| |
Space Operations |
| |
-
SPCE 5625 - Global Positioning System (GPS) 3 Credits (Minimum) 3 Credits (Maximum)
A graduate level treatment of Global Positioning System satellite-based navigation with applications on earth and near-space. Effects of atmospheric propagation will be included. Surveys of usage for both military and civilian applications. Prer., SPCE 5005. Graduate students only.
|
| |
-
SPCE 5645 - Space Policy 3 Credits (Minimum) 3 Credits (Maximum)
An overview of space policies and strategies, both domestic and international. The course provides students with a perspective of how these policies and strategies have evolved over time. Emphasis will be on understanding current national security strategy, military space-related doctrines, domestic laws and policies, and international laws, treaties, and agreements.Prer., Graduate students only.
|
| |
-
SPCE 5665 - Systems Engineering Processes 3 Credits (Minimum) 3 Credits (Maximum)
Focus on the systems engineering life cycle process and the derivation of engineering/technical requirements from customer/operational requirements. Analytical tools which support fielding of effective systems consistent with developed requirements will be covered. Major emphasis is placed on systems reliability and life-cycle costing. Prer., Graduate students only. Meets with SYSE 5110.
|
| |
-
SPCE 5685 - Enterprise/Systems Architecture for Space Systems: A Technical Course 3 Credits (Minimum) 3 Credits (Maximum)
This course focuses on structured decision-making across the space systems life cycle. Emphasis is to identify, evaluate and use formal architecture to structure shape information for strategic, engineering and operating decisions and programs. The role of technical standards is examined. Prer., Graduate students only.
|
Special Education |
| |
-
SPED 3000 - dis/Ability Studies in Education 3 Credits (Minimum) 3 Credits (Maximum)
An introduction to how disability, race, class, sexual orientation, and gender are defined, represented, and acted upon in schools today. Students will examine school as a social/political environment where the meaning of disability can be understood in democratic ways. Meets with SPED 5000 and WEST 3030.
|
| |
-
SPED 3001 - Introduction to Special Education 3 Credits (Minimum) 3 Credits (Maximum)
This course provides an overview of Special Education. The course emphasizes the history of special education; legislation; implementation of Idea, current issues; and a survey of exceptionalities. This course is designed to support the Performance-based Standards for Colorado teachers. Thirty (30) hours of field experience required. Prer., Background check, fingerprinting. Meets with Sped 5001.
|
| |
-
SPED 3002 - Professional Seminar in Special Education 3 Credits (Minimum) 3 Credits (Maximum)
Familiarizes students with professional issues in special education. The areas include: (a) professional dispositions, (b) student diversity, (c) instructional/assistive technology, and (d) professional writing. Teachers must understand academic and professional standards and their relationship to the work environment. Prer., Background check; fingerprinting. Meets with SPED 5002.
|
| |
-
SPED 3003 - Classroom and Instructional Management 3 Credits (Minimum) 3 Credits (Maximum)
This course will examine evidence-based approaches for providing classroom and instructional management. The emphasis is on (a) effective instructional procedures, (b) individual and classroom behavior management strategies, and (c) principles of applied behavior analysis. Fifteen (15) hours of field experience is required. Meets with Sped 5003.
|
| |
-
SPED 3004 - Self-Determination and Transition 3 Credits (Minimum) 3 Credits (Maximum)
This course presents self-determination and development, implementation, and evaluation of self-management instructional programs for students. Service delivery models, issues, and intervention approaches are examined in light of efficacy research. Emphasis is upon using self-management and learning strategies to facilitate self-determination. Fifteen (15) hours of field experience is required. Prer., SPED 4021/5021, SPED 4025/5025. Coreq., CURR 5304 or SPED 4013, and SPED 4010/5010. Meets with SPED 5004.
|
| |
-
SPED 4010 - Multisensory Structured Language Education 3 Credits (Minimum) 3 Credits (Maximum)
Introduces the content and skills of instruction for students with learning disabilities. Includes research-based strategies in phonemic awareness, phonics, spelling, reading fluency, vocabulary andcomprehension. Students work with a tutorial student and evaluate teaching skills through small groupcoaching sessions. Prer., Praxis or Place Elementary Content Test. Meets with Sped 5010.
