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CURR 4547 - Current Issues in American Education 3 Credits (Minimum) 3 Credits (Maximum)
Presents the various facets of American education as a foundation for professional development of the teacher candidates enrolled. Content includes school culture, organization, school and community involvement and major issues in education today. Meets with CURR 5547.
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CURR 4548 - Educational Psychology and Communication Strategies 3 Credits (Minimum) 3 Credits (Maximum)
Introduces basic theories, emphasizing classroom application, including human growth, development, and motivation. Theoretical framework, along with the classroom application will provide the student with the opportunity to plan a learning environment for diverse and exceptional student populations. Meets with CURR 5548.
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CURR 4549 - Classroom Management 3 Credits (Minimum) 3 Credits (Maximum)
Provides school experience in a practicum setting for potential teachers. Focuses on roles and responsibilities of teachers including, but not limited to, communication, discipline, conduct, and how to deal with disruptive students. Meets with CURR 5549.
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CURR 4550 - Instructional Methods 3 Credits (Minimum) 3 Credits (Maximum)
Focuses on fundamentals of teaching methods including, but not limited to, decision making in the classroom, different learning styles, theory of multiple intelligence, working with disabled or gifted students, and assessments. Meets with CURR 5550.
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CURR 4551 - Thinking Maps 1 Credits (Minimum) 3 Credits (Maximum)
Designed to enable teachers at all levels to utilize Thinking Maps as a common visual language for learning. These thinking process tools are the foundation for the learners’ continuous cognitive development from school to work. Thinking Maps are used for content-specific and interdisciplinary learning, giving schools a common set of tools for integrating teaching, learning and assessment, supporting students to become independent, reflective, lifelong learners and problem solvers. Meets with CURR 5551.
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CURR 4552 - Emotional Intelligence 1 Credits (Minimum) 3 Credits (Maximum)
Develops new knowledge and applications of innovative teaching and learning assessment strategies, which significantly increase student performance. Participants will learn to utilize the Personal Skills Map assessment as a tool for individual personal growth, and develop a personal profile or “Map” of eleven personal and life skills, as well as three potential problematic indicators, all related to emotional intelligence. Meets with CURR 5552.
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CURR 4597 - Special Topics in Curriculum 1 Credits (Minimum) 6 Credits (Maximum)
Extended Studies offering. Designed to allow specific topics and issues to be explored in-depth. Will not apply toward a degree program at UCCS. Meets with CURR 5597.
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CURR 4599 - Special Topics in Curriculum 1 Credits (Minimum) 9 Credits (Maximum)
Extended Studies offering. Designed to allow specific topics and issues to be explored in-depth. Will not apply toward a degree program at the University of Colorado at Colorado Springs.
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CURR 4800 - Schools, Society, and Diversity 3 Credits (Minimum) 3 Credits (Maximum)
Emphasizing the foundations of American education through a contemporary lens, the course investigates multiple dimensions of diversity and society impacting today’s schools. Implications for innovative educational curricula and pedagogy are explored. Prer. or coreq., TED 3010, Sophomore standing. Meets with CURR 5800.
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CURR 4801 - Creating Culturally Responsive Pedagogy 3 Credits (Minimum) 3 Credits (Maximum)
Provides educators with a framework for teaching about privilege and oppression. Designed to enhance the commitment to culturally responsive pedagogy and inclusive classrooms. Emphasizes pedagogical approaches to teaching diverse populations. Includes hands-on activities. Meets with CURR 5801.
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CURR 5000 - Foundations: History and Research in Curriculum Studies 3 Credits (Minimum) 3 Credits (Maximum)
Designed to foster understanding of historical, philosophical, psychological, cultural, and social foundations of curriculum and instruction, and the impact of these constructs on schools, teachers, and students. Curriculum development, implementation, and evaluation will be studied while encouraging educators to implement historical, research-based strategies in the classroom. Prer., Graduate students only.
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CURR 5002 - Issues, Strategies, and Models in Curriculum Design 3 Credits (Minimum) 3 Credits (Maximum)
Designed to prepare students to write challenging, differentiated, and effective curricula for a variety of learners. A variety of curriculum models and strategies will be explored.
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CURR 5011 - Education Profession: Its Bases and Contexts 3 Credits (Minimum) 3 Credits (Maximum)
Philosophical and historical bases of current educational issues, the role of education in a democratic society, reciprocal rights and responsibilities in teaching, the ethics of teacher decision making, fostering effective home-school and community-school relationships. Prer., Acceptance into COE Alternative Licensure Program.
