Education

This workshop is mandatory for obtaining New York State teaching certification. It outlines teachers' responsibilities in recognizing and reporting child abuse. The course is graded on a pass/fail basis, with an "S" for satisfactory completion or a "U" for unsatisfactory. Candidates complete the workshop online through the Office of Child and Family Services' website.

A workshop addressing violence prevention, bullying intervention, and the creation of safe schools is required for the New York State teacher certification. It provides guidance in accordance with the Safe Schools Against Violence in Education Act (SAVE) and Dignity for All Students (DASA) legislation. The course will address warning signs, statutes, regulations, and policies, effective classroom management techniques, and how to participate in an effective school/community referral process. The course is graded on a pass/fail basis, with an "S" for satisfactory completion or a "U" for unsatisfactory.

This workshop focuses on safety education, covering topics such as alcohol and substance abuse prevention, fire and arson prevention, as mandated by Education Law section 808. It also emphasizes the importance of personal health and safety, nutrition, and the effects of dangerous or abusive environments on students' ability to learn. This workshop fulfills a requirement for New York State teacher certification and is graded on a pass/fail basis, with an "S" for satisfactory completion or a "U" for unsatisfactory.

The purpose of this course is to introduce students to important foundations of American education. The focus is on the role of schools in American society, and the diversity of learners in schools today. Legal, historical and special education issues impacting the education of learners in American schools are introduced. The structure and governance of schools, issues related to curriculum, and the profession of teaching will also be explored. The course will also introduce the students to theories and theorists, and the importance of planning for instruction including writing lesson goals and objectives through the creation of learning segments. The ultimate goal of this course is to help students begin to develop critical and multiple perspectives about education in a democratic society, and the importance of meeting the needs of all learners in this setting.

This course focuses on the developmental, learning, behavioral, and social characteristics and needs of infants, preschoolers, and young children with disabilities. Course content includes focus upon the historical perspective of special education, the concepts of early intervention, family-centered intervention practices, inter-agency collaboration and appropriate strategies for the management and instruction of exceptional students in early childhood environments.

In support of the education of all students, this course reviews the philosophical, historical, theoretical and legal foundations of special education and the education of other categories of students who are considered at-risk. From this broad perspective, students examine the needs and treatment of students with disabilities as well as other groups including but not limited to migrant, homeless, and incarcerated youth; minorities; gay, lesbian, bi- and trans gendered students; first Americans, students with mental health challenges, and students living in poverty. The course also reviews state and federal legislation that impacts educational practice for these students, including the Individuals with Disabilities Education Act, and Elementary and Secondary Education Act, (NCLB), and court cases defining ELL education; related district and school decisions are examined as well. An overarching goal is to define what it means to be a special educator or an educator of students who are at risk for other reasons. Issues of social justice and how educators provide a free appropriate public education in the least restrictive environment are explored.

This course focuses on the developmental, learning, behavioral, and social characteristics and needs of students at the childhood and adolescent level in grades 1-12 across the spectrum of disabilities. Etiological factors of disability, effective intervention strategies, and an understanding of societal perceptions related to determinations of disability are emphasized. The course includes discussion on the importance of school, family, and community collaboration in educating and including individuals with disabilities. Fifteen hours of field experience in local agencies serving individuals with disabilities rounds out the learning in this course.

This course is a general introduction to the unique world of early childhood education and developmentally appropriate practice. Specifically, this course is an orientation to the issues, challenges, opportunities and curriculum of early childhood education from Birth to 36 months. This course examines the principles and theory behind the planning of developmentally appropriate, effective, safe, and healthy environments for infants and toddlers, with an emphasis on play-based curriculum aligned with the New York State Early Learning Guidelines. The impact of culture, language, abilities and early intervention will be addressed. Partnering with families to provide nurturance, learning experiences, and advocacy will be examined. The roles of the early childhood educator will be analyzed. A 5-hour field experience is included in this course.

