(3 crs.) Interdisciplinary, critical examination of the current diversity and equity issues in the American public education system PK-20. (Seminar 2, Online 1)

(3 crs.) Introduction to the fundamental structure, functions, and problems of American education. Emphasis on education as both a sociocultural phenomenon and an embodiment of philosophical commitments. Information Literacy and Diversity and Inclusion focus. (Lec. 2, Rec. 1/Online) (C3) (B4)

(3 crs.) Honors Section of EDC 102: Introduction to American Education. (Lec. 2, Rec. 1/Online) Pre: Must have a 3.40 overall GPA. (C3) (B4)

(3 crs.) Focusing on race, cultural diversity, socio-economic status, disabilities, and sexual orientation, this course will facilitate students' examination of their own stereotypes to analyze how to be a social justice advocate. (Lec. 3) (B4) (C3) (GC)

(1 cr.) Emphasis on learning rules of play, sport specific skills, and teaching and instructional methods for sport activities and games that are individually based. (Lab. 3) Pre: Health and Physical Education majors only.

(1 cr.) Emphasis on learning rules of play, sport specific skills, and teaching and instructional methods for sport activities and games that are team based. (Lab. 3) Pre: Health and Physical Education majors only.

(1 cr.) Emphasis on learning rules of play, sport specific skills, and teaching and instructional methods for physical activities and games that are lifetime fitness based. (Lab. 3) Pre: Health and Physical Education majors only.

(3 crs.) This course will explore the concepts of health and physical literacy to benefit the healthy development of the whole child to create a society of 50 million people strong. (Lec. 3) (C1) (B2) (GC)

(1 cr.) Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders. This training gives you the foundational skills to reach out and provide initial support to someone who may be struggling and help connect them to appropriate resources. (Online)

(1 cr.) Advancing Mental Health on Campus teaches students how to apply knowledge gained from their Foundations in Mental Health First Aid course (EDC 203) and deepen their knowledge of mental health concerns (across diagnoses and with a particular focus on disparities in care and treatment for multicultural and diverse students). This training provides advanced information about mental health symptoms and presentations and new strategies to help students reach out and connect with support resources. (Lec. 1, Online/Online) Pre: EDC 203.

(3 crs.) An exploration of foundational well-being theories. Application of wellness concepts to the collegiate experience through experiential learning. (Lec. 3) S/U Credit.

(3 crs.) This course explores the role of creative expression, dance, music, and movement in the holistic development of young children from birth through age 8. Participants will explore the theoretical foundations, research, and best practices related to integrating creative arts into early childhood education. Emphasis will be placed on developing age-appropriate activities, fostering creativity, and creating inclusive and engaging learning environments. (Lec. 3, Online) Pre: Admission to the College of Education or enrollment in the Early Childhood Education Program, or by permission of instructor.

(3 crs.) The development of content knowledge and the teaching skills of various lifetime fitness activities will be addressed. Emphasis will be on teaching progressions, management, assessment strategies and tournaments. (Lab. 3)

(3 crs.) Focuses on both the content knowledge and pedagogical knowledge related to teaching individual and team sports. The development of fundamental skills to promote participation in individual activities and sport. Emphasis will be placed on learning rules of play, specific skills, and teaching instructional methods for activities and sport. Students will learn proper teaching progressions, rules, strategies and tournament play. In addition, traditional and authentic skill and tactical assessment are implemented. (Lab. 3)

(1 cr.) Supervised early field experience and seminar for students wishing to explore one or more possible career choices in education. (Lec., Pract.) May be repeated for credit. S/U only.

(3 crs.) Foundations of teaching physical education and health. Application of current theories of effective practices of teaching physical education and health in the elementary and secondary schools. (Lec. 3)

(1-3 crs.) Independent themes in education conducted as seminars or supervised individual projects for students to learn specialized material, gain research experience, and explore their interest in education in a deeper more meaningful way. (Independent Study) May be repeated for credit as often as the theme changes, up to 9 total credits. Pre: sophomore standing or permission of instructor.

(1 cr.) Overview and review of required mathematics content and skills for admission into teacher certification programs. (Lab. 1, online/Online) This class prepares candidates to be successful in admission to Education programs at the University of Rhode Island.

(1 cr.) Overview and review of required reading content and skills for admission into teacher certification programs. (Lab. 1, online/Online) This class prepares candidates to be successful in admission to Education programs at the University of Rhode Island.

(1 cr.) Overview and review of required writing content and skills for admission into teacher certification programs. (Lab. 1,online/Online) This class prepares candidates to be successful in admission to Education programs at the University of Rhode Island.

(3 crs.) Instruction in contemporary techniques used in a program of physical education for elementary school children. Types of activities found in basic programs and in planned progressions for various age groups. (Lec.2, Lab.2) Pre: concurrent enrollment in EDC 302, admission to the teacher education program by the start of semester.

(1 cr.) Students participate in supervised experience laboratory for methods learned in 304. (Practicum) Pre: concurrent enrollment in EDC 300, admission to the teacher education program by the start of semester. S/U only.

(3 crs.) JumpStart Seminar is a three credit hybrid seminar taken concurrently with a field experience in both fall and spring semesters. Pre: permission of instructor; concurrent enrollment in JumpStart URI. Open to all majors. (B2) (A2)

(4 crs.) Cross-listed as (PSC), EDC 306. Internship in a Rhode Island public school accompanied by an introduction to the problems and politics of education policy viewed from an interdisciplinary approach. (Rec. 1, Prac. 1, Online 2) (A2) (C1)

(3 crs.) Designed to teach methods, techniques, learning styles, and skills necessary to recognize the developmental, physical, social, and emotional growth of elementary and secondary level students. (Lec. 3) Pre: Concurrent enrollment in EDC 308, admission to the teacher education program at the start of the semester

(1 cr.) Students participate in supervised experience laboratory for methods learned in KIN 307: Methods of School Health Instruction; (Practicum) Pre: concurrent enrollment in EDC 307, admission to the teacher education program by the start of semester.

