2017-2018 Catalog

Teaching and Learning

http://education.und.edu/teaching-and-learning/

FACULTY: Baker (Chair), Barrentine, Beck, Borgeson, Borysewicz, Burris, Chalmers, Chiasson, Combs, Gallo, Gourneau, Grabe, Grave, Guy, W. Hung, Ingwalson, Jacobson, Johnson, Keengwe, Lee, Mahar, Olson, Onchwari, Ozaki, Pearson, Salyers, Shafer, Smart, Terras, Van Eck, Walker, Yearwood and Zidon

Graduate Programs Offered in the Department of Teaching and Learning

Doctoral Programs
Teaching and Learning Ed.D., Ph.D.
Masters and Certificate Programs
Early Childhood Education M.S.
Education-General Studies M.S.
Elementary Education M.Ed., M.S.
English Language Learner Education (TESOL) M.Ed.
Certificate
Reading Education M.Ed., M.S.
Special Education M.Ed., M.S.
Certificate (ASD)
Instructional Design and Technology M.Ed., M.S.
Certificate

Degrees Granted: Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.)

The Doctor of Philosophy (Ph.D.) and Doctor of Education (Ed.D.) programs in Teaching and Learning are designed to prepare individuals for leadership and teaching positions in schools, colleges and universities, and public or private agencies. The doctoral program in Teaching and Learning offers three areas of emphasis:

  • Higher Education (preparation to be a college or university professor of an academic discipline and all of its responsibilities).
  • Teacher Education (preparation to be an educator of teachers in a college or university setting and/or as a person providing consultation and in-service to teachers in pre-K-12 schools).
  • Instructional Design and Technology (preparation to be researchers and scholars. The focus is on understanding various areas in instructional design, human learning, and the integration of technology).

Coursework for all areas of emphasis is offered by faculty from the department of Teaching and Learning. Faculty members are able to serve as advisors to doctoral students.

Students are specifically admitted to the Ed.D. or the Ph.D. program.

  • The Ed.D. degree emphasizes professional practice and educational foundations and theory.
  • The Ph.D. degree emphasizes research, creative scholarship, and educational theory.

The doctoral student and advisory committee design the doctoral program of study to meet individual needs within the framework of guidelines set by the School of Graduate Studies and by the program faculty. School of Graduate Studies requirements for the Ph.D. and the Ed.D. are stated in the Degree Requirements section.

Details pertaining to admission and degree requirements can be found in the Degrees section.

Mission Statement and Program Goals

It is the mission of the Teaching and Learning Doctoral Program to prepare persons for leadership and teaching positions in schools, colleges or universities, and public or private agencies.

Goal 1: The student will demonstrate knowledge of how personal educational practice guides and supports the learning of others.

Goal 2: The student will demonstrate the ability to apply research and research methods relevant to the field of study.

Goal 3: The student will demonstrate knowledge and application of educational practices related to the foundations (personal, historical, philosophical, sociological, anthropological, psychological, and/multicultural) for learning and teaching.

Goal 4: The student will demonstrate knowledge and skills in understanding ways of engaging learners in the active construction of knowledge relevant to the advanced discipline of study.

Doctor of Education (Ed.D.)

Admission Requirements

The applicant must meet the School of Graduate Studies’ current minimum general admission requirements as published in the graduate catalog.

Applicants should anticipate that the materials they submit will be held to high standards with the following basic expectations:

  1. Graduate grade point average of 3.5 and above
  2. Excellent writing skills
  3. Three letters of recommendation that address your academic ability, professional accomplishments related to your field of study, and positive character traits
  4. A statement of clear professional/educational goals that can be met by our program as specified in the graduate catalog

Your application must also include the following:

  1. Transcripts
  2. Professional resume
  3. Essay. An original essay not to exceed four double-spaced pages (exclusive of references) on a controversial issue or a problem facing education today. The writing will be reviewed for:
    1. overall suitability for doctoral level study;
    2. cohesive development of ideas;
    3. support for ideas; and
    4. writing conventions. The applicant must also sign a statement attesting that the work submitted was that of the applicant.
  4. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.

Degree Requirements

Students seeking the Doctor of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Teaching and Learning Department.

