2018-2019 Graduate Catalog 
    
    May 13, 2024  
HELP
2018-2019 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

All of the following courses, unless otherwise designated, are acceptable as requirements or electives for one or more graduate degree programs at Longwood University. Students should consult with their academic advisor to determine whether or not any specific course is or is not applicable to a particular degree program. In addition, those graduate courses offered periodically for licensure purposes and not applicable to any degree program will be clearly so designated in this catalog. Courses that partially or totally comprise distance-learning opportunities will comply with all course and faculty standards for traditional on-campus courses.
 

Mathematics
  

  • MATH 674 - Mathematical Programming for Middle School Teachers

    3 credits.
    An introduction to basic computer programming with an emphasis on mathematics applications applicable to the middle school curriculum. Topics include programming logic, iterations, functions, recursion, and algorithms. Students will learn in a problem solving environment through student investigations using technology accessible to middle school and Algebra I students.

    Prerequisite(s): None.
  

  • MATH 675 - Linear Algebra for Middle School Teachers

    3 credits.
    Solving systems of linear equations is an integral part of Algebra I. Students will study various methods of solving these systems along with mathematical theory developed from those methods. The primary topics to be covered will be vector spaces, dual spaces, linear transformations, and their relationships to matrix algebra. Best practice teaching techniques will be modeled.

    Prerequisite(s): MATH 671 .
  

  • MATH 677 - Euclidean Geometry for Middle School Teachers

    3 credits.
    This course will focus on the content and processes that support the measurement and geometry strands of the Virginia 6-8 SOL and Geometry SOL. Instruction will cover the geometry and measurement content topics that are encountered from the particular and concrete thinking of school arithmetic to the abstract thinking associated with geometry. Major concepts include problems solving and proportional reasoning involving area, perimeter, volume and surface area; geometric properties; characteristics of geometric figures including lines, angles, triangles, circles and polygons; relationships between 2-dimensional and 3-dimensional figures. You will be encouraged to recognize the thought processes involved in using geometry and what it means to employ geometric thinking, both as a teacher and a student.

    Prerequisite(s): None.
  

  • MATH 678 - Calculus for Middle School Teachers

    3 credits.
    This course focuses on calculus concepts and applications that illustrate the connection between calculus and the middle school curriculum. These concepts include sequences, series, limits, rates of change, derivates, and an introduction to integration. Best practice teaching techniques will be modeled.

    Prerequisite(s): MATH 673 .
  

  • MATH 679 - Probability and Statistics for Middle School Teachers

    3 credits.
    Teachers will explore introductory descriptive statistics, probability, and statistical inference. Conceptual understanding and procedural fluency will be developed in problem settings based on real data which investigate the use of visual methods for summarizing quantitative information, basic experimental design, sampling methods, and interpretation of statistical analyzes. The course will use calculators and statistical software, provide real world applications, and examine how statistical thinking develops in students.

    Prerequisite(s): None.
  

  • MATH 695 - Special Topics

    1-3 credits.
    This course investigates selected special topics in mathematics. The topics may vary from semester to semester. It may be repeated for credit when topics change.

    Prerequisite(s): Permission of Instructor.

Mathematics Education
  

  • MAED 595 - Special Topics

    1-3 credits.
    This course investigates selected special topics in mathematics. The topics may vary from semester to semester. It may be repeated for credit when topics change.

    Prerequisite(s): None.
  

  • MAED 623 - Instructional Design in Mathematics for Grades K-8

    3 credits.
    A study of the K-8 mathematics curriculum and standards, current studies and trends in mathematics, strategies to teach mathematics to diverse learners, and the role of technology in the teaching and learning of mathematics through hands-on activities and the use of professional resources.

    Prerequisite(s): None.
  

  • MAED 625 - Assessment in Mathematics

    3 credits.
    This course examines the components, processes, and research of Lesson Study along with components of effective lesson planning mathematics. Students will study the use and utility of formative and summative mathematics assessments including those at the national and state level. Students will learn to identify problems in the mathematics instructional program and to identify and evaluate resources to address those problems.

    Prerequisite(s): None.
  

