Course Catalog & Registration

In this course, assessment and subsequent teacher accountability as the driving force towards increased student achievement in the classroom is explored. Topics covered in the course include: formative and summative assessment practices, assessment of learning vs. assessment for learning, student self-assessment, and group assessment processes. Further, candidates will review local, state, and national student achievement data as a means to develop classroom assessment procedures that reflect the need to close the national achievement gap. In particular, the use of technology in the assessment process including bell-ringers, E-exit slips, and assessment using smartphone technology will be emphasized throughout all course objectives and assignments.

A survey course which breifly examines competing theories of reading/language arts instruction and that proposes an approach which emphasizes consistency and structure in implementing whole language principles. For teachers of early childhood through older elementary grades.

A classroom teacher's guide for identifying, planning, implementing, and assessing reading difficulties within the regular classroom. Topics covered include collaboration, grouping, reading, standardized testing, informal/ongoing assessment, and direct instruction of skills. For classroom and collaborating teachers.

This course explores the role of the teacher leader towards ensuring student achievement for all students in a global classroom environment. Candidates will develop a "toolbox" of skills and resources to address the individual learning needs of multiple student constituencies in the classroom including: English as a Second Language (ESL) students, students with documented exceptionanalities across the full spectrum of need (IEP's to students identified as Gifted and Talented (GF), students from variant socioeconomic backgrounds and cultures, and students of different genders and sexual orientations. Candidates will complete a clinical placement in a setting that offers exposure to an ethnic, cultural, or socioeconomic perspective different than their own and provide a reflection of their experience.

Remaining at the forefront of advancement in technology allows candidates to truly become assets to their schools and develop themselves as teacher leaders. This course engages candidates in current and immerging technologies in educational practices. Topics covered include the use of technology as a tool for communication, assessment, research, and classroom management. Particular emphasis will be placed on the use of software including Skype, Smartphone, use of social media including Facebook and YouTube in the classroom, and formative/summative assessment through texting.

This course explores the idea of "out of the box" thinking by candidates to cover KY Academic Core Content (KYACC) standards. Further, course objectives and assignments will focus on preparing students across all grade levels in the areas of career development, college readiness, and life skills. In particular, candidates will develop proficiencies needed to advance student achievement including: problem-solving and critical thinking skills, presentation skills, ability to work in groups or teams, work ethic behaviors, and writing skills. Particular emphasis will be placed on the use of vocational instruction as a means to cover KYACC standards and in preparing students for career development and/or college readiness needs.

This seminar will discuss the variety of concerns related to being an educator in a diverse world.

This seminar course for students in Alternative Education is designed to help students understand the dynamics of interaction between students and teachers. Professional relationships between teachers, parents, and administrators are also investigated. Classroom management and discipline and how teachers establish positive control of the learning environment are particular concerns.

For persons working toward an endorsement in reading and writing, psychology majors, special educators, and other individuals interested in the neuropsychological processes involved in the acquisition and development of language skills. Emphasis will be placed on research that illuminates the way people learn to read, the interrelationship of motivation, and attention, and the origins of disability.

Required in all Rank I programs. Following prescribed guidelines, the student works on a problem of practical significance in the classroom, school, or school district and prepares a formal project report. A written project proposal is prepared during the first month of the course, and students are expected to complete course requirements by the end of the term in which they are registered. Regular consultation with the project supervisor is expected. Prerequisites: Completion of 12 semester hours toward Rank I certification, and permission of the instructor.

(S) An introduction to the theories, practices, and habits of literary and cultural criticism, with specific texts drawn from such traditional areas of inquiry as literature, film, and rhetoric and from such emerging areas as consumer culture and folktale. Prerequisite: ENGL 101 and 102 or transfer equivalents. Recommended corequisite: HUMN 214.

(on demand) Intensive individual work under supervision, in some phase of English, American, or world literature, communication, or composition not ohterwise covered in the curriculum. Prerequisite: Twenty four credit hours in ENCO/ENGL/COMM courses and permission of English department chair. May be repeated for credit.