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2022-23 Catalog 
    
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2022-23 Catalog ARCHIVED CATALOG: Content may no longer be accurate.

Course Descriptions

 
  

  • MED 6085 - Developing a Project Proposal

    Credits: (2)
    Typically Taught Summer Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: This course is designed to help students develop a Master’s project proposal that is carefully researched and professionally written.
    Pre-requisite(s): MED 6082 .
  

  • MED 6090 - Master’s Project

    Credits: (2)
    Typically Taught Summer Semester: Full Sem
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: The student independently works with the project chair and committee to complete the master’s project.
    Pre-requisite(s): MED 6085  or MED 6150 .
  

  • MED 6091 - Graduate Synthesis

    Credits: (1)
    Typically Taught Summer Semester: 2nd Blk
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: A review and synthesis of the program and its course work. The course includes opportunity to work with the development of personal portfolios.
    Pre-requisite(s): All core requirements completed; Master’s Project Proposal committee-approved, and Master’s Project Report completed or in progress. Student must have a signed proposal and program approval to register. Prerequisite: MED 6085 .
  

  • MED 6100 - Leadership and Organizational Theory

    Credits: (2)
    Typically Taught Summer Semester: 2nd Blk
    Typically Taught Fall Semester: 1st Blk
    Description:

    This course focuses on the multiple facets of organizational cultures, leadership styles, and organizational change for educational leaders. Students will examine how organizational theory is applied in the educational setting.
  

  • MED 6101 - Assessment and Program Evaluation

    Credits: (3)
    Typically Taught Summer Semester: 2nd Blk
    Typically Taught Spring Semester: 1st Blk
    Description:

    This course will provide an overview of planning and decision making including assessment, strategic planning, and program evaluation and review processes. Concepts will include the gathering and use of data as well as the utilization of that data in the decision making process.
  

  • MED 6102 - Public Education Finance

    Credits: (3)
    Typically Taught Spring Semester: 2nd Blk
    Description:

    This course will examine the economics and financing of public and higher education. Course topics will include an exploration of the different funding pools and regulations for both public and higher education as well as the economic and political forces driving these concepts and processes.
  

  • MED 6110 - Introduction to Classroom Management

    Credits: (3)
    Typically Taught Summer Semester: 2nd Blk
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: This course serves as an introduction to classroom management for those who have not had classroom experience or have been hired by a school district on a “letter of authorization,” (hired without a license). The focus will be on current issues, methodology, and application of a variety of approaches for behavior change, discipline, and management of diverse learners in the context of classroom environments. Classroom management as a function of good teaching will be examined.
    Note: This course or MED 6120  is required for licensure.
  

  • MED 6120 - Advanced Classroom Management

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect, and management and strategies for the classroom.
    May be repeated up to four times.
    Note: This course or MED 6110  is required for licensure.
  

  • MED 6130 - Topic in Education: (i.e., School Finance, Cooperative Learning, TRIBES, Teaching for Inquiry, etc.)

    Credits: (1-3)
    Typically Taught Summer Semester: 1st Blk
    Description: This course explores a topic receiving current attention by educators and the public and deemed worthy of in-depth study. Credit will be determined by the nature of the topic.
    May be repeated up to four times.
  

  • MED 6140 - Adolescent Development

    Credits: (2)
    Description: Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with those who have behavior problems.
  

  • MED 6150 - Classroom- and School-Based Research

    Credits: (2)
    Typically Taught Summer Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: Students will explore effective classroom-based research techniques, complete classroom-based research projects, and engage in ongoing application of action research for the improvement of teaching practice.
    Pre-requisite(s): MED 6082 , MED 6055 , MED 6060 .
    May be repeated up to three times.
  

  • MED 6160 - Effective Mentoring in the Classroom

    Credits: (2)
    Description: Course will cover strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project.
  

  • MED 6180 - Teaching Interpersonal Skills

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Description: Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom.
  

  • MED 6200 - Current Trends in Early Childhood Education

    Credits: (3)
    variable title
    Description: A variable title advanced course in Early Childhood Education (birth through age eight) based upon examination of the current trends in curriculum and instruction for young children. When this number is used it will be accompanied by a brief and specific descriptive title, i.e. literacy, math, science.
    May be repeated 2 times up to 9 credit hours.
  