(3 crs.) Overview of the principles of motor development for the physical education teacher. Examines human motor development across the life span with emphasis on assessment and program development. Includes basic principles of motor learning. (Lec. 3) Pre: admission to the teacher education program and PSY 113; or permission of instructor.

(3 crs.) An analysis of learning with emphasis on principles and procedures applicable to any human teaching and learning situation. (Lec. 3/Online) (A2) (B4)

(3 crs.) Instruction in contemporary techniques used in a program of physical education for secondary school children. Type of activities found in basic programs and in planned progressions for various age groups. (Lec. 2, Lab. 2) Pre: concurrent enrollment in EDC 315, admission to the teacher education program by the start of semester.

(1 cr.) Students participate in supervised experience laboratory for methods learned in 314. (Practicum) Pre: Concurrent enrollment in EDC 314, admission to the teacher education program by the start of semester.

(3 crs.) This foundational course prepares aspiring early childhood educators to develop their teaching philosophy, skills, and practices aligned with educational theories. It emphasizes career exploration and commitment to the profession, promoting optimal learning for young children. (Lec. 3/Online) Pre: Admission to the College of Education or the Early Childhood Education Program, or by permission of instructor.

(1 cr.) Principal philosophical foundations of adventure theory and wilderness leadership are examined while the student learns to teach outdoor leisure activities. Concepts of judgment, decision-making, leadership and environmentally sensitive practices are introduced. (Lec. 1) Pre: Health and Physical Education majors only.

(1 cr.) Instruction in the fundamental skills of folk, square, ballroom, and social dances, emphasizing personal skill acquisition and the skills necessary for teaching dances in the public/private school physical education environment. (Lab. 3) Pre: Health and Physical Education majors only.

(3 crs.) Cross-listed as (EDC), AAF, HIS 325. This course examines African Americans' experiences in schools and related aspects of life. More specifically, we will focus on policies, practices, and perspectives that shaped African American educational experiences. (Lec. 3)

(4 crs.) Theoretical foundations and practical applications of early childhood curriculum as a framework including process, content, context, teaching and facilitating. Includes 3 hour weekly practicum in one of the two URI Child Development Centers. (Lec. 3, Practicum 1) Pre: Admission to the Early Childhood Education Teacher Certification program and HDF 308, or permission of the instructor.

(4 crs.) Theoretical foundations and practical applications of early childhood curriculum as a framework including process, content, context, teaching and facilitating. Includes 3 hour weekly practicum in diverse early childhood classrooms. (Lec. 3, Practicum 1/ Accelerated Online Program) Pre: Admission to the Early Childhood Education Teacher Certification program or permission of the instructor; Admission to the Early Childhood Care and Education for Working Professionals or permission of the instructor.

(3 crs.) Explore the role of families, schools, & communities in early childhood ed. Learn to create culturally responsive family engagement & partnerships for student success. Emphasis on involving families, supporting learning, & community engagement. (Lec. 3) Pre: Admitted to Early Childhood Education program, and HDF 200 or PSY 232, or permission of instructor.

(3 crs.) Overview of issues related to Multilingual Learner education with an emphasis on language, culture, instruction, assessment, professionalism, and advocacy. Designed for preservice teachers at all grade levels. (Seminar, Online)

(1 cr.) Secondary school clinical experience. Student applies content learned in the measurement course (EDC 371) and prior course work in classroom settings. (Practicum) Pre: EDC 312 or 512 and concurrent enrollment in EDC 371. Open only to students accepted into the School of Education or permission of instructor. (S/U)

(1 cr.) Secondary school clinical experience. Student applies content learned in EDC 448 and EDC402 and prior course work in classroom settings. (Practicum) Pre: EDC 371, 331, and concurrent enrollment in 448 and 402. Acceptance to the School of Education or permission of instructor. S/U credit.

(4 crs.) In-depth examination of early childhood math and science curriculum and assessment for Preschool through Grade 2. Course includes 3 hour per week supervised teaching in a public kindergarten classroom. (Lec. 3, Practicum 1) Pre: EDC 326 and acceptance into the Early Childhood Certification Program or permission of the instructor. Not for graduate credit.

(4 crs.) In-depth examination of early childhood math and science curriculum and assessment for Preschool through Grade 2. Course includes 3 hour per week supervised teaching. (Lec. 3, Practicum 1/Accelerated Online Program) Pre: EDC 326 and acceptance into the Early Childhood Certification Program or permission of the instructor; Admission to the Early Childhood Care and Education for Working Professionals or permission of the instructor.

(1 cr.) Students apply methodology in a public school setting for grades K-2 for three hours each week for 10 weeks. Lessons are taught and principles of classroom management, individualized instruction, and integrated curriculum are applied. (Practicum) Pre: HDF 200 and acceptance into the early childhood education program. S/U only.

(1 cr.) Students apply methodology in a public school setting for grades K-2 for three hours each week. Lessons are taught and principles of classroom management, individualized instruction, and integrated curriculum are applied. (Practicum/ Accelerated Online Program) Pre: Concurrent enrollment in EDC 426, Admission to the Early Childhood Certification Program; Admission to the Early Childhood Care and Education for Working Professionals; or permission of the instructor. S/U only.

(3 crs.) Focuses on the method and materials for measurement and evaluation in PE. Provides a basic introduction to data analyses and statistical inference. (Lec. 3) Pre: completion of math general education requirement.

(3 crs.) An analysis of concepts and procedures involved in creating, selecting, summarizing, and using tests and other measurement devices in educational settings. (Lec. 3) Pre: EDC 312 or 512, and concurrent enrollment in EDC 331 or 400. Open only to students accepted into the School of Education or permission of instructor.

