Education Educational Psychology and Higher The College of Education is committed to creating an Education The Department of Educational Psychology & Higher intellectual environment that promotes quality instruction, Education provides instruction in, and the delivery of significant research, and professional service. Particular innovative research, to inform the educational process attention is focused on preparing professionals for diverse from early childhood through higher education. Our educational settings and on contributing to educational and mission is accomplished through: pedagogical knowledge through scholarly endeavors. The College provides leadership in both the art and science of Preparing graduates for leadership positions in diverse educational practice. Furthermore, the College is committed settings and roles, including faculty in colleges and to creating an inclusive learning environment that values universities, student services in higher education, and promotes diversity. Collaboration among students, measurement and evaluation specialists in public and faculty, other professionals, and community members private settings, school psychology practitioners at local, is essential to the College in achieving its goals. Integral state, national, and international levels, and licensed to the mission is a dedication to being a premier college administrators for PK-12 schools. of education that serves our dynamic and expanding ●● Providing foundational support for programs community, the state, the region, and the nation. across the university including core content in The College of Education provides dynamic graduate the psychology of learning, motivation, cognition, programs that engage students in field-based practice and problem solving, instruction, human development, research, offering students an exciting opportunity to study and psychological and educational measurement, at a nationally recognized university situated within one of statistics, evaluation, and research methodology. the fastest growing cities and school districts in the country. ●● Investigating educational policy and informing practice in PK-12 and higher education institutions. Graduate programs in the College of Education include master, educational specialist, and doctoral degrees as Educational Psychology and Higher Education Faculty well as post-baccalaureate programs for initial teacher Chair licensure and additional endorsement to licensure. These Putney, LeAnn G. - Full Graduate Faculty programs are available in the departments of Educational Professor; B.A., Indiana State University; M.S., California & Clinical Studies, Educational Psychology & Higher State University; Ph.D., University of California, Santa Education, and Teaching & Learning. The College of Barbara. Rebel since 1997. Graduate Coordinator Education has an outstanding graduate faculty who are McCafferty, Steven - Full Graduate Faculty nationally recognized for their scholarship and leadership Professor; B.A., California State University; M.A., University in their respective disciplines. of Hawaii; Ph.D., University of New Mexico. Rebel since The College of Education is accredited by the Northwest 1995. Commission on Colleges and Universities (NWCCU), which Graduate Faculty Bendixen, Lisa - Full Graduate Faculty is an independent, non-profit membership organization Associate Professor; B.A., Creighton University; M.A., recognized by the U.S. Department of Education as the Ph.D., University of Nebraska-Lincoln. Rebel since 1999. regional authority on educational quality and institutional Bernacki, Matthew - Full Graduate Faculty effectiveness of higher education institutions in the seven- Assistant Professor; M.A., Temple University; M.A., St state Northwest region of Alaska, Idaho, Montana, Nevada, Joseph’s University; Ph.D. Temple University. Rebel since Oregon, Utah, and Washington. It fulfills its mission 2013. by establishing accreditation criteria and evaluation Bickmore, Dana L. - Full Graduate Faculty procedures by which institutions are reviewed. The COE Associate Professor; B.A., M.A., University of Utah; Ph.D., is also accredited by the National Association of School University of Georgia. Rebel since 2015. Psychologists, and the Council for the Accreditation of Chance, Patti L. - Full Graduate Faculty Counseling and Related Educational Programs. The COE Professor; B.A., University of Oklahoma; M.Ed., South Dakota State University; Ph.D., University of Oklahoma. is also accredited by the State of Nevada. Rebel since 1999. Corkill, Alice Jane - Full Graduate Faculty Associate Professor; B.A., M.A., Ph.D., University of Nebraska. Rebel since 1992. Crawford, James R. - Full Graduate Faculty Associate Professor; B.A., University of Colorado, Boulder; M.Ed., University of Idaho; Ph.D., University of Missouri. Rebel since 2000. Garza, Tiberio - Associate Graduate Faculty Visiting Assistant Professor; B.A., M.Ed., Ph.D., Texas A&M University. Rebel since 2015. Hall, Gene - Full Graduate Faculty Professor; B.S., Castleton State College; M.S., Ph.D., Syracuse University. Rebel since 1999.

86 Graduate Catalog • College of Education Kardash, CarolAnne M. - Full Graduate Faculty Doctor of Philosophy - Educational Professor; B.A., Le Moyne College; M.S., College of St. Rose; Ph.D., Arizona State University. Rebel since 2001. Psychology Lee, Katherine S. - Associate Graduate Faculty Plan Description Assistant Faculty in Residence; B.A., Princeton University; The Educational Psychology Ph.D. is designed to provide Ed.M., M.Phil., Ph.D., Columbia University. Rebel since advanced studies in educational psychology with three 2015. primary strands: 1) Educational psychology with specialty Loe, Scott A. - Full Graduate Faculty area emphases in educational assessment, program Associate Professor; B.S., Arizona State University; M.A., evaluation, research, and learning in school domains, 2) Ph.D., The Ohio State University. Rebel since 2003. School Counselor Education, and 3) School Psychology. Lough, Nancy L. - Full Graduate Faculty This program will provide opportunities for students to Professor: B.A., Adams State College; M.Ed., Stephen become independent scholars who are able to make F. Austin State University; Ed.D., University of Northern significant contributions to knowledge in specialized Colorado. Rebel since 2006. areas of educational psychology where both regional Nathanson, Rebecca - Full Graduate Faculty Associate Professor; B.A., University of California, Los and national need for trained professionals has been Angeles; M.A., Ph.D., University of California, Santa identified. Barbara. Rebel since 2000. The three strands in the program focus on the outcomes and Nussbaum, E. Michael - Full Graduate Faculty processes that promote more effective learning in school Professor; B.A., Pitzer College; M.P.P., University of based and related applications. Students in all strands will California, Berkeley; Ph.D., Stanford University. Rebel since 1999. take core courses in: 1) research methods and statistics, Nehls, Kimberly - Associate Graduate Faculty 2) learning and cognition, and 3) advanced studies in a Visiting Assistant Professor; B.A., University of Illinois at domain of school curriculum, school counselor education, Urbana-Champaign; M.A., Ph.D., University of Nevada, or school psychology. All students will be actively involved Las Vegas. Rebel since 2008. in research and research-related activities throughout Perera, Harsha N. - Full Graduate Faculty their program of study. The program will prepare students Assistant Professor; B.Ed., University of Sydney; Ph.D., for a variety of professional careers related to teaching, University of Technology, Sydney. Rebel since 2016. research, and professional practice in both academic Relles, Stefani - Full Graduate Faculty and nonacademic settings. For example, students will be Assistant Professor; B.A., Northwestern University; M.Ed., prepared to fill faculty, research, or assessment positions University of New Hampshire; Ph.D., University of Southern at academic institutions, such as universities, community California. Rebel since 2013. Rosser, Vicki J. - Full Graduate Faculty colleges, and K-12 school districts. Professor; B.A., University of Hawai’i, West O’ahu; M.Ed., Representative occupations include educational Ph.D., University of Hawai’i, Manoa. Rebel since 2006. psychologist, program evaluator, director of school Scott, Chad - Associate Graduate Faculty counseling, school counselor educator, educational Visting Assistant Professor; B.A., California State University, assessment coordinator, school psychologist, and Stanislaus; M.A., California State University; Ph.D. Texas A&M University. Rebel since 2015. employee training specialist. Graduates from the school Slife, Nathan M. - Associate Graduate Faculty psychology specialization strand can find employment in Assistant Faculty in Residence; B.A., University of Nevada, universities, public and private schools, and as mental Las Vegas, M.A., University of Maryland, College Park, health service providers in agencies and private practice. Ph.D., University of Nevada, Las Vegas. Rebel since 2015. For more information about your program, including your Watson, Doris L. - Full Graduate Faculty Professor; B.A., Adams State College; M.S., Colorado State graduate program handbook and learning outcomes, University; M.A., Adams State College; Ph.D., University of please visit the Degree Directory. New Mexico. Rebel since 2005. Plan Admission Requirements Co-Directors of the Center for Research, Evaluation, and Applications available on the UNLV Graduate College Assessment website. Marchand, Gwen - Full Graduate Faculty Associate Professor; B.A., Rockhurst University; M.S., 1. Admission will be limited to the most qualified Ph.D., Portland State University. Rebel since 2008. applicants based on a combination of the following: Schraw, Gregory - Full Graduate Faculty 2. An undergraduate grade point average of 3.00 or Professor; B.A., University of Illinois; M.S., Ph.D., University above. of Utah. Rebel since 2000. 3. If graduate course work has been completed, a graduate grade point average of 3.00 or above. 4. Preference given to scores that relate to the 50th percentile or better on the verbal and quantitative sections of the Graduate Record Examination (GRE). 5. A score of 600 or above on the Test of English as a Foreign Language (TOEFL) is also required for students who do not speak English as their language.

Graduate Catalog • College of Education 87 6. Three letters of reference from university faculty or EPY 767 - Human Learning and Cognition other individuals qualified to judge the applicant’s EPY 777 - Cognitive Development academic potential. 7. The applicant’s statement of professional interests Specialization Courses – Credits: 18 and goals. EPY 733 - Multivariate Statistics 8. A scholarly or professional writing sample. and Graduate College application is available online. One of the following 3 courses Applications for admission will be considered once a year. The deadline for the receipt of applications is February. EPY 728 - Applied Classroom Research All domestic and international applicants must review and EPY 729 - Qualitative Case Study Research follow the Graduate College Admission and Registration EPY 738 - Discourse Analysis Requirements. and Foundations Track Students must have a master’s equivalent degree to be Complete 12 credits of advisor-approved coursework considered for admission. within your specified area of focus. School Counselor Track Emphasis Area Courses – Credits: 12 Students must have a master’s degree in a school Complete 12 credits of advisor-approves coursework counseling program accredited by the council for within an area of emphasis. Accreditation of Counseling and Related Educational Dissertation – Credits: 12 Programs (CACREP) or must have completed the EPY 799 - Dissertation substantial equivalent of such program. Students with degrees in other counseling specialties will be considered Degree Requirements for admission with the understanding that additional See Plan Degree Requirements below. course work will be required as part of their doctoral Graduation Requirements programs. See Plan Graduation Requirements below. School Psychology Track Subplan 2 Requirements: School Counselor Track Students must have a bachelor’s degree. Many students Total Credits Required: 67 admitted for this strand have completed their Ed.S. from a Course Requirements NASP-approved program, or its equivalent, as evidence of Proseminar Course – Credits: 1 the knowledge base of a professional school psychologist. EPY 701 - Proseminar in Educational Psychology Students without this foundation are considered for admission with understanding that their programs of study Research Methods Courses – Credits: 12 will include content from our Ed.S. program. EPY 718 - Qualitative Research Methodologies Students are accepted into a degree program as described EPY 722 - Inferential Statistics and Experimental Design in the Graduate Catalog. The faculty and corresponding EPY 723 - Theory and Practice of Human Measurement sub-disciplines and sub-plans within the described programs are subject to change at any time. EPY 730 - Advanced Research Methods Plan Requirements Additional Research Methods Course – Credits: 3 See Subplan Requirements Below. Complete one of the following courses: Subplan 1 Requirements: Foundations Track EPY 716 - Evaluation Research Methods Total Credits Required: 67 EPY 719 - Advanced Qualitative Research Course Requirements Proseminar Course – Credits: 1 EPY 724 - Theory and Practice of Human Measurement II EPY 701 - Proseminar in Educational Psychology EPY 733 - Multivariate Statistics Research Methods Courses – Credits: 15 EPY 787 - Individual Research (3 credits) EPY 718 - Qualitative Research Methodologies EPY 790 - Research Seminar in EPY (3 credits) EPY 719 - Advanced Qualitative Research Learning Theory Courses – Credits: 9 EPY 722 - Inferential Statistics and Experimental Design EPY 757 - Theory and Philosophy of Educational EPY 723 - Theory and Practice of Human Measurement Psychology EPY 732 - Multiple Regression and Path Analysis EPY 767 - Human Learning and Cognition Learning Theory Courses – Credits: 9 EPY 777 - Cognitive Development EPY 757 - Theory and Philosophy of Educational Psychology 88 Graduate Catalog • College of Education Specialization Courses – Credits: 18 Plan Degree Requirements Complete 18 credits of advisor-approved coursework 1. Student must successfully complete a minimum of 67 within your specified area of focus. credit hours while maintaining a grade point average of 3.00 or better in the program and a grade of B or Emphasis Area Courses – Credits: 12 better in core course work. Complete 12 credits of advisor-approves coursework 2. Of the 67 credits, 18 must be in coursework tailored within an area of emphasis. for the area of focus in the strand. Dissertation – Credits: 12 3. Of the 67 credits, 25 are in courses shared with other EPY 799 - Dissertation doctoral programs in the department. 4. In consultation with his/her advisor, a student will organize Degree Requirements a dissertation committee of at least three departmental See Plan Degree Requirements below. members. In addition, a fourth member from outside Graduation Requirements the department, known as the Graduate College See Plan Graduation Requirements below. Representative, must be appointed. An additional committee member may be added at the student and Subplan 3 Requirements: School Psychology Track department’s discretion. Please see Graduate College Total Credits Required: 67 policy for committee appointment guidelines. Course Requirements 5. Specific specialization courses in the assessment, Proseminar Course – Credits: 1 program evaluation, research, and learning in school EPY 701 - Proseminar in Educational Psychology domains strands are determined by the student in Research Methods Courses – Credits: 12 consultation with her or his committee. EPY 718 - Qualitative Research Methodologies 6. In addition to the required specialization courses, each student, in consultation with advisor and doctoral EPY 722 - Inferential Statistics and Experimental Design committee, selects an individual emphasis area and EPY 723 - Theory and Practice of Human Measurement I determines the specific courses to be completed. 7. Each student must satisfy a scholarly paper EPY 730 - Advanced Research Methods requirement by the time he or she has completed Additional Research Methods Course – Credits: 3 36 credits (Review I). The student must be primarily Complete one of the following courses: responsible for carrying out and reporting a study under the supervision of a program faculty member. EPY 716 - Evaluation Research Methods The requirement may be fulfilled in one of two EPY 719 - Advanced Qualitative Research ways. First, the study may involve the collection and analysis of some empirical data (for example, a pilot EPY 724 - Theory and Practice of Human Measurement II study) resulting in a scholarly paper that is submitted EPY 733 - Multivariate Statistics to either a professional journal or as a proposal to an annual conference of a national organization. EPY 787 - Individual Research (3 credits) Second, the paper may consist of a literature review EPY 790 - Research Seminar in EPY (3 credits) that is submitted for publication in a quality, peer- reviewed journal or submitted for presentation at a Learning Theory Courses – Credits: 9 national conference. Prior to beginning, projects EPY 757 - Theory and Philosophy of Educational Psychology must be approved by a supervising faculty member. EPY 767 - Human Learning and Cognition Once completed, students must submit to the program coordinator(s): (a) a copy of the paper, (b) EPY 777 - Cognitive Development a submission acknowledgment, and (c) a completed Specialization Courses – Credits: 18 Review I form from the supervising faculty member. Complete 18 credits of advisor-approved coursework 8. Each student must take the preliminary examination within your specified area of focus. (Review II). This second formal assessment, typically completed during the last semester of formal Emphasis Area Courses – Credits: 12 classwork, is an examination that will focus on areas Complete 12 credits of advisor-approves coursework of knowledge that are most relevant to the student’s within an area of emphasis. proposed dissertation topic. The student and his/ Dissertation – Credits: 12 her committee will determine the content of this EPY 799 - Dissertation examination format in that it will focus on in-depth reading and writing directly related to the student’s Degree Requirements proposed dissertation topic as well as on the student’s See Plan Degree Requirements below. mastery of previously learned core information. Graduation Requirements 9. After successfully completing Review I (i.e., satisfying See Plan Graduation Requirements below. the scholarly product requirement) and Review II (i.e., passing the preliminary examination), students can then submit a formal dissertation proposal to their Graduate Catalog • College of Education 89 doctoral committee and submit the accompanying Entrance to the Ph.D. program requires candidates to “Dissertation Prospectus” form to the Graduate complete three steps. Current application deadlines are College. The doctoral committee will meet and posted on the website. determine whether to accept or reject the prospectus. Minimum admission requirements for UNLV’s Graduate A prospectus can be accepted provisionally given that College include: the student follows the committee’s suggestions in the 1. Completed application for admission and the dissertation. Upon completion of the full dissertation, nonrefundable application fee; a defense will be scheduled. This defense will be 2. One copy of official transcripts from all scheduled and conducted in accordance with the institutions attended after high school, including Graduate College’s policies for thesis and dissertation verification of a master’s degree from an completion. It is the student’s responsibility to file the accredited college or university. required “Notification of Oral or Written Examination” form with the Graduate College in a timely manner. More information is available on the Graduate College website. Plan Graduation Requirements 1. The student must submit all required forms to the Additional materials each candidate must also upload Graduate College and then apply for graduation up with the application: to two semesters prior to completing his/her degree 1. Personal Statement of Professional Aspirations; requirements. 2. A professional resumé or vita; 2. The student must submit and successfully defend his/ 3. Verification of experience in higher education or her dissertation by the posted deadline. The defense related field; must be advertised and is open to the public. 4. Scores from the Graduate Record Exam (GRE), the 3. The student must submit his/her approved, properly Graduate Management Admission Test (GMAT) or the formatted hard-copy document to the Graduate Law School Admissions Test (LSAT). Score should be College, and submit the approved electronic version no more than five years old; to ProQuest by the posted deadline. 5. Two letters of nomination/ professional reference; 6. Evidence of writing ability; see the website for Doctor of Philosophy - Higher Education specifics. Plan Description The Doctor of Philosophy – Higher Education is grounded In the final step after reviewing all material, a select in the concept that successful higher educational leaders number of candidates will be invited for an interview with must be well-informed and context sensitive professionals department faculty. The interview enables candidates to who make theory based, research supported, and data demonstrate their oral communication skills, commitment driven decisions. to continuing professional development, and to show their leadership, learning, and educational philosophy. Final The primary objectives of the program are to: admission will be based on evaluation of all application 1. Prepare students for administrative positions in materials, including the interview. community colleges, four year colleges, universities, For specific information on the Department Educational and other public and private learning and policy Psychology & Higher Education’s Higher Education Ph.D. environments; programs, please visit the website. Applicants interested 2. Prepare individuals for faculty positions in higher in receiving a graduate assistantship must complete the education; and Graduate Assistantship Application found on the Graduate 3. Assist doctoral students in the development of skills College website . Potential students should also inform in assessment and evaluation, research design, and the program or doctoral admissions coordinator of their quantitative and qualitative methodologies appropriate interest in the program. for leadership roles as faculty or administrators in higher and postsecondary education. All domestic and international applicants must review and follow the Graduate College Admission and Registration Students can elect to specialize in any of three emphasis Requirements. areas: higher education leadership, including university and community college leadership; higher education Students are accepted into a degree program as described policy and planning; and student affairs leadership.​​ in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the described For more information about your program, including your programs are subject to change at any time. graduate program handbook and learning outcomes, please visit the Degree Directory. Plan Admission Requirements Applications available on the UNLV Graduate College website.

90 Graduate Catalog • College of Education Plan Requirements EDH 750 - Special Topics in Higher Education Total Credits Required: 66 EDH 780 - Seminar: Teaching in Higher Education Course Requirements Required Core Courses – Credits: 15 EDH 791 - Doctoral Independent Study EDH 703 - History of American Higher Education Internship Course – Credits: 3 EDH 710 - Finance and Budgeting in Higher Education EDH 790 - Doctoral Internship EDH 715 - Theory of Educational Organizations Prospectus Course – Credits: 3 EDH 796 - Dissertation Proposal Preparation EDH 738 - Public Policy in Higher and Post-Secondary Education Dissertation – Credits: 12 EDH 799 - Dissertation EDH 705 - HE Law-Doctoral Degree Requirements Or 1. Students must complete a minimum of 66 credit EDH 742 - Academic Governance in Higher Education hours of approved course work with a minimum GPA of 3.00. Required Research Courses – Credits: 12 2. Students without a background in statistics may take EDH 707 - Designing & Critiquing Research In Education EPY 721 – Descriptive/Inferential Statistics, but the EPY 716 - Evaluation Research Methods course will not count as credits toward the doctoral program. EPY 722 - Inferential Statistics and Experimental Design 3. In consultation with his/her advisor, a student will organize EPY 718 - Qualitative Research Methodologies a dissertation committee of at least three departmental members. In addition, a fourth member from outside Research Elective Courses – Credits: 6 the department, known as the Graduate College Complete two of the following courses in consultation with Representative, must be appointed. An additional your program of study chair. committee member may be added at the student and EPY 719 - Advanced Qualitative Research department’s discretion. Please see Graduate College policy for committee appointment guidelines. EPY 729 - Qualitative Case Study Research 4. The doctoral comprehensive examination consists of EPY 732 - Multiple Regression and Path Analysis two parts: A core examination and an individualized examination. Part I: Core examination: EPY 733 - Multivariate Statistics 1. The core examination is offered twice a year Specialization Courses – Credits: 15 (usually September and February). Students Complete 15 credits from the following courses in should take this examination as early in their consultation with your program of study chair. programs as possible. Students are eligible to the Comprehensive Examinations if they have EDH 607 - Leadership Development Seminar passed all core courses with a “B-” or better. No EDH 609 - Leading Diverse Organizations student with anything less than a “B-” in any core course will be allowed to take the Comprehensive EDH 618 - Facilities Management and Campus Planning Examination. A core course may be repeated, EDH 619 - Institutional Advancement allowing the student an opportunity to earn a “B-” or better. EDH 624 - Readings in Student Personnel Issues 2. To be eligible to sit for this examination, EDH 706 - Current Issues in Higher Ed students must have completed the required core courses, the required research courses, and the EDH 708 - The American Community College methodology course. EDH 732 - Readings in Administration of Higher Education 3. Each section of the comprehensive examination is taken over a two week period. EDH 733 - The Professorate 4. Section One: Covers research design. It draws EDH 737 - Ethical Dimensions of Higher Education heavily on EDH 707 and the research core. Leadership Students are encouraged to integrate information from other methods courses into their answers. EDH 739 - Organization Change & Innovation in Higher Information about this question is provided to Education students prior to the examination. EDH 740 - Comparative and International Higher 5. Section Two: Affords student the opportunity to Education integrate basic historical, organizational, financial/ economic, policy, and legal perspectives into EDH 742 - Academic Governance in Higher Education a discussion of one or more current issues. EDH 745 - Institutional Planning in Higher Education Faculty members will meet with students prior to distributing this question to talk about specific, Graduate Catalog • College of Education 91 appropriate issues that may be addressed in this Upon completion of residency students should have section of the exam. 9 to 12 dissertation credits remaining in the program 6. The evaluation rubric is available for download of study. from the department website. Students who do Plan Graduation Requirements not pass a section of the comprehensive exams 1. The student must submit all required forms to the meet with their current advisor to discuss options Graduate College and then apply for graduation up and potential remedies. to two semesters prior to completing his/her degree 7. The purpose of the individualized examination requirements. is to help students fill in gaps in their knowledge 2. The student must submit and successfully defend his/ base and to help them move forward into the her dissertation by the posted deadline. The defense dissertation stage of the program. must be advertised and is open to the public. 5. All students are required to engage in an internship 3. The student must submit his/her approved, properly experience. Each internship is an individually designed, formatted hard-copy dissertation to the Graduate semester-long experience that can be repeated for College, and submit the approved electronic version credit for up to a maximum of 6 hours. Ordinarily, the to ProQuest by the posted deadline. internship is completed after the student has successfully passed the core comprehensive examination. There Doctor of Philosophy - Learning & are three types of internships for doctoral students: Technology Administrative, Teaching, and Research. Plan Description 1. Administrative internships enable students to The Learning and Technology Ph.D. is an academic apply theory to practice. Internship placements program with an emphasis on the assessment and are available in a variety of professional settings understanding of learning outcomes and processes in including UNLV, the Community College of technology-rich learning environments and in modifying Southern Nevada, Nevada State College, the those environments in ways that promote more effective Nevada System of Higher Education administrative learning. Students take a common core of courses in departments, as well as in neighboring institutions three specialty areas: research methods and statistics, of higher education and government policy and learning and cognition theory, and technology. business environments. These are challenging experiences in which students are expected to The overarching goal of the program is to prepare students make meaningful contributions that advance the to become independent scholars who will contribute to the goals of the host site. advancement of the discipline of educational psychology 2. Teaching internships are done under the aegis of and the field of educational technology. Graduates of the a faculty member. Doctoral teaching assistants program will be prepared for a variety of professional may team with a faculty member in a Master’s positions (e.g., university and community college faculty course or teach undergraduate courses. positions, educational psychologists, learning and 3. Research internships are usually done with the technology specialists, employee training specialists, student’s doctoral chair. These internships allow program evaluators, educational technology coordinators, students to team with a faculty member on a and instructional technology specialists). research-based project, which may entail design, For more information about your program, including your data collection, analysis, or writing. graduate program handbook and learning outcomes, 6. Students must complete the residency requirement. please visit the Degree Directory. Residency requirements are met following the completion of 42 credit hours, the comprehensive Plan Admission Requirements examinations, and by completing these outcomes: Applications available on the UNLV Graduate College 1. Completion of remaining course work, including website. research courses and electives. Admission will be limited to the most qualified applicants 2. Combination of doctoral internships and/or based on a combination of the following: independent studies, as advised by student’s 1. An undergraduate grade point average of 3.00 or doctoral advisor. above. 3. Successful completion of EDH 790 – Doctoral 2. If graduate course work has been completed, a Internship and EDH 796 –Dissertation Proposal graduate grade point average of 3.00 or above. Preparation. 3. Preference given to students whose scores relate 4. Completion of a national presentation and/or a to the 50th percentile or better on the verbal and manuscript submitted for publication consideration. quantitative sections of the Graduate Record 7. Students may use three credits of dissertation hours Examination (GRE). (EDH 799) towards their residency. 4. A score of 600 or above on the Test of English as 8. Residency requirements must be fulfilled prior to the a Foreign Language (TOEFL) is also required for dissertation proposal defense. Students must review students who do not speak English as their first an outcomes checklist with their advisors prior to the language. proposal defense to verify completion of residency. 92 Graduate Catalog • College of Education 5. Three letters of reference from university faculty or Elective Courses – Credits: 18 other individuals qualified to judge the applicant’s Student must take a minimum of 18 credit hours of learning academic potential. and/or technology elective courses from the following list 6. The applicant’s statement of professional interests of courses, or other advisor-approved courses. and goals. Illustrative learning elective courses include but are not 7. Graduate College application is available online. limited to: EPY 768 - Problem Solving, Reasoning, and Expertise All domestic and international applicants must review and follow the Graduate College Admission and Registration EPY 770 - Cognition and Instruction Requirements. EPY 787 - Individual Research (1-3 credits) Students are accepted into a degree program as described EPY 789 - Seminar in Learning and Cognition in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the described EPY 791 - Special Topics in Educational Psychology programs are subject to change at any time. PSY 703 - Cognitive Psychology (3 credits) Plan Requirements Illustrative technology elective courses include but are not Total Credits Required: 67 limited to: Course Requirements Required Courses – Credits: 4 CIT 608 - Integrating Technology in Teaching and Learning EPY 701 - Proseminar in Educational Psychology CIT 643 - Designing Digital Materials for Education CIT 778 - Instructional Design CIT 647 - Creating Online Learning Environments Core Research Courses – Credits: 12 CIT 648 - Issues and Methods in Online Learning EPY 718 - Qualitative Research Methodologies CIT 653 - Creating Digital Materials for Education EPY 722 - Inferential Statistics and Experimental Design CIT 667 - Technology and Educational Change EPY 723 - Theory and Practice of Human Measurement I CIT 669 - Advanced Web Design and Development for EPY 732 - Multiple Regression and Path Analysis Educators Additional Research Course – Credits: 3 CIT 772 - Technology in Teacher Education Complete one of the following courses: EPY 716 - Evaluation Research Methods CIT 782 - Distance Education Issues and Trends EPY 719 - Advanced Qualitative Research Dissertation – Credits: 12 EPY 799 - Dissertation EPY 724 - Theory and Practice of Human Measurement II Degree Requirements EPY 726 - Advanced Evaluation Research Methods 1. Students must maintain a GPA of 3.00 or higher for all EPY 729 - Qualitative Case Study Research course work taken at the doctoral level. 2. Residence Credit Requirement: A minimum of 50 EPY 733 - Multivariate Statistics percent of the total credits required to complete EPY 738 - Interpretive Analysis of Text and Discourse the doctoral degree not including transferred and dissertation credits must be earned at UNLV after EPY 745 - Categorical/Nonparametric Data Analysis admission to the doctoral degree program. EPY 746 - Multilevel Statistical Models: Theory and Application 3. Each student must satisfy a scholarly paper requirement by the time he or she has completed EPY 747 - Large Scale Secondary Data Analysis 36 credits (Review I). The student must be primarily Learning Courses – Credits: 9 responsible for carrying out and reporting a study EPY 757 - Theory and Philosophy of Educational under the supervision of a program faculty member. Psychology The requirement may be fulfilled in one of two ways. First, the study may involve the collection and EPY 767 - Human Learning and Cognition analysis of some empirical data (for example, a pilot EPY 777 - Cognitive Development study) resulting in a scholarly paper that is submitted to either a professional journal or as a proposal to Technology Course – Credits: 3 an annual conference of a national organization. CIT 770 - Advanced Seminar in Educational Technology Second, the paper may consist of a literature review Research that is submitted for publication in a quality, peer- Multimedia Course – Credits: 6 reviewed journal or submitted for presentation at a CIT 780 - Multimedia Learning Studio national conference. Prior to beginning, projects

