North Carolina State University at Raleigh · Courses
ECI
235 courses with the subject ECI, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
ECI 201Intro to Instructional Technology for Educators (3
hours) Introduction to effective technology integration in teaching practices across the curriculum for pre-service teachers. Exploration of different technology-based tools commonly integrated in instruction, including desktop, Internet/ Web-based, mobile, and cloud applications. Examination of integration challenges using relevant, real-world examples from current teacher practices. Planning for student-centered, project- based lessons that make use of diverse technologies. Typically offered in Fall and Spring
For prospective teachers in Middle and Secondary Business and Marketing, English, Foreign Languages, Language Arts, and Social Studies. Emphasis on what it means to be an educator as well as differing aspects and procedures of instruction and analysis of competencies required of teachers. The course has a required fieldwork component in local K-12 school, and students are responsible for their own transportation to and from the schools. students are required to puchase internship liability insurance to participate in this course. Conta University Insurance & Risk Management for details on acquiring the insurance and the current charge. This course is restricted to Teacher Education majors. Typically offered in Fall and Spring
ECI 205Introduction to Teaching Humanities and Social
Sciences (3 credit hours) For prospective teachers in secondary and middle years social studies, English, language arts, and foreign languages. An emphasis on differing aspects and procedures of instruction and analysis of competencies required of teachers. Field work in avariety of education settings including an extended period in one curriculum area. Typically offered in Fall and Spring ECI 296/ED 296 Special Topics in Education (1-3 credit hours) Individual or group study of particular areas of education at the freshman and sophomore levels. Specific topics will vary from semester to semester. Typically offered in Fall and Spring
This course examines the intersection of diversity, inclusivity, equity, and P-16 education; specifically by considering multiple identity markers such as: gender, sexuality, race, socioeconomic status, ability, and all aspects of culture. This interdisciplinary course uses a sociological lens to examine educational materials, research studies, memoirs, and media to explore the following essential questions: In what ways do students' cultural identities impact their experiences in schools?; How are social inequalities perpetuated by and within the educational system?; What types of individual and systemic practices can help disrupt the marginalization of students in P-16 schools? How can schools celebrate and sustain students' cultural identities? GEP Interdisciplinary Perspectives Typically offered in Fall and Spring
Reading skills in middle years education developed with emphasis on application of the reading process to content area. Typically offered in Spring only
Nature and purposes of middle grades education. Early adolescent development, curriculum, teaching/learning methods, school organization, and characteristics of effective middle years teachers. Includes field experience. g Prerequisite: Six hours in ED or PSY Typically offered in Fall and Spring
ECI 332Health Promotion and Disease Prevention ()3
Emphasis on education of the public regarding general health concerns including cancer, cardiovascular disease, accident prevention, nutrition, drugs, alcohol, mental health, sexuality, and environmental hazards. Typically offered in Spring only This course is offered alternate years
The historical basis of health care delivery in the U. S. with emphasis on hospitals, health maintenance organizations, ambulatory care centers, ambulatory surgery, nursing homes, and private care practice. Philosophical issues of funding health care, promoting health care, and the training of health care workers.
