2016-2017 Graduate Academic Catalogue 
    
    Mar 28, 2024  
2016-2017 Graduate Academic Catalogue [ARCHIVED CATALOG]

Course Descriptions


 

Speech-Language Pathology/Audiology

  
  • SP 500 - Speech and Voice Science

    (3.00 cr.)

    Prerequisite: SP 501 , SP 505 ; or written permission of the instructor. Students learn advanced physiology and acoustics of speech and voice production, as well as current research and theory regarding speech perception. Technological advances in the measurement of the parameters of both normal and disordered speech and voice production are introduced. Students analyze the acoustic properties of speech through experience with speech spectograms. Credits do not count toward the graduate degree.

    (Spring only)

  
  • SP 501 - Anatomy and Physiology: Speech and Voice

    (3.00 cr.)

    Prerequisite: SP 502  or written permission of the instructor. The study of the structures and functions that support the processes of normal speech and voice production. The speech systems of respiration, phonation, and articulation are studied in depth. There is an introduction to neuroanatomy as it relates to human communication, and an introduction to swallowing. Credits do not count toward the graduate degree.
  
  • SP 502 - Survey of Communication Disorders

    (3.00 cr.)

    A survey of disorders of speech-language and hearing in pediatric, adolescent, and adult populations. The role of the speech-language pathologist and audiologist in the identification and treatment of individuals with these disorders is addressed. Students learn the professional vocabulary and concepts that are the foundation for advanced courses in the major. Credits do not count toward the graduate degree. Pass/Fail
  
  • SP 503 - Articulation and Phonology

    (3.00 cr.)

    Prerequisite: SP 505  or written permission of the instructor. Anatomical, physiological, neurological, and acoustic bases of speech sound disorders and phonological systems. Current theories and evidence-based practices in assessment and intervention related to phonological development, articulation, oral motor skills, childhood apraxia of speech, phonological processes, phonological awareness, social dialects, and bilingualism are addressed. Credits do not count toward the graduate degree.

    (Spring only)

  
  • SP 505 - Phonetics

    (3.00 cr.)

    Students learn the principles of speech sound production and the use of the International Phonetic Alphabet for phonetic transcription. Normal rulebased variations in sound production are discussed, specifically as related to different dialects and idiolects. Students also learn auditory discrimination of speech sound productions with reference to diagnosing and treating speech disorders. Credits do not count toward the graduate degree.
  
  • SP 507 - Speech and Language Development

    (3.00 cr.)

    A study of normal processes of speech and language development. Theoretical constructs and application of theory are discussed. Credits do not count toward the graduate degree. (Spring only)
  
  • SP 508 - Professional and Technical Writing in Speech-Language Pathology

    (3.00 cr.)

    Prerequisite: SP 502  or written permission of the instructor. Students gain knowledge and experience in the area of professional writing for the field of speech-language pathology/audiology. Students develop skills for writing goals and objectives, individualized educational plans, and diagnostic reports. Students also learn the process for writing technical papers and are required to research and write a professional literature review. Credits do not count toward the graduate degree.

    (Fall/Summer)

  
  • SP 539 - Hearing Science

    (3-4.00 cr.)

    An introduction to acoustics and psychoacoustics as they apply to hearing and the communication process. Detailed information on the anatomy and physiology of the human peripheral and central auditory mechanisms is provided. An in-depth study of the pathological conditions that can/may affect those mechanisms is presented. Credits do not count toward the graduate degree.
  
  • SP 540 - Clinical Audiology

    (3.00 cr.)

    Prerequisite: SP 539 .  A study of the assessment of the auditory and balance systems. Differential diagnosis of hearing disorders in children and adults, middle ear analysis. Speech audiometric procedures, site of lesion, eletrophysiological auditory assessments, and behavioral auditory assessments are addressed. Credits do not count toward the graduate degree.
  
  • SP 542 - Fundamentals of Audiology

    (4.00 cr.)

