Twin Cities campus
 
Twin Cities Campus

Curriculum and Instruction M.Ed.

Curriculum & Instruction
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Curriculum and Instruction, 125 Peik Hall, 159 Pillsbury Drive SE, Minneapolis, MN 55455 (612-625-4006; fax: 612-624-8277)
Email: CIinfo@umn.edu
Website: http://cehd.umn.edu/ci
  • Program Type: Master's
  • Requirements for this program are current for Fall 2023
  • Length of program in credits: 30
  • This program does not require summer semesters for timely completion.
  • Degree: Master of Education
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The master of education (MEd)/professional studies degree programs are designed to meet the needs of practicing professionals in education and human development fields. Students admitted typically have interests in improving their current professional practice and applying their education to their present work responsibilities.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
  • partially online (between 50% to 80% of instruction is online)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 2.80.
A bachelor's degree from an accredited college or university.
Special Application Requirements:
Applicants must submit transcripts from every college attended (even those where a degree wasn't earned), scores from the TOEFL/IELTS/MELAB (if applicable), a resume, and a clearly written statement of career interests, goals, and objectives. Master's applications are reviewed by department faculty three times per academic year: Fall, Spring and Summer.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
The preferred English language test is Test of English as Foreign Language.
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan C: Plan C requires 30 major credits and up to credits outside the major. There is no final exam.
This program may be completed with a minor.
Use of 4xxx courses toward program requirements is permitted under certain conditions with adviser approval.
A minimum GPA of 2.80 is required for students to remain in good standing.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may complete the program with more than one sub-plan.
Arts in Education
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in arts in education is designed for experienced art, theater, and dance teachers, and others who want to acquire advanced knowledge and leadership skills in the arts field. The program is flexible and can be tailored to accommodate individual needs. Final project requirements include a school-based project examining a problem, issue, or topic identified by the student.
The MEd/professional studies arts in education sub-plan requires a minimum of 10 credits of core coursework, 14 credits of arts in education coursework, and 6 credits of electives for a total of 30 credits.
Core Coursework (10 credits)
CI 5186 should be taken for 1 credit.
CI 5049 - Digital Media & Technology Integration: Arts Education Theory & Practice (3.0 cr)
CI 5116 - Action Research in Educational Settings (3.0 cr)
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment (3.0 cr)
CI 5186 - School-Related Projects (1.0-4.0 cr)
Arts in Education Requirements (14 credits)
CI 5050 should be taken for 3 credits.
CI 5050 - Issues in Art Education (1.0-4.0 cr)
CI 5069 - Curriculum Innovations in Arts Education (3.0 cr)
CI 5075 - The Social, Historical and Cultural Foundations of Arts Education (3.0 cr)
CI 5078 - Application of Aesthetic Theory in Education (2.0 cr)
CI 8079 - Arts Based Research in Education (3.0 cr)
Electives (6 credits)
Courses will be selected in consultation with faculty advisor.
Elementary Education
This sub-plan is limited to students completing the program under Plan C.
ALERT: the MEd/professional studies degree program in elementary education is currently suspended. We are not accepting applications at this time. The MEd/professional studies program in elementary education is designed for elementary teachers who want to improve their instructional, decision-making, evaluation, and leadership skills. The program is flexible and can be tailored to accommodate individual needs.
The MEd/professional studies elementary education sub-plan requires 3 credits of core coursework, 15 credits of elementary education coursework, and 12 credits of electives for a total of 30 credits.
Core Coursework (3 credits)
CI 5111 - Introduction to Elementary School Teaching (3.0 cr)
Elementary Education Requirements (15 credits)
Courses will be selected in consultation with faculty advisor.
Electives (12 credits)
Courses will be selected in consultation with faculty advisor.
English Education
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in English education addresses the needs and interests of middle school, high school, and community-college English teachers. The English education program provides instruction on current developments in English/language arts curriculum theory and research, as well as methods for teaching literature, reading, composition, media, drama, and journalism. The program is flexible and can be tailored to accommodate individual needs.
The MEd/professional studies English education sub-plan requires 6 credits of core coursework, 18 credits of English education coursework, and 6 credits of electives for a total of 30 credits.
Core Coursework (6 credits)
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment (3.0 cr)
CI 5351 - Technology Tools for Educators (3.0 cr)
English Education Requirements (18 credits)
Take 18 or more credit(s) from the following:
· CI 5404 - Multicultural Literature for Children and Adolescents (3.0 cr)
· CI 5422 - Teaching Writing in Schools (3.0 cr)
· CI 5442 - Adolescent Literature, Youth Activism and Climate Change Literacy (3.0 cr)
· CI 5451 - Teaching Reading in Middle and Secondary Grades (3.0 cr)
· CI 5472 - Teaching Critical Media Analysis in Schools (3.0 cr)
· CI 5475 - Teaching Digital Writing (3.0 cr)
· CI 5641 - Language, Culture, and Education (3.0 cr)
Electives (6 credits)
Courses will be selected in consultation with faculty advisor.
Environmental Education
This sub-plan is limited to students completing the program under Plan C.