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CURR 5012 - Understanding Learners and Learning 3 Credits (Minimum) 3 Credits (Maximum)
Understanding human developmental processes and variations; understanding how factors in the home, school, and the community may affect learners; understanding diverse student populations; understanding learning processes and strategies that foster student learning. Prer., Acceptance into COE Alternative Licensure Program.
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CURR 5013 - Instructional/Classroom Management Strategies I - Elementary 3 Credits (Minimum) 3 Credits (Maximum)
Instructional methods, standards-based curriculum, materials classroom management and discipline, reading and writing literacy teaching and learning,assessment, and integrating curriculum across content and with technology. Prer., Admission into COE Alternative Licensure Program.
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CURR 5014 - Secondary - Instructional/Classroom Management Strategies I 3 Credits (Minimum) 3 Credits (Maximum)
General teaching strategies designed to promote learning and the use of literacy in secondary content areas. Specific strategies for developing standards-based curriculum and methods in particular subject areas. Technological supports; developing assessment and evaluation strategies, classroom management strategies. Open to graduate students only. Prer., Acceptance into COE Alternative Licensure Program.
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CURR 5015 - Instructional/Classroom Management Strategies II - Elementary 2 Credits (Minimum) 4 Credits (Maximum)
Continuation of CURR 5013 with emphasis on math and reading methods, analyzing results, and reflecting on the teaching process. Prer., Acceptance into COE Alternative Licensure Program.
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CURR 5016 - Secondary - Instructional/Classroom Management Strategies II 3 Credits (Minimum) 3 Credits (Maximum)
Continuation of CURR 5014 with emphasis on applying strategies, analyzing results, and reflecting on the teaching process. Open to graduate students only. Prer., Acceptance into the COE Alternative Licensure Program.
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CURR 5017 - School Residency and Teaching Seminar - Elementary 3 Credits (Minimum) 6 Credits (Maximum)
Full-time service in a school as a resident teacher planning, delivering, and evaluating instruction, managing the classroom environment and student behavior, developing collaborative relationships with parents and colleagues. Prer., Acceptance into COE Alternative Licensure Program.
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CURR 5018 - Secondary - School Residency and Teaching Seminar 3 Credits (Minimum) 6 Credits (Maximum)
Full-time service in a school as a resident teacher planning, delivering, and evaluating instruction, managing the classroom environment and student behavior, developing collaborative relationships with parents and colleagues. Open to graduate students only. Prer., Acceptance into COE Alternative Licensure Program.
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CURR 5019 - Teaching Seminar in Elementary Education 3 Credits (Minimum) 3 Credits (Maximum)
Exploration of learning from theory and practice; developing and presenting a teaching portfolio; developing a problem-based approach to teaching; self-analysis and reflection on teaching. Prer., Acceptance into the COE Alternative Licensure Program. $25.00 additional course fee required.
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CURR 5020 - Secondary Teaching Seminar in Education 3 Credits (Minimum) 3 Credits (Maximum)
Exploration of learning from theory and practice; developing a problem-based approach to teaching; self-analysis and reflection on teaching; developing and presenting a teaching portfolio. Open to graduate students only. Prer., Acceptance into COE Alternative Licensure Program. Additional $25 course fee.
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CURR 5030 - National Board Certification Candidacy 3 Credits (Minimum) 3 Credits (Maximum)
Credits awarded for educators who have completed the Candidacy portion for the National Board certification. Candidates will demonstrate commitment to students and learning with systematic learning and reflection on teaching practices.
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CURR 5031 - National Board Certification 3 Credits (Minimum) 6 Credits (Maximum)
Credits awarded for educators who have completed the National Board Certificate process. Participants will successfully demonstrate skills based on effectiveness and content standards developed by the National Board for Professional Teaching Standards. Students must have completed the National Board Certification.
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CURR 5032 - National Board Certification Renewal 3 Credits (Minimum) 3 Credits (Maximum)
Renewed National Board Certified Teacher (NBCT) status is based upon coursework as in independent study, which provides collaboration with other NBCT renewal candidates, reading professional required resources, with the expectation that they meet the Five Core propositions guiding national teaching standards. Students must have completed the NBCT renewal in order to qualify for credits. Prer., Bachelor’s degree; Graduate students only.
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CURR 5033 - Foundations of Reading Instruction 3 Credits (Minimum) 3 Credits (Maximum)
An introductory course for teachers of reading who are beginning to implement the components and principles of science-based reading instruction (SBRI) based on science-based reading research (SBRR). Prepares teachers to effectively implement instructional programs that are grounded in reading research, to understand the structure of assessments that measure students’ skills in the essential components, and to adjust their teaching for individual students.