Graduate Catalog • College of Education 93 must be approved by a supervising faculty member. Dual Degree: Doctor of Philosophy - Once completed, students must submit to the Educational Psychology & Juris Doctor program coordinator(s): (a) a copy of the paper, (b) Plan Description a submission acknowledgment, and (c) a completed The Educational Psychology Program in coordination Review I form from the supervising faculty member. with the UNLV Boyd School of law offers a dual JD/Ph.D. 4. In consultation with his/her advisor, a student will degree. The Educational Psychology Ph.D. is designed organize a dissertation committee of at least three to provide advanced studies in educational psychology departmental members. In addition, a fourth member with two primary strands: 1) Educational psychology with from outside the department, known as the Graduate specialty area emphases in educational assessment, College Representative, must be appointed. An program evaluation, research, and learning in school additional committee member may be added at the domains, and 2) School Psychology. This program will student and department’s discretion. Please see provide opportunities for students to become independent Graduate College policy for committee appointment scholars who are able to make significant contributions guidelines. to knowledge in specialized areas of educational 5. Students must successfully complete a preliminary psychology where both regional and national need for examination. This formal assessment will focus on trained professionals has been identified. areas of knowledge that are most relevant to the student’s dissertation topic. The student and his/ The two strands in the program focus on the outcomes and her committee will determine the content of this processes that promote more effective learning in school examination. The student and his/her committee will based and related applications. Students in all strands will determine the content of this examination format take core courses in: 1) research methods and statistics, in that it will focus on in-depth reading and writing 2) learning and cognition, and 3) advanced studies in a directly related to the student’s proposed dissertation domain of school curriculum, school counselor education, topic as well as on the student’s mastery of previously or school psychology. All students will be actively involved learned core information. in research and research-related activities throughout 6. After successfully completing the scholarly paper their program of study. The program will prepare students requirement and preliminary examination, students for a variety of professional careers related to teaching, can submit a formal dissertation proposal to their research, and professional practice in both academic doctoral committee and submit the accompanying and nonacademic settings. For example, students will be “Prospectus Approval” form from the Graduate prepared to fill faculty, research, or assessment positions College. The doctoral committee will determine the at academic institutions, such as universities, community acceptability of the prospectus. Upon completion of colleges, and K-12 school districts. the dissertation, a defense will be scheduled and Representative occupations include educational conducted in accordance with the Graduate College’s psychologist, program evaluator, director of school policies for thesis and dissertation completion. counseling, school counselor educator, educational Plan Graduation Requirements assessment coordinator, school psychologist, and 1. The student must submit all required forms to the employee training specialist. Graduates from the school Graduate College and then apply for graduation up psychology specialization strand can find employment in to two semesters prior to completing his/her degree universities, public and private schools, and as mental requirements. health service providers in agencies and private practice. 2. The student must submit and successfully defend his/ For more information about your program, including your her dissertation by the posted deadline. The defense graduate program handbook and learning outcomes, must be advertised and is open to the public. please visit the Degree Directory. 3. The student must submit his/her approved, properly formatted hard-copy dissertation to the Graduate Plan Admission Requirements College, and submit the approved electronic version Applications available on the UNLV Graduate College to ProQuest by the posted deadline. website. Applicants to the J.D./Ph.D. program must submit formal applications for admission to both the William S. Boyd School of Law and to the Graduate College. Students must meet the requirements for admission to both programs. Admission requirements are the same as those stated under the regular J.D. and Educational Psychology Ph.D. programs. Current application deadlines are posted on the website. A dual program candidate must complete the Graduate College, Law School and Educational Psychology Program admission processes in order to matriculate.

94 Graduate Catalog • College of Education Successful completion of the first year of law school is EPY 767 - Human Learning and Cognition a precondition to commencement of work on the Ph.D. EPY 777 - Cognitive Development program and waives the Master’s Degree prerequisite for entry to the program. A law school student may be Specialization Courses – Credits: 18 admitted to the dual program by gaining admission to the Complete 18 credits of advisor-approved coursework Educational Psychology Ph.D. program after successful within your specified area of focus. completion of the first year of law school with the consent Dissertation – Credits: 12 of both programs. EPY 799 - Dissertation Under the terms and conditions of the program the Law Total Credits Required for the Juris Doctor: 80 School has agreed to accept 9 credits of course work Required Courses – Credits: 44 from the Educational Psychology Program toward the Directed Electives – Credits: 9 J.D. degree. The Educational Psychology Ph.D. Program Free Electives – Credits: 27 has agreed to accept 12 credits of course work from the Degree Requirements Law School toward the Ph.D. degree. See Plan Degree Requirements below. Students interested in the dual program should alert Graduation Requirements Graduate College admission personnel when commencing See Plan Graduation Requirements below. the admission process. Students interested in the Dual Degree Program should alert the Dual Degree Program Subplan 2 Requirements: School Psychology Track Coordinator, Dr. Rebecca Nathanson, so that consultation Total Credits Required: 135 on the admissions process can be initiated. Course Requirements Total Credits Required for the Doctor of Philosophy All domestic and international applicants must review and – Educational Psychology: 55 follow the Graduate College Admission and Registration Proseminar Course – Credits: 1 Requirements. EPY 701 - Proseminar in Educational Psychology Students are accepted into a degree program as described Research Methods Courses – Credits: 12 in the Graduate Catalog. The faculty and corresponding EPY 718 - Qualitative Research Methodologies sub-disciplines and sub-plans within the described programs are subject to change at any time. EPY 722 - Inferential Statistics and Experimental Design Plan Requirements EPY 723 - Theory and Practice of Human Measurement I See Subplan Requirements Below. EPY 730 - Advanced Research Methods Subplan 1 Requirements: Foundations Track Additional Research Methods Course – Credits: 3 Total Credits Required: 135 Complete one of the following courses: Course Requirements EPY 716 - Evaluation Research Methods Total Credits Required for the Doctor of Philosophy – Educational Psychology: 55 EPY 719 - Advanced Qualitative Research Proseminar Course – Credits: 1 EPY 724 - Theory and Practice of Human Measurement II EPY 701 - Proseminar in Educational Psychology EPY 733 - Multivariate Statistics Research Methods Courses – Credits: 12 EPY 718 - Qualitative Research Methodologies EPY 787 - Individual Research EPY 722 - Inferential Statistics and Experimental Design EPY 790 - Research Seminar in EPY EPY 723 - Theory and Practice of Human Measurement I Learning Theory Courses – Credits: 9 EPY 757 - Theory and Philosophy of Educational EPY 730 - Advanced Research Methods Psychology Additional Research Methods Course – Credits: 3 EPY 767 - Human Learning and Cognition Complete one of the following courses: EPY 716 - Evaluation Research Methods EPY 777 - Cognitive Development EPY 719 - Advanced Qualitative Research Specialization Courses – Credits: 18 Complete 18 credits of advisor-approved coursework EPY 724 - Theory and Practice of Human Measurement II within your specified area of focus. EPY 733 - Multivariate Statistics Dissertation – Credits: 12 EPY 787 - Individual Research EPY 799 - Dissertation EPY 730 - Advanced Research Methods Total Credits Required for the Juris Doctor: 80 Required Courses – Credits: 44 Learning Theory Courses – Credits: 9 Directed Electives – Credits: 9 EPY 757 - Theory and Philosophy of Educational Free Electives – Credits: 27 Psychology Graduate Catalog • College of Education 95 Degree Requirements Once completed, students must submit to the See Plan Degree Requirements below. program coordinator(s): (a) a copy of the paper, (b) a submission acknowledgment, and (c) a completed Graduation Requirements Review I form from the supervising faculty member. See Plan Graduation Requirements below. 11. Each student must take the preliminary examination Plan Degree Requirements (Review II). This second formal assessment, typically 1. Students must be admitted to both the J.D. and Ph.D. completed during the last semester of formal programs with graduate standing. The candidates classwork, is an examination that will focus on areas must successfully complete the 80 credit hours of of knowledge that are most relevant to the student’s Law course work and 55 credit hours of the Ph.D. proposed dissertation topic. The student and his/ required course work. her committee will determine the content of this 2. William S. Boyd School of Law cannot award credit examination format in that it will focus on in-depth for any class taken before matriculation. J.D./Ph.D. reading and writing directly related to the student’s candidates are required to enroll at the Boyd School proposed dissertation topic as well as on the student’s of Law and complete one year of study before taking mastery of previously learned core information. any Ph.D. courses. 12. After successfully completing Review I (i.e., satisfying 3. Students in the J.D./Ph.D. program must remain in the scholarly product requirement) and Review II (i.e., good standing in both J.D. and Ph.D. programs. passing the preliminary examination), students can 4. Students must maintain a grade point average of 3.00 then submit a formal dissertation proposal to their or better in the program and a grade of B or better in doctoral committee and submit the accompanying core course work. “Dissertation Prospectus” form to the Graduate 5. Of the 55 credits, 18 must be in coursework tailored College. The doctoral committee will meet and for the area of focus in the strand. determine whether to accept or reject the prospectus. 6. Of the 55 credits, 25 are in courses shared with other A prospectus can be accepted provisionally given that doctoral programs in the department. the student follows the committee’s suggestions in the 7. In consultation with his/her advisor, a student dissertation. Upon completion of the full dissertation, will organize a dissertation committee of at least a defense will be scheduled. This defense will be three departmental members and one law school scheduled and conducted in accordance with the representative. In addition, a fifth member from Graduate College’s policies for thesis and dissertation outside the department, known as the Graduate completion. It is the student’s responsibility to file the College Representative, must be appointed. The Dual required “Notification of Oral or Written Examination” Degree Program Coordinator will sit on all dissertation form with the Graduate College in a timely manner. committees. Please see Graduate College policy for Plan Graduation Requirements committee appointment guidelines. 1. Students cannot graduate from one portion of the 8. Specific specialization courses in the assessment, dual degree until the requirements for both are met. program evaluation, research, and learning in school Students must apply to graduate from both programs domains strands are determined by the student in for the same semester. consultation with her or his committee. 2. The student must submit all required forms to the 9. In addition to the required specialization courses, Graduate College and then apply for graduation up each student, in consultation with advisor and doctoral to two semesters prior to completing his/her degree committee, selects an individual emphasis area and requirements. determines the specific courses to be completed. 3. The student must submit and successfully defend his/ 10. Each student must satisfy a scholarly paper her dissertation by the posted deadline. The defense requirement by the time he or she has completed must be advertised and is open to the public. 36 credits (Review I). The student must be primarily 4. The student must submit his/her approved, properly responsible for carrying out and reporting a study formatted hard-copy document to the Graduate under the supervision of a program faculty member. College, and submit the approved electronic version The requirement may be fulfilled in one of two to ProQuest by the posted deadline. ways. First, the study may involve the collection and analysis of some empirical data (for example, a pilot study) resulting in a scholarly paper that is submitted to either a professional journal or as a proposal to an annual conference of a national organization. Second, the paper may consist of a literature review that is submitted for publication in a quality, peer- reviewed journal or submitted for presentation at a national conference. Prior to beginning, projects must be approved by a supervising faculty member.

96 Graduate Catalog • College of Education Dual Degree: Doctor of Philosophy - Higher Admissions Coordinator so that consultation on the Education & Juris Doctor admissions process can be initiated. Plan Description Students can elect to specialize in any of three emphasis The Higher Education Program in coordination with the areas: higher education leadership, including university UNLV Boyd School of law offers a dual J.D./Ph.D. degree. and community college leadership; higher education The Doctor of Philosophy – Higher Education is grounded policy and planning; and student affairs leadership. in the concept that successful higher educational leaders must be well-informed and context sensitive professionals All domestic and international applicants must review and who make theory based, research supported, and data follow the Graduate College Admission and Registration driven decisions. Requirements. The primary objectives of the program are to: Students are accepted into a degree program as described 1. Prepare students for administrative positions in in the Graduate Catalog. The faculty and corresponding community colleges, four year colleges, universities, sub-disciplines and sub-plans within the described and other public and private learning and policy programs are subject to change at any time. environments; Plan Requirements 2. Prepare individuals for faculty positions in higher Total Credits Required: 134 education; and Course Requirements 3. Assist doctoral students in the development of skills Total Credits Required for the Doctor of Philosophy in assessment and evaluation, research design, and – Higher Education: 54 quantitative and qualitative methodologies appropriate Required Core Courses – Credits: 15 for leadership roles as faculty or administrators in EDH 703 - History of American Higher Education higher and postsecondary education. EDH 710 - Finance and Budgeting in Higher Education For more information about your program, including your graduate program handbook and learning outcomes, EDH 715 - Theory of Educational Organizations please visit the Degree Directory. EDH 738 - Public Policy in Higher and Post-Secondary Plan Admission Requirements Education Applications available on the UNLV Graduate College EDH 705 - HE Law-Doctoral website. Or Applicants to the J.D./Ph.D. program must submit formal applications for admission to both the William S. Boyd EDH 742 - Academic Governance in Higher Education School of Law and to the Graduate College. Students must Required Research Courses – Credits: 12 meet the requirements for admission to both programs. EDH 707 - Designing & Critiquing Research In Education Admission requirements are the same as those stated under the regular J.D. and Higher Education Ph.D. programs. EPY 716 - Evaluation Research Methods Current application deadlines are posted on the website. EPY 722 - Inferential Statistics and Experimental Design A dual program candidate must complete the Graduate EPY 718 - Qualitative Research Methodologies College, Law School and Higher Education Program admission processes in order to matriculate. Successful Research Elective Courses – Credits: 3 completion of the first year of law school is a precondition Select one of the following courses in consultation with to commencement of work on the Ph.D. program and your program of study chair. waives the Master’s Degree perquisite for entry to the EPY 719 - Advanced Qualitative Research program. A law school student may be admitted to the dual program by gaining admission to the Higher Education EPY 729 - Qualitative Case Study Research Ph.D. program after successful completion of the first EPY 732 - Multiple Regression and Path Analysis year of law school with the consent of both programs. EPY 733 - Multivariate Statistics Under the terms and conditions of the program the Law School has agreed to accept 9 credits of course work Specialization Courses – Credits: 9 from the Higher Education Program toward the J.D. Complete 9 credits from the following courses in degree. The Higher Education Ph.D. Program has agreed consultation with your program of study chair. to accept 18 credits of course work from the Law School EDH 607 - Leadership Development Seminar toward the Ph.D. degree. EDH 609 - Leading Diverse Organizations Students interested in the dual program should alert Graduate College admission personnel when commencing EDH 618 - Facilities Management and Campus Planning the admission process. Students interested in the Dual EDH 619 - Institutional Advancement Degree Program should alert the Higher Education Ph.D.