  1. Completion of 96 semester credits beyond the baccalaureate degree
  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.
  3. With approval of a student’s Faculty Advisory Committee, up to one-half of the work beyond a master’s degree (maximum of 30 semester credit hours) may be transferred from another institution that offers post-master’s degrees in the discipline.
  4. At least one-half of the work must be in the major field, including:
    • A dissertation of 10 credits
    • A minimum of 12 credits in the Foundations of Education
    • A minimum of 6 credits of scholarly tools*
    • At least 12 credits of a minor or cognate in a supporting area
  5. One of the three following residency options.
*

Scholarly tool options for the doctoral students in education are described in the Education departmental requirements section of this catalog.

Residency Requirements for Doctoral Programs

The purpose of residency is to provide an opportunity for sustained and concentrated intellectual effort, to provide for immersion in a research environment, and to permit extensive interaction with fellow students and faculty of the major department.

The residency for programs in education is designed to provide the student with the experiences outlined by the School of Graduate Studies. It is expected that students will engage in serious scholarship and will reflect on their learning and experiences. The expectation is that the students will integrate their doctoral study in order that the program of study they pursue will become a holistic and unified experience. (The residency option is normally declared on the student’s program of study.) The education faculty has outlined some of the conditions required for these goals to be realized. A doctoral student in Teaching and Learning can meet the residency requirement in any one of these ways:

  • Students will complete a residency while enrolled in a minimum of 9 semester hours of credit during each of two consecutive semesters (Fall, Spring or Spring, Fall). Students in this option are encouraged, but are not required, to enroll in a Doctoral Seminar during their residency or at another time in the program. If a student is a GRA, GSA, or GTA, the number of credits that the student may take for this option is less and specified in the catalog.
  • Students will complete a residency while enrolled in a minimum of eight semester hours of credit during each of three consecutive summer sessions and in a minimum of two Doctoral Seminars following their first and second or third summers in residence.
  • Students will complete a residency over a period of three consecutive years of continuous enrollment in a minimum of 36 semester hours of credit (12 credits per year for 3 years) to include a minimum of two Doctoral Seminars during the period of residency.

Doctor of Philosophy (Ph.D.)

Admission Requirements

The applicant must meet the School of Graduate Studies’ current minimum general admission requirements as published in the graduate catalog.

Applicants should anticipate that the materials they submit will be held to high standards with the following basic expectations:

  1. Graduate grade point average of 3.5 and above
  2. Excellent writing skills
  3. Three letters of recommendation that address your academic ability, professional accomplishments related to your field of study, and positive character traits
  4. A statement of clear professional/educational goals that can be met by our program as specified in the graduate catalog

Your application must also include the following:

  1. Transcripts
  2. Professional resume
  3. Essay. An original essay not to exceed four double-spaced pages (exclusive of references) on a controversial issue or a problem facing education today. The writing will be reviewed for:
    1. overall suitability for doctoral level study;
    2. cohesive development of ideas;
    3. support for ideas; and
    4. writing conventions. The applicant must also sign a statement attesting that the work submitted was that of the applicant.
  4. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.

Students with a master’s degree in the content field and without previous background in the study of education are eligible for admission to the Ph.D. program with the higher education area of emphasis option.

Degree Requirements

Students seeking the Doctor of Philosphy degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Teaching and Learning Department.

  1. Completion of 90 semester credits beyond the baccalaureate degree
  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.
  3. With approval of a student’s Faculty Advisory Committee, up to one-half of the work beyond a master’s degree (maximum of 30 semester credit hours) may be transferred from another institution that offers post-master’s degrees in the discipline.
  4. At least one-half of the work must be in the major field, including:
    • At least 10 credits of dissertation, which incorporates independent work that is an original contribution to knowledge in the field
    • A minimum of 6 credits in the Foundations of Education
    • A minimum of 12 credits of scholarly tools*
    • At least 12 credits of a minor or cognate in a supporting area
  5. Meet one of the three residency options described below.

Residency Requirements for Doctoral Programs

The purpose of residency is to provide an opportunity for sustained and concentrated intellectual effort, to provide for immersion in a research environment, and to permit extensive interaction with fellow students and faculty of the major department.

The residency for programs in education is designed to provide the student with the experiences outlined by the School of Graduate Studies. It is expected that students will engage in serious scholarship and will reflect on their learning and experiences. The expectation is that the students will integrate their doctoral study in order that the program of study they pursue will become a holistic and unified experience. (The residency option is normally declared on the student’s program of study.) The education faculty has outlined some of the conditions required for these goals to be realized. A doctoral student in Teaching and Learning can meet the residency requirement in any one of these ways:

  • Students will complete a residency while enrolled in a minimum of 9 semester hours of credit during each of two consecutive semesters (Fall, Spring or Spring, Fall). Students in this option are encouraged, but are not required, to enroll in a Doctoral Seminar during their residency or at another time in the program. If a student is a GRA, GSA, or GTA, the number of credits that the student may take for this option is less and specified in the catalog.
  • Students will complete a residency while enrolled in a minimum of eight semester hours of credit during each of three consecutive summer sessions and in a minimum of two Doctoral Seminars following their first and second or third summers in residence.
  • Students will complete a residency over a period of three consecutive years of continuous enrollment in a minimum of 36 semester hours of credit (12 credits per year for 3 years) to include a minimum of two Doctoral Seminars during the period of residency.