  • MED 6201 - Coaching EC/ECE Professionals: Foundation & Organization of Coaching Application: Organization & Self Reflection

    Credits: (3)
    Typically Taught Spring Semester: Full Sem
    Description: Educator coaching is an evidence-based strategy to increase program quality and teacher effectiveness in early childhood/early childhood education classrooms, programs, and home delivery systems. This course will train EC/ECE coaches using material from research-based sources, program experiences, and related theory. Participants will learn recommended practices in coaching related to early childhood and develop a systematic, individualized approach to effective coaching. Participants will learn practical strategies for coaching early childhood staff of diverse backgrounds and varying adult learning styles. Materials and discussions will include theory, research, interpersonal communication skills, and a systematic approach to more intentional coaching. Students will apply these strategies to Case Studies and field work experiences throughout the course and will participate in hands-on activities in class to apply new skills. Educator coaching skills will apply to any early childhood/early childhood education curriculum or model. This is course 1 of a three course series for the Utah Coaching Credential.
  

  • MED 6202 - Coaching EC/ECE Professionals: Connecting Awareness with Application & Deepening of Practice

    Credits: (3)
    Typically Taught Summer Semester: Full Sem
    Description: Becoming an effective educator coach is a result of theoretical understanding, introspection, thoughtful planning, application of coaching skills and knowledge, and continuous self-improvement. This course will identify effective ongoing support strategies for individuals providing educator coaching. Participants will integrate skills with effective application in real life coaching experiences. Discussions will include self-reflective practices, self- directed action, planning and goal setting, and managing progress and accountability. Students will apply these strategies to case studies and real life experiences throughout the course. Students will be encouraged to engage in self-reflection and share ideas, successes, and challenges with other students in this course. This is course 2 in a three course series for the Utah Coaching Credential.
    Pre-requisite(s): ECED 4201 /MED 6201  or instructor permission.
  

  • MED 6203 - Coaching EC/ECE Professionals: Attuning for Personal and Organizational Change

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: The success of the educator coaching relationship has been based on the trusting relationship between two peers, coach, and adult learner, through a collaborative process of co-learning. The opportunity for the adult learner to self-monitor, self- analyze, and self-modify enhances the adult learner’s own resourcefulness and alters his/her own personal understanding. In addition, when the act of coaching is a collaborative process, the coach is also allowed the same opportunity to reflect on self as part of their learning. This course is designed to support the coach in creating a social learning climate where a synergy of shared learning and reflective dialogue about practice are examined, analyzed and refined. Participants will integrate skills from Course 1 and 2 with opportunities to engage in conducting and constructing ongoing support strategies the coach can apply, refine and alter based on the adult learners’ needs, readiness, and values about practice. Using strategies and protocols, coaching for organizational change in diverse settings (home- based programming, early care settings, classrooms, and school districts, etc.), and identifying effective ongoing personal supports will also be addressed. Students will apply these strategies to case studies and real life experiences throughout the course. This is course 3 of a three course series for the Utah Coaching Credential.
    Pre-requisite(s): ECED 4201 /MED 6201  and ECED 4202 /MED 6202  or instructor approval.
  

  • MED 6210 - School Law

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Description:

    This course considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions; specifically content from ESEA, IDEA, Section 504, and ADA.
  

  • MED 6220 - Current Problems in Education

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Description: A survey course which identifies and gives opportunity to research current problems in education at national, state, and local levels. Solutions and responses are developed from the research to address problems.
  

  • MED 6229 - Instructional Technology for Pre-service Teachers

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: This course allows students to apply existing technology literacy into educational environments to promote use of technology for teaching and instructional support in learning environments. The curriculum is based on teacher skills required to teach Utah State Educational Technology Standards.
    Pre-requisite(s): Verification of technology literacy training (through coursework or job experience) within the past five years. 
  

  • MED 6230 - Instructional Technology for Teachers

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Typically Taught Spring Semester: Full Sem
    Course Fee: $0.00
    Description: Designed for students who have had a prior introduction to technology. Topics could include classroom applications of technology, software evaluations, and technology integration.
    Pre-requisite(s): Verification of technology literacy training (through coursework or job experience) within the past five years. 
  

