Curriculum and Instruction (CI)

Courses numbered 500 to 799 = undergraduate/graduate. (Individual courses may be limited to undergraduate students only.); 800 to 999 = graduate.

CI 501.  Professional Writing for Educators   1-3 credit hours

Helps students learn the writing skills, techniques and typical procedures required for developing manuscripts for possible publication in the field of education. Addresses manuscripts for a variety of publication outlets.

CI 502.  Math for Exceptionalities   3 credit hours

Teacher education candidates explore and evaluate instructional theories, principles and research-based instructional strategies appropriate for mathematics for learners with exceptionalities. They also become familiar with formal and informal diagnostic tools to identify students experiencing difficulties learning mathematical concepts and gain skill implementing research-based intervention practices for these students. In addition, teacher education candidates explore the interface of technology and effective mathematics instruction. Through assignments designed to provide practical application of content, they explore resources, technology, research and practices that facilitate specific skill development in students. They also learn about strategies to support enjoyment of mathematics for students with diverse and challenging learning needs. For undergraduate students only. Course includes diversity content. Prerequisite: admission to the ECU/Elementary Apprentice Program.

CI 503.  Mathematics for High School Teachers   3 credit hours

Capstone course in secondary mathematics education designed to prepare secondary mathematics education majors for a career in high school teaching by examining secondary school mathematics from an advanced, mathematical point of view. Topics covered are rooted in core secondary curriculum including number and operations, algebra, geometry, functions and statistics. Students draw connections between ideas taught separately in different mathematics courses as they explore familiar high school level mathematics problems. Open to education majors only. Course includes diversity content. Prerequisites: MATH 321, 344, 415, 511, 513, 531, 615, 621, STAT 460 (with a grade point of 2.000 or better, or instructor's consent).

CI 504.  Special Education Law   3 credit hours

Specific local, state, and federal laws governing special education programs and services are discussed in detail. The impact, application of the laws, and strategies for complying with them in the PreK-6 setting are major areas of focus. For undergraduate students only. Course includes diversity content. Prerequisite: admission to ECU/Elementary Apprentice Program.

CI 505.  Science Technology & Society   1 credit hour

Investigates the relationships between science and technology, and the effects of both on our past and present society/culture.

CI 519.  Mathematical Investigations   3 credit hours

Based on the NCTM principles and standards for school mathematics focusing on process standards: problem solving, reasoning and proof, communication, connections and multiple representations. Students gain an active understanding of problem posing and problem solving in mathematics, as well as a familiarity with heuristics of problem solving. Course integrates appropriate educational technology tools and instructional strategies for students with special needs including English Language Learners (ELL). Prerequisite: MATH 501 with a grade of 2.000 or better, or instructor's consent.

CI 520.  Physical Science in the Elementary Classroom   4 credit hours

Students discover how the world around them works by doing a series of hands-on activities which allows them to apply the investigative nature of science to an elementary classroom setting. Intended only for elementary teacher candidates who are seeking to better understand the critical connections between the discovery and understanding of science concepts and the inquiry approach used in elementary science instruction.

CI 541.  Desktop Publishing I   3 credit hours

Desktop publishers control the entire publishing process, from creation and typesetting to printing and distribution, with desktop equipment. Word processing on the personal computer and laser printing are the two technological achievements that make possible a desktop publishing revolution. Stresses type design, harmony, legibility, copy fitting and layout fundamentals.

CI 542.  Desktop Publishing II   3 credit hours

An intermediate-level course which enhances, enriches and develops further skills and techniques used in desktop publishing. Students select software packages in which they need additional depth toward master-level. Prerequisite: CI 541.

CI 602.  Social Emotional Learning in the School Community   2 credit hours

Teacher education candidates understand the purpose of the social, emotional, and character development standards and how these standards provide classrooms and schools with a framework for integrating social-emotional learning (SEL) with character development so that students learn, practice and model essential personal life habits that contribute to academic, vocational and personal success. For undergraduate students only. Course includes diversity content. Prerequisite: admission to the ECU/Elementary Apprentice Program.

CI 603.  Foundations of Early Childhood Unified   2 credit hours

An introduction to working with young children (including those developing normally, those at risk due to environmental and biological issues, and those with special needs), their families, and professionals in community schools, agencies and programs. Emphasizes professional development, positive dispositions, early childhood learning environments and early childhood professional standards. Examines the ECU professions, characteristics of good teaching, the nature of teacher education and basic historical and philosophical foundations of ECU education. Prerequisite: CI 270.

CI 604.  ECU Assessment and Methods: Infants, Toddlers and Preschool (B-PreK)   3 credit hours

Provides knowledge, skills and dispositions for candidates regarding developmental principles, evaluation/assessment, and the development of services, supports and accommodates for infants/toddlers (birth through age 2) and preschool (3-4 years old). Includes competencies within both the early childhood and early childhood special education fields. For undergraduate students only. Course includes diversity content. Prerequisite: admission to ECU/Elementary Apprentice Program.

CI 605.  Internship I   2 credit hours

In the licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the ECU/Elementary Apprentice Program complete at least 15 hours per week under the supervision of a classroom teacher. For undergraduate students only. Course includes diversity content. Prerequisite: admission to the ECU/Elementary Apprentice Program.

CI 606.  Internship II   2 credit hours

In the licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the ECU/Elementary Apprentice Program complete at least 15 hours per week under the supervision of a classroom teacher. For undergraduate students only. Course includes diversity content. Prerequisite: admission to the ECU/Elementary Apprentice Program.

CI 607.  Internship III   2 credit hours

In the licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the ECU/Elementary Apprentice Program complete at least 15 hours per week under the supervision of a classroom teacher. For undergraduate students only. Course includes diversity content. Prerequisite: admission to the ECU/Elementary Apprentice Program.

CI 608.  Internship IV   2 credit hours

In the licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the ECU/Elementary Apprentice Program complete at least 15 hours per week under the supervision of a classroom teacher. For undergraduate students only. Course includes diversity content. Prerequisite: admission to the ECU/Elementary Apprentice Program.

CI 614.  ECU Assessment and Methods: Infants, Toddlers and Families   3 credit hours

Provides knowledge, skills and dispositions for candidates regarding developmental principles, evaluation/assessment, and the development of services, supports and accommodations for infants/toddlers (birth through age 2) and their families. Includes competencies within both the early childhood and early childhood special education fields. Prerequisite: CI 603. Corequisite: CI 614I (for undergraduate students only).

CI 614I.  ECU Preteaching Internship: Infant Toddler   2 credit hours

Candidates participate in a preteaching internship experience in natural settings (within homes and the community) that include young children from birth through age 2 and their families. Candidates work with a cooperating teacher, other professionals and a university supervisor to plan, implement and assess services and supports for young children and their families. Prerequisite: CI 603. Corequisite: CI 614 (for undergraduate students only).

CI 615.  Learning & Reading Strategies   2-3 credit hours

Students are provided with an understanding of the development of learning and reading strategies and explore instructional approaches for guiding secondary students in those strategies and their use in content areas.

CI 616.  Literature for Adolescents   3 credit hours

Students expand their knowledge of strategies for helping culturally, developmentally and linguistically diverse students comprehend and construct meaning from texts using appropriate education technology and face-to-face instructional techniques. Includes extensive reading of classic and contemporary young adult literature in all genres. Prerequisite: acceptance into teacher education. Currently and previously certified teachers meet prerequisites.

CI 617.  ECU Assessment & Methods: Preschool   3 credit hours

Provides knowledge, skills and dispositions for teacher candidates regarding development and learning at the preschool level (ages 3-5). Candidates learn to link theory and evidence-based practices to the preparation of the learning environment, the curriculum and instructional methods that are appropriate for all children. Includes methods of screening and evaluation, adaptations and accommodations, and interventions to meet individual child needs, including those with exceptionalities. Prerequisite: CI 603. Corequisite: CI 617P (undergraduates).

CI 617P.  ECU Preteaching Internship: Preschool   2 credit hours

Candidates participate in preteaching internship experiences in preschool settings that include young children from ages 3 through 5 (both with and without exceptionalities) and their families. Students work with a cooperating teacher(s) and university supervisor to screen, evaluate, assess, plan curriculum, deliver instruction, adapt for individual child needs, and implement special education services and support for the education of young children. Prerequisite: CI 603. Corequisite: CI 617 (for undergraduate students only).

