2015–16 Catalog courses

The courses listed here are those published in Calvin College’s current academic catalog. Not all courses are offered in the current year.

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Intro to Education

This course serves as an introduction to the discipline of education and the teaching profession. As such, it provides the initial framework for subsequent education courses, introducing students to pedagogy and its empirical basis, to issues of curriculum and standards, and to the organization of schools in the United States and beyond. The course affords students the opportunity to relate theory to practice as a companion field experience is a required component of the course. This course must be satisfactorily completed as a condition of program admission.

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The Learner - Develop & Diversity

This course will help students develop insight into the development of the mind, identity, and perspective of all learners, including multiple domains of diversity and many alternate ways of being, doing, and seeing, including what is typically labeled as ?exceptionality.? Students will explore and analyze psychological, physical, social, culture and moral/spiritual facets of development as well as their interplay with the social environment of the learner and their impacts in the classroom. Through lectures, readings, class assignments, a service learning experience, and a case study, the class will examine psychological, educational, biological, and socio-cultural theory through the lens of a reformed Christian perspective. There is a fifteen hour outside of class field placement required as part of this course. This course must be satisfactorily completed as a condition of program admission. Prerequisite: completion of Education 102.

  • Course code: EDUC-202
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: educ-102
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Music & Art in Elementary Classroom

This is a required course for the elementary teacher candidate. It covers seven weeks of music education methods and seven weeks of visual arts methods. Integration of music and art with other subject areas will be stressed. Prerequisite: Education 102 or concurrent enrollment in Education 102.

  • Course code: EDUC-210
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: EDUC-102. (Contact Education department chairperson for permission to register concurrently with EDUC-102.)
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The Young Child in Edu Setting

A review and critique of the basic theories of child development. Observation and intensive analysis of the development of a particular child in a preschool setting as related to the major theories and to the appropriate facilitation of development.

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Dev Appropriate Practice W/Young Chldrn

Work with young children requires specialized knowledge of the field of early childhood education. Education 238 will equip students with knowledge and skills for developmentally appropriate practice for young children. This course includes anti-bias perspectives, pedagogical strategies including the importance of play in learning, classroom management, the use of technology with young children and reflection on practice. A one hr. practicum during the P-12 school day will be included.

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Curr & Instr for Diverse Lrnrs

This course will help students develop an increased understanding of the complex issues surrounding learning theory and its impact on instruction in diverse educational contexts. Students will explore how an understanding of the learner, the curriculum, and the context shape instructional practice. They will learn how to engage in a pedagogical cycle that includes planning, simple mentation, evaluation, and reflection with a focus on meeting the needs of all learners. Students will also explore ways in which new teachers can develop and maintain a transformative vision. All of these areas will be examined through the lens of a reformed Christian perspective. An extensive practicum will assist students in linking theory and practice in a classroom setting. Prerequisites: Education 102, 202, admission to the teacher education program. (See the Teacher Education Guidebook for admission requirements.) Must be taken concurrently with Education 303.

  • Course code: EDUC-302
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: educ-202
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Curriculum & Instruction Practicum

Must be taken concurrently with Education 302. See description above.

  • Course code: EDUC-303
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: educ-202
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Tchg Soc Studies in Elem Schl

A study of perspectives, content, methods, and materials in teaching the social studies in the elementary school. Students will analyze perspectives and determine major goals and themes for teaching the social studies. They will study and analyze the contributions of the various disciplines to the social studies curriculum. Students will examine materials and learn and practice methods for teaching the social studies. Biblical principles, which offer direction for human interactions in society, will be considered. Prerequisites: Education 302/303 or permission of the instructor.

  • Course code: EDUC-305
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: EDUC-302 EDUC-303
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Introduction to Cognitive Impairment

A comprehensive study of the characteristics of persons who have an intellectual disability. Historical and contemporary perspectives on mental retardation will be explored, as will common causes, definitional issues, and interventions. While special attention is given to the needs of persons with retardation as learners, the course examines the entire lifespan and functioning in a variety of settings besides the school, such as the church, workplace, and neighborhood. A Christian view of persons, community, and discipleship, along with the concept of normalization/social role valorization, are integrating elements in the course. Prerequisite: Education 202 or permission of the instructor.