(3 crs.) Seminar addressing contemporary middle school curriculum, assessment, methods, and research-based models are emphasized. Focus is on adolescents; teaming; thematic, integrated, interdisciplinary, standards-based instruction; differentiated instruction; and multiple intelligences. (Lec. 3 and 30 hours of field experience) Pre: EDC 312 or 512 and concurrent enrollment in EDC 371 and 331 for secondary education students; EDC 312 or 512 and concurrent enrollment in EDC 453, 454, and 331 for elementary education students. Open only to students accepted into the School of Education or by permission of instructor.

(3 crs.) Cross-listed as (HLT), EDC 401. Designed to develop student awareness of contemporary issues that are of concern to school health and other health educators. Extensive review of contemporary literature and film and critical analysis of selected issues and their effect on health education at the local, national, and global level. (Online) Pre: Acceptance into teacher education program or permission of instructor.

(3 crs.) Legislative, judicial, social and psychological issues related to assessment, identification, and education of students with special needs in general education classrooms. (Lec. 3/Online) Pre: acceptance into a teacher preparation program or teacher certification.

(3 crs.) Legislative, judicial, social and psychological issues related to assessment, identification, and education of students with special needs in general education classrooms. (Lec. 3/Online/Accelerated Online Program) Pre: acceptance into a teacher preparation program or teacher certification.

(3 crs.) Cross-listed as (KIN), EDC 407. Introduction to a variety of sports/physical activities, teach students to analyze personal physical activity information collected with technological devices, learn specific exercise physiology and pedagogy applications and complete service learning experiences. (Lec., Lab.)

(3 crs.) Planning and evaluation of physical education programs for individuals with special needs. Includes issues regarding disability laws and various mental, psychological, and physical conditions. (Lab. 2, Online 1) Pre: credit or concurrent enrollment in EDC 310, 314, HPE major or MATCP in HPE program, or permission of instructor.

(3 crs.) Assessment and programming of fitness, motor, and functional skill behaviors for individuals with special needs. (Lec. 2, Lab. 2) Pre: EDC 410, 368 or permission of instructor.

(3 crs.) Seminar addressing issues of adolescent development manifested in the classroom, emphasizing management strategies for learning and adolescent developmental needs. (Seminar 3 and 30 hours of field experience) Pre: EDC 448, 402, 332, and concurrent enrollment in 430 and 431 for secondary education students; concurrent enrollment in 460 for elementary education students. Open only to students accepted into the School of Education or by permission of instructor.

(3 crs.) Cross-listed as (LIN), EDC 420. An evaluation of current trends and developments in the understanding of second language learning; analysis of second language acquisition research and its practical implications. (Online) Pre: Senior or graduate standing or permission of instructor.

(3 crs.) Cross-listed as (HDF), EDC 421. Theoretical foundations of language and literacy development from birth through age 5. Examines practical applications of multi-modal language and literacy in diverse populations, including dual language learners. (Lec. 3) Pre: For HDF: HDF 200 and either HDF 202 or PSY 301; For ECE: admission into the Early Childhood Education Teacher Certification Program; or permission of instructor.

(3 crs.) Theoretical foundations of language and literacy development from birth through age 5. Examines practical applications of multi-modal language and literacy in diverse populations, including dual language learners. (Lec. 3/Accelerated Online Program) Pre: Admission into the Early Childhood Education Teacher Certification Program, Early Childhood Care and Education for Working Professionals or permission of the instructor.

(3 crs.) Analysis of narrative and expository text; strategies for teaching literacy in elementary grades using these texts, specifically focusing on vocabulary, comprehension, response, and integrating these literacy practices throughout the curriculum. (Lec. 3) Pre: Acceptance into a teacher preparation program or teacher certification, and prior or concurrent enrollment in EDC 312 or 512; or permission of instructor.

(3 crs.) Fundamental knowledge base in literacy development and primary grade literacy instruction. Bridges theory and practice through exposure to a variety of methods and materials used to create a comprehensive primary literacy curriculum. (Lec. 3) Pre: Elementary education majors: EDC 312 or 512, and 423; Early childhood education majors: HDF 420 or EDC 423; Non elementary or early childhood education majors: graduate standing or permission of instructor.

(3 crs.) Fundamental knowledge base in literacy development and primary grade literacy instruction. Bridges theory and practice through exposure to a variety of methods and materials used to create a comprehensive primary literacy curriculum. (Lec. 3/Accelerated Online Program) Pre: Elementary education majors: EDC 312 or 512, and 423; Early childhood education majors: EDC 421; Non elementary or early childhood education majors: graduate standing or permission of instructor;Early Childhood Care and Education majors: admission and EDC 421 or permission of instructor.

(3 crs.) Focus on designing web-based curriculum. Topics include incorporating multimedia technologies into a web site, appropriate androgological and pedagogical strategies, and web site design and development. (Lec. 3) Pre: senior standing or permission of instructor. Not for graduate credit.

(3 crs.) Principles and practices of developing knowledge, skills, and activities in language arts and social studies for grades prek-2. (Lec. 3) Pre: EDC 301, EDC 303, HDF 420, and acceptance into the Early Childhood Certification Program. Not for graduate credit in education.

(3 crs.) Principles and practices of developing knowledge, skills, and activities in language arts and social studies for grades prek-2. (Lec. 3/Accelerated Online Program) Pre: EDC 326, EDC 336, EDC 421, and admission to the Early Childhood Certification Program; Admission to the Early Childhood Care and Education for Working Professionals or permission of the instructor; Concurrent enrollment in EDC 350.

(3 crs.) Focuses on English phonology, morphology, syntax, and semantics. Applies concepts to reading and spelling, teaching phoneme awareness, interpreting student errors, and planning instruction. (Lec. 3) Pre: Acceptance into Elementary and Special Education certification track, or permission of instructor. Not for graduate credit.

(3 crs.) Children's literature selections applied to storytelling and creative dramatics addressing equality, GLBT, ecology, and peace in a global, multicultural society. Active student engagement in groups and as storytellers. (Lec.3) Pre: Juniors, Seniors, and Graduate Students from all disciplines, university-wide. (B2)

(3 crs.) Principles of education as related to curricular materials and classroom situations. Sectioned by academic major: English, mathematics, modern language, science, social studies. (Lec. 3) Pre: EDC 448, 402, 332 and concurrent enrollment in EDC 431. Open only to students accepted into the School of Education or Permission of Instructor. Not for graduate credit in education.