  • MED 6240 - Foundations of Teaching for Cultural and Language Differences

    Credits: (2)
    Description: This course will address the nature of pluralism in American Society, including but not limited to exploration of multiculturalism, bilingualism, first and second language acquisition and instructional strategies. Establishes the core foundations for valuing diversity.
  

  • MED 6250 - Second Language Acquisition: Theories and Implementation

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners.
  

  • MED 6265 - Foundations of Inclusive Teaching

    Credits: (2)
    Typically Taught Summer Semester: 2nd Blk
    Typically Taught Spring Semester: Full Sem
    Description: This course, designed for non-special education teacher candidates, will introduce candidates to the legal, philosophical, historical, and ethical foundations of special education. An emphasis is placed on strategies and methods for instructing students with exceptionalities in the general education setting and the expanded roles and responsibilities of school personnel for providing appropriate educational experiences for all students.
    Pre-requisite(s): Admission to the masters of education program.
  

  • MED 6270 - Literacy Strategies for Teaching English Language Learners

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Typically Taught Spring Semester: Full Sem
    Description: This course will examine literacy strategies for English Language Learners.  Teacher candidates will learn how to apply literacy strategies to teach reading, writing, listening and speaking skills, while including culture, to scaffold language development in both the second language and mainstream classrooms.
  

  • MED 6280 - Family and Community Involvement in Education

    Credits: (2)
    Description: Examination of methods which would facilitate the interaction between the parent/community and the teacher/school through reciprocal communication, home-based involvement, school-based involvement and decision making. Special emphasis will be given to the importance of parental involvement in the education of second language learners.
  

  • MED 6300 - Conducting Qualitative Research

    Credits: (3)
    Description: Designed as an introduction to the philosophy, theory, and methodology of qualitative research. This course is a companion course to MED 6080 , Conducting Educational Research. Special emphasis is placed on designing qualitative research proposals for master’s degree projects.
  

  • MED 6311 - Content Instruction in the Elementary School: Science

    Credits: (2)
    Typically Taught Summer Semester: 1st Blk
    Description: Explores new concepts in curriculum and methods of science instruction in the elementary schools.
    Note: This course is required for elementary licensure.
  

  • MED 6312 - Content Instruction in the Elementary School: Mathematics

    Credits: (2)
    Typically Taught Spring Semester: Full Sem
    Description: Explores new concepts in curriculum and methods of mathematics instruction in the elementary schools.
    Note: This course is required for elementary licensure.
  

  • MED 6313 - Content Instruction in the Elementary School: Social Studies

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Description: Explores new concepts in curriculum and methods of social studies instruction in the elementary schools.
    Note: This course is required for elementary licensure.
  

  • MED 6314 - Reading Instruction in Elementary Schools

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Description: An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, fluency, phonics, and phonemic awareness in elementary school classrooms.
    Note: This course is required for elementary licensure.
  

  • MED 6316 - Language Arts Instruction in Elementary Schools

    Credits: (2)
    Typically Taught Spring Semester: Full Sem
    Description: Students will explore theory, instructional methodology, and activities for supporting students in developing expertise in the essential skills of communication: listening, speaking, reading, writing, viewing, and visually representing.
    Note: This course is required for elementary licensure.
  

  • MED 6317 - Arts Integration for Elementary Teachers

    Credits: (2)
    Typically Taught Summer Semester: 1st Blk
    Description: This course is designed to prepare students to successfully teach the arts in the elementary classroom. Students are expected to design, prepare, and teach lessons to engage elementary students in arts and music activities. State curriculum guidelines will be reviewed and discussed.
  

  • MED 6320 - Content Area Literacy Instruction

    Credits: (3)
    Typically Taught Summer Semester: Online odd years
    Typically Taught Fall Semester: Online
    Typically Taught Spring Semester: Online
    Description: Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas.
    Note: This course is required for secondary licensure.
  