This course focuses on language and literacy in early childhood, birth through second grade. The emphasis is on supporting learning across this span of development in different naturalistic and instructional settings. To that end, learning theories, development, and appropriate instructional strategies for the acquisition of communicative skills, emergent literacy, and beginning reading and writing are emphasized. The New York State Early Learning Guidelines and New York State Standards for English Language Arts provide the framework for instruction within a balanced, thematic approach. The course also includes a 5-hour field experience in an early childhood setting.

An off-campus experience in a public or private school as an exploration of teaching as an appropriate career choice. It should provide an exposure to the demands of the teaching profession and the nature of school-aged children. This Field Period does not fulfill either of the two required education Field Periods.

An introductory study of a specific topic in Education. Intended for freshmen and sophomores, or for students with little or no background in the subject. The student may repeat the course, but not the same topic.

In this course designed for Childhood and Adolescent majors, participants will experience, learn about, and create a variety of assessments, including formative and summative. Students will design an array of assessments aligned with NYS standards. Topics will include benchmark assessments for response to intervention and diagnostics for students with IEPs. In addition, students will evaluate a norm-referenced, standardized tests.

This course introduces the historical, social, and philosophical foundations of American educational system. Students will learn about European and other Western philosophies and theories of education affecting the structure of American educational thought. Continued development of the personal philosophy of education is included.

This course emphasizes the role of the special education teacher as decision-maker; one who manages the instructional/learning environment to achieve optimal outcomes for all students. Included in this course are the preparation of IEPs & IFSPs, co-teaching strategies for inclusive settings, communications with students, parents, peers and colleagues, test and instructional modifications, and the use of assistive technology. A distinct feature of this course is an examination of the relationship between the regular and special educators and the need for collaboration to ensure positive learning outcomes for all students B-2.

This course is an investigation into how to teach content in the inclusive elementary classroom, with an emphasis on using the New York State Standards as the framework for instructional planning and assessment. Students will apply a constructivist model of teaching with learner-centered techniques that integrate the content areas, using hands-on learning, manipulatives, inquiry-based and meaningful learning activities at the appropriate developmental level of students. As a result of this course, students will be able to write learning segments and experiences and make appropriate modifications for a diverse group of learners. Students will be able to develop learning opportunities that incorporate brain-based theory, multiple intelligences theory, and the specific learning styles of students. A variety of teaching strategies will be explored, including the following: use of centers, inquiry and problem-based approaches, direct instruction, the use of technology, and cooperative learning. Ten hours of field experience in elementary classrooms, to identify "theory in practice," round out the learning in this course.

This course provides an introduction to the methods and materials for instruction in reading, writing, and the language arts in the inclusive elementary classroom. The emphasis will be on the New York State Standards for Language Arts with integration of those materials into thematic units and literature-based unit planning. The integration of skills instruction into an authentic balanced language program is fundamental to this course. Course readings and activities will guide students as they develop an understanding and repertoire of instructional techniques for working with children of diverse learning styles and developmental levels.

The roots of this course are in sociolinguistics and the application of linguistics. Students learn about language as social experience - as a situated, fluid communicative phenomenon. Following an introduction to the defining nature and structural components of language, the course briefly investigates language development before focusing on how language is used in different contexts, ranging from more formal settings such as classrooms and places of work to less formal, more personal social settings. Students examine the demands and expectations of successful language use in these various contexts based on such concepts as academic language and language registers. Language variety and identity are explored as well related to regional dialect, ethnicity, race, and gender. This course also touches on trends in language use associated with globalization, such as the spread of English, multilingualism, code switching, and translanguaging and the impact of these on education. The overarching goal of this course is for students to learn how individuals effectively make meaning with one another across a variety of situations and contexts.

