory exploration of the instructional process. The student is invited to begin or continue the process of defining a philosophy of adult learning and education that could guide his or her future personal and professional work.

LHDT 525 Introduction to Learning Technologies (3 credits)
This foundational course will examine learning theories and philosophies and their implications on the use of technology, as well as the history and development of learning technologies. Additionally, students will examine current trends and future challenges in education technology.

LHDT 526 Internet Web Site and Educational Software Evaluation (3 credits)
This course will assist the educator in acquiring the knowledge and experience necessary to evaluate educational software, as well as Web sites on the Internet. Participants will apply that knowledge in the location and use of informational and interpersonal resources found on the Internet. The scope of this course includes ethical implications for using the Internet as an instructional and educational tool.

LDHT 527 Design and Development of Digital Media (3 credits)
In this course, learners will develop theories and applications in multimedia design and asset creation using a variety of digital media that support curriculum needs and objectives. Digital media can include cameras, scanners and digital editing systems. Resources explored in previous courses will be integrated into presentation and authoring applications such as productivity tools, multimedia applications and mind tools in the classroom.

LHDT 528 Integrating Technology into the Classroom and Continued Learning (3 credits)
This capstone course focuses on technology that supports the constructivist theory of learning and teaching, enhances student learning and helps teachers with instructional strategies that regard learners as agents of their own learning. Technology can supply essential tools to meet the demands of student learning in the 21st century. Students must be able to: construct knowledge; gather, organize and interpret information; assess their learning and communicate their learning to others. Participants will practice implementing their technologies in interdisciplinary and collaborative learning activities in their content areas to increase student motivation and achievement.

LHDT 564 Socio-Cultural, Historical and Futurist Perspectives of Technology (3 credits)
An examination of the roots and antecedents for educational change. Explores societal forces, paradigms and research about reform, including the new approaches to use various people and electronics technologies in the education process.

LHDT 571 Internship: Learning and Human Development Technology (3 credits)
This internship provides for a supervised practice or project based on an approved proposal. The internship will demonstrate competency of the ISTE Technology Standards and provide an innovative experience in advanced technological developments. Participants may complete the internship at their place of employment if appropriate.

LHDT 572 Internship: Technology (3 credits)
Supervised practice based on an approved proposal, in either a current job situation or placement situation arranged by St. Thomas. Supervision is jointly handled by a field-based practitioner and a faculty supervisor.

LHDT 574 Internship: Training (3 credits)
Supervised practice based on an approved proposal, in either a current job situation or placement situation arranged by St. Thomas. Supervision is jointly handled by a field-based practitioner and a faculty supervisor.

LHDT 597 Special Topics in Technology (3 credits)
This course will focus on current issues related to the design and implementation of technology in educational settings. Introduction to specific applications of software and multimedia such as authoring programs, digitized graphics, sound and video capture will be included in this course.

LHDT 599.01 Advanced Topics in Technology (1-3 credits)
Electives custom-designed and experienced by instructor(s) and students in a cohort or cohort subgroups. Coursework will address changing specialty skills in the applications of various technologies to the educational process.

LHDT 599.02 Advanced Topics in Technology
Electives custom-designed and experienced by instructor(s) and students in a cohort or cohort subgroups. Coursework will address changing specialty skills in the applications of various technologies to the educational process.

LHDT 599.03 Advanced Topics in Technology
Electives custom-designed and experienced by instructor(s) and students in a cohort or cohort subgroups. Coursework will address changing specialty skills in the applications of various technologies to the educational process.

LHDT 631 Knowing, Learning, Thinking (3 credits)
The course will focus on the contributions from the collective field of cognitive science (neuroscience, psycholinguistics, philosophy, and cognitive psychology) to the educational effort in schools. To effectively design, present and monitor formal and informal learning processes the educator must have an in-depth understanding of the thinking processes and their implications for school-based learning. Emphasis in the course will be on the application of the concepts and models in formal learning settings. Prerequisite: CIED 610 or consent of instructor.

LHDT 638 Educational Program Evaluation and Research (3 credits)
This course will provide educators with the knowledge and skills necessary for being informed consumers and practitioners of evaluation in educational settings with specific emphasis on the evaluation of technology programs.

LHDT 640 Learning Technology Topics (3 credits)

LHDT 641 Learning Technology Topics (2 credits)

LHDT 642 Learning Technology Topics (1 credit)

READ 500 Research in Literacy (3 credits)
This survey course presents a critical review and analysis of the fields of classical and most significantly current research in reading. Literacy research will be examined for source, design, implications, and classroom application. Additionally, sound principles in assessing , analyzing, and evaluating reading curriculum, and application of informed analysis for advising and implementing reading curricular and instructional decisions based on data will be explored. Finally, in light of current research and best practice, elements crucial to the administration of a comprehensive literacy program will be examined.

READ 501 Emergent Literacy K-2 (3 credits)
This course is designed to explore the theory and practice of curriculum and instruction in the areas of reading, language arts, and children’s literature. Campus and school experiences will emphasize the importance of teaching in an integrated manner to student of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten and primary grades, the current knowledge research base, and recommendations for professional development. It will focus on language development and literacy processes as a foundation for understanding curricular development and applications for literacy in the elementary classroom.