(1 cr.) Secondary school clinical experience, taken concurrently with secondary methods course (430) during semester prior to student teaching. Student applies content learned in methods course and prior course work to peer teaching and classroom settings. Restricted to majors. (Practicum) Not for graduate credit. S/U only.

(3 crs.) Cross-listed as (WRT), EDC 435. Philosophy, materials, and methods underlying the teaching of writing with emphasis on current approaches including the application of linguistics. Offers practice in writing workshop techniques, marking, constructing assignment sequences, and individualized instruction. (Seminar) Pre: junior standing or permission of instructor.

(3 crs.) This course explores the question posed by Faith Rogow (2022), “How have digital communication technologies changed what it means to be literate, and what do the changes in literacy mean for our practice as educators?” Intentional digital technology integration is less about ‘what’ tools to use but more about ‘how’ we use digital tools to engage, motivate, and build agency for young children. Prospective teachers will discover ways in which to intentionally incorporate developmentally appropriate digital technologies into instructional practices, uncover personal and professional biases towards digital technologies in early childhood settings, and move towards an educational perspective that centers on the most appropriate pedagogical practices for the diverse communities in which we work. (Lec. 3/Online) Pre: Admission to the College of Education or the Early Childhood Education Program, or by permission of instructor.

(3 crs.) Planning, administering, and teaching adapted aquatics. Application of kinesiological concepts, characteristics, and methods of teaching aquatics to people with disabilities. (Lec. 2, Lab. 2) Pre: EDC 410, intermediate level swimming ability, admission to the teacher education program, or permission of instructor.

(3 crs.) Examination of educational practices and policies through an equity lens within a global context: comparative, international, and teacher education; race, class, gender, inclusion; cultural exchange; conflict, poverty, access, and mobility in education; roles and responsibilities of stakeholders in all sectors. (Lec. 2, Field Studies, Independent Studies) Pre: sophomore standing.

(3 crs.) Emphasis on the development of specialized vocabulary, textbook reading techniques, and other study skills needed to read math, science, social studies, business, and other content area materials. (Lec. 3) Pre: 331 or 400, 371 and concurrent enrollment in 332 and 402. Open only to students accepted into the School of Education orpermission of instructor.

(3 crs.) The current canon of adolescent literature will be reviewed and expanded, and methodologies for literature instruction will be explored. (Lec. 3) Pre: acceptance into the English education program or permission of instructor. Not open to students who have taken LSC 531.

(2 crs.) Purposes and means of evaluating elementary and middle school children will be critically analyzed. Types of tests and measurement tools will be examined, such as observation checklists, sociograms, rating scales, and portfolios. (Seminar) Pre: EDC 424, 456, 457, 458, 459; acceptance into the elementary education program and concurrent enrollment in EDC 402, 455 and 460. Not for graduate credit.

(2 crs.) Purposes and means of evaluating elementary and middle school children will be critically analyzed. Types of tests and measurement tools will be examined, such as observation checklists, sociograms, rating scales, and portfolios. (Seminar) Acceptance into the elementary education program and concurrent enrollment in EDC 423, 453 and 459. Not for graduate credit.

(2 crs.) Purposes and means of evaluating elementary and middle school children will be critically analyzed. Types of tests and measurement tools will be examined, such as observation checklists, sociograms, rating scales, and portfolios. (Seminar) Pre: Acceptance into the BA Elementary Education program and concurrent enrollment in EDC 423, 453 and 459. Not for graduate credit.

(3 crs.) Analyzing the needs of various student populations with attention given to the concomitant values, resources, and curriculum modifications necessary for success in learning. (Lec. 3) Pre: EDC 102, 250 and 312/512 or concurrent enrollment; acceptance in the elementary education program and concurrent enrollment in EDC 423 and 454. Not for graduate credit.

(3 crs.) Analyzing the needs of various student populations with attention given to the concomitant values, resources, and curriculum modifications necessary for success in learning. (Lec. 3) Pre: EDC 102, 250 and 312/512 or concurrent enrollment; acceptance in the elementary education program and concurrent enrollment in EDC 423, 452, and 454. Not for graduate credit.

(1 cr.) Supervised field experience related to EDC 453 consisting of special education, language minority, compensatory education, gifted and talented, and at-risk students. (Practicum) Pre: EDC 102, 250, and 312/512 or concurrent enrollment; acceptance in the elementary education program; concurrent enrollment in EDC 423 and 453. Not for graduate credit.

(2 crs.) Language arts and reading principles and practices of guiding children in the skillful use of basic means of communication (speaking, listening, writing, and reading) in the elementary and middle school classroom. (Lec. 2) Pre: EDC 424, 456, 457, 458, 459, acceptance into the elementary education program, and concurrent enrollment in 402, 452 and 460. Not for graduate credit.

(2 crs.) Language arts and reading principles and practices of guiding children in the skillful use of basic means of communication (speaking, listening, writing, and reading) in the elementary and middle school classroom. (Lec. 2) Pre: EDC 424, 456, 457, 458, 459, acceptance into the elementary education program, and concurrent enrollment in EDC 402 and 460. Not for graduate credit.

(2 crs.) Principles and practices of developing knowledge and skills in mathematics with elementary and middle school children. Service Learning. (Lec. 2) Pre: EDC 423, 453, 454; acceptance into the elementary education program. Concurrent enrollment in EDC 424, 457 and 458. Not for graduate credit.

(2 crs.) Principles and practices of developing knowledge and skills in science with elementary school children. (Lec. 2) Pre: Pre: EDC 423, 453, 454, acceptance into the elementary education program and concurrent enrollment in EDC 424, 456, 458 and 459. Not for graduate credit.

