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Accounting |
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ACC 5010 - Case Studies in Financial Management 3 cr
This course will use the case study method to examine the major decision-making areas of managerial finance and selected topics in financial theory. Topics will include the economic impact of capital budgeting decisions, decision making under uncertainty, the cost of capital, derivatives, arbitrage, the pricing of selected financial instruments, working capital management, and dividend policy.
Prerequisite: BUS 3230, ACC 3010.
Fall
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ACC 5020 - Taxation of Business Entities 4 cr
This course examines the tax issues involving partnerships and corporations including but not limited to formation, annual reporting requirements, distribution, redemptions, and liquidations. Tax research and tax return preparation will be required.
Prerequisite: ACC 4041.
Fall
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ACC 5030 - Governmental and Not-For-Profit Accounting 3 cr
This course will focus on generally accepted accounting principles specific to state and local governments as well as non-governmental not-for-profit organizations. Emphasis will be placed on the sources of governmental accounting standards, fund and government-wide reporting, fund accounting and budgetary concepts, sources of not-for-profit accounting standards, and types of not-for-profit organizations. Students will be required to perform accounting research, utilize Excel as a problem-solving tool, and Word as a communication tool.
Prerequisite: ACC 4213
Fall.
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ACC 5050 - Advanced Auditing and Professional Ethics 3 c
This course expands on the technical knowledge and skills developed in ACC 4050 – Auditing and Assurance Services. The course also examines auditing theory and research, and their relevance to audit practice. Developments in issues of vital concern to the audit profession will be discussed. These include the audit expectation gap, the auditor’s legal liability, professional standards, ethics and corporate governance. Case studies are used for research and instructional purposes.
Prerequisite: ACC 4050.
Fall
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ACC 5210 - Strategic Cost Management 3 cr
This course focuses on the use of the firm’s internal accounting information systems in decision-making, planning and control, and performance evaluation. The course goals are to develop an understanding of the application of strategic cost management principles for business and not-for-profit organizations, and to provide an opportunity to develop skills in applying these principles through problems and cases. Students learn to apply a variety of decision models to areas of cost estimation, pricing and product mix decisions, activity-based costing, measuring opportunity costs for decision-making and transfer pricing. The course emphasizes a cross functional perspective, integrating the links between internal accounting systems and problems confronting managers in the areas of finance, accounting, marketing, operations management, and human resources.
Prerequisite: ACC 3010
Spring
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ACC 5220 - Accounting for Mergers and Acquisitions 3 cr
This course examines a variety of advanced accounting problems related to consolidations, mergers, acquisitions, branch operations, segment reporting, and interim reporting. Students will become familiar with the financial procedures and information flows that accompany complex investment activities.
Prerequisite: ACC 4213
Spring
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ACC 5230 - Fraud and Forensic Accounting 4 cr
This course covers fraud examinations, including a discussion of specific procedures used in forensic accounting examinations and the reasoning behind these procedures. Topics examined include investigating theft and concealment, inquiry methods, and fraud reports. Case studies are used to develop a greater understanding of litigation support services, forensic accounting and fraud examination.
Prerequisite: ACC 4050.
Spring
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ACC 5610 - Topics in Advanced Accounting 3 cr
The course includes study of selected advanced topics in financial and tax accounting, including partnerships, accounting for foreign currency transactions, corporate bankruptcy, and accounting for estates and trusts.
Prerequisite: ACC 4213
Fall.
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ACC 5620 - Accounting Research Seminar 4 cr
This capstone course deals with applying research for solving complex accounting and reporting issues. Both financial and tax accounting cases are utlized. Presentations and papers showing results of research are required.
Prerequisite: ACC 5020 , ACC 5030 , ACC 5610 , and Instructor consent
Spring.
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Education |
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EDU 5050 - Developing Literacy K–6: Multiple Perspectives 3 cr
Students will engage in a thoughtful study of theorists and principles associated with three models of reading and Vermont’s Writing Assessment and Writing Portfolio Guidelines. In the process, students will understand how to design a balanced literacy program that incorporates interdisciplinary themes, authentic on-going assessment tools, and meaningful materials and experiences that foster both skill and strategies development.
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EDU 5055 - Language Based Learning Difficulties in Adolescence: A Conceptual Model 3 cr
This first course lays the foundation for the study of language based learning difficulties, a 25 credit structured sequence. Course emphasis will be an introduction to a Language Based Learning Model that integrates psycholinguistics, the field of language arts, information processing, and is grounded in contextual factors, both personal and environmental. This will be a one-week, intensive, campus based course with all students and faculty present.