This course provides a continued investigation of learning and instruction in language and literacy (reading, writing, listening and speaking) for the early childhood educator. Using the New York State Early Learning Guidelines and the Common Core English Language Arts standards, the course emphasizes how to provide individualized instruction in literacy for English Language Learners, students who are gifted, those with disabilities, and others who may need this type of instruction to achieve. Instruction is provided in how to use literacy assessments to determine appropriate goals for these students and in how to determine and implement corresponding instructional strategies. Culturally relevant pedagogy and other strategies that take students' background into account as part of learning are discussed as well. Interaction with consultant teachers, other specialists, and parents will be addressed.

This course continues the investigation of methods and materials for teaching and assessing literacy/ELA skills of elementary-aged children. Aligned with the NYS Standards for Language Arts, it focuses on tailoring instruction to meet the diverse needs of students, including those who are advanced learners and those who face challenges in developing literacy skills. Students will explore key theories and research on first and second language acquisition, equipping them to address legal, linguistic, and community-related considerations when working with students who are learning English. The course also covers Science of Reading, and strategies for collaborating with consultant teachers, specialists, and parents to support student success.

This course is an investigation into how to teach content in the inclusive adolescent classroom, with an emphasis on using the current NYS content standards and Benchmarks for Social and Emotional Learning as the framework for instructional planning and assessment. This field-based course examines teaching theory and methods appropriate for the adolescent curriculum in Science, Mathematics, English Language Arts and Social Studies. Candidates will become familiar with the New York State Learning Standards and will develop the necessary planning skills and teaching strategies to be effective teachers in the 7-12 classroom. There is a 15-hour content-specific field experience component in this course.

Students examine rationally consistent basis for the design, development, and evaluation of instruction based on cognitive psychology and information-processing theory. This course will prepare prospective instructors to design and develop a course, unit, and module of instruction, and evaluate learner outcomes. Using the nine stages of instructional design procedure and integrating current research and practice in performance systems technology, this course provides applicable skills in any discipline where teaching or training is required. Likewise, this course emphasizes the social and cultural context of learning, learner-centered principles, and the affordances of new technologies, digital learning, and learning environments.

This course will provide candidates with a comprehensive review of current information about low incidence disabilities. This course draws on research findings and clinical experience from a number of related disciplines, including psychiatry, psychology, neurobiology and special education disability studies. This is also designed to help teachers develop, adapt and implement literacy and numeracy curriculum and assessments for students with severe and/or multiple disabilities. In addition, standards based and functional curriculum planning will be explored.

This course will provide candidates with an understanding of challenging behaviors and behavioral interventions and supports for students with disabilities (SWD), specifically students with low incidence disabilities. The course describes and analyzes the Positive Behavior Support (PBS) model utilized in most schools, and candidates will understand their roles and responsibilities as members of a Multi-Tiered System of Support (MTSS). Candidates in the course will also apply Functional Behavioral Assessments (FBA) and develop Behavioral Intervention Plans (BIP) to IEP design as part of the PBS model. Collaboration among stakeholders, team members, parents, paraprofessionals, administrators, and students, is emphasized in the course as a means to cultivate academic success for all.

This course focuses on the application of psychological findings and principles to the field of education. It explores the array of individual learning and behavioral differences found in the diverse student population of today's schools. Students will compare and contrast tenets of the primary theories of learning (behavioral, cognitive, developmental, constructivist and social).

This course is the first in a two-part series aimed at equipping pre-service adolescent teachers with the knowledge and skills to help their future students develop the literacy strategies and skills essential for success in middle and high school content-area classes. The course introduces foundational theories and practical approaches to literacy instruction, including Science of Reading, tailored to meet the needs of students in contemporary classrooms. It examines how literacy practices develop and can be strengthened, as well as the role of critical literacy and new literacies in a globalized world. Throughout the course, preservice teachers will engage in activities focused on reading, writing, listening, and speaking to build their understanding of effective literacy instruction.