Graduate Catalog • College of Education 97 EDH 624 - Readings in Student Personnel Issues 6. The doctoral comprehensive examination consists of two parts: A core examination and an individualized EDH 706 - Current Issues in Higher Ed examination. Part I: Core examination: EDH 708 - The American Community College a. The core examination is offered twice a year (usually September and February). Students EDH 732 - Readings in Administration of Higher should take this examination as early in their Education programs as possible. Students are eligible to EDH 733 - The Professorate the Comprehensive Examinations if they have passed all core courses with a “B-” or better. No EDH 737 - Ethical Dimensions of Higher Education student with anything less than a “B-” in any core Leadership course will be allowed to take the Comprehensive EDH 739 - Organization Change & Innovation in Higher Examination. A core course may be repeated, Education allowing the student an opportunity to earn a “B-” or better. EDH 740 - Comparative and International Higher b. To be eligible to sit for this examination, Education students must have completed the required core EDH 742 - Academic Governance in Higher Education courses, the required research courses, and the methodology course. EDH 745 - Institutional Planning in Higher Education c. Each section of the comprehensive examination EDH 750 - Special Topics in Higher Education is taken over a two week period. d. Section One: Covers research design. It draws EDH 780 - Seminar: Teaching in Higher Education heavily on the research core courses. Students EDH 791 - Doctoral Independent Study are encouraged to integrate information from other methods courses into their answers. Prospectus Course – Credits: 3 Information about this question is provided to EDH 796 - Dissertation Proposal Preparation students prior to the examination. Dissertation – Credits: 12 e. Section Two: Affords student the opportunity EDH 799 - Dissertation to integrate basic historical, organizational, financial/economic, policy, and legal perspectives Total Credits Required for the Juris Doctor: 80 into a discussion of one or more current issues. Required Courses – Credits: 44 Faculty members will meet with students prior to Directed Electives – Credits: 9 distributing this question to talk about specific, Free Electives – Credits: 27 appropriate issues that may be addressed in this Degree Requirements section of the exam. 1. Students must be admitted to both the J.D. and Ph.D. f. The evaluation rubric is available for download programs with graduate standing. The candidates from the department website. Students who do must successfully complete the 80 credit hours of not pass a section of the comprehensive exams Law course work and 54 credit hours of the Ph.D. meet with their current advisor to discuss options required course work. and potential remedies. 2. William S. Boyd School of Law cannot award credit g. The purpose of the individualized examination for any class taken before matriculation. J.D./Ph.D. is to help students fill in gaps in their knowledge candidates are required to enroll at the Boyd School base and to help them move forward into the of Law and complete one year of study before taking dissertation stage of the program. any Ph.D. courses. 7. All students are required to engage in an internship 3. Students without a background in statistics may take experience. Each internship is an individually EPY 721 Descriptive/Inferential Statistics, but the designed, semester-long experience that can be course will not count as credits toward the doctoral repeated for credit for up to a maximum of 6 hours. program. Ordinarily, the internship is completed after the student 4. In consultation with his/her advisor, a student has successfully passed the core comprehensive will organize a dissertation committee of at least examination. There are three types of internships three departmental members and one law school for doctoral students: Administrative, Teaching, and representative. In addition, a fifth member from Research. outside the department, known as the Graduate a. Administrative internships enable students to College Representative, must be appointed. The Dual apply theory to practice. Internship placements Degree Program Coordinator will sit on all dissertation are available in a variety of professional settings committees. Please see Graduate College policy for including UNLV, the Community College of committee appointment guidelines. Southern Nevada, Nevada State College, the 5. Students in the J.D./Ph.D. program must remain in Nevada System of Higher Education administrative good standing in both J.D. and Ph.D. programs. departments, as well as in neighboring institutions of higher education and government policy and 98 Graduate Catalog • College of Education business environments. These are challenging Education Specialist - Educational experiences in which students are expected to Psychology make meaningful contributions that advance the Plan Description goals of the host site. Educational Psychology Ed.S. is based upon standards b. Teaching internships are done under the aegis of set forth by state and national accreditation organizations a faculty member. Doctoral teaching assistants and is a nationally approved program. Students pursuing may team with a faculty member in a Master’s school psychology studies meet credential standards course or teach undergraduate courses. by completing at least 66 semester hours beyond the c. Research internships are usually done with the bachelor’s of required and elective graduate-level student’s doctoral chair. These internships allow course work by completing the hours and 1,200 hours students to team with a faculty member on a of supervised internship. Completion of this program research-based project, which may entail design, of graduate study enables the student to receive state data collection, analysis, or writing. licensure as a school psychologist in Nevada and the 8. Students must complete the residency requirement. opportunity to gain national certification. Residency requirements are met following the completion of 42 credit hours, the comprehensive The program adopts the scientist/practitioner model of examinations, and by completing these outcomes: school psychology. Courses and practica seek to integrate a. Completion of remaining course work, including theory and applied skills for working in schools and other research courses and electives. educational settings. The primary goal of the school b. Combination of doctoral internships and/or psychology program is to prepare professional school independent studies, as advised by student’s psychologists who can apply psychological principles doctoral advisor. to ameliorate cognitive, learning, behavioral, and other c. Successful completion of EDH 790 – Doctoral school related problems of children and adolescents. Internship and EDH 796 –Dissertation Proposal For more information about your program, including your Preparation. graduate program handbook and learning outcomes, d. Completion of a national presentation and/or a please visit the Degree Directory. manuscript submitted for publication consideration. Plan Admission Requirements 9. Students may use three credits of dissertation hours Applications available on the UNLV Graduate College (EDH 799) towards their residency. website. 10. Residency requirements must be fulfilled prior to the dissertation proposal defense. Students must review Students are admitted each spring to begin the following an outcomes checklist with their advisors prior to the fall. Applicants must have a 2.75 undergraduate GPA proposal defense to verify completion of residency. with the last two years GPA of 3.0. The GRE must also Upon completion of residency students should have be taken, with preference given to applicants who score 9 to 12 dissertation credits remaining in the program at or above the 50% percentile on both the verbal and of study. quantitative scores on the GRE. The admission process begins with applications submitted to the Graduate Plan Graduation Requirements College and to the program 1. Students cannot graduate from one portion of the dual degree until the requirements for both are met. Admission is based on the following criteria: Students must apply to graduate from both programs 1. Graduate College online application for the same semester. 2. Department application 2. The student must submit all required forms to the 3. Preference is given to students whose scores Graduate College and then apply for graduation up relate to the 50th percentile or better on the verbal to two semesters prior to completing his/her degree and quantitative sections of the Graduate Record requirements. Examination (GRE) 3. The student must submit and successfully defend his/ 4. Three letters of recommendation from former her dissertation by the posted deadline. The defense instructors, employers, or other professionals who must be advertised and is open to the public. can evaluate the potential to complete graduate study 4. The student must submit his/her approved, properly 5. One-page career goals statement which also serves formatted hard-copy dissertation to the Graduate as a sample of the applicant’s writing skills College, and submit the approved electronic version 6. Transcripts from all colleges and universities attended to ProQuest by the posted deadline. All domestic and international applicants must review and follow the Graduate College Admission and Registration Requirements. Students are accepted into a degree program as described in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the described programs are subject to change at any time. Graduate Catalog • College of Education 99 Plan Requirements 3. Following the first year of the required prescribed Total Credits Required: 67 Ed.S. program courses (minimum of 34 credits) Course Requirements and successful completion of the comprehensive Psychology/Educational Foundations Courses – examination, students are eligible to receive an M.S. Credits: 16 degree in Educational Psychology. EPY 701 - Proseminar in Educational Psychology 4. The culminating experience for the School Psychology Ed.S. is the completion of a two-semester (minimum EPY 711 - Human Growth and Development of 1200 clock hour) internship in a school setting. This EPY 712 - Foundations of Learning and Cognition is typically a full-time assignment, completed at the end of the program. During this time students will also ESP 701 - Introduction to Special Education and Legal enroll in EPP 766 and complete a portfolio with results Issues of a national exam and examples of work product. EPY 788 - Seminar in EPY The portfolio will serve as the final examination for the Ed.S. degree. EPP 760 - Psychoeducational Issues of Diverse Learners 5. Students will typically have completed all other Assessment & Intervention Courses – Credits: 22 coursework prior to being approved for internship. EPY 705 - Child Counseling Students must have successfully completed the primary assessment courses (EPP 710, EPP 715, EPP 710 - Assessment of Intelligence by School EPP 763) and the practica to be eligible for internship Psychologists placement. EPY 786 - Applied Assessment in Educational and School Plan Graduation Requirements Psychology 1. The student must submit all required forms to the EPP 715 - Projective, Personality, and Behavioral Graduate College and then apply for graduation from Assessment by School Psychologists both degrees (where applicable) up to two semesters prior to completing his/her degree requirements. CED 733 - Introduction to Group Counseling 2. The student must successfully complete the EPP 767 - School-Based Neuropsychological Assessment professional paper. EPP 763 - Psychoeducational Academic and Diagnostic Assessment Graduate Certificate in Chief Diversity Officer in Higher Education ESP 733 - Management and Modification of Students with Plan Description Special Needs The Graduate Certificate in Chief Diversity Officer in Research Courses – Credits: 9 Higher Education (CDOHE) targets full- or part-time EPY 702 - Research Methods graduate students who seek professional preparation commensurate with the Standards of Professional EPY 721 - Descriptive and Inferential Statistics: An Practice for Chief Diversity Officers (CDO) established Introduction by the National Association of Diversity Officers in EPP 750 - Advanced Test Analysis in School Psychology Higher Education (NADOHE) in 2014. Hours earned in a degree program in either higher education or multicultural Professional School Psychology Courses - Credits: 6 education cannot be used for the graduate certificate in Complete 3 credits in each of the following two courses: CDOHE. The nature of the certificate allows students to EPP 761 - Role and Function of the School Psychologist tailor their course work based on their professional goals. EPP 764 - School Psychology Seminar For more information about your program, including your graduate program handbook and learning outcomes, School Psychology Course – Credits: 6 please visit the Degree Directory. EPP 762 - School Psychology Intervention with Practicum Plan Admission Requirements Internship Course – Credits: 6 Applications available on the UNLV Graduate College EPP 769 - Internship in School Psychology website. Professional Paper – Credits: 2 EPP 766 - School Psychology Professional Paper Qualified students must apply for admission to the Graduate College via the online application. All minimum Graduate Degree Requirements College requirements MUST be met. Once accepted 1. Student must complete a minimum of 67 credit hours to UNLV, students must also complete and submit the with a minimum GPA of 3.00. Graduate Certificate in CDOHE application materials. 2. Course substitutions may be allowed with advisor and/or program faculty approval. Graduate degree-seeking students who are admitted to and pursuing degrees in other disciplines (outside higher education and multicultural education) are eligible to apply for the graduate certificate in CDOHE. 100 Graduate Catalog • College of Education All applicants must review and follow the Graduate Education at the masters or doctoral levels upon formal College Admission and Registration Requirements. admission to the program. Hours earned in the masters or doctorate programs in Higher Education may NOT be Students are accepted into a certificate program as used toward the certificate. described in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the For more information about your program, including your described programs are subject to change at any time. graduate program handbook and learning outcomes, please visit the Degree Directory. Plan Requirements Total Credits Required: 18 Plan Admission Requirements Course Requirements Applications available on the UNLV Graduate College Required Courses – Credits: 9 website. Complete the following courses: CERTIFICATE SEEKING CIG 660 - Multicultural Education • A qualified student, who wishes to enter UNLV to obtain the Graduate Certificate in College Sport EDH 705 - HE Law-Doctoral Leadership without being enrolled in a degree EDH 742 - Academic Governance in Higher Education program, may apply for graduate admission to the Graduate College via the Grad Rebel Gateway. All Core Course – Credits: 3 minimum Graduate College requirements MUST be Complete one of the following courses: met. Once accepted to UNLV, students must also CIG 771 - Comparative Studies in Learning, Teaching, complete and submit the Graduate Certificate in and Curriculum College Sport Leadership application. CIG 772 - Introduction to Cultural Studies in Education DEGREE SEEKING CIG 773 - Critical Literacies/Critical Pedagogies • Doctoral and masters level students who are admitted to and pursuing other disciplines are Multicultural Education Elective Course – Credits: 3 eligible for the certificate program in college sport Complete one of the following courses: leadership. Students must complete and submit CIG 661 - Topics Multicultural Education an application through the Grad Rebel Gateway CIG 662 - Theory and Research Multicultural Education along with the Graduate Certificate in College Sport Leadership application materials. Enrollment Higher Education Elective Course – Credits: 3 may be limited based on class size. Applications may Complete one of the following courses: be submitted at any time during an academic term. EDH 627 - Student Learning and Development Accepted students can begin taking classes the term following acceptance. EDH 714 - Understanding Minority Serving Institutions All applicants must review and follow the Graduate EDH 738 - Public Policy in Higher and Post-Secondary College Admission and Registration Requirements. Education Students are accepted into a certificate program as Certificate Requirements described in the Graduate Catalog. The faculty and Accepted students must earn a B or better in all courses. corresponding sub-disciplines and sub-plans within the Plan Certificate Completion Requirements described programs are subject to change at any time. The student must submit all required forms to the Graduate Plan Requirements College and then apply for graduation up to two semesters Total Credits Required: 15 prior to completing his/her degree requirements. Course Requirements Graduate Certificate in College Sport Required Courses – Credits: 6 Leadership EDH 603 - Sport in Higher Education Plan Description EDH 606 - Intercollegiate Athletic Administration The Graduate Certificate in College Sport Leadership targets full or part-time graduate students who may not have Electives – Credits: 6 studied intercollegiate athletic / college sport leadership Complete a minimum of 6 credits from the following list (specific to higher education) through any formal degree of courses: program but wish to develop a deeper understanding EDH 604 - Management Communications of college sport leadership and career options available in the field of intercollegiate athletics. Current graduate EDH 607 - Leadership Development Seminar students and administrative professionals who already EDH 609 - Leading Diverse Organizations possess an undergraduate degree and have an interest in intercollegiate athletics/college sport leadership, EDH 611 - Marketing Institutions of Higher Education may benefit from this experience. Hours earned for the EDH 619 - Institutional Advancement certificate may be applied to the degree program in Higher Graduate Catalog • College of Education 101 EDH 626 - College Student Personnel Services Students must earn a B or better in all courses. Certificates will be awarded upon the student’s EDH 627 - Student Learning and Development successful completion of the certificate requirements. EDH 703 - History of American Higher Education Application may be submitted at any time during an academic term. Accepted students can begin taking Internship Course – Credits: 3 classes the follow term of acceptance EDH 690 - Masters Internship All applicants must review and follow the Graduate Certificate Requirements College Admission and Registration Requirements. Completion of a minimum of 15 credit hours, including 3 hours of internship in an intercollegiate athletic department Students are accepted into a certificate program as as a culminating experience. described in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the Students must earn a B or better in all courses. described programs are subject to change at any time. Plan Certificate Completion Requirements Plan Requirements Certificates will be awarded upon the student’s successful Total Credits Required: 15 completion of all certificate requirements. Course Requirements Core – Credits: 12 The student must submit all required forms to the Graduate Complete 12 hours from the following courses: College and then apply for graduation in MyUNLV by the appropriate deadline. EDH 607 - Leadership Development Seminar EDH 609 - Leading Diverse Organizations Graduate Certificate in Higher Education Plan Description EDH 627 - Student Learning and Development The graduate certificate in Higher Education targets full EDH 703 - History of American Higher Education or part-time graduate students who may not have studied higher education through any formal degree program but EDH 710 - Finance and Budgeting in Higher Education wish to develop a deeper understanding of higher education. EDH 715 - Theory of Educational Organizations In particular doctoral students enrolled in other disciplines who plan to enter the academy as tenure track faculty EDH 733 - The Professorate members, as well as current administrative professionals EDH 738 - Public Policy in Higher and Post-Secondary who already possess an undergraduate degree and have Education 2-3 years full-time experience in higher education, may also benefit from this experience. Hours earned for the EDH 742 - Academic Governance in Higher Education certificate may be applied to a degree program in higher EDH 780 - Seminar: Teaching in Higher Education education at the masters or doctoral levels. Hours earned in the masters or doctorate programs in higher education Electives Course – Credits: 3 may NOT be used toward the certificate. Complete a minimum of 3 hours from the following courses: For more information about your program, including your graduate program handbook and learning outcomes, EDH 603 - Sport in Higher Education please visit the Degree Directory. EDH 705 - HE Law-Doctoral Plan Admission Requirements EDH 708 - The American Community College Applications available on the UNLV Graduate College website. EDH 750 - Special Topics in Higher Education A qualified student, who wishes to enter UNLV to obtain Certificate Requirements the graduate certificate in higher education without being Student must complete a minimum of 15 credit hours with enrolled in a degree program, may apply for graduate a minimum GPA of 3.00. admission to the Graduate College via the Grad Rebel Plan Certificate Completion Requirements Gateway. All minimum Graduate College requirements The student must submit all required forms to the Graduate MUST be met. Once accepted to UNLV, students must College and then apply for graduation in MyUNLV by the also complete and submit the Graduate Certificate in appropriate deadline. Higher Education application. Doctoral and masters level students who are admitted Master of Education - Educational Policy to and pursuing other disciplines are eligible for the and Leadership certificate program in higher education. Students must Plan Description complete and submit the Graduate Certificate in Higher The primary purpose of the Educational Policy and Education application. Leadership program is to prepare educational leaders Enrollment may be limited based on class size. for leadership and administrative roles in K-12 schools in response to 21st century challenges. Particular attention 102 Graduate Catalog • College of Education will be paid to engaging pre-service principal interns in EPL 751 - Educational Law & Policy: Student Issues community-building efforts with for-profit and non-profit EPL 753 - Human and Fiscal Resource Management businesses, social service agencies, and university entities. This program will encourage systematic research- EPL 755 - Law for Exceptional Students based practices and evidence-based decision making, EPL 757 - Education Law and Public Policy: Teacher/Staff particularly focused on urban populations, and guided by Evaluation state and national educational standards. EPL 758 - Financial Entrepreneurship & Educational Innovation For more information about your program, including your graduate program handbook and learning outcomes, Research Core Courses – Credits: 6 please visit the Degree Directory. EPL 722 - Educational Research Methods Plan Admission Requirements EPL 735 - Leadership for School Improvement Applications available on the UNLV Graduate College Internship and Capstone Courses – Credits: 8 website. EPL 742 - Leadership Field Experience 1. An earned bachelor’s degree in an acceptable field of undergraduate study; EPL 780 - Capstone Seminar: Educational Leadership 2. A GPA of at least 2.75 overall or 3.00 in the last 60 Elective Courses – Credits: 8 semester hours of undergraduate study; EPL 700 - Special Topics 3. At least 3 years of professional experience EPL 731 - Leadership in a Digital Age Individuals seeking a Nevada endorsement as an administrator of a school must hold a valid elementary, EPL 732 - School and Community Leadership middle school/junior high, or secondary or special EPL 740 - Educational Systems teaching license. Degree Requirements In addition to the application and transcripts required by 1. Students must complete 36 credit hours of approved the Graduate College, applicants must submit the following coursework: documents to the program uploaded as part of the online 2. Students will meet with an academic advisor and application: complete a formal degree plan. 1. Score Report from Graduate Record Examination 3. Students must obtain a 3.0 GPA in order to graduate. (GRE) or Graduate Management Admissions Test A student can have no more than one grade less than (GMAT). GRE is preferred. B-. 2. Two letters of recommendation (one must be from Graduation Requirements current principal or district supervisor). 1. The student must submit all required forms to the 3. A resume indicating educational and professional Graduate College and then apply for graduation from experience. both degrees up to two semesters prior to completing 4. Leadership statement. his/her degree requirements. 5. Summary of leadership experiences. 2. The student must successfully complete a culminating 6. Statement of support from applicant’s current principal project. or district supervisor. 7. A valid elementary, middle school/junior high, or secondary or special teaching license. Master of Education - Higher Education Plan Description All applicants will be interviewed as part of the application The Master of Education – Higher Education is designed process. to prepare graduates to serve in administrative capacities All domestic and international applicants must review and within the university, community college, and for-profit follow the Graduate College Admission and Registration settings, with an emphasis on student affairs, intercollegiate Requirements. athletics, and higher education organization. Students are accepted into a degree program as described For more information about your program, including your in the Graduate Catalog. The faculty and corresponding graduate program handbook and learning outcomes, sub-disciplines and sub-plans within the described please visit the Degree Directory. programs are subject to change at any time. Plan Admission Requirements Plan Requirements Applications available on the UNLV Graduate College Total Credits Required: 36 website. Course Requirements 1. A bachelor’s degree from an accredited college Required Courses – Credits: 14 or university EPL 720 - Introduction to Leadership and Organizations 2. A completed application and official copies of all college transcripts EPL 737 - Systematic Professional Development and 3. Two letters of professional recommendation Instructional Supervision Graduate Catalog • College of Education 103 4. Submission of an official copy of the Graduate Higher Education Organizational Emphasis Record Examination (GRE) or the Graduate EDH 708 - The American Community College Management Admissions Test (GMAT), or the EDH 742 - Academic Governance in Higher Education LSAT 5. A minimum GPA of 2.75 for all undergraduate EDH 750 - Special Topics in Higher Education work or a 3.00 for the last two years of Capstone Course – Credits: 1 undergraduate work EDH 610 - Master’s Capstone Experience 6. Evidence of a minimum of two years satisfactory teaching or administrative experience (or Degree Requirements equivalent) preferable but not required 1. Student must complete a minimum of 37 credit 7. Statement of Interest hours with a minimum GPA of 3.00. 8. Indication of interest in a graduate assistantship, 2. All courses in the program must be at the 600- when applicable or 700-level. 3. The Master of Education (M.Ed.) – Higher All domestic and international applicants must review and Education is a non-thesis program, which follow the Graduate College Admission and Registration requires the successful completion of a capstone Requirements. project taken during the final semester. Students are accepted into a degree program as described Plan Graduation Requirements in the Graduate Catalog. The faculty and corresponding 1. The student must submit all required forms sub-disciplines and sub-plans within the described to the Graduate College and then apply programs are subject to change at any time. for graduation from both degrees up to two Plan Requirements semesters prior to completing his/her degree Total Credits Required: 37 requirements. Course Requirements 2. The student must successfully complete the Required Courses – Credits: 12 capstone course. EDH 604 - Management Communications EDH 607 - Leadership Development Seminar Master of Science - Educational Psychology Plan Description EDH 609 - Leading Diverse Organizations The Master of Science - Educational Psychology is EDH 703 - History of American Higher Education appropriate for students seeking the core knowledge, research tools, and educational experiences necessary Core Research Course – Credits: 3 to succeed in various educational settings. The program EPY 702 - Research Methods is appropriate for elementary, secondary, and special Additional Research Course – Credits: 3 education teachers who wish to enhance classroom Select one of the following: skills; students interested in pursuing advanced studies in educational psychology; students interested in obtaining EPY 716 - Evaluation Research Methods a specialist degree in school psychology; as well as EPY 718 - Qualitative Research Methodologies students who plan to apply their skills in government or business settings. Students’ individualized programs are EPY 721 - Descriptive and Inferential Statistics: An tailored with attention to their area of specialization. Introduction For more information about your program including your Internship – Credits: 3 graduate program handbook and learning outcomes EDH 690 - Masters Internship please visit the Degree Directory. Elective Courses – Credits: 15 Plan Admission Requirements Complete 15 credits of advisor-approved elective course Applications available on the UNLV Graduate College work. Courses may be selected from but are not limited website. to, the following three emphasis areas. Admission to graduate studies at UNLV requires Student Affairs Emphasis a bachelor’s degree from an accredited four-year EDH 626 - College Student Personnel Services college or university with either a minimum grade point EDH 627 - Student Learning and Development average of 2.75 overall or a 3.00 in the last two years of undergraduate work. Master’s degree programs require EDH 624 - Readings in Student Personnel Issues that an application for admission be submitted to the Intercollegiate Athletics Emphasis Graduate College, as well as transcripts from all colleges EDH 603 - Sport in Higher Education and universities attended. EDH 606 - Intercollegiate Athletic Administration Admission to the Master of Science degree program in Educational Psychology is based on the following criteria: EDH 611 - Marketing Institutions of Higher Education 1. Department application

104 Graduate Catalog • College of Education 2. Preference given to students whose scores follows the committee’s suggestions for revision. relate to the 50th percentile or better on the Upon completion of the thesis, an oral defense will verbal and quantitative sections of the Graduate be scheduled. This defense will be scheduled and Record Examination (GRE) conducted in accordance with the Graduate College’s 3. Three letters of recommendation policies for thesis and dissertation completion. 4. One writing sample Graduation Requirements 5. Transcripts from all colleges and universities 1. The student must submit all required forms to the attended Graduate College and then apply for graduation from 6. Graduate College application is available online both degrees up to two semesters prior to completing All domestic and international applicants must review and his/her degree requirements. follow the Graduate College Admission and Registration 2. The student must submit and successfully defend his/ Requirements. her thesis by the posted deadline. The defense must be advertised and is open to the public. Students are accepted into a degree program as described 3. Student must submit his/her approved, properly in the Graduate Catalog. The faculty and corresponding formatted hard-copy thesis to the Graduate College, sub-disciplines and sub-plans within the described and submit the approved electronic version to programs are subject to change at any time. ProQuest by the posted deadline. Plan Requirements Subplan 2 Requirements: Non-Thesis Track See Subplan Requirements below. Total Credits Required: 34 Subplan 1 Requirements: Thesis Track Course Requirements Total Credits Required: 34 Required Courses – Credits: 1 Course Requirements EPY 701 - Proseminar in Educational Psychology Required Courses – Credits: 1 Learning and Development Courses – Credits: 6 EPY 701 - Proseminar in Educational Psychology EPY 711 - Human Growth and Development Learning and Development Courses – Credits: 6 EPY 712 - Foundations of Learning and Cognition EPY 711 - Human Growth and Development Research Courses – Credits: 9 EPY 712 - Foundations of Learning and Cognition EPY 702 - Research Methods Research Courses – Credits: 9 EPY 721 - Descriptive and Inferential Statistics: An EPY 702 - Research Methods Introduction EPY 721 - Descriptive and Inferential Statistics: An EPY 723 - Theory and Practice of Human Introduction Measurement Elective Courses – Credits: 15 EPY 723 - Theory and Practice of Human Measurement I Students must complete a minimum of 15 credit hours of electives. Elective Courses – Credits: 12 Students must complete a minimum 12 credit hours of Culminating Experience - Credits: 3 advisor-approved electives. EPY 748 - Capstone Seminar Thesis – Credits: 6 Degree Requirements EPY 749 - Thesis 1. A minimum of 34 credits is required for the degree. Students must maintain a grade point average of 3.00 Degree Requirements or better in the program and a grade of B or better in 1. A minimum of 34 credits is required for the degree. core course work. Students must maintain a grade point average of 3.00 2. The culminating experience for the M.S. degree is the or better in the program and a grade of B or better in completion of a written comprehensive examination. core course work. 3. The comprehensive exam is comprised of questions 2. The culminating experience for the M.S. degree is the reflective of the core areas (learning and development, defense of the students’ master’s thesis. research and measurement), and the specialty. All 3. Students who choose to complete a thesis will select students who take the comprehensive exam in a given a Graduate Faculty member to serve as chair. The semester will respond to items from a set selected for chair and the student will select the other committee that semester. In consultation with the Comprehensive members. Each committee must have three Examination Evaluation Committee, the student’s adviser/ members. Committee members must be named by committee chair will create an additional item to reflect the time the student submits their Program of Study the student’s elective courses/speciality. A department to the Graduate College. The student must defend a Comprehensive Examination Evaluation Committee thesis proposal before data to be used in the thesis will evaluate the responses for each examinee. Each are collected. The committee will meet and determine student’s adviser/committee chair will also evaluate his/ whether to accept or reject the proposal. A proposal her student’s responses to the selected items. can be accepted provisionally given that the student Graduate Catalog • College of Education 105 Graduation Requirements Formerly 1. The student must submit all required forms to the EDH 728 Graduate College and then apply for graduation from EDH 608 - HE Law-Masters Credits 3 both degrees up to two semesters prior to completing Informs students of various legal authorities and their impact his/her degree requirements. on higher education and administration. Includes review and 2. The student must successfully complete a culminating analysis of legal dictates including federal and state constitutions, experience. statutes, case law policies, and administrative rules. Plan Graduation Requirements Formerly Refer to your subplan for Graduation Requirements. EDH 751 Notes: (Master’s Program) Educational Psychology and Higher Education Courses EDH 609 - Leading Diverse Organizations Credits 3 Provides students with opportunity to reflect on experiences, EDH 602 - Research Based Decision Making Credits 3 examinations of theory, and practical application of organizational This master’s level course assists students in how to integrate leadership within the context of diversity. information from reports, research, surveys, and other Formerly forms of data into effective leadership and management EDH 761 decision making processes. The methods and processes for deciphering information will help students detail the strengths EDH 610 - Master’s Capstone Experience Credits 1 and weaknesses of informational sources that administrators Provides an integrative, synthesizing experience for students commonly encounter. culminating in a written examination or an Option II Paper. Draws on and integrates concepts from previous courses and Formerly work experiences to ascertain the big picture perspective of EDH 702 higher education. Notes: (Master’s Program) Formerly EDH 603 - Sport in Higher Education Credits 3 EDH 798 Examine the role athletics and recreational sport plays in higher Notes:Only one credit may count toward degree plan. education. Through analysis of relevant scholarly literature and Grading: S/F grading. (Master’s Program) current issues, students will experience the expectations placed on higher education administrators responsible for integration EDH 611 - Marketing Institutions of and oversight of college sport programs. Higher Education Credits 3 A study of the conceptual and empirical approaches higher EDH 604 - Management Communications Credits 3 education leaders can utilize for building relationships with Master ‘s level course on the administrative and communication stakeholders. Topics include commercialization of higher aspects of effective leadership within a higher education education, market forces versus public interest, responsible setting. Equips students with the tools necessary to be innovation, strategic marketing plan development, corporate effective communicators with various audiences via letters, sponsorships and intercollegiate athletics, marketing ethics, as memorandums, E-mail messages, presentations, and meetings. well as application of market research in the higher education Formerly contexts. EDH 704 EDH 618 - Facilities Management and Notes: (Master’s Program) Campus Planning Credits 3 EDH 605 - Introduction to Colleges and This course familiarizes students with facilities management, Universities Credits 3 campus planning, and public/private partnerships. The goal Master’s level course that provides an introduction to the of the class is to increase the awareness and understanding purposes, goals, and structures of institutions of higher of the topic areas and their impact on both the academic and education. Provides a broad view of managerial functions and administrative programs at higher education institutions. an understanding of organization, finance, and other issues Formerly related to college administration. Notes: Master’s program EDH 712 EDH 606 - Intercollegiate Athletic Administration Credits 3 EDH 619 - Institutional Advancement Credits 3 This course provides students with an understanding of Introduction to fundraising and alumni relations operations in governance and policy development relevant to higher contemporary higher education. Examines the assumptions, education, intercollegiate athletics. Through analysis of relevant models, and methods that characterize fund and friend raising. scholarly literature, national governing body policies and Students will develop a context within which to evaluate the institutional policies, students experience expectations placed effectiveness of IA programs. on administrators responsible for oversight of intercollegiate athletics. Formerly EDH 718 EDH 607 - Leadership Development Seminar Credits 3 Analyzes leadership functions related to educational organizations, leadership and management theory and the impact of human resources. Special emphasis placed on use of teams in higher education.

106 Graduate Catalog • College of Education EDH 623 - Women in Higher Education Credits 3 Formerly Women’s experiences with higher education structures and EDH 752 policies are studied. We explore intersections of race, gender, Prerequisites: Consent of instructor. socio-economic status and identity development in college EDH 706 - Current Issues in Higher Ed Credits 3 women, while considering intersections of feminist theory and Assists graduate students in higher education in developing historical, social, professional and institutional contexts to shed understanding of and appreciation for philosophical and light on the educational process and how women frequently sociological contexts that provide foundation for present system experience discrimination. of higher education in America. EDH 624 - Readings in Student Personnel Issues Credits 3 EDH 707 - Designing & Critiquing Research Explores in detail all aspects of college student personnel work In Education Credits 3 by conducting an extensive review of writings related to theory, Helps Ph.D. students become more thoughtful about the goals practice, and program management. and methods of educational research. Develops in-depth Formerly understanding of research design and awareness of issues EDH 734 considered when critiquing research findings. Prerequisites: Consent of instructor. EDH 708 - The American Community College Credits 3 EDH 626 - College Student Personnel Services Credits 3 Development of the contemporary community, junior, and Introduction to the field of college student personnel services technical college. In-depth examination of history, philosophy, and the role of CSPW within institutions of higher education. curriculum, and structure of the two-year college. Includes Reviews development of the profession and assessment of related curriculum topics. Prerequisites: Consent of instructor. current developments. EDH 709 - Seminar in the Economics of Formerly Higher Education Credits 3 EDH 762 Designed to expose students to the basic principles of micro economics and fundamental economic theories that tie to EDH 627 - Student Learning and Development Credits 3 education. Students have opportunity to experiment with Explores how students learn and develop. Strategies to facilitate economics as a tool for examining higher education policy. learning by college students analyzed. Focuses on application Prerequisites: Consent of instructor. of student development theory. EDH 710 - Finance and Budgeting in Formerly Higher Education Credits 3 EDH 764 For students who expect to spend their careers in higher EDH 630 - Institutional Assessment Credits 3 education. Provides understanding of the principals related to The course provides students with sufficient understanding of the economics of education including why society invests in assessment practices to conduct or supervise effective, efficient, colleges and universities. and useful assessment projects to meet the assessment EDH 714 - Understanding Minority requirements of accreditation agencies, legislatures, review Serving Institutions Credits 3 boards, and other external audiences to improve their The course seeks to examine the emergence of the use of institutions, departments, and programs. MSI as a Federal designation in higher education and consider EDH 690 - Masters Internship Credits 3 the impact that may have at the institutional level with respect Individually structured program designed to enroll the student to students, faculty, and staff as it relates to campus climate, in an administrative unit or academic experience under the joint student learning, and engagement. supervision of a practicing administrator or faculty member and EDH 715 - Theory of Educational Organizations Credits 3 a university professor. Notes: Repeatable to six credits. Grading: Intense discussion in understanding how higher educational S/F grading only. organizations function. Students examine these roles as they EDH 691 - Masters Independent Study Credits 3 relate to the performance of higher education administrators. Research, teaching, or administrative work in a unique area of EDH 730 - Legal Aspects of Student-University interest in the field of higher education. All work conducted in Relationship Credits 3 cooperation with instructor/advisor. Notes: Repeatable to six Advanced issues course that explores topics relevant to the credits. Corequisite: Consent of instructor. legal aspect of the student-university relationship. EDH 703 - History of American Higher Education Credits 3 Formerly Surveys the history of American higher education in the United EDH 784 Prerequisites: Master’s consent of instructor. States with a focus on two-year and four-year institutions, public and private. Begins with its traditional liberal arts origin through EDH 732 - Readings in Administration of the growth of the community college and American research Higher Education Credits 3 – 6 university. Explores how various groups changed the structure Selected readings of literature in higher education; assigned of higher education and the challenges these changes created. topics in the areas of organization, administration, finance, and/ Prerequisites: Master’s consent of instructor. or supervision, agreed upon by both advisor and student. Notes: May be repeated to a maximum of six credits. Prerequisites: EDH 705 - HE Law-Doctoral Credits 3 Consent of instructor. Designed for graduate students preparing for leadership positions in public schools.