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EDU 5060 - Diagnosis and Analysis of Reading 3 cr
Students will be expected to study current theories and principles associated with literacy development, to learn how to analyze reading difficulties with appropriate forms of for-mal and informal diagnostic measures, and to develop a variety of remediation strategies and techniques. In a field component for this course, each student will be required to work weekly out in a public school to complete an actual written case study.
Prerequisite:
Lab Fee $20.
Recommended: EDU 6860 /EDU 7810 Field Experience in the spring to complete remediation for this case study.
Fall only course.
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EDU 5065 - Adolescence: Language, Cognition and Emotional Development 4 cr
The second course integrates classroom and field based study of typical language, cognitive, and social-emotional development in eleven to eighteen year old students. Course emphasis will use the Language Based Learning Model to explore the relation-ship between adolescent development and school demands. This course is offered at five interactive sites.
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EDU 5075 - Literacy: Interaction of Language and Learning in the Middle and Upper Grades 4 cr
The third course, again a field and classroom integration, emphasizes instruction in reading and writing skills of students with language based learning difficulties. Participants will learn to translate research into best instructional practice and apply these principles and techniques in a range of school settings. This course is offered at five interactive sites.
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EDU 5080 - Child and Adolescent Development: Exceptionality and Learning 4 cr
This course is an overview of the learning, cognition and development of children and adolescents from an educational perspective. It also includes characteristics and recommended educational practices for students with physical and/or learning challenges.
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EDU 5090 - Curriculum, Instruction, and Assessment 3 cr
This course combines knowledge and skills in curriculum, instruction and assessment. Prospective teachers will become adept at creating, adapting, differentiating, implementing and revising curriculum based on an understanding of students' need and interests, educational standards and subject matter. Candidates will learn to choose and create instructional methods best suited for specific educational goals. Candidates will learn to use multiple assessment strategies to evaluate student growth and to modify instruction to ensure intellectual, social, physical and emotional development of every student. The course will culminate in creating a unit plan for a diverse group of students. This unit plan will synthesize the candidate's understanding of curriculum, instructional practices and assessment.
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EDU 5145 - Issues in Science Education 3 cr
This course is a critical analysis of current research in science education. Topics will include: history of science education, learning theories, reform movements, assessment, equity, school-based issues, and other topics as they relate to current practices. This course is open only to VSI students.
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EDU 5150 - Survey of Exceptional Children and Young Adults 3 cr
This course is a study of the history, philosophy, and current practices relating to education of children and young adults with special needs: the culturally different, visually handicapped, deaf and hearing impaired, learning impaired, emotionally challenged, intellectually gifted, physically handicapped and learning disabled. The course also includes an overview of Public Law 101-476 and its implications for the inclusion of youngsters into regular classroom environments. Required at the beginning of the program if course has not been taken within the last five years.
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EDU 5155 - Curriculum in Special Education 3 cr
Special educators will apply the principles of Universal Design for Learning (UDL) and will differentiate instruction by using effective strategies to promote student learning in elementary and secondary schools. The course focus is special education students with high incidence disabilities. Emphases are collaborative decision making between special and regular educators, research based practices, and current theory in curriculum planning, modification, and evaluation. Thirty field hours are required.
Fall
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EDU 5158 - Behavior Challenges: Social and Academic Success for all 3 cr
The course focus is utilizing positive strategies to reduce problem behavior, increase academic achievement and improve social behaviors across all environments. Students will develop knowledge and skills to prevent problem behavior and to intervene appropriately in crisis situations. The goal is to establish safe, positive classroom and school climates that enhance acceptance of students with behavioral challenges and increase self-management skills and self-esteem.
Spring
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EDU 5210 - Literature for Young Adults 3 cr
This course is designed to help middle and secondary school teachers introduce literature to their students. Guest speakers will present their expertise in using young adult literature. Class discussions will center on current and classic literature for youth.
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EDU 5225 - Learning and Attention Difficulties: High Incidence Challenges 3 cr
This course focuses on students with learning disabilities, attention deficit hyperactive disorders, and mild/moderate emotional and behavior disorders. Students address characteristics of students, collaborative practice, and strategies used in regular classrooms and in resource rooms. Emphasis is on diagnosis and remediation of literacy difficulties across academic areas, and utilizing assistive technology to accommodate these challenges. The field component of this course is 15 hours based on licensing area.