The follow-up course to EDU-357 emphasizes assessing literacy skills in adolescent learners and their application to content-area learning. Students will explore key theories and research on language structure and acquisition to support English language learners (ELLs) in developing language proficiency and achieving success in content areas. A significant focus of the course is on assessment, diagnosis, and remediation strategies. Students will apply their understanding of assessment principles by creating and conducting a case study in a clinical setting.

This course is an investigation into how to teach content knowledge, concepts and skills in the early childhood classroom (inclusive and general education), with an emphasis on using the New York State Early Learning Guidelines and Common Core State Standards as the framework for instructional planning, implementation, and assessment. This course focuses on instructional planning for and teaching of young children in an intentional, developmentally appropriate way utilizing a balance of child-initiated and adult-guided learning that integrates content areas, using hands-on learning, manipulatives, and inquiry-based learning activities and centers. Creating a supportive and purposefully planned environment for learning is also included. There is an 8-hour field experience in this course.

This course will look at procedures used to obtain information about an individual's development in academic and non-academic areas, and how to use that information to guide curriculum and planning. Attention will be given to the use of assessment results, from norm-referenced and standardized tests, for placement decisions and planning, and monitoring of IFSP & EIP goals and objectives for students with disabilities. There will be a ten-hour field experience in this course.

This course emphasizes the role of the special education teacher as decision-maker; one who manages the instructional/learning environment so as to achieve optimal outcomes for all students. Included in this course are the preparation of IEPs, Transition Plans, co-teaching strategies, communications with students, parents, peers and colleagues, test and instructional modifications, and the use of assistive technology. A distinct feature of this course is an examination of the need for collaboration between regular and special education professionals and the need to ensure positive learning outcomes for all students across P-12.

This course covers knowledge of how to administer and direct a child care program. Students will study legal requirements, guidelines established by professional organizations, ways to obtain additional professional training, how to network with other professional organizations, referral agencies and funding sources, how to maintain quality early childhood care and education programs and how to follow a professional code of ethics. Students conduct in-depth research of a challenge in the early childhood field. Developing strong, reflective ECE leaders and advocates for young children and their families pervades this course. There is a ten-hour field experience component associated with this course.

This course will provide candidates with the opportunity to understand transition planning from a variety of roles/planner, transition manager/specialist, student advocate and service coordinator. Additionally, the candidate will develop an understanding of person-centered planning, strength-based inventories and applications as they relate to IEPs, transition plans and IPPs.

This course is an intense, deeply concentrated course of study across all the domains needed to become a knowledgeable kindergarten teacher. The course builds upon the candidate's previous knowledge and experiences as they gain knowledge and skills necessary to create an appropriate learning environment in kindergarten. Theoretical underpinnings, as well as planning and assessment techniques unique to teaching kindergarten are examined. Related topics included in this course include: child development, inquiry- based thematic curriculum planning and implementation authentic formative assessment as well as informal screening assessment, appropriate and positive behavior guidance, and an examination of a foundational educational philosophy.

An off-campus classroom experience with exposure to curriculum materials, classroom management, instructional planning, methodology and the professional role of the regular educator. The chronological age of the children should reflect the area of desired certification. This cannot be taken as a freshman Field Period.

An off-campus classroom experience with exposure to children having identified disabilities and exposure to alternative curriculum materials, accommodating strategies, behavior management techniques, special education instructional methodology and the professional role of the special educator. The supervisor must be a special educator. The chronological age of the children should reflect the age of desired certification. This cannot be taken as a freshman Field Period.

An off-campus classroom field experience with exposure to children having identified disabilities and exposure to alternative curriculum materials, accommodating strategies, behavior management techniques, special education instructional methodology and the professional role of the special educator. The supervisor must be a special educator. The chronological age of the children should reflect the extended grades needed for special education at all grades (Adolescent majors need to work in grades P-6, Childhood in grades 7-12, and Early Childhood in 7-12). This cannot be taken as a First-Year Field Period.

An off-campus experience in an education-related setting to explore roles and responsibilities of education personnel other than the regular or special educator, or to work children in a non-classroom setting. Appropriate for Education Studies capstone Field Period. Does not fulfill either of the two required education Field Periods.

