2020-2021 Graduate Catalog 
    
    May 17, 2024  
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2020-2021 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 651 - Numbers and Operations for Elementary and Middle School Teachers.

    3 credits
    The course is designed to develop a comprehensive understanding of our number system and how its structure is related to computations and problem solving. Special attention will also be given to children’s thinking, how they learn this basic mathematics, their problem solving strategies, and how they construct their understanding of our number system and arithmetic.

    Prerequisite(s): None
  

  • MATH 653 - Rational Numbers and Proportional Reasoning for Elementary and Middle School Teachers

    3 credits
    This course will cover the basic number strands in fractions and rational numbers, decimals, percents, ratios, and proportions in the school curriculum. Instruction will cover interpretations, computations, and estimation with activities that develop rational number concepts, skills, and proportional reasoning.

    Prerequisite(s): None
  

  • MATH 655 - Functions and Algebra for Elementary and Middle School Teachers

    3 credits
    This course will examine representing and analyzing mathematical situations and structures using generalization, algebraic symbols, and reasoning. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description of and prediction of change.

    Prerequisite(s): None
  

  • MATH 657 - Geometry and Measurement for Elementary and Middle School Teachers

    3 credits
    This course explores the foundations of informal measurement and geometry in one, two, and three dimensions. The van Hiele model for geometric learning is used as a framework for how children build their understanding of length, area, volume, angles, and geometric relationships. Visualization, spatial reasoning, and geometric modeling are stressed.

    Prerequisite(s): None
  

  • MATH 659 - Probability and Statistics for Elementary and Middle School Teachers

    3 credits
    An introduction to probability, descriptive statistics, and data analysis. Topics studied will include the exploration of randomness, data representation, and modeling. Descriptive statistics will include measures of central tendency, dispersion, distributions, and regression. The analysis of experiments requiring hypothesizing, experimental design and data gathering will also be discussed.

    Prerequisite(s): None
  

  • MATH 671 - College Algebra for Middle School Teachers

    3 credits.
    Algebra is a tool for working with data and modeling physical situations. This course is designed to provide additional mathematical background and expertise in Algebra I topics for teachers pursuing the algebra add-on endorsement for their teaching license. The primary topics to be covered will be algebraic expressions, exponents and exponential functions, direct and indirect variation, proportions, linear functions, graphing, systems of equations and inequalities, polynomials, factoring, quadratic functions and roots. Best practice teaching techniques will be modeled.

    Prerequisite(s): None.
  

  • MATH 672 - Discrete Mathematics for Middle School Teachers

    3 credits
    Mathematical problem solving is studied in the context of various mathematics topics and their applications in Algebra I and middle school mathematics. These topics may include cryptography, graph theory, linear programming, logic, patterning, set theory, and financial models.

    Prerequisite(s): None.
  

  • MATH 673 - Trigonometry and Algebra for Middle School Teachers

    3 credits.
    Teachers will explore logarithmic functions and introductory trigonometry. Conceptual understanding and procedural fluency will be developed in problem settings based on real data. An emphasis is placed on proportional reasoning and modeling. The course will use graphing calculators along with motion detectors and temperature probes.

    Prerequisite(s): MATH 671 .
  

  • 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 550 - Technology and Block Programming for Elementary and Middle School Teachers

    3 credits
    This course explores the appropriate and strategic use of mathematics-specific and instructional technologies to enhance the teaching and learning of mathematics and programming concepts.  Specific attention will be given to the effective use of interactive geometry software, graphing utilities, spreadsheets, virtual manipulatives, and block programming environments.

    Prerequisite(s): None
  

  • 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 for Elementary and Middle School Mathematics Teachers

    3 credits
    The course will focus on a study of elementary and middle school mathematics curriculum and standards, current studies and trends in mathematics, use of professional resources, and strategies to teach diverse learners in the teaching and learning of mathematics. Problem solving will be used to apply and adapt a variety of strategies in solving problems within the field of mathematics and other contexts.  