Spring
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EDU 5245 - Brain Compatible Teaching and Learning 3 c
During this in-depth study, educators will learn how to create a school environment and develop curriculum; will develop learning and enrichment strategies; establish a basic understanding of student brain development, memory and recall strategies; and learn how to assess students with the brain and human cognition in mind.
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EDU 5270 - Models of Secondary Teaching 4 cr
This course introduces the student to an array of approaches to secondary school teaching that could be used to help transform the public schools for the twenty-first century. The course will provide the teacher, curriculum engineer, and administrators with approaches to teaching that create innovative environments for learning. Students will be asked to analyze, compare and contrast these teaching models and determine what instructional purpose they serve for the redesign of schooling for the future.
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EDU 5320 - Technology in Education 3 cr
Students will study and use different applications of computers that enhance a student’s ability to learn and to express ideas. Topics will include integrated software packages, subject specific applications, multidisciplinary integration and an introduction to multimedia.
Lab Fee $25
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EDU 5345 - Communication Skills for Educators 3 cr
This course is designed for educators who are interested in improving their interpersonal skills with students as well as adults in their professional and personal lives. Training Covers communication, assertiveness, increased self-understanding, with special emphasis on problem solving and conflict resolution skills. Every effort is made to help class members improve their interpersonal effectiveness through practical and concrete skills.
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EDU 5370 - Reading and Writing in the Content Areas 3 cr
This course is designed to meet the needs of current and prospective middle school and secondary content area teachers. Students will study current theories and principles associated with promoting literacy in all content areas, examine alternative and informal types of classroom assessment, and experiment with a variety of cooperative/collaborative strategies that foster critical thinking/reading/writing skills applicable to heterogeneous grouping. Also, each student will be responsible for developing a Unit Plan around a topic/theme that incorporates interdisciplinary webbing
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EDU 5420 - Writing Workshop for Teachers 3 cr
Teachers who begin to think of themselves as writers and who engage in a study of their own writing process will learn innovative ways to promote an interest in writing and writing to learn in their classrooms. The participants will use writing to discover and probe the complexity of their thinking and discuss ways to translate what they are learning to their own students.
Recommended:
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EDU 5465 - Assessment in Science Education 3 cr
This course will focus on building an understanding of assessment and its relationship to improved student learning. Participants will learn about several key forms of formative assessment including selected response, constructed response, performance assessment, and on-going assessment, and will become familiar with the new Vermont Science Assessment (PASS). Topics of validity and reliability, choosing appropriate assessments for a variety of purposes, creating valid classroom and district assessments, and using assessment data to inform instruction will be examined. This course is open only to VSI students.
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EDU 5510 - Transformative School Leadership: 3 cr
Introducing the Mediated Achievement Plan (MAP) In this dialogue, future educational leaders will learn to promote the success of all students by using a Mediated Achievement Plan (MAP). This planning process is school based, collaboratively developed, implemented, revised and sustained. Additionally, aspiring leaders will become familiar with the Interstate School Leaders Licensure Consortium Standards (ISLLC), the Vermont Standards for School Administrators, and the Council for Special Education Administrators(CASE) Standards. The Woodruff Institute is based on these standards as well as the core values that they represent.
Prerequisite: acceptance into the Woodruff Institute.
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EDU 5520 - Teacher Leadership 3 cr
This course will focus on building understanding about what it means to be a teacher-leader and the relationship of this role to improved student learning. Participants will learn about the many forms of teacher leadership including mentoring, coaching, performing action research, using data, and observing others in the classroom. Topics related to the knowledge, skills, and dispositions one needs to serve as a teacher-leader, as well as the cultures that can help sustain and support teacher leadership in our schools will be explored. The process of building collaborative relationships with colleagues, administrators, and central office leaders will be examined. (A component for building administrators will be included.) This course is open only to VSI students.
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EDU 5530 - Reculturing the Meaning of Learning in your School 3 cr
As part of a larger “Learning Community,” aspiring Woodruff School Leaders take part in the Vermont Summer Leadership Academy. Candidates will have an opportunity to talk with principals and special education directors about the nature of their work and to learn with national educational leaders. The Woodruff Cohort will use current research related to educational change to make informed decisions and plan for effective learning environments.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses.
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EDU 5540 - Creating a Vision of an Inclusive School 3 cr
This course will focus on developing an inclusive school vision, creating and supporting collaborative teams, and designing school wide support systems for all students. Particular focus will be given to the barriers and strategies used to support students who are not experiencing success in school and the role of “special education” and its interface with the “regular” school program.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses.
