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What Makes Education Catholic?

This course explores how a school presents itself to the world as offering Catholic education, it signals, at a minimum, that it is committed to educating from and for faith. It is to educate from deep spiritual convictions that are core to Catholicism and for a Transcendent as well as an immanent perspective on life, preparing students to live well into an Ultimate Horizon God as revealed in Jesus Christ. What does this ask of the curriculum of a Catholic school, of its faculty and administrators? We once took for granted our response to such questions, for example when 95% of faculty and staff were vowed religious and all students were decidedly Catholic. That era has passed, bringing new challenges and opportunities. Note, for example, the growing number of students from other or no faith tradition attending, likewise an often diverse faculty and staff, and many Catholic students who are more cultural than affiliated in their faith. This changed reality, coupled with the secular and postmodern culture of our time, offers new opportunity for a fresh address of what makes education Catholic.

Teaching, Curriculum, and Learning Environments: Global Perspectives

What kinds of education are most needed for a world characterized by spiraling political polarization, increasing economic interdependence, rapid climate change, and a global pandemic like COVID-19? This online course will introduce students to contemporary debates about how educators should teach, what students should learn, and how schools should interact with society. The course is global in scope and will require in-depth study of country cases and failed and successful models of change. International students and U.S. students curious about other countries' approaches to education are strongly encouraged to enroll.

Globalization, Mobility, and Education

This course address political economic issues related to migration and education. Drawing on the anthropology of globalization and sociology of immigration, the course reviews major theories of immigrant incorporation and exclusion processes in schools, examines case studies of im/migrants, refugees, and displaced persons and their adaptation processes in countries in the Global North and the Global South, and considers educational practices and policies that develop to address mobility in diverse contexts. The course asks how cultural, social, political, and economic factors influence im/migrant incorporation, and how educators can facilitate im/migrant students' opportunities for learning through changes in policies, pedagogies, and curricula.

Preparing the Whole Person for Global Citizenship

This course is for graduate students and upper-level undergraduates who are interested in the fields of education and psychology. The course will focus on the development of individuals and their role as global citizens. We will explore the whole person development of adolescents and emerging adults in the digital age--one marked by a participatory culture. We explore these questions while foregrounding the different strategies and methodologies of counseling, developmental, and educational psychology.

Language Learner in Global Perspective

This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways.

Global Perspectives on Disabilities and Special Education

In the modern world there are many differing perspectives about the significance of disabilities. In this course we examine both "medical model" perspectives on the origin and nature of disabilities, as rooted in the scientific method, and post-modern critical perspectives. Cultural influences on how those perspectives are valued will also be considered. Differing approaches to special education practice--both service delivery systems and interventions--will be critically compared to the thought traditions. The ethics and social value of special education will also be considered.

Designing Learning Environments in a Social and Digital World

In today's society, what counts as knowledge and expertise has changed considering the global shifts in interconnectivity, social interactions, and technology. Previous models of learning focused on knowledge as a collection of facts within curriculum and learning environments helping individuals obtain those facts. However, today technology can enable all individuals to quickly obtain facts. Instead, expertise requires deep knowledge in which ideas are applied across multiple contexts in particular contexts with people and tools. These shifts in knowledge as well as technological advances have significant implications for how we design curriculum and other learning environments. In this course, we will examine different learning environments as well as various aspects within those environments. In this course, we will consider the environment both as conceptualized by its designers (the design) and as it is experienced by participants as learning interactions unfold in particular settings (the enactment) to evaluate the effectiveness of those learning environments.

Models and Theories of Instructional Design

Now well into the twenty-first century, schools struggle with the challenge of offering a high quality education for all learners regardless of race, family status, national origin, language, or ability. Increasingly, curriculum is accessed digitally and student work is generated and exhibited using technology tools. The once familiar artifacts of classrooms are rapidly giving way to radically new forms of teaching and learning. Within this context of change, this course reviews the evolution of theories of learning and instruction and then critically examines a range of contemporary models and theoretical frameworks. Learning activities in the course will allow participants to develop their own personalized framework for planning and implementing instruction.

Family and Community Engagement

The purpose of this course is to introduce participants to theories, practices, and empirical research regarding family and community engagement in schools. The focus is on how school leaders--formal and informal--enact organizational models, educational programs, and political strategies that increase authentic relationships with parents and community members. Topics of study will include community schools/full service schools, parent involvement models, involvement of diverse families, grassroots organizing for community development, afterschool and community-based education, and school board-community relations. Direct participation in inquiry into school-community activities conducted on-site in schools and neighborhoods will be requirement of the course.

EDUC7621

Ìý

Bilingualism, Second Language, and Literacy Acquisition

This course explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. This course also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy.

Foundations of Language and Literacy Development

Foundations of Language and Literacy DevelopmentÌýis a graduate-level course designed for both masters and doctoral students. At the masters level, the course meets the needs of students in licensure programs and in the Curriculum & Instruction masters programs.Ìý

EDUC6346

Teaching Bilingual Students in Elementary Schools

This course prepares students to participate in increasingly multilingual and multicultural environments in order to better serve bilingual students, families, and communities. Building on theory, research, and practice form the field of bilingualism, second language acquistion, and education, students will learn about the process of language and literacy development in children and adolescents who are exposed to more than one language, and the social and cultural contexts in which this development occurs. Through the use of case studies and school profiles, students will deepen their understanding of issues in bilingualism and bilingual educaiton. Students will also have an opportunity to build cultural competence skills by learning about diverse communities in the U.S.