CI 620.  Assessment & Methods: K-3   2-3 credit hours

Provides knowledge, skills, and dispositions for candidates working with families and young children from kindergarten through grade three. Covers theory, methodology, screening, evaluation, assessment, and instructional practices, including adaptations/modifications/assistive technology of general education curriculum/instruction for young children both with and without delays/diagnosed disabilities. Prerequisites: CI 603, and at least one of the following: CI 402J, 402S, 402L, or 402M; or hold an elementary teaching license.

CI 621.  Instructional Strategies: Middle-Level Education   3 credit hours

Students examine the middle grades school as an organization that takes its design specifically from the analysis of 10-14-year-olds, their characteristics and needs. Students examine many curricular and instructional alternatives for middle grades education and learn to manage changes.

CI 647A.  Teaching Internship: ECU K–3   3-8 credit hours

Candidates spend nine weeks in professional settings (K-3 level) working with a cooperating teacher and university supervisor. The candidate and cooperating teacher, with the approval of the university supervisor, devise a plan for the intern to assume full responsibility for the program/classroom for a designated period of time during the nine-week period. Prerequisites: CI 614*, 614I*, 703*, and either 611 or 796; successful completion of all Core I (CESP 334, CI 311, 320, 321, 323, 317*, 519 (2.000 or better)), and Core II (CI 603, CESP 433, CI 402E*, CI 402J*, CI 411A*, HPS 425*, CI 324, CI 402I*, CI 402M*, CI 402S*, CI 411B*, CI 617, CI 617P) courses and assessments and acceptance into clinical practice. Corequisites: CI 446, 647B. *Course requires a grade of B- or better.

CI 647B.  Teaching Internship: ECU Birth-PreK   4 credit hours

Candidates spend seven weeks in professional settings (infant/toddler level or preschool level) working with a cooperating teacher and university supervisor. The candidate and cooperating teacher, with the approval of the university supervisor, devise a plan for the intern to assume full responsibility for the program/classroom for a designated period of time during the semester. Course restricted to undergraduate students only. Prerequisites: CI 614*, 614I*, 703*, and either 611 or 796; successful completion of all Core I (CESP 334, CI 311, 320, 321, 323, 317 *, 519 (2.000 or better)), and Core II (CI 603, CESP 433, CI 402E*, CI 402J*, CI 411A*, HPS 425*, CI 324, CI 402I*, CI 402M*, CI 402S*, CI 411B*, CI 617, CI 617P) courses and assessments and acceptance into clinical practice. Corequisites: CI 446, 647A. *Course requires a grade of B- or better.

CI 654E.  Instructional Methods in Middle Level/Secondary Education   1-3 credit hours

Acquaints current or potential educators with the concepts and skills necessary to meet the needs of students in middle level and/or secondary education. Focuses on content specific pedagogy as it relates to classroom instruction, management and assessment or adaptations. Prerequisite: teaching license or admission to the Master of Arts in Teaching.

CI 654J.  Instructional Methods in Middle Level/Secondary Education - History   1-3 credit hours

Acquaints current or potential educators with the concepts and skills necessary to meet the needs of students in middle level and/or secondary education. Focuses on content specific pedagogy as it relates to classroom instruction, management and assessment or adaptations. Prerequisite: teaching license or admission to the Master of Arts in Teaching.

CI 654M.  Instructional Methods in Middle Level/Secondary Education - Mathematics   1-3 credit hours

Acquaints current or potential educators with the concepts and skills necessary to meet the needs of students in middle level and/or secondary education. Focuses on content specific pedagogy as it relates to classroom instruction, management and assessment or adaptations. Prerequisite: teaching license or admission to the Master of Arts in Teaching.

CI 654S.  Instructional Methods in Middle Level/Secondary Education - Science   1-3 credit hours

Acquaints current or potential educators with the concepts and skills necessary to meet the needs of students in middle level and/or secondary education. Focuses on content specific pedagogy as it relates to classroom instruction, management and assessment or adaptations. Prerequisite: teaching license or admission to the Master of Arts in Teaching.

CI 701.  Foundations of Education   2 credit hours

Students survey the various foundations areas, including philosophical, historical, social and comparative. This course is prerequisite to subsequent foundations courses. Prerequisite: graduate standing.

CI 702.  Introduction to Exceptional Children   3 credit hours

A survey of the characteristics of exceptional learners, including the handicapped and the gifted. Presents service delivery models and current practices. Fulfills certification requirements for teachers and serves as an introductory course in exceptionality for special education majors, administrators and school psychologists. Prerequisite: bachelor's degree or departmental consent.

CI 703.  Assessments and Methods: K-3   3 credit hours

Provides knowledge, skills and dispositions for candidates working with families and young children from kindergarten through grade three. Covers theory, methodology, screening, evaluation, assessment and instructional practices, including adaptations/modifications/assistive technology of general education curriculum/instruction for young children both with and without delays/diagnosed disabilities. Prerequisites: CI 603, and at least one of the following: CI 402J, 402S, or 402M; or hold an elementary teaching license.

CI 704.  Assessment & Methods K-1   3 credit hours

Provides knowledge, skills and dispositions for candidates working with families and young children from kindergarten through first grade. Covers theory, methodology, screening, evaluation, assessment and instructional practices, including adaptations and modifications for all young children, including English language learners and those with and without delays/diagnosed disabilities. Prerequisite: CI 603. Corequisite: CI 748.

CI 705.  Knowledge and Beliefs About Reading   3 credit hours

Helps students understand the theories of reading development, individual student differences, the nature of reading difficulties and principles of assessment. Includes the standards developed by the International Reading Association concerning knowledge and beliefs about reading as the learning outcome. Prerequisite: graduate standing.

CI 706.  Reflective Inquiry Into Learning, Teaching and Schools   5 credit hours

Fosters the reflective thinking ability of teachers about the relationships among learning, teaching and schools. Explores various frameworks of growth and development, learning theory, social and multicultural education, and philosophical foundations. Students are engaged in initial reading and investigation into individualized research topics. Prerequisites: admission to graduate school, CLES 801.

CI 708.  Current Topics in Curriculum   1-3 credit hours

Addresses a broad range of topical issues in curriculum development and implementation. A current issue is covered under this course number, an umbrella number for a variety of topics/innovations in curriculum. Repeatable.

CI 709.  Current Topics in Instruction   1-3 credit hours

Addresses a broad range of topical issues in current practices for effective instruction. A current issue is covered under this course number, an umbrella number for a variety of topics/innovations in instructional practices. Repeatable.

CI 710B.  Differentiated Instruction for Active Engagement   2 credit hours

Intended as part of the core for a Master of Arts in Teaching. Focuses on the elements of differentiation, differentiated instruction based on student need, and lesson plan design that reflects planned differentiation. Students explore best practices, strategies and practical applications of differentiation in diverse classroom contexts.

CI 711.  Multicultural Education   3 credit hours

Emphasizes students understanding multiple perspectives in a global society and developing multiple modality, culturally aware curriculum experiences. Provides disciplined inquiry and critical experience to become more responsive to the human condition, cultural integrity, and cultural pluralism in society (NCATE, 1982, p. 14). Emphasizes diversity issues in education and the development of a knowledge base to support culturally responsible pedagogy. Prerequisite: graduate standing or departmental consent.

CI 714.  Reading Instruction and Assessment   3 credit hours

Helps students create instructional environments; teaches phonemic awareness, word identification (including phonics), vocabulary-building skills, strategies for comprehension and the construction of meaning, reading and writing fluency, and study strategies; and assesses student performance and progress. Prerequisite: CI 705 or departmental consent.

CI 716.  Introduction to the School Library   2 credit hours

An introduction to the role of the library and the library teacher in the school. An overview of issues affecting libraries and library teachers is presented. Prerequisite: teacher certification/license.

CI 717.  Qualitative Inquiry in Education   1-3 credit hours

Through readings and guided experiences in acts of inquiry in qualitative research, students acquire the disposition of a reflective inquirer, becoming familiar with the knowledge base for qualitative inquiry. Prerequisite: instructor's consent.

CI 724.  Introduction to Teaching Strategies for Students With Mild/Moderate Disabilities   3 credit hours

Examines introductory assessments, curriculum and instruction related to students with mild and moderate learning needs. Includes competencies for (a) developing individual educational plans, (b) assessment for culturally responsive models of instructional planning, (c) planning and delivering research-validated individualized instruction, (d) monitoring and basing instructional decisions on performance data, (e) managing safe and conductive learning environments, and (f) strategies for working with students with adaptive learning needs in general and special education environments.