Graduate Catalog • College of Education 107 EDH 733 - The Professorate Credits 3 academic organization and leadership, and student diversity. Designed to engage participants in discussion, research, and Notes: May be repeated to a maximum of nine credits. writing that focuses on college and University faculty. Analyze Prerequisites: Consent of instructor. faculty as people at work in organizations, consider structural and EDH 769 - Diverse Student Populations in cultural dimensions of faculty work, and examine the condition Higher Education Credits 3 of the academic profession within changing environmental Investigates traditional assumptions, including that college contexts. makes a difference and explores student-related issues, study Formerly of campus cultures, and study of diverse student populations. EDH 760 Prerequisites: Masters consent of instructor. EDH 780 - Seminar: Teaching in EDH 735 - Law and the Professorate Credits 3 Higher Education Credits 3 Legal aspects of the relationship between university faculty and Weekly seminars in organization, materials, and procedures the institution. Prerequisites: Master’s consent of instructor. related to working with college-level students. Includes survey of various teaching techniques, evaluation, and general patterns EDH 737 - Ethical Dimensions of of instruction. Higher Education Leadership Credits 3 Ethical aspects of the culture, activities, and principles relating EDH 785 A - Practitioner Experience Seminar Credits 3 – 9 to leadership in higher education. Students will explore current Follows a three-course sequence that combines seminar ethical issues in the post-secondary education setting and discussions along with limited practical experience in an prepare a written project focusing on the ethical principles of administrative office or department of a postsecondary institution. a higher education leadership issue. Prerequisites: Masters The three seminars center on academic affairs, student services consent of instructor. and finance, and administration. Prerequisites: Completion of doctoral core. (Ed.D. Program) EDH 738 - Public Policy in Higher and Post-Secondary Education Credits 3 EDH 785 B - Practitioner Experience Seminar Credits 3 – 9 Focuses on decision making and public policy formation in Follows a three-course sequence that combines seminar higher education. Roles of state and national policy-making discussions along with limited practical experience in an process studied in depth. administrative office or department of a postsecondary institution. The three seminars center on academic affairs, student services Formerly and finance, and administration. Prerequisites: Completion of EDH 792 Prerequisites: Master’s consent of instructor. doctoral core. (Ed.D. Program) EDH 739 - Organization Change & EDH 785 C - Practitioner Experience Seminar Credits 3 – 9 Innovation in Higher Education Credits 3 Follows a three-course sequence that combines seminar Introduces students to philosophical and application tools discussions along with limited practical experience in an in which to view public policy. Students will examine higher administrative office or department of a postsecondary institution. education policy utilizing these different tools and national The three seminars center on academic affairs, student services databases. Prerequisites: EDH 792 and finance, and administration. Prerequisites: Completion of EDH 740 - Comparative and International doctoral core. (Ed.D. Program) Higher Education Credits 3 EDH 790 - Doctoral Internship Credits 3 Familiarizes students with international higher education Individually structured program designed to enroll the student systems. The goal of the course is to examine the similarities in an administrative unit or academic experience under the joint and differences of the international systems as they relate to supervision of a practicing administrator or faculty member and higher education in the United States. Prerequisites: Master’s a university professor. Notes: Repeatable to six credits. Grading: consent of instructor. S/F grading. Prerequisites: Internship-doctoral. EDH 742 - Academic Governance in EDH 791 - Doctoral Independent Study Credits 3 Higher Education Credits 3 Research in area of unique interest in college student personnel Theoretical and working knowledge of politics in higher work. Research conducted in cooperation with instructor. Notes: education. Students gain appreciation, understanding and Repeatable to six credits. Prerequisites: Consent of instructor. critique of politics and its influences on policy formation. EDH 796 - Dissertation Proposal Preparation Credits 3 Formerly Acquaints students with resources available to graduate EDH 787 Prerequisites: Master’s consent of instructor. students in conceptualizing, proposing, conducting and reporting EDH 745 - Institutional Planning in research proposals. Prerequisites: Successful completion of Higher Education Credits 3 comprehensive examination. Familiarizes students with institutional planning in higher EDH 799 - Dissertation Credits 1 - 3 education with a focus on issues including academic strategy, Culminate research analysis and writing toward completion of university management, institutional competition, program dissertation and subsequent defense. Prerequisites: Limited to evaluation/assessment, and program/institutional accreditation. doctoral candidates, consent of instructor. Planning issues at community colleges, private four-year institutions, and public four-year institutions will be examined. EPL 700 - Special Topics Credits 1 - 3 Topics related to current issues in educational leadership and EDH 750 - Special Topics in Higher Education Credits 1-3 policy. May be repeated with new content. Maximum credit 6 Exposes students to and helps them understand special topics units. Notes: May be repeated with new content to a maximum that impact and influence higher education. Variety of special of 6 credits. topics offered: student financial aid, enrollment management,

108 Graduate Catalog • College of Education EPL 705 - Independent Study Credits 1 - 3 Case studies and simulations will be employed to develop the Independent study of a topic in educational leadership and policy necessary resource management knowledge and skills. under the direction/supervision of a faculty member. Notes: EPL 755 - Law for Exceptional Students Credits 1 May be repeated to a maximum of 6 credits. Prerequisites: Seminar addressing applicable federal, state, and local Permission of instructor. requirements and public policy for providing services to EPL 720 - Introduction to Leadership and exceptional and at-risk student populations through study of Organizations Credits 3 contemporary case law, case study analysis, and evidence- Introduction to general theories of educational leadership and based program design and supervision. organizational systems. EPL 757 - Education Law and Public Policy: EPL 722 - Educational Research Methods Credits 3 Teacher/Staff Evaluation Credits 1 Introduction to research for school leaders, including an overview Introduction of applicable federal, state, and local requirements of quantitative and qualitative research methods. The role of and public policy for high stakes assessment of teachers research in organizational change and strategic planning will be emphasizing continuous improvement through carefully designed emphasized. Specific applications of research in terms of school personnel supervision and evaluation. Contract management, improvement and student achievement will be addressed. employee discipline and recognition, and procedural expectations for insuring fairness and equity will be addressed. EPL 731 - Leadership in a Digital Age Credits 3 The role of educational leaders in creating and sustaining EPL 758 - Financial Entrepreneurship & systems and processes to align curriculum, instruction, and Educational Innovation Credits 3 assessment with 21st century skills for college and career Exploration of educational leaders’ roles as entrepreneurs within readiness, including the use of appropriate digital technologies existing organizational structures as well as how educational to support learning and organizational goals. leaders can develop partnerships with various community, government, and business entities to augment financial and EPL 732 - School and Community Leadership Credits 2 human resources toward increasing student learning. How to work effectively with diverse families and community members by assessing and responding to diverse community EPL 780 - Capstone Seminar: Educational interests and needs; sharing leadership with stakeholders; Leadership Credits 2 motivating and mobilizing community resources; and examining The capstone seminar provides students with the opportunity relationships between schools and communities from demographic to synthesize core and major coursework completed during and political perspectives, all to promote student achievement. the program of graduate study culminating in a portfolio or poster presentation demonstrating competencies in educational EPL 735 - Leadership for School Improvement Credits 3 leadership as evidenced by field-based experiences. Application of evidence-based decision-making methods Prerequisites: Permission of program. aimed at creating a culture of continuous school improvement including: 1) the collection, analysis, and interpretation of EPP 710 - Assessment of Intelligence by multiple measures, 2) the inter-relationships between evidence- School Psychologists Credits 3 based interventions and educational outcomes, 3) commonly Theory and practice in the use of assessment measures for used analytic strategies and processes, and (4) a step-by-step evaluating intellectual abilities of children, youth, and adults. approach to evidence-based decisions. Prerequisites: Admission to program or consent of instructor. EPL 737 - Systematic Professional EPP 715 - Projective, Personality, and Behavioral Development and Instructional Supervision Credits 3 Assessment by School Psychologists Credits 3 The practice of teacher supervision with emphases on instructional Assessment devices used by school psychologist to evaluate leadership and professional development. The course addresses student’s emotional and behavioral status. Prerequisites: coaching, adult learning, and distributive leadership to support Admission to program or consent of instructor. the culture of learning and equity in the organization. EPP 720 - Problems in Child Development Credits 3 EPL 740 - Educational Systems Credits 1 Application of the principles in child growth and development; Seminar emphasizing the development of systems to guide interpretation of research and theory of school practices relating instructional supervision through the use of research-based student personnel services to the resolution of professional instructional frameworks. problems in the school. Prerequisites: Graduate standing or consent of instructor. EPL 742 - Leadership Field Experience Credits 3 Supervised field experience in PK-12 schools. Notes: May be EPP 723 - Diagnostic and Prescriptive repeated to a maximum of 6 credits. Prerequisites: Permission Strategies: Psychopathology Credits 3 of program. Designed to explore variables and intervention strategies with emphasis on assessment-based interventions and focus on brief EPL 751 - Educational Law & Policy: Student Issues Credits 1 counseling theories and techniques for school psychologists Applicable federal, state, and local requirements and public and other school-based practitioners. policy related to student rights and responsibilities through case studies intended to develop the student’s capacity to create a Formerly safe and productive school culture. Emphasis is placed on legal (EPC 723) Prerequisites: Admission to doctoral program or protections and due process relative to student discipline issues. consent of instructor. EPL 753 - Human and Fiscal Resource Management Credits 2 The management of fiscal and human resources in PK-12 schools in order to achieve greater student performance. Graduate Catalog • College of Education 109 EPP 750 - Advanced Test Analysis in School EPP 773 - Social Science Contributions in Psychology Credits 3 Education Credits 2 Functional and theoretical approach for interpretation and Utilization of theory, data, and methodology from various inquiry applications with cognitive and affective scales typical social sciences to gain an appreciation and understanding of in school-based practice. Emphasis on advanced statistical the forces and interactions among societies, institutions, and analysis for synthesizing data in diagnostic and validation individuals in the realm of educational theory and pedagogy. a) studies. Prerequisites: Admission to doctoral program or Anthropological perspectives. b) Sociological perspectives. c) consent of instructor. Economic perspectives. Notes: May be repeated to a maximum of six credits. Prerequisites: Consent of instructor. EPP 760 - Psychoeducational Issues of Diverse Learners Credits 3 EPY 690 - Introduction to the Learning Sciences Credits 3 Provides skills needed to work with diverse learners in a The learning sciences are concerned with designing effective psychoeducational setting. The learner will be expected to learning innovations and environments. Field is rooted in understand multicultural issues concerning assessment, educational psychology, cognitive science, anthropology, counseling, second-language acquisition, and/or general applied linguistics, educational technology, and computer cultural diversity. Prerequisites: Admission to program or science. Course surveys major aspects of the learning sciences, consent of instructor. including research methodologies, learning technologies, collaborative learning, disciplinary learning, teacher learning, EPP 761 - Role and Function of the policy design. Notes: This course is crosslisted with EPY 490. School Psychologist Credits 3 Credit at the 600-level requires additional work. Primarily designed for prospective school psychologists but also for those interested in field of school psychology. In-depth survey EPY 699 - Special Topics of field with its related problems and issues. Local, regional, Specialized instruction in counseling and human development and national issues studied from a practical field perspective. services concerned with specific problem areas or specific Prerequisites: Consent of instructor. approaches to counseling and delivery systems. Specific topics designed to help students develop in-depth understanding of EPP 762 - School Psychology Intervention with particular topic or issue. Notes: This course is crosslisted with Practicum Credits 3 EPY 499. Credit at the 600 level requires additional work. Supervised practice with children in school and clinic settings with intervention recommendations. Notes: May be repeated EPY 700 - Special Problems: EPY Credits 1 – 6 up to a maximum of nine credits. Prerequisites: Admission to Specialized instruction in general professional education program and consent of instructor. designed to develop depth in understanding of current EPY problems. Notes: May be repeated to a maximum of six credits. EPP 763 - Psychoeducational Academic and Diagnostic Assessment Credits 3 EPY 701 - Proseminar in Educational Teaches students how to effectively perform psychological, Psychology Credits 1 – 2 academic, and diagnostic testing as part of a general Introduction to graduate studies in educational psychology. Topics psychoeducational evaluation. Students will also be given may include, but are not limited to: teaching apprenticeship, skills in diagnosing educational and psychological disorders. professional organizations, creating a vita, evaluation and Prerequisites: Admission to program or consent of instructor. assessment, institutional review board training, peer review process, use of PsychInfo and other topics relevant to graduate EPP 764 - School Psychology Seminar Credits 1 studies. Notes: May be repeated to a maximum of two credits. Review of issues and research in the field of school psychology. Prerequisites: EPY 702 (may be taken concurrently) or equivalent. Notes: May be repeated to a maximum of four credits. Prerequisites: Consent of instructor. EPY 702 - Research Methods Credits 3 Early entry graduate-level survey of research methods with EPP 765 - Advanced Assessment Seminar: Credits 1 – 9 emphasis on comprehension of educational research literature. Designed to provide functional skills in assessment in the diagnosis Includes scientific method, locating and summarizing published and evaluation phase of counseling to provide skills in the research, sampling, measurement, statistics, research design, administration, scoring, and interpretation of clinical instruments. and critique of published research Prerequisites: Admission to program or consent of instructor. EPY 703 - Teachers as Producers and EPP 766 - School Psychology Professional Paper Credits 2 Consumers of Educational Research Credits 3 Scholarly paper on a topic pertinent to the profession of school Entry graduate-level survey of research methods with a dual psychology. Prerequisites: Admission to program and consent emphasis on 1) comprehension of educational research of instructor. literature (teachers as consumers of educational research) EPP 767 - School-Based Neuropsychological and 2) designing and conducting classroom-based research Assessment Credits 3 (teachers as producers of educational research). Provides functional skills in neuropsychological assessment for EPY 705 - Child Counseling Credits 2 school psychologists with attention to organization of the human Focuses on children’s position in and impact upon the family, nervous system, brain-behavior relationships, and developing emotional development, assessment of behavioral and recommendations for instructional interventions based on emotional problems, adjustment issues at school and social/ neurocognitive strengths and weaknesses. developmental situations. Models of counseling children, EPP 769 - Internship in School Psychology Credits 3 models of parent education, and models of parent and school Supervised school-based experience as a school psychologist interaction, ethical and legal responsibilities in regard to children, intern. Notes: May be repeated to a maximum of six credits. and current research presented. Prerequisites: Graduate Prerequisites: EPP 761 (may be taken concurrently). standing or consent of instructor.

110 Graduate Catalog • College of Education EPY 707 - Adolescent Development Credits 3 EPY 719 - Advanced Qualitative Research Credits 3 Examines physical, cognitive, social, and moral development Qualitative approaches to exploring phenomena related to of adolescents. Theories of identity development, including educational and other social contexts. Analysis of data and ethnic identity development, and their applications to counseling, presentation of findings. Specific emphasis on analysis of education, and curriculum development discussed. Social relations, discourses from participant observation and/or interview data. aspects of sexuality, and special problems/issues of adolescence. Notes: Field work using qualitative methods may be required. Prerequisites: EPY 702 and EPY 718 EPY 708 - Human Learning and Development Credits 3 Graduate-level introduction to basic concepts in educational EPY 721 - Descriptive and Inferential psychology with emphasis on development, learning, and Statistics: An Introduction Credits 3 motivation. Prerequisites: Undergraduate degree not in Descriptive indices of central location and dispersion, behavioral science or consent of instructor. correlation and regression, hypothesis testing and basic inferential techniques. Emphasis on intuitive understanding EPY 709 - Classroom Assessment Credits 3 and applications in educational/behavioral measurement and Compares and contrasts traditional and alternative assessment research. procedures including factors such as: philosophical basis, purposes, roles of teacher, student and administrators, EPY 722 - Inferential Statistics and interpreting and reporting results, and strengths and limitations. Experimental Design Credits 3 The role of assessment in promoting learning also discussed. Intermediate- level coverage of inferential statistics and Prerequisites: EPY 707 or EPY 708 (may be concurrent) or experimental design analysis covering commonly used consent of instructor. techniques in educational and behavioral research with computer applications. Prerequisites: EPY 721 EPY 710 - Survey Methods and Design Credits 3 Systematic analysis of survey design and research conducted EPY 723 - Theory and Practice of using survey techniques with emphasis on how to effectively Human Measurement I Credits 3 plan and conduct mail, electronic, and other self-administered. Measurement of human characteristics using applications of Prerequisites: EPY 702 or consent of instructor. classical measurement theory and introduction to the more recent item response theory models. Topics include test EPY 711 - Human Growth and Development Credits 3 planning, scaling, item and test construction, item analysis, Emphasis on implications of human growth and life-span reliability and validity. Prerequisites: EPY 721 (EPY 721 may be development (childhood through adulthood) for counseling, taken concurrently). research and instruction. Topics include prenatal development and birth, death and dying, and physical, perceptual, cognitive, EPY 724 - Theory and Practice of moral, personality, and language development. Prerequisites: Human Measurement II Credits 3 EPY 701 or consent of instructor. Human measurement emphasizing methods of test and trait validation. Topics include factor analysis, discriminant analysis, EPY 712 - Foundations of Learning and Cognition Credits 3 item response theory, test equating, and current issues in Systematic analysis of concepts and principles of human measurement. Prerequisites: EPY 721, EPY 722, EPY 723 learning with emphasis on their application to instruction and (EPY 722 may be taken concurrently). counseling. Topics include classical and operant conditioning, information-processing and memory, the neurophysiology of EPY 726 - Advanced Evaluation Research Methods Credits 3 learning, and personality and social factors in learning. Addresses application of evaluation research theory and methods through a project-bases curriculum in order to provide EPY 716 - Evaluation Research Methods Credits 3 in-depth examination of essential elements of the evaluation Addresses the definition and purposes of evaluation research process. Prerequisites: EPY 716 including its potential uses and limitations. Examines models of evaluation research and their application in a variety of settings. EPY 728 - Applied Classroom Research Credits 3 Notes: Students are strongly encouraged to complete EPY 711 Provides students with basic knowledge and skills necessary prior to enrolling in this course. Prerequisites: EPY 702 or EDH to conduct research within a classroom. Introduces elements 707 ; EPY 721 required to begin and conduct an action research project, including purpose/rationale, literature review, data collection, EPY 717 - Analysis of Applied Learning analysis and interpretation, and communicating results. Principles and Educational Media Credits 3 Prerequisites: EPY 702 or EPY 703 and EPY 718 Introduction to the processes and products of educational media development/selection through the study of contributions, EPY 729 - Qualitative Case Study Research Credits 3 evaluation criteria, and production requirements essential for Focuses on case studies within education. Students conduct in- optimal learning situations. Includes practice in applying learning depth, naturalistic case studies in educational settings to learn principles to educational media. about theory, methodology, and methodological issues relevant to disciplined qualitative case study. Conducting interviews, EPY 718 - Qualitative Research Methodologies Credits 3 data collection, coding, and analysis in a qualitative case study Qualitative approaches to exploring phenomena related design. Prerequisites: EPY 702 and EPY 718 to educational and other social contexts. Attention given to theoretical and practical considerations of case studies, EPY 730 - Advanced Research Methods Credits 3 ethnographies, participant observation and narrative reports; Compares strengths and weaknesses of experimental research discussion of criteria for establishing goodness of qualitative designs, using this knowledge to improve design sensitivity. studies. Notes: Field work using qualitative methods required. Includes hypothesis testing, threats to validity, power, and effect Prerequisites: EPY 702 size. Considers controversies in quantitative research literature. Prerequisites: EPY 702, EPY 721 and EPY 722.

Graduate Catalog • College of Education 111 EPY 731 - Mixed Methods Research Credits 3 EPY 747 - Large Scale Secondary Data Analysis Credits 3 This seminar provides an overview and introduction to mixed Introduction to large scale secondary data analysis. Examination methods research designs including paradigmatic, practical, of the promise and pitfalls of working with secondary data and methodological issues associated with the use of mixed sources. Overview of data management and analysis issues. methods in educational research. Prerequisites: EPY 702 , EPY Notes: Practical skill development emphasized. Prerequisites: 718 , and EPY 721. Or, permission of instructor. EPY 721, EPY 722 and EPY 732 EPY 732 - Multiple Regression and EPY 748 - Capstone Seminar Credits 3 Path Analysis Credits 3 A final seminar for students who have selected the comprehensive Intermediate-level inferential statistics for experimental and examination as the culminating experience. Students will prepare non-experimental educational research covering general linear for and complete the comprehensive examination in this seminar. models including analysis of variance, regression (simultaneous, Notes: May be repeated to a maximum of 6 credits. Prerequisites: variable-selection, hierarchical approach), and path analysis, Completion of 28 of 34 credits required for EPY MS. integrated with the use of statistical computer packages. EPY 749 - Thesis Credits 3 – 6 Prerequisites: EPY 722 Notes: May be repeated but only six credits applied to the EPY 733 - Multivariate Statistics Credits 3 student’s program. Grading: S/F grading only. Prerequisites: Advanced-level statistics including commonly used multivariate EPY 702 statistical procedures in educational and behavioral inquiries EPY 757 - Theory and Philosophy of Educational with computer applications. Prerequisites: EPY 722, EPY 730 Psychology Credits 3 (EPY 730 may be taken concurrently). Evolution of psychological learning theories, from their EPY 734 - Latent Variable Models: Factor philosophical foundations to the present. Central issues include Analysis and SEM Credits 3 how psychological constructs such as the mind, knowledge Designed for those who want to become familiar with applied representation, and attention impact learning and changes in latent variable modeling and popular computer programs our understanding of the nature of these constructs over time. used to carry out the analysis. Topics include exploratory and Prerequisites: Doctoral Standing. confirmatory factor analysis and structural equation models EPY 760 - Advanced Seminars in School Counselor with observed and/or latent variables and with single or multiple Education and Practice Credits 3 groups. Prerequisites: EPY 721, EPY 732 or consent of instructor. Analysis of significant issues in counseling of current and EPY 737 - Social Foundations in Education Credits 3 continuing concern. Examination of historical, social, legal and Study of schools and other socialization agents as they interact philosophical dimensions of selected problem areas. within the community and the larger society. Also includes Formerly intercultural education. (EPC 760) Prerequisites: Consent of instructor. EPY 738 - Discourse Analysis Credits 3 EPY 767 - Human Learning and Cognition Credits 3 Qualitative approaches to text and discourse analysis from Components of human memory and how these components different theoretical perspectives will be contrasted. Data affect learning. Emphasis placed on recent research and from various textual and discourse oriented sources including theory in working memory and long-term storage. Instructional narratives, audio and/or video tapes, and written artifacts implications of research discussed, especially with respect analyzed in depth through hands-on projects. May include to skill acquisition, development of expertise, and cognitive use of software programs specific to qualitative data analysis. strategy instruction. Prerequisites: Graduate standing. Prerequisites: EPY 702 or EPY 703 and EPY 718, or equivalent. EPY 768 - Problem Solving and Reasoning Credits 3 EPY 742 - Language Diversity, Educational Acquisition of reasoning and problem solving expertise. Policy & Equity Credits 3 Emphasis on information-processing models, critical thinking, The course surveys language equity in the context of educational creativity, rational decision making skills, reasoning biases, policies. Coursework surveys the challenges of developing and scientific and probabilistic reasoning, and evaluation of the implementing equitable policies to address the learning needs extent people are capable of rational thinking and discussion. of students from diverse linguistic backgrounds. Prerequisites: Graduate standing. EPY 745 - Categorical/Nonparametric EPY 770 - Cognition and Instruction Credits 3 Data Analysis Credits 3 Examines research in the application of cognitive learning principals Introduction to categorical/nonparametric data analysis, for use to instruction in specific domains, particularly reading, writing, in small samples or when cases consist of categories or ranks. mathematics, and science. Research on technological applications Topics include contingency tables (including loglinear models), especially emphasized. Readings include both foundational and nonparametric tests for ordinal and interval data, logistic and current research. Prerequisites: Graduate standing. Poisson regression. Notes: Project involving analysis of the student’s own research data may be required. Prerequisites: EPY 772 - Contemporary Philosophies of EPY 721, EPY 722 Education Credits 3 Intensive critical analysis of leading contemporary philosophies EPY 746 - Multilevel Statistical Models: of education and their possible implications for practice. Theory and Application Credits 3 Intermediate-level coverage of linear and non-linear multilevel EPY 777 - Cognitive Development Credits 3 statistical models. Includes coverage of status and growth Overview of major theories, issues, and research in cognitive models. Emphasis on intuitive understanding and practical development. Primary emphasis on development of thinking application. Prerequisites: EPY 721, EPY 722, and EPY 732 and learning from childhood through adulthood. Prerequisites: Graduate standing. 112 Graduate Catalog • College of Education EPY 780 - Individual Instruction Credits 1 – 12 EPY 789 - Seminar in Learning and Cognition Credits 3 – 12 Selected basic problems related to the field of counseling Selected topics in learning and cognition. Exploration of a services. a) Testing. b) Curriculum. c) Supervision. d) Counseling. specific aspect of learning and cognition. Topics may include, e) Area Problems. f) Research. Notes: May be repeated to a but are not limited to: memory, learning theory, motivation, maximum of 12 credits. text processing, individual differences, epistemological beliefs. Prerequisites: EPY 767 or consent of instructor. EPY 781 - Research in Educational Psychology Credits 3 Individual research projects in educational psychology under EPY 790 - Research Seminar in EPY Credits 1 – 3 the direction of a faculty member. Notes: May be repeated to a Seminar for the advanced candidate stressing the exploration of maximum of 12 credits. Prerequisites: EPY 702, EPY 721, EPY current literature and research projects. Prerequisites: Consent 722 of advisor and instructor. EPY 782 - Independent Study Credits 3 EPY 791 - Special Topics in Independent study of a selected topic in educational psychology Educational Psychology Credits 3 under the direction/supervision of a faculty member. Notes: May In-depth study of special topics in educational psychology be repeated to a maximum of 12 credits. stressing the exploration of cutting-edge research on the topic. Topics may include, but are not limited to: false memory, goal EPY 783 - Directed Readings in theory, self-regulated learning, web-based data collection, Educational Psychology Credits 3 discourse analysis. Notes: May be repeated to a maximum of In-depth study of a topic through selected readings under the twelve credits. Prerequisites: Consent of instructor. direction of a faculty member. Notes: May be repeated to a maximum of six credits. Prerequisites: EPY 767 EPY 793 - Advanced Doctoral Practicum Credits 3 – 6 Advanced practice supervised experience for doctoral students EPY 784 - Teaching Practicum Credits 3 in school psychology and counseling. Notes: May be repeated Individual study under the direction of a faculty member focusing to a total of six credits. Prerequisites: Consent of instructor. on preparing to teach at the college level. Prerequisites: EPY 723 or EPY 767 and consent of instructor. EPY 794 - Internship Credits 3 – 6 Final activity intended to provide on-the-job experience in EPY 786 - Applied Assessment in developing related competencies. Notes: May be repeated to Educational and School Psychology Credits 1 – 4 a maximum of six credits. Prerequisites: Consent of instructor. Application of assessment approaches used for the evaluation of students in school settings. Notes: May be repeated to a EPY 799 - Dissertation Credits 3–24 maximum of four credits. Culminating experience that may be: a) traditional, original research, b) field oriented and problem solving, or c) exploratory EPY 787 - Individual Research Credits 1 – 7 or generative research.Limited to doctoral candidates. 3-24 Selected basic problems in personnel services. Prerequisites: credits in increments of three. Notes: May be repeated but EPY 702 only a maximum of 24 credits may be applied towards degree. EPY 788 - Seminar in EPY Credits 1 – 6 Grading: S/F grading only. Selected topics in counseling and human development services. a) Principles and practices. b) Individual analysis. c) Occupational information. d) Placement. e) Follow-up evaluation. f) Research. Notes: May be repeated to a maximum of six credits. Prerequisites: Consent of instructor.