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CURR 5050 - Workshop in Curriculum 1 Credits (Minimum) 4 Credits (Maximum)
Contemporary national, state, and local issues in education. An overview of current issues and trends in elementary and secondary education is developed for reference, discussion, and debate.
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CURR 5051 - LETRS: Speech Sounds of English Phonemes and How to Teach Them 2 Credits (Minimum) 2 Credits (Maximum)
Participants will receive training using the Language Essentials for Teachers of Reading and Spelling curriculum developed by Houghton Mifflin. LETRS is a comprehensive curriculum designed to enrich and extend program-specific professional development in the area of reading instruction. This course covers phonological processing, phonics, and phoneme awareness. Meets with CURR 4051.
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CURR 5052 - LETRS: Teaching Phonics, Word Study, and Alphabetic Principle 2 Credits (Minimum) 2 Credits (Maximum)
Participants will receive training using the Language Essentials for Teachers of Reading and Spelling (LETRS) curriculum developed by Houghton Mifflin. LETRS is a comprehensive curriculum designed to enrich and extend program-specific professional development in the area of reading instruction. This course focuses on phonological and phoneme awareness, reading fluency, vocabulary, and text comprehension. Meets with CURR 4052.
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CURR 5053 - LETRS: The Mighty Word: Building Vocabulary and Oral Language 2 Credits (Minimum) 2 Credits (Maximum)
Participants will receive training using the Language Essentials for Teachers of Reading and Spelling curriculum developed by Houghton Mifflin. LETRS is a comprehensive curriculum designed to enrich and extend program-specific professional development in the area of reading instruction. This course focuses on word meanings and how they are learned from direct definition and exposure to contextual use as well as other key ideas. Meets with CURR 4053.
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CURR 5054 - LETRS: Getting Up to Speed: Developing Fluency 2 Credits (Minimum) 2 Credits (Maximum)
Participants will receive training using the Language Essentials for Teachers of Reading and Spelling (LETRS) curriculum developed by Houghton Mifflin. LETRS is a comprehensive curriculum designed to enrich and extend program-specific professional development in the area of reading instruction. This course covers the definition of automaticity and fluency, how children become fluent readers, and other topics. Meets with CURR 5054.
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CURR 5055 - LETRS: Digging for Meaning: Teaching Text Comprehension 2 Credits (Minimum) 2 Credits (Maximum)
Participants will receive training using the Language Essentials for Teachers of Reading and Spelling (LETRS) curriculum developed by Houghton Mifflin. LETRS is a comprehensive curriculum designed to enrich and extend program-specific professional development in the area of reading instruction. This course will specifically cover techniques and strategies that are tailored for use before, during and after reading as well as other factors that contribute to comprehension. Meets with CURR 4055.
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CURR 5056 - Numbers: Teaching Geometry and Measurement 2 Credits (Minimum) 2 Credits (Maximum)
Three-day course. Provides content information as well as teaching strategies for improved instruction in geometry and measurement. Content standards in mathematics will be used to trace skill acquisition in geometry and measurement from kindergarten through grade 9. Participants will also learn to create a variety of assessments that reflect the learning measured by content standards and will apply their knowledge to their own classroom curriculum. Extended Studies offering. May be used toward a degree with advisor and department chair approval. Open to graduate students only.
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CURR 5057 - Oral Communication in International Business. 3 Credits (Minimum) 3 Credits (Maximum)
Prepares students with the oral competency and confidence for participating in conversations. Emphasis is given to formal and informal situations. Special focus is given to business meetings, presentations, phone conversations, and social outings. Prer., Bachelor’s degree.
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CURR 5058 - Written Communication in International Business 3 Credits (Minimum) 3 Credits (Maximum)
Prepares students for participating in conversations and exchanges of information. Emphasis is given to formal and informal situations. Special focus is given to memos, resumes, official reports, and other business documents. Prer., Bachelor’s degree.
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CURR 5059 - Practicum in Business English 3 Credits (Minimum) 3 Credits (Maximum)
This course is a summation of all items/skills covered in CURR 5070, 5057, and 5058. Students will develop and present a business plan incorporating their vision for the business and its multicultural context in the global economy. Emphasis is placed on developing the skills necessary for a formal presentation to a panel of local businesspeople, including speaking and writing skills as well as the appropriate use of technology. Prer., Bachelor’s degree.