Courses

T&L 513. Linguistics for ELL Teachers. 3 Credits.

This course introduces the complexities of human language through the study of phonetics, phonology, morphology, syntax and semantics. Additional topis addressed include the brain and language, history of the English language, psycholinguistics, writing systems and language in social contexts. F,S,SS.

T&L 514. Introduction to Multilingual Education. 3 Credits.

This course explores language education models, programs and policies with an emphasis on English language learners (ELLs). Political, legal, historical, and cultural contexts of multilingual education will be discussed with a focus on both U.S. and global challenges.

T&L 515. Middle School Curriculum. 3 Credits.

This course examines the middle school curriculum and instructional strategies as well as the needs of early adolescents. The course focuses on the roles teachers play in incorporating a guided, interdisciplinary, collaborative team approach. The studies include the components of curriculum teaming, advisory, exploration, learning communities) and instruction (differentiation, cooperative learning, learning styles, instructional strategies) incorporated in middle schools.

T&L 516. Philosophy and Foundations of Middle School Education. 3 Credits.

This course examines the historical and philosophical background of middle level education. The focus is on the roles teachers/administrators play in incorporating this guided, interdisciplinary, collaborative team approach that assists students during these fundamentally transformative years. The course looks at the philosophical aspect of the curriculum and instructional component. The studies explore contemporary issues associated with the middle school as well as the adaptations necessary for special circumstances affiliated with middle schools.

T&L 518. Science in the Elementary School. 3 Credits.

A study of current trends and practices associated with teaching and assessing inquiry-based science in elementary classrooms.

T&L 519. Social Studies in the Elementary School. 3 Credits.

A study of current trends and practices associated with teaching and assessing social studies in elementary classrooms.

T&L 520. Curriculum and Instruction in the Elementary School. 4 Credits.

A study of processes for planning, implementing, and evaluating curriculum and improving instruction in elementary schools.

T&L 521. Differentiated Instruction. 3 Credits.

An introduction to the principles of differentiated instruction. Topics of study include: brain-based learning, responsive instructional and assessment strategies, linking curriculum standards to learner needs, organizing and managing a differentiated classroom, and relevant resources for implementation.

T&L 522. Mathematics in the Elementary School. 3 Credits.

A study of current trends and practices associated with teaching and assessing inquiry-based math in elementary classrooms.

T&L 523. Literacy Instruction for English Language Learners. 3 Credits.

This course addresses the foundations of teaching English language and literacy to English LanLanguage Learners (ELLs) and includes study of various approaches to ELL/bilingual education, methods of instruction, assessment of English language proficiency, and strategies to make content learning comprehensible for ELLs. Emphasis will be placed on praxis and current research in the field.

T&L 524. Reading in the Content Areas. 2 Credits.

How and why reading should be taught in the content areas (i.e. Social Studies, Science, Mathematics, etc.). Research studies in the field of content reading and a variety of instructional practices are reviewed.

T&L 525. Writing in the Classroom. 3 Credits.

This course examines writing as a process that is developmental, cultural, social, and individual. Emphasis is on effective implementation of the essential structures of writing workshop and on monitoring and assessing writers' growth.

T&L 526. Play in Development and Early Childhood Education. 3 Credits.

This course explores the role of play in cognitive, physical and social-emotional development, and the way in which play is incorporated into educational and other programmatic settings. Students will explore how assessment of play indicates a child's development, and they will use assessment to promote Developmentally Appropriate Practices (DAP) for PreK-Grade 3 (ages 3-8) learners.

T&L 527. Curricular Foundations in Early Childhood Education. 3 Credits.

This course examines the historical, philosophical, cultural, race, class, and gender influences on curriculum in early childhood, including the philosophy and mission of the Department of Teaching and Learning.

T&L 528. Children's Literature in the Classroom. 3 Credits.

This course is a study of children's literature and literary criticism which serves as the foundation for examining teaching methods that develop children's engagement with literature and promote reading achievement.