(2 crs.) Principles and practices of developing knowledge and skills in social studies with elementary and middle school children. (Lec. 2) Pre: EDC 423, 453, 454, acceptance into the elementary education program and concurrent enrollment in EDC 424, 456, 457 and 459. Not for graduate credit.

(1 cr.) Supervised field experience related to evaluation of elementary students and methods courses: assessment, mathematics, and science. Students will observe and teach. (Practicum) Pre: EDC 453, 454, acceptance into the elementary education program, and concurrent enrollment in 456, 457, and 458. Not for graduate credit.

(2 crs.) Supervised field experience related to evaluation of elementary students and methods courses: teaching special needs students, social studies, and language arts. Students will observe and teach. Students meet periodically throughout the semester to focus on issues of classroom management. (Practicum) Pre: EDC 424, 456, 457, 458, 459, acceptance into the elementary education program, and concurrent enrollment in 402, 452, and 455. Not for graduate credit.

(2 crs.) Supervised field experience related to evaluation of elementary students and methods courses: teaching special needs students, social studies, and language arts. Students will observe and teach. Students meet periodically throughout the semester to focus on issues of classroom management. (Practicum) Pre: EDC 424, 456, 457, 458, 459, acceptance into the elementary education program, taken or concurrent enrollment in EDC 402, and concurrent enrollment in EDC 455. Not for graduate credit.

(3 crs.) An overview of cognitive, affective, and psychomotor assessments used by early childhood development and education specialists, and examination of the assessment techniques and current trends and practices. (Lec. 3/Online) Pre: Admission to early childhood education program and EDC 303 or permission of the instructor. For graduate credit.

(3 crs.) An overview of cognitive, affective, and psychomotor assessments used by early childhood development and education specialists, and examination of the assessment techniques and current trends and practices. (Lec. 3/Online/Accelerated Online Program) Pre: Admission to early childhood education program and EDC 336; Admission to Early Childhood Care and Education program and EDC 336; or permission of the instructor.

(3 crs.) Use informal and formal techniques to assess students' academic strengths and needs. Culminates in a diagnostic analysis of a student. (Lec. 3) Pre: Acceptance into Elementary and Special Education certification track. Not for graduate credit.

(3 crs.) Supervised clinical experience in working with learners who struggle with literacy. Students assess learner needs, plan and implement instruction, and assess learner growth. (Practicum) Pre: EDC 464. Not for graduate credit.

(0-3 crs.) Advanced work in education conducted as seminars, supervised individual projects, or supervised field experiences. Topics include: 'Heads Up! Reading,' 'NBPTS: Pre-candidates.' (Independent Study) Students in seminars and supervised individual projects will be graded using standard grades (A-F); students in supervised field experiences will be graded using S/U grades only. Pre: permission of director.

(1-3 crs. each) Advanced work in education conducted as seminars, supervised individual projects, or supervised field experiences. Topics include: 'NBPTS,' 'Literacy-Based Early Childhood Education Curriculum.' (Independent Study) Students in seminars and supervised individual projects will be graded using standard grades (A-F); students in supervised field experiences will be graded using S/U grades only. Pre: permission of director.

(6 crs.) Engage in an intensive, full teaching load that provides deep instructional practice and experiences related to school-based professional requirements for the incumbent early childhood workforce. (Accelerated Online Program) Pre: Concurrent enrollment in EDC 481. S/U grades only.

(2 crs.) Capstone seminar associated with early childhood care and education teaching residency. Classroom issues, resource materials, and teaching models are addressed. Course work from throughout the undergraduate program and teaching residency is integrated into a professional portfolio. (Accelerated Online Program) Pre: Concurrent enrollment in EDC 480.

(12 crs.) Supervised internship in community, corporate, or commercial youth health and physical activity settings. (Practicum) Pre: completion of youth health and physical activity studies and/or health and physical education courses; minimum cumulative 2.5 GPA. Not for graduate credit.

(12 crs.) Engage in an intensive, full teaching load that provides deep instructional practice and experiences related to school-based professional requirements. (Practicum) Pre: methods course(s) of secondary, middle level, elementary, early childhood, music, and world languages education. Not for graduate credit in education. S/U credit except for music.

(3 crs.) Seminar associated with student teaching. Classroom issues, resource materials, and teaching models are addressed. Course work from throughout the undergraduate program and student teaching is integrated into a professional portfolio. Capstone. Areas include secondary nonvocational, elementary early childhood education, home economics, resource development, business, music, physical education, theatre. (Seminar) Pre: Concurrent enrollment in EDC 484 or 486 or 487 or permission of director. Not for graduate credit in education. (D1)

(6 crs.) Under selected and approved critic teachers, students participate in classroom teaching and other school activities. (Practicum) Pre: methods courses of department. Not for graduate credit in education.

(6 crs.) Under selected and approved critic teachers, students participate in classroom teaching and other school activities. (Practicum) Pre: methods courses of department. Not for graduate credit in education.

(6 crs.) Engage in an intensive, full teaching load that provides deep instructional practice and experiences related to school-based professional requirements for the incumbent early childhood workforce. (Accelerated Online Program) Pre: Concurrent enrollment in EDC 491. S/U grades only.

(1 cr.) Capstone seminar associated with early childhood care and education teaching residency. Classroom issues, resource materials, and teaching models are addressed. Course work from throughout the undergraduate program and teaching residency is integrated into a professional portfolio. (Accelerated Online Program) Pre: Concurrent enrollment in EDC 490.

(3 crs.) An analysis of the social, political, historical, cultural, economic, and linguistic factors affecting educational quality and access of language minority students. (Online) Pre: Senior or Graduate standing or permission of instructor.

(3 crs.) History and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States. (Lec. 3)

Leading educators' responses to issues and challenges confronting American education. Emphasis on identification and analysis of contemporary theories and practices reflecting the relationship between characteristics of society and educational values. (Lec. 3)

(3 crs.) Discussion of leadership concepts, styles, and implications. Discussion and practice in the use of several adult education methods and techniques for increasing the effectiveness of groups and organizations. (Lec. 3/Online) Pre: graduate standing.