READ 550 Language and Literacy Frameworks and Models (3 credits)
This course develops, models and implements a literacy framework for teachers to study and to build upon the debates and discourses that surround literacy studies today. Educators will explore effective technologies in generating practical teaching strategies that improve literacy. The study of literacy privileges meaning over mechanical skills, with meaning seen in terms of socio-cultural processes rather than as private cognitive states or events. Within this frame, questions of power and the role of literacies as social practices within social reproductions and distributions of power will be studied.

READ 551 Web-based Literacy Instruction (3 credits)
This course will teach the use of the Internet in developing reading and writing skills. This course will help the educator acquire the knowledge and experience necessary to locate and use quality informational and interpersonal resources found in the Internet. Additionally, this course will prepare all educators to become adept at critically assessing the content and use of technology in the classroom. The scope of this course includes ethical implications for Internet use as an instructional tool.

READ 552 Literacy Development for Students with Diverse Learning Needs (3 credits)
This course adapts reading and writing instruction to meet the needs of children with exceptionalities, and creates a classroom community supportive of all children. In this course, environmental, curricular, and instructional components and strategies that benefit all children will be identified, based on the premise of an inclusive, multicultural education. The scope of this course encompasses exploring, examining and implementing a variety of resources for practical teaching and learning strategies.

READ 553 Units of Practice for Literacy Development (3 credits)
This course is designed to provide opportunities for educators to develop and demonstrate original Units of Practice. This course will review the latest in curricula development materials for transforming current literacy practices. The course will function as a teaching and learning clinic where educators read and assess curricula materials and then create original works for their worksites.

READ 669 Remedial and Developmental Reading for Middle School (2 credits)
A survey of methods and techniques of teaching reading at the middle school level for slow and advanced readers, as well as those with special problems.

READ 690 Topics in Reading (3 credits)
Course content changes.

READ 701 Balanced Literacy K-6 (3 credits)
This course develops knowledge and strategies in planning and teaching reading in grades k-6. Curriculum methods, and organization of the reading program are explored in the context of best current practice and professional reading standards. The course will present developmentally appropriate practices for kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.

READ 702 Content Area Literacy 5-12 (3 credits)
This course will help the teacher construct a framework for supporting/mediating content-area literacy instruction. The course will focus on assisting teachers develop a portfolio of methods, strategies, and procedures for 1) diagnosing the reading ability of students within a target content area; 2) determining the readability of texts; 3) selecting appropriate classroom interventions to assist at-risk students; and 4) improving students' independent reading skills.

READ 704 Reading Assmt & Remediation (3 credits)
The nature and causality of reading problems; formal and informal approaches to diagnosis; the development of reading programs for specific reading need; application to instructional episodes.

READ 715 Practicum in Reading Diagnosis (3 credits)
Supervised practicum, including comprehensive clinical diagnoses of reading difficulties of a continuum of readers; formal case reports, including diagnosis and recommendation for remediation. Prerequisites: READ 704 and consent of instructor. This course must be taken concurrently with READ 720. Note: Application form must be submitted by April 1 for summer school enrollment.

READ 720 Practicum in Reading Remediation (3 credits)
Supervised teaching experience; application of prescriptive teaching of previously diagnosed retarded readers; completion of formal case report; results of tutoring and recommendations for future direction. Prerequisites: READ 704 and instructor’s consent. Note: Application must be submitted by April 1 for summer school enrollment.

READ 795 Administration and Organization of Reading Programs (3 credits)
School-wide screening programs and alternative systems for delivery of reading services; relationships with other special service personnel, parents and teachers; evaluation of reading programs; in-service teacher training responsibilities.

READ 797 Integrative Paper/Project (3 credits)
The purpose of the final project is to give candidates for the Master of Arts in reading degree opportunities to integrate what has been learned in their program and apply that knowledge in useful and creative ways. Beyond the demonstration of this knowledge in teaching, candidates should also demonstrate the ability to influence professionals in their field of choice. This can be demonstrated through design and implementation of innovative curricula, adapted instruction, in-service programs or through more formal research projects. Through the final project, candidates have the opportunity to provide leadership in their field and to take an active advocacy role for literacy development in schools and the community.

SPED 645 Educational Assessment (3 credits)
Examination of the technical adequacy and educational viability of assessment instruments in determining screening, eligibility student progress monitoring and information-based instructional planning practices for students with mild and moderate educational disabilities. Practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation as well as attention to informal and observational assessment data collection and reporting.

SPED 705 Basic Skills Instruction: Mild and Moderate Disabilities (3 credits)
Research-supported theoretical foundations and skills for the instruction of students with mild-to-moderate disabilities in the basic skills. Emphasizes practical knowledge and application of theory in psychological processing and the basic skills of reading, written expression, spelling and mathematics. Students successfully completing this course and SPED 790 in a specific setting earn the UST Orton-Gillingham Certificate of Completion.

SPED 750 Survey of Exceptionality (3 credits)
Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. These include, but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, speech and language disorders.

SPED 785 Behavior Management (3 credits)
This course explores the idea of positive behavior support for promoting acceptable behavior in school and other settings where individuals learn. This course, grounded in research-based interventions, is designed to assess all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings.

SPED 814 Curriculum and Instructional Strategies for Students With Special Needs (3 credits)
This course will review curriculum and instructional strategies for students with special needs in the academic, social and physical or health-related domains. The focus of this course will be on specific curricula and instructional strategies aimed at meeting the needs of students with special needs.