|
| |
-
SPED 4011 - Assessment and Instructional Monitoring 3 Credits (Minimum) 3 Credits (Maximum)
This course examines evaluation concepts and assessments attending to curriculum-based individual-referenced measures, standardized assessments, and large-scale criterion-referenced tests characteristic of most statewide programs. Emphasis will be placed on aligning curriculum, instruction, and assessment. Fifteen (15) hours of field experience is required. Prer., SPED 3001 and SPED 3003. Meets with SPED 5011.
|
| |
-
SPED 4012 - Differentiated Instruction 3 Credits (Minimum) 3 Credits (Maximum)
Builds upon material covered in Multisensory Language (SPED 4010/5010). Topics include systematic, differentiated instruction in syllable types, morphology, prefixes, suffixes, Latin Roots, and Greek combining forms. Students work with a tutorial student and evaluate teaching skills through small group coaching sessions. Prer., SPED 4010/5010. Meets with SPED 5012.
|
| |
-
SPED 4013 - Direct Instruction Practicum 2 Credits (Minimum) 2 Credits (Maximum)
This course is for the teacher-in-training to learn and practice effective instructional teaching behaviors (e.g., pacing, transitions, data collection, correction procedures, organization of classroom materials) in school settings and demonstrate proficiency in the planning, delivering, and evaluating reading instruction. Field experience is required. Prer., SPED 4010.
|
| |
-
SPED 4020 - Significant Support Needs 3 Credits (Minimum) 3 Credits (Maximum)
This course presents the development, implementation,and evaluation of instructional programs for students with severe cognitive and physical needs at the elementary and secondary levels. Service delivery models, issues, and intervention approaches are examined in light of efficacy research. Thirty (30) hours of field experience is required. Prer., SPED 3000/5000, SPED 3001/5001, CURR 4170/5170. Coreq., SPED 4030/5030, TED 4570/5570. Meets with SPED 5020.
|
| |
-
SPED 4021 - Designing Positive Classroom Environments 3 Credits (Minimum) 3 Credits (Maximum)
This course examines positive behavior support from philosophical, theoretical, individual, and systemic perspectives. Emphasizes characteristics of students with challenging behavior, functional behavioral assessment, school-wide, classroom, and non-classroom PBS models and interventions, and models for family and community positive behavioral support. Twenty (20) hours of field experience is required. Prer., SPED 4020/5020, SPED 4030/5030, TED 4570/5570; Coreq., SPED 4025/5025. Meets with SPED 5021.
|
| |
-
SPED 4022 - Consultation and Collaboration 3 Credits (Minimum) 3 Credits (Maximum)
This course critically analyzes issues, research, implementation approaches, and recommended practices for employing collaborative models to support learning across diverse school and community settings. Students will access and evaluate community resources, develop and maintain interdisciplinary and interagency partnerships. Twenty (20) hours of field experience is required. Prer., SPED 3004/5004; SPED 4010/5010; SPED 4013 or CURR 5304. Coreq., SPED 4031/5031. Meets with SPED 5022.
|
| |
-
SPED 4025 - Fieldwork in Inclusive Classrooms 3 Credits (Minimum) 3 Credits (Maximum)
Students will work in general education settings to include students with disabilities. Assignments and experiences will focus on providing access to the general education curriculum and connecting students with disabilities to their peers. Prer., SPED 4020/5020, SPED 4030/5030, TED 4570/5570; Coreq., SPED 4021/5021. Meets with SPED 5025.
|
| |
-
SPED 4030 - Elementary/Secondary Internship 3 Credits (Minimum) 3 Credits (Maximum)
Students are required to apply and integrate research-based practices in an educational setting. Student teachers will work with a wide range of students with special needs in programs that utilize practices congruent with the UCCS Special Education Program. This internship must be completed at the opposite K-12 age range from SPED 4031/5031. Prer., SPED 3000/5000, SPED 3001/5001, CURR 4170/5170. Coreq., SPED 4020/5020, TED 4570/5570. Meets with SPED 5030.
|
| |
-
SPED 4031 - Elementary/Secondary Student Teaching and Seminar 4 Credits (Minimum) 6 Credits (Maximum)
Students are required to apply and integrate research-based practices in an educational setting. Student teachers will work with a wide range of students with special needs in programs that utilize practices congruent with the UCCS Special Education Program. Prer., SPED 3004/5004; SPED 4010/5010; SPED 4013 or CURR 5304. Coreq., SPED 4022/5022. PLACE Special Education Generalist test #20. Meets with SPED 5031.