ALERT: the MEd/professional studies degree program in environmental education is currently suspended. We are not accepting applications at this time. The MEd/professional studies degree program in environmental education is designed to develop leaders in environmental education through integrated research, outreach, and teaching. This program of at least 30 semester credits offers an interdisciplinary, integrated approach to environmental learning and leadership for school teachers, extension service educators, and environmental educators in formal and informal settings. Learning experiences allow students to integrate their work experience and academic study. Field work, evaluation methods, internships, and other practical applications of theory and method are integral parts of the program.
The MEd/professional studies environmental education sub-plan requires 13 credits of core coursework, 3 credits of coursework related to research methods/evaluation/statistics, and 14 credits of electives for a total of 30 credits.
Core Coursework (13 credits)
CI 5186 and CI 5190 must each be taken for a minimum of 2 credits. Additional courses should be selected in consultation with the faculty advisor and the director of graduate studies to meet the minimum credit requirements.
ESPM 5202 - Environmental Conflict Management, Leadership, and Planning (3.0 cr)
CI 5186 - School-Related Projects (1.0-4.0 cr)
CI 5190 - Directed Individual Study in Curriculum and Instruction (1.0-6.0 cr)
Research Methods, Evaluation, or Statistics (3 credits)
A minimum of 3 credits, chosen in consultation with the faculty advisor, intended to provide skills or knowledge essential to the required research project.
Electives (14 credits)
A minimum of 14 credits of graduate-level coursework (5xxx and above) selected in consultation with faculty advisor from the following fields: natural sciences, social sciences, humanities, education, natural resources, or agriculture.
Interdisciplinary Studies
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in interdisciplinary studies is a graduate-level, practitioner-based, coursework-only program designed for cohorts of experienced K-12 teachers of different subjects. This program is for cohorts of students and is not offered to individuals. It integrates coursework representing a number of academic disciplines as defined in K-12 contexts with coursework emphasizing particular areas of interest. Practicing teachers complete 30 semester credits of work in two areas: a core academic program with courses representing a range of K-12 disciplines, and elective courses related to a specific focus area. The program may be combined with a certificate program offered in the Department of Curriculum and Instruction. Depending upon the cohort for which the program is designed, the program may be completed entirely online, entirely face-to-face (F2F), or as a hybrid, with a combination of F2F and online coursework.
The MEd/professional studies interdisciplinary studies sub-plan requires a minimum of 15 credits of interdisciplinary studies coursework, and 15 credits of electives for a total of 30 credits.
MEd - Interdisciplinary Studies
Interdisciplinary Studies
Total: 30 credits
Interdisciplinary Requirements (15 credits)
Students will take CI 5150 twice: once under the "Educational Inequities: Race, Class & Gender" topic, and the second under the "Teaching for Civic Engagement" topic. Each course should be taken for 3 credits.
Take 5 or more course(s) totaling 15 or more credit(s) from the following:
· CI 5361 - Teaching and Learning with the Internet (2.0-3.0 cr)
· CI 5540 - Special Topics: Science Education (1.0-4.0 cr)
· CI 5150 - Curriculum Topics (1.0-4.0 cr)
· CI 5474 - New Literacies Frameworks and Instruction: Digital Texts and Digital Reading (3.0 cr)
Electives (15 credits)
Elective credits around a specific focus area will be identified for specific cohorts based on their expressed interests. Elective credits may be comprised of courses leading to a particular certificate.
-OR-
Interdisciplinary Studies - Dual Language & Immersion Education Cohort
Total: 30 credits
Interdisciplinary Requirements (15 credits)
Students will take CI 5150 twice: once under the "Educational Inequities: Race, Class & Gender" topic, and the second under the "Teaching for Civic Engagement" topic.
Take 5 or more course(s) totaling 15 or more credit(s) from the following:
· CI 5361 - Teaching and Learning with the Internet (2.0-3.0 cr)
· CI 5540 - Special Topics: Science Education (1.0-4.0 cr)
· CI 5150 - Curriculum Topics (1.0-4.0 cr)
· CI 5474 - New Literacies Frameworks and Instruction: Digital Texts and Digital Reading (3.0 cr)
Cohort Requirements (15 credits)
Students will take the topic "Biliteracy Development in Dual Language and Immersion Classrooms" for the CI 5660 requirement. CI 5660 is taken for 3 credits.
CI 5648 - Advanced Practices in Teaching Academic Language (3.0 cr)
CI 5660 - Special Topics in the Teaching of Second Languages and Cultures (1.0-4.0 cr)
CI 5670 - Foundations of Dual Language and Immersion Education (3.0 cr)
CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms (3.0 cr)
CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms (3.0 cr)
Language Immersion Education
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in language immersion education is designed for practicing language immersion, dual language, or bilingual educators, or individuals with an interest in language immersion and dual language education. Program participants have the option to add a 15-credit certificate in dual language and immersion education, which requires a separate application. Offered partially online, the program provides educators with the specific knowledge base and pedagogical skill set needed for the dual language and immersion (DLI) education setting and emphasizes practical application of concepts. Key topics include: second language acquisition; research foundations of DLI education; curriculum planning and assessment development that integrates subject-matter content, language, literacy and culture; biliteracy development; language-focused instructional practices and strategies to bring a language focus to content-based instruction; academic language development; issues related to language status; culturally relevant pedagogy; and tools for assessing language proficiency development.
