(3 credits)Prerequisites: SURV 3570 or permission of instructor.
Introduces digital images; digital image formats; digital mapping with various techniques such as scanner, GNSS, robotic total station, and aerial photographs; stereo viewing; flight planning; scanners; geometric/radiometric correction; edge detection; three orientations for a stereo model; image registration; and image enhancement.
SURV 5900 - Independent Study in Surveying and Mapping Science
(1-6 credits)Prerequisites: Minimum of six credits earned in the subject area and approval of the instructor who will supervise the study.
A surveying/mapping problem by arrangement with a faculty member. An independent study plan is developed, approved,and then completed. Usually, a technical report and laboratory or field experience is required.
SURV 5957 - Special Topics in Surveying and Mapping Science
(1-6 credits)Prerequisites: As determined on a topic by topic basis.
Special topics of current interest to groups of students concerning content not presented in regular course offerings. May be repeated for credit if materials covered are significantly different or advanced.
When Offered: On demand. Dual Listed With: SURV 4957.
(3 credits)Portfolio Development presents an overview of the portfolio as an authentic assessment tool utilized to document the scholarship of teaching. It introduces educators to the concept of using artifacts/products/teacher work samples as evidence of effective teaching and, then, expands this to include student work samples as supportive evidence of that effectiveness. The course emphasis is focused on collection and presentation of teacher developed instructional examples organized comprehensively to demonstrate the educator’s abilities in six areas: planning and teaching, actual teaching, assessment and evaluation, learning environment, professional growth, and communication. Although the format of the professional portfolio will follow the National Board for Professional Teaching Standards requirements, the student may choose whether or not to submit the portfolio for National Board Certification.
(3 credits)Teachers seek to improve their knowledge and practice through a continuing process of professional reading, writing, dialogue, inquiry, and reflection. These processes can be supported by technology in a variety of ways. This course is designed to assist teachers to become comfortable with the hardware and software that can be used to create effective literacy learning experiences. In addition, teachers must also know how to find, access, and assess materials from a variety of sources as well as know how to design and develop multi- and hyper- media learning environments that promote active learning. The design and structure of the course will contribute to the professional development of educators to use effectively technology to promote and develop reflective learners-learners that are able to use technology to enhance and expand their learning environment.
(3 credits)This course addresses the areas of child and adolescent psychological development. The focus is on the science of individual human development. In addition, infant development is covered briefly to provide an understanding of the sequential and hierarchical nature of development. The majority of assignments will deal with children in the kindergarten to eighth grade. However, early childhood and teen assignments will be included to understand the precursors and aftereffects childhood and middle childhood. The course emphasizes an understanding of the important methods, terms, theories, and findings in the field of developmental psychology. The primary focus of the class is the cognitive, socio-emotional and physical changes associated with child and adolescent development. The course is organized in a topical format, exploring the basic theories and tracing development across the pre-adult years for each psychological topic covered. The course requires both independent reading, interaction with online modules, field observations and Berk¿s text. It is strongly recommended that you have passed an introductory Developmental Psychology course before taking this class.
(3 credits)Assessment of learning for the classroom is an introduction to systematic assessment at the classroom level. The course provides an overview of models for planning and implementing classroom assessment projects. The emphasis in the course, however, is implementation, data collection, analysis, and reporting of results on classroom assessment projects. This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs. Underlying assumptions in the course are: (1) assessment is viewed as deliberately designed to improve and educate student performance, not merely audit it; (2) assessment is a way to help students systematically self-correct their performance; and (3) assessment has two essential qualities (anchoring in authentic tasks and feedback to revise performance). The course examines what it would mean, in reality, if assessment were central to student and teacher work.
(3 credits)This course is designed to examine learning theories and to study their influence on current instructional practices. Students will be asked to reflect on the metacognitive processes involved in the decision making phase of classroom instruction. The alignment of National Board for Professional Teaching Standards with personal instructional practices is questioned and will be studied.
(3 credits)ASTL 5709/6709/7709 will empower classroom teachers to construct their own knowledge and to make it available to others for the benefit of all learners. This course is designed to help educators and other professionals understand the relationship between their own professional development and the process of improving the quality of pupils’ and/or colleagues’ learning.