CI 725.  Improvement of Instruction in Science   3 credit hours

Assists teachers in improving the way they teach science and the way their students learn science. Includes instructional strategies, curriculum, research and technology. Prerequisite: CI 402S or 454S.

CI 726.  Information Technologies in the School Library   2 credit hours

Introduces a wide range of computer applications, including word processing, database, spreadsheet and presentation software to create and manage information in the library. Covers the use of the internet, options for filtering internet content, internet user policies and basic webpage design. Includes basic computer and software troubleshooting, installation and removal of software, and computer security issues. Prerequisite: Windows 95 or equivalent skills, CI 716.

CI 727.  Technology in the School Library II   2 credit hours

An introduction to a wide range of technologies and equipment in the school library. Covers selection and purchase as well as basic maintenance and repair of equipment. Includes the basis of local area network design. Students learn the basics of media production and strategies for teaching media production to students. Students also look at the future of technology in school libraries. Prerequisite: CI 726.

CI 728.  Cataloging   2 credit hours

An introduction to cataloging materials for the school library. Includes cataloging print and nonprint materials in US MARC format, assigning Dewey Decimal classification numbers, assigning Library of Congress subject headings; sources for cataloging records, and the importance of authority control in the library.

CI 729.  Reference Materials & Collection Development   2 credit hours

Provides students with skills in evaluating and selecting library materials. Presents methods of evaluating and using indexes, bibliographies, encyclopedias, dictionaries and other print and electronic media, including the Internet.

CI 730.  Curriculum in the School Library   2 credit hours

Comprehensively designed to give students knowledge about the role of the school library in the curriculum development process. Addresses how the school library teacher collaboratively develops and integrates information literacy and content area standards into library and classroom activities. Prerequisite: CI 716.

CI 731.  The Reflective and Inquiring Educator   6 credit hours

Builds a foundation for reflective thinking about (a) the role of the educational practitioner; (b) educational issues in curriculum, instruction and change theory; and (c) principles and application of teacher-based action research. Prerequisite: admission to MEd in curriculum and instruction.

CI 732.  Library Management & Design   2 credit hours

An introduction to a wide range of technologies and equipment in the school library. Covers selection and purchase as well as basic maintenance and repair of equipment. Includes the basis of local area network design. Students learn the basics of media production and strategies for teaching media production to students. Students also look at the future of technology in school libraries. Prerequisites: CI 716, 726, 728, 730.

CI 733.  Assessments & Methods: Grades 2-3   4 credit hours

Provides knowledge, skills and dispositions for candidates working with families and young children in second and third grade. Covers theory, methodology, screening, evaluation, assessment and instructional practices, including adaptations and modifications for all young children, including English language learners and those with and without delays/diagnosed disabilities. Prerequisites: CI 603, 704. Corequisite: CI 749.

CI 734.  Literature-Based Reading Programs   3 credit hours

Students examine specific methods for developing a literature program with children (preschool-elementary years) emphasizing extending literature and media through the reading environment, language arts, the arts and creative expression. Prerequisites: CI 705, graduate standing.

CI 736.  Organizing a Reading Program   3 credit hours

Helps students communicate information about reading to various groups, develop literacy curricula, participate in or lead professional development programs, participate in or conduct research, collaborate or supervise other literacy practitioners, communicate assessment results, and engage in professional activities. Prerequisites: CI 705, 714.

CI 737.  Methods/Assessment: Gifted   3 credit hours

Explores a variety of assessment instruments, both teacher-made and standardized, to determine a gifted student's cognitive functioning level and educational needs. Examines strategies and techniques for planning qualitatively differentiated curriculum to meet the academic needs of the gifted learner.

CI 738.  Professional Education Badge   0.5-3 credit hours

For professionals interested in strengthening their expertise in an education-related area. Students enrolled in these courses develop knowledge that enhances their professional skills and leadership capacity for educational environment. Graduate students only. Graded Bg/NBg.

CI 742.  Introduction to Teaching Strategies for Students with Severe/Multiple Disabilities   3 credit hours

Examines introductory assessments, curriculum and instruction related to students with severe and multiple disabilities. Includes competencies for (a) developing individual educational plans, (b) assessment for culturally responsive models of instructional planning, (c) planning and delivering research-validated individualized instruction, (d) monitoring and basing instructional decisions on performance data, (e) managing safe and conductive learning environments, and (f) strategies for working with students with moderate to severe needs in general and special education environments.

CI 743.  Transition to Teaching or Residency Internship I   1 credit hour

In the transition to teaching or residency licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the transition to teaching program teach half time or more with a restricted license. Students in the residency program teach at least 20 hours per week under the supervision of a classroom teacher. Transition to Teaching and Middle Level Secondary prerequisites: CI 760A, employment by a school district or agency partnership and completion of program requirements for restricted teacher licensure or residency. Corequisite: CI 761A. ECU Residency prerequisite: admission to the program.

CI 744.  Transition to Teaching or Residency Internship II   1 credit hour

In the transition to teaching or residency licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the transition to teaching program teach half time or more with a restricted license. Students in the residency program teach at least 20 hours per week under the supervision of a classroom teacher. Transition to Teaching and MLS Residency prerequisites: CI 743, 761A, employment by a school district or agency partnership and completion of coursework for restricted teacher licensure or MLS residency. Corequisite: CI 769. ECU Residency prerequisites: CI 603, 743. Corequisite: CI 614.

CI 746.  Alternative Certification Internship III and IV   1 credit hour

Continuation of CI 743 and 744. Prerequisites: employment by a school district, CI 743, 744, and admission to MEd in CI.

CI 747L.  Practicum: ESL/Bilingual Education   2-3 credit hours

Provides full-time participation in an ESL class supervised by a master teacher and a university professor. Focuses on the application of teaching methods for ESL/bilingual learners, the appropriate use of formal and informal assessment procedures, the development of cross-cultural teaching strategies, and the integration of language with content-area instruction. Prerequisites: CI 321 or 711, CI 774, 775, 776, 777.

CI 748.  Transition to Teaching or Residency Internship III   1 credit hour

In the transition to teaching or residency licensure program, this internship replaces the required student teaching assignment for the purposes of licensure. Students in the transition to teaching program teach half time or more with a restricted license. Students in the residency program teach at least 20 hours per week under the supervision of a classroom teacher. Transition to Teaching and MLS Residency prerequisites: CI 744, 769, employment by a school district or agency partnership and completion of coursework for restricted teacher licensure or residency. Corequisite: CI 848. ECU Residency prerequisites: CI 617, 744. Corequisite: CI 704.

CI 749.  Transition to Teaching or Residency Internship IV   1 credit hour

In the transition to teaching (T2T) or residency (ECU or middle level secondary) licensure programs, this internship fulfills the required student teaching assignment for the purposes of licensure. Students in the transition to teaching program teach half time or more with a restricted license. Students in the residency (ECU or middle level secondary) programs are full-time interns for the entire semester under the supervision of a classroom teacher. Transition to Teaching prerequisites: CI 748, employment by a school district and completion of coursework for provisional teacher certification. Corequisite: CI 849. Middle level secondary residency prerequisite: CI 748. Corequisite: CI 849. ECU Residency prerequisites: CI 703, 748. Corequisite: CI 733.

CI 749A.  Practicum: High-Incidence Learners   3 credit hours

Provides prospective special education teachers with participation in a class for children or adolescents with high incidence learning needs being served in special education programs. Supervision is provided by a fully-qualified special education teacher and a university faculty member. Emphasizes (a) research-validated teaching methods for students with high incidence learning needs, including planning individual education programs and standards-based education; (b) use of formal-informal psychoeducational assessment devices, curriculum strategies, positive behavior support, behavior management and evaluation of student performance; and (c) reflective analysis of personal performance and its impact on student learning. Prerequisite: practicum placement approval.

CI 749F.  Practicum: Low-Incidence Learners   3 credit hours

Provides supervised practical experience in a program setting that serves students who have low incidence disabilities. Candidates work with a cooperating teacher to plan, implement and assess instruction aligned with state and/or district standards for students with low incidence disabilities. Prerequisite: practicum placement approval.