  • MED 6322 - Advanced Music Integration

    Credits: (2)
    Typically Taught Summer Semester: 2nd Blk
    Description: This course is designed to prepare students to fully integrate the Utah State Music Core within the elementary classroom. Participants will gain an understanding of key processes for helping students develop musical skills and understanding. We will also design and participate in lessons to actively engage elementary students in experiences that integrate music with other subjects.
    Pre-requisite(s): MED 6317  and MED 6340 .
  

  • MED 6323 - Advanced Drama Integration

    Credits: (2)
    Typically Taught Summer Semester: 2nd Blk
    Description: This course emphasizes credible connections between drama and core subjects and how arts integration fosters problem solving and creative agency. In addition to readings and discussions from arts integration literature, much of the course will involve students participating in existing lesson plans that connect the arts with other curricula, and analyzing their value and role in education. 
    Pre-requisite(s): MED 6317  and MED 6340 .
  

  • MED 6324 - Advanced Dance Integration

    Credits: (2)
    Typically Taught Summer Semester: 2nd Blk
    Description: This course emphasizes credible connections between dance and core subjects and how arts integration fosters problem solving and creative agency. In addition to readings and discussions from arts integration literature, much of the course will involve students participating in existing lesson plans that connect the arts with other curricula, and analyzing their value and role in education.
    Pre-requisite(s): MED 6317  and MED 6340 .
  

  • MED 6325 - Advanced Visual Arts Integration

    Credits: (2)
    Typically Taught Spring Semester: Full Sem
    Description: This course explores the history, theory, and practice of what it means to be a visual pedagogue or a teacher who incorporates the visual arts within day-to-day classroom instruction. It provides an orientation to arts integration in Utah schools with and through a visual arts lens. The curriculum aligns with State of Utah’s core curriculum and national standards in the visual arts. 
    Pre-requisite(s): MED 6317  and MED 6340 .
    May be repeated twice for a maximum of two credit hours.
  

  • MED 6330 - Using Children’s Literature and Informational Text in the Classroom

    Credits: (2)
    Typically Taught Spring Semester: Full Sem
    Description: This course will provide a broad basis for using children’s literature for instructional purposes in elementary classrooms to enhance literacy development.
  

  • MED 6340 - Reading Assessment and Instructional Interventions

    Credits: (3)
    Typically Taught Spring Semester: Full Sem
    Description: Assessment of reading problems and corrective procedures for remediation in elementary classrooms.
  

  • MED 6350 - Reading Comprehension Instruction

    Credits: (3)
    Typically Taught Spring Semester: Full Sem
    Description: An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, and metacognition.
    Note: This course is required for the Level 1 Reading Endorsement.
  

  • MED 6352 - Early Literacy Instruction (K-6)

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Description: The purpose of this course is to focus on the research on emergent and early literacy development so that teachers may construct well-designed, appropriate literacy learning environments, and experiences for young language learners. Because this is an advanced course, students will be expected to have a reading background in early literacy.
    Note: This course is required for the Level 1 Reading Endorsement.
  

  • MED 6353 - Understanding and Supporting Reading Development (grades 6-12)

    Credits: (3)
    Typically Taught Summer Semester: 2nd Blk
    Description: This course is to help practicing secondary teachers acquire skills and strategies to support struggling readers. Specifically, this course will provide teachers with a systematic and ongoing approach to classroom intervention to prevent continued failure in reading.
    Note: Required for the Level 1 Basic Secondary Reading Endorsement.
  

  • MED 6354 - Literacy Leadership and Professional Development

    Credits: (2)
    Description: This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum evaluation and development, and assessment. This course is required for the Reading Specialist Endorsement.
    Pre-requisite(s): Basic Reading Endorsement.
  

  • MED 6355 - Research in Reading

    Credits: (3)
    Description: This course will engage students in studying and understanding primary research documents in reading. Students will be guided to explore both classical and contemporary reading research studies. Students will also be instructed in basic research techniques in reading. This course is required for the Reading Specialist Endorsement.
    Pre-requisite(s): Level 1 Basic Reading Endorsement.
  