Graduate Catalog • College of Education 113 Teaching and Learning degree will enable individuals to become skilled researchers and mentors of university students, as well as leaders The Department of Teaching and Learning offers graduate in school districts and community agencies. Curricular degrees in education at the master, specialist, and doctoral emphasis areas within the Ed.D. and Ph.D. include: levels. All Teaching and Learning graduate programs are 1. Cultural Studies, International Education, aimed at providing the professional experiences required Multicultural Education (CSIEME); by teachers, field supervisors, curriculum specialists, 2. Educational Technology; adult educators, and future professors of education who 3. Literacy Education; are dedicated to school improvement. 4. Mathematics Education; The Department of Teaching and Learning offers the 5. Science Education; Master of Education (M.Ed.) and the Master of Science A separate and unique Ph.D. in Teacher Education is (M.S.) degrees. The M.Ed. degree requires a minimum designed for professional educators who have an interest of 37 semester hours of study including a one-credit in becoming practitioner-oriented scholars in teacher culminating experience and a core of three semester hours education and who are interested in teacher education as in research, three semester hours in foundations, and three a content area for research. Completing this degree will semester hours in curriculum and instruction. The M.S. enable individuals to answer the national call for teacher degree requires a minimum of 39 semester hours of study educators and researchers in this field. The program is one including six credits of thesis and a core of six semester of only a few in the nation devoted to teacher education. hours in research and three semester hours in foundations. Teaching and Learning Faculty The Department of Teaching and Learning offers the following concentrations for a M.Ed. or M.S. degree: Chair Lin, Emily S.Y. - Full Graduate Faculty • Career & Technical and Postsecondary Education Professor; B.Ed, M.A., University of British Columbia; Ph.D., • Educational Technology University of Toronto. Rebel since 2002. • English Language Arts Education Associate Chair • Elementary Education Shih, Jeffrey - Full Graduate Faculty • Literacy Education Associate Professor; B.A., University of California, Berkeley; • Mathematics Education Ph.D., University of California, Los Angeles. Rebel since • Multicultural Education 1999. • Science Education Doctoral Coordinators • Social Studies Education Deniz, Hasan - Full Graduate Faculty • Secondary Education Associate Professor; B.S., Dokuz Eylul University in Turkey; M.S., Ph.D., Indiana University. Rebel since 2007. The Alternative Route to Licensure (ARL)-Graduate Schrader, P.G. - Full Graduate Faculty Licensure Program (GLP) is a graduate program in Associate Professor; B.S., M.A., Ph.D., University of the Department of Teaching & Learning leading to an Connecticut. Rebel since 2003. elementary or secondary teaching license with the option Graduate Coordinator for a Master of Education (M.Ed.) degree. The ARL-GLP Olson, Travis A. - Full Graduate Faculty program is designed for individuals who hold a bachelor’s Associate Professor; B.S., M.S., Western Illinois University; Ph.D., University of Missouri. Rebel since 2009. degree in a field other than education and aspire to Graduate Faculty become elementary or secondary teachers. Beck, Jori - Full Graduate Faculty The Educational Specialist in Curriculum and Instruction Assistant Professor, B.A., Susquehanna University; M.A., (Ed.S.) degree program is designed for advanced graduate Seton Hall University; Ph.D., George Mason University. work beyond the master’s degree. The Ed.S. requires Rebel since 2014. Bickmore, Steven T. - Full Graduate Faculty 33 semester hours of study including a three-credit Associate Professor; B.A., Brigham Young University; M.A., professional paper/project. The completion of this degree University of Utah; Ph.D., University of Georgia. Rebel since will enable educators to pursue careers as curriculum 2015. developers, staff development specialists, school district Boone, Randall A. - Full Graduate Faculty administrators, and educational consultants. Professor; B.S., M.S., University of Central Arkansas; Ph.D., University of Oregon. Rebel since 1991. The Ed.D. in Curriculum and Instruction is intended for Brown, Danielle B. - Full Graduate Faculty professional educators who desire to extend and advance Assistant Professor, B.S., M.Ed., Ph.D. Texas A&M their studies in the theory and practice of education. The University. Rebel since 2013. completion of this degree will enable individuals to become Clark, Christine - Full Graduate Faculty members of university and college faculties as well as Professor; B.A., Franklin and Marshall College; M.Ed., leaders in school districts and community agencies. Ed.D., University of Massachusetts, Amherst. Rebel since 2007. The Ph.D. in Curriculum and Instruction is intended for Davila, Denise - Full Graduate Faculty professional educators who desire to extend and advance Assistant Professor; B.A., M.S., California State University, knowledge in the theory and practice of education as East Bay; MFA, The Union Institute & University at Vermont university professors and researchers. The completion of this College; Ph.D., The Ohio State University. Rebel since 2016. 114 Graduate Catalog • College of Education Grove, Karen - Associate Graduate Faculty Graduate Certificate in Online Teaching and Associate Faculty in Residence; B.A.E., Wayne State College; M.S., Ph.D., University of Nevada Las Vegas. Training Rebel since 2006. Plan Description Grubaugh, Steven J. - Full Graduate Faculty The certificate in Online Teaching and Training is offered as Professor; B.A., California State University, Sonoma; M.A., a sequence of courses that includes both conceptual and Ed.D., University of Northern Colorado. Rebel since 1991. strategic implementation foci. The audience will include Gordon, Howard R. - Full Graduate Faculty K-12 teachers, university instructors and professors, Professor; Diploma, School of Agriculture, Jamaica, West and business and industry trainers. Completion of the Indies; B.S. and M.S., Tuskegee University; Ed.D., Virginia certificate program will provide educators and trainers Polytechnic Institute and State University. Rebel since 2008. with improved ability in their online teaching, training, and Hartley, Kendall - Full Graduate Faculty professional development. Associate Professor; B.S., Ph.D., University of Nebraska- Lincoln; M.S., University of Iowa. Rebel since 1999. For more information about your program, including your Levitt, Gregory A. - Full Graduate Faculty graduate program handbook and learning outcomes, Professor; B.A., Capitol University; M.A., Ohio State please visit the Degree Directory. University; Ph.D., Ohio State University. Rebel since 2001. Liu, Katrina Yan - Full Graduate Faculty Plan Admission Requirements Assistant Professor; B.S., Hunan Normal University; M.Ed., Application deadlines Beijing Normal University; Ph.D., University of Wisconsin- Applications available on the UNLV Graduate College Madison. Rebel since 2015. McCarthy, Jane - Full Graduate Faculty website. Professor; B.A., Douglass College-Rutgers; M.S., Florida All applicants must review and follow the Graduate State University, Tallahassee; Ed.D., University of Houston. College Admission and Registration Requirements. Rebel since 1991. McKinney, Marilyn M. - Full Graduate Faculty Students are accepted into a certificate program as Professor; B.A., Mary Washington College; M.S., Ed.D., described in the Graduate Catalog. The faculty and Northwest Missouri State University; Ph.D., University of corresponding sub-disciplines and sub-plans within the Iowa. Rebel since 1988. described programs are subject to change at any time. McCreery, Michael P. - Fully Graduate Faculty Assistant Professor; B.S., M.S., Portland State University; Plan Requirements Ph.D., University of Nevada, Las Vegas. Rebel since 2014. Total Credits Required: 12 Quinn, Linda - Full Graduate Faculty Course Requirements Professor; B.S., Portland State University; Ed.D., University Required Courses – Credits: 12 of Houston. Rebel since 1999. CIT 609 - Internet for Learning Scott, Chyllis E. –Full Graduate Faculty Assistant Professor; B.A., Fresno Pacific University; M.Ed., CIT 643 - Designing Digital Materials for Education California State University, Stanislaus; Ph.D., Texas A&M CIT 647 - Creating Online Learning Environments University. Rebel since 2013. Shih, Jeffrey - Full Graduate Faculty CIT 648 - Issues and Methods in Online Learning Associate Professor; B.A., University of California, Berkeley; Ph.D., University of California, Los Angeles. Rebel since Certificate Requirements 1999. This certificate is not a degree. Twelve credit hours in the Speer, William R. - Full Graduate Faculty specified courses with a B or better grade is required. Professor; B.S., M.Ed., Northern Illinois University; Ph.D., Kent State University. Rebel since 1996. Plan Certificate Completion Requirements Stohlmann, Micah - Full Graduate Faculty The student must submit all required forms to the Graduate Assistant Professor; B.A., Concordia University; M.Ed., College and then apply for graduation in MyUNLV by the Ph.D., University of Minnesota. Rebel since 2012. appropriate deadline. Tettegah, Sharon Y. - Full Graduate Faculty Professor; B.A., M.A., University of California, Davis; Ph.D., Conditional Licensure Certificate For University of California, Santa Barbara. Rebel since 2015. Elementary Teaching Vallett, David B. – Full Graduate Faculty Plan Description Assistant Professor; B.A., M.A., University of North Carolina Wilmington; Ph.D., George Mason University. Rebel since The Conditional Licensure Certificate for Elementary 2013. Teaching program is a graduate certificate program Zhang, Shaoan - Full Graduate Faculty designed for individuals who want to acquire elementary Associate Professor; B.A., M.A., Hebei Normal University; school teaching knowledge, skills and dispositions to Ph.D., Old Dominion University. Rebel since 2007. meet the needs or demands of teaching in elementary schools. The certificate program is suitable for students with no prior elementary background. The certificate provides candidates with meeting conditional licensure course requirements so that they may eligible for hire in Nevada. Please note that in order to

Graduate Catalog • College of Education 115 be eligible for hire in Nevada, candidates must also meet 3. A grade point average of at least 3.00 for course testing and other requirements beyond this coursework. work required for the certificate. No more than one course with a grade lower than a B- will be permitted For more information about your program, including your in the Certificate Program of Study. graduate program handbook and learning outcomes, 4. Students with unsatisfactory progress toward the please visit the Degree Directory. certificate requirements are subject to dismissal. Plan Admission Requirements A student with a grade of C or lower in any of the Application deadlines required courses will be put on probation for one Applications available on the UNLV Graduate College website. semester. A student with a grade below a C will be required to retake the course. Conditions and Each applicant for admission to the Graduate Certificate deadlines for the removal of probation will be specified. in Elementary Teaching program must comply with Failure to meet the condition will result in separation Graduate College requirements for admission. In addition from the program. A student with two grades of C or to meeting the requirements of the Graduate College, lower will be dropped from the program. applicants must also meet the requirements establish by 5. Students in the certificate program would be subject the Department of Teaching and Learning: to the continuous enrollment policy. They would have 1. Hold at least a Bachelor’s degree in a field other to enroll in at least six credits each in consecutive than education. semesters (including summer). 2. Pass the Praxis Core (Reading, Writing, and Math). 6. The student must submit all required forms to the 3. Be accepted to the UNLV Graduate College. Graduate College and then apply for graduation in 4. Must pass Praxis II. MyUNLV by the appropriate deadline. All applicants must review and follow the Graduate College Admission and Registration Requirements. Conditional Licensure Certificate For Students are accepted into a certificate program as Secondary Teaching described in the Graduate Catalog. The faculty and Plan Description corresponding sub-disciplines and sub-plans within the The Conditional Licensure Certificate for Secondary described programs are subject to change at any time. Teaching program required coursework will adhere to the InTASC standards enacted by CCSSO (2011) and/or the Plan Requirements standards enacted by each national association of the Total Credits Required: 12 content area. Partnerships involves field placement and Course Requirements mentoring. Core Courses – Credits: 12 CIE 508 - Classroom Management Elementary Education The certificate provides candidates with meeting conditional licensure course requirements so that they CIE 601 - Elementary Teacher Development Seminar may eligible for hire in Nevada. Please note that in order to CIL 542 - Literacy Instruction I be eligible for hire in Nevada, candidates must also meet testing and other requirements beyond this coursework. CIL 621 - Assessment in Literacy For more information about your program, including your Certificate Requirements graduate program handbook and learning outcomes, 1. Acceptance to the Conditional Licensure Certificate please visit the Degree Directory. for Elementary Teaching program. 2. Completion of 12 Credit hours in the Certificate Plan Admission Requirements required courses with an overall GPA of 3.0. Application deadlines 3. Students in certificate programs would be subject to Applications available on the UNLV Graduate College website. the continuous enrollment policy. Non-compliance Each applicant for admission to the Graduate Certificate to this enrollment policy will result in the separation in Secondary Teaching program must comply with from the certificate program. Graduate College requirements for admission. In addition 4. No more than one grade of less than B- will be to meeting the requirements of the Graduate College, permitted in the Certificate Program of Study. applicants must also meet the requirements establish by Plan Certificate Completion Requirements the Department of Teaching and Learning: 1. The Certificate program requires all coursework as 1. Hold at least a Bachelor’s degree in a field other outlined on the Certificate Program of Studies for a than education. total of 12 semester credit hours (in the Certificate 2. Pass the Praxis Core (Reading, Writing, and Math). required courses). Students must complete a 3. Be accepted to the UNLV Graduate College. minimum of 12 credit hours of Graduate Certificate 4. Must pass Praxis II in appropriate subject areas (eg., in Elementary Teaching program courses. English, Math, Science, etc.). 2. Students must earn a “B” or better on the primary All applicants must review and follow the Graduate assignments. College Admission and Registration Requirements.

116 Graduate Catalog • College of Education Students are accepted into a certificate program as to enroll in at least six credits each in consecutive described in the Graduate Catalog. The faculty and semesters (including summer). corresponding sub-disciplines and sub-plans within the 6. The student must submit all required forms to the described programs are subject to change at any time. Graduate College and then apply for graduation in MyUNLV by the appropriate deadline. Plan Requirements Total Credits Required: 12 Course Requirements Doctor of Education - Curriculum & Core Courses – Credits: 9 Instruction CIS 602 - Secondary School Practicum Plan Description This program is intended for professional educators who CIS 603 - Secondary Process and Instruction desire to extend and advance their studies in the theory CIS 604 - Secondary Classroom Management and practice of education. The completion of this degree will enable individuals to become members of university Secondary Subjects Courses – Credits: 3 faculties but particularly suited for positions as leaders in Complete 3 credits from the following list of courses: school districts and community agencies. CIS 533 - Teaching Secondary English Upon completion of the program, graduates will: CIS 553S - Teaching Secondary Mathematics • Have an understanding of the theoretical and historical foundations of education. CIS 553M - Teaching Middle School Mathematics • Demonstrate knowledge and synthesis of major CIS 563 - Teaching Secondary Science research in teaching and schooling. • Demonstrate knowledge and research application in CIS 573 - Teaching Secondary Social Studies the area of emphasis: Certificate Requirements • Career & Technical and Postsecondary Education 1. Acceptance to the Conditional Licensure Certificate • Cultural Studies, International Education, and for Secondary Teaching program. Multicultural Education 2. Completion of 12 Credit hours in the Certificate • Educational Technology required courses with an overall GPA of 3.0. • Literacy Education 3. Students in certificate programs would be subject to • Mathematics Education the continuous enrollment policy. Non-compliance • Science Education to this enrollment policy will result in the separation • Teacher Education from the certificate program. • Demonstrate knowledge and skill in staff 4. No more than one grade of less than B- will be development theory, research, and practice. permitted in the Certificate Program of Study. • Understand and apply the major tenets of research design and analysis spanning quantitative, Plan Certificate Completion Requirements qualitative, and evaluation research methods. 1. The Certificate program requires all coursework as • Demonstrate the ability to successfully design, outlined on the Certificate Program of Studies for a defend, and complete an extended educational total of 12 semester credit hours (in the Certificate study resulting in a defensible dissertation. required courses). Students must complete a minimum of 12 credit hours of Graduate Certificate Areas of emphasis include: in Secondary Teaching program courses. Career & Technical and Postsecondary Education 2. Students must earn a “B” or better on the primary The Doctor of Philosophy (Ph.D.) in Curriculum and assignments. Instruction with a Concentration in Career & Technical 3. A grade point average of at least 3.00 for course and Postsecondary Education (CTPE) is a research and work required for the certificate. No more than one professional leadership degree. It is designed to develop course with a grade lower than a B- will be permitted future leaders/educators who will make well-informed, in the Certificate Program of Study. theory-based, research supported, and data driven 4. Students with unsatisfactory progress toward the decisions related to planning, organizing, delivering certificate requirements are subject to dismissal. and evaluating the many components and systems A student with a grade of C or lower in any of the connecting education, work, and economic development. required courses will be put on probation for one Program graduates typically seek research and teaching semester. A student with a grade below a C will faculty positions in universities; administrative and policy be required to retake the course. Conditions and positions in local, state and national education and deadlines for the removal of probation will be specified. other governmental agencies; instructional/curricular Failure to meet the condition will result in separation leadership positions within school districts; leadership from the program. A student with two grades of C or and teaching positions in secondary, community and lower will be dropped from the program. technical colleges, and training positions in a variety of 5. Students in the certificate program would be subject adult education and training environments. Graduates will to the continuous enrollment policy. They would have be prepared to assume leadership positions in Southern Nevada and throughout Nevada and the Nation. Graduate Catalog • College of Education 117 Cultural Studies, International Education, and education and to improve student knowledge about the Multicultural Education field of mathematics education. Students choosing this Cultural Studies is a highly interdisciplinary field, drawing area of study will find themselves challenged with the latest on philosophy, literature, the arts, sociology, psychology, ideas and theories in the field. The program is consistent political science, technology, and media. Cultural with other top graduate programs and is aligned with Studies connects those scholars interested in examining UNLV’s goals to advance the research functions of UNLV and challenging relationships of power, culture, and while maintaining high quality teaching. knowledge. International Education is an umbrella term Science Education encompassing comparative education, transnational Doctoral students electing this Ph.D./Ed.D. area of study education, and pan-global indigenous studies. Included will be engaged in developing expertise in critical analysis, in these studies are a series of large-scale, cross- deconstruction, and research on teaching and learning national comparisons in student achievement, teaching science including, but not limited to: curriculum design, practice, curriculum, and educational policy. Multicultural assessment, scientific literacy, policy, media, popular Education is an instructional and pedagogical paradigm culture, issues related to race, gender, class, and attention that integrates the history, cultural traditions, social norms, to comparative, international, and cross-cultural studies in life experiences, and learned contributions that members education. In essence, the development and offering of of non-dominant groups have made to all aspects of local this Ph.D./Ed.D. emphasis is consistent with offerings at and global society, especially those aspects that are other top graduate schools of education including Penn typically codified in PK-12 and higher education courses State and The Ontario Institute for Studies in Education of study in the United States. where these programs currently flourish. Indeed, this goal Educational Technology is consistent with UNLV planning documents designed to The goal of our program is to enable students to become advance the research functions of UNLV while maintaining university faculty, researchers, instructional designers, and high quality teaching. leaders in the growing field of educational technology. The Teacher Education focus of the program is on content, pedagogy, technology, The Ph.D. in Teacher Education is a separate degree and a wide range of associated issues. Students will program from the Ph.D. in Curriculum and Instruction develop expertise in critical analysis, deconstruction, with an emphasis in Teacher Education. This teacher and research on educational technology. The program education emphasis is one of the emphasis are in will prepare students for a variety of professional careers Curriculum and Instruction Ph.D. and Ed.D. programs. By related to teaching and learning in both academic and completing this emphasis and their program, graduates non-academic settings, such as K-12 schools, community will be able to conduct scholarly research to advance colleges, universities, state and federal agencies, and knowledge in specific areas in the field of teaching private organizations. and teacher education and be well prepared for an Literacy Education academic or professional career position that demands Doctoral students in Literacy Education will be engaged in a strong commitment to teaching and research in teacher exploring relationships among language, literacy, culture education. This emphasis is designed in consistence with and social justice. They will develop expertise in critical top doctorate programs in teacher education in research analysis and methodological approaches for conducting institutions, such as Michigan State University, University research on literacy teaching and learning (e.g., curriculum of Wisconsin, and University of Georgia and with UNLV design; assessment; policy; new literacies; issues related strategic goals to advance its research functions while to gender, race, and class; and attention to comparative, maintaining high quality teaching. international, and cross-cultural studies in education). For more information about your program, including your Students will have opportunities for clinical and field-based graduate program handbook and learning outcomes work in conjunction with our teacher education program, please visit the Degree Directory. the Gayle A. Zeiter Literacy Development Center, the Southern Nevada Writing Project, and other community Plan Admission Requirements organizations. Through an emphasis on the integration of Application deadlines theory, research and practice, students will demonstrate Applications available on the UNLV Graduate College a well-grounded understanding of the literacy content, website. pedagogy, technology, and issues associated with Application for the Curriculum and Instruction Ed.D. in the teaching and learning in literacy education. Department of Teaching and Learning is accomplished Mathematics Education through the UNLV Graduate College online application The purpose of the Ph.D. Program in Mathematics process. Deadline for completed and submitted Education is to prepare individuals for research and applications is March 1. teacher education careers in higher education and for Specific admission criteria for the Ed.D. – Curriculum and leadership positions in educational settings. The program Instruction include: is designed to develop expertise in conceptualizing, conducting and reporting research in mathematics

118 Graduate Catalog • College of Education 1. All domestic and international applicants must Plan Requirements review and follow the Graduate College Admission See Subplan Requirements below. and Registration Requirements. Subplan 1 Requirements: Career & Technical and 2. Hold a master’s degree from an accredited program Postsecondary Education Track in an area closely related to the chosen field of Total Credits Required: 69 specialization. Normally, 18 semester hours in Course Requirements education are required. Required Courses – Credits: 6 3. Have a grade point average of 3.0 of higher in all Complete two of the following courses: graduate level coursework. *Please note that one third of the total program hours may be transferred CIG 761 - Theoretical Foundations of Education from another accredited doctoral program. CIG 768 - Advanced Curriculum Studies 4. Have completed a minimum of 2 years of successful professional educational experience upon entrance CIG 780 - Research on Teaching and Schooling to the program. CTPE Required Courses - Credits: 18 5. Obtain three letters of recommendation from Complete 18 credits from the following courses: individuals who can specifically address the applicant’s potential for success in the doctoral EDW 719 - Leadership in Workforce Education and program. These letters of recommendation will be Development requested and submitted through the Graduate EDW 745 - Theories of Adult Learning College online application system. One of the letters must be from a university faculty member EDW 746 - History and Development of Two Year addressing your past academic success and future Postsecondary Institution potential in a doctoral program. EDW 747 - Workforce Education Teaching 6. Submit one set of official transcripts from all previously attended colleges and universities EDW 749R - Evaluation of Workforce Education Programs as requested in the Graduate College online EDW 763 - Readings in Postsecondary Education, application. You may upload unofficial transcripts Workplace Learning and Performance, and Workforce via the online application as a supplement if you Education Leadership have the documents in a digital computer file (e.g., PDF). Unofficial transcripts do NOT substitute for the EDW 765 - Fiscal Management and Administration of official documents. Workforce Programs 7. Submit Graduate Record Examination (GRE) Cognate Courses – Credits: 12 scores for the General Exam. The scores should Complete 12 credit hours of advisor-approved cognate be sent directly to the Doctoral Studies Office in the coursework related to the area of emphasis. Department of Curriculum and Instruction. Applicants are encouraged to provide self-reported scores for Research Courses – Credits: 9 the GRE in the Standardized Tests section of the EPY 718 - Qualitative Research Methodologies Graduate College online application. EPY 721 - Descriptive and Inferential Statistics: An 8. Submit a Personal Statement via the Graduate Introduction College online application that addresses in detail: 1. Emphasis area of study CIG 790 - Doctoral Research Seminar 2. Reasons for pursuing a doctorate in education Research Elective Courses – Credits: 3 3. Expectations concerning the doctoral program Complete 3 credits of advisor-approved additional 4. Potential areas of study research courses. 5. The name of a faculty member in the department with whom you would like to work [optional] Internship Courses – Credits: 6 9. Demonstrate oral communication skills through an Complete six credits of a combination of a research interview conducted by members of the C&I graduate internship and/or a college teaching internship. faculty. Out-of-state applicants must contact the EDW 735 - Practicum in Workforce Education Coordinator of Doctoral Studies directly to make alternate arrangements to the on-campus interview. Dissertation – Credits: 15 Students are accepted into a degree program as described CIG 799 - Dissertation in the Graduate Catalog. The faculty and corresponding Degree Requirements sub-disciplines and sub-plans within the described 1. Complete a minimum of 69 credit hours beyond the programs are subject to change at any time. master’s degree. 2. All coursework must be approved by the doctoral student’s advisor. 3. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level;

Graduate Catalog • College of Education 119 4. Complete the residency requirement for the degree EPY 719 - Advanced Qualitative Research through one of the three options available as EPY 721 - Descriptive and Inferential Statistics: An described in the current Doctoral Studies Guide on Introduction the department Web site. 5. Attend the Teaching and Learning Department EPY 729 - Qualitative Case Study Research Doctoral Colloquium held periodically throughout EPY 730 - Advanced Research Methods their years of study. 6. In consultation with his/her advisor, a student will EPY 738 - Discourse Analysis organize a dissertation committee of at least three Internship Course – Credits: 6 departmental members. In addition, a fourth member Complete 6 credits of internship. This can include a from outside the department, known as the Graduate combination of a research internship and/or a college College Representative, must be appointed. An teaching internship. additional committee member may be added at the student and department’s discretion. Please see CIG 791 - Internship in Curriculum and Instruction Graduate College policy for committee appointment Dissertation – Credits: 15 guidelines. CIG 799 - Dissertation 7. Pass a written qualifying examination prior to commencing work on the dissertation proposal or Degree Requirements dissertation (See the Doctoral Handbook for more 1. Complete a minimum of 69 credit hours beyond the detailed information on this process). Students master’s degree. may begin developing their qualifying examination 2. Maintain an overall GPA of 3.00 or higher for all questions and commence their qualifying exam upon course work taken at the doctoral level. completion of minimum program requirements and 3. Twelve credit hours (drawn from electives, cognate, advisor approval. and/or research courses) must be taken outside the Department of Teaching and Learning. Graduation Requirements 4. Complete the residency requirement for the degree See Plan Graduation Requirements below. through one of the three options available as Subplan 2 Requirements: Cultural and International described in the current Doctoral Studies Guide on Studies in Education Track the department Web site. Total Credits Required: 69 5. Attend the Teaching and Learning Department Course Requirements Doctoral Colloquium held periodically throughout Required Courses – Credits: 15 their years of study. CIG 662 - Theory and Research Multicultural Education 6. In consultation with his/her advisor, a student will organize a dissertation committee of at least three CIG 771 - Comparative Studies in Learning, Teaching, departmental members. In addition, a fourth member and Curriculum from outside the department, known as the Graduate CIG 772 - Introduction to Cultural Studies in Education College Representative, must be appointed. An additional committee member may be added at the CIG 773 - Critical Literacies/Critical Pedagogies student and department’s discretion. Please see CIG 768 - Advanced Curriculum Studies Graduate College policy for committee appointment guidelines. Area of Emphasis Elective Courses - Credits: 12 7. Pass a written qualifying examination prior to Complete 12 credits of advisor-approved emphasis-area commencing work on the dissertation proposal or courses within and/or outside the department. dissertation (See the Doctoral Handbook for more Cognate Courses – Credits: 9 detailed information on this process). Students Complete 9 credit hours of advisor-approved cognate may begin developing their qualifying examination coursework outside the department related to the area of questions and commence their qualifying exam emphasis. upon completion of minimum program requirements and advisor approval. The qualifying examination Research Required Course – Credits: 3 will center on three areas: (a) Emphasis area; (b) CIG 790 - Doctoral Research Seminar Cognate; and (c) Research, with a particular focus Research Elective Courses – Credits: 9 on developing the dissertation proposal. (See the Complete three of the following courses, or any 600- or Doctoral Handbook for more detailed information on 700-level advisor-approved research elective course this process.) within and/or outside the department. Students should Graduation Requirements check with the relevant department to ensure they meet See Plan Graduation Requirements below. any admission and/or prerequisite requirements. CIG 690 - Teachers as Action Researchers EPY 718 - Qualitative Research Methodologies 120 Graduate Catalog • College of Education Subplan 3 Requirements: Educational Technology 6. Pass a written qualifying examination prior to Track commencing work on the dissertation proposal or Total Credits Required: 69 dissertation (See the Doctoral Handbook for more Course Requirements detailed information on this process). Students Required Courses – Credits: 12 may begin developing their qualifying examination CIT 770 - Foundations in Technology & Learning questions and commence their qualifying exam upon completion of minimum program requirements and CIT 778 - Instructional Design advisor approval. The qualifying examination will CIT 780 - Educational Technology Research and Practice center on three areas: (a) Emphasis area; (b) Cognate; and (c) Research, with a particular focus on developing CIT 782 - Distance Education Issues and Trends the dissertation proposal. (See the Doctoral Handbook Area of Emphasis Elective Courses – Credits: 15 for more detailed information on this process.) Complete 15 credits of advisor-approved emphasis-area Graduation Requirements courses within and/or outside the department. See Plan Graduation Requirements below. Cognate Courses – Credits: 9 Subplan 4 Requirements: Literacy Education Track Complete 9 credits of advisor-approved cognate Total Credits Required: 69 coursework relating to the area of interest. Course Requirements Research Required Courses – Credits: 9 Required Courses – Credits: 15 CIG 790 - Doctoral Research Seminar CIG 761 - Theoretical Foundations of Education EPY 718 - Qualitative Research Methodologies CIG 772 - Introduction to Cultural Studies in Education EPY 721 - Descriptive and Inferential Statistics: An CIL 774 - Historical Foundations of Literacy Research and Introduction Instruction Research Elective Course – Credits: 3 CIL 776 - Social and Political Issues in Literacy Complete one of the following courses: CIG 780 - Research on Teaching and Schooling EPY 716 - Evaluation Research Methods Area of Emphasis Elective Courses – Credits: 12 EPY 722 - Inferential Statistics and Experimental Design Complete 12 credits from the following list of courses, or any 600- or 700-level advisor-approved courses in EPY 726 - Advanced Evaluation Research Methods the English Department. Students should check with the EPY 730 - Advanced Research Methods relevant department to ensure they meet any admission and/or prerequisite requirements. EPY 733 - Multivariate Statistics CIL 784 - Theory and Research in Literacy Internship Course – Credits: 6 CIG 791 - Internship in Curriculum and Instruction CIL 782 - Theory and Research in the English/Language Arts Dissertation – Credits: 15 CIG 799 - Dissertation CIL 688 - Historical Development of Literature Degree Requirements CIL 747 - Literary Theories and Children’s Literature 1. Complete a minimum of 69 credit hours beyond the CIG 773 - Critical Literacies/Critical Pedagogies master’s degree. 2. Maintain an overall GPA of 3.00 or higher for all Cognate Courses – Credits: 9 course work taken at the doctoral level. Complete 9 credits of advisor-approved cognate 3. Complete the residency requirement for the degree coursework relating to and broadening the area of interest. through one of the three options available as Research Required Courses – Credits: 9 described in the current Doctoral Studies Guide on CIG 790 - Doctoral Research Seminar the department Web site. 4. Attend the Teaching and Learning Department EPY 718 - Qualitative Research Methodologies Doctoral Colloquium held periodically throughout EPY 721 - Descriptive and Inferential Statistics: An their years of study. Introduction 5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three Research Elective Courses – Credits: 3 departmental members. In addition, a fourth member Complete one of the following courses, or another from outside the department, known as the Graduate research course from within the College of Education or College Representative, must be appointed. An from one of the departments across campus. additional committee member may be added at the EPY 729 - Qualitative Case Study Research student and department’s discretion. Please see Graduate College policy for committee appointment EPY 738 - Discourse Analysis guidelines. Graduate Catalog • College of Education 121 EPY 716 - Evaluation Research Methods Area of Emphasis Elective Courses – Credits: 12 Complete 12 of electives within your area of emphasis, EPY 722 - Inferential Statistics and Experimental Design or any 600- or 700-level advisor-approved course with EPY 730 - Advanced Research Methods a MAT, CIG, CIE, or CIS prefix. Students should check with the relevant department to ensure they meet any EPY 733 - Multivariate Statistics admission and/or prerequisite requirements. Internship Course – Credits: 6 Cognate Courses – Credits: 9 Complete 6 credits of internship. This can include a Complete 9 credit hours of advisor-approved cognate combination of a research internship and/or a college coursework relating to the area of interest. teaching internship. Research Required Courses – Credits: 9 CIG 791 - Internship in Curriculum and Instruction CIG 790 - Doctoral Research Seminar Dissertation – Credits: 15 EPY 718 - Qualitative Research Methodologies CIG 799 - Dissertation EPY 721 - Descriptive and Inferential Statistics: An Degree Requirements Introduction 1. Complete a minimum of 69 credit hours beyond the master’s degree. Research Elective Courses – Credits: 3 2. Maintain an overall GPA of 3.00 or higher for all Complete one of the following courses: course work taken at the doctoral level. EPY 716 - Evaluation Research Methods 3. Complete the residency requirement for the degree through one of the three options available as EPY 722 - Inferential Statistics and Experimental Design described in the current Doctoral Studies Guide on EPY 726 - Advanced Evaluation Research Methods the department Web site. 4. Attend the Teaching and Learning Department EPY 730 - Advanced Research Methods Doctoral Colloquium held periodically throughout EPY 733 - Multivariate Statistics their years of study. 5. In consultation with his/her advisor, a student will Internship Course – Credits: 6 organize a dissertation committee of at least three CIG 791 - Internship in Curriculum and Instruction departmental members. In addition, a fourth member Dissertation – Credits: 15 from outside the department, known as the Graduate CIG 799 - Dissertation College Representative, must be appointed. An additional committee member may be added at the Degree Requirements student and department’s discretion. Please see 1. Complete a minimum of 69 credit hours beyond the Graduate College policy for committee appointment master’s degree. guidelines. 2. Maintain an overall GPA of 3.00 or higher for all 6. Pass a written qualifying examination prior to course work taken at the doctoral level. commencing work on the dissertation proposal or 3. Complete the residency requirement for the degree dissertation (See the Doctoral Handbook for more through one of the three options available as detailed information on this process). Students described in the current Doctoral Studies Guide on may begin developing their qualifying examination the department Web site. questions and commence their qualifying exam upon 4. Attend the Teaching and Learning Department completion of minimum program requirements and Doctoral Colloquium held periodically throughout advisor approval. their years of study. 5. In consultation with his/her advisor, a student will Graduation Requirements organize a dissertation committee of at least three See Plan Graduation Requirements below. departmental members. In addition, a fourth member Subplan 5 Requirements: Mathematics Education from outside the department, known as the Graduate Track College Representative, must be appointed. An Total Credits Required: 69 additional committee member may be added at the Course Requirements student and department’s discretion. Please see Required Courses – Credits: 15 Graduate College policy for committee appointment CIG 761 - Theoretical Foundations of Education guidelines. 6. Pass a written qualifying examination prior to CIG 620 - Principles of Learning Mathematics commencing work on the dissertation proposal or CIG 780 - Research on Teaching and Schooling dissertation (See the Doctoral Handbook for more detailed information on this process). Students CIG 783 - Theory and Research in School Mathematics may begin developing their qualifying examination CIG 787 - Individual Instruction in Mathematics Education questions and commence their qualifying exam upon completion of minimum program requirements and advisor approval. 122 Graduate Catalog • College of Education Graduation Requirements 4. Attend the Teaching and Learning Department See Plan Graduation Requirements below. Doctoral Colloquium held periodically throughout their years of study. Subplan 6 Requirements: Science Education Track 5. In consultation with his/her advisor, a student will Total Credits Required: 69 organize a dissertation committee of at least three Course Requirements departmental members. In addition, a fourth member Required Courses – Credits: 12 from outside the department, known as the Graduate CIG 761 - Theoretical Foundations of Education College Representative, must be appointed. An CIG 777 - Principles of Learning Science additional committee member may be added at the student and department’s discretion. Please see CIG 780 - Research on Teaching and Schooling Graduate College policy for committee appointment CIG 784 - Theory and Research in School Science guidelines. 6. Pass a written qualifying examination prior to Area of Emphasis Elective Courses – Credits: 15 commencing work on the dissertation proposal or Complete 15 credits of electives within your area of dissertation (See the Doctoral Handbook for more emphasis, or any 600- or 700- level advisor-approved detailed information on this process). Students course with a BIOL, CHE, PHY, ENV, GEO, GEY, ENG, may begin developing their qualifying examination AST or SCI prefix. Students should check with the relevant questions and commence their qualifying exam department to ensure they meet any admission and/or upon completion of minimum program requirements prerequisite requirements. and advisor approval. The qualifying examination CIG 775 - Theoretical Frameworks for Science Education will center on three areas: (a) Emphasis area; (b) Cognate; and (c) Research, with a particular focus CIG 776 - Philosophical Foundations of Science Education on developing the dissertation proposal. (See the CIG 788 - Individual Instruction in Science Education Doctoral Handbook for more detailed information on this process.) Cognate Courses – Credits: 9 Complete 9 credits of advisor-approved cognate Graduation Requirements coursework relating to the area of interest. See Plan Graduation Requirements below. Research Required Courses – Credits: 9 Subplan 7 Requirements: Teacher Education Track CIG 790 - Doctoral Research Seminar Total Credits Required: 69 Course Requirements EPY 718 - Qualitative Research Methodologies Required Courses – Credits: 6 EPY 721 - Descriptive and Inferential Statistics: An Complete two of the following courses: Introduction CIG 761 - Theoretical Foundations of Education Research Elective Course – Credits: 3 CIG 768 - Advanced Curriculum Studies Complete one of the following courses: CIG 780 - Research on Teaching and Schooling EPY 716 - Evaluation Research Methods Area of Emphasis Required Courses – Credits: 9 EPY 722 - Inferential Statistics and Experimental Design Complete three of the following courses: EPY 726 - Advanced Evaluation Research Methods CIG 706 - Mentoring Strategies to Improve Teaching EPY 730 - Advanced Research Methods CIG 760R - Inquiry into Teacher Education EPY 733 - Multivariate Statistics CIG 762 - Instructional Strategies and Learning to Teach Internship Course – Credits: 6 in Higher Education CIG 791 - Internship in Curriculum and Instruction CIG 763 - Teaching and Learning to Teach Dissertation – Credits: 15 Area of Emphasis Elective Courses – Credits: 12 CIG 799 - Dissertation Complete four of the following courses, or other 700-level Degree Requirements advisor-approved courses within and/or outside the 1. Complete a minimum of 69 credit hours beyond the department. master’s degree. CIG 764 - Models of Teaching 2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level. CIG 771 - Comparative Studies in Learning, Teaching, 3. Complete the residency requirement for the degree and Curriculum through one of the three options available as CIG 767 - Human Relations for the Teacher Educator described in the current Doctoral Studies Guide on the department Web site. CIG 781 - Theories and Research in Classroom Management