CI 749G.  Practicum: Gifted   3 credit hours

Provides prospective special education teachers with participation in an educational setting for children and adolescents needing the gifted curriculum served in special education programs. Supervision is provided by a fully-qualified gifted education teacher and a university faculty member. Emphasizes research-validated teaching methods for students with gifted curriculum needs. Prerequisite: practicum placement approval.

CI 750.  Workshops in Education   1-4 credit hours

Workshops on a variety of education topics. Different topics are indicated by a letter following the course number.

CI 751.  Special Studies in Education   1-3 credit hours

For elementary and secondary school teachers. Repeatable with adviser's consent. Prerequisite: teacher certification or departmental consent.

CI 751AA.  Student-Led Conferencing   0.5 credit hours

Parents and teachers become partners with their students when all parties play equal roles in conferencing. Traditional conferencing between only the teacher and parent can limit students from becoming self-advocates for their education. Student-led conferencing encourages students to take responsibility for their learning through analysis and reflection of their work and goal setting. Workshop guides teachers into the rationale and steps for successfully implementing student-led conferences with any age and setting.

CI 751AB.  Enhancing Science Instruction Through STEM Education for the K-8 Classroom   3 credit hours

STEM education incorporates science, technology, engineering and mathematics into the science curriculum. Anticipating a significant increase in the percentage of STEM careers over the next four years, the National Science Foundation and the Federal Government have placed an emphasis on improving STEM education in the K-12 Classroom. Professional learning course participants use the NGSS standards to develop and present STEM activities appropriate for the elementary classroom. Course participants learn the foundations of STEM education as well as engage in hands-on STEM activities. Participants apply the foundations of STEM education and the NGSS standards to develop high quality engaging science lessons. Technology is used as a presentation tool as well as a method to collect and analyze science data and activities. Applications such as Ubersense are used to analyze motion-based activities. The ultimate goal is for each participant to leave with workable knowledge and resources to develop STEM activities for their elementary classroom.

CI 751AC.  Inquiry Instruction as a Foundation of Science Education in the Elementary Classroom   0.5 credit hours

Inquiry-based education is a powerful instructional strategy that has shown increased intellectual engagement and has fostered deep understanding through the development of hands-on and minds-on science activities. The 5E learning model develops the natural curiosity of elementary students to stimulate an inquiry mentality of learning science. Using the NGSS standards as the foundation, participants learn to analyze or dissect the standards for critical content and develop engaging science lessons. Throughout the workshop, participants have the opportunity to observe elementary science activities that correlate to the NGSS standards and are presented in an "activity before concept" method. The workshop presents the instructional foundations of the 5E learning model. Additionally, participants have the opportunity to engage in science activities presented in the 5E learning model. Each participant develops and presents a science activity that uses the 5E learning model. Ultimately, participants learn to read the standards and use the information to develop lessons in the 5E learning model.

CI 751AD.  Motivating the Writer in Every Student   0.5 credit hours

Participants engage in multisensory writing strategies that encourage all students to learn how to effectively write in various modes. The day is designed around an accumulation of research-based procedures used over 22 years' experience as a classroom teacher, writing coach, academic coach and blended virtual teacher. Teachers leave the workshop with various tools that they are able to use with their K-5 students. Time is also spent discovering author Jon Scieszka, children's author and creator of "Guys Read." If workshop participants teach male students that are discouraged by reading and writing, this author has a reputation of altering those mindsets. Finally, the day also includes how to prepare students for the Multidisciplinary Performance Task portion on the Kansas State Assessment.

CI 751AE.  Fractions and Decimals Made Easier   0.5 credit hours

Discusses difficulties elementary school students face in learning fractions and decimals and ways teachers can help in handling these topics. Research-based workshop incorporates current theories of cognitive science in the teaching and learning of fractions and decimals. It consists of several hands-on activities focusing on such key issues as what initial instruction should focus on, what aspects of fractions and decimals should be stressed, and how some common misconceptions involving these topics can be overcome.

CI 751AF.  The Highly Engaged Classroom   0.5 credit hours

Participants learn how to use effective engagement techniques and strategies to facilitate the ‘ultimate’ level of student engagement. There are ample opportunities for making classroom connections, energizing attitudes, sharing ideas and best practices.

CI 751AG.  Nonverbal Classroom Management   0.5 credit hours

Studies Michael Grinder's work in the area of nonverbal communication. As teacher behavior establishes classroom management, and classroom management is the language of relationship, we know that what a teacher DOES communicates. Students increase awareness of the messages in body language and consider together how to create a safe, supportive, productive classroom environment.

CI 751AI.  Differentiations and Scaffolds in Instruction   0.5 credit hours

Examines, from principle to practice, differentiated instruction and scaffolds to meet the needs of individual students. Interactive, collaborative experience includes modeling and use of several research-based strategies which lend themselves to classroom use as teachers work to make the best use of instructional opportunities.

CI 751AJ.  Simple View of Reading: The Ingredients of Reading and Instructional Supports   0.5 credit hours

Reviews theoretical models of reading from research, such as the Simple View of Reading and Scarborough's Rope to help teachers understand the ingredients of reading comprehension. Areas addressed include word recognition, language comprehension and automaticity. Participants learn and experience strategies to address the different components within all content areas. These strategies help students access the content that they need to learn to become college and career ready.

CI 751AK.  KMIC Summer Mentor Forum   0.5 credit hours

Mentors from KMIC member districts who have been trained by the New Teacher Center are invited to attend the Summer Mentor Forum. Participants collaborate and network with other mentors from across the state. Topics for the forum are: mentoring around social emotional learning, differentiating the use of tools, analyzing a case study, and investigating resources in the Learning Zone. Structures include coaching conversations, focused dialogue, World Café, and triad conversations.

CI 751AL.  Integrating STEM in the Primary Classroom   0.5 credit hours

A professional learning opportunity aimed to increase student success in science by focusing on the implementation of integrated STEM in the primary classroom. Participants increase their (a) confidence in implementing iSTEM instruction and content knowledge, (b) instructional level of iSTEM pedagogical skills leading to effective lessons using the 5E process, (c) knowledge and factors in discourse, assessment and curriculum to apply Kansas College and Career Ready Standards for the Next Generation of Science Standards in their instructional practice, and (d) focus on STEM instructional practices to increase student attitude toward science, technology, engineering and math learning.

CI 751AM.  Integrating STEM in the Intermediate Classroom   0.5 credit hours

A professional learning opportunity aimed to increase student success in science by focusing on the implementation of integrated STEM in the intermediate classroom. Participants increase their (1) confidence in implementing STEM instruction and content knowledge, (2) instructional level of iSTEM pedagogical skills leading to effective lessons using the 5E process, (3) knowledge and factors in discourse, assessment and curriculum to apply Kansas College and Career Ready Standards for the Next Generation of Science Standards in their instructional practice, and (4) focus on STEM instructional practices to increase student attitude toward science, technology, engineering and math learning.

CI 751AN.  Creating Literacy Moments with the Current 6th-8th Grade William Allen White Books   1 credit hour

Looks at five of the preselected books from the 2016 WAW 6th-8th grade master list. Participants need to purchase/bring to class the five preselected books and have read two prior to class. Participants gain insight on how to incorporate the WAW books during teacher read-aloud time, small-group work, or literature circles with the use of specific comprehension strategies, vocabulary, writing prompts, close reading, and accompanying informational text. Each participants leaves the workshop with five unit guides.

CI 751AO.  Designing the "WOW" Unit   1 credit hour

Participants research ways to make learning relevant, engaging and real. Participants either individually or collaboratively build a unit that can be used in the classroom using the research on connecting learning to real-life.

CI 751AP.  Social Emotional Learning in the School Community   0.5-3 credit hours

Workshop designed to help the attendee understand the purpose of the Social, Emotional and Character Development Standards and how these standards provide classrooms and schools with a framework for integrating social-emotional learning (SEL) with character development so that students learn, practice and model essential personal life habits that contribute to academic, vocational and personal success.

CI 751AQ.  Mentoring for Effective Instruction   1 credit hour

This targeted professional development series is designed to advance the skills, abilities, and knowledge of mentors and coaches of early career teachers. The series ensures that experienced teachers become even more effective in their skills in advancing the practice of new teachers, ultimately helping to improve student learning.