    An introduction to acoustics and psychoacoustics as they apply to hearing and the communication process. Detailed information of the anatomy and physiology of the human peripheral and central auditory mechanisms, as well as the balance mechanism is provided. An in-depth study of the pathological conditions that can/may affect those mechanisms is also presented. Differential diagnosis of these hearing disorders in children and adults is determined through use of assessment techniques, including behavioral auditory assessments, middle ear analysis, speech audiometric procedures, and central auditory processing. Additionally, site of lesion and electrophysiological measures are explored. Students participate in lab exercises, and clinical report writing is utilized to reinforce the lectures regarding the diagnostic procedures. Credits do not count toward the graduate degree.

    (Spring only)

  
  • SP 601 - Language Disorders: Aphasiology

    (3.00 cr.)

    Theoretical bases of acquired language disorders in the adult population. Diagnostic tools and treatment approaches based on theories of the nature of aphasia. Current trends in aphasia treatment in response to changes in the health care environment.
  
  • SP 602 - Language Disorders: Infancy through Early Childhood

    (2-3.00 cr.)

    Language assessment and treatment for children with developmental language disorders from birth to age five. The course includes a focus on special populations, such as individuals with autism, fetal alcohol syndrome, drug exposure, intellectual disability, Fragile X syndrome, Down syndrome, and multiple diagnoses. Information on legislation, IDEA, NCLB, Section 504/508 plans, IFSPs, and IEP planning is also covered.
  
  • SP 604 - Voice Disorders

    (3.00 cr.)

    Topics include the diagnosis and treatment of laryngeal, respiratory, and resonance disorders across the life span through application of normal neuroanatomy and physiology, problem-based learning, and evidence-based practice.
  
  • SP 609 - Clinical Applications of Advanced Behavioral Topics

    (1.00 cr.)

    Examines advanced concepts in clinical applications of behavior management. Major disorders and therapeutic approaches are investigated using a behavioral framework in order to increase clinical effectiveness. Pass/Fail (Spring only)
  
  • SP 612 - Aural Habilitation: Child and Adult

    (2.00 cr.)

    The effects of early hearing loss on the development of a child, as well as its impact on linguistic, cognitive, psychological, and social development are explored. Also discusses educational options as well as assessment and intervention methods for aural habilitation. Considers the effects of late onset hearing loss on the adult and geriatric population. Discusses assessment, counseling, intervention strategies, hearing aids, cochlear implants, and assistive listening technology.
  
  • SP 613 - Articulation and Phonological Disorders

    (1.00 cr.)

    Advanced study of disordered speech and sound production, including articulation disorders, phonological disorders, and apraxia. Analysis of research-based approaches to the evaluation and treatment of speech sound disorders.

    (Fall only)

  
  • SP 616 - Independent Study in Speech-Language Pathology

    (1-3.00 cr.)

    Independent, in-depth study concentrated on a specific topic in speech pathology to be approved by the instructor. The student must be sponsored by a faculty member who will guide the study. May be repeated three times for credit.
  
  • SP 617 - Fluency Disorders

    (2.00 cr.)

    A review of the major theories of stuttering which serves as a framework for the development of assessment and treatment protocols for individuals who stutter. The competencies and guidelines for assessment and treatment of stuttering developed by the American Speech-Language-Hearing Association are utilized to evaluate commercial/contemporary fluency programs. Students also evaluate current research to develop the skills necessary to apply the principles of evidence-based practice to their treatment planning and intervention.
  
  • SP 620 - Cleft Palate and Craniofacial Anomalies

    (1.00 cr.)

    The course focuses on learning about the various facets of cleft palate and related anomalies. Students learn about the anatomical and physiological components, types of clefts, surgical interventions, and associated problems. In addition, time is spent learning about resonance and resonance disorders, discussing the perceptual diagnostic process, identifying velopharyngeal incompetence, and learning intervention methods and techniques. Pass/Fail
  
  • SP 624 - Language and Literacy Disorders: School-Age Population

    (3-4.00 cr.)

    Prerequisite: SP 602 . Explores the roles and responsibilities of the speech-language pathologist with school-aged clients typically aged 5 to 21. Emphasis is on assessment and intervention strategies for language disorders with a focus on literacy. Practice issues specific to school based services are addressed.
  