ECI 335Planning Classroom and Clinical Curricula ()3
Procedures for planning health occupations curricula for classroom and clinical settings. Practice in writing, updating, and refining health curriculum with emphasis on selection and sequencing. Comparison of styles of writing curricula. Roles and responsibilities of healthy curriculu planner. Certification Majors: EOE 101. For credentialed health professionals
ECI 336Strategies for Teaching a Health Occupations Course (3
credit hours) Planning and implementation of effective instructional strategies for clinical and classroom settings. The nature of the teaching/learning process, psychological and philosophical aspects of teacher choice of various strategies. Typically offered in Spring only
Foundational concepts of artificial intelligence and the practical side of leveraging artificial intelligence (AI) in education, focusing on prompt engineering for pre-service teachers. Exploration of the full cycle of instructional design, training, and education through the lens of AI. Discussion about the ethics and policy of AI in education will be done. Examination of real-world examples from contemporary teaching practices of AI in Ed. Restriction: Junior or Senior Standing Typically offered in Fall and Spring
ECI 414Human Relations and Discipline in the Classroom (3
hours) Designed to help prospective teachers foster positive interpersonal relationships in classrooms, build a sense of community and create a purposive environment for learning. Investigates issues such as group building, active listening, and major approaches to discipline. Uses case studies and problem solving methods. This course is offered alternate years
ECI 416Teaching Students with Disabilities in Inclusive
Classrooms (3 credit hours) This course is designed to prepare preservice educators to teach students with disabilities. Specific methodologies that relate to the theory and practice of teaching students with disabilities in inclusive classrooms will be examined. When fieldwork in schools and related settings is required to supplement the instruction, students are responsible for transportation to and from the approved/assigned settings. Typically offered in Fall, Spring, and Summer ECI 423/WL 423 Methods for Teaching World Languages K-12 (5 credit hours) Methodology and pedagogy of teaching World Languages grades K-12 with an emphasis on lesson and unit planning, second language m acquisition, diversity, national and state standards, materials, assessment, proficiency oriented teaching, and demonstrations/practice teaching in micro-lessons. This course provides opportunities for prospective World Language teachers to integrate knowledge of their language with effective materials, strategies, and methods of instruction to prepare students for K-12 World Language teaching. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Restriction: Open to WLC Education majors or by permission Typically offered in Fall only ECI 426/WL 426 Student Teaching in Modern World Languages (12 credit hours) Teaching experience for prospective teachers of World Languages in a selected elementary, middle or high school under the supervision of a cooperating teacher and a university faculty supervisor. Additional school observations and on campus seminars are a part of this course. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Students are covered under the General Statute affording liability protection. Typically offered in Spring only
ECI 427Multilingual Teaching and Learning Methods (3
hours) This course prepares K-12 educators in the leading-edge pedagogies necessary to work with multilingual learner (ML) students in the current educational context. The course is centered on practices that build languages and (bi)literacy skills for MLs, including research-driven pedagogies for ML students, WIDA framework for ML students, translanguaging practices, and biliteracy development. This course will also explore current curriculums and dual language curriculums that advance multilingualism for students, as well as how curriculums used in K-12 classrooms (language and content areas) can be made accessible for ML students. Typically offered in Fall, Spring, and Summer
ECI 430Methods and Materials for Teaching Language Arts in the
Middle Grades (4 credit hours) Inquiry, activity-oriented course provides opportunities for prospective language arts middle school teachers to integrate knowledge of English with effective materials, strategies, methods of instruction. Students observe middle school classes, plan lessons, and units, practice varied classroom strategies, technologies in micro-lessons. Prepared students for teaching language arts with other content areas in middle schools.
ECI 205,ELP 344,PSY 304 or EDP 304,ECI 309, ECI 306,
ECI 435Methods and Materials for Teaching Social Studies in the
Middle Grades (4 credit hours) For preservice middle school social studies teachers. Focus on: teaching and evaluation skills, adaptation of instruction to individual learner differences, identification and creation of instructional materials appropriate for use in social studies teaching. Typically offered in Fall only
This course focuses on the sociopolitical and historical contexts of education for Multilingual students. Beginning with patterns of human migration and recent demographic shifts nationally, internationally, and in North Carolina, we review how and why multiple languages are used in school and classroom settings. We examine types of educational programs, including various types of bilingual education (dual language immersion [one way-, two way-], developmental, transitional) and the policies and practices that improve learning and well-being for multilingua students. Typically offered in Fall and Spring
Ethical and legal issues involved in delivering health care, such as euthanasia, reproductive technology, organ transplants, patients' rights, and confidentiality. Classical ethical theories and principles. Systematic review procedures and currentmedical law used to examine current case dilemmas in the health professions. Typically offered in Fall only
ECI 442Field Experience in Business and Marketing Education (3
credit hours) Supervised off-campus work experience in an approved business and marketing content related job. The work experience relates on-the-job experiences to the technical competencies taught in the North Carolina Standard Course of Study for business and marketing education. Students are responsible for their own transportation to and from the schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. This course is restricted to Teacher Education majors. Typically offered in Fall and Summer
ECI 444Administration of Business and Marketing Education (3
credit hours) Development of successful business and information technology, and marketing education programs. Program promotion, managing cooperative education experiences, managing DECA and FBLA chapters, and determining professional development strategies. Primary roles of the business and information technology and marketing education teachers' classroom instruction. Program management, classroom management, management of career-technical student organizations, cooperative education, and program development.