CI 751AR.  Fostering Resiliency: Helping Children with Challenging Life Situations Using Children's Literature   0.5 credit hours

Teachers learn how to foster resiliency through instructional techniques such as: (a) increasing social bonding; (b) setting clear and consistent boundaries; (c) teaching life skills; (d) providing care and support; (e) setting and communicating high expectations; and (f) providing opportunities for meaningful participation, through the use of children’s literature. Participants view, gather and develop resource plans using recent picture book publications.

CI 751AS.  Creating a Makerspace/Genius Hour in Your Classroom   1 credit hour

Discover how to transform your classroom into a place where students want to come in and learn. A classroom where teachers create a space to empower students of all levels to explore their own passions through passion projects.

CI 751AU.  New Horizons - I Miss Pluto!   1 credit hour

For the world-changing Apollo 11 mission, the average age of engineers working in Mission Control was only 28. When Columbia first launched, it was 47. As the Baby Boom generation moves toward retirement, this aging workforce will soon start to disappear and need to be replaced, a problem recognized by NASA as well as many other organizations. New Horizons for Kansas K-12 seeks to connect educators to space science via the Cosmosphere and using NASA content, helping to excite the next generation about NASA missions and to encourage them to pursue STEM careers. Towards that goal this class aligns well with the following NASA research priorities: Understanding the universe and our origins through the study of deep space, new crew vehicles including deep space and Mars, living and working in space.

CI 751AV.  Space Agriculture for Kansas K-12   1 credit hour

Advances the three major education goals of the NASA Office of Education — to support U.S. innovation and competitiveness. Seeks to increase the STEM workforce pipeline through the use of NASA content. Focuses on bringing NASA content to educators who are currently educating the next generation of people with extraordinary knowledge in science and engineering. Focuses on the NASA Office of Education’s mission of attracting and retaining students in STEM disciplines by connecting informal and formal education, communicating NASA content to the public, and ultimately using NASA as an engaging method to bring the students into aerospace.

CI 751AY.  Technology Tool Belt: Stress-Free Student-Centered Applications   0.5 credit hours

In this professional learning course, elementary teachers learn about free innovative technologies they can incorporate in their lessons to improve their teaching practices today. Resources presented enable teachers to easily add student-centered technology to their daily classroom routine. Teachers formulate a standards-based weekly plan implementing the technologies presented into center rotations. This enables the teacher to monitor progress as a guide for students instead of the traditional classroom structure with a teacher-directed focus. Ideas for classroom preparations and set up are shared to make the use of technology painless. Resources covered include Web 2.0 tools and interactive whiteboard SMART Notebook software that engages students with learning activities. Technology used includes laptops, video recording devices, a document camera, and an interactive whiteboard. Students who have these devices available to them and would like to learn easy ways to use them in the classroom, will greatly benefit from this professional learning course. (All materials will be provided for use during the course. Teachers are welcome to bring their own laptops if they choose.)

CI 751CA.  Enhancing Literacy Learning through Movement   0.5 credit hours

Offers curriculum integrating movement, physical activity, and literacy in elementary education. Research of elementary teacher candidates’ implementation of integrating movement and literacy content via lesson planning is shown. Participants not only engage in how to enhance literacy learning through movement activities, but also explore and implement practices in their own classrooms. Participants are asked to reflect on organized movement and management procedures in their own teaching experiences.

CI 751CB.  Boost Classroom Learning with STEM Education   0.5 credit hours

Aims to increase student success in science by focusing on the implementation of STEM in the primary and intermediate classroom. Participants engage in a variety of STEM activities in small groups, explore the use of free STEM technology to support learning, and learn tips and tricks for facilitating STEM activities.

CI 751CC.  Look What I Can Do! Tapping the Talents of Primary Students   0.5 credit hours

Provides teachers with the opportunity to design complex learning experiences based on discovery, inductive, deductive and inquiry approaches. Teachers learn why the approach works, see examples of primary students learning when a teacher uses the approach, then have the opportunity to collaborate in the design of standards-based tasks and lessons to use in the classroom for each model. Teachers are guided in the design of tasks that also promote student use of individual talents, many of which may not be fostered when using direct instruction. Teachers also dialogue about the pacing and assessment related to the complex tasks they design. Participants select one of the four lesson plans they complete and customize it to fit their classroom, teach the lesson, and then submit two reflections, one on the taught lesson and another on the remaining three models.

CI 751CD.  Engaging K-8 Learners with Inquiry and Project-Based Strategies   0.5 credit hours

Inquiry and Project-Based learning are powerful instructional strategies that have shown increases in intellectual engagement as well as fostering deep understanding through the development of hands-on and minds-on activities. The 5E learning model develops the natural curiosity of K-8 students to provide an inquiry mentality of learning science, social studies and math. Using the NGSS and Common Core Standards, participants will learn to dissect the standards for critical content and develop engaging lessons. Through this professional learning course, participants will have the opportunity to observe and participate in lessons that correlate to the standards and are presented in an “activity before concept” method. This professional learning course will allow participants the opportunity to observe and develop lessons that can be utilized directly in their classroom and ultimately create an engaging environment.

CI 751G.  Creating Literacy Moments with the 3rd-5th Grade William Allen White Books of 2016   0.5 credit hours

Looks at five of the preselected books from the 2016 WAW 3rd-5th grade master list. Participants need to purchase/bring to class the five preselected books and have read two prior to class. Participants gain insight on how to incorporate the WAW books during teacher read-aloud time, small-group work, or literature circles with the use of specific comprehension strategies, vocabulary, writing prompts, close reading, and accompanying informational text. Participants leave the workshop with five unit guides.

CI 752.  Special Studies in Education   1-3 credit hours

For elementary and secondary school teachers. Repeatable with adviser's consent. Prerequisite: teacher certification or departmental consent.

CI 753.  Special Studies in Education   1-3 credit hours

For elementary and secondary school teachers. Repeatable with adviser's consent. Prerequisite: teacher certification or departmental consent.

CI 754.  Special Studies in Education   1-3 credit hours

For elementary and secondary school teachers. Repeatable with adviser's consent. Prerequisite: teacher certification or departmental consent.

CI 755.  Special Studies in Education   1-3 credit hours

For elementary and secondary school teachers. Repeatable with adviser's consent. Prerequisite: teacher certification or departmental consent.

CI 758.  Nature of Technology and Educational Implications   3 credit hours

Addresses issues regarding the nature of technology and how it impacts thinking and action related to learning and teaching. Includes examinations of historical and contemporary examples, with applications in classroom instruction, assessment and supervision. Integrates appropriate educational technology tools and instructional strategies for culturally, developmentally and linguistically diverse student populations. Course includes diversity content.

CI 760A.  Creating an Effective Classroom   2 credit hours

Part of the core for a Master of Arts in Teaching. Participants conduct an initial examination of instructional methods, educational trends and effective practices for classroom management. Participants in the Transition to Teaching program will have secured (or have been cleared to secure) a teaching contract in an accredited school system. Participants in the Middle/Secondary Residency Program will have secured a position as a school district para-educator or as a WSU/Work Study intern in an accredited school system. Prerequisite: admission to the Transition to Teaching program or Middle Level Secondary Residency program.

CI 761A.  Instructional Planning and Technology   2 credit hours

Intended as part of the core for a Master of Arts in Teaching. Addresses issues in instructional planning including: identifying appropriate learner goals, aligning goals with accepted standards, models of instruction, integrating technology into instruction, adapting instruction to meet individual student needs, including English language learners, and differentiated instruction. Concurrent enrollment in CI 743, Transition to Teaching or Residency Internship I, or Cooperative Education is required. Prerequisites: students in this course will have secured a teaching contract or paraeducator position in an accredited school system, will have met the prerequisites for admission to the Transition to Teaching or Middle Level Secondary Residency program at WSU and will have completed the summer induction course. Corequisite: CI 743.

CI 764.  Interdisciplinary STEM Education: Entry Course   3 credit hours

Helps students learn methods of instruction in integrated STEM, using the lens of STEM content knowledge and modeling, inquiry and design practices. A set of methodologies that students can effectively adapt to a variety of situations beyond their specific disciplines are introduced. Students learn how to identify, develop, deliver and evaluate STEM instructional activities with models of project-based learning. Course includes a comprehensive overview of the theories of and instructional strategies for integrated STEM education. Students have various opportunities to evaluate curricula developed for integrated STEM education, as well as procedures for developing a new STEM curriculum. Class comprises a combination of lecture, experiential exercises, discussion, in-class presentations, videos, individual assignments and team assignments.