T&L 529. Language Development & Cognition in Children. 3 Credits.

This course provides foundational information about language and cognitive development in children. The course content will also analyze typical and atypical language and cognitive development. The focus of the course will include children birth to age eight. .

T&L 530. Foundations of Reading Instruction. 3-4 Credits.

This course focuses on the relationship between reading theory, research, contemporary issues and instructional practice. Emphasis is placed on strategic systems related to effective reading, instructional approaches that support the development of these strategic systems and assessment as collecting evidence of effective reading behaviors.

T&L 531. Early Literacy Development and Instruction. 3 Credits.

A study of early literacy processes including phonemic and print awareness, word recognition, comprehension, and writing. Emphasis is on reviewing current research and theory, assessment and instruction practices, and bridging language and literacy development in literacy rich environments.

T&L 532. Leadership in Literacy. 3 Credits.

The role of the literacy coach is to support teachers in closing the gap between learners' performance and achievement in reading and writing. Topics in this course will include providing leadership for a school's literacy program, collaboration with teachers and administrators, curriculum issues, knowledge of literacy standards, and professional development facilitation. On demand.

T&L 533. Reading in the Secondary School. 2 Credits.

Development of reading-study skills in the content subject areas and reading strategy development.

T&L 534. Basic Reading Diagnosis and Remediation. 2 Credits.

Focuses on common causes of reading disability, methods of diagnosis, and corrective reading programs in the classroom. Corequisite: T&L 583.

T&L 535. Advanced Reading/Language Arts Diagnosis and Remediation. 2 Credits.

Analysis of interrelationships of learning difficulties in language arts areas and procedures for remediation. Prerequisites: T&L 530 and T&L 534.

T&L 536. Teaching Language Arts. 3 Credits.

Considers the objectives of language arts programs, methods of instruction, and recent curricular trends. Recent research is read and critiqued. On demand.

T&L 537. ELL Methods and Materials. 3 Credits.

This course explores current methods and materials in ELL education, with a focus on teaching academic language and sheltered content instruction. F,S,SS.

T&L 538. Supervision of Student Teaching. 2 Credits.

For supervisors and directors of student teaching in colleges and cooperating schools. Principles and practices on how to provide the most beneficial experiences for student teachers.

T&L 539. College Teaching. 3 Credits.

Explores learning styles and teaching styles, the components and responsibilities involved in college teaching, methods of teaching and motivating students, and current issues related to instruction in the college classroom.

T&L 540. Theory and Philosophies of Curriculum in Schools. 3 Credits.

This course explores the historical development of the K-12 curriculum, the philosophical and theoretical aspects applied to curriculum, and the social conditions that impact curriculum.

T&L 541. History of Higher Education in the United States. 3 Credits.

Study of major events and people shaping higher education in the U.S. Role, philosophy, and organization of institutions of higher education discussed.

T&L 542. Models of Teaching. 3 Credits.

This course focuses on various models of teaching: social interaction, information-processing, inquiry and behavioral. The purpose of the course is to provide teachers with a variety of instructional models related to meaningful learning experiences for students.

T&L 543. Scholarly Writing. 3 Credits.

Designed to assist students with learning the art of scholarly writing, this course will aid students in designing, formatting, and completing research-based and other scholarly writing projects, as well as understanding the rules and norms of academic publishing.

T&L 544. Assessment in Higher Education. 3 Credits.

A wide range of assessment issues in higher education will be explored. This includes course, program, and institutional assessment as well as classroom assessment techniques. Students will examine and understand the assessment process.

T&L 545. Adult Learners. 3 Credits.

This course will cover theories of adult development, current research on adult learners, ways of assessing the needs and interests of adult learners, and ways of creating environments in which adult learners can thrive.

T&L 546. College Students with Special Needs. 3 Credits.

This course explores the range of special needs college students bring to campus and how faculty, staff, and administrators might appropriately meet those needs. Prerequisite: Admission to the School of Graduate Studies or instructor permission. S.

T&L 547. Technology in Higher Education. 3 Credits.

Students will examine the various uses and integration of technology and media in higher education by faculty in their attempt to engage learners with each other, the course content, and with instructors.

T&L 548. The Professoriate. 3 Credits.

This course is a study of the development of the American professoriate by way of historical, scholarly, popular, and contemporary perspectives. It also examines the transition of new faculty members to their initial academic appointment.

T&L 549. Seminar. 1-4 Credits.

The seminar will focus on a specific topic relating to teaching and learning. The specific content will vary depending upon student needs and faculty resources. Repeatable. S/U grading.