  • MED 6356 INT - Internship in Reading

    Credits: (3)
    Description: This course is a field-based experience designed to give students an opportunity to work with curriculum and school leaders for improving reading instruction on a district or school level.
    Pre-requisite(s): Level I Basic Reading Endorsement, MED 6354 , MED 6355 . The course is graded Credit/No Credit.
  

  • MED 6360 - Foundations of Literacy

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Description: An exploration of current reading, oral and written language theories, and their applications for the improvement of literacy practices in schools.
  

  • MED 6370 - International and Comparative Education: Case Studies

    Credits: (3)
    Typically Taught Summer Semester: Full Sem
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: This course uses case studies of education systems and practices from Japan, China, South Korea, Finland, Cuba, Germany, Poland, and the U.S. to demonstrate the interactions of social-cultural contexts, school policies and practices, as well as the individuals’ learning processes. Theories of and perspectives on examining educational policies and practices will be introduced throughout the class along with case studies covering a diverse range of contexts. The class will be a mix of lectures, discussions, and in-class demonstrations, so students will have many opportunities to actively engage with the material in multiple ways. Students will also have opportunities to discuss educational issues with college students from China, Japan, India and Singapore via a virtual platform.
    This course may be repeated once.
  

  • MED 6375 - Foundations of Dual Immersion or Immersion Education

    Credits: (3)
    Description: The course examines the background, underlying theory, and research foundations that support dual language and immersion education practices.  Issues for teachers and administrators will be addressed.  Practices and principles that inform language attentive curriculum will be a focus of the course.
  

  • MED 6380 - Values Education

    Credits: (3)
    Typically Taught Summer Semester: Hybrid
    Description: Designed for teachers, administrators, parents and community leaders. Examines the developmental processes of socialization and moral development. Four separate approaches of values education are evaluated.
  

  • MED 6415 - Content-Based Second Language Curriculum, Instruction and Assessment

    Credits: (3)
    Description: Participants in this course learn to plan curriculum and instruction for dual language and immersion classrooms that combine language and content goals using standards-based and backwards design approaches.  They also learn a range of classroom-based strategies for assessing language and content.
  

  • MED 6420 - Foundations of Education of the Gifted

    Credits: (3)
    Description: An overview of education for the gifted and talented: historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum and educational program options; special populations of gifted students.
  

  • MED 6430 - Creative Processes in the Elementary School

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Course Fee: $15.00
    Course Fee Purpose: This is used for consumable art supplies and repair/replacement of musical instruments.
    Description: This course focuses on the development of attitudes, methods, and skills in creative teaching, including an exploration of using music, art, dance, and drama in the elementary classroom. Graduate students will also explore philosophy, research, and theories which support arts integration, and development of teaching strategies and materials for use in the elementary classroom.
  

  • MED 6440 - Social and Emotional Needs of the Gifted

    Credits: (2)
    Description: This course examines social and emotional developmental needs of gifted and talented children and proposes strategies for recognizing and meeting those needs in classrooms and with families.
  

  • MED 6450 - Creativity and Applied Imagination

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Description: Exploration and development of readily available personal and community resources to encourage creative thinking/reasoning, classroom involvement, and transfer of learning.
  

  • MED 6470 - Teaching for Thinking

    Credits: (2)
    Typically Taught Fall Semester: Full Sem
    Description: Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms.
  

  • MED 6480 - Differentiated Curriculum for the Gifted

    Credits: (3)
    Description: Curriculum theories and educational strategies for educating gifted and talented students. A practical course with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom.
  

  • MED 6490 - Assessment and Evaluation in Education of the Gifted

    Credits: (3)
    Description: Principles of assessment applied to identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness.
  

  • MED 6495 - Action Research in Education of the Gifted

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: This is a capstone course in the program leading to a Utah teaching endorsement in education of the gifted and talented and meets the USOE endorsement requirement for a field experience or practicum in education of the gifted by requiring a community-based project in which learning from previous endorsement courses is synthesized in a practical way. Students are expected to take initiative in planning, implementing, documenting, and evaluating meaningful action research projects relevant to education or the gifted and talented.
    Pre-requisite(s): Bachelor’s degree, teaching license, and MED 6420 , MED 6480 , MED 6490 .
  