CI 769.  Instructional Strategies, Technology Integration and Assessment   2 credit hours

Intended as part of the core for a Master of Arts in Teaching (Transition to Teaching and/or Middle/Secondary Residency Programs). Allows the student to explore a variety of instructional strategies, technologies and assessment techniques while learning how to adapt these strategies and techniques to meet the individual needs of the students. Prerequisites: CI 743, 761A, 768, and continued employment by a school district. Corequisite: CI 744.

CI 771.  Technology in the Classroom   1-2 credit hours

Introduces classroom teachers to new technologies and their use in the classroom. Uses field trips and speakers to expose teachers to leaders in specific technology. Includes telecommunications, multimedia applications, integrated media and new hardware and operating systems. Prerequisite: instructor's consent.

CI 772.  Integrating Technology Into the Curriculum   2-3 credit hours

Covers skills and strategies needed for classroom teachers to use computers and computer-related technology to meet curricular goals and professional standards. Includes professional standards, classroom management, choosing appropriate software, assessment, teaching strategies and activities, and professional resources. A project-based course; educators develop materials and strategies to assist in integrating available technology into the curriculum.

CI 774.  Teaching English as a Second Language   1-3 credit hours

Examines current objectives for teaching English as a second language and a variety of methods and specialized techniques for obtaining these objectives. Students develop knowledge of criteria for evaluating curricula, teaching materials and professional literature related to teaching English as a second language and bilingual education. Students examine methods of selecting and adapting curricular ways to enhance the curriculum through developing activation plans for involving parent and community resources in the ESL/BE curriculum. Designed to meet the standards required for ESL/BE endorsement or certification in TESOL.

CI 775.  Applied Linguistics: ESL/Bilingual Teacher(s)   3 credit hours

Examines a broad picture of human language: what it is, what it is used for and how it works. Enables students to recognize uninformed statements about language, to examine personal beliefs and attitudes about language, and to learn to use basic tools to analyze language in particular as it relates to teaching English as a second language. Provides an introduction to most of the sub-fields of linguistics (e.g., phonetics, morphology, semantics, syntax, etc.).

CI 776.  Second Language Acquisition   3 credit hours

Surveys nativist, environmentalist and interactionist theories of second-language acquisition. Covers a broad introduction to the scope of second-language acquisition and bilingualism by reviewing substantive research findings as well as causes for differential success among second-language learners. Includes discussions over readings, collaborative activities and presentations involving application of theory to teaching practice.

CI 777.  ESL Assessment   3 credit hours

Examines legal, theoretical and practical considerations in the ESL/BE students. Explores a variety of established principles of language assessment, procedures for identification of language-minority students and applications for these procedures and techniques. Covers level placement, monitoring of language development and exit criteria for language programs. Introduces the desirable qualities of tests: validity, reliability, practicality and beneficial backwash.

CI 778.  TESOL Content Test Preparation   3 credit hours

Provides teacher candidates preparation for the licensure exam through summaries of ESOL topics in (a) linguist theories, (b) examination of student language production, (c) research-based teaching strategies, (d) assessment procedures and techniques, (e) cultural and professional matters, and (f) test-taking strategies. Prerequisite: senior standing for undergraduate students.

CI 780C.  Technology and the Classroom: Young Children   1-2 credit hours

Teaches effective use of a variety of hardware, software and peripherals in early childhood classroom settings (ages 3-9, grades PreK-3). Prerequisites: entrance into teacher education, a valid teaching certification or instructor's consent.

CI 780L.  Technology in the Classroom: Language Arts   2 credit hours

Enables classroom teachers to use computers and related technology in the language arts curriculum. Appropriate software is evaluated and used in planning for instruction.

CI 780M.  Technology in the Classroom: Mathematics   1-2 credit hours

Focuses on the integration of information and communication technology in mathematics. Explores mathematics-related software and online resources, instructional strategies and assessment techniques. Strongly focuses on the use of technology to meet the subject matter and technology and curriculum standards. Emphasizes building a community of reflective learners. Prerequisite: entrance into teacher education, valid teacher certificate/license, or instructor's consent.

CI 780S.  Technology in the Classroom: Science   2 credit hours

Assists teachers of science in integrating the use of technology appropriate for their classrooms. Explores software and online resources, instructional strategies and assessment techniques. Strongly focuses on the use of technology for communication and student assistance to meet the science and technology curriculum standards. Emphasizes building a community of reflective learners. Prerequisite: entrance into teacher education, valid teacher certificate/license or instructor's consent.

CI 781.  Cooperative Education   1-4 credit hours

Provides the candidate a work-related placement that integrates theory with a planned and supervised professional experience designed to complement and enhance the student's academic program. Graded Cr/NCr. CI graduate candidates are limited to any combination of 6 hours of pass/fail, S/U, and Cr/NCr credit toward the degree program.

CI 782.  Internet in Classroom   3 credit hours

Project-based course requires students to identify internet resources that best meet classroom curricular goals and plan instruction using those resources. Assumes all enrolled students have basic computing skills prior to enrolling in this class and access to a computer connected to the internet.

CI 783.  Special Projects in Internet   1-2 credit hours

Students explore and expand their knowledge of the internet. They complete a special project designed to use knowledge and experiences developed in CI 782. Students and instructor establish goals and activities appropriate for graduate-level study and applicable in an educational setting. Prerequisite: CI 782 or instructor's consent.

CI 784.  Foundations of Education for Individuals with Exceptionalities   3 credit hours

Addresses the basic foundations of special education across exceptionality areas. A general history of special education and its relationship to general education trends (as well as the disability movement as a whole) is discussed. Students are familiarized with important special education legislation and regulations, learn the role litigation has played in the development of the discipline, and study ethical issues in the provision of special education services. Course explains the cognitive, communicative, social/emotional, sensory and physical characteristics of students with mild/moderate (high incidence), moderate/severe (low incidence), and gifted exceptionalities and how these characteristics influence planning and instruction. Issues related to the field of special education include: characteristics and learning needs, identification, theories of intelligence, diverse populations and curriculum differentiation. Course examines the roles of students, professionals, and families in meeting student needs. Course includes diversity content.

CI 790.  Special Problems in Education   1-4 credit hours

Directed reading, activity or research under supervision of a graduate instructor. Prerequisite: departmental consent.

CI 794.  Diversity and Culture in a Global Society   3 credit hours

Equips students to become multi-instructional leaders who practice cultural and social justice. Provides students with the necessary concepts of diversity to scaffold a paradigm shift from cultural awareness to cultural diplomacy. Enables students to become successful global citizens in the globalized world. Prerequisite: graduate standing or departmental consent.

CI 795.  Change, Creativity and Innovation   3 credit hours

Focuses on key theories and elements related to organizational change, the creative process and innovation. Students develop an understanding of creative thinking processes to explore how those processes can impact change and lead to innovation. Prerequisite: graduate standing or departmental consent.

CI 796.  Family and Professional Collaboration   3 credit hours

Assists the special educator in developing the skills to collaborate and consult with parents/family members, general educators, support personnel, paraprofessionals/teaching assistants, and community agencies to facilitate the needs of children with exceptionalities.

CI 804.  Classroom Research in Curriculum and Instruction   6 credit hours

Guides students in formulating questions and using appropriate research principles to collect, analyze, interpret and report data to evaluate the effectiveness of educational policies and/or practices. Sustained exploration of topics from CI 731 expected. Prerequisite: CI 731.

CI 812.  Transition across Life Span   2 credit hours

Examines aspects of transition programming for individuals with exceptionalities across their life span. Addresses transitions from (a) early childhood special education settings to the school environment, (b) elementary to middle school, (c) middle school to high school, (d) one special education setting to another (e.g., self-contained classroom to resource room or general education classroom), and (e) high school to postsecondary settings and independent functioning. Discusses roles of individuals with exceptional learning needs, parents, educators and community personnel. Prerequisite: CI 749A, 749F, or 749G.

CI 814.  Advanced Methods: Gifted   2 credit hours

Develops strategies and techniques, including technology, for planning qualitatively-differentiated curriculum to meet the unique academic needs of the gifted learner. Prerequisite: CI 749G. Corequisite: CI 814A.