An in-depth, self-directed study for Junior- or Senior- level students under the guidance of a sponsoring faculty member on a planned topic that is not covered by an existing Keuka College course.

This course provides an opportunity for pre-service teachers to integrate knowledge and skills learned previously and develop a personal teaching style. Some topics include classroom management techniques, application of teaching methodologies, provisions for individualization of instruction for special needs students, and working with parents & families. All aspects of this course help prepare the students for student teaching and their eventual induction into the teaching profession.

This seminar is an accompaniment to student teaching, providing students with the opportunity to discuss student teaching experiences, challenges and celebrations, and gain valuable skills in becoming a reflective practitioner. In addition, teacher certification procedures, development of a professional portfolio and job interview techniques are addressed to prepare students for the job search process.

Fourteen-week sequence of supervised student teaching in area 7-9 and 10-12 classrooms.

Fourteen-week sequence of supervised student teaching in elementary and special education.

Fourteen-week sequence of supervised student teaching in secondary and special education.

Fourteen-week sequence of supervised student teaching in preschool, kindergarten, or grades 1-2, and special education.

Fourteen-week sequence of supervised student teaching in adolescent special education placements, one placement at each developmental grade level: grades 7-9 and 10-12.

This course serves as a capstone. Taught seminar style, this course synthesizes the learning experiences of the Applied Educational Studies major by focusing on real world application of the theories, principles, and practices of instructional design with which students have been working. In the course, students serve as consultants and move through the phases of developing a learning module for their clients: meeting and discussing strategies with clients, developing and implementing a needs assessment using survey instrumentation (Babbie), creating outcomes and designing learning experiences, and assessing the quality of the learning and any changes in behaviors on the part of the participants. The capstone would include a presentation to the class (and to the client) as well as a presentation to the Education Division and to the Keuka College community. An internship in a professional setting where a client is defined and solicited for purposes of the capstone project, is included in this course.

An advanced study of a specific topic in Education. Intended for juniors and seniors or for students with an appropriate background in the subject. The student may repeat the course, but not the same topic.

An introduction to the rationale and procedures of educational research, placing primary emphasis on literacy research. The intent of the course is to help the student become an intelligent consumer of research, and to develop an appreciation for the importance and utility of research. Students will develop critical skills needed as consumers and producers of research. Topics include: the nature and purposes of research, critiquing and evaluation of research, reviewing research literature, valid measurement issues, the use of statistics in research, and types of research. Content from this course will lay the foundation for all courses throughout the program.

The focus of this course is to lay the groundwork for making evidence-based instructional literacy decisions, and to begin the process of appreciating the need to communicate complex ideas to multiple stakeholders in literacy education. To accomplish these goals, students will: understand current theoretical perspectives in literacy education and literacy acquisition (such as the Piagetian and Vygotskian theories); understand the impact of research and diversity on literacy education; explore the impact literacy and lack of literacy have on individuals; and explore the social-cultural implications surrounding the competing theories of literacy education. To accomplish these goals, the course examines: the evolution of theories of learning that apply to literacy; research that has contributed to evolving models and definitions of reading; and the contributions of theories of literacy (reading and writing) as language-based processes. The course examines this information in the context of social, cultural, and political milieu of education in the United States. An important factor in understanding and using theories is the ability to recognize one's own history, biases and beliefs, and how these impact one's own interpretation and implementation of knowledge. This course begins with students engaging in a self-reflective review of their own literacy learning and beliefs, and how that history and those beliefs affect their literacy education beliefs.