(3 crs.) An introduction to quantitative and qualitative research methods and design, data collection strategies, and methods of data analysis and interpretation in a second language-learning context. (Online) Pre: Senior or graduate standing or permission of instructor.

(3 crs.) Survey and analysis of classroom learning literature. Particular attention paid to interaction of theory and research for instructional practice. Introduces relevant measurement, statistical, and research concepts. (Seminar) Pre: previous course in psychology, or permission of instructor.

(3 crs.) Methods and materials of Structured English Immersion and Sheltered English emphasizing teaching strategies for content and language learning. (Online) Pre: Senior or graduate standing or permission of instructor.

(3 crs.) Methods and materials for those who plan to teach ESL, bilingual, or dual language immersion. Students develop a unit plan demonstrating appropriate teaching and assessment strategies. (Online) Pre: senior or graduate standing or permission in instructor.

(3 crs.) Students apply content learned in methods course and prior course work to classroom and other educational settings with multilingual learners. (Online) Pre: EDC 516 or permission of instructor. May be repeated for a maximum of 6 credits.

(3 crs.) This course offers an introduction to the concept of translanguaging as a theoretical framework and pedagogical approach for understanding and leveraging bi/multilingual students’ linguistic resources across diverse educational contexts. (Online)

(3 crs.) The use of web-based and social networking tools will be explored and used for effectively teaching and training adult learners in a variety of settings.(Lec. 3/Online) Pre: senior or graduate standing.

(3 crs.) Focus on designing web-based curriculum. Topics include incorporating multimedia technologies into a web site, appropriate androgological and pedagogical strategies, and web site design and development. (Lec. 3) Pre: Graduate standing.

(3 crs.) Provides opportunities for teachers of English Learners to develop their understanding of the English language system (phonology, morphology, syntax, semantics, orthography, spelling, and pragmatics), and how differences between English and other languages affect L2 language acquisition, literacy, and metalinguistic awareness. (Online) Pre: Acceptance into a Master's program in the School of Education or permission of instructor.

(3 crs.) Cross-listed as (EDC) PSY 527. Focuses on English phonology, morphology, syntax, and semantics. Applies concepts to L1/L2 reading and spelling, teaching phoneme awareness, interpreting student errors, and planning instruction. (Seminar/Online) Pre: second semester junior, or graduate standing, or permission of instructor.

(3 crs.) Analysis of current major research approaches to educational problems. Requires research proposal with questions, literature review and method of data collection/analysis. Recommended EDC 529 and EDC 575 taken in sequence. (Lec. 3/Online)

(3 crs.) This course engages students in project-based inquiry using a variety of digital tools to create challenging and engaging learning opportunities for others. (Lec. 1, Workshop 2)

(3 crs.) This course focuses on understanding major theories of online and offline reading comprehension, how to assess online reading, and productive ways of teaching digital literacy skills in grades K-12. (Online) Pre: Permission of instructor. Recommended EDC 531, EDC 532, EDC 534, and EDC 535, be taken in sequence.

(3 crs.) This course includes a range of hands-on dynamic learning experiences that integrate digital media, technologies, and best practice strategies for teaching composition and authorship in a Web 2.0 world. (Online 3)

(3 crs.) This course focuses on leading and collaborating with face-to-face and digital tools to facilitate real and sustainable change in a range of educational contexts. (Lec. 1, Workshop 2) Pre: EDC 531 or permission of the instructor. Recommended EDC 531, EDC 532, EDC 534, and EDC 535 be taken in sequence.

(3 crs.) Evaluation and monitoring theory and practice for education and training programs. Focus on development of evaluations for programs in job training, public education and private sector programs. (Lec. 3/Online) Pre: Graduate standing.

(3 crs.) Cross-listed as (PSY), EDC 540. Applications of early screening batteries; remedial programs for various disabilities, including behavioral programs and methods for older children and adolescents. Emphasis on pragmatic application of skills for detection and treatment. (Lec. 3) Pre: permission of instructor. May be repeated for a maximum of 6 credits.

(3 crs.) Cross-listed as (PSY), EDC 544. Examination of research on the language, cognitive, and reading characteristics of children who successfully learn to read and of those who encounter difficulty. Additional focus on the implications and use of the research for assessment and instruction. (Lec. 3) Pre: graduate standing or permission of instructor.

(3 crs.) Supervised practicum in higher education placements. Emphasis on applied student affairs and higher education administration praxis. (Practicum) Pre: permission of instructor. May be taken for a maximum of 9 credits. S/U only

(3 crs.) First course in sequence examining the learning and growth trajectories of students in higher education. Emphasis on typologies and psychosocial identities in a socio-historical context. (Lec. 3) Pre: EDC 561.

(3 crs.) Basic logic and techniques of quantitative data analysis. For Education Ph.D. students planning to conduct applied research in educational settings, this course provides foundations of receptive and expressive literacy. This course satisfies the prerequisite for EDP 613, but cannot be used for program credit. (Lec. 3) Pre: admission to joint URI-RIC Ph.D. in Education program. (Spans both summer sessions.)

(3 crs.) Second course in sequence examining the learning and growth trajectories of students in higher education. Emphasis on cognitive-structural and integrative dimensions in a socio-historical context. (Lec. 3) Pre: EDC 561.

(3 crs.) Examines effective strategies to create and deliver impactful presentations to adult audiences. Discussion of adult learning theory combined with use of effective technological tools. (Online) Pre: Graduate Standing.

(3 crs.) Delves into a variety of strategies and formats (face-to-face, online, collaborative, etc.) that will enable you to develop a mentoring application for you or your organization. (Accelerated Online Program) Pre: Graduate Standing

(3 crs.) Approaches and processes for conducting a range of group interventions from small group meetings to psychoeducational techniques. A practical and theoretical approach to facilitation skills, team leadership, and group dynamics in higher education and other adult settings. Enrollment is limited. (Lec. 3) Pre: graduate standing and permission of instructor.