CI 814A.  Internship/Practicum: Advanced Methods Gifted   1 credit hour

Provides a supervised opportunity for students to implement and evaluate differentiated curriculum for gifted learners. Prerequisite: CI 749G. Corequisite: CI 814.

CI 815.  Advanced Teaching Strategies for Students with Mild/Moderate Disabilities   2 credit hours

Develops strategies and techniques related to the diverse individual needs of learners identified with mild/moderate disabilities including ensuring access to the general education curriculum, environments and extracurricular activities through adaptations, modifications and use of technology. Corequisite: CI 815A.

CI 815A.  Internship/Practicum: Advanced Teaching Strategies for Students with Mild/Moderate Disabilities   1 credit hour

Provides a supervised opportunity for students to implement and evaluate learning experiences and curriculums that develop the cognitive potential of learners with adaptive learning needs and their accessibility to the general education curriculum. Prerequisite: CI 749A. Corequisite: CI 815.

CI 816.  Advanced Methods: Developing Critical and Creative Thought   2-3 credit hours

Curriculum and instruction students enroll for 2 credit hours. Students use understanding of cognitive and creative development to construct learning experiences that challenge the cognitive and creative potential of gifted learners. Prerequisite: CI 749G. Corequisite: CI 816A. Graduate certificate in engineering students enroll for 3 credit hours. Graduate students in engineering use understanding of cognitive and creative development to construct learning experiences that challenge the cognitive and creative potential of university students. Prerequisites: CESP 811, 820.

CI 816A.  Internship: Developing Critical and Creative Thought   1-3 credit hours

Curriculum and instruction students enroll for 1 hour. Provides a supervised opportunity for students to implement and evaluate curricula that challenge the cognitive and creative potential of gifted learners. Prerequisite: CI 749G. Corequisite: CI 816. Graduate certificate in engineering students enroll for 3 credit hours. Provides engineering students a supervised opportunity to implement and evaluate curricula that challenge the cognitive and creative potential of engineering students within a university-level engineering class. Prerequisite: CI 816.

CI 817.  Language to Literacy: Meeting the Needs of Students with Disabilities   2 credit hours

Provides content relevant to language development and disorders that impacts the educational achievement of students with special education classifications. This includes oral and written communication, emergent literacy and reading. Candidates learn how to apply educational interventions that are effective in meeting the language and literacy needs of all students including strategies for exceptional students from English for Speakers of Other Languages (ESOL) backgrounds. Specifically, candidates learn appropriate instructional strategies for teaching oral language, reading and written expression. An emphasis on the principles of information processing as they apply to effective instructional procedures is stressed. Prerequisite: CI 749A. Corequisite: CI 817A.

CI 817A.  Internship/Practicum: Language to Literacy   1 credit hour

Provides a supervised opportunity for students to evaluate and implement learning experiences, including application of educational interventions that are effective in meeting the language and literacy needs of students. In addition, candidates implement educational interventions that are effective in meeting the language and literacy needs of students as well as implementing appropriate strategies for teaching oral language, reading and written expression. Prerequisite: CI 749A. Corequisite: CI 817.

CI 818.  Positive Behavior Supports for Students With Exceptionalities   3 credit hours

Develops knowledge and skills for conducting a functional behavior assessment along with a positive behavior support plan needed by classroom teachers to affect academic and social/emotional outcomes. Addresses connections of challenging behaviors to aspects of the learner's (a) environments, (b) cultural diversity, (c) developmental and academic skills, and (d) physiological needs along with an awareness of disability harassment, bullying and the social/emotional needs of the exceptional child. Prerequisite: 749A. Corequisite: CI 818A.

CI 818A.  Internship/Practicum: Positive Behavior Supports   1 credit hour

Provides a supervised opportunity for candidates to evaluate and implement positive behavioral supports for students with challenging behaviors, including functional assessment of problem behavior, design and implementation of behavior plans, and provision of ongoing positive behavior supports. Prerequisite: one of the following courses — adaptive, CI 749A; functional, CI 749F; gifted, CI 749G; and full admission to the special education program. Corequisite: CI 818.

CI 819.  Nonsymbolic & Symbolic Communication   2 credit hours

Develops strategies and techniques for assessing, designing and delivering instruction in order to meet the unique communication needs of learners with severe and multiple disabilities. Prerequisite: CI 749F. Corequisite: CI 819A.

CI 819A.  Internship/Practicum: Communication   1 credit hour

Provides a supervised opportunity for candidates to evaluate and implement nonverbal and verbal communication strategies for students with functional learning needs. Prerequisite: CI 749F. Corequisite: CI 819.

CI 820.  Advanced Teaching Strategies for Students with Severe and Multiple Disabilities   2 credit hours

Develops strategies and techniques, including assistive technology, related to curriculum, instruction and planning of the learning environment within the functional curriculum. Imparts knowledge, skills and dispositions needed to meet the diverse cognitive, physical, social and emotional needs of students with severe and multiple disabilities. Prerequisites: CI 742, 749F, full admission into the special education-functional program. Corequisite: CI 820A.

CI 820A.  Internship/Practicum: Low-Incidence Learning Needs   1 credit hour

Provides a supervised opportunity for candidates to evaluate and implement learning experiences, including curriculum planning, environmental arrangements, instructional delivery, and use of assistive technology, that develops cognitive, physical, social and emotional needs of students with severe and multiple disabilities. Prerequisites: CI 742, 749F, full admission into the special education — functional program. Corequisite: CI 820.

CI 821.  Classroom Reading Practicum   3 credit hours

Students participate in a practicum experience, delivering developmental and corrective reading instruction in a classroom setting. Prerequisite: CI 705.

CI 822.  Principles of Nondiscriminatory Assessment for Students With Exceptionalities   2 credit hours

Applies standardized and informal evaluation techniques including critical evaluation of standardized tests, their appropriateness for special populations (including school-age individuals with exceptionalities and reading disabilities as well as young children and culturally and linguistically diverse learners), and alternative methods of assessment and intervention techniques based on diagnostic profiles. Historical, racial, gender and social disproportionalities issues within special education are also addressed. Prerequisite: CI 749A, 749F or 749G.

CI 824.  Reading Internship I   2 credit hours

The first of a two-semester internship required by the state of Kansas to qualify for endorsement as a professionally licensed reading specialist. The intern has a university supervisor and an employing school district-appointed mentor who is a licensed reading specialist. A minimum of two visits from both the university supervisor and mentor as well as additional communications occur. Provides the candidate with experience as a reading specialist. Candidates are expected to provide evidence of meeting all licensure standards. Prerequisites: CI 736, Kansas conditional endorsement as a reading specialist.

CI 825.  Reading Internship II   2 credit hours

The second of a two-semester internship required by the state of Kansas to qualify for endorsement as a professionally licensed reading specialist. The intern has a university supervisor and an employing school district-appointed mentor who is a licensed reading specialist. A minimum of two visits from both the university supervisor and mentor as well as additional communications occur. Provides the candidate with experience as a reading specialist. Candidates are expected to provide evidence of meeting all licensure standards. Prerequisite: CI 824.

CI 837.  Collaborating and Refining Problem-Solving Skills   4 credit hours

This integrated class guides students in implementing school and classroom improvement practices that have documented success. Emphasizes collaboration skills in the identification, selection and development of approved school and professional development projects. Prerequisite: CI 804.

CI 843.  Leadership and Sustained Professional Growth   4 credit hours

Emphasizes commitment to and application of professional leadership in curriculum and instruction and/or school improvement. Sustained exploration of topics from CI 731, 804, 837 expected. Prerequisite: CI 837.

CI 845.  Curriculum Models & Practice   2 credit hours

Examines theories, development processes, evaluation procedures and current practices in curriculum. Emphasizes multiple conceptual frameworks for thinking about curriculum and reflective inquiry into the implications of those frameworks in today's classrooms and schools. Prerequisite: admission to MAT program.

CI 847A.  Practicum/Field Experience: ECU   1-10 credit hours

Provides supervised field experiences for candidates to evaluate and implement learning experiences, including curriculum planning, environmental arrangements, instructional delivery, and use of assistive technology that links to increased development in all domains. Experiences are assigned at three levels, infant-toddler, preschool and K-3. Prerequisites: CI 614, 617 and/or CI 703, and full admission into the special education/early childhood unified program.