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EDU 5560 - Leading With Integrity 3 cr
Leading with Integrity develops educational leaders who promote the success of all students by utilizing ethical principles. Students will study various ethical frameworks and the role of personal reflection in the life of school leaders. Principles of advocacy and fairness will be explored as future leaders grapple with limited budgets, high-stakes testing, and students with special needs.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses.
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EDU 5740 - Student Teaching Seminar 3 cr
The seminar provides an opportunity for graduate students seeking licensure to discuss their professional experience, link their experience with educational literature and to construct their licensure portfolio. Information on licensure, job opportunities, the professional resume, interviews and professionalism are discussed. Required of all graduate students seeking licensure or additional endorsements.
Pass/Fail grade.
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EDU 5910 - Independent Study 1-3 cr
Hours by arrangement; by permission only.
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EDU 5925 - Application: Action Research I 3 cr
In this culminating course, teachers will have an opportunity to develop and implement action research in an area of leadership, curriculum design, or assessment.
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EDU 6010 - Supervision and Staff Development 3 cr
This course will address the objectives and functions of public school supervision. A study of the ways in which classroom instruction can be improved through the cooperative efforts and participation of various school personnel will be included. Emphasis will be given to the total teaching/learning environment and to planning and organizing the instructional program.
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EDU 6022 - Establishing a Culture of Care and High Performance for All Students: Curriculum, Instruction, and Assessment 3 cr
This course develops an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional programs conducive to student learning and professional growth. The focus is on planning, implementing, and evaluating educational programs that promote student achievement. Students will analyze standards-based curriculum efforts within and among schools utilizing models of Universal Design, Differentiation Instruction, and theories and principles of learning. Curriculum design, instruction, and assessment will focus on the technology, telecommunications, and information systems that enhance them. Developing strategies for post-school outcomes will be explored.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses.
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EDU 6055 - Evaluation and Intervention with Adolescents with Learning Difficulties 3 cr
This laboratory experience integrates practicum for participants in the Language Based Learning Concentration with adolescent students in summer school programs at model sites. Participants will move from assessment, to instruction with recommendations for ongoing intervention in students’ school settings. This will be a two-week, intensive, campus based course with all students and faculty present.
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EDU 6065 - The Impact of Information Processing Difficulties on Language Based Learning 4 cr
Using the Language Based Learning Model, which considers personal and environmental factors, cohort members will examine how dimensions of information processing impact oral and written language skills of individuals with LLD. The course will focus on both academic and social communication. The course is offered at five interactive sites.
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EDU 6075 - Special Topics: Language Based Learning Difficulties in Academic Content Areas 4 cr
In this series of modules, master classroom teachers and specialists will work collaboratively to develop instructional strategies that ensure students with LLD will succeed in classroom settings. The course is offered at five interactive sites.
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EDU 6085 - Leadership: Evaluating, Developing, and Coordinating Academic and Systemic Support for Adolescents With LLD 3 cr
In this culminating course, cohort members with commitment from local administrators and classroom teachers will develop an action plan for systemic change in their local settings. The final product will be a signed agreement among stakeholders that defines the role of the LLD specialist, identifies the school based support team, and that details necessary administrative support.
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EDU 6090 - Pedagogical Content Knowledge 4 cr
This course describes the content-specific teaching strategies and assessment tools that promote learning in each discipline. By building pedagogical content knowledge, the prospective teacher acquires and demonstrates the essential knowledge and skills unique to the content area(s) in his or her endorsement as specified by Vermont Standards. As with student teaching, the student's primary contact in PCK is with his or her field mentor. The prospective teacher will practice and demonstrate essential disciplinary knowledge and skills during 100 hours of field work in a school setting appropriate to the student's licensure area. In addition, the candidate will meet at least three times per week with the field mentor. Post-baccalaureate candidates from all disciplines will meet weekly with a supervisor from the education department.
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EDU 6130 - Education of the Mildly Handicapped in the Regular Classroom 3 cr
This course is designed for administrators and regular and special educators, who must share in the responsibility of educating the mildly handicapped. Course content will include the identification, assessment and educational programming adaptations for the "mainstreamed" child. Legislative impact of PL 94-142 and the teacher's role in writing the I.E.P will be presented.
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EDU 6140 - School Law 3 cr
This course is a first course in law and its relationship to individuals operating within the educational context. A study of the legal principles reflected in selected cases involving decision making, power, rights and responsibilities from varied perspectives of student, teacher, administration, and public will be included.