  • SP 625 - Research Methods and Design

    (3.00 cr.)

    Focuses on research questions and methodologies applicable to speech-language pathology. Topics include evidence-based practice, literature review and critique, research methodologies (including group and single subject designs), data collection, and introduction to data analysis. Course concepts are addressed through practical application, including a research proposal and an analysis of current clinical practice.
  
  • SP 630 - Clinical Seminar in Speech-Language Pathology

    (1.00 cr.)

    Addresses issues related to clinical practice and methods, including assessment and intervention with a range of communication disorders across children and adults. Topics may include procedures specific to clinical placements; evidence-based practice; formal and informal assessment; establishing/writing goals and objectives; therapeutic techniques and instructional strategies; data collection and monitoring progress; client management and counseling; generational/gender differences; and self-evaluation. May be repeated three times for credit. Pass/Fail
  
  • SP 632 - Clinical Internship: School-Based

    (1-4.00 cr.)

    Introduces students to the professional practice of speech-language pathology/audiology, as well as the diverse populations and challenges found in the schools. Placement targets specific skill development in the professional domain (e.g., observation, data collection, equipment operation/maintenance, report writing, case development and presentation, case management) as well as individual and group clinical service delivery. Graduate clinicians participate in the development and implementation of assessment, treatment, counseling, and evaluation protocols with the clinical supervisor. May be repeated for credit. Pass/Fail
  
  • SP 633 - Clinical Internship I

    (1-4.00 cr.)

    Students are introduced to the professional practice of speech-language pathology targeting the specific skills needed in the professional domain. Students learn about writing goals and objectives, data collection, report writing, case management, and use of equipment. Graduate clinicians participate in the development and implementation of assessment, treatment, and counseling with the clinical instructor. May be repeated for credit. Pass/Fail
  
  • SP 634 - Clinical Internship II

    (1-4.00 cr.)

    Prerequisite: SP 633 . An expansion of the skills achieved in SP 633 . Students continue to gain experience across varying communication disorders with diverse client populations. Emphasis is placed on increased independence and competence in the development and implementation of assessment, treatment, and counseling skills. Additional emphasis is placed on the application of academic coursework to clinical service delivery and the application of evidence-based practice. May be repeated for credit. Pass/Fail
  
  • SP 635 - Clinical Externship

    (1-4.00 cr.)

    Prerequisite: SP 633 , SP 634 . Provides speech-language pathology students with intensive, off-campus experiences in clinical and medical settings. Students are assigned to the facility less than 30 hours per week. School placements are not included. May be repeated six times for credit. Pass/Fail
  
  • SP 636 - Advanced Clinical Externship: Specialty Clinical Programs

    (4.00 cr.)

    Prerequisite:  SP 633 . Provides speech-language pathology students with intensive, off-campus experiences in clinical and medical settings. Students are assigned to the facility at least 30 or more hours per week. School placements are not included. May be repeated for credit. Pass/Fail
  
  • SP 637 - Clinical Externship: School-Based

    (1-4.00 cr.)

    Prerequisite: SP 633 , SP 634 . Provides speech-language pathology students with comprehensive speech-language pathology experiences in school settings working with students aged birth to 21 years. Placements may include public and private, regular education, special education, day, and/or residential settings. Focus is on current assessment and treatment models and methods in the schools. May be repeated for credit. Pass/Fail
  
  • SP 641 - Counseling in Communication Disorders

    (1.00 cr.)

    Focuses on counseling children and adults with communication disorders and their caregivers. Contemporary theories and techniques of counseling are explored with emphasis on their application for speech-language pathologists. Family systems, interviewing, individual and group support, the role of counseling in assessment and intervention, diversity considerations, and integrated self-care for the speech-language pathologist are discussed. Case studies and simulations are used.
  
  • SP 642 - Clinical Internship III

    (1-4.00 cr.)

