May 28, 2024  
2020-2021 Graduate Catalog 
    
2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Surveying and Mapping

  
  
  

Teaching and Learning

  
  • ASTL 5700 - Portfolio Development

    (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.


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  • ASTL 5701 - Teacher as Learner

    (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.


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  • ASTL 5703 - Knowledge of the Learner

    (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.


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  • ASTL 5705 - Assessment of Learning

    (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.


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  • 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.


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  • 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.


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  • TEAS 5010 - Specialized Methods of Instructions and Teaching Compreh. (RODP)

    (4 credits)
    Prerequisites: TEAS 4001/5001; TEAS 4003/5003; TEAS 4004/5004; TEAS 4005/5005; TEAS 4006/5006; TEAS 4007/5007; TEAS 4008/5008.

    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.


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  • TEAS 5012 - Instruction: Early Childhood/Special Education (TN eCampus)

    (4 credits)
    Prerequisites: Prerequisite(s):  TEAS 4001, TEAS 4003, TEAS 4004, TEAS 4005, TEAS 4006, TEAS 4007, TEAS 4010.

    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.


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Theatre

  
  
  
  
  
  
  
  
  • THEA 5990 - Readings and Research

    (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).


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Women’s Studies

  
  
  
 

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