  • MAED 650 - Leadership in Mathematics Education

    3 credits.
    This course provides opportunities to reexamine mathematics content and pedagogy using an inquiry-based approach, tools for building leadership skills and dispositions required to effectively lead and manage needed mathematics resources for teachers and students, and strategies for assessing and understanding current trends in the teaching and learning of mathematics as related to state and local mathematics programs.

    Prerequisite(s): MAED 623 .
  

  • MAED 695 - Special Topics

    1-3 credits.
    This course investigates selected special topics in mathematics. The topics may vary from semester to semester. It may be repeated for credit when topics change.

    Prerequisite(s): Permission of Instructor.

Psychology
  

  • PSYC 523 - Theories of Personality

    3 credits.
    An examination of the major theories of personality and adjustment including an introduction to psychopathology.

    Prerequisite(s): None.
  

  • PSYC 552 - Psychopharmacology

    3 credits.
    This course serves as an overview of the research and current thought on the topics of treating and counseling people addicted to drugs. In addition, the course will review the use and misuse of prescription medications. We will be reviewing the history of various drugs, the neuropharmacological actions, the effects on health, and the psychopharmacological actions.

    Prerequisite(s): None.
  

  • PSYC 553 - Psychology of Language

    3 credits.
    This course surveys the psychological foundations of language. Topics will range from basic issues such as the structure of language, language development, language comprehension, and language production, to special issues such as the relationship between language and thought, the relationship between language and the brain, bilingualism, and learning a second language.

    Prerequisite(s): None.
  

  • PSYC 595 - Special Topics

    1-3 credits.
    Topics will vary from semester to semester. Descriptions will be available from departmental offices. May be repeated for credit when topics change.

    Prerequisite(s): None.
  

  • PSYC 695 - Special Topics

    1-3 credits.
    This course investigates selected special topics in psychology. The topics may vary from semester to semester. It may be repeated for credit when topics change. Descriptions will be available from the departmental office.

    Prerequisite(s): Permission of Instructor.

Reading
  

  • READ 510 - Preventing Reading Difficulties

    3 credits.
    Helping all students to become effective, strategic readers who read and write purposefully with enthusiasm is one of the greatest challenges facing classroom teachers today. This course is designed to assist teachers to use well-informed diagnostic judgment as well as tools and strategies to monitor and support student’s literacy development effectively.

    Prerequisite(s): None.
  

  • READ 520 - Teaching English Language Learners in a Multicultural Society

    3 credits.
    This course focuses on the concepts and practical skills English Language Learners (ELL) students need to acquire literacy in English. Methods and strategies for planning, implementing, and assessing reading and writing instruction for all ages and levels of ELL students will be explored. Emphasis is on effective instruction that is appropriate for English Language Learners, an understanding of the cultural contexts of the in-school and out-of-school environment, and intercultural communication.

    Prerequisite(s): None.
  

  • READ 530 - Intermediate to Middle School Literacy Instruction

    3 credits
    Examine current research on the developmental, cognitive, and instructional variations in grades 4 through 8. Candidates study how to put research into practice that represents current thinking in the field. Multiple literacies and culturally responsive instruction explored.

    Prerequisite(s): None.
  

  • READ 550 - Literacy and Learning in the Content Classroom

    3 credits
    This course provides the graduate student with an analysis of skills and strategies for facilitating content area reading and writing in intermediate grades, middle school, high school, and with developmental college students.

    Prerequisite(s): None.
  

  • READ 560 - Developing Writers

    3 credits.
    Theories of writing are used to inform instructional practices and routines for diverse learner populations in primary through adolescent classrooms. Exemplary traditional, digital, and online print resources will be examined as tools for encouraging writing development. The course provides opportunities for participants to develop as both writers and teachers of writers.

    Prerequisite(s): None.
  

  • READ 595 - Special Topics

    1-3 credits.
    Topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change.

    Prerequisite(s): None.
  

  • READ 620 - Word Study: Phonics, Spelling, and Language Structure

    3 credits.
    This course explores the role of spelling in literacy development from emergent to mature learners. Phonemic awareness, alphabet, phonics, spelling, vocabulary instruction, and the role of language are explored as integral components of literacy development. Informal spelling assessments are emphasized for their utility in informing instructional practice.