  • Course code: EDUC-306
  • Semester: Fall
  • Department: Teacher Education
  • Pre-requisites: EDUC-202
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Reading/Literacy in the Content Area

This course examines the nature and function of literacy in the secondary curriculum. Specifically this course will examine the reading and writing practices that support the ways of knowing and doing characteristic of secondary school subject areas. The course will include: analysis of the factors which affect comprehension and composition of content area materials, examining pedagogical strategies that support diagnosis as well as instruction in the literacy skills common to all content areas, strategies for supporting full participation and inclusion of students who display the wide range of ability found in the average secondary classroom, exploring the relationship between discipline based inquiry, literacy development, and educational goals and practices. There is a field placement component as part of this class that is outside the normal class meeting time, during the local secondary school days. Prerequisites: Education 302/303 or permission of the department chair.

  • Course code: EDUC-307
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: EDUC-302 EDUC-303
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Read/Lit in Content Area Lab

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Teach Religion to Children & Adolescents

A study of perspectives, content, methods, and materials in teaching religion to children and adolescents. This includes pedagogy appropriate for public and non-public schools and other settings and evaluation of methods and materials. Prerequisites: Education 302/303, permission of the instructor or declaration of ministry leadership minor.

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Assessment in Cognitive Impairment

A study of the foundational concepts and basic terminology needed to assess students with intellectual disability. Skill will be developed in selecting, administering, and interpreting both formal and in-formal, norm-referenced as well as criterion referenced and curriculum-based assessment instruments, for the purpose of developing individualized educational plans. Corequisite: Education 347.

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Teaching Exceptional Students

This course provides in-depth study of the characteristics of students who are labeled in school as having a disability and who may require a variety of learning supports. It includes study of laws and court decisions, the history of special education, alternative educational arrangements, individualized planning, current issues, and new pedagogical directions in serving exceptional learners in public and private schools. Throughout, a Christian view of persons will be developed that counteracts deficit thinking, recognizes the value and gifts of those who may have been given labels, sees human difference as asset, and fosters interdependence. Twelve hours will be spent outside of class during the K-12 school day in observation and critique of school programs that support learners with disabilities.

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Teaching Reading: Elementary

A study of reading theory and reading research, the nature of early reading acquisition, and instructional strategies in language arts for K-8. The teacher candidates are involved in extensive tutoring and interactions in the school that help them understand how children?s cultural and cognitive development influence their learning and how reading and writing are foundational to all learning. May be taken concurrently with Education 302-303.

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Reading/Lang Arts in Elem Sch

This course will present reading as a language art and demonstrate the relationship of language arts to the various subjects in the elementary school. Students will learn strategies and techniques for assessing and differentiating instruction to meet the wide range of reading and writing levels found in elementary classrooms. Prerequisite: Education 322 or permission of the instructor.

  • Course code: EDUC-326
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: take educ-322
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Curriculum & Instruction: Cog Imprmt

A study of the various curricula, instructional materials, and teaching methods appropriate for learners who have mental impairments. Research-based general principles of instruction are reviewed as well as specific methods for teaching domestic, vocational, community living, recreation/leisure, and functional academic skills. Strategies are learned for generating curriculum, evaluating published curricula, and for developing individualized education programs. Includes a practicum of two half-days per week in local school programs serving students with cognitive impairment. Prerequisites: Education 202, 302/303, and 306 or permission of the instructor.

  • Course code: EDUC-330
  • Semester: Fall
  • Department: Teacher Education
  • Pre-requisites: EDUC-202 EDUC-302 EDUC-303
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Curriculum & Instruction: C I Lab

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Assessment of the Young Child

This course prepares the early childhood professional to recognize and thoughtfully create and administer developmentally appropriate assessment strategies. Informal and formal assessment strategies including standardized assessments will be regarded. Students will observe and participate in developmentally appropriate assessment in early childhood classrooms. Other topics include assessment recording and reporting, referrals to community agencies using assessment data for curricular planning, and advocacy for practice that does not harm children. Prerequisites: Education 302/303 or permission of the instructor.

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Curriculum Theory & Development: ECE

An evaluation of the major approaches to development of a curriculum for early childhood education (up to age eight), the underlying assumptions of each approach, and the appropriateness of each approach for children. Included is a model for curriculum development and opportunity to implement the model for early education. Prerequisites: Education 302/303 or permission of the instructor.

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The Early Childhood Professional

This course examines the knowledge and skills required to become an educator who identifies as a Christian early childhood professional, who can administer programs, who understands and works with children and families from diverse backgrounds, who can recognize and report child abuse and neglect, who is a strong advocate for children and families and who is a reflective practitioner committed to life-long learning. Prerequisites: Education 302/303 or permission of the instructor.