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CURR 5060 - TeachSpecialEd.com: Foundations in Special Education 3 Credits (Minimum) 3 Credits (Maximum)
Places the history of special education in context of current principles and practices. Presents contributions of advocacy groups relative to legislative accomplishments, and addresses important issues, federal laws, and resources for beginning teachers in determining their legal responsibilities. Prer., Bachelor’s degree or instructor’s approval. Meets with SPED 5430.
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CURR 5061 - TeachSpecialEd.com: Development and Characteristics of Learners with Exceptional Learning Needs. 3 Credits (Minimum) 3 Credits (Maximum)
Focuses on individuals with high-incidence disabilities including mild mental retardation, learning disabilities, ADHD, and behavioral disorders. Teachers are also introduced to the attributes of students from low incidences groups. Meets with SPED 5440.
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CURR 5062 - TeachSpecialEd.com: Assessment for Instructional Planning and Decision Making. 3 Credits (Minimum) 3 Credits (Maximum)
Foundations of assessment are addressed from the perspective of instructional planning and decision making. Legal and ethical principles are covered along with the processes of screening, pre-referral, referral and classifications. Attention is given to assessments in IEP development. Meets with SPED 5460.
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CURR 5063 - TeachSpecialEd.com: Creating Environments that Promote Learning, Social Interactions, and Behavior. 3 Credits (Minimum) 3 Credits (Maximum)
Development of positive learning environments as a strategy for enhancing teaching and learning. Preventive measures in the context of approaches to building positive behavior support. Intervention strategies for problem behavior, along with techniques for promoting social interactions and behaviors. Meets with SPED 5470.
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CURR 5064 - TeachSpecialEd.com: Instructional Strategies - Teaching for Results 3 Credits (Minimum) 3 Credits (Maximum)
Planning for effective instruction is the central focus of this course. Instructional planning, organizing and designing instruction, student outcomes, instructional principles, and assessing outcomes of effective instruction are included. Curriculum-based assessment is covered along with the communication of student outcomes. Meets with SPED 5480.
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CURR 5065 - TeachSpecialEd.com: Instructional Strategies: Improving Basic Reading Skills 3 Credits (Minimum) 3 Credits (Maximum)
Emphasizes teaching beginning reading and developing reading fluency. Applicable to teaching students with exceptional learning needs in varied instructional settings. Prer., Bachelor’s degree or instructor’s approval. Meets with SPED 5560.
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CURR 5066 - TeachSpecialEd.com: Instructional Strategies: Improving Reading Comprehension 3 Credits (Minimum) 3 Credits (Maximum)
Provides an overview of reading comprehension, with emphasis on teaching students with exceptional learning needs. Attention given to building knowledge base, analyzing text to enable comprehension skills, and teaching comprehension strategies. Prer., Bachelor’s degree or instructor’s approval. Meets with SPED 5570.
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CURR 5067 - TeachSpecialEd.com: Language and Communication in Diverse Learners 3 Credits (Minimum) 3 Credits (Maximum)
Places the needs of exceptional learners in the larger context of cultural differences and diversity with a focus on language and communication. Language development is covered and communication styles. Teaching second language learners. Augmentative, alternative, and assistive communication development is addressed. Meets with SPED 5580.
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CURR 5068 - TeachSpecialEd.com: Collaboration and Instructional Planning in Individual Education Programs (IEP) 3 Credits (Minimum) 3 Credits (Maximum)
Emphasizes developing standards-based IEPs in accordance with Idea requirements. Introduces models of collaboration and highlights developing collaboration skills to enhance the effectiveness of the beginning teacher in development and implementation of IEPs. Prer., B.A. or instructor’s approval. Meets with SPED 5860.
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CURR 5069 - TeachSpecialEd.com: Professional and Ethical Practices 3 Credits (Minimum) 3 Credits (Maximum)
Focuses on the ethical standards and principles of the profession. Ethical issues related to assessment, decision making, instruction, working with agencies, and families/guardians of children with exceptional learning needs. Meets with SPED 5870.
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CURR 5070 - Conducting Business in Multicultural Environments 3 Credits (Minimum) 3 Credits (Maximum)
Provides insights into conducting business in specific regions around the globe and the art of negotiation in multicultural environments. Emphasizes the proper register and appropriate forms of English to be used in formal and informal situations, as well as appropriate gestures, in order to be culturally sensitive. Focuses on vocabulary that assists the student in participating in both formal and informal situations during business travel. Prer., Bachelor’s degree.