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EDU 6220 - Special Education and the Law 3 cr
This dialogue will review the social and political contexts of special education law, review current practices in schools, and explore the rights of students with special needs and the corresponding responsibilities of schools and school districts. The course will emphasize how schools and school districts can avoid unnecessary litigation by serving special needs students according to legal mandates.
Prerequisite: All previous Woodruff Institute courses (see program) if taken as part of the Woodruff Institute.
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EDU 6331 - Assessment for Instructional Planning in Special Education 3 cr
Assessment is the cornerstone of instructional practice in special education, providing the necessary information to identify appropriate services for students with learning challenges. This course provides participants with an introduction to the evaluation planning process, standardized and authentic measures for assessing student strengths and needs, and the use of assessment data to inform individual education plans. Thirty hours of fieldwork are required.
Fall.
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EDU 6402 - Managing Change: School and Special Education Law 3-4 cr
American schools operate within a complex legal framework. In this dialogue, students will be introduced to the basic principles of school law and special education law. Candidates will expand their knowledge of school law and special education law as it pertains to students, teachers, and schools. Students will explore how the legal system functions within schools and school districts and how it is used to protect student and teacher rights and to improve student opportunities.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses, or permission of the instructor.
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EDU 6403 - Managing Change: School and Special Education Finance 3 cr
Aspiring principals and special education directors will learn how to create and manage a school budget that supports the school’s priorities and students’ needs. Student will learn how to procure and manage Federal and State grants and complete required state reporting systems including Service Plans, Expenditure Reports, and Medicaid Health Services. Using their School Assessment Profile (SAP), students will examine their school and supervisory budgets and make comparisons with similar school districts.
Prerequisite: Enrollment in the Woodruff Institute and successful completion of previous cohort courses, or permission of the instructor.
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EDU 6404 - Managing Change: Special Education Finance 3 cr
In this dialogue, facets of school, program and district budgeting will be discussed with particular emphasis on special education finance. Students will examine their school, program and district budgets as part of their Mediated Achievement Plan. School Finance will address policy issues and legal mandates. The impact of special education legal decisions on school finance policy will be explored.
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EDU 6410 - Public School Finance 3 cr
This dialogue will emphasize how schools can use their budget as a tool for school change. Students will propose a change in their school or district’s program, represent this change in their budget, and develop a plan to promote the programmatic and budgetary change. Various facets of school budgeting will be discussed with particular emphasis on program budgeting. The course will contain a strong laboratory component with participants expected to develop program budgets for a school system. Various systems of financing public education will be explored. Legal issues will also be addressed.
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EDU 6420 - Models of Elementary Teaching 4 cr
This course introduces the student to an array of approaches to elementary teaching that could be used to help transform the public schools for the twenty-first century. The course will provide the teacher, curriculum engineer, and administrators with approaches to teaching that create innovative environments for learning. Students will be asked to analyze, compare and contrast these teaching models and determine what instructional purpose they serve for the redesign of schooling for the future.
Recommended:
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EDU 6460 - Learning Impairments 3 cr
Best practices in the education of learners with conceptual challenges will be studied. Inclusion, assessment, and instructional planning as well as federal regulations, legal and ethical considerations will be covered. This course provides guidelines for the systematic instruction for learners with moderate and multiple challenges.
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EDU 6463 - Collaboration in Special Education 3 cr
A course designed to provide students with skills in the area of collaborative teaming and collaborative assessment/teaching in order to promote best inclusionary practices for the inclusion of students with special needs in the regular classroom.
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EDU 6466 - Assessment In Special Education II 3 cr
This advanced course in assessment moves from general procedures used in identification of student needs and definition of individual program plans to broader applications of assessment. Topics include the use of curriculum based measurement to inform individual, class-wide, and school-wide progress, functional behavior assessment and developing behavior intervention plans, and portfolio assessment as authentic measures for students with mild and moderate challenges and as alternative assessment for students with significant and profound challenges. Thirty hours of field work are required.
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EDU 6468 - Cognitive and Emotional Challenges: Low Incidence Disabilities 3
This course focuses on students with severe and multiple disabilities, autism, moderate-severe learning impairments, sensory disabilities, and severe emotional and behavioral disabilities. Topics are characteristics of the disabilities, and strategies for improving academic and social skills in regular classrooms, in resource rooms, and separate classrooms. Intervention and assessment in functional academics are blended with life-skills and adaptive technology. The 15-hour field placement targets the candidate's licensing area.