    Prerequisite: SP 634 . Continued mastery of the skills acquired in SP 634 . Students work with diverse client populations/disorders, which may include some specialty intervention groups. Students continue to achieve independence and competence in clinical assessment, intervention, and counseling skills as they work more collaboratively with clinical instructors. May be repeated for credit. Pass/Fail

    (Summer only)

  
  • SP 643 - Assessment and Intervention for Children and Adolescents with Autism Spectrum Disorders

    (2.00 cr.)

    Addresses the roles and responsibilities of the speech-language pathologists specific to clients with autism. Topics include evaluation, program development, and implementation of services specifically related to social communication and behavior. Assessment and intervention strategies are across varying ages and developmental profiles.
  
  • SP 645 - Multicultural Issues in Speech-Language Pathology

    (1-2.00 cr.)

    Focuses on the nonbiased assessment and treatment of communication disorders in culturally and linguistically diverse (CLD) populations. Sociocultural, environmental, and linguistic factors that may impact service delivery are presented. Specific assessment guidelines and evidence-based intervention strategies related to bilingual, bidialectal, and multicultural populations are discussed.
  
  • SP 646 - Tests and Measurements

    (2.00 cr.)

    An overview of the process and procedures used for evaluation and diagnosis in speech-language pathology. Includes psychometric considerations of testing, differential diagnosis, appropriate test interpretation, and multicultural considerations in the assessment process. Formal and informal procedures, including interviewing and counseling techniques, are discussed.
  
  • SP 648 - Short-Term Intensive Clinical Externship

    (1-2.00 cr.)

    Prerequisite: SP 633 , SP 634 . Provides students with an abbreviated clinical practicum experience for a total of eight hours or less per week. Students are typically exposed to a specialty area of practice in a real world or clinical research setting. May be repeated three times for credit. Pass/Fail
  
  • SP 650 - Augmentative and Alternative Communication

    (2.00 cr.)

    Augmentative assessment, prescription, and treatment using high tech and low tech communication systems with pediatric and adult populations. System development and implementation. Computer applications focusing on state-of-the-art hardware and software for language rehabilitation.
  
  • SP 656 - Ethics and Professional Practice

    (2-3.00 cr.)

    Offered to advanced students to familiarize them with identifying ethical issues and developing ethical decision-making strategies related to the professional practice of audiology and speech-language pathology. A variety of professional issues are covered, including legal ethics, advocacy, supervision, reimbursement, professional organizations, professional credentialing, and current topics of ethical interest.
  
  • SP 657 - Thesis Seminar

    (3.00 cr.)

    Prerequisite: Restricted to students completing a master's thesis. Students complete a proposal and/or thesis research as part of this course. May be repeated for credit.
  
  • SP 666 - Dysphagia: Evaluation and Management

    (3.00 cr.)

    Development of clinical skills for assessment and treatment of swallowing disorders in pediatric through adult populations for varying etiologies. Interpretation of swallowing studies and development of treatment plans.
  
  • SP 700 - Head and Neck Cancer

    (1.00 cr.)

    A concentrated five-week study in disorders affecting breathing, voice, and swallowing requiring medical, surgical, behavioral, or combined interventions taught by a multidisciplinary team. Pass/Fail
  
  • SP 701 - Advanced Topics: Cochlear Implants

    (1.00 cr.)

    Addresses the candidacy requirements for cochlear implants, as well as basic surgical procedures necessary for successful implantation. Advantages and disadvantages of each individual cochlear implant system and bilateral cochlear implants are reviewed. Mapping/programming of implants is examined, along with strategies for developing an intervention and rehabilitation plan for implanted clients of all ages.
  
  • SP 702 - Trach and Vent

    (1.00 cr.)

    An intensive study of tracheostomy procedure, effects on communication and swallowing, and the role of the medical speech-language pathologist in management of trach and vent dependent patients. Pass/Fail
  
  • SP 703 - Advanced Dysphagia

    (1.00 cr.)

    Prerequisite: SP 666 . Expands on the clinical skills previously developed in SP 666  for the assessment and treatment of swallowing disorders. Emphasis is placed on higher level interpretation of swallowing studies, evaluation and treatment of complex populations, and advanced instrumentation. Pass/Fail
  
  • SP 704 - Cognitive-Communication Disorders

    (3.00 cr.)