This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways.

Bilingual Literacy and Literature

This course is designed to provide pre- and in-service practitioners exposure to contemporary issues, perspectives, and approaches for literacy instruction in bilingual education settings. These bilingual education settings include transitional and dual language bilingual education programs, and we will explore literacy instruction as it pertains within and across these different program models. At its core, the course is designed to model the types of instructional approaches it espouses. The course will be delivered bilingually, in Spanish and English. As such, the language of instruction of the course, as well as expectations for participation, are fluid and variable. The course targets a range of literacy related topics (see topics grid below) all designed to orient the bilingual educator toward bilingual literacy instruction in contemporary bilingual education contexts.

ELHE7701

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Introduction to Educational Leadership

Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school.

ELHE7701

Ìý

Introduction to Educational Leadership

Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school.

ELHE7103

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Educational Law and Public Policy

This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education.

Instructional Leadership

Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management.

Using Data and Evidence for School Improvments

This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. On one hand, students will develop basic research skills that will contribute to evidence-based school improvement, including action research. On the other hand, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools.

Organizational Theory and Learning

Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change.

Family and Community Engagement

This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations..

EDUC6384

Ìý

Teaching Strategies for Students with Multiple Disabilities

This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities.ÌýThe primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities.

Educating Autistic Students

In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD.

Teaching and Learning Strategies for Inclusive Secondary Educators

This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities.ÌýThe primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities.

EDUC6496

Ìý

Foundations of Autism

This course covers the major theoretical explanations for ASD symptomology, including contributions from education, psychology, neuroscience and related fields. Major debates surrounding identification, treatment, and outcomes of students with ASD, including recent commentaries from the ASD self-advocacy community, will be discussed.

Assessment and Instruction of Students with Reading Difficulty

This course examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations.

Supporting Positive Behaviors in Schools and Community

This course explores discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. This course also discusses alternative management strategies for use in classrooms.

Argumentative Communication for Individuals with Disabilities

This course focuses upon the communication problems of persons who are developmentally disabled, physically challenged, hearing impaired, and deaf-blind. Students learn strategies for enhancing communication and learn how to develop and implement a variety of augmentative communication systems.

Education Implications for Sensory, Motor, and Health Impairments

This course addresses the impact of physical disabilities on learning. Emphasis is placed on the educational needs of children with cerebral palsy, visual impairment, or hearing loss in combination with intellectual disability. Basic anatomy of the eye and ear are covered along with the common causes of vision and hearing loss. This course prepares teachers to perform functional vision and hearing evaluations and to translate those findings into appropriate classroom accommodations and adaptations. Many children with disabilities have unmet sensory integration needs that influence their behavior and subsequent readiness to learn.

Educating Learners with Disabilities

This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education.

Human Development and Disabilities

This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities.

EDUC7306

Ìý

Language Learners in Global Perspective

This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways.

TESOL Through Using Instructional Technology

This course will focus on innovative teaching strategies for English language learners, covering topics such as developing thematic units, methods of teaching ESOL, second language reading and writing strategies, assessments, and multicultural education. The goal of this course is to enable students to understand and respond to the diverse linguistic, cultural, and educational needs of ESLs/EFLs in K-16 classes. Each module will also equip students with strategies guided by principles of comprehensibility and cultural sensitivity to make teaching adaptations for ESLs/EFLs. To accomplish the course objectives, the instructor will work on developing a lesson plan, language objectives, and curriculum for an on-going capstone project, which can be available to implement in students’ current or future classrooms. As part of each of these course modules, students will also engage in activities and tasks online and in the field that will raise their awareness of the practical and philosophical issues involved in fostering optimal environments for language and content learning for ESLs/EFLs. This class will discuss some of the latest, most effective research methods and teaching activities, collaborate with peers, and discuss salient issues related to curriculum and instruction in supporting language and content learning for ESLs/EFLs.

TESOL Applied Linguistics for K-12 Teachers

This course provides an introduction to the construction and use of languages, focusing on language structure (morphology, phonetics, phonology, syntax, and semantics), language use (discourse, pragmatics, and language variation), applied linguistics (L1 and L2), and English grammar. Students will compare English and other languages, exploring grammatical categories and processes. A wide range of topics are covered in the course, including grammar, syntax, semantics, sociolinguistic pragmatics (ex. body language), dialects, and computational linguistics. This course provides a solid foundation for future and current TESOL educators, language teachers, and language learners, as well as those pursuing advanced linguistics courses. There is no prerequisite or assumption of previous knowledge of linguistics for this course.

Innovative Teaching Practices for ELLs

With the development of computers, their relevance to TESOL education has increased. Although computers cannot replace the knowledge and skills of a qualified teacher, students and teachers can use computers to facilitate the language learning process. The internet offers many websites and software programs aimed at helping English language learners learn and practice their language skills. In addition, the internet provides teachers with access to a wide range of resources and teaching ideas. This course presents methods and materials useful in second language acquisition, and it also evaluates current technologies and their applications in the TESOL classroom. Emphasis is placed on interconnections among theory, procedures, and applications to address the different ways in which technology can be used to enhance second language acquisition. Through instruction and hands-on practice, students will learn the benefits of instructional technology for teaching English to speakers of other languages, overcome technophobia, and gain strategies to apply effective technologies to teaching ESLs/EFLs.