The MEd/professional studies language immersion education sub-plan requires 17-18 credits of language immersion education coursework, and 12-13 credits of electives for a total of 30 credits.
Language Immersion Requirements (17-18 credits)
CI 5648 - Advanced Practices in Teaching Academic Language (3.0 cr)
CI 5670 - Foundations of Dual Language and Immersion Education (3.0 cr)
CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms (3.0 cr)
CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms (3.0 cr)
CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms (3.0 cr)
Students will take one of the following technology courses, or an alternate 3-credit substitute approved by the advisor.
CI 5351 - Technology Tools for Educators (3.0 cr)
or LGTT 5110 - Technology in the Second Language Classroom (2.0 cr)
Electives (12-13 credits)
Electives will be selected in consultation with faculty advisor, but may include the following options:
Take 12 - 13 credit(s) from the following:
· CI 5116 - Action Research in Educational Settings (3.0 cr)
· CI 5186 - School-Related Projects (1.0-4.0 cr)
· CI 5628 - Analyzing Learner Language in Second Language Acquisition (3.0 cr)
· CI 5641 - Language, Culture, and Education (3.0 cr)
· CI 5646 - Grammar for Language Teachers (3.0 cr)
Learning Technologies
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in learning technologies is designed for professionals interested in using technology in their organizations (especially K-12 and college educators, new media designers, and corporate trainers). This program also serves students interested in using technology to develop instructional materials for a wide range of settings. Because TEL certificate requirements are incorporated into the MEd program, students may earn a certificate while earning the MEd degree.
The MEd/professional studies learning technologies sub-plan requires 9 credits of core coursework, 12 credits of learning technologies coursework, and 9 credits of electives for a total of 30 credits.
Core Coursework (6 credits)
CI 5331 - Introduction to Learning Technologies (3.0 cr)
CI 5116 - Action Research in Educational Settings (3.0 cr)
Learning Technologies Requirements (12 credits)
Courses will be selected in consultation with faculty advisor.
Electives (12 credits)
Courses will be selected in consultation with faculty advisor.
Mathematics Education
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in mathematics education is designed for experienced mathematics teachers who want to acquire advanced knowledge and leadership skills in the field of mathematics education. The program is flexible and can be tailored to accommodate individual needs. Final project requirements include a school-based project examining a problem, issue, or topic identified by the student.
The MEd/professional studies mathematics education sub-plan requires 6 credits of core coursework, 14 credits of mathematics education coursework, and 10 credits of electives for a total of 30 credits.
Core Coursework (6 credits)
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment (3.0 cr)
CI 5116 - Action Research in Educational Settings (3.0 cr)
Mathematics Education Requirements (14 credits)
MTHE 5314 - Teaching and Learning Mathematics (3.0 cr)
MTHE 5366 - Technology-Assisted Mathematics Instruction (3.0 cr)
MTHE 5993 - Directed Studies in Mathematics Education (2.0 cr)
Mathematics Education Electives
Take 2 or more course(s) totaling 6 or more credit(s) from the following:
· MTHE 5171 - Teaching Problem Solving (3.0 cr)
· MTHE 5172 - Teaching Probability and Statistics (3.0 cr)
Electives (10 credits)
Courses will be selected in consultation with faculty advisor. Students choose electives from MATH-designated courses (minimum 7 credits); one MTHE-designated course may be included (maximum 3 credits).
Science Education
This sub-plan is limited to students completing the program under Plan C.
ALERT: the MEd/professional studies degree program in science education is currently suspended. We are not accepting applications at this time. The MEd/professional studies program in science education is designed for experienced science teachers who want to acquire advanced knowledge and leadership skills in the field of science education. The program is flexible and can be tailored to accommodate individual needs. Final project requirements include a school-based project examining a problem, issue, or topic identified by the student.
The MEd/professional studies science education sub-plan requires 9 credits of core coursework, 12 credits of science education coursework, and 9 credits of electives for a total of 30 credits.
Core Coursework (9 credits)
CI 5186 should be taken for 3 credits.
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment (3.0 cr)
CI 5351 - Technology Tools for Educators (3.0 cr)
CI 5186 - School-Related Projects (1.0-4.0 cr)
Science Education Requirements (12 credits)
Additional courses should be selected in consultation with the faculty advisor and the director of graduate studies to meet the minimum credit requirements.
CI 5533 - Current Developments in Science Teaching (3.0 cr)
CI 5535 - Foundations of Science Education (3.0 cr)
CI 5536 - Equity, Policy, and Assessment in Science Education (3.0 cr)
Electives (9 credits)
Courses will be selected in consultation with faculty advisor.
Social Studies
This sub-plan is limited to students completing the program under Plan C.
ALERT: the MEd/professional studies degree program in social studies education is currently suspended. We are not accepting applications at this time. The MEd/professional studies program in social studies education is designed for experienced social studies teachers who want to acquire advanced knowledge and leadership skills in the field of social studies education. This program is flexible and can be tailored to accommodate individual needs.
The MEd/professional studies social studies education sub-plan requires 3 credits of core coursework, 15 credits of social studies education coursework, and 12 credits of electives for a total of 30 credits.
Core Coursework (3 credits)
CI 5741 - Introduction to Social Studies Education (3.0 cr)
Social Studies Requirements (15 credits)
Courses will be selected in consultation with faculty advisor.