    Prerequisite: SP 601 . Comprehensive study of cognitive processes and their effect on cognitive-communication disorders. Thorough review of current techniques in assessment and treatment of disorders resulting from acquired brain injury, the dementias, and other neurological diseases. Specific diagnostic materials and evidence-based interventions are explored using hands-on techniques.
  
  • SP 705 - Communication and Educational Reintegration of Children with Acquired Brain Injury

    (1.00 cr.)

    Examines the issues related to the needs of children with acquired brain injury. Introduces protocols for assessment, intervention, or treatment. Transition topics address reintegration needs for communication, psychosocial development, and behavior. Pass/ Fail

    (Spring only)

  
  • SP 706 - Motor Speech Disorders in Adults and Children I

    (1.00 cr.)

    The study of the perceptual and physio-acoustic dimensions of dysarthria and apraxia across the life span. This course addresses neurological structures and processes related to the disorders and differential diagnosis among the disorders.

    (Fall/Summer)

  
  • SP 707 - Introduction to Sign Language

    (1.00 cr.)

    Students master the basics of communicating with finger spelling and American sign. Lab group addresses the culture, politics, and history of the deaf. Considers the impact of deafness on the individual, the family, and the community in relation to their psychological, sociological, and legal perspectives. American sign language and signed English are introduced. Pass/Fail
  
  • SP 708 - Pediatric Feeding

    (1.00 cr.)

    Focuses on the typical feeding skill progression in infants and young children, as well as the biomedical and enviro-behavioral influences that limit successful feeding in young children. Treatment strategies and methods of early intervention in naturalistic environments are presented. Pass/Fail
  
  • SP 709 - Acquired and Traumatic Brain Injury in Adults

    (1.00 cr.)

    Provides information regarding the pathophysiology and epidemiology of acquired and traumatic brain injury in adults, including assessment, diagnosis, recovery, and prognosis, as well as treatment efficacy and outcomes. Pass/Fail

    (Spring only)

  
  • SP 710 - Psychiatric Issues in Youth with Communication Impairments

    (1.00 cr.)

    Youngsters identified with speech and language diagnoses demonstrate a high concomitance of emotional and behavioral disorders. This course explores the common DSM-V diagnoses that the speech-language pathologist will likely encounter when working with a K-12 population. Interventions aimed at the emotional and behavioral aspects of treatment are explored, as well as understanding the benefits of collaboration with other health personnel, including psychologists, psychiatrists, and clinical social workers. Pass/Fail

    (Spring only)

  
  • SP 711 - Motor Speech Disorders in Adults and Children II

    (1.00 cr.)

    Prerequisite: SP 706 . The study of the perceptual and physio-acoustic dimensions of dysarthria. This course addresses treatment options, including behavioral, instrumental, surgical, and pharmacological approaches.

    (Fall/Summer)

  
  • SP 712 - Accent Modification for English Language Learners

    (1.00 cr.)

    A combination of lecture-discussion and hands-on approaches are used to survey current methods in, and approaches to, accent/dialect modification. Students are provided with the necessary knowledge and skills for improving the overall intelligibility and oral communication skills of English Language Learners and/or speakers of non-American dialectal varieties of English. (Pass/Fail) (Spring only)
  
  • SP 713 - Working with the Deaf and Hard of Hearing: Sign Language and Beyond

    (1.00 cr.)

    Introduces students to working with the deaf and hard of hearing community, sign language interpreters, the IEP team, and parents of children with special needs. American sign language and signed English are also introduced. Pass/Fail (Spring only)
  
  • SP 714 - Acquired and Traumatic Brain Injury in Children and Adults

    (1.00 cr.)

    Examines issues related to the needs of children and adults with acquired and traumatic brain injury. Students are also introduced to protocols for assessment, diagnosis, intervention, recovery, and prognosis, as well as treatment efficacy and outcomes. Pass/Fail (Spring only)
  
  • SP 715 - Motor Speech Disorders in Children and Adults

    (3.00 cr.)