|
| |
-
SPED 4430 - TeachSpecialEd.com: Foundations in Special Education 3 Credits (Minimum) 3 Credits (Maximum)
This course 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. Meets with CURR 4060.
|
| |
-
SPED 4440 - 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-incidence groups. Meets with CURR 4061.
|
| |
-
SPED 4460 - 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 LEP development. Meets with CURR 4062.
|
| |
-
SPED 4470 - TeachSpecialEd.com. Instructional Strategies - Creating Environments that Promote Learning 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 andbehaviors. Meets with CURR 4063.
|
| |
-
SPED 4480 - 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. Curriculum-based assessment is covered along with the communication of student outcomes. Meets with CURR 4064.
|
| |
-
SPED 4560 - Teachspecialed.com. Instructional Strategies: Improving Basic Reading Skills. 3 Credits (Minimum) 3 Credits (Maximum)
Emphasizes teaching beginning reading and developing reading fluency. Is applicable to teaching students with exceptional learning needs in varied instructional settings. Meets with CURR 4065.
|
| |
-
SPED 4570 - 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 is given to building a knowledge base and analyzing text to enable comprehension skills and teaching comprehension strategies. Meets with CURR 4066.
|
| |
-
SPED 4580 - 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 and communication styles are covered. Teaching second language learners. Augmentative,alternative and assistive communication development is addressed. Meets with CURR 4067.
|
| |
-
SPED 4860 - Teachspecialed.com: Collaboration and Instructional Planning in the Individual EducP 3 Credits (Minimum) 3 Credits (Maximum)
Emphasizes developing standards-based Ieps in accordance with Idea requirements. Introduces modelsof collaboration and highlights developing collaboration skills to enhance the effectiveness of the beginning teacher in development and implementation of Ieps. Meets with CURR 4068.
|
| |
-
SPED 4870 - 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 are covered. Meets with CURR 4069.
|
| |
-
SPED 4910 - Workshop 1 Credits (Minimum) 4 Credits (Maximum)
Designed to allow specific topics and issues to be explored in-depth. Prer., Permission of instructor.
|
| |
-
SPED 4950 - Summer Institutes 2 Credits (Minimum) 3 Credits (Maximum)
Provides participants with a variety of training opportunities that specifically relate to programs, policies, and procedures for working with at-risk students. Participants will have multiple opportunities to reflect on knowledge learned and develop practical application plans. Meets with SPED 5950.
|
| |
-
SPED 5000 - dis/Ability Studies in Education 3 Credits (Minimum) 3 Credits (Maximum)
An introduction to how disability, race, class, sexual orientation, and gender are defined, represented, and acted upon in schools today. Students will examine school as a social/political environment where the meaning of disability can be understood in democratic ways. Meets with SPED 3000 and WEST 3030.
|
| |
-
SPED 5001 - Introduction to Special Education 3 Credits (Minimum) 3 Credits (Maximum)
This course provides an overview of Special Education. The course emphasizes the history of special education; legislation; implementation of Idea, current issues; and a survey of exceptionalities. This course is designed to support the Performance- based Standards for Colorado teachers. Thirty (30) hours of field experience required. Prer., Background check, fingerprinting. Meets with SPED 3001.
|
| |
-
SPED 5002 - Professional Seminar in Special Education 3 Credits (Minimum) 3 Credits (Maximum)
Familiarizes students with professional issues in special education. The areas include: (a) professional dispositions, (b) student diversity, (c) instructional/assistive technology, and (d) professional writing. Teachers must understand academic and professional standards and their relationship to the work environment. Prer., Background check; fingerprinting. Meets with SPED 3002.
|
| |
-
SPED 5003 - Classroom and Instructional Management 3 Credits (Minimum) 3 Credits (Maximum)
This course will examine evidence-based approaches for providing classroom and instructional management. The emphasis is on (a) effective instructional procedure, (b) individual and classroom behavior management strategies, and (c) principles of applied behavior analysis. Fifteen (15) hours of field experience is required. Meets with SPED 3003.
|
| |
-
SPED 5004 - Self-Determination and Transition 3 Credits (Minimum) 3 Credits (Maximum)
This course presents self-determination and development, implementation, and evaluation of self-management instructional programs for students. Service delivery models, issues, and intervention approaches are examined in light of efficacy research. Emphasis is upon using self-management and learning strategies to facilitate self-determination. Fifteen (15) hours of field experience is required. Prer., SPED 4021/5021, SPED 4025/5025. Coreq., CURR 5304 or SPED 4013, and SPED 4010/5010. Meets with SPED 3004.