    Prerequisite(s): None.
  

  • READ 635 - Advanced Adolescent Literacy

    3 credits.
    This course is designed to inform classroom teachers, reading specialists, and literacy coaches of effective ways to meet the needs of adolescent learners, especially struggling readers and English language learners. Emphasis is on factors influencing motivation, engagement, selection of materials, in-school and out-of-school literacy, and digital/multi-literacies.

    Prerequisite(s): None.
  

  • READ 650 - Evaluation of Literacy Research

    3 credits.
    This course is designed to assist students in understanding the historical and current research associated with theories of language and literacy development. Studies exhibiting exemplary adherence to standards of quality in reading research methodologies, in addition to their utility in advancing our understanding of literacy, will be reviewed.

    Prerequisite(s): None.
  

  • READ 655 - Action Research in Literacy

    3 credits.
    This course focuses on research-based inquiry related to literacy in school-based settings. Participants will connect understandings of theoretical research to their development as practitioner researchers. After identifying an area of study, participants will make a plan, collect and analyze data, report results, and develop implications for their future teaching practice and action research.

    Prerequisite(s): Completion of READ 650  or permission of instructor.
  

  • READ 660 - Evaluation and Applied Practicum in Emergent/Early Literacy

    3 credits
    With an emphasis on emergent and early readers, diagnostic assessments will be administered and evaluated for their value in improving literacy instruction. Comprehensive literacy lessons-including the areas of word knowledge (phonological awareness, phonics, spelling, and alphabet), reading fluency, comprehension, vocabulary, and writing-will be designed and delivered in a field placement (minimum of 20 hours). Both in-class and supervised practicum based experiences are required. Supervisory fee-$25.00 per credit hour.

    Prerequisite(s): Completion of at least 6 READ credit hours including READ 620 , or permission of instructor.
  

  • READ 670 - Evaluation and Applied Practicum in Intermediate/Adolescent Literacy

    3 credits.
    With an emphasis on intermediate and adolescent readers, diagnostic assessments will be administered and evaluated for their value in improving literacy instruction. Comprehensive literacy lessons will be designed and delivered in a field placement (minimum of 20 hours) to assist a struggling reader. Both in-class and supervised practicum based experiences are required. Supervisory fee-$25.00 per credit hour.

    Prerequisite(s): Completion of at least 6 READ credit hours including READ 620 , or permission of instructor.
  

  • READ 675 - Methods for Teaching Multilingual Students PK-12

    3 credits.
    This course is designed for classroom teachers, reading specialists, and literacy coaches teaching English as a second language to PK-12 students. Students will become familiar with common linguistic concepts and terminologies; processes of first and second language acquisition; effective methods of teaching English as a second language to PK-12 students; and the impact of culture and power on language teaching and learning.

    Prerequisite(s): None.
  

  • READ 680 - Developing Literacy Leaders

    3 credits.
    This course explores the evolving roles of reading specialists and literacy coaches in schools. Candidates will investigate models and strategies for assuming the leadership responsibilities of literacy specialists, including mentoring; staff development; school-wide literacy program development and assessment; supporting the action research of teachers; and developing partnerships with parents and community volunteers. To prepare candidates to assess and select instructional materials, a survey of historical approaches to teaching literacy in the United States is included.

    Prerequisite(s): None.
  

  • READ 685 - Multicultural/Multilingual Curriculum and Instruction

    3 credits.
    This course provides an introduction to multicultural/multilingual instruction with an emphasis on culturally/linguistically responsive instruction and assessment. The role of social class, language, and ethnicity and their influence on educational opportunities are studied. Classroom teachers, reading specialists, and literacy coaches will examine instructional materials and methods to meet the needs of students from different cultures and speaking different languages in the K-12 classroom.

    Prerequisite(s): None.
  

  • READ 691 - Professional Portfolio

    1 credit.
    Each candidate in the Reading, Literacy and Learning program will present a Professional Portfolio as the program exit requirement and culminating requirement. The Portfolio is evaluated by the program faculty and presented to a panel of faculty and peers. Candidates will enroll in one (1) credit. Continuous enrollment is required until completion with a maximum of one credit counted toward total required credit hours. Continuous enrollment includes Summer Sessions, Fall Semester and Spring Semester. Grading is Pass (P)/Satisfactory Progress (SP)/Not Pass (NP).