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CURR 5090 - Master’s Research Project 3 Credits (Minimum) 3 Credits (Maximum)
During this course the student will complete a research paper/project which investigates a topic of specific interest to the student under the guidance of the faculty member. This project serves as the comprehensive exam for the C & I master’s degree. Open to graduate students only. Prer., Graduate acceptance in Curriculum and Instruction Master’s Degree and LEAD 5700.
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CURR 5100 - Introduction to Technology in Education 2 Credits (Minimum) 2 Credits (Maximum)
Introduction to the fundamentals of microcomputer use in the classroom. The course covers a variety of educational applications including information processing, teacher utilities, problem solving in various programming environments, selection of software and management of hardware, and other relevant topics. Coreq., CURR 5101.
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CURR 5101 - Introduction to Technology in Education Laboratory 1 Credits (Minimum) 1 Credits (Maximum)
Accompanies CURR 5100. Participants will individually use microcomputers to experience the methods and outcomes of hands-on activities. Note: $20 lab fee required. Coreq., CURR 5100.
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CURR 5110 - Evaluation of Computer-Based Training and Education Programs 3 Credits (Minimum) 3 Credits (Maximum)
Instructional designers are responsible for validating the effectiveness of their training or educational programs. This course covers the design of a program evaluation, design and application of measures and instruments, presentation of formative and summative evaluation reports, and the evaluation of cost effectiveness. Prer., CURR 5001.
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CURR 5120 - Project 3 Credits (Minimum) 3 Credits (Maximum)
Students will be required to design and implement a project involving the practical application of the principles and techniques addressed by the degree program. Details will be arranged through the student’s advisor. Projects based on activities in the field are encouraged. Prer., CURR 5212 and CURR 5213.
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CURR 5121 - Selected Topics in Educational Technology 1 Credits (Minimum) 3 Credits (Maximum)
Graduate level courses to be offered by guest lecturers to the university or by regular faculty where special topics or special needs arise. Examples of appropriate topics include the study of hypermedia, desktop publishing in educational fields or settings, the application of microcomputers to a field or subject area, or the study of advanced technologies such as videodisk integration. Topics and prerequisites to be announced. Course cannot be used to satisfy graduate degree requirements.
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CURR 5122 - Technology for the Learner with Special Needs 3 Credits (Minimum) 3 Credits (Maximum)
Students will synthesize literature on a variety of technological solutions that meet the needs of special learners, conduct investigations into the use of adaptive devices and assistive technologies, demonstrate their use, and design learning environments that support the learner in the least restrictive environment. Meets with CURR 4103.
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CURR 5123 - Field-based Practicum in Educational Computing and Technology 1 Credits (Minimum) 4 Credits (Maximum)
Students will develop and complete under the direction of a faculty member an in-depth field experience involving educational technology in an educational setting. The specifics of the investigation and the topic are a joint decision by the student and the faculty member. The meeting times, expectations,and evaluations are arranged with the faculty member. Students must have written consent of the instructor. Students using field experience for degree purposes should have the written consent of their advisor. Students are expected to submit a written proposal of their work to the instructor involved. Suggested examples of field experiences are as follows: (1) Work with students in lab situations to acquire computer skills, (2) develop, design, and evaluate curricular programs for implementation of computer skills at the district, school, or classroom level, (3) develop, design, and field test educational computer software in an educational setting.
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CURR 5130 - Multimedia Development 3 Credits (Minimum) 3 Credits (Maximum)
This series of six half-credit modules addresses a range of topics relating to multimedia development. The topic mix for the modules evolves as the technology evolves. Students must take modules in multiples of two. Graduate credit will involve a review of research literature on multimedia use in training. Prer., CURR 5131. Meets with CURR 4130.
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CURR 5131 - Web-Based Delivery of Training 1 Credits (Minimum) 3 Credits (Maximum)
This series of six half-credit modules addresses a range of topics relating to web-based delivery of training. The topic mix for the modules evolves as the technology evolves. Students must take modules in multiples of two. A review of the literature on web applications of media analysis will be required for graduate credit. Meets with CURR 4131.
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CURR 5140 - Graphics Design 1 Credits (Minimum) 3 Credits (Maximum)
This series of six half-credit modules addresses a range of topics relating to graphics design. The topic mix includes graphics design, desktop publishing, and a variety of graphics applications. Students must take modules in multiples of two. An instruction design/visual literacy submission will be required for graduate credit.
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CURR 5150 - Instructional Message Design 3 Credits (Minimum) 3 Credits (Maximum)
Design of instructional environments that support effective learning. Environments may include computer-based instruction, web designs and computer-augmented classrooms.