This course provides an in-depth exploration of teaching methods and materials relevant to literacy instruction for the emergent and developing readers in today's diverse classrooms. This course will examine both the nature and function of formal and informal assessment processes in literacy instruction and best instructional practice that emanates from this assessment. In order to both design literacy instructional programs and to assess student learning, it is vital to be able to place students along a developmental continuum and identify students' proficiencies and areas needing strengthening. Awareness of the influence of culture, class, gender, and context on literacy acquisition informs the teacher's knowledge base when considering this developmental continuum. Language development and its relationship to literacy acquisition will also be examined. Teachers will learn a wide range of instructional practices, strategies, and methods to support reading and writing instruction. Teachers will also demonstrate competency in using a wide range of formal and informal assessment tools and practices that provide data used to craft appropriate teaching strategies for addressing student strengths and needs, and design remedial interventions. Teachers will develop the skills necessary to insure that students experience developmentally appropriate growth in literacy skills. In addition, teachers develop skills to identify students who are not making developmentally appropriate growth, and also learn the appropriate strategies to recover those skills. Course includes 10 hours of clinical teaching experience.

This supervised field experience in PreK-4 and 5-12 grades combines practice, demonstration, self-evaluation, and validation of competencies gained in the literacy program. Students will be teaching literacy under the supervision of a college faculty member.

This course identifies goals for data driven literacy instruction for students in elementary grades two through six. The goals include: (1) understanding literacy development and learning, with special application to students at these grade levels; (2) determining individual needs for instruction in literacy skills and strategies with a variety of assessment tools, both formal and informal; and (3) using assessment data and knowledge of development to select and implement instructional strategies and curriculum materials that will facilitate progress in literacy for all students. The intent of these goals is to provide teachers with the skills necessary to facilitate appropriate, timely literacy development in students, as well as to identify and resolve issues that impede progress in literacy. Participants in this course learn to implement a literacy program based on best practices while addressing the needs of older, struggling readers and writers. The course continues awareness of the influence of culture, class, race, ethnicity, gender, and historical and geographical contexts on literacy acquisition. Course includes 10 hours of clinical teaching experience.

This supervised field experience in a 3-6 setting provides practice, demonstration, self-evaluation and validation of competencies gained in the literacy program. Students under the supervision of a college faculty member will be expected to plan for and practice the course objectives listed in EDU 534 Instruction and Assessment II. Students will be in the practicum for a minimum of 30 hours.

This course is designed to provide candidates with knowledge of materials and technology as instructional tools for literacy learning in all grades. Candidates will learn about uses of instructional and assistive technology, and learn to incorporate technology into teaching and learning to acquire information, communicate and enhance learning for all students. This course will include assessing student interest, evaluating the developmental levels, qualities, and efficacy of materials and technology, and consideration of instructional frameworks for technology-enhanced literacy instruction for all grades.

An important component of leadership in literacy education is the ability to evaluate, plan, and conduct research. This course will begin to provide students with skills to be effective leaders for literacy education. These skills include: (1) identification of current concerns or issues in literacy; (2) evaluation of research surrounding the issue or concern; (3) planning the implementation of an action to address the issue or concern; and (4) communicating the research-based plan to others. As a culminating activity in this course, each student will prepare a draft capstone proposal (as defined by the Graduate Handbook), and present that proposal to peers and other stakeholders of the program. A second component of literacy leadership is the ability to advocate for effective literacy education. Therefore, an additional goal of this course is to provide students with the opportunity to develop their leadership and advocacy skills.

In this course students learn about the development of writing, theories about writing, and effective instructional practices to use with children, birth through grade six. Throughout the course, the focus in on communicative intent, with an awareness of the conventions (spelling, grammar, punctuation, handwriting, etc.) that children must learn and use in order to carry out that intent. Emergent writing skills and the spring ties of writing to oral language development are examined. Participants learn how to implement a process approach to writing, scaffolding the process and expectations of the learner to changing developmental levels of students as they mature. Participants also learn to construct learning environments that support and facilitate the development of writing strategies and skills, using peer as well as teacher assistance. Process in this course is approaches as a recursive, individual approach to writing, rather than a linear, formulaic sequence of activities. Varied purposes for writing are explored along with the craft skills that writers use to enhance their writing. Application of writing across the subject areas is also stressed.