    Prerequisite(s): None.
  

  • READ 695 - Advanced Special Topics

    1-3 credits.
    Topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change.

    Prerequisite(s): None.

Science Education
  

  • SCED 501 - SOLstice: An interdisciplinary approach to the science and civic issues of our Chesapeake Bay.

    3 credits.
    Through multi-media learning, civic engagement, field investigations, and data analysis students will be engaged with key conservation challenges of the Chesapeake Bay watershed. Throughout the process students will consider pedagogical approaches to integrating these issues into their own classrooms. Further curricular applications will be made through the introduction of national and state curricula.

    Prerequisite(s): Permission of Instructor. Course offered as a professional development opportunity for practicing teachers.
  

  • SCED 562 - Teaching Science in the Elementary School

    3 credits.
    A study of the materials and methods of teaching science for grades K-8 with emphasis on student use of laboratory materials and techniques. Individual investigations are assigned based on the needs of the student. Lecture and laboratory periods.

    Prerequisite(s): None.
  

  • SCED 595 - Special Topics

    1-3 credits.
    This course investigates selected special topics in science education. The topics may vary from semester to semester. It may be repeated for credit when topics change.

    Prerequisite(s): None.

School Librarianship
  

  • SLIB 500 - Foundations of School Librarianship

    3 credits.
    Exploration of current standards and guidelines related to the instructional role of school librarians and focusing on teaching for learning, collaborative partnerships, and integration of twenty-first century skills, learning standards, and technologies.

    Prerequisite(s): None.
  

  • SLIB 510 - Collection Development

    3 credits.
    Theories and principles of analysis, selection, development, evaluation, and management of resources for a school library to support diverse learning needs. Includes professional ethics and the principles of intellectual freedom.

    Prerequisite(s): None.
  

  • SLIB 520 - Library Resources for Children

    3 credits.
    Survey of children’s literature in multiple formats and of resources used to support and promote reading for information, reading for pleasure, and reading for lifelong learning.

    Prerequisite(s): None.
  

  • SLIB 530 - Library Resources for Young Adults

    3 credits.
    Survey of young adult literature in multiple formats and of resources used to support and promote reading for information, reading for pleasure, and reading for lifelong learning.

    Prerequisite(s): None.
  

  • SLIB 560 - Information Sources and Services

    3 credits.
    Survey of information sources and services, instruction for efficient and ethical information-seeking behavior, and equitable access to information in a variety of formats in school libraries.

    Prerequisite(s): None.
  

  • SLIB 570 - Curriculum and Instructional Procedures for School Librarians

    3 credits
    Exploration of best practices in education through the lens of a school librarian. Includes field experiences at the elementary, middle, and secondary levels. This course is required for individuals who do not hold a valid Virginia Collegiate Professional License or equivalent from another state.

    Prerequisite(s): SLIB 500  or permission of instructor
  

  • SLIB 595 - Special Topics

    1-3 credits.
    Topics will vary from semester to semester. May be repeated for credit when topics change.

    Prerequisite(s): None.
  

  • SLIB 600 - Emerging Trends in School Librarianship

    3 credits.
    Examination and evaluation of emerging trends in school library research and practice.

    Prerequisite(s): None.
  

  • SLIB 605 - Features and Functions of School Libraries PK-12

    3 credits
    Survey of the differences of working in school libraries at the elementary, middle, and high school levels.

  

  • SLIB 610 - Promotion of School Libraries

    3 credits.
    Study of strategies and techniques used to promote school library programs.

    Prerequisite(s): None.
  

  • SLIB 620 - Instructional Design in School Libraries

    3 credits.
    Design and implementation of effective instruction and professional development, assessment of and for student learning, and integration of current and emerging technologies in the school library to support diverse learning needs.

    Prerequisite(s): None.
  

  • SLIB 630 - Organization of Information

    3 credits.
    Procedures and techniques essential for organizing and providing access to all types of materials in school libraries.