ASTL 5721 - Theory and Foundation of Development Literacy (Literacy I)
(3 credits)Literacy I will engage candidates in professional reading about, and discussions of, the following: the nature of learning, the nature of language, how human beings learn language, the differences between receptive and productive language, the nature of the reading process, the nature of the writing process, how children develop their native language, what the relationships are among learning one¿s `mother tongue¿ and learning to read and write that same language, what the typical stages are through which children pass as they develop literacy, and what some of the more obvious implications are for classroom instruction and assessment in reading and writing. This course lays the foundation for all further learning about the teaching of literacy. Among other assessment devices, candidates will take and pass a comprehensive examination to determine their grasp of the concepts for this course., Application of technology, diversity issues, and use of appropriate resources will be part of this literacy course.
ASTL 5723 - Understanding and Implementing Best Practices in Teaching Beginning Literacy (Literacy II)
(3 credits)ASTL 5723/6723/7723 (Literacy II) will engage candidates in reading and discussions to explore theory, understand best practices, and implement best practices in literacy instruction grades PreK-3. It will begin with an exploration of theory and best practices for family literacy from the birth of a child to school age. Theory and best practices will be examined from entrance into school, preschool to kindergarten, followed by explorations of best practices for teaching reading and writing in the primary grates. Candidates will be expected to work with primary grade children as they attempt to understand and implement best practices in emergent and early literacy development.
ASTL 5725 - Understanding and Implementing Best Practices for Continued Literacy Growth in the Middle Grades (Literacy III)
(3 credits)Literacy III will engage candidates in professional studies related to understanding and using best practice for continued literacy growth in the middle grades. This course reviews the characteristics of a comprehensive middle school reading program.
(3 credits)Diagnosing Literacy Problems K-8, Literacy IV will engage candidates in reading, discussions, and implementation of diagnostic tools and techniques in literacy for struggling students grades K-8. Students enrolled in the course are expected to give specified tests.
ASTL 5729 - Remediation of Literacy Problems K-8 (Literacy V)
(3 credits)ASTL 5729/6729/7729 (Literacy V) will engage candidates in reading, discussions, metacognition and implementation of instructional strategies based on the data derived from the diagnostic tools employed with students in Literacy IV. These students will be struggling readers in grades K-8. (Issues related to improving student writing will also be presented and explored.)
This course is designed to give students skills necessary to teach students with physical, health, and multiple disabilities as well as those with emotional and behavioral disorders. The focus will be on the systematic instruction for these students, life skills, transitioning these students, managing behaviors, and medical issues. Students are to complete a 1-hour practicum, spending 30 hours in a Life Skills or Behavioral classroom for those students who are not teaching or a special classroom project for those currently teaching in a special education setting. Course material will be presented via Modules which must be completed in numerical order. Discussion boards will be utilized as part of the Modules.
This course will examine intervention strategies to promote optimal development for developmentally delayed and at risk children birth to age 3. Public law 105-17, various service delivery models, intervention techniques and procedures, curriculum and individualized family service programs will be explored. Particular emphasis will be placed on the role of the primary caretaker as major change agent for the child. Fifteen hours of field experience or a service learning project in infant/toddler programs will be required. This course will involve online collaboration, interactive case studies and assignments directly related to service delivery for young children and their family.
(1-3 credits)Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).
(1-3 credits)Required for graduate assistants or tuition scholars with teaching assignments. Students will meet on a regular basis with a faculty member acting as a teaching mentor. It is offered on a P/F basis and is not counted as degree credit. Repeatable. Fall/Spring.
(1-3 credits)Required for graduate assistants or tuition scholars with research assignments. Students will meet on a regular basis with a faculty member acting as a research mentor. It is offered on a P/F basis and is not counted as degree credit. Repeatable. Fall/Spring.
WMST 5039 - Supervised Experience in Administration
(1-3 credits)Required for graduate assistants or tuition scholars with administrative assignments. Students will meet on a regular basis with a faculty or staff member acting as an administrative mentor. It is offered on a P/F basis and is not counted as degree credit. Repeatable. Fall/Spring.