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EDU 6530 - The Larger Context: Community, Policy and Partnerships 2 cr
The Larger Context investigates the relationship between student success in school and collaboration with teachers, families, and community members. It examines leaders’ responses to diverse community interests and needs and the mobilizing of community resources. Focus will include diversity, collaboration, and communication with stake-holders, media relationships, and links to state and federal initiatives. Students will demonstrate understanding of community involvement in schools and the role of the larger political, social,economic, legal, and cultural context of the school.
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EDU 6550 - Foundations and Current Issues In Education 3 cr
This course focuses on the historical and philosophical foundations of education; an understanding of the teaching profession; political, economic, legal, and social concerns; and current issues in education in today’s world. Students will develop position papers on various topics from a broad, interdisciplinary viewpoint. Lectures, videotapes/films, and presentations by graduate faculty are employed. Required of all entering graduate students.
Offered fall, spring, and summer sessions.
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EDU 6560 - Curriculum Development 3 cr
In this course students will study curriculum development concerning state requirements contained in the Vermont Public School Approval Standards. New innovations in curricular design will be explored with the aid of area resource people. The findings of recent research and reports on teaching and learning will also be studied. The impact of such social issues as the back-to-basics movement, child abuse and sexual abuse, alcohol and drug use, and changes in federal government priorities will be discussed. Each student will complete a multi-grade curriculum development project in a field of his or her choice (e.g. language arts, science, math, social studies, health, vocational education, the fine arts).
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EDU 6610 - Supervision, Evaluation and Professional Development 3 cr
This course focuses on the most important resources that schools have their professional and support staff. Three facets supervision, evaluation, and professional development will be explored. This dialogue will focus on the cooperative supervision, evaluation, and professional development for both regular and special education staff.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses, or permission of the instructor.
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EDU 6650 - Exhibition, Portfolio, and Program Evaluation 1 cr
This course will reexamine each of the Woodruff dialogues including internships and Mediated Achievement Plans. Candidates Will engage in a comprehensive program evaluation. The content of the course will be devoted to reflection and self-evaluation. Students will prepare a formal evaluation of their MAP using the literature they have studied throughout the Woodruff Institute as well as any specialized references pertinent to their topic(s). They will use this evaluation as part of a presentation of their MAP in a relevant professional setting. This course will build upon the work of the taking stock sessions and will focus on reconciling leadership theory and practice.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses.
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EDU 6670 - Special Education Law II 3 cr
Special Education Law II is an advanced special education law class, addressing the implications of the current and proposed revisions of Federal laws and regulations (IDEIA, No Child Left Behind, and Section 504)) and Vermont laws and regulations, as they impact special education practices. Other topics include but are not limited to Disciplinary rules, independent schools, home schooling, homelessness, least restrictive environment decisions, and independent evaluations. The focus of this course is on the application of laws and regulations as they are applied in school policy and procedures. The development of training modules for administrators, teachers, special educators, and parents are addressed.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses, or permission of the instructor.
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EDU 6710 - Providing Leadership in Managing Curriculum, Instruction, and Assessment 3 cr
This course will insure that participants will learn that the development and design of curriculum are tools to ensure that we can define what students need to know and be able to do. Participants will also learn about researched-based instructional practices and the assessment of student learning. Curriculum, instruction, and assessment are interrelated factors in the teaching and learning process. Together, they represent a cycle with assessment informing both the instruction and the curriculum components. To implement this cycle effectively, participants will acquire knowledge about systemic change and the factors that must be present to allow change to happen and be sustained over time.
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EDU 6740 - Graduate Seminar 3 cr
Designed to integrate the aspects of public education represented in the various emphases in the master's program, the course will include presentations in each area. The major portion of class, however, will be the development, presentation, and analysis of relevant educational issues by the seminar participants. Students are also required to write a major paper that explores educational philosophy, theory, foundations or current issues in their fields of study. The major paper functions to demonstrate the student's competence as a consumer and/or generator of educational research and requires full setting forth of both the procedures and findings of the research and a discussion of the implications of the findings and their relationship to other knowledge in the field.
Prerequisite: Approval of Director of Education is required.
Recommended: At least 28 credit hours toward master's program.
Offered spring and summer sessions.
