In this capstone course, pre-service teachers complete a professional project grounded in educational research and practice. This project serves as the culminating assignment for the graduate-level state-approved teacher education program.

Students gain an understanding of models for delivering instruction and adapting teaching strategies for appropriately educating gifted students. Participants learn strategies that nurture the affective, creative, and cognitive needs of gifted learners; including those who are culturally and linguistically diverse, economically disadvantaged, highly gifted, or have special needs or disabilities (twice-exceptional learners).

Students examine key topics in PreK-12 education, including its historical, philosophical, and social foundations; legal, ethical, and professional aspects of teaching; and issues relating to curriculum, student diversity and sociopolitical dimensions of education. This course includes a required in-person practicum working with youth in local community and school contexts.

Using Sims Bishops' (1990) mirrors, windows, and sliding glass doors framework, students read, analyze, and discuss contemporary young adult literature (YAL) featuring marginalized viewpoints and identities. Students will collaborate around strategies to incorporate contemporary YAL into schools and evaluate the viewpoints present and absent in the titles they currently use with young adults.

This course explores the meaning and concepts associated with the field of emotional and behavioral disabilities, including the psychological and behavioral characteristics of individuals with emotional and behavioral disabilities. Topics include specific causes, assessment, and treatment of emotional and behavioral disabilities. Educational, psychological, historical, and medical implications are addressed.

This course provides an examination of current reading and writing research and its implications for assessment and instruction for students with reading and writing disabilities. This course focuses on the assessment and diagnosis of reading and writing difficulties and instructional strategies for addressing literacy problems. Students will learn how to conduct literacy diagnoses, develop case reports, and develop programs based on assessment.

This course provides an examination of current reading and writing research and its implications for assessment and instruction for students with reading and writing disabilities. This course focuses on the assessment and diagnosis of reading and writing difficulties and instructional strategies for addressing literacy problems. Students will learn how to conduct literacy diagnoses, develop case reports, and develop programs based on assessment.

In this course, we will use Critical Race theory and related theories to explore equity and access in the American educational system, especially as it relates to minoritized students from historically underserved backgrounds.

The purpose of this course is to identify, explore, and discuss some of education's defining issues. The first part of the course examines the foundation and history of American education in order to provide context for current issues in education. In the second part of the course, we will collaboratively explore a variety of current educational issues that directly impact K-12 classroom teachers.

The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.