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Early Child Ed Field Experience Preschool

A field experience in a preschool setting that meets state requirements for the endorsement. Provides for analysis of teaching methods, materials, and classroom organization as they relate to the early childhood setting. Prerequisites: Education 236, 337, 339, and Sociology 304.

  • Course code: EDUC-343
  • Semester: interim
  • Department: Teacher Education
  • Pre-requisites: Take EDUC-236 EDUC-337 EDUC-339(1753) SOC-304.
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Early Child Ed Field Exp - Kindergarten

A field experience in a kindergarten setting that

  • Course code: EDUC-344
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: EDUC-236 EDUC-337 EDUC-339 SOC-304
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Directed Teaching: Elementary

Students participate in a full-time supervised student teaching experience. Prerequisites: GPA of 2.5, passing scores on the reading, mathematics, and writing competency tests, completion of education courses, and appropriate recommendations from the education and major/minor departments. See the Teacher Education Program Guidebook for additional requirements. Includes a weekly seminar.

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Directed Teaching: Secondary

Students participate in a full-time supervised student teaching experience in their major. Secondary history and physical education students student teach during the fall or spring semester. Secondary mathematics and science students (all of the sciences) student teach only during the fall semester. All other secondary students student teach during the spring semester. Prerequisites: GPA of 2.5, passing scores on the reading, mathematics, and writing competency tests, completion of education courses, appropriate recommendations from the education and major/minor departments, and concurrent enrollment in a departmental 359 Seminar. See the Teacher Education Program Guidebook for additional requirements.

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Dir Teaching: Cognitive Impairement

Full-time, supervised student teaching in a school program serving students with mild or moderate levels of cognitive impairment. A minimum of ten weeks, including at least 360 clock hours of observation and participation, is required. Includes a biweekly seminar, which engages students in critical reflection on their experience in applying theory to practice in the student teaching context. Prerequisites: Good standing in the teacher education program, passing scores on the reading, mathematics, and writing competency tests, completion of all required education courses, and appropriate recommendations. See the Teacher Education Program Guidebook for additional requirements.

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Independent Study

Prerequisite: permission of the department chair.

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Seminar:intellectual Fndtns of Education

In this course students examine education in its context as a life practice. It involves inquiry into and critique of the philosophical assumptions, historical developments, and social settings that shape the beliefs and practices informing schools as social institutions and education as cultural practice. Throughout the course, students are completing their own faith-based philosophy of education. Prerequisites: junior or senior standing, Education 302/303, Biblical Foundations I or Theological Foundations I, Developing a Christian Mind, and Philosophical Foundations.

  • Course code: EDUC-398
  • Semester: Fall, Spring
  • Department: Teacher Education
  • Pre-requisites: EDUC-302 EDUC-303
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Intro to Graduate Studies

Graduate study requires a set of advanced academic skills. As such it is necessary to provide these basic skills to enable new graduate students to be successful. In this course students will be provided with the training in the basic tools of finding resources, reading and critiquing empirical literature, and academic writing. In addition students will be introduced to the nature and various approaches of educational research.

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Advanced Foundations in Education

This course will center on fundamental questions at the intersection of education, justice, and human flourishing. We will examine key issues surrounding the nature of a good society, the ways in which the global community affects education, and how schooling gets structured by politics and economics. This course will use the faith-based frames of justice and hope in connection with shalom and the kingdom of God to investigate formal education in light of its political, economic, social, and religious contexts. Students will investigate foundational questions around teaching, learning, curriculum, and language as well as structural issues of social class, gender, ability, and race. The aim is for students to articulate their own idea of the purpose of school framed in their own faith-based perspective. The course will leave space for students to explore specific interests and issues.

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Consulting, Collaborating, and Coaching

The course offers an advanced study of

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Cognition, Learning & Literacy Devel

This course examines underlying concepts

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Intro Educational Research

Building on Education 500 Introduction to Graduate Studies in Education, this course engages students further in understanding and examining the theories, methods, and paradigmatic frames of educational research through a biblical lens. In addition, the course prepares students to use data appropriately to support educational and organizational decision-making. Students will learn how to read and critique qualitative and quantitative educational research and will learn how to use research and assessment data to make decisions related to the work of P-12 schools. Pre-requisite: EDUC 500 Introduction to Graduate Studies.