    Studies the perceptual and physio-acoustic dimensions of dysarthia and apraxia across the life span. This course addresses neurological structures and processes related to and differential diagnoses among the disorders. Treatment options—including behavioral, instrumental, surgical, and pharmacoloigal approaches—are explored as well.

Statistics

  
  • ST 710 - Statistical Computing

    (3.00 cr.)

    Prerequisite: GB 715  or written permission of the program director. Reviews a number of statistics topics as a vehicle for introducing students to statistical computing and programming using SAS and R for graphical and statistical analysis of data. Statistics topics include graphical and numerical descriptive statistics, probability distributions, one and two sample tests and confidence intervals, simple and multiple linear regression, and chi-square tests. SAS topics include data management, manipulation, cleaning, macros, and matrix computations. Topics in R include data frames, functions, objects, flow control, input and output, matrix computations, and the use of R packages. Lastly, this course also includes an introduction to the resampling and bootstrap approaches to statistical inference.
  
  • ST 765 - Linear Statistical Models

    (3.00 cr.)

    Prerequisite: ST 710 . Reviews many statistical models including simple and multiple regression; logistic regression and non-linear regression; analysis of variance; analysis of covariance; and factorial and fractional factorial designs. Coverage includes interactions, blocking, replication, nesting, and repeated measures. Each topic includes model diagnostics. Required of all data science students.
  
  • ST 767 - Multivariate Analysis

    (3.00 cr.)

    Prerequisite: ST 710 . Develops methodologies to the analysis of multivariate data. Topics include multivariate normal distributions, principal components analysis, factor analysis, cluster analysis, discriminant analysis, Hotelling's T², multivariate regression, and multivariate analysis of variance.
  
  • ST 775 - Generalized Linear Models and Multilevel Models

    (3.00 cr.)

    Prerequisite: ST 765 . Extends and generalizes methods presented in ST 765  by introducing generalized linear models (GLMs) and correlated data methods. GLMs cover logistic and Poisson regression, and more. Correlated data methods include longitudinal data analysis and multilevel models.
  
  • ST 776 - Bayesian Inference

    (3.00 cr.)

    Prerequisite: ST 765 . Provides an introduction to Bayesian methods with an emphasis on modeling and applications. The following topics are covered: the likelihood function, Bayes' Theorem, and prior and posterior distributions. The following distributions are examined: Binomial, Poisson, exponential, and normal. The comparison of two normal distributions and Bayesian linear regression are studied, as are Bayesian estimation and testing, predictive distributions, assessment of model assumptions, robustness of inference, and hierarchical Bayesian models. Markov Chain Monte Carlo (MCMC) approaches to fitting Bayesian models are introduced.
  
  • ST 777 - Numerical Analysis for Statisticians

    (3.00 cr.)

    Prerequisite: CS 703 , ST 765 . Every advancement in computer technology results in statisticians working on more challenging, numerical problems. In order to handle these problems, a strong foundation in numerical analysis is necessary. This course teaches students to evaluate different algorithms that are associated with statistical problems, and how to evaluate the advantages and disadvantages of each algorithm. Issues of specific concern will deal with numerical stability, accuracy, and efficiency of algorithms dealing with linear and nonlinear equations, eigenproblems, interpolation, and quadrature.
  
  • ST 781 - Operations Research

    (3.00 cr.)

    Prerequisite: ST 710 . Examines linear, nonlinear, and integer programming; formulation of problems; duality theory and solvability; the simplex method and related methods for efficient computer solution; sensitivity analysis; and applications and extensions, such as network flows, game theory, economic models, and quadratic programming.
  
  • ST 791 - Special Topics in Statistics

    (3.00 cr.)

    Prerequisite: Varies with topic. An on-demand course for a current topic. May be repeated twice for credit with different topics.
  
  • ST 792 - Independent Study

    (3.00 cr.)

    Students must submit a written proposal to a member of the faculty of the statistics program prior to the last day of class registration. Proposed topics, which are normally discussed in advance with the professor, should permit study and/or data analysis in considerable depth beyond the scope of a course offered in the curriculum.

Teacher Education

  
  • TE 600 - Foundations of Education

    (3.00 cr.)