ECI 445New Literacies, Emerging Technologies, and Electronic
Portfolios (2 credit hours) Inquiry, activity-oriented course designed to engage students in theory and practice related to 21st century skills, new literacies, and emerging technologies, as well as focused support for developing the culminating electronic portfolio. Course provides opportunity for pre-service, English Language Arts/ Social Studies middle School teachers to integrate knowledge of English and Social Studies with emerging technologies and digital literacy applications. Typically offered in Fall only
ECI 446Curriculum and Methods of Teaching Business and
Marketing Education (4 credit hours) Study of the curriculum common to business and information technology and marketing education and the research behind its development. Methods common to instructional planning, implementation, and evaluation of effective business and information technology and marketing education programs are topics included in this course. Twenty hours of field work are required. Student are expected to provide their own transportation to and from assigned public schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details in acquiring the insurance and the current charge. MKE students only. and Marketing Education Majors Typically offered in Fall only
Admission to Teacher Education Candidacy ; MKE Business
ECI 447Student Teaching in Business and Marketing Education (9
credit hours) Fifteen weeks full-time student teaching business and marketing subjects in the public schools under the supervision of a cooperating teacher and university supervisor. Students will develop skills in instruction, evaluation, advisement, administration, and observation. Students are expected to provide their own transportation to and from assigned public schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. MKE students only. Marketing Education Majors, Corequisite: ECI 494 Typically offered in Spring only ECI 448/ECI 548 E-Business Applications in Business and Marketing Education (3 credit hours) Emphasis on design and construction of advanced web pages, business and marketing applications of electronic commerce, as well as economic, social, legal, and ethical issues that are related to conducting business in a virtual environment. Content prepares students to apply principles to the business and marketing education curriculum in the public schools. Credit for both ECI 448 and ECI 548 is not allowed. Typically offered in Fall only
Admission to Professional Semester ; MKE Business and
ECI 449MSL Senior Student Teaching Seminar ()2
ECI 449 is the senior seminar held in conjunction with MSL Student Teaching Internship experiences, ECI 454 and ECI 464, which provide the prospective teacher with experience in the techniques and skills involved in teaching middle grades English Language Arts and/or Social Studies, including 16 weeks in a selected off-campus placement. Student teachers become familiar with the total school program and participate in selected school and community activities while meeting internship and program requirements. The seminar provides an opportunity for students to process and analyze the internship experience with the support of their cohort, university supervisor, instructor, and local school personnel with expertise in middle grades teaching and related topics. C: Seminar is for MSL senior student teachers enrolled in ECI 454 and ECI 464. Typically offered in Spring only
ECI 450Methods and Materials in Teaching English ()4
Methods and materials of teaching English in grades 9-12, with an emphasis on lesson planning and demonstrations/practice in teaching literature, study skills, speaking, listening, and writing. Taught during the first seven weeks of the semester. and admission to Teacher Education candidacy with a Major in English Typically offered in Spring only
Facilitates study of methods and materials for teaching literacy across disciplines. Develops instructional strategies in the use of print and digita texts and media to support disciplinary learning. Typically offered in Fall and Spring
ECI 454Student Teaching in English/Language Arts (1-12
hours) Provides the prospective teacher with experience in the techniques and skills involved in teaching English in secondary schools or Language Arts in middle schools in a selected off-campus station. Student interns become familiar with the total school program, eventually carrying a full teaching load, and participate in relevant school and community activities. Students are required to provide their own transportation. TED and MSL majors only. Professional Semester; Also for MSL students: ECI 430, ECI 416; Co- Typically offered in Spring only
For TED & MSL students: Admission to Student Teaching TED students: ECI 450; MSL students: ECI 464 and ECI 449
ECI 460Methods and Materials in Teaching Secondary Social
Studies (4 credit hours) Teaching techniques, innovations, and development of teaching and evaluation skills in the area of secondary school social studies. Adaptation of instruction to individual learner differences, and selection and design of instructional materials. Taught during the first six weeks of the semester. Taught during the first six weeks of the semester. professional semester with a major in either history, sociology, political science Typically offered in Fall only
Skills and techniques in teaching social studies in secondary and middle schools. Each student spends sixteen weeks in a selected off-campus center. The student demonstrates competencies essential for teaching social studies, becomes familiar with the total school program, and participates in a variety of school and community activities. LTP, LTS students: ECI 460. For MSL students: ECI 454, ECI 449 Typically offered in Spring only
Admission to professional semester, Corequisite: For LTH,
ECI 471Educational Implications of Learning and Developmental