Graduate Catalog • College of Education 123 CIG 766 - Evaluation of Teaching Graduation Requirements See Plan Graduation Requirements below. CIT 772 - Technology in Teacher Education Plan Graduation Requirements Cognate Courses – Credits: 9 1. The student must submit all required forms to the Complete 9 credits of advisor-approved cognate Graduate College and then apply for graduation up coursework within the area of emphasis. to two semesters prior to completing his/her degree Research Required Courses – Credits: 9 requirements. EPY 718 - Qualitative Research Methodologies 2. The student must submit and successfully defend his/her dissertation by the posted deadline. The EPY 721 - Descriptive and Inferential Statistics: An defense must be advertised and is open to the Introduction public. CIG 790 - Doctoral Research Seminar 3. The student must submit his/her approved, properly formatted hard-copy dissertation to the Graduate Research Elective Courses – Credits: 3 College, and submit the approved electronic version Complete one of the following courses: to ProQuest by the posted deadline. EPY 716 - Evaluation Research Methods 4. The student must also file a copy of the dissertation with the Teaching and Learning Department.College EPY 722 - Inferential Statistics and Experimental Design of Education EPY 726 - Advanced Evaluation Research Methods Doctor of Philosophy - Curriculum & EPY 730 - Advanced Research Methods Instruction EPY 733 - Multivariate Statistics Plan Description This course of study is for professional educators who Internship Course – Credits: 6 desire to extend and advance knowledge in the theory CIG 791 - Internship in Curriculum and Instruction and practice of education as university researchers or Dissertation –Credits: 15 leaders in an array of other education-related settings, CIG 799 - Dissertation both in the United States and abroad. The completion of this degree will particularly enable individuals to become Degree Requirements skilled researchers as members of university faculties. 1. Complete a minimum of 69 credit hours beyond the master’s degree. Upon completion of the program, graduates will: 2. Maintain an overall GPA of 3.00 or higher for all 1. Have an understanding of the theoretical and course work taken at the doctoral level. historical foundations of education. 3. Complete the residency requirement for the degree 2. Demonstrate knowledge and synthesis of major through one of the three options available as research in teaching and schooling. described in the current Doctoral Studies Guide on 3. Demonstrate knowledge and research application the department Web site. in the area of emphasis: career & technical 4. Attend the Teaching and Learning Department and post-secondary education (CTPE), cultural Doctoral Colloquium held periodically throughout studies, international, and multicultural education their years of study. (CSIEME), interaction and media sciences, literacy, 5. In consultation with his/her advisor, a student will mathematics education, and science education. organize a dissertation committee of at least three 4. Demonstrate college-level teaching experience. departmental members. In addition, a fourth member 5. Understand and apply the major tenets of research from outside the department, known as the Graduate design and analysis spanning quantitative and College Representative, must be appointed. An qualitative methods. Begin to disseminate findings in additional committee member may be added at the refereed journals. student and department’s discretion. Please see 6. Demonstrate the ability to successfully design, Graduate College policy for committee appointment defend, and complete an extended educational guidelines. study resulting in a defensible dissertation. 6. Pass a written qualifying examination prior to commencing work on the dissertation proposal or Areas of research emphasis include: dissertation (See the Doctoral Handbook for more Career & Technical and Postsecondary Education detailed information on this process). Students (CTPE) may begin developing their qualifying examination The Doctor of Philosophy (Ph.D.) in Curriculum and questions and commence their qualifying exam upon Instruction with a Concentration in Career & Technical completion of minimum program requirements and and Postsecondary Education (CTPE) is a research and advisor approval. professional leadership degree. It is designed to develop future leaders/educators who will make well-informed, theory-based, research supported, and data driven decisions related to planning, organizing, delivering 124 Graduate Catalog • College of Education and evaluating the many components and systems organizations. Through an emphasis on the integration of connecting education, work, and economic development. theory, research and practice, students will demonstrate Program graduates typically seek research and teaching a well-grounded understanding of the literacy content, faculty positions in universities; administrative and policy pedagogy, technology, and issues associated with positions in local, state and national education and teaching and learning in literacy education. other governmental agencies; instructional/curricular Mathematics Education leadership positions within school districts; leadership The purpose of the Ph.D. Program in Mathematics and teaching positions in secondary, community and Education is to prepare individuals for research and technical colleges, and training positions in a variety of teacher education careers in higher education and for adult education and training environments. Graduates will leadership positions in educational settings. The program be prepared to assume leadership positions in Southern is designed to develop expertise in conceptualizing, Nevada and throughout Nevada and the Nation. conducting and reporting research in mathematics Cultural Studies, International Education, and education and to improve student knowledge about the Multicultural Education (CSIEME) field of mathematics education. Students choosing this Cultural Studies is a highly interdisciplinary field, drawing area of study will find themselves challenged with the latest on philosophy, literature, the arts, sociology, psychology, ideas and theories in the field. The program is consistent political science, technology, and media. Cultural with other top graduate programs and is aligned with Studies connects those scholars interested in examining UNLV’s goals to advance the research functions of UNLV and challenging relationships of power, culture, and while maintaining high quality teaching. knowledge. International Education is an umbrella term Science Education encompassing comparative education, transnational Doctoral students electing this Ph.D./Ed.D. area of education, and pan-global indigenous studies. Included study will be engaged in developing expertise in critical in these studies are a series of large-scale, cross- analysis, deconstruction, and research on teaching and national comparisons in student achievement, teaching learning science including, but not limited to: curriculum practice, curriculum, and educational policy. Multicultural design, assessment, scientific literacy, policy, media, Education is an instructional and pedagogical paradigm popular culture, issues related to race, gender, class, and that integrates the history, cultural traditions, social norms, attention to comparative, international, and cross-cultural life experiences, and learned contributions that members studies in education. In essence, the development and of non-dominant groups have made to all aspects of local offering of this Ph.D./Ed.D. emphasis is consistent with and global society, especially those aspects that are offerings at other top graduate schools of education. typically codified in PK-12 and higher education courses Indeed, this goal is consistent with UNLV planning of study in the United States. documents designed to advance the research functions Interaction and Media Sciences of UNLV while maintaining high quality teaching. The goal of our program is to enable students to become For more information about your program, including your university faculty, researchers, instructional designers, and graduate program handbook and learning outcomes, leaders in the growing field of educational technology. The please visit the Degree Directory. focus of the program is on content, pedagogy, technology, and a wide range of associated issues. Students will Plan Admission Requirements develop expertise in critical analysis, deconstruction, Application deadlines and research on educational technology. The program Applications available on the UNLV Graduate College will prepare students for a variety of professional careers website. related to teaching and learning in both academic and Specific admission criteria for the PhD in Curriculum and non-academic settings, such as K-12 schools, community Instruction include: colleges, universities, state and federal agencies, and private organizations. 1. All domestic and international applicants must review and follow the Graduate College Admission Literacy Education and Registration Requirements. Doctoral students in Literacy Education will be engaged in 2. Hold a master’s degree from an accredited program exploring relationships among language, literacy, culture in an area closely related to the chosen field of and social justice. They will develop expertise in critical specialization. Normally, 18 semester hours in analysis and methodological approaches for conducting education are required. research on literacy teaching and learning (e.g., curriculum 3. Have a grade point average of 3.0 of higher in all design; assessment; policy; new literacies; issues related graduate level coursework. *Please note that one to gender, race, and class; and attention to comparative, third of the total program hours may be transferred international, and cross-cultural studies in education). from another accredited doctoral program. Students will have opportunities for clinical and field-based 4. Have completed a minimum of 2 years of successful work in conjunction with our teacher education program, professional educational experience upon entrance the Gayle A. Zeiter Literacy Development Center, the to the program. Southern Nevada Writing Project, and other community

Graduate Catalog • College of Education 125 5. Obtain three letters of recommendation from Research Required Courses – Credits: 12 individuals who can specifically address the EPY 718 - Qualitative Research Methodologies applicant’s potential for success in the doctoral EPY 721 - Descriptive and Inferential Statistics: An program. These letters of recommendation will be Introduction requested and submitted through the Graduate College online application system. One of the Complete two additional advisor approved research letters must be from a university faculty member courses (6 credits) addressing your past academic success and future CIG 690 - Teachers as Action Researchers potential in a doctoral program. 6. Submit one set of official transcripts from all EPY 716 - Evaluation Research Methods previously attended colleges and universities EPY 719 - Advanced Qualitative Research as requested in the Graduate College online application. You may upload unofficial transcripts EPY 720 - Research Design in Education via the online application as a supplement if you EPY 722 - Inferential Statistics and Experimental Design have the documents in a digital computer file (e.g., PDF). Unofficial transcripts do NOT substitute for the EPY 726 - Advanced Evaluation Research Methods official documents. EPY 729 - Qualitative Case Study Research 7. Submit Graduate Record Examination (GRE) scores for the General Exam. The scores should EPY 730 - Advanced Research Methods be sent directly to the Doctoral Studies Office in the EPY 731 - Mixed Methods Research Department of Curriculum and Instruction. Applicants are encouraged to provide self-reported scores for EPY 733 - Multivariate Statistics the GRE in the Standardized Tests section of the EPY 738 - Discourse Analysis Graduate College online application. 8. Submit a Personal Statement via the Graduate Individual Specialization Required Courses – Credits: 15 College online application that addresses in detail: Select six of the following: 1. Emphasis area of study EDW 719 - Leadership in Workforce Education and 2. Reasons for pursuing a doctorate in education Development 3. Expectations concerning the doctoral program 4. Potential areas of study EDW 745 - Theories of Adult Learning 5. The name of a faculty member in the department EDW 746 - History and Development of Two Year with whom you would like to work [optional] Postsecondary Institution 9. Submit a written statement regarding when the residency requirement will be met (see the Doctoral EDW 747 - Workforce Education Teaching Handbook. This statement should be uploaded EDW 749R - Evaluation of Workforce Education Programs via the Graduate College online application in the Supplementary Information section as an “Other EDW 763 - Readings in Postsecondary Education, Required Document.” Workplace Learning and Performance, and Workforce 10. Demonstrate oral communication skills through an Education Leadership interview conducted by members of the C&I graduate EDW 768 - Grantsmanship in Education faculty. Out-of-state applicants must contact the Coordinator of Doctoral Studies directly to make Individual Specialization Elective Courses – Credits: 9 alternate arrangements to the on-campus interview. Complete 9 credits of advisor-approved courses outside the CTPE program (e.g., Technology, learning and Students are accepted into a degree program as described cognition, cultural studies, etc.) should be selected in the Graduate Catalog. The faculty and corresponding to broaden the student’s knowledge and research sub-disciplines and sub-plans within the described procedures. programs are subject to change at any time. Applied Research and/or Instructional Practice – Plan Requirements Credits: 6 See Subplan Requirements below. Complete six credits of a combination of a research Subplan 1 Requirements: Career & Technical and internship and/or a college teaching internship. Postsecondary Education Track EDW 735 - Practicum in Workforce Education Total Credits Required: 60 Course Requirements CIG 791 - Internship in Curriculum and Instruction T&L Required Courses – Credits: 6 Dissertation – Credits: 12 CIG 761 - Theoretical Foundations of Education CIG 799 - Dissertation CIG 790 - Doctoral Research Seminar