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CURR 5151 - Instructional Design I 3 Credits (Minimum) 3 Credits (Maximum)
Provides an introduction to the major theories and principles of systematic instructional design and evaluation. Students will be required to create, field test, and evaluate their instructional designs. Prer., CURR 5150.
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CURR 5152 - Instructional Design II 3 Credits (Minimum) 3 Credits (Maximum)
Building upon the theories and principles of instructional design introduced in CURR 5151, this course will explore the application of ID in a broad spectrum of environments. Field work may be required. Prer., CURR 5151.
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CURR 5153 - Authoring 3 Credits (Minimum) 3 Credits (Maximum)
Students will learn to use software tools for media integration and the development of computer-based training. Topics include navigation design coding, CMI, and cross-platform integration. The primary application used is AUTHORWARE. Prer., CURR 5130 or instructor’s permission.
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CURR 5154 - Technologies for Computer-Based Training and Assisted Instruction 3 Credits (Minimum) 3 Credits (Maximum)
Hardware and software technologies that support computer-based training and computer-assisted instruction. Students will be required to present their findings in class.
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CURR 5162 - Practicum Instructional Technology 6 Credits (Minimum) 6 Credits (Maximum)
Students will meet with course instructor to design a CBT project (corporate) or classroom interventions for both students and teachers (educator). Prer., CURR 5152.
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CURR 5170 - Introduction to Technology in Education 3 Credits (Minimum) 3 Credits (Maximum)
This course emphasizes lesson planning, assessment, and hands-on computer activities. Readings, technology-based activities, assignments, and discussions are designed to develop a broad professional knowledge base on teaching and learning with technology across the K-12 curriculum.
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CURR 5171 - K-12 Web-Based Educational Resources 3 Credits (Minimum) 3 Credits (Maximum)
Students will read current literature involving using the Internet in the K-12 curriculum as well as evaluate various web-based educational resources to use in educational settings. Students will design and develop several lessons/units involving web-based resources in this hands-on class.
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CURR 5172 - Multimedia Development for K-12 Educators 3 Credits (Minimum) 3 Credits (Maximum)
This course is designed for educators who want to develop interactive multimedia technology through a hands-on approach. The course provides students with an overview of multimedia/hypermedia technology, devoted primarily to interactive, collaborative, multi-disciplinary and student-centered hands-on activities.
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CURR 5201 - Foundations of Gifted Education 3 Credits (Minimum) 3 Credits (Maximum)
An introductory course which provides the foundation necessary for future courses and the framework needed to understand gifted and talented learners. Includes: a historical survey of the field, definitions, basic terminology, theories of giftedness, models, and characteristics of the gifted and talented. How to apply this knowledge to plan for the academic achievement and learning-related affective development of these diverse students will be covered.
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CURR 5202 - Assessment and Identification of Gifted and Talented Students 3 Credits (Minimum) 3 Credits (Maximum)
Explores the rationale of using multiple criteria and information from a variety of sources to identify gifted students and to assess their needs. The selection and utilization of appropriate instruments and methods applicable to a wide range of student profiles (culturally and ethnically diverse, linguistically different, and economically disadvantaged) will be elaborated upon, as will the use of relevant data to diagnose individual educational needs.
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CURR 5203 - Psychology of the Gifted: Social, Emotional Needs, and Special Populations 3 Credits (Minimum) 3 Credits (Maximum)
Students explore current research, psychological theory and practical counseling techniques relevant to the social and emotional components of giftedness. Topics include perfectionism, gender issues, motivation, underachievement, and diverse populations; i.e., bilingual, special needs, disadvantaged, highly gifted. The ability to evaluate the need for specialized support services to assist with meeting the unique needs of these learners will also be addressed.
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CURR 5210 - Arts for the Gifted 3 Credits (Minimum) 3 Credits (Maximum)
Explores a variety of arts activities for the elementary and middle grades. There will be a focus on a multi-faceted approach to teaching arts within creative, stimulating environments where the gifted student can evolve and thrive. Meets with SPED 5590.
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CURR 5211 - Curriculum Models and Aligned Programming for Gifted Students 3 Credits (Minimum) 3 Credits (Maximum)
Provides the foundation for the development of differentiated curricula for gifted students. Methods, materials, and curriculum models are reviewed and/or introduced. Other topics include: effective teaching strategies for gifted students, adapting curriculum for individual differences, acceleration, the organization of curriculum for the gifted (scope and sequence; the issues related to integrated, interdisciplinary curriculum), teaching higher level cognitive skills, creative thinking, project and problem-based learning, critical thinking, logical thinking, and decision making.