CI 847B.  Practicum: School Libraries   2-3 credit hours

Students pursue a professional experience in a school library media center under the cooperative supervision of an experienced practitioner in the field and a university supervisor. Prerequisite: CI 732.

CI 847IT.  Practicum/Field Experience in ECU: Infant/Toddler   3-4 credit hours

Candidates participate in practicum teaching opportunities located in an infant/toddler setting that includes young children both with and without special needs. Candidates work with a cooperating/mentor teacher(s), other professionals, and university supervisor to plan, implement, and assess services and supports for young children at this level. Course includes diversity content. Pre- or corequisite: CI 614.

CI 847KG.  Practicum/Field Experience in ECU: K-3   3-4 credit hours

Candidates participate in practicum teaching opportunities located in a K-3 setting that includes young children both with and without special needs. Candidates work with a cooperating/mentor teacher(s), other professionals, and university supervisor to plan, implement, and assess services and supports for young children at this level. Pre- or corequisite: CI 703.

CI 847P.  Practicum/Field Experience in ECU: Preschool   3-4 credit hours

Candidates participate in practicum teaching opportunities located in a preschool setting that includes young children both with and without special needs. Candidates work with a cooperating/mentor teacher(s), other professionals, and university supervisor to plan, implement, and assess services and supports for young children at this level. Course includes diversity content. Pre- or corequisite: CI 617.

CI 848.  Analysis and Reflection   2 credit hours

In the transition to teaching or residency licensure program, this course introduces techniques for analyzing impact on student learning and effective reflection as well as requiring students to apply these techniques to specific learning environments. Transition to teaching and Middle Level Secondary prerequisites: CI 744, 769, and continued employment by a school district. Corequisite: CI 748.

CI 849.  Practices and Trends in Action Research   2 credit hours

In the transition to teaching or residency licensure program, this course introduces techniques of action research and requires students to apply these techniques to specific learning environments. Transition to teaching and MLS Residency prerequisites: CI 748, 848, and continued employment by a school district. Corequisite: CI 749 or 781. ECU Residency prerequisite: CI 603. Corequisite: CLES 801.

CI 855.  Models and Practices of Curriculum and Instruction   3-6 credit hours

Examines theories behind, the development of, current practices and trends in, and evaluation and assessment procedures pertaining to curriculum and instruction. Emphasizes multiple conceptual frameworks for thinking about curriculum and instruction, and reflective inquiry into the implications of those frameworks in today's classrooms. Prerequisite: CI 706.

CI 856.  Improvement of Instruction in Mathematics   3 credit hours

Students examine recent trends in subject matter content and teaching guides to improve understanding of meanings, vocabulary and mathematical concepts. Includes instructional methods and materials.

CI 860.  Seminar in Research Problems   1-3 credit hours

Helps MA in teaching graduate students formulate an acceptable agenda for the development of a professional action research project or portfolio to satisfy the application requirements for the master's in teaching program. Fulfills the university's professional and scholarly integrity training requirement covering research misconduct, publication practices and responsible authorship, conflict of interest and commitment, ethical issues in data acquisition, management, sharing and ownership. Prerequisite: CLES 801.

CI 862.  Evidence Based Inquiry: Capstone Project Proposal   1-2 credit hours

Students develop a research-based inquiry proposal as a process for increasing skills as evidence-based practitioners. A formal proposal is written to research evidence-based practices or other important knowledge bases relevant to learning and instruction. Prerequisites: all SPED core classes.

CI 863.  Evidence-Based Inquiry: Capstone Project   1-2 credit hours

Students complete and present a research-based inquiry report as a process for increasing skills as evidence-based practitioners. This formal report is presented to a preidentified audience describing the results of an inquiry into a knowledge basis relevant to the fields of learning and instruction. Prerequisite: CI 862.

CI 867.  Interdisciplinary STEM Education: Exit Course   3 credit hours

Cultivates students' STEM content knowledge and pedagogical skills for implementing integrated STEM teaching by providing practical experiences in formal and informal STEM settings. Experiential and application-based course which allows students to demonstrate their ability to develop integrated STEM curriculum. Prerequisites: CI 764 and 3-4 courses of individualized pathway STEM courses listed in the certificate program catalog.

CI 868.  School Library Media Internship II   2 credit hours

The second of a two-semester internship required by the state of Kansas to qualify for endorsement as a professionally licensed library media specialist. Provides the candidate with experience as a library media specialist. Candidates are expected to provide evidence for meeting all licensure standards required of library media specialists. Prerequisite: CI 757.

CI 871.  Evidence-Based Inquiry Portfolio Proposal   1-2 credit hours

Special education degree candidates/students develop a research-based inquiry proposal as a process for increasing skills as evidence-based practitioners. A formal proposal is written in APA style for the investigation of research and other evidence-based practices that link to the validation of specific curricula, instruction/intervention strategies/methods, or other important knowledge bases that improve practices within the field of special education or related fields. Prerequisites: CI 851, 858 and one of the following-CLES 801, CESP 704 or CI 717.

CI 872.  Evidence-Based Inquiry Portfolio Presentation   1-2 credit hours

Candidates in the degree program present/defend a research-based inquiry project that promotes knowledge and skills of being an evidence-based practitioner. A formal paper is written in APA style and a presentation is prepared and delivered to a pre-identified audience describing the results of an investigation of research and other evidence-based practices that link to the validation of specific curricula, instructional and/or intervention strategies, or other important knowledge bases linked to the field of education, special education or related field. The second part of a required capstone project for the master's degree in special education. Prerequisite: CI 871.

CI 875.  Master’s Thesis   1-2 credit hours

Students complete the research proposal accepted by their thesis committee. Students work closely with their advisor and committee. Students receive credit for this course when their thesis has been completed and defended. Prerequisite: CI 860 or 885.

CI 876.  Master’s Thesis   1-2 credit hours

Students complete and orally defend their thesis. Students work closely with their adviser and committee. Students needing an additional semester to satisfy these requirements should enroll in one hour of CI 876. Students receive credit for courses(s) when their thesis has been completed and defended. Prerequisites: CI 875, 884, 885 or instructor's consent.

CI 880.  Learning Theory and Curriculum Design   3 credit hours

Focuses on cognitive science relative to how people learn and how instruction is designed to facilitate and optimize learning. Students explore several different theoretical perspectives on learning, cognition and cognitive development. Using current learning theories and a range of tools, students come to understand effective curriculum design for a variety of settings. Prerequisite: graduate standing or departmental consent.

CI 881.  Instructional Theory   3 credit hours

Fosters the art of teaching and provides students with knowledge and skills to bring instructional theory into practice in order to optimize learning in a variety of professional trainings as well as in multiple sociocultural and educational learning settings. Prerequisite: graduate standing or departmental consent.

CI 884.  Inquiry Into Instructional Practice: Part 1   3 credit hours

Introduces students to the procedures commonly used in research and data analysis. Conceptual, procedural and analysis issues from a wide variety of areas are covered, ranging from formal research techniques to approaches used by researchers involved in investigations in real-life settings. Includes critical analysis of selected published research in the student's professional area. Prerequisite: graduate standing or departmental consent.

CI 885.  Inquiry Into Instructional Practice: Part 2   3 credit hours

Provides students with the skills necessary to conduct research relevant to their professional practice. Includes elements of quantitative as well as qualitative data analysis. Students critically analyze data-based decision making and the potential implications of instructional practice. Fulfills the university's professional and scholarly integrity training requirement covering research misconduct, publication practices and responsible authorship conflict, of interest and commitment, ethical issues in data acquisition, management, sharing and ownership. Prerequisite: CI 884.

CI 890.  Special Problems in Education   1-4 credit hours

Directed reading and research under the supervision of a graduate instructor. Graduate students only.

CI 893.  Instructional Leadership: Professionalism and Collaboration   3 credit hours

Focuses on the role of the instructional leader to facilitate the implementation and sustainability of change necessary to support individual and organizational learning. Candidates acquire the skills necessary to facilitate, nurture and maintain partnerships. Prerequisites: CI 880, 884, 885.

CI 894.  Advanced Topics in Early Childhood Special Education   1-4 credit hours

Students participate in topical seminars in early intervention offered periodically to facilitate opportunities for the in-depth study of critical issues or topical research in the field of early childhood and/or early childhood special education. Repeatable for credit. Prerequisites: CI 603 and at least one methods class: CI 614, 617 or 703.