    Prerequisite(s): completion of at least 15 SLIB credit hours or permission of instructor.
  

  • SLIB 670 - Administration of School Libraries

    3 credits.
    Management of the school library including planning, developing, and evaluating programs, facilities, personnel, and budgets; professional ethics; leadership and advocacy for school library programs, resources, and services.

    Prerequisite(s): Completion of at least 15 SLIB credit hours or permission of instructor.
  

  • SLIB 680 - Research Methodology for School Librarians

    3 credits.
    Study of quantitative, qualitative, and mixed method research methodologies and their application in school library research.

    Prerequisite(s): None.
  

  • SLIB 685 - Research Study in School Libraries

    Variable credit 1-3 credits; total of 3 credits required.
    Practical application of research methodology. Continuous enrollment required until completion. Grading is Pass (P)/Satisfactory Progress (SP)/Not Pass (NP).

    Prerequisite(s): SLIB 680  within the last five years or permission of instructor.
  

  • SLIB 689 - Supervised Experience in School Libraries

    5 credits.
    A minimum of 300 clock hours in a school library supervised by a faculty advisor (100 each in elementary, middle, and high school settings), including taking an active role in the teaching of classes. Candidates will need to apply to the Office of Professional Services. Supervisory fee - $300.00.

    Prerequisite(s): EDUC245, EDUC 521 , or COUN 507  ; and EDUC487 or EDUC 550 ; and EDUC 506  or undergraduate equivalent; and EDUC430 or EDUC 530 ; or equivalent courses from another institution; and completion of 33 SLIB credit hours.
  

  • SLIB 690 - Clinical Experience in School Libraries

    1-2 credits.
    A minimum of 150 clock hours in a school library supervised by a faculty advisor, including taking an active role in the teaching of classes. Two credits are required. Continuous enrollment required until completion. Maximum of 2 credits counted toward total required credit hours. Grading is Pass(P)/Satisfactory Progress(SP)/Not Pass(NP). Supervisory fee-$25.00 per credit hour.

    Prerequisite(s): Completion of at least 15 SLIB credit hours or permission of instructor.
  

  • SLIB 691 - Professional Portfolio

    1 credit.
    Development and presentation of professional portfolio to document mastery of program standards and to highlight growth throughout the program. Culminating experience and exit requirement. Grading is Pass/Not Pass.

    Prerequisite(s): Permission of instructor.
  

  • SLIB 695 - Advanced Special Topics

    1-3 credits.
    Advanced study in special topics. Topics will vary from semester to semester. May be repeated for credit when topics change.

    Prerequisite(s): None.

Sociology
  

  • SOCL 595 - Special Topics

    3 credits.
    Topics will vary from semester to semester. Descriptions will be available from departmental offices. May be repeated for credit when topics change.

    Prerequisite(s): None.

Spanish
  

  • SPAN 595 - Special Topics

    3 credits.
    Topics will vary from semester to semester. Descriptions will be available from academic advisers. May be repeated for credit when topics change.

    Prerequisite(s): None.

Special Education
  

  • SPED 511 - Assistive Technology and Augmentative Communication in the General Curriculum

    3 credits.
    Students will develop an understanding of low tech and high tech Augmentative/Alternative Communication (AAC) systems and Assistive Technology (AT) systems. Study will include federal and state laws related to the provision of AT/AAC and funding for devices. Students will learn to assess for, design, and apply AT and AAC to facilitate success in the lives of persons with disabilities.

    Prerequisite(s): None.
  

  • SPED 515 - Survey of Exceptional Students

    3 credits.
    An introduction to all exceptionalities included in special education, psychology of exceptional learners. Implications of inclusion and legislation pertaining to the education of students with disabilities.

    Prerequisite(s): None.
  

  • SPED 516 - Medical and Neurological Problems of Exceptional Students

    3 credits.
    A comprehensive study of environmental/hereditary factors affecting the child with disabilities from the prenatal period through the school years. An emphasis on educational strategies for accommodating children with medical and neurological conditions in the classroom.

    Prerequisite(s): None.
  