|
| |
-
SPED 5010 - Multisensory Structured Language Education 3 Credits (Minimum) 3 Credits (Maximum)
Introduces the content and skills of instruction for students with learning disabilities. Includes research-based strategies in phonemic awareness, phonics, spelling, reading fluency, vocabulary and comprehension. Students work with a tutorial student and evaluate teaching skills through small group coaching sessions. Prer., Praxis or Place Elementary Content Test. Meets with SPED 4010.
|
| |
-
SPED 5011 - Assessment and Instructional Monitoring 3 Credits (Minimum) 3 Credits (Maximum)
This course examines evaluation concepts and assessments attending to curriculum-based individual-referenced measures, standardized assessments, and large-scale criterion-referenced tests characteristic of most statewide programs. Emphasis will be placed on aligning curriculum, instruction, and assessment. Fifteen (15) hours of field experience is required. Prer., SPED 5001 and SPED 5003. Meets with SPED 4011.
|
| |
-
SPED 5012 - Differentiated Instruction 3 Credits (Minimum) 3 Credits (Maximum)
Builds upon material covered in Multisensory Language(SPED 4010/5010). Topics include systematic, differentiated instruction in syllable types, morphology, prefixes, suffixes, Latin Roots, and Greek combining forms. Students work with a tutorial student and evaluate teaching skills through small group coaching sessions. Prer., SPED 4010/5010. Meets with SPED 4012.
|
| |
-
SPED 5020 - Significant Support Needs 3 Credits (Minimum) 3 Credits (Maximum)
This course presents the development, implementation,and evaluation of instructional programs for students with severe cognitive and physical needs at the elementary and secondary levels. Service delivery models, issues, and intervention approaches are examined in light of efficacy research. Thirty (30) hours of field experience is required. Prer., SPED 3000/5000, SPED 3001/5001, CURR 4170/5170. Coreq., SPED 4030/5030, TED 4570/5570. Meets with SPED 4020.
|
| |
-
SPED 5021 - Designing Positive Classroom Environments 3 Credits (Minimum) 3 Credits (Maximum)
This course examines positive behavior support from philosophical, theoretical, individual, and systemic perspectives. Emphasizes characteristics of students with challenging behavior, functional behavioral assessment, school-wide, classroom, and non-classroom PBS models and interventions, and models for family and community positive behavioral support. Twenty (20) hours of field experience is required. Prer., SPED 4020/5020, SPED 4030/5030, TED 4570/5570; Coreq., SPED 4025/5025. Meets with SPED 4021.
|
| |
-
SPED 5022 - Consultation and Collaboration 3 Credits (Minimum) 3 Credits (Maximum)
This course critically analyzes issues, research, implementation approaches, and recommended practices for employing collaborative models to support learning across diverse school and community settings. Students will access and evaluate community resources, develop and maintain interdisciplinary and interagency partnerships. Twenty (20) hours of field experience is required. Prer., SPED 3004/5004; SPED 4010/5010; SPED 4013 or CURR 5304. Coreq., SPED 4031/5031. Meets with SPED 4022.
|
| |
-
SPED 5025 - Fieldwork in Inclusive Classrooms 3 Credits (Minimum) 3 Credits (Maximum)
Students will work in general education settings to include students with disabilities. Assignments and experiences will focus on providing access to the general education curriculum and connecting students with disabilities to their peers. Prer., SPED 4020/5020, SPED 4030/5030, TED 4570/5570; Coreq., SPED 4021/5021. Meets with SPED 4025.
|
| |
-
SPED 5030 - Elementary/Secondary Internship 3 Credits (Minimum) 3 Credits (Maximum)
Students are required to apply and integrate research-based practices in an educational setting. Student teachers will work with a wide range of students with special needs in programs that utilize practices congruent with the UCCS Special Education Program. This internship must be completed at the opposite K-12 age range from SPED 4031/5031.Prer., SPED 3000/5000, SPED 3001/5001, CURR 4170/5170. Coreq., SPED 4020/5020, TED 4570/5570. Meets with SPED 4030.