(3 crs.) Survey of the historical, philosophical, sociological, and cultural influences on college student personnel work as a profession and exploration of selected functional areas within student affairs. (Lec. 3) Pre: graduate standing and permission of instructor.

(3 crs.) Teachers will explore methods and materials used for developing phonological awareness, sound/symbol knowledge, word reading skills, fluency, comprehension, and vocabulary through readings, discussions, application, and reflection. (Lec. 3) Pre: Restricted to students accepted to teacher education, or graduate standing, or permission of instructor.

(3 crs.) Selecting and developing appropriate materials and strategies for assessing and teaching reading/literacy to English Language Learners and those whose cultural and socioeconomic backgrounds vary. (Online) Pre: Senior or Graduate standing, or permission of instructor.

(3 crs.) Use informal and formal techniques to assess students' academic strengths and needs. Culminates in a diagnostic analysis of a student. (Lec. 3) Pre: Admission into MA in Education in Reading or Special Education, or permission of instructor.

(3 crs.) In-depth review of literacy and learning research and theory from a variety of perspectives. Analysis of the relationships among research, theory, and political/instructional decisions. (Seminar 3) Pre: acceptance into MA in Education/Reading or MA in Education/Special Education, or permission of instructor.

(3 crs.) Supervised clinical experience in working with learners who struggle with literacy. Students assess learner needs, plan and implement instruction, and assess learner growth. (Practicum) Pre: For MA in Education (Reading and Special Education) EDC 564. For MA/Reading, must be taken twice for a total of 6 credits. May be taken up to three times for a total of 9 credits. For Graduate Certificate in Dyslexia, EDC527, EDC544, EDC562.

(3 crs.) Supervised clinical experience in reading and writing difficulties. Students work directly with struggling readers and writers to diagnose reading/writing difficulties and plan and implement an appropriate program of instruction. (Practicum) Pre: EDC 565.

(3 crs.) Overview of higher education organizational and administrative issues faced by student affairs professionals. (Lec. 3) Pre: permission of instructor.

(3 crs.) Overview of selected environmental theories for understanding higher education settings. Emphasis on the assessment and creation of equitable and engaging campus environments. (Seminar) Pre: EDC 554 and EDC 556 or permission of instructor.

(3 crs.) This course provides and overview of higher education law and policy. (Lec. 3) Pre: Enrollment in the College Student Personnel Program or permission of instructor.

(3 crs.) Effective use of instructional materials, media of communication, and organization of personnel and current research. (Lec. 3) Pre: EDC 529 or permission of director.

(3 crs.) Non-thesis candidates conduct a field study (developed in EDC529, approved by instructor and student's advisor), and complete and defend a formal paper with support from lectures, seminars, and field work. (Practicum/Online) Pre: Admission to an MA in Eduction program and EDC529.

(3 crs.) Overview of the development of cultural competencies (awareness, knowledge, skills) needed by student affairs professionals and issues faced by diverse college students. (Seminar) Pre: Graduate standing in College Student Personnel or permission of instructor.

(3 crs.) Supervised internship in higher education placements. Emphasis on applied student affairs learning in advanced stages of college student personnel program. (Practicum) Pre: EDC 561 and permission of instructor.

(3 crs.) Supervised internship in higher education placements. Emphasis on applied student affairs learning in advanced stages of college student personnel program. (Practicum) Pre: Pre: EDC 577 and permission of instructor.

(3 crs.) Integrative seminar applying student affairs theory and research to contemporary higher education issues faced by professionals in the field. (Seminar) Pre: Permission of instructor.

(3 crs.) Administration, personnel management, resource management, recruitment, development, and supervision within programs dealing with adults as learners. (Lec. 3/Online) Pre: Graduate standing.

(3 crs.) Designing and implementing instructional systems. Discussion of the basic tenets underlying theories of instructional technology, curriculum development, and curriculum change as they apply to adult learners in a variety of settings. (Lec. 3/Online) Pre: Graduate standing.

(3 crs.) Overview of the program planning process including goal setting, needs analysis, program planning, and implementing change strategies. Discussion of effective functioning in the role of change agent within an organization. (Lec. 3/Online) Pre: Graduate standing.

(3 crs.) Examination of the adult as a learner with emphasis on the factors that affect adult learning and learning processes related to instruction. (Lec. 3/Online) Pre: Graduate standing.

(3 crs.) Integrative seminar applying theory and research to contemporary higher education issues. Emphasis on culminating project and making a transition to a professional position in student affairs. (Seminar) Pre: Permission of instructor.

(1-3 crs.) Advanced work for graduate students in education. Courses conducted as seminars or as supervised individual projects. Topics include: 'Consortium on Reading Excellence,' 'Hosting a SALT visit,' 'Instructional Strategies for Diversified Classrooms,' 'Orton-Gillingham Reading Instruction,' 'Orton, Gillingham Reading Practicum,' 'Reflective Practitioner-Using Data to Inform Instruction,' 'SALT visit,' 'Schools Attuned,' 'Using Blogs & Wikis to Facilitate Learning,' '4 Roles of Leadership,' 'Using the Internet for Teaching, Learning, & Practical Applications,' 'Seven Habits of Highly Effective People,' 'Teaching the 'Write Traits',' 'Thinking Math II,' and 'Building Teams & Leading Change.' (Independent Study) Pre: permission of director. May be repeated for credit with different topic.

(1-3 crs.) Advanced work for graduate students in education. Courses conducted as seminars or as supervised individual projects. Topics include: 'Disciplinary Literacy.' (Independent Study) Pre: permission of director. May be repeated for credit with different topic.