  • SPED 519 - Instructional Phonics

    3 credits.
    This course covers the principles of decoding and word identification skills. The emphasis will be on phonological and phonemic awareness, on alphabetic principles and explicit phonics instruction, and on morphemic analysis to build vocabulary. Effective practices to promote fluency with decoding skills and to improve comprehension will also be included. Students will be expected to master phonics concepts and skills and informal assessment of these skills.

    Prerequisite(s): None.
  

  • SPED 520 - Language Development and Disorders

    3 credits.
    The normal acquisition of language and deviations in development of language due to environmental and organic etiologies. Language development teaching methods for the exceptional child stressed.

    Prerequisite(s): None.
  

  • SPED 525 - Evidence Based Language Arts Instruction

    3 credits.
    All teachers, especially special educators, must demonstrate proficiency not only with the components of evidence based Language arts instruction, but they must also be proficient in their delivery and monitoring of this instruction. This course will systematically teach the skills needed for an individual teacher to deliver evidence based language arts programs.

    Prerequisite(s): None.
  

  • SPED 540 - Curriculum and Methods for Exceptional Learners: General Curriculum

    3 credits.
    This course focuses on effective (research-based) adaptations and modifications of general educational materials and curricula for exceptional learners. Planning for individualized education programs (IEP’s) across the grade levels is also included.

    Prerequisite(s): None.
  

  • SPED 545 - Psychoeducational Assessment

    3 credits.
    Psychological and educational assessment, administration and interpretation of informal, curriculum-based, standardized, and criterion-referenced tests. Interpretation of test results as a basis for placement and instruction. Fee required - $15.00.

    Prerequisite(s): SPED 202 or 489 or SPED 515  or permission of instructor.
  

  • SPED 550 - Introduction to Autism Spectrum Disorders

    3 credits.
    This course will provide an overview of autism spectrum disorders with an emphasis on autism and Asperger syndrome. At the end of this course, students will demonstrate knowledge and skills related to historical perspectives, definition, characteristics, related legislations, identification and placement alternatives, and intervention methods.

    Prerequisite(s): None.
  

  • SPED 555 - Promoting Social and Communicative Competence in Individuals with Autism Spectrum Disorders

    3 credits.
    This course is designed to provide students with an understanding of the normal language acquisition, language components and social skills instruction for individuals with Autism Spectrum Disorders (ASD). Assessment tools and practical and effective strategies and solutions that can be used across a variety of settings and routines will be covered.

    Prerequisite(s): SPED 550 .
  

  • SPED 560 - Strategies and Interventions for Supporting Individuals with Autism Spectrum Disorders in School, Home, and Community

    3 credits.
    This course will create a framework for understanding and implementing effective interventions in school and at home. Students will be exposed to collaborative and interdisciplinary models of service delivery that ensure family-centered and culturally competent approaches to assessment and intervention.

    Prerequisite(s): SPED 550 .
  

  • SPED 565 - Behavior Management

    3 credits.
    This course is designed to provide students with an overview of techniques used in the management of behavior. The principles and practice of behavior modification and applied behavior analysis for teachers will be stressed.

    Prerequisite(s): None.
  

  • SPED 575 - Career and Life Planning for Exceptional Learners in the General Curriculum

    3 credits.
    An in-depth study of preparatory skills for vocational opportunities for exceptional learners within the general curriculum. An overview of social, leisure and recreational opportunities and assistive technology for exceptional learners in the general curriculum.

    Prerequisite(s): None.
  

  • SPED 580 - Internship in Autism Spectrum Disorders

    3 credits.
    This course is designed for students to synthesize previously learned information from didactic course work in their field experiences. The application and implementation of these skills are assessed through written products and classroom performance focusing on systematic instructional programming, advocacy, environmental manipulation and design, and adaptive instruction. Fee Required.

    Prerequisite(s): SPED 550 , SPED 555 , and SPED 560 .
  

  • SPED 595 - Special Topics

    1-3 credits.
    Topics will vary from semester to semester. Descriptions will be available from departmental offices. May be repeated for credit when topics change.

    Prerequisite(s): None.
  