|
| |
-
SPED 5031 - Elementary/Secondary Student Teaching and Seminar 4 Credits (Minimum) 6 Credits (Maximum)
Students are required to apply and integrate research-based practices in an educational setting. Student teachers will work with a wide range of students with special needs in programs that utilize practices congruent with the UCCS Special Education Program. Prer., SPED 3004/5004; SPED 4010/5010; SPED 4013 or CURR 5304. Coreq., SPED 4022/5022. PLACE Special Education Generalist test #20. Meets with SPED 4031.
|
| |
-
SPED 5090 - Applied Research Project 3 Credits (Minimum) 3 Credits (Maximum)
The basic premise of this seminar is that applied behavior analysis and the teacher as a researcher-scientist are integral components of an effective educational setting. Based on individual interests, students will design a research project for the purpose of evaluation interventions in their own setting. Students will (a) develop a research proposal in APA format, (b) conduct the research, and (c) submit a final research paper to the special education faculty. All papers will be evaluated by the research review committee consisting of three university faculty members. This course is required to fulfill the MA comprehensive exam requirement. Prer., LEAD 5700.
|
| |
-
SPED 5091 - Current Topics in Special Education 3 Credits (Minimum) 3 Credits (Maximum)
Current issues/topics in special education related to instruction, advocacy, policy, service delivery, and training is addressed in this course. Students will investigate an area of interest based on empirical literature. Prer., SPED 5020, SPED 5030, TED 5570.
|
| |
-
SPED 5113 - Multisensory Reading and Writing Practicum 4 Credits (Minimum) 4 Credits (Maximum)
This course provides clinical practicum experience teaching targeted or intensive-level reading and writing in small groups of four or fewer students using an Orton-Gillingham based curriculum. Prer., SPED 5010, SPED 5012, CURR 5410. Graduate students only.
|
| |
-
SPED 5114 - Multisensory Reading and Writing Internship A 1 Credits (Minimum) 1 Credits (Maximum)
The first semester of a two-semester internship in multisensory reading and spelling instruction for students with severe reading and writing challenges, including dyslexia. Prer., SPED 5113. Graduate students only.
|
| |
-
SPED 5115 - Multisensory Reading and Writing Internship B 2 Credits (Minimum) 2 Credits (Maximum)
The second semester of a two-semester internship in multisensory reading and spelling instruction for students with severe reading and writing challenges, including dyslexia. Prer., SPED 5114. Graduate students only.
|
| |
-
SPED 5330 - Multiple Intelligence and Gifted Students 3 Credits (Minimum) 3 Credits (Maximum)
Focus upon the creation and development of teaching materials to assist school personnel charged with meeting the instructional needs of gifted, creative, and talented students in both regular and special education classrooms, Grades K-12. Participants will examine existing educational research to determine the most effective ways and means of instructing gifted students. They will study and evaluate existing methods and materials designed for the target population, and they will design new materials to utilize in the teaching of gifted students.
|
| |
-
SPED 5430 - 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 permission of instructor. Meets with CURR 5060.
|
| |
-
SPED 5440 - 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 CURR 5061.
|
| |
-
SPED 5450 - Literature for Gifted Adolescents 3 Credits (Minimum) 3 Credits (Maximum)
Reading and evaluation of literature for gifted and talented adolescents. Emphasis is on contemporary literature, especially literature by and about female, minority and gifted and talented persons. Meets with CURR 5421.
|
| |
-
SPED 5460 - 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 ethnical principles are covered along with the processes of screening, pre-referral, referral and classifications. Attention is given to assessments in Iep development. Meets with CURR 5062.
|
| |
-
SPED 5470 - Teachspecialed.com: Instructional Strategies: Creating Environments that Promote Learning 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 CURR 5063.
|
| |
-
SPED 5480 - 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, 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 CURR 5064.
|
| |
-
SPED 5560 - TeachSpecialEd.com: Instructional Strategies: Improving Basic Reading Skills 3 Credits (Minimum) 3 Credits (Maximum)
Emphasizes teaching beginning reading and developing reading fluency. Is applicable to teaching students with exceptional learning needs in varied instructional settings. Prer., Bachelor’s degree or permission ofinstructor. Meets with CURR 5065.
|
| |
-
SPED 5570 - 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’sapproval. Meets with CURR 5066.
|
| |
-
SPED 5580 - 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 CURR 5067.