Electives (12 credits)
Courses will be selected in consultation with faculty advisor.
Multilingual Education
This sub-plan is limited to students completing the program under Plan C.
The MEd/professional studies program in Multilingual education is designed for second language teachers who want to acquire advanced knowledge of research, best practices, and effective policies in the field of language education. The program addresses the needs and interests of second language educators in a variety of teaching contexts, including world, heritage, and indigenous languages as well as English as a second/foreign language (ESL/EFL). While the program emphasizes instructional issues related to K-12 education, it is also relevant to teachers working with university-level or adult learners. The program is flexible and can be tailored to accommodate individual needs.
The MEd/professional studies multilingual education sub-plan requires 20-21 credits of coursework in the Second Language Education Program and technology focus area, and 9-10 credits of electives for a total of 30 credits.
SLE Requirements (18 credits)
CI 5620 - Introduction to Second Language Acquisition for Language Teachers (3.0 cr)
CI 5651 - Foundations of Second Languages and Cultures Education (3.0 cr)
CI 5656 - Teaching Literacy in Second Language Classrooms (3.0 cr)
CI 5657 - Teaching Speaking and Listening in Second Language Classrooms (3.0 cr)
CI 5658 - Language Testing and Assessment (3.0 cr)
CI 5662 - Second Language Curriculum Design (3.0 cr)
Technology focus (2-3 credits)
Students will take one of the following technology courses, or an alternate 3-credit substitute approved by the faculty advisor.
CI 5351 - Technology Tools for Educators (3.0 cr)
or LGTT 5110 - Technology in the Second Language Classroom (2.0 cr)
ESL/EFL Focus Area Required Courses (7-10 credits)
Students with an ESL/EFL focus area must take one grammar course as well as the practicum: CI 5654 in which 4-6 credits is preferred. Other courses must be discussed with the faculty adviser.
CI 5654 - Practicum in Language Teaching: ESL and World Languages (1.0-6.0 cr)
Grammar course option
CI 5646 - Grammar for Language Teachers (3.0 cr)
or CI 5649 - Language Analysis for ESL Teaching in Higher Ed (3.0 cr)
Electives (0-10 credits)
Non-ESL/EFL focus area students will select electives in consultation with faculty advisor to round out their 30 credits total for the degree. Depending on the course choices of ESL/EFL focus area students, they may not need to take any electives to fulfill requirements for their 30 credit degree.
Second Language Pedagogy
This sub-plan is limited to students completing the program under Plan C.
ALERT: the MEd/professional studies degree program in second language pedagogy is currently suspended. We are not accepting applications at this time. The MEd/professional studies program in second language pedagogy is designed for practicing K-16 world language or English as a second language (ESL) teachers with an interest in enhancing their pedagogical knowledge and skills. Program participants have the option to add a 12 credit certificate in advanced practices in second language teaching, which requires a separate application. This coursework-only program is offered in conjunction with the summer institute program offered through the University's Center for Advanced Research on Language Acquisition (CARLA). Key topics include second language acquisition; the foundations of second language pedagogy and education; using technology to enhance language instruction; content-based curriculum development; performance assessment and issues in language testing; strategies to enhance second language literacy development and the teaching of speaking and listening skills; and integrating culture in language teaching.
The MEd/professional studies second language pedagogy sub-plan requires 21 credits of second language pedagogy coursework, and 9 credits of electives for a total of 30 credits.
Second Language Pedagogy Requirements (21 credits)
LGTT 5110 - Technology in the Second Language Classroom (2.0 cr)
CI 5621 - Culture as the Core in the Second Language Classroom (2.0 cr)
CI 5622 - Exploring Learner Language: Puzzles and Tools for the Classroom (2.0 cr)
CI 5651 - Foundations of Second Languages and Cultures Education (3.0 cr)
CI 5656 - Teaching Literacy in Second Language Classrooms (3.0 cr)
CI 5657 - Teaching Speaking and Listening in Second Language Classrooms (3.0 cr)
CI 5662 - Second Language Curriculum Design (3.0 cr)
CI 5642 - Assessing English Learners (3.0 cr)
or CI 5658 - Language Testing and Assessment (3.0 cr)
Electives (9 credits)
Take 9 or more credit(s) from the following:
· CI 5608 - CARLA Summer Institute Seminar (1.0-4.0 cr)
· CI 5624 - Content-based Language Instruction and Curriculum Development (2.0 cr)
· CI 5625 - Assessing Language Learners? Communication Skills via Authentic Communicative Performance Tasks (2.0 cr)
· CI 5641 - Language, Culture, and Education (3.0 cr)
 
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CI 5049 - Digital Media & Technology Integration: Arts Education Theory & Practice
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Summer
This course explores issues in the visual and performing arts regarding the current and potential use of technology and digital media in P-12 arts classrooms. Through readings, discussions, artistic production, academic writing, and collaboration, you will understand the use and integration of technology in P-12 arts classrooms as pedagogical tools; the function of scaffolding students’ use of digital media as part of 21st century arts teaching and learning; various technological supports for student learning and artistic production; specific digital media theories, pedagogies, and content knowledge; the use of technology in designing, sharing, and conducting lessons; issues concerning the assessment and exhibition of student works; and practical issues of using technology for teaching in and through the arts.