  • MED 6500 - Curriculum Planning and Evaluation for Special Education Students

    Credits: (3)
    Typically Taught Summer Semester: 1st Block, 2nd Block
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: Effective teaching methods, instructional programming and modification of curriculum for students with disabilities. A direct instruction model is emphasized.
  

  • MED 6510D - Advanced Foundations in Special Education Practice & Law (Special Education License)

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: This course focuses on the learning and social characteristics of young people with exceptionalities - that is, disabilities (physical, mental, learning) or giftedness - and about public policy and services available to them. As future teachers, students will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an inclusive classroom.
    Pre-requisite(s): Admission to Masters of Education.
  

  • MED 6515 - Foundations in Special Education: Law and Practice

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: This course will introduce students to the philosophical, historical, legal, and ethical foundations of special education.  Students will examine in depth the laws and practices related to special education and how those laws are influencing children with special needs today.  Students will also learn about individuals with special needs as they are identified and served in our school system.
  

  • MED 6520 - Collaboration, Consultation, and IEP Development

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities, and techniques of collaboration and consultation.
  

  • MED 6521 - Practicum in Special Education

    Credits: (2)
    Typically Taught Spring Semester: Full Sem
    Description: This Practicum experience will focus on examining in depth the lives of students with mild to moderate disabilities in school, home, and community settings. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings.
    Pre-requisite/Co-requisite: This Practicum must be taken either concurrently with, or after completion of MED 6520 .
  

  • MED 6529 - Assistive Technology

    Credits: (2)
    Typically Taught Summer Semester: 1st Block, 2nd Block
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description: This course provides students with the knowledge and skills needed to successfully determine the assistive technology needs of students with disabilities. The curriculum is based on the Utah Effective Teaching standards addressing technology and CEC standards for teacher preparation. 
  

  • MED 6530 - Principles and Applications of Special Education Assessment

    Credits: (3)
    Typically Taught Summer Semester: Full Sem
    Course Fee: $0.00
    Description: Administer, score, and interpret norm-referenced assessment instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs.
  

  • MED 6540 - Advanced Managing Student Behavior

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: This course will address current issues, practices, and application of a variety of approaches for behavior change. It is designed to teach students validated classroom management strategies, behavioral intervention strategies and techniques for use with students who have behavioral and social skill deficits. The primary goal of this course is for each student to conduct a functional assessment and implement and evaluate a behavior intervention plan.
  

  • MED 6550 - Advanced Instructional Planning and Learning Environments for Special Education Students

    Credits: (3)
    Typically Taught Spring Semester: Full Sem
    Description: Effective teaching methods, instructional programming and modification of curriculum for students with disabilities. A direct instruction model is emphasized.
    Pre-requisite(s): Admission to Masters of Education.
  

  • MED 6555 - Advanced Instructional Methods and Practicum: Reading

    Credits: (4)
    Description: This course is designed to introduce principles and techniques for diagnosis and remediation of reading problems. The course will cover student characteristics and school setting demands which contribute to lack of success in reading classrooms. Field experience required.
  

  • MED 6560 - Advanced Instructional Methods and Practicum: Mathematics

    Credits: (4)
    Typically Taught Spring Semester: Full Sem
    Description: Assessment and diagnosis of mathematics problems and corrective procedures for remediation. This course focuses on the needs of students with learning problems or who are at-risk for school failure. Students will apply the concepts learned in an action research project in a K-12 classroom.
  

  • MED 6565 - Advanced Instructional Methods and Practices: English Language Arts

    Credits: (3)
    Typically Taught Spring Semester: Full Sem
    Description: The purpose of this course is to prepare teacher candidates to teach English Language Arts to elementary and secondary students.  Teacher candidates learn to identify reading and writing difficulties, using evidence-based interventions.  They will also learn how to implement effective instruction, using data-based instructional decision model to monitor students’ ELA progress.  This course is to be taken concurrently with MED 6860 Practicum in Education.
    Co-Requisite(s): MED 6860 .
  

  • MED 6570 - Advanced Instructional Methods and Practicum: Written Expression

    Credits: (4)
    Typically Taught Fall Semester: Full Sem
    Description: This course is designed to introduce principles and validated strategies for teaching written expression to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in written expression. Field experience required.
  