T&L 550. Assessment and Evaluation in ELL Education. 3 Credits.

This course combines readings and theoretical discussion of assessment with hands-on experience in assessing ELLs. Students will learn how to use a variety of formal and informal assessments with a focus on how to use assessment data in planning instruction. Topics will include classroom-based assessments, language proficiency testing, testing accommodations for ELLs, and assessment of ELLs for special education and gifted education, and ELL program evaluation.

T&L 551. Second Language Acquisition for ELL Teachrs. 3 Credits.

This course will explore the socio- and psycho-linguisitic aspects of interlanguage by studying the theories and research of first and second language acquisition. Students will examine the nature of learners and their individual differences during the stages of language development, with a focus on children and K-12 classrooms.

T&L 553. Collaborative Relationships: Home, School and Community. 3 Credits.

A course appropriate for anyone working with families, early childhood educators, general educators, special educators, related service personnel, administrators and outside agency personnel. Topics covered include: (1) the various models of collaboration and consultation and the stages of each; (2) communication skills; (3) problem-solving; (4) conflict management; (5) diverse perspectives; (6) information collection procedures; (7) supervisory skills; (8) family characteristics and structure across the lifespan; (9) family focused intervention; (10) school choices; and (11) school issues such as poverty, domestic violence, teasing, bullying, and school violence.

T&L 558. Middle School Science and Engineering Lab1:Solids. 2 Credits.

T&L 559A. MS Sci.Eng-2: Solids. 3 Credits.

Prerequisites: T&L 558, admission to Graduate School, ND Teacher licensure and Admission to program "Improving Math and Science Literacy of Middle and High School Students of North Dakota Through Teacher-Faculty Partnerships".

T&L 559B. MS Sci.Eng-2: Solids. 3 Credits.

Prerequisites: T&L 558, admission to Graduate School, ND Teacher licensure and Admission to program "Improving Math and Science Literacy of Middle and High School Students of North Dakota Through Teacher-Faculty Partnerships".

T&L 566. Brain in Memory and Learning. 3 Credits.

Prerequisite: Admissions to Grad School.

T&L 567. Language Structure and Analysis for ELL Teachers. 3 Credits.

This course explores the grammatical and discourse structures of the modern English language, analysis of grammar and discourse with a focus on specific problem areas for ELLs, and pedagogical implications for English language development.

T&L 568. Research and Advocacy in TESOL. 3 Credits.

This course prepares teachers to both understand and conduct research in TESOL. Emphasis will be placed on using research data to advocate for changes and improvement in ELL education.

T&L 569. Action Research. 3 Credits.

The study of the philosophy and methods of action research. Emphasis is focused on analysis of and reflection on one's teaching for the purpose of improvements in student learning. Prerequisite: Graduate status. S.

T&L 571. Teacher Education. 3 Credits.

Practices, issues, and trends in the design and implementation and assessment of programs for the preparation and development of K-12 teachers.

T&L 572. Teacher Education: Focus on the Learner. 3 Credits.

The study of teacher education in relation to the lives of P-12 students. This course includes the examination of children and their lives through aspects of race, religion, socioeconomics, linguistics and age, and considers educational implications for preservice and inservice teachers.

T&L 573. Middle School Science and Engineering Lab2:Liq/Gas. 2 Credits.

T&L 574. MS Sci.Eng-4: Liquid/Gas. 3 Credits.

Prerequisites: T&L 573, admission to Graduate School, ND Teacher licensure and Admission to program "Improving Math and Science Literacy of Middle and High School Students of North Dakota Through Teacher-Faculty Partnerships".

T&L 575. Middle School Science and Engineering Lab3:Mot/Elec. 2 Credits.

T&L 576A. MS Sci.Eng.-6:Motion/Electric. 3 Credits.

Prerequisites: T&L 575, admission to Graduate School, ND Teacher Licensure and employment as a teacher in a ND school.

T&L 576B. MS Sci.Eng.-6:Motion/Electric. 3 Credits.

Prerequisite: T&L 576A.

T&L 577. Assessment of Learning. 3 Credits.

This course addresses the theory and practice of assessment, specifically the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of educational experiences.

T&L 579. Classroom Based Inquiry. 3 Credits.

Concepts learned in T&L 569 will be looked at in-depth and theoretical constructs such as Living Theory, Self Study, and Critical Theory constructs will be studied. Students plan and conduct an in-depth inquiry project within a school setting, complete the associated IRB, and create and academic poster and/or prepare a proposal of the Inquiry project for a professional setting. Prerequisites: T&L graduate status and T&L 569; or by permission of instructor. F,S.