CI 5116 - Action Research in Educational Settings
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Current research/issues that cross disciplinary boundaries in curriculum development, instructional practices, and assessment methods. Interrelations among curriculum, instruction, and assessment within framework of constructivist learning theory. Individual classroom practices/theories. prereq: Grad students only
CI 5186 - School-Related Projects
Credits: 1.0 -4.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research or evaluation project related to teaching, curriculum, or other aspect of schooling. Approved and supervised by faculty advisor. prereq: MEd student
CI 5050 - Issues in Art Education
Credits: 1.0 -4.0 [max 8.0]
Typically offered: Every Fall & Summer
Issues/trends, current practices, recent research.
CI 5069 - Curriculum Innovations in Arts Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
This course provides students with an examination of traditions in American schooling related to visual and performing arts education curricula.
CI 5075 - The Social, Historical and Cultural Foundations of Arts Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
The Social, Historical and Cultural Foundations of Arts Education will examine the arts in public education since the 1800s.
CI 5078 - Application of Aesthetic Theory in Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring & Summer
The course explores: •contemporary theories of arts •psychological and philosophical foundations •an overview of children's production of and responses to visual and performing arts
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Conceptualizing an aesthetic-based research agenda, in such a way as to help students identify research questions and choose appropriate arts based methodologies for conducting qualitative research. prereq: Educ grad student or instr consent
CI 5111 - Introduction to Elementary School Teaching
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Curriculum organization, instruction, management, assessment, professional decision making. prereq: Foundations of ed major or elem ed initial lic
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Current research/issues that cross disciplinary boundaries in curriculum development, instructional practices, and assessment methods. Interrelations among curriculum, instruction, and assessment within framework of constructivist learning theory. Individual classroom practices/theories. prereq: Grad students only
CI 5351 - Technology Tools for Educators
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Develop skills in using technology applications to support teaching and learning. Internet applications, presentation software, Web 2.0 technologies, and Web site development.
CI 5404 - Multicultural Literature for Children and Adolescents
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Course explores multicultural literature for children and adolescents as a site where difference can be emphasized and appreciated rather than downplayed and muted. We study award-winning works of fiction and arrive at a definition of multicultural literature for the modern classroom.
CI 5422 - Teaching Writing in Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Theory/practice of teaching writing in schools. How race, gender, and social class impact teaching/learning.
CI 5442 - Adolescent Literature, Youth Activism and Climate Change Literacy
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
This course explores how contemporary adolescent literature engages with the developmental and identity challenges faced by a generation whose lives are framed by anthropogenic climate change, biodiversity loss, mass migrations, and other forms of slow violence inherent in the unsustainable carbon-intensive civilization. Given that climate change is primarily a challenge to our story systems and that adolescents constitute the most invested audience for sustainability education, adolescent literature has become a site of rebellion against the unjust and ecocidal status quo; a site where adolescents can articulate, debate, and creatively respond to visions of sustainable futures. In this course we will study award-winning works of fiction and nonfiction across genres to understand how adolescent literature inspires activist positions vis a vis petronormative ideologies of power that are devastating the planet. Our focus on the intersection of storytelling, activism, and climate change literacy will help us grasp the key role adolescent literature plays in empowering today?s youths to become agents of change. We will discuss how adolescent literature can stoke young people?s transformative anger, inspire them to address the climate crisis, and stand up for their right to have a future. We will consider how educators can support this fight through activism and engaged discussions of adolescent literature. We will read award-winning picturebooks, novels, and graphic novels that challenge us to reinvent ourselves as a biocentric global civilization. The goal is to transform you into an informed advocate of adolescent literature as a tool for developing climate change literacy and empowering your students to imagine post-carbon futures.
CI 5451 - Teaching Reading in Middle and Secondary Grades
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Methods of accommodating to students' abilities and facilitating reading in regular content classes.
CI 5472 - Teaching Critical Media Analysis in Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
"Critical" media literacy means that we focus on, among other things, analyzing the intersection between media and issues of identity -- like gender, race, class and sexuality. We also focus on how to teach critical media analysis to students and others.
CI 5475 - Teaching Digital Writing
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 5347/CI 5475
Grading Basis: A-F or Aud
Typically offered: Every Fall
Blogs, wikis, online discussion. Database searches. Integration of images, audio, video, text. Digital note-taking, mapping, storytelling. Online discussions, collaborative writing. Audio production. Formatting/design techniques. Online evaluation. E-portfolios.
CI 5641 - Language, Culture, and Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring & Summer
Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.
ESPM 5202 - Environmental Conflict Management, Leadership, and Planning
Credits: 3.0 [max 3.0]
Course Equivalencies: ESPM 3202WESPM /5202
Grading Basis: A-F or Aud
Typically offered: Every Spring
Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.
CI 5186 - School-Related Projects
Credits: 1.0 -4.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research or evaluation project related to teaching, curriculum, or other aspect of schooling. Approved and supervised by faculty advisor. prereq: MEd student
CI 5190 - Directed Individual Study in Curriculum and Instruction
Credits: 1.0 -6.0 [max 12.0]
Typically offered: Every Fall, Spring & Summer
Producing/evaluating curriculum materials. Literature review of issues/problems. Assessing curriculum processes. prereq: Grad student, instr consent
CI 5361 - Teaching and Learning with the Internet
Credits: 2.0 -3.0 [max 3.0]
Typically offered: Every Spring
Implications/challenges in using Internet-based technologies in classroom. Pedagogical models.