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CURR 5212 - Reading and Language Arts for the Gifted 3 Credits (Minimum) 3 Credits (Maximum)
Explores a wide variety of reading and writing activities for gifted learners. Children’s and adolescent literature, biography, independent study, creative dynamics and expository and creative writing are among the many topic areas addressed. Meets with SPED 5620.
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CURR 5213 - Social Studies and Humanities for the Gifted 3 Credits (Minimum) 3 Credits (Maximum)
Addresses the teaching of social studies and the humanities to gifted and talented students, grades K-12. An integrated, holistic approach to social studies is emphasized. Meets with SPED 5630.
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CURR 5214 - Differentiated Instruction and Research-based Strategies for Teaching the Gifted 3 Credits (Minimum) 3 Credits (Maximum)
Focuses on strategies for teaching gifted and talented learners. Emphasis is placed on instructional decision making based on the educational characteristics (learner profile) and subsequent modification within the classroom environment. Research-based instructional strategies for gifted and talented learners will be explored in addition to classroom-based differentiated instruction; individualization; flexible grouping strategies; dialogue and questioning strategies; enrichment, and instructional responsiveness to the affective needs of gifted learners.
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CURR 5215 - Gifted Program Leadership 3 Credits (Minimum) 3 Credits (Maximum)
Examines the theoretical and practical aspects of instructional programs for gifted and talented students at the district and school levels. Develop skills and strategies for working collaboratively with students, parents, guardians, classroom teachers and administrators in the development, design and implementation of programs and services. Develop the ability to evaluate various program options and instructional strategies for their effect on student learning and achievement.
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CURR 5220 - Creative Problem Solving and Future Problem Solving for Gifted Learners 3 Credits (Minimum) 3 Credits (Maximum)
Covers four areas: creativity, problem solving, future studies, and future problem solving. Course content will focus on both the theoretical frameworks underlying each topic as well as concomitant teaching strategies. Meets with SPED 5640.
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CURR 5230 - Gifted and Talented Practicum 3 Credits (Minimum) 3 Credits (Maximum)
Aims at giving students a chance to work and practice what they have learned in gifted education courses. Students are expected to develop and implement a proposal outlining the intended field experience and will meet regularly with a faculty member to develop and enhance skills in teaching the gifted.
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CURR 5301 - Mathematical Connections and Concepts 3 Credits (Minimum) 3 Credits (Maximum)
Exploration of current mathematics curriculum topics in ways which will allow students to develop deeper conceptual knowledge and a better understanding of the connections between various mathematical topics. Applications of mathematics to other disciplines. Historical background of secondary curriculum.
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CURR 5302 - Mathematics for Today’s Teacher: Standards-Based Teaching, Technology, & Testing 3 Credits (Minimum) 3 Credits (Maximum)
Current perspectives on effective, standards-driven mathematics teaching in K-12 classrooms will be studied. Mathematical inquiry, exploration with manipulatives, integration of oral and written mathematical communication, problem-solving approaches, and integration of technology to enhance K-12 test preparation will be emphasized.
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CURR 5303 - Quantitative Literacy in American Schools 3 Credits (Minimum) 3 Credits (Maximum)
An overview of essential standards-based mathematics in today’s schools to include effects of building a strong sense of number (number sense), real-world application, and discipline integration on becoming mathematically literate will be surveyed, including developing teaching and planning strategies for enhancing quantitative literacy and deep mathematical understanding.
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CURR 5304 - Mathematics and Cognition 3 Credits (Minimum) 3 Credits (Maximum)
How students approach, process, and apply mathematical tasks based on current cognitive theories and brain research will lead this course. Problem solving and reasoning, via Cognitively Guided Instruction, will be emphasized, including incorporation of concrete manipulatives, interactive technologies, and higher-order thinking.
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CURR 5305 - Teaching and Assessing Manipulative-Based Mathematical Inquiry 3 Credits (Minimum) 3 Credits (Maximum)
Using, integrating, and assessing K-12 students’ explorations with manipulatives through performance-based, alternative assessments will be emphasized. Students will be encouraged to create concrete strategies and assessment tools, ask questions, and encourage synthesis while gathering useful information about how K-12 students think and feel about mathematical skills and tasks.
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CURR 5400 - Teaching Reading and Writing in Content Areas 3 Credits (Minimum) 3 Credits (Maximum)
Format variations from content area to content area, materials, equipment, readability of content materials, vocabulary, variations in comprehension, and variations in study procedures.