    Focuses on the historical, sociopolitical, and philosophical trajectory of education and schooling in the United States. This course also offers the opportunity to consider these trajectories in the context of current schools and classrooms. Students question long-held beliefs about education and schooling; create a vision of themselves as professional educators; and develop and analyze ideas about education, schooling, its key players, and major stakeholders.  A 20-hour field experience in a school setting is required. (Fall/Spring)
  
  • TE 601 - Child and Adolescent Development

    (3.00 cr.)

    A thorough review of theories and issues involving the growth and development of human beings from conception through adolescence, through the examination of developmental theories incorporating the perspectives of biology, learning, psychoanalysis, motivation, and cognition. Also addressed are issues regarding meeting the needs of diverse students, particularly in the urban setting, and classroom management approaches. The course provides students with a strong theoretical background but also emphasizes the application of theory to the classroom and school environments. Students who are not working in a school setting will be required to arrange a 20-hour field experience in a school setting.
  
  • TE 602 - Educational Psychology

    (3.00 cr.)

    Develops a deep understanding of contemporary educational psychology as a field of study and as foundational knowledge for professionals involved in teaching, learning, and scheduling. The focus is on learning, motivation, and assessment in the context of instructional practice and in the service of learning as it occurs in actual school settings. Participants learn to apply these concepts to the practice of teaching a diverse population of students. Through critical analysis of instructional practice in real-life instructional settings, participants develop an understanding of how teaching and learning processes can be shaped by personal, cultural, political, and historical factors.
  
  • TE 603 - Learning Sciences

    (3.00 cr.)

    Integrates current theories and research in human growth and development and educational psychology (learning sciences). This course also focuses on learning, motivation, assessment, and meeting the needs of diverse learners. Students analyze a variety of learner characteristics that influence student development and academic achievement. Course content is aligned with Maryland College and Career-Ready Standards, and emphasizes the application of theory to practice in the classroom and school environment.
  
  • TE 604 - Methods of Teaching English (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of English. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for English instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 605 - Methods of Teaching Social Studies (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of social studies. Consideration is given to the selection and organization of content, as well as the methods and the techniques associated with national and state standards for social studies instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 606 - Methods of Teaching Science (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of science. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for science instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 607 - Methods of Teaching Mathematics (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of mathematics. Consideration is given to the selection and organization of content, as well as the methods and the techniques associated with national and state standards for mathematics instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 609 - Methods of Teaching Modern Languages (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of modern foreign language. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for foreign language instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 610 - Methods of Teaching Art (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of art. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for art instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 611 - Methods of Teaching Music (Secondary)

    (3.00 cr.)

    Presents the general theory of education as applied to the teaching of music. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for music instruction. One of the methods courses is required for secondary school teachers by the Maryland State Department of Education.
  
  • TE 612 - Secondary Methods of Teaching

    (3.00 cr.)

    Introduces students to strategies required to teach at the secondary level. Course topics include developing learning objectives, unit and lesson planning, assessment strategies, instructional technologies, and classroom management to address individual differences. A 20-hour field experience in a school setting is required.
  
  • TE 631 - Elementary Mathematics Methods and Management

    (3.00 cr.)

    Explores the acquisition of knowledge for teaching and learning mathematics using a variety of methods. Consideration is given to the selection and organization of content. Other topics considered include the methods and techniques associated with national and state standards for mathematics education at the elementary level, the management of the mathematics classroom, the use of technology, meeting the needs of diverse learners, and differentiating instruction.
  
  • TE 632 - Elementary Science Methods and Management

    (2.00 cr.)

    Explores the acquisition of knowledge for teaching and learning science using a variety of methods. Consideration is given to the selection and organization of content, as well as the methods and the techniques associated with national and state standards for science education at the elementary level, the management of the science classroom, the use of technology, meeting the needs of diverse learners, and differentiating instruction.
  
  • TE 633 - Elementary Social Studies Methods and Management

    (2.00 cr.)