CI 5540 - Special Topics: Science Education
Credits: 1.0 -4.0 [max 12.0]
Typically offered: Every Fall, Spring & Summer
Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).
CI 5150 - Curriculum Topics
Credits: 1.0 -4.0 [max 8.0]
Grading Basis: S-N only
Typically offered: Every Fall, Spring & Summer
Special topics, current trends in curriculum. Subject integration, curriculum contexts, development, implementation, evaluation.
CI 5474 - New Literacies Frameworks and Instruction: Digital Texts and Digital Reading
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Read digital texts against backdrop of traditional print-based notions of reading, literacy, school curricula/instruction. Assists education professionals in making school/district-wide decisions based on sound research on digital reading/new literacies.
CI 5361 - Teaching and Learning with the Internet
Credits: 2.0 -3.0 [max 3.0]
Typically offered: Every Spring
Implications/challenges in using Internet-based technologies in classroom. Pedagogical models.
CI 5540 - Special Topics: Science Education
Credits: 1.0 -4.0 [max 12.0]
Typically offered: Every Fall, Spring & Summer
Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).
CI 5150 - Curriculum Topics
Credits: 1.0 -4.0 [max 8.0]
Grading Basis: S-N only
Typically offered: Every Fall, Spring & Summer
Special topics, current trends in curriculum. Subject integration, curriculum contexts, development, implementation, evaluation.
CI 5474 - New Literacies Frameworks and Instruction: Digital Texts and Digital Reading
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Read digital texts against backdrop of traditional print-based notions of reading, literacy, school curricula/instruction. Assists education professionals in making school/district-wide decisions based on sound research on digital reading/new literacies.
CI 5648 - Advanced Practices in Teaching Academic Language
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Prepares K-12 teachers for student development of academic language proficiency. Read/discuss current research. Implement innovative teaching practices. prereq: Grad student, instr consent
CI 5660 - Special Topics in the Teaching of Second Languages and Cultures
Credits: 1.0 -4.0 [max 12.0]
Typically offered: Every Spring & Summer
Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.
CI 5670 - Foundations of Dual Language and Immersion Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Research foundations and program principles for dual language/immersion. Second language acquisition; critical features of program design/implementation; benefits/challenges of dual language/immersion; program assessment; advocacy. Theory/research for dual language/immersion tied to practical application. prereq: Enrollment in certificate program in dual language/immersion educ or instr consent
CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Content-based language instruction and curriculum development for dual language, bilingual, and immersion contexts; balancing content/language goals/objectives in curriculum and instruction; integration of language, literacy content, and culture in curriculum; standards-based instruction; backwards design; assessment that aligns with content-based curriculum and instruction. prereq: instr consent
CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Counterbalancing content with integrated focus on language and literacy development for dual language, bilingual, and immersion classrooms. Materials development; proactive/reactive instructional techniques; noticing and awareness-raising strategies; structuring student language production; differentiating for content, ability, and language. prereq: instr consent
CI 5648 - Advanced Practices in Teaching Academic Language
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Prepares K-12 teachers for student development of academic language proficiency. Read/discuss current research. Implement innovative teaching practices. prereq: Grad student, instr consent
CI 5670 - Foundations of Dual Language and Immersion Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Research foundations and program principles for dual language/immersion. Second language acquisition; critical features of program design/implementation; benefits/challenges of dual language/immersion; program assessment; advocacy. Theory/research for dual language/immersion tied to practical application. prereq: Enrollment in certificate program in dual language/immersion educ or instr consent
CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Content-based language instruction and curriculum development for dual language, bilingual, and immersion contexts; balancing content/language goals/objectives in curriculum and instruction; integration of language, literacy content, and culture in curriculum; standards-based instruction; backwards design; assessment that aligns with content-based curriculum and instruction. prereq: instr consent
CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Counterbalancing content with integrated focus on language and literacy development for dual language, bilingual, and immersion classrooms. Materials development; proactive/reactive instructional techniques; noticing and awareness-raising strategies; structuring student language production; differentiating for content, ability, and language. prereq: instr consent
CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
This course aims to provide dual language, bilingual and language immersion educators with an understanding of the complex phenomena of literacy and biliteracy and with a range of instructional strategies for fostering literacy and biliteracy development in dual language/immersion classrooms.
CI 5351 - Technology Tools for Educators
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Develop skills in using technology applications to support teaching and learning. Internet applications, presentation software, Web 2.0 technologies, and Web site development.
LGTT 5110 - Technology in the Second Language Classroom
Credits: 2.0 [max 2.0]
Course Equivalencies: LgTT 5101/LgTT 5110
Typically offered: Every Spring & Summer
Examine, evaluate, and use technology in language teaching. Theoretical background, demonstration, hands-on exploration.
CI 5116 - Action Research in Educational Settings
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.