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EDU 6810 - Internship in Education 3-6 cr
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EDU 6815 - Internship and Mediated Achievement Plan Map (2 Credits per Semester) 8 cr
(2 credits each fall and spring semesters, 8 credits total) The Woodruff Internship is the laboratory in which aspiring principals and special education directors will be able to develop into leaders with support from school personnel, college supervisors, theoretical readings, and their cohort. Students have the opportunity to work with their school-based mentor (principal or special education director) for a minimum of 20 hours each semester focusing on role responsibilities and management. Additionally, aspiring leaders will create a Mediated Achievement Plan (MAP) focusing on one aspect of school improvement and linked to student achievement. This MAP will require 80 hours a semester and will reconcile theory and practice, requiring students to continually reflect and revise their implementation plans. This MAP is an opportunity to practice creating, managing and sustaining change. This course incorporates a total of a 100-hour practicum each fall and spring semester.
Prerequisite: enrollment in the Woodruff Institute and successful completion of previous cohort courses.
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EDU 6851 - Student Teaching I 6 cr
Prerequisite: Admission to graduate education program for initial licensure and permission of director of field experiences. Students must also have passed the applicable Praxis I and II examinations. Taken concurrently with EDU 6852
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EDU 6852 - Student Teaching II 6 cr
Extension of Student Teaching.
Corequisites: EDU 6851
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EDU 6860 - Field Experience 1-5 cr
An opportunity to apply background in theory and course work to the public school setting, the Field Experience is proposed, planned and undertaken in close association with the candidate's advisor to a maximum of 5 credits per semester. By permission only.
Recommended: EDU 6920
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EDU 6880 - Graduate Practicum 1-9 cr
The practicum provides graduate students with the opportunity to accomplish extensive work in a specific area. The practicum may be used for advanced clinical work in reading or special education, or an internship in educational administration. Hours by arrangement. By permission only.
Recommended: EDU 6920
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EDU 6920 - Educational Research 3 cr
Designed to develop attitudes and skills to permit in-service teachers to become intelligent consumers of research literature, the course will deal with the selection, evaluation, and delineation of a problem, use of the library for review of relevant literature, interpretation and reporting of research results and other research tools of practical use.
Offered fall and summer sessions.
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EDU 6930 - Independent Study 1-3 cr
Hours by arrangement; by permission only.
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EDU 7010 - Professional Reserch Symposium 3 cr
By permission of Director of Education.
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EDU 7020 - Professional Paper: Cags 2 cr
By permission only
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EDU 7810 - Field Experience 1-5 cr
An opportunity to apply background in theory and course work to the public school setting, the Field Experience is proposed, planned and undertaken in close association with the candidate's advisor to a maximum of 5 credits per semester. By permission only.
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EDU 7910 - Independent Study 1-3 cr
Hours by arrangement; by permission only.
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EDU 7920 - Advanced Educational Research 3 cr
This course is designed to support aspiring school leaders to become adept consumers of educational research. Current research will be used to make informed decisions that will promote student and teacher learning. Students will support their Mediated Achievement Plan by utilizing comprehensive research methods for the selection, evaluation, and delineation of their plan. Library resources will be used for literature reviews, interpretation, and reporting of research results.
Prerequisite: enrollment in the Woodruff Institute or permission of the instructor.
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EDU 7960 - Master's Thesis 3-6 cr
The Master's thesis is a scholarly construction and presentation of a culminating research project. It is a zero (0) to six (6) credit course/project that you register for in the semester prior to its completion and submission to 'readers' and after completion of all other course work. All Master's theses require a "proposal" to be developed and approved by the candidate's advisor and/or 'primary reader' prior to registration for thesis. This "proposal" may be developed in consultation with the candidate's advisor or 'primary reader' of the thesis prior to or during Graduate Seminar (EDU 6740 ). When appropriate, candidates will also submit a request to the College's Human Subjects Institutional Review Board (HSIRB or IRB) for approval to proceed with their research. Thesis Proposals will be included with an IRB request.
Prerequisite: By permission only
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EDU 8010 - Comprehensive Examination: CAGS 0 cr
By permission of Dean of Education
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Mathematics |
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MAT 5020 - Mathematics Education Theory and Practice I 4 cr
An integrated approach to mathematics education is covered in this course. The focus of the course is applying theory into practice. Topics may include frames of reference, creation and usage of manipulatives in the classroom, and multiple forms of assessment in a mathematics classroom. Various forms of technology, including graphing calculators and computers are discussed and integrated into a mathematics curriculum.
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MAT 5040 - Data Analysis 4 cr
Main topics include data representation, collection, analysis, modeling and making inference. The proper techniques, procedures and technology will be applied to real world scenarios.
Prerequisite: MAT 2022 Statistics II or MAT 3230 Mathematical Statistics or equivalent.
