6 courses with the subject STIP, 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.
STIP 600Special Topics in Inclusionary Practice3
42.0 hours 600 level graduate course This course is designed to address the diversity of learning needs in today’s classrooms. Educators will learn how to assess and differentiate by ability and interest; style and readiness level; and will be able to embed formative assessments and research-based instructional practices in order to support student needs. A three-tiered model of instruction and intervention (RTI, or MTSS) will be used to frame and inform the discussion of instructional needs and supports for general education, special education, or both. The principles of Understanding by Design (UbD) will be utilized to guide instruction and intervention resources. Open to graduate students from the Division of Continuing Studies. This course may be repeated for credit.
STIP 601Special Topics-Current Trends & Issues In Special Education3
42.0 hours 600 level graduate course The course focus is on current trends and issues in special education as related to both high and low incidence disabilities. Students will have the opportunity to complete individual projects of interest and at the same time strengthens their ability to advocate for positive change across multiple areas of special education and related services. The course uses a collaborative and cooperative framework built upon current educational philosophies and practice, including Responsive Classroom and Circle of Power and Respect. Students will have time and space to prepare projects in class with peer and instructor assistance, and will be expected to extend research and synthesis outside of class, refining practice and reflecting on classroom experiences. Active participation is encouraged through lively discussions and activities in which students will take on multiple perspectives in order to connect with each other, develop empathy, and brainstorm ideas to create and support a more inclusive classroom. Open to graduate students from the Division of Continuing Studies. This course may be completed 4 times for credit.
STIP 603Current Trends & Issues in Special Education: Universal Access to Curriculum3
42.0 hours 600 level graduate course The focus of this course is on current trends and issues in special education related to high and low incidence disabilities. Educators will complete individual projects of interest and teacher voice/advocacy for positive change across multiple areas of special education and related services. Topics include: Neurodiverse Populations, Planning and Promoting Inclusive Practice, Universal Access to Curriculum, Collaboration with Parents, General Education Teachers and Paraprofessionals, Development of Peer Supports, Behavior Supports, and Social Skills and Post Secondary Outcomes for Students with Disabilities. This course may be completed 2 times for credit.
45 hours 600 level graduate course This course will help teachers understand the science and benefits of classroom mindfulness practices. Throughout the semester, educators will learn mindfulness strategies they can employ immediately to help their students lead healthy lives, learn healthy coping skills, and make healthy choices. Educators will experience the benefits of these strategies first hand, as they try these out together and with instructor feedback. Together participants will discover how self-care allows better connections throughout each moment of the day, while also compiling a list of ways to incorporate mindfulness into their daily classroom practice. This course aims to rejuvenate educators’ classrooms and classroom procedures. This course may be repeated for credit.
STIP 605Trauma-Informed Classroom Practices for Teachers3
45 hours 600 level graduate course Approximately two-thirds of K-12 students will experience an adverse childhood event prior to the age of 18 and the majority of K-12 educators will work with students who have a history of personal or community trauma. Knowing that trauma histories can manifest in academic and social behaviors, it is essential that teachers are equipped with trauma-informed skills and strategies to help support all of the students in their care. This course will review the impacts of trauma on brain development, stress tolerance, social/emotional skills, and academic and life outcomes. It will also focus on further exploring what it means to be trauma-informed with a particular focus on strategies that can be implemented within schools and classrooms to increase opportunities for student regulation and feelings of emotional safety. Lastly, the course will review how trauma-informed teaching is an extension of the equity work already occurring in many school systems. This course may be repeated for credit.
45 hours 600 level graduate course This course encourages educators to explore how they can use cognitive science to create a stimulating and engaging classroom for all learners. Together teachers will explore ways in which the classroom setting, atmosphere, and academic content can be developed to encourage feelings of safety, improve retention of material, and a ensure a positive learning environment. This course may be completed 2 times for credit.