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Leading Educ Communities

(On campus. Because communication is at the heart of teaching, learning and leading, the Graduate Studies Program prepares professional educators to understand and analyze discourse as it shapes educational activity. Teaching and learning communications are shaped and made meaningful by culture, language, mode and circumstance; as well as ideology and power. Abilities to analyze communication as discursive, prepares participants to examine educational activity settings, assess them for equitable participation and design them for more effective and just educational practice.

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Theories of Instruction

This course examines the theoretical foundations

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Curriculum Theory & Devel

A study of curriculum theories and model

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Reshaping Curriculum, Teaching, and Learning

On campus, and hybrid. The dynamic relationship between curriculum as content and as process, between what is to be learned and the instructional practices used to organize and mediate it for students, is at the heart of educational practice. This course focuses on the theory and practice of curriculum and pedagogy, examined in terms of both the perspectives that shape them and the ways in which they serve or fail to serve all learners. Issues addressed include the concept, purpose and social context of curriculum; the historical perspectives that influence current and future directions; the relationship between curriculum and instruction; and the connection between perspectival commitments, curriculum and instruction. The course will also address issues and practices related to assessment and instructional technology. Readings, discussions, interaction with practitioners, investigation and application will form important activities in the developent of an understanding of and personal perspective on curriculum and instruction. *This course also fulfills either the Educ 520 or Educ 521 requirement for currently enrolled candidates.

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Intro to Education Leadership

A study of leadership theory and practice relating to building school communities that promote learning for all students. This introductory course in school leadership will focus on: organizational and leadership theory, establishing a school mission, collaborative problem-solving and community building, decision making skills and procedures, and personal leadership qualities. Special emphasis will be given to exploring biblical principles which guide Christian leaders in school settings.

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Professional Development and Supervision

A study of the theory and practice related to the professional development of teachers and administrators at both the elementary and secondary levels. This course focuses on ways in which school leaders can structure professional development opportunities that promote student learning and school improvement. The course includes a study of adult learning theory, collaborative learning models, mentoring and coaching, formal and informal teacher assessment, and recruitment, induction, and retention of new teachers. Special emphasis will be given to biblical principles which help shape professional communities in schools.

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School Business Management

In this course students will study principles and methods of planning and fiscal management that are based on a biblical model of stewardship. Topics include the process of funding (fund raising, tuition and fees), budgeting (including risk management), and organization. Prerequisites: Education 530 or permission of instructor.

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School Law, Ethics and Policy

An examination of the legal and ethical

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Lang Art in Elem & Middle Sch Cirr

This course examines literacy development in

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Early & Emergent Literacy

The focus of this graduate of education course in

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Diag & Remed of Literacy Difficulties

This course meets the state literacy course requirements for professional certification. It is required as part of the Calvin graduate reading specialist endorsement and can be used as an elective in any of the other Calvin MEd programs. In this course, we consider the developmental, socio-cultural and cognitive aspects of literacy teaching with students of all ages. We review literacy practices including fiction, information and discipline specific texts, special interest reading, and work place literacy. The course presents and critiques current positions from which literacy instruction is designed and delivered. It develops participants? pedagogy as they learn to assess a reader?s abilities and develop instructional responses. Participants enhance their own critical literacy abilities as readers and writers of text. Course participants undertake a case study to complement the course readings, discussion and other learning. Course objectives are met through a deep engagement with a student who has been identified as an ?at risk? reader based on classroom performance, ELL status or special education. This authentic engagement, facilitated by professional observations, assessments, and a responsive intervention, fully complements and activates course objectives.

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Adolescent/Adult Literacy

This course examines the literate identities of

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Foundations of Learning Disabilities

This course is designed to provide a foundation

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Assessment for Understanding: Ld

This course focuses on the knowledge and skills necessary to conduct comprehensive educational evaluations of the atypical learner and to use diagnostic data to construct instructional recommendations for students identified with learning disabilities. Students will gain experience administering, scoring, and interpreting a variety of formal diagnostic assessments as well as reading and writing educational reports. Supervised clinical experiences will provide opportunity to demonstrate understanding of and skill in assessment. Informal, non-standardized assessments and adaptations in standardized group assessments will also be explored. Prerequisites: Education 202, 606 and 550 or permission of the instructor.