CI 5186 - School-Related Projects
Credits: 1.0 -4.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research or evaluation project related to teaching, curriculum, or other aspect of schooling. Approved and supervised by faculty advisor. prereq: MEd student
CI 5628 - Analyzing Learner Language in Second Language Acquisition
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall & Spring
Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development. prereq: 5646, 5649 [or other course on the grammar of a language]
CI 5641 - Language, Culture, and Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring & Summer
Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.
CI 5646 - Grammar for Language Teachers
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent
CI 5331 - Introduction to Learning Technologies
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
An exciting look at the field of learning technologies (LT), examining the numerous opportunities this area of study brings to individuals who decide to pursue a LT degree. Students engage in numerous real-world projects as they come to understand both the past and future of technology in education, business, and society as a whole.
CI 5116 - Action Research in Educational Settings
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Current research/issues that cross disciplinary boundaries in curriculum development, instructional practices, and assessment methods. Interrelations among curriculum, instruction, and assessment within framework of constructivist learning theory. Individual classroom practices/theories. prereq: Grad students only
CI 5116 - Action Research in Educational Settings
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.
MTHE 5314 - Teaching and Learning Mathematics
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Methods, materials, and curriculum development. Principles of learning. Review of research. Preparation/evaluation of tests, units, and materials of instruction. Recent developments in mathematics curriculum and in instructional alternatives. Issues in teaching/learning. Program planning/evaluation. prereq: Math Ed or MEd or CI MEd or grad student or instr consent
MTHE 5366 - Technology-Assisted Mathematics Instruction
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Technology--including computers, programmable and graphing calculators, and video--as instructional tools in mathematics; design and evaluation of technology-based mathematics lessons; the effect of technology on the mathematics curriculum; managing the technology-enriched classroom.
MTHE 5993 - Directed Studies in Mathematics Education
Credits: 2.0 [max 2.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall, Spring & Summer
Secondary school classroom teaching project to improve specific teaching skills, planned by student, approved/directed by student's adviser. prereq: Math ed MEd student, instr consent
MTHE 5171 - Teaching Problem Solving
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring & Summer
Investigation of fundamental concepts and principles of problem solving, reasoning, and proof. Emphasis on activities and applications appropriate for junior and senior high classes. Pedagogical experiences to prepare teachers to teach problem solving, reasoning, and proof in classrooms.
MTHE 5172 - Teaching Probability and Statistics
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Investigation of fundamental concepts and principles of probability and statistics. Emphasis on activities and applications appropriate for junior and senior high school classes. Pedagogical experiences to prepare teachers to integrate quantitative literacy accurately and effectively in classrooms.
CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Current research/issues that cross disciplinary boundaries in curriculum development, instructional practices, and assessment methods. Interrelations among curriculum, instruction, and assessment within framework of constructivist learning theory. Individual classroom practices/theories. prereq: Grad students only
CI 5351 - Technology Tools for Educators
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Develop skills in using technology applications to support teaching and learning. Internet applications, presentation software, Web 2.0 technologies, and Web site development.
CI 5186 - School-Related Projects
Credits: 1.0 -4.0 [max 4.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Research or evaluation project related to teaching, curriculum, or other aspect of schooling. Approved and supervised by faculty advisor. prereq: MEd student
CI 5533 - Current Developments in Science Teaching
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Summer
Using curriculum standards to design science courses. prereq: MEd, initial licensure, grad student, or instr consent
CI 5535 - Foundations of Science Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent
CI 5536 - Equity, Policy, and Assessment in Science Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent
CI 5741 - Introduction to Social Studies Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
Broad issues and themes related to social studies education, including societal context, rationale, and scope and sequence. Analysis and evaluation of selected teaching strategies, methods, and resources.
CI 5620 - Introduction to Second Language Acquisition for Language Teachers
Credits: 3.0 [max 6.0]
Typically offered: Every Summer
Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.
CI 5651 - Foundations of Second Languages and Cultures Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical overview of second language teaching/learning in U.S. introduction to second language acquisition. Second language instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.
CI 5656 - Teaching Literacy in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Reading comprehension/composing processes in a second language; relationship between first and second literacy development; relationship between reading and writing; relationship of culture to reading comprehension and writing; politics of literacy; assessment of second language literacy; using technology to enhance literacy instruction.
CI 5657 - Teaching Speaking and Listening in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Even Year
Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.
CI 5658 - Language Testing and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.
CI 5662 - Second Language Curriculum Design
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Historical overview of curriculum development in second language education; contexts that influence curriculum development; models for curriculum development in second language settings; politics of curricular reform; national/state standards and implications for curriculum development; effects of technology on second language curriculum.
CI 5351 - Technology Tools for Educators
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Develop skills in using technology applications to support teaching and learning. Internet applications, presentation software, Web 2.0 technologies, and Web site development.
LGTT 5110 - Technology in the Second Language Classroom
Credits: 2.0 [max 2.0]
Course Equivalencies: LgTT 5101/LgTT 5110
Typically offered: Every Spring & Summer
Examine, evaluate, and use technology in language teaching. Theoretical background, demonstration, hands-on exploration.
CI 5654 - Practicum in Language Teaching: ESL and World Languages
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: S-N only
Typically offered: Every Spring
Practical, hands-on training in teaching of English as Second Language. Applying theoretical/descriptive material studied in prior course work. Discuss readings/research articles on SLA, applying theoretical/practical principles to specific critical classroom incidents.
