Coursework
NOTE: Only grades of B or better count for graduate credit
NOTE: Only grades of B or better count for graduate credit
ELED 540 Curriculum and Assessment (3) 8/28/23 through 10/27/23 M 5:30-8:30 PM Dr, Carolyn Obel-Omia cobel@ric.edu CRAIG LEE 206
Students will understand theory and strategies for designing curriculum and assessing student learning. Students will consider the factors that affect teaching and learning such as nature of content, ways of knowing, diverse learning needs, culture, politics, class, gender, ethnicity. Course readings and requirements enable students to apply a “backwards design approach” to planning.
ELED 541 Teaching Literacy Across Curricula (3) 10/30/23 through 12/18/23 M 5:30-8:30 PM Dr. Cara McDermott-Fasy cmcdermott@ric.edu CRAIG LEE 020
In this graduate level literacy theory and methods course, students acquire an understanding of how theory and children’s language and literacy development drive effective literacy assessment and instructional practices leading to all students’ skilled use of literacy across the curriculum at the elementary and middle school levels.
ELED 542 Educating All Students (3)
This course offers participants the opportunity to acquire knowledge and understanding as to how culture and language influence teaching and learning. Participants will develop skills to blend culture, language and disability needs in educating culturally and linguistically diverse learners. The course is designed to help distinguish language/learning differences from learning disabilities; and assist participants in planning and delivering culturally and linguistically responsive instruction for diverse learners with and without disabilities.
ELED 543 Integrating Theory and Methods (3)
In this graduate level integrated methods course, teacher candidates continue acquiring knowledge and understanding of how theory is applied in practice in teaching content in elementary schools, with targeted focus on mathematics, science, and social studies. This final course in the sequence of the program emphasizes the application of knowledge gained in earlier courses, including knowledge of learning theories, instructional models and strategies, assessment, and diversity. This course intends to help teacher candidates learn and apply pedagogy specific to mathematics, science, and social studies, using literacy as a foundational framework. The capstone project of the course is to design and complete a teacher research project that includes collecting and analyzing data on instruction or other factors that influence student learning. The project requires teacher candidates to apply knowledge gained from the program.
SED 511 Content and Pedagogy in Secondary Education (4) 8/30 through 10/18/23 W 5:00-9:00 PM Mary Colannino CRAIG LEE 211
Students examine principles, methods, content, and curriculum in the content area and prepare lessons and units that incorporate the needs of diverse learners and effective assessment strategies.
SPED 531 Universal Design for Educating all students (3) 10/25//23 through 12/20/23 W 5:00-8:00 PM Susan Wood CRAIG LEE 212
The educator without background in special education becomes familiar with and skillful in the management and educational growth of children with special needs in regular classes.
SPED 501 Assessment of Students with Mild/Moderate Disabilities (3)
Experienced teachers develop skill in the diagnostic assessment of the academic and behavioral abilities of children and adolescents with disabilities.
SED 512 Field Practicum in Secondary Education (2)
Teacher candidates, under the supervision of college and clinical instructors, plan, develop, and implement lesson plans within secondary settings. Tutorial form of instruction with close faculty supervision. Course taken concurrently with SED 580 which serves as weekly instruction in discipline. Sections of this course will be offered as discipline specific instruction (Science, Math, and English).
SED 523 Teaching Seminar In Secondary Education (3)
This is an integrative and culminating experience in the professional program in secondary education. Students reflect on their initial experiences as classroom teachers.
only for those finishing completing Special Education certification In order to take these you NEED to register yourself through MYRIC
SPED 524 Assessment, Literacy Instruction (4)
Graduate candidates select, adapt, implement and assess reading/writing methods/materials for secondary students with special needs. The focus on designing interventions that best support academic achievement is emphasized. Thirty-hour practicum required. Spring
SPED 427 Career Exploration and Vocational Preparation of Middle School and Secondary Level Students with Disabilities (3)
Focus is on assessment, curriculum, and methods and materials designed to prepare adolescents and young adult persons who have disabilities for the world of work. Observation and practicum experience are included.