  • MED 6575 - Advanced Instructional Methods and Practices: Mathematics

    Credits: (3)
    Typically Taught Spring Semester: Full Sem
    Description: The purpose of this course is to prepare teacher candidates to teach mathematics to Tier 2 and 3 students in elementary and secondary classrooms. Teacher candidates will acquire a set of skills that will enable them to determine what math concepts to teach to pupils and effective instructional methods to aid in the teaching of these concepts.  This course is to be taken concurrently with MED 6860 Practicum in Education.
    Co-Requisite(s): MED 6860 .
  

  • MED 6580 - Advanced Learning Strategies and Transition for Special Education Students

    Credits: (3)
    Typically Taught Summer Semester: Full Sem
    Description: Effective teaching methods, strategies, and practices for secondary age level students with disabilities. A cognitive learning strategies approach is emphasized.
  

  • MED 6581 - Pre-Student Teaching in Special Education

    Credits: (4)
    Description: The purpose of pre-student teaching is to continue field experience in a supportive and professional manner. The student will have the opportunity to experience teaching and the responsibilities that it entails under the direct guidance of the cooperating teacher and the course instructor. This course is designed to provide students with practical experiences in the areas of: (a) assessment, (b) behavior management, (c) curriculum and instruction for students K-12, and (d) planning and developing post-secondary transition plans.
    Pre-requisite(s): EDUC 4521 /MED 6521  Practicum in Special Education, with a grade of B or better.
    Suggested Requisite(s): Must be taken either concurrently with, or after completion of, EDUC 4530 /MED 6530 , EDUC 4540 /MED 6540 , EDUC 4550 /MED 6550 , and EDUC 4580 /MED 6580 .
    Note: Course not currently being offered.
  

  • MED 6600 - Ethical Leadership

    Credits: (2)
    Typically Taught Fall Semester: 1st Blk
    Description: This course will explore issues of ethical and professional conduct as a steward of school resources, student academic success and wellbeing, and faculty and staff professional development. This course will be based on the Utah Educator Professional Standards as described in Utah State School Board rule.   
  

  • MED 6601 - Community Engagement and Advocacy

    Credits: (2)
    Typically Taught Fall Semester: 2nd Blk
    Typically Taught Spring Semester: Full Sem
    Description: This course will explore strategies effective educational leaders engage families and the community in order to create an inclusive, caring, safe, and supportive school environment to advocate for each student’s academic success and well-being.
  

  • MED 6602 - Organizational Change and School Improvement

    Credits: (3)
    Typically Taught Summer Semester: 2nd Blk
    Description:

    This course includes systematic processes of sustainable and continuous school and classroom improvement. Concepts include climate and culture, process of change, building teacher and leadership capacity, development of effective leadership practices, and strategic planning that supports continuous school improvement.
  

  • MED 6603 - Positive Academic and Behavior Supports in Schools

    Credits: (2)
    Typically Taught Spring Semester: 2nd Blk
    Description:

    This course includes systematic processes of sustainable and continuous school and classroom improvement. Concepts include climate and culture, process of change, building teacher and leadership capacity, development of effective leadership practices, and strategic planning that supports continuous school improvement.
  

  • MED 6604 - Educational Leader Internship

    Credits: (4)
    Typically Taught Summer Semester: Full Sem
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description:

    This course will provide directed and supervised leadership experiences in public education settings. Students will complete the hours required by Utah State Board Rule. 
  

  • MED 6610 - Life Science for Elementary Teachers

    Credits: (3)
    Description: This course provides a background in concepts relating to living organisms and the interactions among them and their environment. The flexibility of these concepts is examined in light of research activities.
  

  • MED 6620 - Physical Science for Elementary Teachers

    Credits: (3)
    Description: Basic concepts of the physical sciences (chemistry and physics) are covered. The importance of the scientific method and the design of experiments is addressed as well as basic facts and discoveries. Hands-on laboratory activities are an important part of the course.
  