|
| |
-
SPED 5590 - 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 multifaceted approach to teaching arts within creative, stimulating environments where the gifted student can evolve and thrive. Creativity,hemisphericity, problem solving, and practical applications of visual arts, music, dance, drama, and creative writing are addressed. Meets with CURR 5210.
|
| |
-
SPED 5600 - Teaching the Gifted and Creative Student 2 Credits (Minimum) 3 Credits (Maximum)
This introductory course explores the nature and nurture of gifted children and adolescents. Characteristics, identification, program alternatives and teaching strategies are addressed as is the history of the gifted child movement. Meets with EPSY 5250.
|
| |
-
SPED 5610 - Curriculum Strategies for Gifted and Talented 3 Credits (Minimum) 3 Credits (Maximum)
Prepares participants to write challenging, effective and differential curricula for gifted learners. A variety of curriculum models and strategies will be explored. Participants will create curriculum units for gifted students in content areas of their choice. Meets with CURR 5211.
|
| |
-
SPED 5620 - 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 dramatics and expository and creative writing is among the many topic areas addressed. Meets with CURR 5212.
|
| |
-
SPED 5630 - 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 CURR 5213.
|
| |
-
SPED 5640 - 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. The course content will focus on both the theoretical frameworks underlying each topic, as well as concomitant teaching strategies. Meets with CURR 5220.
|
| |
-
SPED 5690 - Supervised Practicum - Gifted/Talented Education 3 Credits (Minimum) 3 Credits (Maximum)
Practicum credit may be obtained through selected, supervised field placements in teaching or supervisory roles in gifted education.
|
| |
-
SPED 5740 - Students Learning English Who have Cognitive Disabilities 1 Credits (Minimum) 1 Credits (Maximum)
The purpose of this course is to present a proposal for professional development modules that will train special education teachers to effectively serve the needs of English language learners with disabilities.
|
| |
-
SPED 5860 - Teachspecialed.com: Collaboration and Instructional Planning in the Iep Process 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., BA or instructor’s approval. Meets with CURR 5068.
|
| |
-
SPED 5870 - 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 CURR 5069.
|
| |
-
SPED 5900 - Seminar: Current Research Issues in Gifted Education 3 Credits (Minimum) 3 Credits (Maximum)
Students explore contemporary research related to the identification of gifted students, programs and other related educational issues.
|
| |
-
SPED 5910 - Workshop 1 Credits (Minimum) 4 Credits (Maximum)
Designed to allow specific topics and issues to be explored in-depth.
|
| |
-
SPED 5920 - Advancing Reading Success 1 Credits (Minimum) 3 Credits (Maximum)
Uses “Language,” 4th edition, published by Sopris West. The course presents the research base of the curriculum, an intensive review of phonemic awareness training, use of instructional techniques, and much more. Prer., Bachelor’s degree.
|
| |
-
SPED 5930 - Step Up to Writing: Basic, Practical and Helpful Writing Instruction 1 Credits (Minimum) 3 Credits (Maximum)
Participants will receive training using the Step Up to Writing curriculum published by Sopris West. This program provides training in how to organize ideas and information, writing ideas at a complex level.
|
| |
-
SPED 5940 - Language! Professional Development Course for Reading Educators 3 Credits (Minimum) 3 Credits (Maximum)
Uses Language! curriculum published by Sopris West. a comprehensive intervention curriculum for students who lack age or grade level mastery in reading, writing and spelling. Participants will be trained using integrated strands that include decoding, spelling, comprehension, grammar, vocabulary, mechanics, usage, figurative language, expository and narrative writing, and literature.
|
| |
-
SPED 5950 - Summer Institutes 2 Credits (Minimum) 3 Credits (Maximum)
The institute provides participants with a variety of training opportunities that specifically relate to programs, policies, and procedures for working with at-risk students. Participants will have multiple opportunities to reflect on knowledge learned and develop practical application plans. Prer., Bachelors degree. Meets with SPED 4950.
|
| |
-
SPED 5960 - Writing Strategies to Improve Student Success 1 Credits (Minimum) 1 Credits (Maximum)
Prepares professionals to implement the Step Up to Writing 3rd Edition curriculum immediately. Presents the research base of the curriculum, an intensive review of fundamental writing strategies, use of instructional techniques, and more. Participants will be trained using integrated strands that include decoding, spelling, comprehension, grammar, vocabulary, mechanics, usage, figurative language, expository and narrative writing, and literature.