Theory (3 credit hours) Topics related to human psychological development. Cognitive, social, physical changes, and their interaction among adolescence. Departmental Approval Required. Typically offered in Spring and Summer
ECI 472Interaction of Classroom Management and Instruction (3
credit hours) Topics related to teaching in the content area and classroom management. Lesson planning, principles applied to education, measurement and evaluation procedures, behavior therapy, and student motivation. Departmental Approval Required. Typically offered in Spring and Summer l ECI 473 Subject Specific Methods (3 credit hours) Topics related to cultural factors and how they affect teachers and students in the classroom. Instructional techniques and the development of instructional plans that enhance schooling experiences of culturally diverse students. Departmental Approval Required. Typically offered in Fall only
Topics related to cultural factors and how they affect teachers and students in the classroom. Instructional techniques and the development of instructional plans that enhance schooling experiences of culturally diverse students. Departmental Approval Required. Typically offered in Fall only
Topics related to essential skills and concepts needed by beginning teachers. The class focuses on questioning, test preparation, discussion skills, familiarity with national standards, multiple teaching strategies, and assessment + evaluation of students. Departmental Approval Required. Typically offered in Fall only
ECI 475Peer Mentoring in Alternative Licensure ()3
Topics related to observing and evaluating fellow teachers in relation to the national state teaching competencies. Classroom observations, videotaping, and group evaluations that are shared and discussed with fellow teachers. Departmental Approval Required. Typically offered in Spring only
Topics related to inquiry, activity based instruction, and constructivist principles. Analysis of principles, strategies and application of new teaching approaches. Departmental Approval Required. Typically offered in Spring only
ECI 494Senior Seminar in Business and Marketing Education (3
credit hours) Discussion and analysis of problems, trends, and issues experienced while student teaching in the public schools. Marketing Education Majors, Corequisite: ECI 447 Typically offered in Spring only ECI 496/ED 496 Special Topics in Education (1-3 credit hours) Individual or group study of special topics in professional education. The topic and mode of study are determined by the faculty member after discussion with the student. Typically offered in Fall, Spring, and Summer
Origin, development, and current status of elementary and secondary school curriculum and an evaluation of trends and issues likely to influence the curriculum in the future. Typically offered in Summer only
Introduction to principles of social justice education and their centrality in progressive policies and pedagogies that lead to equity in all teaching contexts. Students will develop strategies for successfully incorporating a social justice education framework in scholarship and professional practice. Typically offered in Fall only
Examines teacher leadership research, theory, and practice. Prepares teachers to assume leadership roles in classrooms, schools, school systems, and the larger educational community. Independent research projects required. Typically offered in Spring only
ECI 509Special Problems in Curriculum and Instruction (1-6
hours) In-depth study of topical problems in curriculum and instruction selected from areas of current concern to practitioners in education. Typically offered in Fall, Spring, and Summer
ECI 512Emerging Technologies for Teaching and Learning (3
hours) Examination of emerging technologies as applied in educational settings with a focus on related research, case studies, theoretical underpinnings, and strategies for effective integration. Typically offered in Summer only
For classroom teachers. Practical field-tested ideas to help students improve as writers by focusing on composition as a process as well as a product. Activities for teaching prewriting, drafting, revising, proofreading grammar and evaluating with suggestions for individual and group learning. Writing in content areas and composition research/ theory. To take this course in sum. as part of Capital Area Writing Project, student must apply and be selected Typically offered in Spring only
Designed to acquaint in-service and pre-service teachers with breadth and diversity of contemporary literature for adolescents, with emphasis on teaching young adult literature. Addresses history and themes of young adult literature, readability of materials, reading preferences, literary merit, skills that can be taught through literature, censorship, motivating students to read and organizing literature units. Typically offered in Fall only
This course is designed to introduce the methods and skills required for designing, conducting, interpreting, and applying action research - the systematic inquiry into curriculum, instruction, teaching, and learning. This course will focus on reflective inquiry and practical applications. Typically offered in Summer only
ECI 528Strategies for Teaching English in Secondary Schools (3
credit hours) Methods and materials of teaching English in grades 9-12, with and emphasis on lesson planning and demonstrations/practice in teaching literature, study skills, speaking, listening, media literacy, and writing. Some classes and assignments will be completed in a field setting. Typically offered in Fall only
ECI 530Social Studies In the Elementary School ()3
Advanced professional training in teaching of social studies for middle grades and elementary teachers, including in-depth introduction to research-based teaching strategies, instructional resources and literature of the field.