126 Graduate Catalog • College of Education Degree Requirements EDW 768 - Grantsmanship in Education 1. Complete a minimum of 60 credit hours beyond the Individual Specialization Required Courses – master’s degree. Credits: 9 2. All coursework must be approved by the doctoral CIG 662 - Theory and Research Multicultural Education student’s advisor. 3. Maintain an overall GPA of 3.00 or higher for all CIG 771 - Comparative Studies in Learning, Teaching, course work taken at the doctoral level; and Curriculum 4. Complete the residency requirement for the degree CIG 772 - Introduction to Cultural Studies in Education through one of the three options available as described in the current Doctoral Studies Guide on Applied Research and Practice – Credits: 6 the department Web site. CIG 791 - Internship in Curriculum and Instruction 5. Attend the Teaching and Learning Department Individual Specialization Elective Courses – Credits: 15 Doctoral Colloquium held periodically throughout Complete 15 credits of advisor-approved courses their years of study. including those from the list below: 6. In consultation with his/her advisor, a student will organize a dissertation committee of at least three CIG 660 - Multicultural Education departmental members. In addition, a fourth member CIG 661 - Topics Multicultural Education from outside the department, known as the Graduate College Representative, must be appointed. An CIG 773 - Critical Literacies/Critical Pedagogies additional committee member may be added at the Dissertation – Credits: 12 student and department’s discretion. Please see CIG 799 - Dissertation Graduate College policy for committee appointment guidelines. Degree Requirements 7. Pass a written qualifying examination prior to 1. Complete a minimum of 60 credit hours beyond the commencing work on the dissertation proposal or master’s degree. dissertation (See the Doctoral Handbook for more 2. All coursework must be approved by the doctoral detailed information on this process). Students student’s advisor. may begin developing their qualifying examination 3. Maintain an overall GPA of 3.00 or higher for all questions and commence their qualifying exam upon course work taken at the doctoral level. completion of minimum program requirements and 4. Complete the residency requirement for the degree advisor approval. through one of the three options available as 8. Submit a manuscript for a peer-reviewed publication. described in the current Doctoral Studies Guide on the department Web site. Graduation Requirements 5. Attend the Teaching and Learning Department See Plan Graduation Requirements below. Doctoral Colloquium held periodically throughout Subplan 2 Requirements: Cultural Studies, their years of study. International Education, and Multicultural Education 6. In consultation with his/her advisor, a student will Track organize a dissertation committee of at least three Total Credits Required: 60 departmental members. In addition, a fourth member Course Requirements from outside the department, known as the Graduate T & L Required Courses – Credits: 6 College Representative, must be appointed. An CIG 761 - Theoretical Foundations of Education additional committee member may be added at the student and department’s discretion. Please see CIG 790 - Doctoral Research Seminar Graduate College policy for committee appointment Research Required Courses – Credits: 12 guidelines. EPY 718 - Qualitative Research Methodologies 7. Pass a written qualifying examination prior to commencing work on the dissertation proposal or EPY 721 - Descriptive and Inferential Statistics: An dissertation (See the Doctoral Handbook for more Introduction detailed information on this process). Complete two additional advisor approved research 8. Submit a manuscript for a peer-reviewed publication. courses. Graduation Requirements CIG 690 - Teachers as Action Researchers See Plan Graduation Requirements below. EPY 719 - Advanced Qualitative Research EPY 720 - Research Design in Education EPY 729 - Qualitative Case Study Research EPY 730 - Advanced Research Methods EPY 738 - Discourse Analysis Graduate Catalog • College of Education 127 Subplan 3 Requirements: Interaction and Media 6. Pass a written qualifying examination prior to Sciences Track commencing work on the dissertation proposal or Total Credits Required: 60 dissertation (See the Doctoral Handbook for more Course Requirements detailed information on this process). T& L Required Courses – Credits: 6 7. Submit a manuscript for a peer-reviewed publication. CIG 761 - Theoretical Foundations of Education Graduation Requirements CIG 790 - Doctoral Research Seminar See Plan Graduation Requirements below. Research Required Courses – Credits: 12 Subplan 4 Requirements: Literacy Education Track EPY 718 - Qualitative Research Methodologies Total Credits Required: 60 Course Requirements EPY 721 - Descriptive and Inferential Statistics: An T&L Required Courses – Credits: 6 Introduction CIG 761 - Theoretical Foundations of Education Complete two additional advisor approved research CIG 790 - Doctoral Research Seminar courses. Research Required Courses – Credits: 12 EPY 716 - Evaluation Research Methods EPY 718 - Qualitative Research Methodologies EPY 719 - Advanced Qualitative Research EPY 721 - Descriptive and Inferential Statistics: An EPY 720 - Research Design in Education Introduction EPY 722 - Inferential Statistics and Experimental Design Complete two additional advisor approved research courses. EPY 726 - Advanced Evaluation Research Methods EPY 719 - Advanced Qualitative Research EPY 730 - Advanced Research Methods EPY 720 - Research Design in Education EPY 733 - Multivariate Statistics EPY 729 - Qualitative Case Study Research EPY 738 - Discourse Analysis EPY 730 - Advanced Research Methods Individual Specialization Required Courses – EPY 738 - Discourse Analysis Credits: 9 EDW 768 - Grantsmanship in Education CIT 770 - Foundations in Technology & Learning EPY 722 - Inferential Statistics and Experimental Design CIT 780 - Educational Technology Research and Practice EPY 726 - Advanced Evaluation Research Methods Individual Specialization Elective Courses– Credits: 21 Complete 21 hours of advisor-approved courses within EPY 730 - Advanced Research Methods and/or outside the department. EPY 733 - Multivariate Statistics Dissertation – Credits: 12 Individual Specialization Required Courses – Credits: 9 CIG 799 - Dissertation CIL 772 - Cognitive Foundations of Literacy Degree Requirements CIL 774 - Historical Foundations of Literacy Research 1. Complete a minimum of 60 credit hours beyond the and Instruction master’s degree. 2. Maintain an overall GPA of 3.00 or higher for all CIL 776 - Social and Political Issues in Literacy course work taken at the doctoral level. Individual Specialization Elective Courses – Credits: 21 3. Complete the residency requirement for the degree Complete 21 credits of advisor-approved courses through one of the three options available as within and/or outside the department to support applied described in the current Doctoral Studies Guide on research, practice, theory, and content that aligns with the department Web site. individual scholarly goals. 4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout Dissertation – Credits: 12 their years of study. CIG 799 - Dissertation 5. In consultation with his/her advisor, a student will Degree Requirements organize a dissertation committee of at least three 1. Complete a minimum of 60 credit hours beyond the departmental members. In addition, a fourth member master’s degree. from outside the department, known as the Graduate 2. Maintain an overall GPA of 3.00 or higher for all College Representative, must be appointed. An course work taken at the doctoral level. additional committee member may be added at the 3. Complete the residency requirement for the degree student and department’s discretion. Please see through one of the three options available as Graduate College policy for committee appointment described in the current Doctoral Studies Guide on guidelines. the department Web site. 128 Graduate Catalog • College of Education 4. Attend the Teaching and Learning Department Dissertation – Credits: 12 Doctoral Colloquium held periodically throughout CIG 799 - Dissertation their years of study. Degree Requirements 5. In consultation with his/her advisor, a student will 1. Complete a minimum of 60 credit hours beyond the organize a dissertation committee of at least three master’s degree. departmental members. In addition, a fourth member 2. Maintain an overall GPA of 3.00 or higher for all from outside the department, known as the Graduate course work taken at the doctoral level. College Representative, must be appointed. An 3. Complete the residency requirement for the degree additional committee member may be added at the through one of the three options available as student and department’s discretion. Please see described in the current Doctoral Studies Guide on Graduate College policy for committee appointment the department Web site. guidelines. 4. Attend the Teaching and Learning Department 6. Pass a written qualifying examination prior to Doctoral Colloquium held periodically throughout commencing work on the dissertation proposal or their years of study. dissertation (See the Doctoral Handbook for more 5. In consultation with his/her advisor, a student will detailed information on this process). Students organize a dissertation committee of at least three may begin developing their qualifying examination departmental members. In addition, a fourth member questions and commence their qualifying exam upon from outside the department, known as the Graduate completion of minimum program requirements and College Representative, must be appointed. An advisor approval. additional committee member may be added at the 7. Submit a manuscript for a peer-reviewed publication. student and department’s discretion. Please see Graduation Requirements Graduate College policy for committee appointment See Plan Graduation Requirements below. guidelines. 6. Pass a written qualifying examination prior to Subplan 5 Requirements: Mathematics Education commencing work on the dissertation proposal or Track dissertation (See the Doctoral Handbook for more Total Credits Required: 60 detailed information on this process). Course Requirements 7. Submit a manuscript for a peer-reviewed publication. T&L Required Courses – Credits: 6 CIG 761 - Theoretical Foundations of Education Graduation Requirements See Plan Graduation Requirements below. CIG 790 - Doctoral Research Seminar Subplan 6 Requirements: Science Education Track Research Required Courses – Credits: 12 Total Credits Required: 60 EPY 718 - Qualitative Research Methodologies Course Requirements EPY 721 - Descriptive and Inferential Statistics: An T&L Required Courses – Credits: 6 Introduction CIG 761 - Theoretical Foundations of Education Complete two additional advisor approved research CIG 790 - Doctoral Research Seminar courses. Research Required Courses – Credits: 12 EPY 716 - Evaluation Research Methods EPY 718 - Qualitative Research Methodologies EPY 719 - Advanced Qualitative Research EPY 721 - Descriptive and Inferential Statistics: An Introduction EPY 722 - Inferential Statistics and Experimental Design Complete two additional advisor approved research EPY 726 - Advanced Evaluation Research Methods courses. EPY 730 - Advanced Research Methods EPY 716 - Evaluation Research Methods EPY 733 - Multivariate Statistics EPY 719 - Advanced Qualitative Research Individual Specialization Required Courses – Credits: 9 EPY 722 - Inferential Statistics and Experimental Design CIG 783 - Theory and Research in School Mathematics EPY 726 - Advanced Evaluation Research Methods CIG 787 - Individual Instruction in Mathematics Education EPY 730 - Advanced Research Methods CIG 720 - Principles of Mathematics Learning EPY 733 - Multivariate Statistics Applied Research and Practice/Internship – Credits: 6 EDW 768 - Grantsmanship in Education CIG 791 - Internship in Curriculum and Instruction Individual Specialization Required Courses – Credits: 9 Individual Specialization Elective Courses – Credits: 15 CIG 777 - Principles of Learning Science Complete 15 credits of advisor-approved emphasis-area CIG 784 - Theory and Research in School Science courses within and/or outside the department. Graduate Catalog • College of Education 129 Complete one additional advisor approved course. Doctor of Philosophy - Teacher Education CIG 775 - Theoretical Frameworks for Science Education Plan Description The Ph.D. in Teacher Education in the Department CIG 776 - Philosophical Foundations of Science Education of Teaching & Learning is projected for professional Applied Research and Practice – Credits: 6 educators who have an interest in becoming practitioner- CIG 788 - Individual Instruction in Science Education oriented scholars in teacher education and who are interested in teacher education as a content area for Individual Specialization Elective Courses – Credits: 15 research. Completing this degree will enable individuals Complete 15 credits of advisor-approved emphasis-area to answer the national call for teacher educators and courses within and/or outside the department. Courses researchers in this field. The program is one of only a few will be selected to broaden the student’s knowledge in in the nation devoted to teacher education. areas related to student’s area of emphasis (e.g. science content courses with a BIO, CHE, PHY, ENV, GEO, Upon completion of this program, graduates will be able GEY, ENG, AST, or SCI prefix, technology, learning and to: cognition, and cultural studies) 1. Demonstrate college-level teaching experience; 2. Connect theory and research related to teaching and Dissertation – Credits: 12 learning to the practice of teaching in schools and to CIG 799 - Dissertation the practice of teaching university courses; Degree Requirements 3. Design and conduct research using quantitative and 1. Complete a minimum of 60 credit hours beyond the qualitative methodologies with particular emphasis master’s degree. on applied research in the context of diverse 2. Maintain an overall GPA of 3.00 or higher for all schools. course work taken at the doctoral level. 3. Complete the residency requirement for the degree For more information about your program, including your through one of the three options available as graduate program handbook and learning outcomes, described in the current Doctoral Studies Guide on please visit the Degree Directory. the department Web site. Plan Admission Requirements 4. Attend the Teaching and Learning Department Application deadlines Doctoral Colloquium held periodically throughout their years of study. Applications available on the UNLV Graduate College 5. In consultation with his/her advisor, a student will website. organize a dissertation committee of at least three 1. All domestic and international applicants must departmental members. In addition, a fourth member review and follow the Graduate College Admission from outside the department, known as the Graduate and Registration Requirements. College Representative, must be appointed. An 2. Hold a master’s degree from an accredited program additional committee member may be added at the in an area closely related to the chosen field of student and department’s discretion. Please see specialization. Normally, 18 semester hours in Graduate College policy for committee appointment education are required. guidelines. 3. Have a grade point average of 3.0 of higher in all 6. Pass a written qualifying examination prior to graduate level coursework. *Please note that one commencing work on the dissertation proposal or third of the total program hours may be transferred dissertation (See the Doctoral Handbook for more from another accredited doctoral program. detailed information on this process). 4. Have satisfactory teaching experience, preferably 7. Submit a manuscript for a peer-reviewed publication. licensed. Graduation Requirements 5. Obtain three letters of recommendation from See Plan Graduation Requirements below. individuals who can specifically address the applicant’s potential for success in the doctoral Plan Graduation Requirements program. These letters of recommendation will be 1. The student must submit all required forms to the requested and submitted through the Graduate Graduate College and then apply for graduation up College online application system. One of the to two semesters prior to completing his/her degree letters must be from a university faculty member requirements. addressing your past academic success and future 2. The student must submit and successfully defend his/ potential in a doctoral program. her dissertation by the posted deadline. The defense 6. Submit one set of official transcripts from all previously must be advertised and is open to the public. attended colleges and universities as requested in the 3. The student must submit his/her approved, properly Graduate College online application. You may upload formatted hard-copy dissertation to the Graduate unofficial transcripts via the online application as a College, and submit the approved electronic version supplement if you have the documents in a digital to ProQuest by the posted deadline. computer file (e.g., PDF). Unofficial transcripts do 4. The student must also file a copy of the dissertation NOT substitute for the official documents. with the Teaching and Learning Department. 130 Graduate Catalog • College of Education 7. Submit Graduate Record Examination (GRE) Research Courses – Credits: 6 scores for the General Exam. The scores should EPY 718 - Qualitative Research Methodologies be sent directly to the Doctoral Studies Office in the EPY 721 - Descriptive and Inferential Statistics: An Department of Teaching and Learning. Applicants Introduction are encouraged to provide self-reported scores for the GRE in the Standardized Tests section of the Internship Course – Credits: 9 Graduate College online application. Complete 9 credits of internship. This must include a 8. Submit a Personal Statement via the Graduate combination of 3 credits of school-based internship and 6 College online application that addresses in detail: credits of teaching internship. 1. Reasons for pursuing a doctorate in teacher CIG 791 - Internship in Curriculum and Instruction education 2. Expectations concerning the doctoral program Additional Research Course – Credits: 3 3. Potential areas of study within teacher education Complete one of the following courses: 4. The name of a faculty member in the department EPY 716 - Evaluation Research Methods with whom you would like to work [optional] 9. Submit a written statement regarding when the EPY 719 - Advanced Qualitative Research residency requirement will be met (see the Doctoral EPY 722 - Inferential Statistics and Experimental Design Handbook. This statement should be uploaded via the Graduate College online application in the SOC 705 - Qualitative Methods Supplementary Information section as an “Other SOC 774 - Seminar in Feminist Theories and Research Required Document.” 10. Demonstrate oral communication skills through PSY 707 - Research Methods an interview conducted by members of the T & L PSY 708 - Statistics for Psychologists I graduate faculty. Out-of-state applicants must contact the Coordinator of Doctoral Studies directly PSY 709 - Statistics for Psychologists II to make alternate arrangements to the on-campus Technology Course – Credits: 3 interview. CIT 772 - Technology in Teacher Education Once requirements are met, members of the T & L Graduate Faculty will evaluate all evidence for admission submitted Elective Courses – Credits: 9 by the applicant and then make their recommendations Complete three of the following courses: to the entire T& L faculty. The T & L faculty will make a CIE 685 - Elementary Education Curriculum recommendation to the Graduate College, and the Graduate College will post the decision letter to the student’s online CIG 603 - Urban Education application. Only complete applications will be considered. CIG 661 - Topics Multicultural Education Students are accepted into a degree program as described CIG 706 - Mentoring Strategies to Improve Teaching in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the described CIG 764 - Models of Teaching programs are subject to change at any time. CIG 765 - Instructional Design Plan Requirements CIG 766 - Evaluation of Teaching Total Credits Required: 60 Course Requirements CIG 769 - Advanced Curriculum Evaluation in Education Required Courses – Credits: 9 CIG 770 - Current Trends and Issues in Education EPY 767 - Human Learning and Cognition CIG 780 - Research on Teaching and Schooling CIG 762 - Instructional Strategies and Learning to Teach in Higher Education CIG 782 - School Climate CIG 763 - Teaching and Learning to Teach CIL 772 - Cognitive Foundations of Literacy Teaching Course – Credits: 3 CIS 618 - Instructional Methods Secondary School Complete one of the following courses: CIT 667 - Technology and Educational Change CIG 760R - Inquiry into Teacher Education EDA 782 - Seminar in Teacher Education CIG 780 - Research on Teaching and Schooling CIG 786 - Individual Instruction in Education Education Course – Credits: 3 Dissertation – Credits: 15 Complete one of the following courses: CIG 799 - Dissertation CIG 761 - Theoretical Foundations of Education Degree Requirements CIG 768 - Advanced Curriculum Studies 1. Complete a minimum of 60 hours of study beyond the master’s degree. Graduate Catalog • College of Education 131 2. Maintain an overall GPA of 3.00 or higher for all Education Specialist - Curriculum & course work taken at the doctoral level. Instruction 3. For the teaching internship course, three credit Plan Description hours will involve shadowing a faculty member The Ed.S. degree program is designed for individuals teaching a university course and the other three who possess the ability and desire to pursue advanced credits will include teaching a university course graduate work beyond the master’s level. under the supervision and mentoring of a faculty member. Co-enrollment with CIG 762 required. For more information about your program, including your 4. For the school-based internship, students will graduate program handbook and learning outcomes, complete an internship in Millennium Schools, please visit the Degree Directory. Paradise Professional Development School, or other Plan Admission Requirements Professional Practice Schools. Co-enrollment in CIG Application deadlines 763 is required. 5. In consultation with his/her advisor, a student will Applications available on the UNLV Graduate College organize a dissertation committee of at least three website. departmental members. In addition, a fourth member In addition to the credentials required by the Graduate from outside the department, known as the Graduate College, admission to the Ed.S. program in Curriculum College Representative, must be appointed. An and Instruction also requires the students: additional committee member may be added at the student and department’s discretion. Please see 1. Hold a master’s degree in education or in a field Graduate College policy for committee appointment related to education. guidelines. 2. Present evidence of a minimum of two years of 6. Complete the residency requirement for the degree. professional experience appropriate to the selected The residency experience incorporates, to the concentration. greatest extent possible, a spirit of full-time attention 3. Have a minimum GPA of 3.00 in all graduate-level from students to their studies during the residency course work. period. Selection of the criteria for fulfilling the 4. Submit an on-line application to the Graduate residency requirement is under the auspices of the College. student’s committee with oversight of the Doctoral 5. Submit satisfactory test results from the Graduate Studies Coordinator and Doctoral Studies Committee. Record Exam (GRE General Exam) to the C&I A formal proposal for the residency period is required Department. from the student. The PhD residency experience 6. The online application must include a one- to will incorporate a focus on activities associated two-page statement of professional goals. The with success in academe (e.g., scholarly writing, names with contact information of two professional classroom and online university teaching, research references and intended emphasis area should be methods and opportunities, and external funding). included in the statement. The residency period will encompass at least two 7. Two sets of official transcripts from all previously consecutive terms (may include one summer term). attended colleges and universities. One set of 7. Attend the T & L Doctoral Colloquium held transcripts must be sent directly to the Graduate periodically throughout the years of study. College; the other set must be sent directly to the 8. Pass a written comprehensive examination taken T&L main office. before commencing with the dissertation. Applicants will be evaluated on scholastic record, professional accomplishments, and potential for Plan Graduation Requirements advanced studies. Applicants may be asked to meet with 1. The student must submit all required forms to the a Graduate Admissions Committee for a formal interview. Graduate College and then apply for graduation up to two semesters prior to completing his/her degree All domestic and international applicants must review and requirements. follow the Graduate College Admission and Registration 2. The student must submit and successfully defend Requirements. his/her dissertation by the posted deadline. The Students are accepted into a degree program as described defense must be advertised and is open to the in the Graduate Catalog. The faculty and corresponding public. sub-disciplines and sub-plans within the described 3. The student must submit his/her approved, properly programs are subject to change at any time. formatted hard-copy document to the Graduate College, and submit the approved electronic version to ProQuest by the posted deadline. 4. The student must also file a copy of the dissertation with the Teaching and Learning Department.

132 Graduate Catalog • College of Education Plan Requirements Elementary Total Credits Required: 33 • Elementary Education Course Requirements • Elementary Education Endorsement Research Required Courses – Credits: 6 • Elementary Education GLP Complete two of the following courses: • Elementary Education TFA • Elementary Mathematics Education (K-8) CIG 790 - Doctoral Research Seminar • Elementary Science Education (K-8) EPY 718 - Qualitative Research Methodologies • Elementary Social Studies Education (K-8) Secondary EPY 721 - Descriptive and Inferential Statistics: An • Middle School Mathematics Education RPDP (6-8) Introduction • Middle School Science Education RPDP (6-8) Area of Emphasis Courses – Credits: 15 • Secondary Education Complete 15 credits of advisor-approved emphasis-area • Secondary Education GLP courses within and/or outside the department. Students • Secondary English Language Arts Education (7-12) may fulfill these credits via directed study. • Secondary English Language Arts Education TFA • Secondary Mathematics Education (7-12) Cognate Courses – Credits: 9 • Secondary Mathematics Education RPDP (7-12) Complete 9 credits of advisor-approved courses in an • Secondary Mathematics Education TFA area of study which enhances the major area of emphasis. • Secondary Science Education Cognate courses may be taken in the Department of • Secondary Science Education RPDP (7-12) Teaching and Learning or other departments at UNLV. • Secondary Science Education TFA Culminating Experience – Credits: 3 • Secondary Social Studies Education (7-12) CIG 698 - Curriculum and Instruction Professional Paper/ • Secondary Social Studies Education TFA Project Specialty • Career & Technical and Postsecondary Education Degree Requirements • Children’s and Young Adult Literature (K-12) **ON 1. Students must complete a minimum of 33 credit HOLD** hours with a minimum GPA of 3.00. • Educational Technology 2. Students must complete a written comprehensive • Educational Technology RPDP examination and/or oral presentation of a special • Literacy Education (K-12) project or professional paper. • Multicultural Education (PK12, Higher Ed, or Plan Graduation Requirements Community-Based Ed Focus) 1. The student must submit all required forms to the • Reading Specialist (K-12) **ON HOLD** Graduate College and then apply for graduation up • Leadership for Teachers and Professionals to two semesters prior to completing his/her degree For more information about your program, including your requirements. graduate program handbook and learning outcomes 2. The student must successfully complete a please visit the Degree Directory. culminating experience. Learning outcomes for specific subplan tracks can be Master of Education - Curriculum & found below: Instruction • Master of Education - Curriculum & Instruction; Plan Description Career & Technical The Department holds as its central mission the preparation • Master of Education - Curriculum & Instruction; and development of educators at all levels. The department Children’s and Young Adult Literature ensures that its professional education programs are based • Master of Education - Curriculum & Instruction; on essential knowledge, established and current research Elementary Education findings, and sound professional practice. • Master of Education - Curriculum & Instruction; Elementary Mathematics The program offers a wide variety of sub-plans to • Master of Education - Curriculum & Instruction; accommodate educators of all levels and content areas. Elementary Science The Graduate Licensure Program (GLP) subplans are • Master of Education - Curriculum & Instruction; designed to assist the student in earning a Master’s Elementary Social Studies degree while also completing some of the requirements • Master of Education - Curriculum & Instruction; necessary to become licensed teacher. Subplans are English Education also available for students who have been admitted into • Master of Education - Curriculum & Instruction; the Teach For America (TFA) program. Students can also Library Science earn a Master’s degree in some content areas through a • Master of Education - Curriculum & Instruction; partnership with the Regional Professional Development Literacy Education Program (RPDP). • Master of Education - Curriculum & Instruction; Multicultural Education Graduate Catalog • College of Education 133 • Master of Education - Curriculum & Instruction; prior to registering for any course(s). Please see http:// Reading Specialist tl.unlv.edu/admissions for more information. Students • Master of Education - Curriculum & Instruction; may also email [email protected] or call (702) 895-1986 Secondary Education for assistance. • Master of Education - Curriculum & Instruction; The Graduate College will send official notification regarding Secondary Mathematics the status of applications through the Apply Yourself (AY) • Master of Education - Curriculum & Instruction; portal. In addition, an email will be sent from the department Secondary Science of Teaching and Learning identifying an academic advisor. • Master of Education - Curriculum & Instruction; Students are responsible for contacting their advisors Secondary Social Studies upon admission to the program. Students are required to • Master of Education - Curriculum & Instruction; complete their program of study using Advise, T&L’s online Educational Technology system for submitting a program of study. Advise can be • Master of Education - Curriculum & Instruction; accessed at: http://advise.unlvcoe.net/. Leadership for Teachers and Professionals All domestic and international applicants must review and Plan Admission Requirements follow the Graduate College Admission and Registration Application deadlines Requirements. Applications available on the UNLV Graduate College Students are accepted into a degree program as described website. in the Graduate Catalog. The faculty and corresponding In addition to meeting the admission requirements of sub-disciplines and sub-plans within the described the Graduate College, applicants must also meet the programs are subject to change at any time. requirements established by the Department of Teaching Plan Requirements and Learning. They are: See Subplan Requirements below. 1. An overall undergraduate grade point average (GPA) of 3.00 is required for admission. Students with a Subplan 1 Requirements: Elementary Education GPA of less than 3.00 but greater or equal to 2.75 Track may be admitted to the graduate program upon Total Credits Required: 37 review of the Admissions Committee. Course Requirements 2. A completed on-line application for admission Research Course – Credits: 3 submitted to the Graduate College. Complete one of the following courses: 3. The online application must include a one- to CIG 690 - Teachers as Action Researchers two-page statement of professional goals. The names with contact information of two professional EPY 702 - Research Methods references and intended emphasis area should be EPY 703 - Teachers as Producers and Consumers of included in the statement. Educational Research 4. Two sets of official transcripts from all previously attended colleges and universities. One set of Foundations Course – Credits: 3 transcripts must be sent directly to the Graduate Complete one of the following courses: College; the other set must be sent directly to the CIG 603 - Urban Education T&L main office. 5. For Graduate Licensure Program (GLP), must CIG 660 - Multicultural Education submit Praxis Core passing scores and the EPY 707 - Adolescent Development supplemental application directly to the T&L Department (see tl.unlv.edu/glp for details). EPY 711 - Human Growth and Development Applications are processed when all credentials required EPY 712 - Foundations of Learning and Cognition by both the Graduate College and T&L have been Curriculum and Instruction Course – Credits: 3 received. Once received, materials are forwarded to the CIE 685 - Elementary Education Curriculum Graduate Coordinator and the T&L Master’s Admission Committee to evaluate the applicant’s credentials and Pedagogy Course – Credits: 3 recommend acceptance or denial into the program. Those CIE 683 - Elementary Classroom Management who wish to begin studies but who missed the application Instruction Course – Credits: 3 deadline may enroll as a non-degree seeking graduate Complete one of the following courses: student. However, since there is no guarantee that courses taken as a non-degree student will count toward CIE 681 - Elementary School Instruction a degree, and since a maximum of 15 hours taken prior CIG 602 - Differentiated Curriculum and Instruction to admission to the program may be used to meet degree requirements, candidates are urged to seek advisement

134 Graduate Catalog • College of Education Curricular Courses – Credits: 18 CIL 616 - Teaching Writing Complete 9 credits from each of two curricular areas CIL 621 - Assessment in Literacy below: CIL 680 - Contemporary Literature Children and Young Mathematics Education Adults Complete one of the following courses: Multicultural Education CIE 623 - Instruction Primary Elementary Mathematics Complete three of the following courses: Education CIG 660 - Multicultural Education CIE 625 - Instruction Intermediate Elementary Mathematics Education CIG 662 - Theory and Research Multicultural Education CIS 622 - Instructional Middle School Mathematics CIG 661 - Topics Multicultural Education Education CIL 693 - Literacy for a Diverse Society Complete two of the following courses (excluding the CIL 684 - Multicultural Literature course taken above): Educational Technology CIE 620 - Topics Elementary School Mathematics Complete three of the following courses: CIE 623 - Instruction Primary Elementary Mathematics CIT 601 - Technology Applications Elementary Education Curriculum CIE 625 - Instruction Intermediate Elementary CIT 608 - Integrating Technology in Teaching and Mathematics Education Learning CIE 627 - Technology Applications K-8 Mathematics CIT 609 - Internet for Learning Education CIT 611 - Digital Publishing for Educators CIE 629 - Curriculum Development in Elementary School Mathematics CIT 649 - Instructional Methods Computer Applications CIG 620 - Principles of Learning Mathematics Teaching English as a Second Language Complete three of the following courses: CIS 622 - Instructional Middle School Mathematics Education TESL 750 - TESL Linguistic Theory Science Education TESL 751 - Theories of Second Language Acquisition Complete the following course: TESL 752 - TESL Methods and Materials CIE 635 - Instruction Elementary Science Education TESL 753 - TESL Curriculum Complete two of the following courses: TESL 754 - TESL Assessment Procedures CIE 630 - Topics Elementary School Science Elective Course – Credits: 3 CIE 637 - Technology Applications K-8 Science Complete 3 credits advisor-approved elective courses. Education Culminating Experience – Credits: 1 CIE 639 - Curriculum Development Elementary Science CIG 697 - Curriculum and Instruction Culminating Education Experience Social Studies Education Subplan Notes CIE 640 - Topics Elementary School Social Studies 1. CIE 685 must be completed within final 30-36 hours of study and required before enrollment in CIG 697. CIE 645 - Instruction Elementary Social Studies 2. CIG 660 cannot satisfy requirements in more than Education one category. CIE 649 - Curriculum Development Elementary Social Degree Requirements Studies Education See Plan Degree Requirements below. Literacy Education Graduation Requirements Complete three of the following courses: See Plan Graduation Requirements below. CIL 601 - Foundations of Literacy Learning CIL 604 - Literacy Instruction for Young Children CIL 607 - Comprehensive Reading Instruction CIL 610 - Content Area Literacy

Graduate Catalog • College of Education 135 Subplan 2 Requirements: Elementary Education Professional Education Course – Credits: 3 Endorsement Track Complete one of the following courses, or another Total Credits Required: 37 advisor-approved course given the Professional Course Requirements Education licensure requirements are satisfied. Research Course – Credits: 3 CIT 601 - Technology Applications Elementary Complete one of the following courses: Curriculum** CIG 690 - Teachers as Action Researchers ESP 701 - Introduction to Special Education and Legal EPY 702 - Research Methods Issues** EPY 703 - Teachers as Producers and Consumers of TESL 752 - TESL Methods and Materials** Educational Research Culminating Experience – Credits: 1 Foundations Course – Credits: 3 CIG 697 - Curriculum and Instruction Culminating Complete one of the following courses: Experience CIG 603 - Urban Education (Prerequisite: CIE 685 the semester prior to enrollment) CIG 660 - Multicultural Education** Subplan Notes 1. Student must hold a secondary or special (art, EPY 707 - Adolescent Development music, health, physical education, special education, EPY 711 - Human Growth and Development** etc.) license, plus three years of successful teaching experience in the initial licensed area to obtain a EPY 712 - Foundations of Learning and Cognition** regular Elementary Education endorsement added Curriculum and Instruction Course - Credits: 3 to a license. If the license is 7-12 secondary or the Complete the following course within last 30-36 semester specialty teaching experience is in a K-8 setting, hours of coursework; preferably the semester before CIG then student teaching may be waived given Nevada 697. Department of Education approval. 2. *Methods courses (9 semester hours of literacy CIE 685 - Elementary Education Curriculum and 9 semester hours of mathematics, science and Pedagogy Course – Credits: 3 social studies) required for the regular Elementary CIE 683 - Elementary Classroom Management** Education license. Depending on student’s academic background, 500-level courses may be substituted Additional Pedagogy Course – Credits: 3 for 600-level methods courses given instructor, Complete one of the following courses: advisor and/or Graduate Coordinator approval. CIE 681 - Elementary School Instruction 3. **Meets the six semester hours of Professional Education coursework required for the regular CIG 602 - Differentiated Curriculum and Instruction Elementary Education license. Although selected Literacy Courses – Credits: 6 courses are required for the master’s degree CIL 621 - Assessment in Literacy* program, previous courses taken in two of the following areas are acceptable for the Nevada CIL 680 - Contemporary Literature Children and Young Department of Education regular Elementary Adults* Education license. Additional Literacy Course – Credits: 3 a. Classroom management; Complete one of the following courses: b. English as a second language; c. Technology; CIL 604 - Literacy Instruction for Young Children* d. Evaluation of pupils; CIL 607 - Comprehensive Reading Instruction* e. Child development; f. Special education; or Methods Courses – Credits: 6 g. Social and cultural issues. CIE 635 - Instruction Elementary Science Education* Degree Requirements CIE 645 - Instruction Elementary Social Studies See Plan Degree Requirements below. Education* Graduation Requirements Additional Methods Course – Credits: 3 See Plan Graduation Requirements below. Complete one of the following courses: CIE 623 - Instruction Primary Elementary Mathematics Education* CIE 625 - Instruction Intermediate Elementary Mathematics Education*

136 Graduate Catalog • College of Education Subplan 3 Requirements: Elementary Education GLP Subplan 4 Requirements: Elementary Education TFA Track Track Total Credits Required: 37 Total Credits Required: 37 Course Requirements Course Requirements Research Course – Credits: 3 Required Courses – Credits: 36 CIG 690 - Teachers as Action Researchers Complete these courses: EPY 702 - Research Methods CIE 533 - Teaching Elementary School Mathematics EPY 703 - Teachers as Producers and Consumers of CIE 543 - Teaching Elementary School Science Educational Research CIE 553 - Teaching Elementary School Social Studies Foundations Course – Credits: 3 CIE 681 - Elementary School Instruction CIG 660 - Multicultural Education CIG 660 - Multicultural Education (formerly CIG 750) Curriculum & Instruction Course – Credits: 3 CIE 685 - Elementary Education Curriculum CIL 542 - Literacy Instruction I Pedagogy Courses – Credits: 15 CIL 621 - Assessment in Literacy CIE 601 - Elementary Teacher Development Seminar CIL 680 - Contemporary Literature Children and Young CIT 601 - Technology Applications Elementary Adults Curriculum CIE 685 - Elementary Education Curriculum EPY 709 - Classroom Assessment EPY 702 - Research Methods ESP 701 - Introduction to Special Education and Legal ESP 701 - Introduction to Special Education and Legal Issues Issues TESL 752 - TESL Methods and Materials TESL 752 - TESL Methods and Materials Elementary Methods Courses – Credits: 12 Culminating Experience – Credits: 1 Complete four of the following courses: CIG 697 - Curriculum and Instruction Culminating CIE 533 - Teaching Elementary School Mathematics Experience CIE 543 - Teaching Elementary School Science Subplan Notes CIS 684 must be completed within final 30-36 hours of CIE 553 - Teaching Elementary School Social Studies study and before enrollment in CIG 697. CIE 508 - Classroom Management Elementary Education Degree Requirements CIL 501 - Children’s Literature Elementary School Curriculum See Plan Degree Requirements below. CIL 542 - Literacy Instruction I Graduation Requirements See Plan Graduation Requirements below. CIL 543 - Literacy Instruction II: Clinic-based Subplan 5 Requirements: Elementary Mathematics ESP 730 - Parent Involvement in Special and General Education (K-8) Track Education Total Credits Required: 37 Culminating Experience – Credits: 1 Course Requirements CIG 697 - Curriculum and Instruction Culminating Research Course – Credits: 3 Experience Complete one of the following courses: Subplan Notes CIG 690 - Teachers as Action Researchers 1. CIS 684 must be completed within final 30-36 hours EPY 702 - Research Methods of study and before enrollment in CIG 697. 2. These courses are only for the M.Ed portion EPY 703 - Teachers as Producers and Consumers of of the Graduate Licensure program. Additional Educational Research requirements exist that do not count towards the Foundations Course - Credits: 3 master’s degree. Students should reference the Complete one of the following courses: Graduate Licensure page for complete details and information about the required sequence in which CIG 603 - Urban Education these courses must be taken. CIG 660 - Multicultural Education Degree Requirements See Plan Degree Requirements below. EPY 707 - Adolescent Development Graduation Requirements EPY 711 - Human Growth and Development See Plan Graduation Requirements below. EPY 712 - Foundations of Learning and Cognition Graduate Catalog • College of Education 137 Curriculum and Instruction Course - Credits: 3 Subplan 6 Requirements: Elementary Science Complete one of the following courses: Education (K-8) Track Total Credits Required: 37 CIE 681 - Elementary School Instruction Course Requirements CIE 683 - Elementary Classroom Management Research Course – Credits: 3 Complete one of the following courses: CIE 685 - Elementary Education Curriculum CIG 690 - Teachers as Action Researchers CIG 602 - Differentiated Curriculum and Instruction EPY 702 - Research Methods Methods Courses – Credits: 6 Complete two of the following courses: EPY 703 - Teachers as Producers and Consumers of Educational Research CIE 623 - Instruction Primary Elementary Mathematics Education Foundations Course – Credits: 3 Complete one of the following courses: CIE 625 - Instruction Intermediate Elementary Mathematics Education CIG 603 - Urban Education CIS 622 - Instructional Middle School Mathematics CIG 660 - Multicultural Education Education EPY 707 - Adolescent Development Core Courses – Credits: 9 EPY 711 - Human Growth and Development CIE 620 - Topics Elementary School Mathematics EPY 712 - Foundations of Learning and Cognition CIE 627 - Technology Applications K-8 Mathematics Education Curriculum and Instruction Course –Credits: 3 Complete one of the following courses: CIG 620 - Principles of Learning Mathematics CIE 681 - Elementary School Instruction Education Course – Credits: 3 Complete one of the following courses: CIE 683 - Elementary Classroom Management CIE 629 - Curriculum Development in Elementary CIE 685 - Elementary Education Curriculum School Mathematics CIG 602 - Differentiated Curriculum and Instruction CIG 621 - Diagnostic Assessment School Mathematics Core Courses – Credits: 12 Cognate Courses – Credits: 6 CIE 630 - Topics Elementary School Science Complete 6 credits of advisor approved cognate CIE 635 - Instruction Elementary Science Education coursework. CIE 637 - Technology Applications K-8 Science Education Possible cognates include, but are not limited to, educational technology and teaching English as a second language. CIE 639 - Curriculum Development Elementary Science Education Seminar Course – Credits: 3 CIG 689 - Curriculum and Instruction Seminar Elective Courses – Credits: 6 Complete 6 credits of 600 or 700-level advisor-approved Culminating Experience – Credits: 1 Science courses from the College of Sciences or SCI 630 CIG 697 - Curriculum and Instruction Culminating courses via RPDP. Experience Cognate Courses – Credits: 6 Subplan Notes Complete 6 credits of cognate coursework. Possible CIG 689 must be taken prior to enrollment in CIG 697. cognates include, but are not limited to, educational Degree Requirements technology and teaching English as a second language. See Plan Degree Requirements below. Seminar Course – Credits: 3 Graduation Requirements CIG 639 - Science Education Seminar See Plan Graduation Requirements below. Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Experience Subplan Notes CIG 639 must be completed prior to enrollment in CIG 697. Degree Requirements See Plan Degree Requirements below. Graduation Requirements See Plan Graduation Requirements below.