|
| |
-
SPED 5970 - Transition Assessment and Curriculum 3 Credits (Minimum) 3 Credits (Maximum)
Trains and equips participants to deliver age-appropriate transition assessments to create a coordinated set of activities to assist students in making the transition from school to work. In addition, covers techniques to assess self-determination, social/emotional learning, and independent living skills as required in the federal IDEIA legislation. Prer., Bachelor’s degree.
|
| |
-
SPED 9450 - Independent Study 1 Credits (Minimum) 4 Credits (Maximum)
Independent investigation of topics of specific interest to the student and completed under the direction of a faculty member. The specifics of the investigation are a joint decision by the student and faculty member. The meeting times, expectations, and evaluations are arranged. Courses leading to licensure are seldom completed through an independent study. Prer., Permission of instructor.
|
| |
-
SPED 9500 - Independent Study in Special Education 1 Credits (Minimum) 4 Credits (Maximum)
Independent investigation of topics of specific interest to the student and completed under the direction of a faculty member. The specifics of the investigation is a joint decision by the student and faculty member. The meeting times, expectations and evaluations are arranged. Certification and/or endorsement courses are seldom completed through an independent study.
|
| |
-
SPED 9550 - Independent Study in Gifted and Talented Education 1 Credits (Minimum) 4 Credits (Maximum)
Independent research, study and planning in gifted education may be completed under the direction of a faculty member. The specifics of the investigation and the topic are a joint decision by the student and faculty member. The meeting times, expectations and evaluations are arranged with the faculty member. Students must have written consent of the instructor.
|
| |
-
SPED 9990 - Candidate for Degree 0 Credits (Minimum) 0 Credits (Maximum)
To be used only by those students who will not be registered for coursework during the semester in which the comprehensive examination for the master’s degree is taken. Consent of advisor is required.
|
Sport Management |
| |
-
SPTM 1000 - Introduction to Sport Management 3 Credits (Minimum) 3 Credits (Maximum)
A survey of the history of modern sport; examination of the foundation, operations, philosophy, and trends of contemporary sport management. Presentation of skills and techniques to prepare students to administer programs in diverse sport settings; issues and complex problems that confront sport leaders are emphasized. Prer., Sport Management majors only.
|
| |
-
SPTM 2000 - Principles of Sport Law 3 Credits (Minimum) 3 Credits (Maximum)
Investigation and analysis of the law and legal issues in sport settings. Topics include negligence theory, risk management, common defenses, product liability, insurance, contracts, and implications for event development and operations. Prer., Sophomore Standing.
|
| |
-
SPTM 2350 - Sport Science for Sport Administrators 4 Credits (Minimum) 4 Credits (Maximum)
Integration of exercise training and testing into business practices of sports organizations. Interdisciplinary lecture/lab format introduces and emphasizes roles and impact of human anatomy, exercise physiology, bio-mechanics, growth and development, nutrition, training principles, and drug testing in the development and management of sport. Approved for Compass Curriculum requirement: Explore-Physical and Natural World. Prer., SPTM 1000 or instructor consent. Sport Management students only.
|
| |
-
SPTM 2960 - Field Experience in Sport Management 1 Credits (Minimum) 1 Credits (Maximum)
Provides students the opportunity to gain practical knowledge and hands-on experience in event operations, management, and logistics. This course requires 50 hours of field experience, 40 hours of which must be completed prior to enrolling in SPTM 2960; the remaining 10 hours will be completed during the semester of enrollment in the course. Prer., SPTM 1000, Sport Management majors only, 3.0 cumulative GPA. Consent of instructor required.
|
| |
-
SPTM 3960 - Internship in Sport Management 1 Credits (Minimum) 3 Credits (Maximum)
Undergraduate internship for Sport Management students. Approved for Compass Curriculum requirement: Navigate. Prer., SPTM 2960, Junior standing, Sport Management majors only.
|
| |
-
SPTM 4200 - Critical Issues in Sport Management: Analysis and Review 3 Credits (Minimum) 3 Credits (Maximum)
This required course for Sport Management students focuses on three issues: 1) the social-cultural context within which sports resides, 2) management and leadership of sports organizations, 3) ethical issues faced by sports managers. Prer., SPTM 2000, MKTG 3000, MGMT 3300; Senior standing; SPTM students only.