Appropriate for any specialty area in Education. Focus on writing required in graduate courses, research reviews for educational reports and National Board Certification, writing for educational journals, theses, and dissertations. Opportunities to gain knowledge, tools, and strategies to meet the academic community's standards. Strategies to develop and/or enhance form, style, content, quality of academic writing, and on researching, composing, revising, and editing. Students will compose,self-evaluate and give feedback on the work of their peers. Graduate status.
ECI 535Methods and Materials for Teaching Social Studies in the
Middle Grades (3 credit hours) For preservice middle school social studies teachers. Focus on: teaching and evaluation skills, adaptation of instruction to individual learner differences, identification and creation of instructional materials appropriate for use in social studies teaching. Cannot earn credit for ECI 435 and ECI 535. Typically offered in Fall only
Theoretical foundations of reading instruction and current methods and materials for teaching reading, with emphasis on planning and implementing reading programs for children in kindergarten through grade six. Typically offered in Fall only
Methods in instruction for applying reading to content areas, with emphasis on means of improving comprehension, vocabulary and learning strategies in subject matter classrooms. Typically offered in Spring and Summer
In-depth study of topical problems in reading education selected from areas of current concern to practitioners in education. Typically offered in Fall, Spring, and Summer
Examination of five major aspects of middle years education: (a) history and purposes of middle/junior high school, (b) pre- and early adolescent needs, interests and abilities, ¿ curriculum design and content, (d) teaching methods and (e) school organization. Emphasis on both theoretical understandings and effective classroom strategies. Typically offered in Fall and Spring
ECI 563Methods and Materials in Teaching Secondary Social
Studies (3 credit hours) ECI 563 is a course that involves teaching techniques, innovations, development of teaching and evaluation skills, and in-depth subject matter inquiry in the area of secondary school social studies. Adaptation of instruction to individual learner differences, and selection and design of instructional materials will be explored. Must be enrolled in Secondary Social Studies MAT Program. Typically offered in Fall only
ECI 566Advanced Instructional Strategies in Business and
Marketing (3 credit hours) Advanced strategies and techniques related to teaching and learning in the business and marketing education curricula, classrooms, work places, and technology environments in middle and secondary education. MKZ students only. Typically offered in Spring only
ECI 567Career and Technical Education Fundamentals and
Program Administration (3 credit hours) Emphasis on assisting various school district personnel in acquiring the knowledge and skills needed to effectively provide quality career and technical education (CTE) programming at the district level. Content includes federal CTE legislation, theory and research on educational reform, local and regional economic development, sources of funding for CTE programming and continuous improvement. Typically offered in Fall and Spring
ECI 568Designing College and Career Ready Programs (3
hours) Examination of current school system instructional practices to assist various school district personnel in aligning core academic and career and technical education programming to prepare students for successful post-secondary education, careers, and life-long learning. Content includes an examination of education reform initiatives with an emphasis on foundational theory and research, needed workplace knowledge and skills, innovative education programs/models, and research-based best practices for success in transitioning students to post-secondary success. Typically offered in Fall and Spring
Field of learning disabilities, including definitions, prevalence, etiology characteristics and current educational trends for educating students with learning disabilities. Typically offered in Summer only
Resource teaching in area of special education, with emphasis on resource teaching with students with special needs. Types of resource programs, establishment and maintenance of a program, selection of students, curriculum and materials. Typically offered in Summer only
ECI 575Communication Disorders In the Classroom (3
hours) Occurrence of communication disorders in the school-age population, including types of disorders, prevalence, etiology, characteristics and corrective therapy. Focus on communication disorders among exceptional students and classroom teacher's role in working with communication disorders. This course is offered alternate years ,
Severe and profound mental retardation and autism, including assessment procedures, educational and social/vocational programs, instructional strategies and evaluation. Legal and ethical issues involved in working with severely handicapped.