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LD Instruction I: Programs & Strategies

In this course, students probe decision-making

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LD Intruction II: Trends & Issues

Through readings, discussion, activities,

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Pathways to Inclusion

Online, on campus, and hybrid. Schools and classrooms today reflect an amazing diversity of learners. In any learning community, educators must be prepared to create a learning community that meets the needs of students with a variety of differences in ability, gender, sexuality, race/ethnicity, language, socioeconomic status, and more. Yet the reality of developing just and inclusive educational communities is challenging. Through this course, participants are invited to embark on pathways to inclusion by examining the needs of learners with differences in school con-texts. Participants will re-examine commonly held beliefs and practices about identity and difference with the goal of developing inclusive learning communities. Readings and discussions will create opportunities that allow participants to consider how cognitive, socio-cultural, and critical perspectives are tools for thinking about shifting understandings of learners? differences. Learning excursions and projects will become spaces for integrating and applying new understandings about ourselves and others within teaching/learning practice. The course will specifically focus on linguistic differences, language development, and literacy as they support or impede the inclusion of all learners in educational contexts.

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LD Seminar

This seminar accompanies the LD practicum experience bridging theory and developing reflective practice. Students will work as a community of practice to explore decision-making complexity in the design, implementation, reflection, and refining of instructional practice with students identified as ?at risk? or with LD. Course components such as book club discussions, role-play, video analysis coupled with an action research inquiry structure support an emphasis on teaching communication, literacy, and thinking skills. Discussions and journaling will also address contextual and schooling issues encountered by a special education professional. Prerequisites: Education 202/606, 550, 552, 553, and 551.

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Practicum Field Placement:LD

A teaching certificate endorsement in learning disabilities (LD) from the State of Michigan requires completion of a directed teaching experience with students identified with learning disabilities at either the elementary or secondary level. Practicum teachers who have not had prior supervised teaching experience in special education are required to complete a ten-week full-time supervised teaching experience working with a mentor teaching endorsed in LD. Those who are seeking a second endorsement in special education must complete a practicum with a minimum of 180 hours in an appropriate setting. Students not seeking endorsement will complete a field experience in a context most appropriate to their needs and professional goals. The practicum is taken concurrently with a seminar course, Education 557. The application for the practicum experience can be found on Calvin?s graduate education website and must be completed by March 31 of preceding year.

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Independent Study

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Educ Research & Evaluation

This course engages graduate students in

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Curr & Instruct Integrative Sem

The seminar integrates components of the MEd.

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Seminar: Educational Leadership

The graduate seminar and internship is designed

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Literacy Integrative Seminar

This seminar integrates components of the MEd

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LD Integrative Seminar

This seminar integrates MEd Program components in

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Graduate Seminar

The purpose of this course is to provide students with the opportunity to deepen their understanding of their chosen area of study and to specialize their focus through an extended program of reading guided by an instructor. Students will negotiate with their instructor a program of 2000 pages of reading (or equivalent) in their chosen area and evidence engagement with this literature through written and oral reports.

  • Course code: EDUC-596
  • Semester: fall, spring, summer semester
  • Department: Teacher Education
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Research Apprenticeship

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Education Graduate Workshop

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Education Graduate Workshop

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Education Graduate Workshop

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Education Graduate Workshop

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Education Graduate Workshop

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Educational Graduate Workshop

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Educators Ldshp Dev Institute

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Schools Attuned Workshop

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Graduate Workshop

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Graduate Workshop

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Graduate Workshop

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Graduate Workshop

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Education Graduate Workshop

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New Dimensions for Chr High Schools

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Mind, Brain and Education

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Content Area Instruction LD

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Sensory Processing: Understanding Senses

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Graduate Workshop

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Adolescent Learner in the Ref Chr School

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Education Graduate Workshop

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Inquiry Based Sci: Concepts & Practices

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Graduate Workshop

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Education Graduate Workshop

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Graduate Workshop

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Education Graduate Workshop

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Education Graduate Workshop

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Sarcred Space Pedagogy

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Christian Distinctives

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Van Lunen Fellows Executive Management