T&L 580. Practicum in Schools. 1-4 Credits.

Practicum in study of desirable school practices, observations in nearby schools, and application of research findings in solving practical problems. Prerequisites: Appropriate foundational and major area courses, and consent of the instructor and advisor. Repeatable.

T&L 581. Resident Internship. 4 Credits.

A full-time, year-long internship experience conducted in a cooperating school district. Interns are assigned as members of instructional teams with full responsibility for a portion of the cooperating school's instructional program. Prerequisites: Participation in the summer program prior to the internship and teaching licensure (see dept for approval).

T&L 582. Resident Internship. 4 Credits.

A full-time, year-long internship experience conducted in a cooperating school district. Interns are assigned as members of instructional teams with full responsibility for a portion of the cooperating school's instructional program. Prerequisites: Participation in the summer program prior to the internship and teaching licensure (see dept for approval).

T&L 583. Reading Clinic. 2 Credits.

Supervised clinic practicum in diagnosis of reading difficulties, report writing, and instruction. Includes school consultations. Corequisite: T&L 534.

T&L 584. Internship in Education. 1-8 Credits.

This is a culminating experience primarily for Sixth year and Doctoral students. The internships will be identified in one of the following sub-areas: (A) Educational Administration, (B) Special Education, (C) Curriculum, (D) Educational Research, or (E) Teacher Education. Prerequisites: Appropriate foundational, cognate, and major area coursework and consent of advisor and instructor. Repeatable.

T&L 589. Professional Development: Resident Teacher Program. 2 Credits.

This field-based experience provides mentoring and coaching, translates baccalaureate theory and research into practice, and requires active participation in the school placement and classroom setting. Issues and topics relevant to first year teachers and graduate education are emphasized through field work and discussions. Prerequisite: Admission into the Elementary Education Resident Teacher Program. SS.

T&L 590. Special Topics. 1-4 Credits.

Exploration of special topics in the study of education not regularly included in available course offerings. May be repeated for different topics. Prerequisite: Consent of instructor or advisor. Repeatable.

T&L 591. Readings in Education. 1-4 Credits.

Designed primarily for advanced graduate students. May be repeated for different topics. Prerequisite: Consent of instructor and advisor. Repeatable.

T&L 593. Independent Projects. 1-4 Credits.

Repeatable.

T&L 596. Individual Research in Education. 1-4 Credits.

Prerequisite: Consent of instructor and advisor. Repeatable.

T&L 995. Scholarly Project. 2 Credits.

The scholarly project demonstrates critical analysis and application of information and experiences gained throughout the program of study. The project allows students to demonstrate scholarly skills in an integrated manner that is directly related to their roles as teachers, program evaluators, and action researchers. The scholarly project must be approved by the student's adviser.

T&L 996. Continuing Enrollment. 1-12 Credits.

Repeatable. S/U grading.

T&L 997. Independent Study. 2 Credits.

T&L 998. Thesis. 1-9 Credits.

Repeatable to 9 credits.

T&L 999. Dissertation. 1-15 Credits.

Repeatable to 15 credits.


Undergraduate Courses for Graduate Credit

T&L 322. Administration and Leadership in Early Childhood Education. 3 Credits.

An investigation of patterns of administration, curriculum organization, spatial resources, and staffing in early childhood settings, serving children 0-8 years old. Topics include federal and state laws and emerging trends in preschool and primary education in the state, region, and nation. Sixteen (16) hours of field experience. Prerequisite: Admission to the Teacher Education program. S.

T&L 422. Development of the Gifted and Talented. 2 Credits.

Research and theory for understanding the development needs of the more able child in early childhood and in educational experiences. S.

T&L 423. Assessment Program Planning/Special Needs Students. 3 Credits.

A study of the principles and practices of: (1) obtaining diagnostic information on school-related problems of a student; (2) assimilating this information and prescribing appropriate alterations based on continuous measurement data. Prerequisites: T&L 315 and T&L 319. F,S.

T&L 493. Workshop. 1-4 Credits.

Special problems in Special Education; consideration of special problems of concern to the Special Education teacher and other educators. Repeatable to 8 credits. F,S.

Office of the Registrar

Tel: 701.777.2711
1.800.CALL.UND
Fax: 701.777.2696

Twamley Hall Room 201
264 Centennial Drive Stop 8382
Grand Forks, ND 58202-8382