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CURR 5401 - Teaching Reading in the Elementary School 3 Credits (Minimum) 3 Credits (Maximum)
Comparative analysis of predominant current philosophies/methodologies of reading instruction, current organizational procedures, skill development, and comprehension activities in the elementary school.
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CURR 5402 - Teaching the Basal 3 Credits (Minimum) 3 Credits (Maximum)
Application of current instructional techniques in reading to basal readers in use. Focus on the instruction of average to below average readers.
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CURR 5403 - Introduction to Clinical Experiences 3 Credits (Minimum) 3 Credits (Maximum)
Introduction to diagnostic, evaluative, prescriptive, and remedial principles. Tutorial approach.
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CURR 5404 - Facilitating Reading in Preschool and Kindergarten Classrooms 3 Credits (Minimum) 3 Credits (Maximum)
Historical background of reading readiness and strategies for advancing literacy in the preschool and kindergarten classroom.
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CURR 5405 - Teaching Reading to High Risk Children: Let’s Teach Our Children to Read 1 Credits (Minimum) 3 Credits (Maximum)
Presents the basic information relative to teaching reading to at-risk students. Provides a foundation in the areas of creating a viable reading program: instructing an appropriate lesson, diagnosing common problems and remediation of common issues in reading performance. Focuses on the direct application of strategies to classroom instruction. Open to graduate students only.
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CURR 5410 - Informal Diagnostic and Remedial Techniques of Reading 3 Credits (Minimum) 3 Credits (Maximum)
Causes of low reading ability and techniques employed in teaching the poor reader, diagnosis, motivation, and skills.
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CURR 5411 - Psycholinguistics and Reading 3 Credits (Minimum) 3 Credits (Maximum)
An analysis of the reading process from a psycholinguistic orientation. Emphasis on research studies and selected readings dealing with linguistic development and appropriate implications for reading acquisition. Prer., CURR 5401 or CURR 5410.
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CURR 5412 - The Reading-Writing Connection 3 Credits (Minimum) 3 Credits (Maximum)
Explores the relationships that exist between reading(decoding) and writing (encoding). Both reading and writing are viewed as inseparable parts of the complete language arts complex. Reading to write and writing to read are both important focus areas of this course.
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CURR 5413 - Developing and Implementing Literacy Programs 3 Credits (Minimum) 3 Credits (Maximum)
Procedures involving organization of programs which include selection of staff, materials, scheduling, budgeting, and evaluation. Prer., 6 hours of instruction in reading or consent of instructor.
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CURR 5420 - Children’s and Adolescents’ Literature 3 Credits (Minimum) 3 Credits (Maximum)
Reading and evaluation of books for children, information about children’s books, children’s interests in reading, important authors and illustrators, and problems in the guidance of reading.
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CURR 5421 - Literature for Adolescents 3 Credits (Minimum) 3 Credits (Maximum)
Reading and evaluation of literature for adolescents. Emphasis on modern literature as well as literature by female and minority group authors. Meets with SPED 545.
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CURR 5430 - Reading Clinical Procedures I (Elementary) 4 Credits (Minimum) 4 Credits (Maximum)
Supervised diagnosis of reading problems; evaluation instruments; pertinent research; case study approach. Prer., CURR 5410 or consent of instructor. Meets with CURR 5431.
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CURR 5431 - Reading Clinic Procedures II (Secondary) 4 Credits (Minimum) 4 Credits (Maximum)
Supervised remediation of reading problems; methods and teaching materials; use of readability measures. Prer., CURR 5410 or consent of instructor. Meets with CURR 5430.
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CURR 5432 - Supervised Practicum in Reading: Elementary 3 Credits (Minimum) 3 Credits (Maximum)
For advanced students working toward reading certification at the elementary level. Supervised field placements focusing on the application of program planning components. Prer., CURR 5410 and consent of instructor.
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CURR 5433 - Supervised Practicum in Reading: Secondary 3 Credits (Minimum) 3 Credits (Maximum)
For advanced students working toward reading certification at the secondary level. Supervised field placements focusing on the application of program components. Prer., CURR 5410, CURR 5431, and consent instructor.
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CURR 5440 - Selected Topics in Reading Education 1 Credits (Minimum) 6 Credits (Maximum)
Selected topics and issues in reading education will be explored in depth. Examples of special topics include: Introduction to Whole Language; Whole Language and Phonics Instruction; Reading, Writing, and Spelling Connections; and others as issues arise. Prer., Bachelor’s degree in Education or related field.
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