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CODE NAME CREDITS
EDUC-102 Intro to Education 1
EDUC-202 The Learner - Develop & Diversity 3
EDUC-210 Music & Art in Elementary Classroom 3
EDUC-236 The Young Child in Edu Setting 3
EDUC-238 Dev Appropriate Practice W/Young Chldrn 3
EDUC-302 Curr & Instr for Diverse Lrnrs 4
EDUC-303 Curriculum & Instruction Practicum 3
EDUC-305 Tchg Soc Studies in Elem Schl 2
EDUC-306 Introduction to Cognitive Impairment 3
EDUC-307 Reading/Literacy in the Content Area 3
EDUC-307L Read/Lit in Content Area Lab 0
EDUC-309 Teach Religion to Children & Adolescents 2
EDUC-310 Assessment in Cognitive Impairment 3
EDUC-312 Teaching Exceptional Students 3
EDUC-322 Teaching Reading: Elementary 3
EDUC-326 Reading/Lang Arts in Elem Sch 3
EDUC-330 Curriculum & Instruction: Cog Imprmt 4
EDUC-330L Curriculum & Instruction: C I Lab 0
EDUC-335 Assessment of the Young Child 3
EDUC-337 Curriculum Theory & Development: ECE 3
EDUC-339 The Early Childhood Professional 3
EDUC-343 Early Child Ed Field Experience Preschool 4
EDUC-344 Early Child Ed Field Exp - Kindergarten 3
EDUC-345 Directed Teaching: Elementary 12
EDUC-346 Directed Teaching: Secondary 12
EDUC-347 Dir Teaching: Cognitive Impairement 12
EDUC-390 Independent Study 1
EDUC-398 Seminar:intellectual Fndtns of Education 3
EDUC-500 Intro to Graduate Studies 1
EDUC-510 Advanced Foundations in Education 3
EDUC-511 Consulting, Collaborating, and Coaching 3
EDUC-513 Cognition, Learning & Literacy Devel 3
EDUC-514 Intro Educational Research 3
EDUC-516 Leading Educ Communities 3
EDUC-520 Theories of Instruction 3
EDUC-521 Curriculum Theory & Devel 3
EDUC-522 Reshaping Curriculum, Teaching, and Learning 3
EDUC-530 Intro to Education Leadership 3
EDUC-531 Professional Development and Supervision 3
EDUC-532 School Business Management 3
EDUC-533 School Law, Ethics and Policy 3
EDUC-540 Lang Art in Elem & Middle Sch Cirr 3
EDUC-541 Early & Emergent Literacy 3
EDUC-542 Diag & Remed of Literacy Difficulties 3
EDUC-543 Adolescent/Adult Literacy 3
EDUC-550 Foundations of Learning Disabilities 3
EDUC-551 Assessment for Understanding: Ld 4
EDUC-552 LD Instruction I: Programs & Strategies 3
EDUC-553 LD Intruction II: Trends & Issues 3
EDUC-554 Pathways to Inclusion 3
EDUC-557 LD Seminar 3
EDUC-558 Practicum Field Placement:LD 2
EDUC-590 Independent Study 1
EDUC-591 Educ Research & Evaluation 3
EDUC-592 Curr & Instruct Integrative Sem 3
EDUC-593 Seminar: Educational Leadership 3
EDUC-594 Literacy Integrative Seminar 3
EDUC-595 LD Integrative Seminar 3
EDUC-596 Graduate Seminar 3
EDUC-599 Research Apprenticeship 3
EDUC-601 Education Graduate Workshop 3
EDUC-602 Education Graduate Workshop
EDUC-604 Education Graduate Workshop
EDUC-605 Education Graduate Workshop 2
EDUC-606 Education Graduate Workshop 3
EDUC-610 Educational Graduate Workshop 1
EDUC-611 Educators Ldshp Dev Institute 2
EDUC-613 2
EDUC-614 Graduate Workshop 2
EDUC-615 Graduate Workshop 2
EDUC-616 Graduate Workshop 2
EDUC-617 Graduate Workshop 2
EDUC-618 Graduate Workshop 2
EDUC-619 Graduate Workshop 2
EDUC-620 Education Graduate Workshop 2
EDUC-621 New Dimensions for Chr High Schools 2
EDUC-622 Mind, Brain and Education
EDUC-623 Content Area Instruction LD
EDUC-624 Sensory Processing: Understanding Senses 2
EDUC-625 Graduate Workshop 2
EDUC-626 Adolescent Learner in the Ref Chr School
EDUC-629 Education Graduate Workshop 2
EDUC-630 Inquiry Based Sci: Concepts & Practices 2
EDUC-634 Graduate Workshop 2
EDUC-638 Education Graduate Workshop
EDUC-640 Graduate Workshop
EDUC-641 Education Graduate Workshop
EDUC-643 Education Graduate Workshop
EDUC-647 Sarcred Space Pedagogy 2
EDUC-652 Christian Distinctives 2
EDUC-661 Van Lunen Fellows Executive Management 1