ECI 579Organization and Behavioral Management of Inclusive
Classrooms (3 credit hours) To increase students' knowledge of persons with high incidence disabilities (i.e., learning disability, mild intellectual disability, and serious emotional disability), and how to manage the behavior of all pupils in educational environments. Characteristics of students with high incidence disabilities will be emphasized , as well as strategies to reduce the likelihood of problem behavior of all pupils in the classroom. Typically offered in Fall, Spring, and Summer
Definitions, etiology, characteristics, philosophies and approaches to educational programming for children and youth with behavior disorders, including emotionally handicapped, autistic and socially maladjusted. Typically offered in Fall only
As the use of digital resources continues expand in education, an unprecedented amount of new data is becoming available to educational researchers and practitioners. In response, Learning Analytics (LA) has emerged over the past decade as an interdisciplinary field encompassing Learning (e.g. educational technology, learning and assessment sciences), Analytics (e.g. visualization, computer/data sciences), and Human-Centered Design (e.g. usability, participatory design). This course will provide students with an overview of the field, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques for working with and exploring data. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve learning and the contexts in which learning occurs. Typically offered in Fall only
This class is meant to teach the practical side of machine learning for applications in mining educational data. There will be a heavy project focus, and when you have completed the course, you should be fully prepared to attack new problems using machine learning in the field of education. Typically offered in Fall only
This course will provide students with an overview of text mining as an analytical approach in education research, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques (e.g. topic modeling and sentiment analysis). Students develop practical skills in the collection, analysis, and reporting of text data form sources such as Learning Management Systems, social media, and other online sources. Students can complete projects using a programming approach with R, a popular free open source software program for data science, or using non-programming point-and-click tools (i.e., SAS Visual Text Analytics). Typically offered in Spring only Curriculum and Instruction (ECI) 11
Although social network analysis and its educational antecedents date back to the early 1900s, the popularity of social networking sites like Twitter and Facebook have raised awareness of and renewed interests in networks and their influence. As the use of digital resources continues expand in education, data collected by these educational technologies has also greatly facilitated the application of network analysis to teaching and learning. This introductory course is designed to prepare researchers and practitioners to apply network analysis in order to better understand and improve student learning and the contexts in which learning occurs. This course will provide students with an overview of social network theory, examples of network analysis in educational contexts, and applied experience with widely adopted tools and techniques. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve both Typically offered in Spring only
ECI 640Practicum In Curriculum and Instruction ()1-6
Supervised practical experiences in schools and area agencies concerned with curriculum and instruction or educational supervision. Typically offered in Fall and Spring
Supervised practical experiences in schools and area agencies concerned with teaching children and adolescents with disabilities. Typically offered in Fall, Spring, and Summer Graduate Catalog 1079
ECI 650Internship In Curriculum and Instruction ()1-6
Supervised opportunities for advanced professional development in contexts concerned with curriculum development and/or educational supervision. Typically offered in Fall and Spring
Supervised opportunities for advanced professional development in contexts concerned with elementary grades education. Graduate standing in Col. of ED and PSY Typically offered in Spring only This course is offered alternate years
ECI 550, ECI 551, Graduate standing in College. of ED and
ECI 657Internship in Business and Marketing Education (1-6
hours) Supervised opportunities for advance professional development in contexts concerned with business and marketing education. Requires instructor approval. Typically offered in Fall and Spring
ECI 681Seminar in Teaching Literacy to Students with
Disabilities (3 credit hours) A case study approach is used in the seminar that requires the application of assessment techniques and instructional intervention methodologies in literacy for K-12 students with disabilities. Assigned activities require access to and experience in schools and/or related settings. Typically offered in Fall only
ECI 682Seminar in Teaching Numerical Concepts to Students with
