Review of program goals, policies, and procedures in the MED program. Introduction to the library, campus writing lab and word processing facilities. A process for scholarly and professional writing will be covered as well as style, form, documentation, support, organization, and a number of other topics to help develop writing confidence for graduate work.
Study of the relationship of contemporary schooling issues to historical practices and philosophies.
Topics in this course will include issues related to differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area as they impact teaching and learning.
Educational applications of principles and theories of psychology, human behavior, personality development and learning. Recommended prerequisite MED 6080.
An overview of the theories of curriculum development as well as a practical appraisal of curriculum design, implementation, evaluation and assessment. Recommended prerequisite: MED 6080.
This methods course will include organizing and universal teaching strategies that can accommodate the variety of learning contexts and content that is taught to a diverse audience of learners. Recommended prerequisite MED 6080.
Students learn to locate and interpret educational research, and to apply research methods to their own education issues. Prerequisite MED 6000.
This course is designed to help students develop a Master's project proposal that is carefully researched and professionally written. Prerequisites: MED 6030, 6050, 6060, 6080 and Graduate Committee formed.
Development of a master's project, often related to a student's work assignment. Student must have a signed proposal and department permission to register. Prerequisite: MED 6085.
A review and synthesis of the program and its course work. The course includes opportunity to work with the development of personal portfolios. Prerequisites: All core requirements completed; Master's Project Proposal committee-approved and Master's Project Report completed or in progress. Student must have a signed proposal and program approval to register. Prerequisite: MED 6085.
Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect, and management and strategies for the classroom.
This course explores a topic receiving current attention by educators and the public, and deemed worthy of in-depth study. Credit will be determined by the nature of the topic.
Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with those who have behavior problems.
Students will explore effective classroom-based research techniques, complete classroom-based research projects, and engage in ongoing application of action research for the improvement of teaching practice.
Course will cover strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project.
Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom.
A variable title advanced course in Early Childhood Education (birth through age eight) based upon examination of the current trends in curriculum and instruction for young children. When this number is used it will be accompanied by a brief and specific descriptive title, i.e. literacy, math, science.
Considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions.
A survey course which identifies and gives opportunity to research current problems in education at national, state, and local levels. Solutions and responses are developed from the research to address problems.
Designed for students who have had a prior introduction to technology. Topics could include classroom applications of technology, software evaluations, and technology integration.
This course will address the nature of pluralism in American Society, including but not limited to exploration of multiculturalism, bilingualism, first and second language acquisition and instructional strategies. Establishes the core foundations for valuing diversity.
This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners.
Teaching strategies for English language development and content area instruction.
Examination of methods which would facilitate the interaction between the parent/community and the teacher/school through reciprocal communication, home-based involvement, school-based involvement and decision making. Special emphasis will be given to the importance of parental involvement in the education of second language learners.
Designed as an introduction to the philosophy, theory, and methodology of qualitative research. This course is a companion course to MED 6080, Conducting Educational Research. Special emphasis is placed on designing qualitative research proposals for master's degree projects.
Explores new concepts in curriculum and methods of instruction in the elementary schools. When this number is used it will be accompanied by a brief and specific descriptive title. The specific title with the credit authorized for the particular offering will appear on the student transcript.
Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas.
This course will provide a broad basis for using children's literature for instructional purposes in elementary classrooms to enhance literacy development.
Assessment of reading problems and corrective procedures for remediation in elementary classrooms.
An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, and metacognition. This course is required for the Level 1 Reading Endorsement.
The purpose of this course is to focus on the research on emergent and early literacy development so that teachers may construct well-designed, appropriate literacy learning environments and experiences for young language learners. Because this is an advanced course, students will be expected to have a reading background in early literacy. This course is required for the Level 1 Reading Endorsement.
This course is to help practicing secondary teachers acquire skills and strategies to support struggling readers. Specifically, this course will provide teachers with a systematic and ongoing approach to classroom intervention to prevent continued failure in reading. Required for the Level 1 Basic Secondary Reading Endorsement.
This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum evaluation and development, and assessment. This course is required for the Reading Specialist Endorsement. Prerequisite: Basic Reading Endorsement.
This course will engage students in studying and understanding primary research documents in reading. Students will be guided to explore both classical and contemporary reading research studies. Students will also be instructed in basic research techniques in reading. This course is required for the Reading Specialist Endorsement. Prerequisite: Level 1 Basic Reading Endorsement.
This course is a field-based experience designed to give students an opportunity to work with curriculum and school leaders for improving reading instruction on a district or school level. This course is required for the Reading Specialist Endorsement. Prerequisites: Basic Reading Endorsement, Theories of Supervision of Literacy Programs (MED 6354), and Research in Reading (MED 6355). The course is graded Credit/No Credit.