    Explores the acquisition of knowledge for teaching and learning social studies using a variety of methods. Consideration is given to the selection and organization of content, as well as the methods and techniques associated with national and state standards for social studies education at the elementary level, management of the social studies classroom, use of technology, meeting the needs of diverse learners, and differentiating instruction.
  
  • TE 641 - Internship II Seminar: Elementary/Middle/Secondary

    (1.00 cr.)

    Corequisite: TE 653  or TE 654  or TE 655  or TE 656  or TE 657  or TE 680 . Provides support and a forum for discussing concerns during the student teaching experience. In addition, topics of importance to the pre-service teacher are presented. These include classroom management techniques, dimensions of learning, alternate forms of assessment, interviewing techniques, resume writing, job application, and the process for applying for certification. Pass/Fail
  
  • TE 645 - Internship I: Art (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 646 - Internship I: Music (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 647 - Internship I: French (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 648 - Internship I: Spanish (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 649 - Internship I: English (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 650 - Internship I : Social Studies (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 651 - Internship I: Science (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 652 - Internship I: Mathematics (Secondary)

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required for the state of Maryland takes place in a professional development school (PDS) one full day (or two half days) per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 653 - Internship II: English (Secondary)

    (5.00 cr.)

    Prerequisite: TE 649  Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 654 - Internship II: Social Studies (Secondary)

    (5.00 cr.)

    Prerequisite: TE 650  Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 655 - Internship II: Science (Secondary)

    (5.00 cr.)

    Prerequisite: TE 651 . Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 656 - Internship II: Mathematics (Secondary)

    (5.00 cr.)

    Prerequisite: TE 652  Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between a middle and a high school placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 657 - Internship II: Spanish (Secondary)

    (5.00 cr.)

    Prerequisite: TE 648  Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 658 - Internship II: French (Secondary)

    (5.00 cr.)

    Prerequisite: TE 647  Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 659 - Internship II: Art (Secondary)

    (5.00 cr.)

    Prerequisite: TE 645 . Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 660 - Internship II: Music (Secondary)

    (5.00 cr.)

    Prerequisite: TE 646  Corequisite: TE 641 . The second phase of the internship where interns continue to translate academic theory into practice in a professional development school (PDS). This phase of the internship lasts the entire semester and is split between an elementary and a secondary placement. Interns teach under the supervision of Loyola PDS coordinators and experienced mentor teachers. A field study fee is charged. Pass/Fail
  
  • TE 664 - Qualitative Approaches to Urban Education

    (3.00 cr.)

    Examines various qualitative approaches to urban education including participant observation, informal interviews, life history, and archival research. Encourages learning about the contributions and limitations of qualitative inquiry through a series of assignments based upon firsthand experiences completed in the local Baltimore community. Completion of a major project is required.
  
  • TE 670 - Teacher Research and Inquiry

    (3.00 cr.)

    Corequisite: TE 647  or TE 648  or TE 649  or TE 650  or TE 651  or TE 652  or TE 679  or TE 683  or TE 684 . Investigates aspects of action research including choosing a topic to study, examining ethical issues, planning and implementing methodologies, conducting a literature review, becoming a reflective practitioner, and analyzing data.
  
  • TE 679 - Internship I: Elementary

    (1.00 cr.)

    Corequisite: TE 670 . The first phase of the 100-day internship required by the state of Maryland takes place in a professional development school (PDS) one full day per week, for approximately 16 weeks, under the supervision of a mentor teacher and a Loyola PDS coordinator. Pass/Fail
  
  • TE 680 - Internship II: Elementary

    (5.00 cr.)

    Prerequisite: TE 679  Corequisite: TE 641 . In this second phase of the MSDE-required internship, students practice teach full-time for a minimum of 16 weeks under the supervision of a mentor teacher and a Loyola PDS coordinator. A field study fee is charged. Pass/Fail
  
  • TE 681 - Professional Growth Experience I: Seminar

    (1.00 cr.)

    Corequisite: TE 683  or TE 684 . Provides support and a forum for discussing elements of effective teaching, including an introduction to lesson planning and implementation, learning activities, introductory portfolio development, and questioning strategies. Pass/Fail
 

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