Disabilities (3 credit hours) This course focuses on how to effectively assess and teach mathematics to students with learning differences. You will explore disabilities as learner variability and diversity (as opposed to deficits). Instruction and intervention are not a means of "fixing" students; rather, we utilize instruction to create experiences that provide access and support for students to advance their knowledge of mathematics. We will experience, design, and facilitate tasks, high leverage routines, and intervention that support the development of a robust mathematics. Typically offered in Spring only
ECI 683Seminar in Special Education Learning Strategies (3
hours) This seminar is designed to prepare special education teachers to evaluate and teach empirically supported learning strategies to students with disabilities in special education and collaborative settings. Particular attention will be paid to learning strategies shown to help students with disabilities organize, learn, and apply facts, skills and routines that provide access to and mastery of critical information across the curriculum. Field work in schools and/or related settings is required. Restricted to graduate students in SPE, SPB, SPL, SPM or consent of instructor.
Teaching experience under the mentorship of faculty who assist the studnet in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment. Typically offered in Fall, Spring, and Summer
For students in non thesis master's programs who have completed all other requirements of the degree except preparing for and taking the final master's exam. Typically offered in Fall and Spring
For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research. Typically offered in Summer only ECI 699/ELP 699/EMS 699/EOE 699/EAC 699/ECD 699 Master's Thesis Preparation (1-9 credit hours) For students who have completed all credit hour requirements and full- time enrollment for the master's degree and are writing and defending their theses. Typically offered in Fall, Spring, and Summer
Theory and research in behavioral sciences and education designed to provide theoretical background for development of elementary and secondary curricula. Exploration of knowledge base and skills for critical review of curricula and instructional materials and provision of an application opportunity. Typically offered in Fall only
ECI 709Special Problems In Curriculum and Instruction (1-6
hours) In-depth study of topical problems in curriculum and instruction selected from areas of current concern to practitioners in education. Typically offered in Fall, Spring, and Summer
ECI 716Design and Evaluation Of Instructional Materials (3
hours) Characteristics and selection of various media for instruction and their use in educational settings. Design and production of instructional materials. Analysis of research in the field. Individualized projects and assignments. Application of grounded research and theory concerning learning to design of instructional materials. Structured projects and practical experiences used to transfer design principles and evaluate instructional products. Typically offered in Fall, Spring, and Summer
For classroom teachers. Practical field-tested ideas to help students improve as writers by focusing on composition as a process as well as a product. Activities for teaching prewriting, drafting, revising, proofreadin grammar and evaluating with suggestions for individual and group learning. Writing in content areas and composition research/ theory. as part of Capital Area Writing Project, student must apply and be selected Typically offered in Spring only
ECI 722Theory and Research in Distance Education (3
hours) Introduction to distance education foundations, models, and underlying theories. Analysis of distance education research findings, research and evaluation methods, and management in varied settings--virtual schools, higher education, continuing education, and corporate e- learning. Application of distance education standards and research- based findings to the design of original course plans and materials prototypes, including appropriate recommendations for online teaching and community building, online student support, and online student assessment. Typically offered in Spring only
ECI 723Elementary STEM Learning in Informal Settings (3
hours) Research had identified levels of science and mathematics learning that occurs in settings and situations outside of formal schooling. Learning Science in Informal Environments: Places, People, and Pursuits (National Research Council (2009) describes how experiences such as visits to parks, museums, and nature centers expand learning beyond the classroom. ECI 723 examines science and mathematics learning outside of formal in-school instruction and explores bridges between formal and informal/non-formal learning. Students will observe and collect data in informal settings, explore opportunities to evaluate learning, and examine theoretical frameworks for positioning research on informal learning. P: Graduate Standing Typically offered in Spring only
ECI 724Professional Learning in Elementary STEM Education (3