An exploration of current reading, oral and written language theories, and their applications for the improvement of literacy practices in schools.
Designed for teachers, administrators, parents and community leaders. Examines the developmental processes of socialization and moral development. Four separate approaches of values education are evaluated.
An overview of education for the gifted and talented: historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum, and educational program options; special populations of gifted students.
Exploration and development of readily available personal and community resources to encourage creative thinking/reasoning, classroom involvement, and transfer of learning.
Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms. Prerequisite: Classroom Teacher/Administrator.
Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom.
Principles of assessment applied to: identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness.
This course will cover the history of special education/disability, characteristics of learners and life span issues, major issues and trends including laws and legislative mandates.
Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities and techniques of collaboration and consultation.
This Practicum must be taken either concurrently with, or after completion of, MED 6510 and MED 6520. This Practicum experience will focus on examining in depth the lives of students with mild to moderate disabilities in school, home, and community settings. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings.
Administer, score, and interpret norm-referenced assessments instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs.
Current issues, practices, and application of a variety of approaches for behavior change, discipline and management of the classroom environment, and the teaching of appropriate social skills.
Effective teaching methods, instructional programming and modification of curriculum for students with disabilities. A direct instruction model is emphasized. Prerequisites: MED 6510, MED 6520, MED 6530.
Assessment and diagnosis of mathematics problems and corrective procedures for remediation. This course focuses on the needs of students with learning problems or who are at-risk for school failure. Students will apply the concepts learned in an action research project in a K-12 classroom.
Effective teaching methods, strategies, and practices for secondary age level students with disabilities. A cognitive learning strategies approach is emphasized. Prerequisites: MED 6510, MED 6520, MED 6530.
The purpose of Pre-Student Teaching is to continue field experience in a supportive and professional manner. The student will have the opportunity to experience teaching and the responsibilities that it entails under the direct guidance of the Cooperating Teacher and the Course Instructor. This course is designed to provide students with practical experiences in the areas of: (a) assessment, (b) behavior management, (c) curriculum and instruction for students K-12, and (d) planning and developing post secondary transition plans. Must be taken either concurrently with, or after completion of, EDUC SI4530/MED 6530, EDUC 4540/MED 6540, EDUC 4550/MED 6550, and EDUC 4580/MED 6580. Prerequisite: EDUC 4521/MED 6521 Practicum in Special Education, with a grade of B or better.
Intended for the candidate who has special needs and who would benefit from an individual study program. Forms are available from Room ED 234 MEd program office and must be approved by the instructor and the Director at time of registration.
In order to provide flexibility and to meet many different needs, a number of specific offerings are possible using this catalog number. When the number is used it will be accompanied by a brief and specific descriptive title. The specific title with the credit authorized for the particular offering will appear on the student transcript.
This course is used to fill the continuous enrollment requirement while completing the Master's project. The course is graded Credit/No Credit.
This course provides a background in concepts relating to living organisms and the interactions among them and their environment. The flexibility of these concepts is examined in light of research activities.
Basic concepts of the physical sciences (chemistry and physics) are covered. The importance of the scientific method and the design of experiments is addressed as well as basic facts and discoveries. Hands-on laboratory activities are an important part of the course.
A background in basic concepts relating to the formation, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet (atmosphere, lithosphere, and hydrosphere) are investigated through laboratory activities applicable to elementary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
This course is designed to provide enrichment opportunities for those who undertake either domestic or foreign travel to participate in study tours, research, and other professional development experiences. It offers participants an opportunity to learn outside the classroom in locations available only through travel.
This course examines the definition of science, the process of science, and the role of science in society.
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
A background in the basic concepts of physics is provided. Topics include laws of motion, gravity, energy, light, heat, sound, electricity, magnetism, atomic and nuclear physics, radioactivity, and relativity. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
A background in the basic concepts related to matter, its properties, and its reactions is provided. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet (atmosphere, lithosphere, and hydrosphere) are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
Designed primarily for teachers already in service, this course explores the most current research and theory concerning the teaching of writing and applies it to real problems they face in the secondary classroom.
Designed primarily for teachers already in service, this course explores the most current research and theory concerning the teaching of literature and applies it to real problems they face in the secondary classroom.
Designed primarily for teachers already in service, this course will explore the current controversies, to which will be applied the latest research and theories about the nature of language, and linguistics and the impact they have on language instruction in the secondary classroom.
Students will study the principles of literature for young people in combination with the theories of multi-cultural education. Designed for teachers or those preparing to teach, it will address issues connected to schools, teaching strategies and pedagogy, and the selection and evaluation of materials for diverse populations.
This course emphasizes practical strategies and methods of teaching English as a Second Language in the public school systems of this country.
This course provides the essential foundation for ESL/Bilingual teachers in the workings of the English language: its pronunciation and spelling systems, its word-forming strategies, and its sentence structure patterns.