|
| |
-
SPTM 4250 - International and Olympic Sport Governance 3 Credits (Minimum) 3 Credits (Maximum)
This course focuses on three specific areas of study: 1) the broader environmental factors that shape international, Olympic and amateur sport, 2) the organization and governance of sport, 3) the history, role, and value of the Olympic movement. Sport Management majors may take both SPTM 4250 (Olympic) and SPTM 4450 (Collegiate) but must take at least one. Prer., SPTM 2000, MGMT 3300, MKTG 3000; Sport Management students only, Junior standing.
|
| |
-
SPTM 4300 - Sport Facility and Event Management 3 Credits (Minimum) 3 Credits (Maximum)
Designed to assist the student in understanding sport facility management, ticket sales, and event functions and procedures. Includes site visits and discussions of issues and challenges that confront venue managers and operations. Prer., MKTG 3000, SPTM 2000. Coreq., MGMT 3300. Sport Management students only, Junior standing.
|
| |
-
SPTM 4350 - Sport Economics and Finance 3 Credits (Minimum) 3 Credits (Maximum)
Provides students with the structure necessary to understand the role of a financial manager and the economics of sport in the sports industry. Considerable time will be spent on time value of money, return on investment, valuation, decision making, and management as it applies to financial roles in sports. Prer., FNCE 3050; SPTM students only, Junior standing or higher.
|
| |
-
SPTM 4450 - Collegiate Athletic Administration 3 Credits (Minimum) 3 Credits (Maximum)
This courses focuses on issues of special importance to collegiate athletic administrators, including topics such as governance, compliance, budgeting, program policies, recruiting, public relations, fundraising, and effective leadership. Sport Management majors may take both SPTM 4450 (Collegiate) and SPTM 4250 (Olympic) but must take at least one. Prer., SPTM 2000, MGMT 3300, MKTG 3000; Junior standing; SPTM students only.
|
| |
-
SPTM 4960 - Internship in Sport Management 4 Credits (Minimum) 7 Credits (Maximum)
Undergraduate internship for Sport Management students. Prer., SPTM 3960, Junior standing, Sport Management majors only.
|
| |
-
SPTM 9400 - Independent Study in Sport Management 1 Credits (Minimum) 3 Credits (Maximum)
Independent study with the consent of the instructor who directs the study, and the dean.
|
Sports and Leisure Studies |
| |
-
SL 5000 - Perspectives on Sport and Leisure Studies 3 Credits (Minimum) 3 Credits (Maximum)
An in-depth sociological analysis of leisure time behavior in industrialized countries. Emphasis will be given to the forms and types of leisure activities, current trends, and future needs and alternatives. Sports will be considered as a special form of leisure. Meets with SL 4000, SOC 3300, SOC 4300, SOC 5300, and WEST 4300.
|
| |
-
SL 5020 - Effectiveness in Coaching 1 Credits (Minimum) 1 Credits (Maximum)
The ACEP approved course for coaches, including an introduction to sport, exercise and management science and coaching pedagogy. Certifies student as Level I Coach. Students that complete SL 4020, SL 4030 and SL 4510 cannot take this course for credit. Meets with SL 4020.
|
| |
-
SL 5040 - Principles of Sport Psychology 1 Credits (Minimum) 1 Credits (Maximum)
Motivation, communication, stress management, the use of mental imagery and other topics for enhancing coach-athlete relationships and for stimulating improved sport performance will be covered. Meets with S L 4040.
|
| |
-
SL 5050 - Principles of Sport Physiology 1 Credits (Minimum) 1 Credits (Maximum)
Principles and methods of developing muscular and energy fitness. Provides coaches with the information and guidance to develop training programs appropriate for particular sport and athletes. Meets with S L 4050.
|
| |
-
SL 5300 - Management of Sport and Leisure Programs 3 Credits (Minimum) 3 Credits (Maximum)
Analysis of administration and policies of park and recreation agencies. Topics will include financing, marketing, capital budgeting, user fees, alternative service delivery systems and cooperative arrangements with both the commercial and non-profit sectors. Meets with SL 4300.
|
| |
-
SL 5320 - Principles of Sport Law 1 Credits (Minimum) 1 Credits (Maximum)
Explains a coach’s legal responsibility in easy to understand terms and gives practical advice for improving standards of care and safety for athletes. Meets with SL 4320.
|
| |
Page: 1 <- Back 10 … 29
| 30
| 31
| 32
| 33
| 34
| 35
| 36
| 37
| 38
| 39
|
Print this Page