credit hours) This course focuses broadly on teacher learning. Specifically, we examine research, development, and findings on the design and outcomes of professional learning experiences (PLEs), often called "professional development," for practicing teachers. The course is designed for graduate students to develop as critical readers, analytical writers, and participants in discussion of intellectual ideas centered around the following: (1) the theoretical and empirical foundations of the research literature related to teacher learning; (2) various approaches to the study of teachers' professional learning; (3) different sets of recommendations for what makes PLEs "effective"; and (4) evaluation methods for the impact of PLEs. Typically offered in Fall and Spring This course is offered alternate years
ECI 726Action and Cognition in Elementary STEM Teaching &
Learning (3 credit hours) This course provides an in-depth exploration of the relationships between "Action" & "Cognition" from an embodied cognition (EC) perspective as it pertains to elementary school teaching & learning. It will cover some of the theoretical foundations, empirical research, and practical implications of EC. The ultimate goal is to provide an interesting & practical experience that helps you in pursuit of your PhD. Doctoral students only (DR) Typically offered in Fall and Spring
ECI 727Special Problems in Social Studies Education (1-6
hours) In-depth study of topical problems in social studies education selected from areas of current concern to practitioners in education. Typically offered in Fall, Spring, and Summer
ECI 729Special Problems in English Education ()1-6
In-depth study of topical problems in English education selected from areas of current concern to practitioners in education. Typically offered in Fall, Spring, and Summer
This course examines foundational theories and complexities of equity and diversity in educational settings. In empowering education, how can we partner with universities, families, community partners, policy makers, and schools to transform communities through engagement and democratizing education? The course requires a deep study and application of critical theory in public spaces, community organizations, and educational institutions. R: Enrolled in a PhD program. Core Requirement for Educational Equity PhD students. Typically offered in Fall and Spring
ECI 735Seminar on Teaching and Teacher Education (3
hours) Doctoral seminar focused on the practice of teaching (pedagogy) and teacher education, including foundational research and contemporary issues. R: Doctoral Students Only Typically offered in Fall only
Doctoral seminar focused on contemporary theories of learning and the implications of these theories for the design of learning environments. R: Doctoral Students Only Typically offered in Spring only
ECI 740Education for a Radical Imagination: Historical and
Contemporary Perspectives (3 credit hours) A graduate seminar for Teacher Education and Learning Science Ph.D students. The course is focused on several interrelated questions: What is equity and freedom? What role can/have schools played in challenging systems of oppression? In what ways have groups of activists, reformers, teachers, and students tried to realize the emancipatory potential of education, whether inside or outside of schools? R: Teacher Education and Learning Science Ph.D students or with approval of the instructor. Typically offered in Fall only
of Advanced study of theoretical models of reading, research issues in reading and in other language processes. In-depth theoretical models of reading. Emphasis on critical examination and analysis of research investigating reading acquisition, maturereading behavior and related language processes. Typically offered in Spring only This course is offered alternate even years
Critical analyses of research and methodology in reading comprehension processes and strategies for comprehension and retention of written discourse. Opportunity for design and conduct of a research project in reading or related area. Typically offered in Spring only
ECI 840Practicum In Curriculum and Instruction ()1-6
Supervised practical experiences in schools and area agencies concerned with curriculum and instruction or educational supervision. Typically offered in Fall and Spring
ECI 850Internship In Curriculum and Instruction ()1-6
Supervised opportunities for advanced professional development in contexts concerned with curriculum development and/or educational supervision. Typically offered in Spring only
ECI 880Directed Study in Curriculum and Instruction (1-6
hours) Curriculum or research project in curriculum and instruction under the direct supervision of a faculty member. Typically offered in Spring only Graduate Catalog 1083
Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment. Typically offered in Fall and Spring
For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research. Typically offered in Summer only
For students who have completed all credit hour, tull-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations. Typically offered in Fall, Spring, and Summer