  • SPED 600 - Thesis Research

    1-3 credits, 3 credits required.
    This credit is awarded for the successful completion of a proposal, data collection, final thesis paper, and thesis presentation. Students must complete three credit hours for the degree requirement and must remain continuously enrolled in at least one credit hour until completion. Students must be enrolled in the semester scheduled for graduation. Grading is Pass(P)/Satisfactory Progress(SP)/Not Pass(NP).

    Prerequisite(s): EDUC 502  and SPED 689 .
  

  • SPED 601 - Collaborative Special Education Research

    1-3 credits, 3 credits required.
    The student will design, conduct, evaluate, discuss, and disseminate the results of her/his proposed collaborative research project that is conducted with a Longwood University Professor. The product of this research will be either an article submitted for possible publication in a professional journal or a product approved by the faculty committee. Students must complete three credit hours for the degree requirement and must remain continuously enrolled in at least one credit hour until completion. Students must be enrolled in the semester scheduled for graduation. Grading is Pass(P)/Satisfactory Progress(SP)/Not Pass(NP).

    Prerequisite(s): EDUC 502  and SPED 689 .
  

  • SPED 682 - Collaboration in the School, Home and Community

    3 credits.
    Techniques for mainstreaming the child with mild/moderate disabilities through collaboration with the regular classroom teacher.

    Prerequisite(s): None.
  

  • SPED 689 - Seminar of Current Issues in Special Education

    3 credits.
    A discussion of current selected issues in special education such as litigation, legislation, personnel preparation and research.

    Prerequisite(s): None.
  

  • SPED 690 - Graduate Internship

    1-3 credits, 3 credits required.
    Students enrolled must complete their internship in a public or private agency, supervised by a faculty advisor, in diagnosis, consultation, or research. 200 clock hours are required. Continuous enrollment is required until completion. Students may re-enroll as many times as needed to earn the required 3 credit hours. Grading is Pass/Satisfactory Progress/Not Pass.

    Prerequisite(s): EDUC 406. Fee required.
  

  • SPED 692 - Special Education Graduate Professional Semester

    6 credits.
    Students will be supervised in a classroom student teaching experience of at least 350 clock hours during their last semester of classes. For those who are already teaching under a Provisional License, the Directed Teaching semester will be a mentorship of their current teaching position. Students will need to pass Praxis II and the Virginia Communication and Literacy Assessment (VCLA) and apply to the Office of Professional Services. Supervisory fee - $300.00.

    Prerequisite(s): EDUC 506 , EDUC 521 , MAED 623 , SPED 515 , SPED 516 , SPED 520 , SPED 540 , SPED 545 , SPED 565 , SPED 575 , and SPED 682 .
  

  • SPED 693 - Graduate Professional Semester for Licensed Teachers

    3 credits.
    Students will be supervised in a classroom student teaching experience of at least 225 clock hours during their semester of classes. The course is designed for those who have an initial teaching license and are seeking endorsement in special education general curriculum. Students must apply to the Office of Professional Services. Supervisory Fee required - $150.00.

    Prerequisite(s): EDUC 502 , SPED 511 , SPED 515 , SPED 516 , SPED 520 , SPED 525 , SPED 540 , SPED 545 , SPED 565 , SPED 575 , SPED 682 , and SPED 689 . Up to two of these courses may be completed as co-requisites. In addition, EDUC 506  and EDUC 521  or evidence that undergraduate or graduate course in Foundations of Education and Human Growth & Development have been taken.
  

  • SPED 695 - Special Topics

    1-3 credits.
    This course investigates selected special topics in special education. The topics may vary from semester to semester. Descriptions will be available indepartmental offices. It may be repeated for credit when topics change.

    Prerequisite(s): Permission of Instructor.
 

Page: 1 | 2 | 3

Catalog Navigation
  Catalog Home
  Archived Catalogs
  GENERAL INFORMATION
  President’s Message
  Academic Calendar
  Graduate Studies
  Graduate Admissions
  Expenses and Financial Policy
  Academic and Professional Life
  Academic Regulations
  Catalog and Accreditation Information
  PROGRAMS AND COURSES
  Graduate Programs
  Course Descriptions
  Administration
  Graduate Faculty
  Affiliated Graduate Instructors
  TOOLS
  My Portfolio