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MAT 5110 - History of Mathematics and Math Education 3 cr
This course covers selected topics in mathematics and mathematics education from ancient to modern times. A few of these topics may include: the Greek Period, Early and Medieval Europe, the Renaissance, the history of mathematics education in the United States and the work of Pascal.
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MAT 5810 - Internship in Mathematics 1-12 cr
Signed contract required at time of registration. May be repeated for credit.
P/NP only.
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MAT 5820 - Graduate Mathematics Tutorship 1-3 cr
A supervised experience in individual instruction. To include reading and discussion of individualized instructional systems as well as an actual tutorial experience in a Mathematics course.
Prerequisite: Invitation of the Mathematics Department.
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MAT 5910 - Independent Study 1-4 cr
Open on a limited basis. A personal interview with the mathematics Department faculty is required prior to registration. Hours by arrangement. May be repeated for credit.
Prerequisite: Consent of the Department Chair.
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MAT 6010 - Multivariate Statistics 3 cr
This course focuses on the study of multivariate analysis. Students will apply matrix algebra to the field of statistics. Topics include: characterizing and displaying multivariate data, the multivariate normal distribution, multivariate analysis of variance and multiple regression.
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MAT 6020 - Mathematics Education Theory and Practice II 3 cr
A continuation of Mathematics Education Theory and Practice I course. This course promotes inquiry into communication, literacy and current issues in mathematics curriculum and instruction.
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MAT 6030 - Geometry for Teachers 4 cr
The properties, history, concepts and principles of geometry are discussed and integrated into a mathematics curriculum in this course. Topics may include: Euclidean and Non-Euclidean geometry in two and three dimensions, analyze characteristics and relationships of geometric structures and shapes, and the role of axiomatic systems.
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MAT 6040 - Number Theory for Teachers 4 cr
The properties and history of numbers are discussed and integrated into a mathematics curriculum in this course. Topics may include: elementary number theory, analytic number theory, algebraic number theory and geometry of numbers.
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MAT 6210 - Graduate Mathematics Research Seminar 3 cr
In this graduate research seminar students spend the first half of the semester studying and presenting graduate research in mathematics and/or mathematics education. In the second half, students investigate their own topics, prepare a written project, and present their research.
Prerequisite: Invitation of the Mathematics Department.
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MAT 6720 - Graduate Mathematics Teaching Seminar 3 cr
Implementing teaching theory, course management, teacher preparation, and critique(s) on teaching experience. A semester-long teaching experience is a requirement for this course. May be repeated for credit.
Prerequisite: Invitation of the Mathematics Department.
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MAT 6740 - Advanced Topics in Mathematics and Mathematics Education 3 cr
Advanced topics in mathematics offered on a rotating basis. Example of topics include: complex analysis, real analysis, graph theory and partial differential equations. May be repeated for credit as topics change.
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MAT 6810 - Internship in Mathematics 1-12 cr
Signed contract required at the time of registration. May be repeated for credit.
P/NP only.
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MAT 6910 - Independent Study 1-4 cr
Open on a limited basis. A personal interview with the Mathematics faculty is required prior to registration. Hours by arrangement. May be repeated for credit.
Prerequisite: Consent of Department Chair.
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Music |
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MUS 5010 - Philosophical Approaches and Current Issues in Music Education 3 cr
This course is a study of various rationales and approaches to music education, including the examination of recent trends and issues in music education.
Summer
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MUS 5090 - Research Methods in Music 3 cr
Topics covered include: an introduction to research design, research methodology, statistical analysis, and qualitative analysis. Students will become adept at using standard reference materials and electronic resources for music education.
Summer
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MUS 5160 - Curriculum Development in Music Education 3 cr
This course will focus on the study and preparation of curriculum and the various components including philosophy, goals, objectives, best practices, resources, and units of study appropriate to the student's teaching emphasis.
Summer
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MUS 5460 - Assessment of Music Learning 3 cr
This course examines current research, trends and thought on assessment in music education.
Fall
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MUS 5710 - Topics in Music 1-4 cr
These courses are the strength and focus of the Master's in Music Education program at Castleton. The Master's candidates are able to direct their programs to their individual interests. Topics courses can be in music areas such as: theory, history, world cultures, conducting and performance ensembles. These courses will include Castleton's ongoing graduate summer opportunities in music such as: KOSA, Music-COMP, Music and Multimedia Summer Institute, Conversational Solfege™, and First Steps in Music™.
Summer, Fall, Spring
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