    Prerequisite(s): None
  

  • MAED 625 - Assessment in Mathematics

    3 credits
    This course examines the components, processes, and research of effective lesson planning for 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 691 - Professional Portfolio

    0 credits
    This course provides an opportunity for students’ final reflection and completion of a portfolio to document evidence of their mathematical growth and understanding to meet program standards for a master’s degree and/or mathematics specialist endorsement. 

    Prerequisite(s): None
  

  • 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
  

  • -

    Supervisory fee-$25.00 per credit hour.
  

  • 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 515 - Understanding Dyslexia

    3 credits
    This course addresses the national interest in dyslexia within the field of literacy education. The seminar experience will prepare students with the dyslexia awareness training called for by the Virginia code and will give teachers knowledge and tools to be more capable and confident identifying indicators of dyslexia and implementing evidence-based interventions and accommodations for students who struggle with reading and writing.

    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 - Applied Practicum in Early Literacy

    2 credits
    With an emphasis on early readers, diagnostic assessments will be administered and utilized to inform 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 practicum setting to assist a struggling reader. Supervisory fee-$25.00 per credit hour.  2 credits.

    Corequisite(s): READ 661
  

  • READ 661 - Evaluation of Early Literacy

    1 credit
    With an emphasis on early readers, diagnostic assessments will be 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 evaluated for the purposes of discerning elements of high-quality literacy instructional opportunities.  Supervisory fee-$25.00 per credit hour.  

    Prerequisite/Corequisite(s): READ 660
    Corequisite(s): READ 660
  

  • READ 664 - Applied Practicum in Emergent Literacy

    2 credits
    With an emphasis on emergent readers, diagnostic assessments will be administered and utilized to inform literacy instruction.  Comprehensive literacy lessons will be designed and delivered in a practicum setting to assist an emerging reader.  

    Prerequisite/Corequisite(s): READ 620, READ 660, and READ 661
    Corequisite(s): READ 665
  

  • READ 665 - Evaluation of Emergent Literacy

    1 credit
    With an emphasis on emergent readers, diagnostic assessments will be evaluated for their value in improving literacy instruction.  Comprehensive literacy lessons will be evaluated for the purposes of discerning elements of high-quality literacy instructional opportunities. 

    Prerequisite/Corequisite(s): READ 620, READ 660 and READ 661
    Corequisite(s): READ 664
  

  • READ 670 - Applied Practicum in Intermediate/Adolescent Literacy

    2 credits
    With an emphasis on intermediate and adolescent readers, diagnostic assessments will be administered and utilized to inform literacy instruction. Comprehensive literacy lessons will be designed and delivered in a practicum setting to assist a struggling reader. Supervisory fee-$25.00 per credit hour. 

    Prerequisite(s): Complete of READ 620, READ 660, and READ 661, or permission of instructor
    Corequisite(s): READ 671
  

  • READ 671 - Evaluation of Intermediate/Adolescent Literacy

    1 credit
    With an emphasis on intermediate and adolescent readers, diagnostic assessments will be evaluated for their value in improving literacy instruction.  Comprehensive literacy lessons will be evaluated for the purposes of discerning elements of high-quality literacy instructional opportunities. Supervisory fee-$25.00 per credit hour.  

    Prerequisite(s): READ 620, READ 660, and READ 661 or permission of instructor
    Corequisite(s): READ 670
  

  • 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

    2 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
    Corequisite(s): SLIB 521
  

  • SLIB 521 - Library Resources for Children Workshop

    1 credit
    Workshop to provide class time related to the 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
    Corequisite(s): SLIB 520
  

  • SLIB 530 - Library Resources for Young Adults

    2 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 531 - Library Resources for Young Adults Workshop

    1 credit
    Workshop to provide class time related to the 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
    Corequisite(s): SLIB 530
  

  • 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 and Assessment in School Libraries