(3 crs.) Sports and recreational opportunities for individuals with disabilities; federal legislation effecting participation opportunities; spectrum of participation in community recreation to elite athletic opportunities within various disability sports organizations and events. (Lec. 3)

(3 crs.) Examines the adult as learner with a strong emphasis on the factors at the foundation of adult learning and learning processes. Participants will explore a range of theories and characteristics associated with adult learners. (Accelerated Online Program)

(3 crs.) In this course you will explore key aspects related to the systematic design of learning programs for adult learners, namely (1) creating a needs analysis; (2) developing learning outcomes; (3) choosing appropriate methods for instruction and assessment; and (4) choosing effective learning formats. You will develop your own learning design for an audience of your choice and present its four segments as a final project. (Accelerated Online Program)

(3 crs.) In this course, students explore the multifaceted nature of learning transfer and incorporate the principles, strategies, and structures into your own learning programs, increasing the likelihood that participants will effectively transfer what they have learned to their own contexts. (Accelerated Online Program)

(3 crs.) Strategies to align learning and performance in organizations will be explored. The result will be a plan to engage learners in a culture of continuous performance improvement. (Accelerated Online Program)

(3 crs.) This course is designed to support teachers and administrators in PreK-12 schools to develop and facilitate professional learning communities (PLCs) on a timely and relevant topic in education. Through a clear understanding of adult learners, teaching modalities and protocols, and best practices of PLCs, participants will leverage their learning on a self-selected topic to create and facilitate a sustainable PLC in their PreK-12 setting. (Seminar) Pre: Permission on instructor. May be repeated for a maximum of 6 credits.

( 3crs.) This course provides foundational knowledge of issues related to education for Multilingual Learners (MLLs). Participants will learn about federal and state level policies, research on language acquisition and cultural responsiveness, and evaluate district and school level practices to improve education for MLLs. All learning will be directly aligned to the Rhode Island Standards for Educational Leaders (RISEL). (Online) Pre: Currently hold a school-based leadership certification (e.g. administrator, superintendent); permission of instructor.

(3 crs.) Participants learn about language assistance programs, how to staff such programs, instructional methods and approaches for MLLs, the importance of multilingualism and equitable assessment practices for MLLs, how to evaluate curriculum choices and become an agent of change to improve education for MLLs in their district and/or school. (Online) Pre: Currently hold a school-based leadership certification (e.g. administrator, superintendent); permission of instructor.

(1-3 crs.) Number of credits is determined each semester in consultation with the major professor or program committee. (Independent Study) S/U credit.

(3 crs.) Introduction to methods of collecting and analyzing combinations of quantitative and qualitative data for educational research. Focus on practical applications, paradigmatic issues, balancing methods, and analysis of exemplary studies. (Seminar) Pre: EDC 612 and 613, admission to Education PhD program, or by permission of instructor

(3 crs.) Expanding the multiple regression framework introduced in previous coursework to include nested data, longitudinal data, and non-continuous outcome variables. (Lec. 3) Pre: Admission to the Education PhD Program and completion of EDP 613 or permission of instructor.

(3 crs.) The course offers students an opportunity to delve deeply into an educational research project under the supervision of a faculty member. This course is designed to foster robust research skills and a holistic learning community where students learn from their faculty mentor and each other. Working in teams, students will develop research skills such as: data collection, data analysis, and manuscript writing. (Lec. 3) Pre: Admission to the Education PhD Program and permission of instructor.

(3 crs.) Topics of language and thinking are considered broadly as they relate both theoretically and practically to curriculum in schools. (Seminar 3) Pre: Admission to Joint URI/RIC PhD in Education Program; or Graduate status with permission of instructor.

(3 crs.) With their peers, students will develop an academic writing practice through writing, reading, and constructively critiquing academic texts. Final project options include an academic manuscript, presentation, or reflective portfolio. (Seminar 3) Pre:Admission to Joint URI/RIC PhD in Education Program; or Graduate status with permission of instructor

(3 crs.) This course provides a broad overview of historical and contemporary issues of social justice in higher education. Pre: Permission of instructor.

(3 crs.) Students will construct an original theoretical framework in their area of specialization, informed by contemporary issues and trends in social science theory.(Seminar 3) Pre: Admission to Joint URI/RIC PhD in Education Program; or Graduate status with permission of instructor

(3 crs.) Learning and teaching are examined in terms of culture and discourse in social activity. Consideration is given to formal and informal activity settings and to theories and methods of research. (Seminar 3) Pre: Admission to Joint URI/RIC PhD in Education Program; or Graduate status with permission of instructor.

(3 crs.) The analysis of discourse in educational research is examined and practiced in this course. Students conduct various analyses of discourse samples and explore a variety of analytic research frameworks. (Seminar 3) Pre: Admission to URI/RIC PhD in Education Program; or Graduate status with permission of instructor .

(3 crs.) Students will practice data analysis using three specific qualitative methodologies, noting that each of these methodologies offers a unique lens on phenomena. (Seminar 3) Pre: Admission to URI/RIC PhD in Education Program; or Graduate status with permission of instructor

(3 crs.) Principles, theories, techniques, and applications for developing survey questionnaires and conducting survey research in education; developing questions; constructing instruments; implementing surveys; reducing coverage and sampling errors. (Seminar 3) Pre: Graduate status, EDP 613 or equivalent, EDP 623 or equivalent, and permission of instructor

(1-3 crs.) Current issues in education. Specific topics offered for in-service teachers and administrators. May be repeated with different topic. (Workshop) Topics include: 'Using the Internet for Teaching,' 'Learning, and Practical Applications,' 'RITES 1' and 'Immersion Program for Teachers of Spanish.' Pre: teacher certification.

(1-3 crs.) Current issues in education. Specific topics offered for in-service teachers and administrators. Topics include: 'Using Blogs & Wikis to Foster Literacy,' 'SMILE I.' (Workshop/Online) Pre: certified teacher.

(1-3 crs.) Current issues in education. Specific topics offered for in-service teachers and administrators. Topics include: 'SMILE II.' (Workshop/Online) Pre: certified teacher.

(1-3 crs.) Current issues in education. Specific topics offered for in-service teachers and administrators. Topics include: 'SMILE III.' (Workshop/Online) Pre: certified teacher.