This course provides an in-depth exploration of teaching methods and materials relevant to literacy instruction for the readers in today's diverse 5-12 classrooms. This course will examine both the nature and function of formal and informal assessment processes in literacy instruction and best instructional practice that emanates from this assessment. In order to both design literacy instructional programs and to assess student learning, it is vital to be able to identify students' proficiencies and areas needing strengthening. Awareness of the influence of culture, class, gender, and context on literacy acquisition informs the teacher's knowledge base when addressing these needs. Teachers will learn a wide range of instructional practices, strategies, and methods to support reading and writing instruction. Teachers will also demonstrate competency in using a wide range of both formal and informal assessment tools and practices that provide data used to craft appropriate teaching strategies for addressing student strengths and needs in the 5-12 classroom. In addition, teachers develop skills to identify students who are not making appropriate growth, and also learn the appropriate strategies to recover those skills.

This supervised 50-hour practicum in grades 5-12 settings provides practice, demonstration, self-reflection and validation of competencies gained in the literacy program. This course involves a reflective tutoring experience with students in grades 5-12 in both individual and group settings. As this course is taken concurrently with or following EDU 541, students will be applying and practicing the goals and objectives stated in EDU 541. Students will be in the practicum for a minimum of 50 hours. Practicing educators must do the practicum outside of their regular classroom.

This course is designed to highlight the role of literacy assessment, acquisition, and application within the content areas in grades 5-12. It will provide an in-depth exploration of formal and informal assessment methods, teaching methods and materials relevant to literacy instruction for the content areas and students in today's diverse classrooms. Literacy and writing strategies will be presented in conjunction with New York State Learning Standards. An additional focus of the course will be to help literacy and subject area teachers address the needs of diverse learners of all abilities through culturally relevant pedagogy and curriculum, the use of multicultural materials, and alternative and adaptive methods, and the use of technology. Course includes 10 hours of clinical teaching experience.

Course will build on candidates' existing knowledge of working with diverse learners, and expand on it with topics related to exploring strategies for addressing a number of sociocultural frameworks looking at issues such as diversity, race, culture, language, and social hierarchies, and their connections to literacy. Candidates will engage in identifying appropriate instructional approaches and literacy services for students who are diverse in race, ethnicity, culture, language, social class, religion, disability, gender, sexual orientation, and ability. Current research contributing to our understanding of working with diverse learners and literacy will be examined.

This seminar is a culminating experience of the graduate program. Candidates will synthesize their understanding of a literacy specialist's role by designing and developing an integraded project that is of interest to them. The project will represent candidates' interpretation of current literacy research, supportive instructional design for literacy practices, and their application. Candidates will participate in a presentation of their project to an audience of college faculty, peers, and invited guests.

This is a seminar-style course that provides instruction and support to group and individual students as they integrate the research information gained regarding literacy instruction, and refine their capstone project. Students will share ideas, concerns, and drafts of their final project for peer review. This research seminar is the terminal experience in the Master's degree program. As such, it represents a synthesis and culmination of the research in literacy instruction, the application of research-based best practices, and reflection on the efficacy of their instructional practices and decision making.

This course is designed to facilitate the research of graduate students in the MS in Education Literacy B-6 and 5-12 as they write their capstone papers. In this course the students will prepare Parts 1 and 2 of their capstone projects as well as complete the IRB proposal. This is a pass/fail course.

This course is designed to facilitate graduate students in the completion of their capstone projects. In this course, the students will completed parts 3, 4, and 5 of their capstone projects. This is a pass-fail course.

This is a course designed to facilitate the professional completion of graduate student's capstone projects. In this course, students will complete the final editing, by peer and external reader, of the project, preparation for publication in the Division's capstone compilation. This includes the preparation of an abstract, professional editing, the creation of a professional presentation as well as the attendant materials. This is a pass/fail course.