CI 5646 - Grammar for Language Teachers
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent
CI 5649 - Language Analysis for ESL Teaching in Higher Ed
Credits: 3.0 [max 4.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Overview of complex aspects of English grammar not covered in 5646. Academic uses of passives, indirect objects, conditionals, relative clauses, complementation, reported speech, deixis/reference, articles, prepositions, phrasal verbs, pragmatics. prereq: 5646
LGTT 5110 - Technology in the Second Language Classroom
Credits: 2.0 [max 2.0]
Course Equivalencies: LgTT 5101/LgTT 5110
Typically offered: Every Spring & Summer
Examine, evaluate, and use technology in language teaching. Theoretical background, demonstration, hands-on exploration.
CI 5621 - Culture as the Core in the Second Language Classroom
Credits: 2.0 [max 2.0]
Grading Basis: OPT No Aud
Typically offered: Every Summer
How language teachers foster development of intercultural communicative competence through a pedagogical approach that addresses the nature of culture and culture learning, and the interrelatedness of language and culture learning.
CI 5622 - Exploring Learner Language: Puzzles and Tools for the Classroom
Credits: 2.0 [max 2.0]
Grading Basis: OPT No Aud
Typically offered: Every Summer
The focus of this institute is on the growth and development of learners? language, and how that growth may be enhanced by ongoing pedagogical innovation. The institute uses Exploratory Practice to promote a culture of instructor initiative in identifying and seeking to solve puzzles related to learner language development in the classroom. Participants begin with an introduction to Exploratory Practice as a framework for instructors to use in identifying and wrestling with their own puzzles about learners? language and its development in their classrooms. Participants then work together to reflect on videos of learner language as it is produced by different kinds of learners. They review theories of second language acquisition, and apply their insights to their own classrooms by learning how to set up engaging puzzle-solving activities that stimulate growth in learner language. Finally, participants learn how to design pre- and post-course measures that demonstrate the impact of their innovations in instruction on the growth of specific features and dimensions of learner language in their own classrooms.
CI 5651 - Foundations of Second Languages and Cultures Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical overview of second language teaching/learning in U.S. introduction to second language acquisition. Second language instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.
CI 5656 - Teaching Literacy in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Reading comprehension/composing processes in a second language; relationship between first and second literacy development; relationship between reading and writing; relationship of culture to reading comprehension and writing; politics of literacy; assessment of second language literacy; using technology to enhance literacy instruction.
CI 5657 - Teaching Speaking and Listening in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Even Year
Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.
CI 5662 - Second Language Curriculum Design
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Historical overview of curriculum development in second language education; contexts that influence curriculum development; models for curriculum development in second language settings; politics of curricular reform; national/state standards and implications for curriculum development; effects of technology on second language curriculum.
CI 5642 - Assessing English Learners
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.
CI 5658 - Language Testing and Assessment
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.
CI 5608 - CARLA Summer Institute Seminar
Credits: 1.0 -4.0 [max 16.0]
Grading Basis: OPT No Aud
Typically offered: Every Summer
The Center for Advanced Research on Language Acquisition (CARLA) offers a series of intensive summer institutes to provide timely professional development for foreign language and ESL educators throughout the country. The special topics offered under CI 5608 are designed to provide language teachers with the latest research-based information and best practices skill development as the field of language instruction evolves. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities with colleagues from around the world.
CI 5624 - Content-based Language Instruction and Curriculum Development
Credits: 2.0 [max 2.0]
Grading Basis: OPT No Aud
Typically offered: Every Summer
Intensive professional development to help foreign language teachers learn to implement the CBI curricular approach in the language classroom. Introduces all phases of CBI curricular development and provides resources necessary to ensure successful implementation.
CI 5625 - Assessing Language Learners? Communication Skills via Authentic Communicative Performance Tasks
Credits: 2.0 [max 2.0]
Grading Basis: OPT No Aud
Typically offered: Every Summer
This institute opens with a discussion of the phrase ?performance towards proficiency? to highlight how classroom performance influences proficiency in real world contexts. Working together, participants will create a list of characteristics of classroom activities and tasks that build learners? proficiency in the target language and will use the list to identify the purpose, effectiveness, and practicality of a variety of model activities and tasks. With this background, participants will design receptive and productive communicative tasks for beginning, intermediate, and advanced levels of proficiency. The institute will then focus on the evaluation of the learners? performance on these tasks. Using the performance descriptors identified by the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR), and the World-Class Instructional Design and Assessment (WIDA), participants will identify the domains (vocabulary, language control, text type, etc.) to evaluate learner performance on various tasks. With model rubric scales, they will evaluate examples of learner performances on various tasks, comparing their individual ratings to underline the importance of establishing inter-rater reliability. Participants will then create rubrics for the tasks they designed earlier in the institute. The role and choice of formative assessments used in daily lessons to monitor learner progress towards achievement of the communication goals of an instructional unit will also be considered. As a capstone to the week, participants will apply their learning about task design and evaluation in the development of a standards-based Integrated Performance Assessment (IPA) to share with colleagues within this institute and also with a broader audience via the CARLA Assessment website.
CI 5641 - Language, Culture, and Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring & Summer
Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.