This course explores how to effectively evaluate and implement assessment processes for ESL/Bilingual pupils in public schools. Students will gain experience with both standardized tests and authentic assessment.
Provides professionals who work with adolescents an overview of both the school health program and health issues prevalent among teens.
Provides elementary school teachers the resources and skills needed to teach the Utah Healthy Lifestyles curriculum.
The colonial origins of the United States to 1763.
Causes of American Revolution, including the military, diplomatic and social aspects; the formation of the Union under the Articles of Confederation; the Constitution; and the Federalist era.
Slavery and the causes of the Civil War with attention to the political, economic, social, and military aspects of the conflict, including the period of reconstruction to 1877.
A study of Utah history from its Native American beginnings through the 20th Century-emphasizing political, economic and social developments.
The Middle East from the rise of Islam to the present with emphasis on the 19th and 20th centuries.
Africa from earliest times to the twentieth century, with emphasis on the Sub Sahara from its ancient kingdoms through the travails of the slave trade, European colonialism, and the independence movement.
When offered will focus on a specific subject in American History. It is assumed that these topics would generally be non-repetitive or repeated only infrequently based on the demand for the course and the instructor assigned to it. Students would be assigned readings on various aspects of the topic and respond through discussion in a seminar setting and written work.
When offered will focus on a specific subject in European History. It is assumed that these topics would generally be non-repetitive or repeated only infrequently based on the demand for the course and the instructor assigned to it. Students would be assigned readings on various aspects of the topic and respond through discussion in a seminar setting and written work.
When offered will focus on a specific subject in World History. It is assumed that these topics would generally be non-repetitive or repeated only infrequently based on the demand for the course and the instructor assigned to it. Students would be assigned readings on various aspects of the topic and respond through discussion in a seminar setting and written work.
Independent readings under the supervision of a department member on special topics in History. For each hour of credit approximately 1500 pages of material will be read. A written assignment on this material will also be completed. Prerequisite: Instructor approval.
Technology-aided literature review of the nutritional and medical sciences provides the information for presentation to peers in both written and oral forms. Prerequisites: NUTR/HLTH LS1020 and NUTR 2320 or consent of instructor.
Principles of sports nutrition and fitness are applied to achieve a healthy body weight. Consideration of exercise and dietary practices along with fitness evaluation, dietary analysis and body composition testing are utilized to create a plan to improve physiological health. Prerequisite: Consent of instructor. This course is taught Web enhanced.
This course will provide graduate students an opportunity to engage in research processes and participate in ongoing nutrition research projects. Prerequisites: NUTR 4320 or HPHP Majors with NUTR/HLTH LS1020 and Permission of Instructor. Graduate students taking this class as 6520 must have completed a statistical methods course.
Designed to provide graduate students with an understanding of both theoretical and practical aspects of leadership in their respective fields of study. The ultimate goal of the course is to encourage daily application of leadership concepts in the personal and professional lives of the students.
A study of health and physical education perspectives with an emphasis on the changes, trends, and future prospects that will affect the profession and the needs of those they serve.
Designed to expose the graduate student to appropriate research in sports biomechanics and to be involved in the analysis of movement based on selected mechanical principles such as balance, buoyancy, leverage, force, angles of rebound, projection and motion.
Exercise management for populations with special conditions. Overview of each condition's unique physiology, effects of the condition on the exercise response, effects of exercise training on the condition, and recommendations for exercise testing and programming are presented in a selected topics format. Prerequisites: PEP 2300 and PEP 3510.
Understanding the physiological changes associated with exercise and training and the reasons for change are the paramount directives of this course. Concurrent with the lecture component is the practicum laboratory experience of equipment operation and individual assessment of physiological parameters.
Designed to provide an understanding of the role and importance of physical education in today's society, steps involved in curriculum planning, trends and issues in curriculum and to orient the student to various ideas in curriculum design.
Designed for elementary classroom teachers to provide an opportunity for the teacher to further develop teaching skills, personal performance skills, knowledge and competencies. A major goal of this course will be to help the classroom teacher gain additional confidence in teaching physical education activities.
Designed to provide coaches and teachers of sports activities with the latest knowledge and trends in conditioning practices for improving sport performance. General preparation of fitness for participation in sports and specificity of training for sports both in-season and off-season programs will be covered. A broad range of ideas will be generated to help coaches construct training and conditioning programs that will be more successful and lead to greater individual and team performance.
An in-depth study of the psychomotor domain of development. Special emphasis is given to skilled performance, learning theory, motor abilities, individual differences, developmental considerations, instructional and training procedures. Secondary school and athletic populations are considered regarding these topics.
A broad interdisciplinary approach to the methodology of outdoor education teaching techniques.
Weber State University 2007-2008 Catalog