  • MED 6630 - Earth Science for Elementary Teachers

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description: A background in basic concepts relating to the formation, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet (atmosphere, lithosphere, and hydrosphere) are investigated through laboratory activities applicable to elementary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
  

  • MED 6640 - The World As A Classroom

    Credits: (1-3)
    variable title
    Description: This course is designed to provide enrichment opportunities for those who undertake either domestic or foreign travel to participate in study tours, research, and other professional development experiences. It offers participants an opportunity to learn outside the classroom in locations available only through travel.
    May be repeated up to 3 credit hours.
  

  • MED 6650 - Understanding Science

    Credits: (3)
    Description: This course will examine the nature of science, the philosophy of science, and research in science education. Students will engage in authentic scientific research.
  

  • MED 6661 - Life Science for Secondary Teachers: Zoology

    Credits: (3)
    Description: This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
  

  • MED 6662 - Life Science for Secondary Teachers: Microbiology

    Credits: (3)
    Description: This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
  

  • MED 6663 - Life Science for Secondary Teachers: Botany

    Credits: (3)
    Description: This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
  

  • MED 6670 - Physics for Secondary Teachers

    Credits: (3)
    Description: A background in the basic concepts of physics is provided. Topics include laws of motion, gravity, energy, light, heat, sound, electricity, magnetism, atomic and nuclear physics, radioactivity, and relativity. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
  

  • MED 6680 - Chemistry for Secondary Teachers

    Credits: (3)
    Description: A background in the basic concepts related to matter, its properties, and its reactions is provided. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
  

  • MED 6691 - Earth Science for Secondary Teachers: Geology

    Credits: (3)
    Description: A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet’s lithosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
  

  • MED 6692 - Earth Science for Secondary Teachers: Meteorology

    Credits: (3)
    Description: A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet’s atmosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
  

  • MED 6693 - Earth Science for Secondary Teachers: Oceanography

    Credits: (3)
    Description: A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet’s hydrosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
  

  • MED 6700 - Higher Education Administration

    Credits: (3)
    Typically Taught Fall Semester: Full Sem
    Description:

    This course provides an overview of the various types of institutions of higher education including a brief history, typical institutional organizational structures, principal administrative functions, and the philosophy of administration overall. Strategic decision making within organizations will also be discussed.
  

  • MED 6701 - Current Issues in Higher Education

    Credits: (2)
    Typically Taught Spring Semester: Full Sem
    Description:

    This course provides an overview of current issues and trends, challenges, research, and policies impacting higher education at the institutional, state, national, and international level.
  

  • MED 6702 - Organizational Change and Human Resource Management

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk
    Description:

    This course will focus on financial and personnel management strategies, techniques for developing a projected budget and strategic plan, strategies for managing personnel and addressing the evaluation protocols.
  

  • MED 6703 - Group Dynamics

    Credits: (2)
    Typically Taught Summer Semester: 1st Blk
    Description:

    This course will provide an examination of advising other practices on campus designed to enhance and support today’s college student. Concepts that will be discussed include student demographics, individualized advising approaches, emotional intelligence, and student retention theories.
  

  • MED 6704 - Higher Education Internship

    Credits: (2)
    Typically Taught Summer Semester: Full Sem
    Typically Taught Fall Semester: Full Sem
    Typically Taught Spring Semester: Full Sem
    Description:

    This course will provide directed and supervised experiences in higher education administrative settings. Students will spend the required hours per semester in a structured, supervised setting.
    This course can be taken 2 times for credit for a maximum of 4 credit hours.
  

  • MED 6730 - Mathematics for Teaching K-8: Assessment and Intervention

    Credits: (3)
    Description: Practicing teachers will gain a deeper understanding of the various types of assessment and their appropriate use for guiding instruction, intervention, and evaluation of student learning of mathematics content. This course is part of the Elementary Mathematics Endorsement.
  

  • MED 6800 - Advanced Web-based Methods for Evaluation, Research, and Practice

    Credits: (3)
    Typically Taught Summer Semester: 1st Blk, even years
    Description:

    This course is designed to introduce students to the latest techniques of web-based research and experience management that can be used within the field of Family Science and Education (and other related fields of social inquiry). Students taking the course will learn and demonstrate the best practices for conducting online surveys that can be used to gather cross-sectional, longitudinal, experimental data.  
 

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