    2 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): SLIB 500  or permission of instructor
    Corequisite(s): SLIB 621
  

  • SLIB 621 - Instructional Design and Assessment in School Libraries Workshop

    1 credit
    Workshop to provide an overview and hands-on learning related to the design and implementation of effective instruction, 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
    Corequisite(s): SLIB 620
  

  • 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

    2 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
    Corequisite(s): SLIB 671
  

  • SLIB 671 - Administration of School Libraries Workshop

    1 credit
    Workshop to provide class time related to the 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.  
    Corequisite(s): SLIB 670
  

  • 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. Five credits are required. Continuous enrollment required until completion. Maximum of 5 credits counted toward total required credit hours. 

    Supervisory fee - $60.00 per credit hour.  Supervisory fee - $300.00.

    Prerequisite(s): EDUC 245, EDUC 521 , or COUN 507  ; and EDUC 487 or EDUC 550 ; and EDUC 506  or undergraduate equivalent; and EDUC 430 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 507 - Graduate Residency I

    1 credit
    Students will be supervised in a classroom clinical experience during this graduate residency semester. For those who are already teaching, the clinical experience   may be a mentorship of their current teaching position. Students will need to pass the Virginia Communication and Literacy Assessment (VCLA) and apply to the Office of Professional Services. Supervisory fee - $100 per credit hour.

    Prerequisite(s): None
    Corequisite(s): SPED 581  
  

  • SPED 508 - Graduate Residency I

    1 credit
    Students will be supervised in a classroom clinical experience during this graduate residency semester. For those who are already teaching, the clinical experience   may be a mentorship of their current teaching position. Students will need to pass the Virginia Communication and Literacy Assessment (VCLA) and apply to the Office of Professional Services.  Supervisory fee - $100 per credit hour.

    Prerequisite(s): None
    Corequisite(s): SPED 565  
  

  • SPED 509 - Graduate Residency I

    1 credit
    Students will be supervised in a classroom clinical experience during this graduate residency semester. For those who are already teaching, the clinical experience   may be a mentorship of their current teaching position. Students will need to pass the Virginia Communication and Literacy Assessment (VCLA) and apply to the Office of Professional Services. Supervisory fee - $100 per credit hour.

    Prerequisite(s): None
    Corequisite(s): SPED 545  
  

  • 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
    Corequisite(s): EDUC 608  
  

  • 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 Reading in the Content Area Instruction

    3 credits
    Evidence-based reading in the content areas is a course that explores how students comprehend and learn through text and strategies that teachers can use to facilitate this learning.  Students will explore a variety of evidence-based practices to teach in the content areas, including activating prior knowledge, teaching vocabulary, and building reading comprehension skills. Theoretical and foundational considerations will help frame the exploration, modeling, and practice of a range of strategies.

    Prerequisite(s): None
    Corequisite(s): EDUC 607  
  

  • 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.
  

  • 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 554 - Adaptations for Exceptional Learners in Mathematics

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

    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
    Corequisite(s): SPED 508  
  

  • 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 576 - Evidence-Based Practices in Curriculum Delivery

    3 credits
    This course examines how effective educators deliver evidence-based instruction.  The techniques stressed in this class are formulated by aligning classroom teaching practices with empirical research on teaching and learning. The pedagogy content will address critical components of classroom culture, teachers’ academic and behavior expectations, teachers’ ability to informally assess student learning, and group cohesiveness.

    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 581 - Collaboration and Transition Planning

    3 credits
    This course is designed to explore techniques for including exceptional learners in the general education classroom. Emphasis is placed on collaborative consultation with appropriate persons in the school, home, and community. This course will also include an in-depth study of preparatory skills for vocational opportunities for exceptional learners in the general curriculum. An overview of social, leisure, and recreational opportunities and assistive technology for exceptional learners in the general curriculum.

    Prerequisite(s): None
    Corequisite(s): SPED 507  
  

  • SPED 589 - 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 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 .
 

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