138 Graduate Catalog • College of Education Subplan 7 Requirements: Elementary Social Studies Subplan 8 Requirements: Middle School Education (K-8) Track Mathematics Education RPDP Track Total Credits Required: 37 Total Credits Required: 37 Course Requirements Course Requirements Research Course – Credits: 3 Research Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 690 - Teachers as Action Researchers CIG 690 - Teachers as Action Researchers EPY 702 - Research Methods EPY 702 - Research Methods EPY 703 - Teachers as Producers and Consumers of EPY 703 - Teachers as Producers and Consumers of Educational Research Educational Research Foundations Course – Credits: 3 Foundations Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 603 - Urban Education CIG 603 - Urban Education CIG 660 - Multicultural Education CIG 660 - Multicultural Education EPY 707 - Adolescent Development EPY 707 - Adolescent Development EPY 711 - Human Growth and Development EPY 711 - Human Growth and Development EPY 712 - Foundations of Learning and Cognition EPY 712 - Foundations of Learning and Cognition Curriculum and Instruction Course – Credits: 3 Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIE 681 - Elementary School Instruction CIE 681 - Elementary School Instruction CIE 683 - Elementary Classroom Management CIE 683 - Elementary Classroom Management CIE 685 - Elementary Education Curriculum CIE 685 - Elementary Education Curriculum CIG 602 - Differentiated Curriculum and Instruction CIG 602 - Differentiated Curriculum and Instruction Core Courses – Credits: 9 CIS 682 - Secondary School Instruction CIE 640 - Topics Elementary School Social Studies CIS 684 - Secondary Education Curriculum CIE 645 - Instruction Elementary Social Studies Education Content Courses – Credits: 15 CIE 649 - Curriculum Development Elementary Social Complete 15 credits of SCI 620 courses via RPDP from Studies Education UNLV’s College of Sciences. Integration Course – Credits: 3 Core Courses – Credits: 9 Complete one of the following courses: CIE 627 - Technology Applications K-8 Mathematics Education CIT 608 - Integrating Technology in Teaching and Learning CIG 620 - Principles of Learning Mathematics CIT 609 - Internet for Learning CIS 622 - Instructional Middle School Mathematics Elective Courses – Credits: 12 Education Complete three 600-level advisor-approved social science courses from Liberal Arts. Elective Course – Credits: 3 Complete one of the following courses: Seminar Course – Credits: 3 CIG 689 - Curriculum and Instruction Seminar CIE 629 - Curriculum Development in Elementary School Mathematics Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating CIG 629 - Mathematics Education Seminar Experience CIG 621 - Diagnostic Assessment School Mathematics Subplan Notes CIS 620 - Topics Secondary School Mathematics CIG 689 must be completed prior to enrollment in CIG 697. CIS 629 - Curriculum Development Secondary Mathematics Education Degree Requirements See Plan Degree Requirements below. Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Graduation Requirements Experience See Plan Graduation Requirements below. Graduate Catalog • College of Education 139 Subplan Notes Subplan Notes 1. CIS 620 is limited to 3 total credit hours. 1. Admission to UNLV’s Graduate College is required 2. CIS 684 must be completed within final 30-36 hours PRIOR to the completion of 15 credit hours. of study and before enrollment in CIG 697. Students who have already begun the RPDP Certificate Program are encouraged to apply to Degree Requirements UNLV as soon as possible. See Plan Degree Requirements below. 2. CIS 684 must be completed within final 30-36 hours Graduation Requirements of study and before enrollment in CIG 697. See Plan Graduation Requirements below. Degree Requirements Subplan 9 Requirements: Middle School Science See Plan Degree Requirements below. Education RPDP Track Graduation Requirements Total Credits Required: 37 See Plan Graduation Requirements below. Course Requirements Research Course – Credits: 3 Subplan 10 Requirements: Secondary Education Complete one of the following courses: Track Total Credits Required: 37 CIG 690 - Teachers as Action Researchers Course Requirements EPY 702 - Research Methods Research Course – Credits: 3 Complete one of the following courses: EPY 703 - Teachers as Producers and Consumers of Educational Research CIG 690 - Teachers as Action Researchers Foundations Course – Credits: 3 EPY 702 - Research Methods Complete one of the following courses: EPY 703 - Teachers as Producers and Consumers of CIG 603 - Urban Education Educational Research CIG 660 - Multicultural Education Foundations Course – Credits: 3 Complete one of the following courses: EPY 707 - Adolescent Development CIG 660 - Multicultural Education EPY 711 - Human Growth and Development EPY 707 - Adolescent Development EPY 712 - Foundations of Learning and Cognition EPY 711 - Human Growth and Development Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: EPY 712 - Foundations of Learning and Cognition CIG 602 - Differentiated Curriculum and Instruction Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: CIS 682 - Secondary School Instruction CIG 602 - Differentiated Curriculum and Instruction CIS 684 - Secondary Education Curriculum CIS 682 - Secondary School Instruction Content Courses – Credits: 15 Complete 15 credits of SCI 630 courses via RPDP with Pedagogy Courses – Credits: 6 credit through UNLV’s College of Sciences. CIS 684 - Secondary Education Curriculum Core Courses – Credits: 6 CIG 603 - Urban Education CIE 637 - Technology Applications K-8 Science Elective Courses – Credits: 9 Education Complete three courses from one of the subject areas CIS 632 - Instruction Middle School Science Education below. One of the courses must be a methods** course. Elective Courses – Credits: 6 English Education Complete two of the following courses: Complete the following course: CIG 639 - Science Education Seminar CIL 642 - Instruction English Education** CIS 630 - Topics Secondary School Science Complete two of the following courses, or any 600- or 700-level course(s) in English: CIS 639 - Curriculum Development Secondary Science Education CIL 610 - Content Area Literacy Culminating Experience – Credits: 1 CIL 643 - Curriculum Development English Education CIG 697 - Curriculum and Instruction Culminating CIL 616 - Teaching Writing Experience

140 Graduate Catalog • College of Education Mathematics Education CIL 684 - Multicultural Literature Complete one of the following courses: CIL 693 - Literacy for a Diverse Society CIS 622 - Instructional Middle School Mathematics Teaching English as a Second Language Education** TESL 750 - TESL Linguistic Theory CIS 624 - Instruction Secondary Mathematics Education** TESL 751 - Theories of Second Language Acquisition Complete two of the following courses (excluding the TESL 752 - TESL Methods and Materials course taken above), or any 600-or 700-level course(s) in Mathematics: TESL 753 - TESL Curriculum CIG 621 - Diagnostic Assessment School Mathematics TESL 754 - TESL Assessment Procedures CIS 620 - Topics Secondary School Mathematics Educational Technology CIT 602 - Technology Applications Secondary CIS 622 - Instructional Middle School Mathematics Curriculum Education CIT 608 - Integrating Technology in Teaching and CIS 624 - Instruction Secondary Mathematics Education Learning CIS 628 - Technology Application in Secondary CIT 609 - Internet for Learning Mathematics Education CIT 611 - Digital Publishing for Educators Science Education Complete one of the following courses: CIT 649 - Instructional Methods Computer Applications CIS 632 - Instruction Middle School Science Education** Elective Course – Credits: 3 Complete 3 credits of an advisor-approved elective CIS 634 - Instruction Secondary Science Education** course. Complete two of the following courses (excluding the Culminating Experience – Credits: 1 course taken above), or any 600-or 700-level course(s) CIG 697 - Curriculum and Instruction Culminating in Biology, Chemistry, Geosciences, and/or Physics: Experience CIS 630 - Topics Secondary School Science Subplan Notes CIS 632 - Instruction Middle School Science Education 1. CIS 684 must be completed within final 30-36 hours of study and before enrollment in CIG 697. CIS 634 - Instruction Secondary Science Education 2. CIG 660 cannot satisfy requirements in more than CIS 639 - Curriculum Development Secondary Science one category. Education 3. Each topic course (CIS 620, CIS 630, CIS 640, and CIG 661) is limited to 3 total credit hours. CIS 638 - Technology Applications in Secondary Science Education Degree Requirements See Plan Degree Requirements below. Social Studies Complete the following course: Graduation Requirements See Plan Graduation Requirements below. CIS 644 - Instruction Secondary Social Studies Education** Subplan 11 Requirements: Secondary English Complete the following courses, or any 600-or 700-level Education ARL Program course(s) in Anthropology, Economics, Geography, Total Credits Required: 37 History, Political Science, Psychology and/or Sociology: Course Requirements CIS 640 - Topics Secondary Social Studies Education Research Course – Credits: 3 Complete one of the following courses: CIS 649 - Curriculum Development Secondary Social Studies Education CIG 690 - Teachers as Action Researchers Cognate Courses – Credits: 9 EPY 702 - Research Methods Complete 3 advisor-approved courses from one of the Foundations Course – Credits: 3 cognate areas below. Other cognate areas may be CIG 660 - Multicultural Education selected with advisor approval. Curriculum & Instruction Course – Credits: 3 Multicultural Education CIS 684 - Secondary Education Curriculum CIG 660 - Multicultural Education Pedagogy Courses – Credits: 18 CIG 661 - Topics Multicultural Education CIS 602 - Secondary School Practicum CIG 662 - Theory and Research Multicultural Education CIS 603 - Secondary Process and Instruction

Graduate Catalog • College of Education 141 CIS 604 - Secondary Classroom Management CIS 604 - Secondary Classroom Management ESP 701 - Introduction to Special Education and Legal ESP 701 - Introduction to Special Education and Legal Issues Issues ESP 730 - Parent Involvement in Special and General ESP 730 - Parent Involvement in Special and General Education Education TESL 752 - TESL Methods and Materials TESL 752 - TESL Methods and Materials Methods and Assessment – Credits: 6 Methods and Assessment – Credits: 6 CIS 533 - Teaching Secondary English CIS 553S - Teaching Secondary Mathematics CIL 621 - Assessment in Literacy CIG 621 - Diagnostic Assessment School Mathematics Optional Course – Credits: 3 Optional Course – Credits: 3 Complete one of the following courses: Complete one of the courses listed: CIL 616 - Teaching Writing CIG 620 - Principles of Learning Mathematics CIT 602 - Technology Applications Secondary CIT 602 - Technology Applications Secondary Curriculum Curriculum EPY 707 - Adolescent Development EPY 707 - Adolescent Development TESL 753 - TESL Curriculum TESL 753 - TESL Curriculum Culminating Experience – Credits: 1 Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating CIG 697 - Curriculum and Instruction Culminating Experience Experience Subplan Notes Subplan Notes 1. CIS 684 must be completed within final 30-36 hours 1. CIS 684 must be completed within final 30-36 hours of study and before enrollment in CIG 697. of study and before enrollment in CIG 697. 2. Note: These courses are only for the M.Ed portion 2. Note: These courses are only for the M.Ed portion of the Graduate Licensure program. Additional of the Graduate Licensure program. Additional requirements exist that do not count towards the requirements exist that do not count towards the masters degree. Students should reference the masters degree. Students should reference the Graduate Licensure page (tl.unlv.edu/glp) for Graduate Licensure page (tl.unlv.edu/glp) for complete details and information about the required complete details and information about the required sequence in which these courses must be taken. sequence in which these courses must be taken. Degree Requirements Degree Requirements See Plan Degree Requirements below. See Plan Degree Requirements below. Graduation Requirements Graduation Requirements See Plan Graduation Requirements below. See Plan Graduation Requirements below. Subplan 12 Requirements: Secondary Math Subplan 13 Requirements: Secondary Science Education ARL Track Education ARL Track Total Credits Required: 37 Total Credits Required: 37 Course Requirements Course Requirements Research Course – Credits: 3 Research Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 690 - Teachers as Action Researchers CIG 690 - Teachers as Action Researchers EPY 702 - Research Methods EPY 702 - Research Methods Foundations Course – Credits: 3 Foundations Course – Credits: 3 CIG 660 - Multicultural Education CIG 660 - Multicultural Education Curriculum & Instruction Course – Credits: 3 Curriculum & Instruction Course – Credits: 3 CIS 684 - Secondary Education Curriculum CIS 684 - Secondary Education Curriculum Pedagogy Courses – Credits: 18 Pedagogy Courses – Credits: 18 CIS 602 - Secondary School Practicum CIS 602 - Secondary School Practicum CIS 603 - Secondary Process and Instruction CIS 603 - Secondary Process and Instruction

142 Graduate Catalog • College of Education CIS 604 - Secondary Classroom Management CIS 604 - Secondary Classroom Management ESP 701 - Introduction to Special Education and Legal ESP 701 - Introduction to Special Education and Legal Issues Issues ESP 730 - Parent Involvement in Special and General ESP 730 - Parent Involvement in Special and General Education Education TESL 752 - TESL Methods and Materials TESL 752 - TESL Methods and Materials Methods and Assessment – Credits: 6 Methods and Assessment – Credits: 6 CIS 563 - Teaching Secondary Science CIS 573 - Teaching Secondary Social Studies EPY 709 - Classroom Assessment EPY 709 - Classroom Assessment Optional Course – Credits: 3 Optional Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIS 638 - Technology Applications in Secondary Science CIS 649 - Curriculum Development Secondary Social Education Studies Education CIT 602 - Technology Applications Secondary CIT 602 - Technology Applications Secondary Curriculum Curriculum EPY 707 - Adolescent Development EPY 707 - Adolescent Development TESL 753 - TESL Curriculum TESL 753 - TESL Curriculum Culminating Experience – Credits: 1 Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating CIG 697 - Curriculum and Instruction Culminating Experience Experience Subplan Notes Subplan Notes 1. CIS 684 must be completed within final 30-36 hours 1. CIS 684 must be completed within final 30-36 hours of study and before enrollment in CIG 697. of study and before enrollment in CIG 697. 2. Note: These courses are only for the M.Ed portion 2. Note: These courses are only for the M.Ed portion of the Graduate Licensure program. Additional of the Graduate Licensure program. Additional requirements exist that do not count towards the requirements exist that do not count towards the masters degree. Students should reference the masters degree. Students should reference the Graduate Licensure page (tl.unlv.edu/glp) for Graduate Licensure page (tl.unlv.edu/glp) for complete details and information about the required complete details and information about the required sequence in which these courses must be taken. sequence in which these courses must be taken. Degree Requirements Degree Requirements See Plan Degree Requirements below. See Plan Degree Requirements below. Graduation Requirements Graduation Requirements See Plan Graduation Requirements below. See Plan Graduation Requirements below. Subplan 14 Requirements: Secondary Social Studies Subplan 15 Requirements: Secondary English Education ARL Track Language Arts Education (7-12) Track Total Credits Required: 37 Total Credits Required: 37 Course Requirements Course Requirements Research Course – Credits: 3 Research Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 690 - Teachers as Action Researchers CIG 690 - Teachers as Action Researchers EPY 702 - Research Methods EPY 702 - Research Methods Foundations Course – Credits: 3 EPY 703 - Teachers as Producers and Consumers of CIG 660 - Multicultural Education Educational Research Curriculum & Instruction Course – Credits: 3 Foundations Course – Credits: 3 CIS 684 - Secondary Education Curriculum Complete one of the following courses: Pedagogy Courses – Credits: 18 CIG 603 - Urban Education CIS 602 - Secondary School Practicum CIG 660 - Multicultural Education CIS 603 - Secondary Process and Instruction

Graduate Catalog • College of Education 143 EPY 707 - Adolescent Development Graduation Requirements See Plan Graduation Requirements below. EPY 711 - Human Growth and Development Subplan 16 Requirements: Secondary English EPY 712 - Foundations of Learning and Cognition Language Arts Education TFA Track Curriculum and Instruction Course – Credits: 3 Total Credits Required: 37 Complete one of the following courses: Course Requirements Required Courses – Credits: 36 CIG 602 - Differentiated Curriculum and Instruction Complete these courses: CIS 682 - Secondary School Instruction CIG 660 - Multicultural Education CIS 684 - Secondary Education Curriculum CIL 610 - Content Area Literacy Core Courses – Credits: 12 CIL 616 - Teaching Writing CIL 610 - Content Area Literacy CIL 642 - Instruction English Education CIL 642 - Instruction English Education CIL 643 - Curriculum Development English Education CIL 643 - Curriculum Development English Education CIS 684 - Secondary Education Curriculum CIL 616 - Teaching Writing CIS 682 - Secondary School Instruction Literacy Topics Course – Credits: 3 Complete one of the following courses: EPY 702 - Research Methods CIL 600 - Topics Literacy Education ESP 701 - Introduction to Special Education and Legal Issues CIL 680 - Contemporary Literature Children and Young Adults TESL 751 - Theories of Second Language Acquisition Cognate Courses – Credits: 6 TESL 752 - TESL Methods and Materials Complete two courses from one of the following areas of TESL 753 - TESL Curriculum emphasis: Culminating Experience – Credits: 1 English CIG 697 - Curriculum and Instruction Culminating Advisor-approved 600-level courses in the Department Experience of English. Subplan Notes Literacy CIS 684 must be completed within final 30-36 hours of CIL 601 - Foundations of Literacy Learning study and before enrollment in CIG 697. CIL 621 - Assessment in Literacy Degree Requirements CIL 693 - Literacy for a Diverse Society See Plan Degree Requirements below. Other CIL literacy courses selected with advisor approval Graduation Requirements See Plan Graduation Requirements below. TESL TESL 750 - TESL Linguistic Theory Subplan 17 Requirements: Secondary Mathematics Education (7-12) Track TESL 751 - Theories of Second Language Acquisition Total Credits Required: 37 TESL 752 - TESL Methods and Materials Course Requirements Research Course – Credits: 3 TESL 753 - TESL Curriculum Complete one of the following courses: TESL 754 - TESL Assessment Procedures CIG 690 - Teachers as Action Researchers Elective Course – Credits: 3 EPY 702 - Research Methods Complete 3 credits of an advisor-approved elective course. EPY 703 - Teachers as Producers and Consumers of Educational Research Seminar Course – Credits: 3 CIL 699 - Literacy Research Seminar Foundations Course – Credits: 3 Complete one of the following courses: Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating CIG 603 - Urban Education Experience CIG 660 - Multicultural Education Degree Requirements EPY 707 - Adolescent Development See Plan Degree Requirements below.

144 Graduate Catalog • College of Education EPY 711 - Human Growth and Development Subplan 18 Requirements: Secondary Mathematics Education RPDP (7-12) Track EPY 712 - Foundations of Learning and Cognition Total Credits Required: 37 Curriculum and Instruction Course – Credits: 3 Course Requirements Complete one of the following courses: Research Course – Credits: 3 Complete one of the following courses: CIG 602 - Differentiated Curriculum and Instruction CIG 690 - Teachers as Action Researchers CIS 682 - Secondary School Instruction EPY 702 - Research Methods CIS 684 - Secondary Education Curriculum EPY 703 - Teachers as Producers and Consumers of Methods Course – Credits: 3 Educational Research Complete one of the following courses: Foundations Course – Credits: 3 CIS 622 - Instructional Middle School Mathematics Complete one of the following courses: Education CIG 603 - Urban Education CIS 624 - Instruction Secondary Mathematics Education CIG 660 - Multicultural Education Mathematics Education Courses – Credits: 6 CIG 620 - Principles of Learning Mathematics EPY 707 - Adolescent Development CIS 628 - Technology Application in Secondary EPY 711 - Human Growth and Development Mathematics Education EPY 712 - Foundations of Learning and Cognition Mathematics Elective Course – Credits: 3 Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 621 - Diagnostic Assessment School Mathematics CIG 602 - Differentiated Curriculum and Instruction CIS 686 - Curriculum Development Secondary CIS 682 - Secondary School Instruction Education CIS 684 - Secondary Education Curriculum Mathematics Content Courses – Credits: 9 Complete three of the following courses, or other 600- Content Courses – Credits: 15 700 level MAT courses: Complete 15 credits of SCI 640 courses via RPDP from UNLV’s College of Sciences. CIS 620 - Topics Secondary School Mathematics Instruction Course – Credits: 3 MAT 711 - Survey of Mathematical Problems I Complete one of the following courses: MAT 712 - Survey of Mathematical Problems II CIS 622 - Instructional Middle School Mathematics MAT 714 - History of Mathematics Education SCI 620 - Middle School Mathematics Content: CIS 624 - Instruction Secondary Mathematics Education SCI 640 - High School Mathematics Content: Education Courses – Credits: 6 CIG 620 - Principles of Learning Mathematics Elective Course – Credits: 3 Complete 3 credits of an advisor-approved elective CIS 628 - Technology Application in Secondary course. Mathematics Education Seminar Course – Credits: 3 Elective Course – Credits: 3 CIG 689 - Curriculum and Instruction Seminar Complete one of the following courses: Culminating Experience – Credits: 1 CIG 629 - Mathematics Education Seminar CIG 697 - Curriculum and Instruction Culminating CIG 621 - Diagnostic Assessment School Mathematics Experience CIS 620 - Topics Secondary School Mathematics Subplan Notes CIG 689 must be completed before enrollment in CIG CIS 629 - Curriculum Development Secondary 697. Mathematics Education Degree Requirements Culminating Experience – Credits: 1 See Plan Degree Requirements below. CIG 697 - Curriculum and Instruction Culminating Experience Graduation Requirements See Plan Graduation Requirements below.

Graduate Catalog • College of Education 145 Subplan Notes Subplan 20 Requirements: Secondary Science 1. CIS 620 is limited to 3 total credit hours. Education Track 2. CIS 624 and CIS 628 require secondary Total Credits Required: 37 mathematics content background. Course Requirements 3. Students must successfully complete a culminating Research Course – Credits: 3 experience. CIG 697 involves the development of an Complete one of the following courses: e-portfolio. It is recommended that you keep copies CIG 690 - Teachers as Action Researchers of your work from all classes in your program in preparation for this course. EPY 702 - Research Methods Degree Requirements EPY 703 - Teachers as Producers and Consumers of See Plan Degree Requirements below. Educational Research Graduation Requirements Foundations Course – Credits: 3 See Plan Graduation Requirements below. Complete one of the following courses: Subplan 19 Requirements: Secondary Mathematics CIG 603 - Urban Education Education TFA Track CIG 660 - Multicultural Education Total Credits Required: 37 Course Requirements EPY 707 - Adolescent Development Required Courses – Credits: 36 EPY 711 - Human Growth and Development Complete these courses: EPY 712 - Foundations of Learning and Cognition CIG 620 - Principles of Learning Mathematics Curriculum and Instruction Course –Credits: 3 CIG 660 - Multicultural Education Complete one of the following courses: CIL 610 - Content Area Literacy CIG 602 - Differentiated Curriculum and Instruction CIS 624 - Instruction Secondary Mathematics Education CIS 682 - Secondary School Instruction CIS 628 - Technology Application in Secondary CIS 684 - Secondary Education Curriculum Mathematics Education Core Courses – Credits: 12 CIS 682 - Secondary School Instruction CIS 630 - Topics Secondary School Science CIS 684 - Secondary Education Curriculum CIS 634 - Instruction Secondary Science Education EPY 702 - Research Methods CIS 638 - Technology Applications in Secondary Science Education ESP 701 - Introduction to Special Education and Legal Issues CIS 639 - Curriculum Development Secondary Science Education TESL 751 - Theories of Second Language Acquisition Elective Courses – Credits: 6 TESL 752 - TESL Methods and Materials Complete 6 credits of 600- or 700-level advisor- TESL 753 - TESL Curriculum approved courses from the College of Sciences or SCI 650 courses via RPDP. Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Cognate Courses – Credits: 6 Experience Complete 6 credits of advisor-approved cognate coursework. Subplan Notes CIS 684 must be completed within final 30-36 hours of Seminar Course – Credits: 3 study and before enrollment in CIG 697. CIG 639 - Science Education Seminar Degree Requirements Culminating Experience - Credits: 1 See Plan Degree Requirements below. CIG 697 - Curriculum and Instruction Culminating Experience Graduation Requirements See Plan Graduation Requirements below. Subplan Notes CIG 639 must be completed prior to enrollment in CIG 697. Degree Requirements See Plan Degree Requirements below. Graduation Requirements See Plan Graduation Requirements below.

146 Graduate Catalog • College of Education Subplan 21 Requirements: Secondary Science Subplan 22 Requirements: Secondary Science Education RPDP Track Education TFA Track Total Credits Required: 37 Total Credits Required: 37 Course Requirements Course Requirements Research Course – Credits: 3 Required Courses – Credits: 36 Complete one of the following courses: Complete these courses: CIG 690 - Teachers as Action Researchers EPY 702 - Research Methods EPY 702 - Research Methods CIG 660 - Multicultural Education (formerly CIG 750) EPY 703 - Teachers as Producers and Consumers of CIL 610 - Content Area Literacy Educational Research CIS 634 - Instruction Secondary Science Education Foundations Course – Credits: 3 CIS 638 - Technology Applications in Secondary Science Complete one of the following courses: Education CIG 603 - Urban Education CIS 639 - Curriculum Development Secondary Science CIG 660 - Multicultural Education Education EPY 707 - Adolescent Development CIS 682 - Secondary School Instruction EPY 711 - Human Growth and Development CIS 684 - Secondary Education Curriculum (formerly CIS 705) EPY 712 - Foundations of Learning and Cognition ESP 701 - Introduction to Special Education and Legal Curriculum and Instruction Course – Credits: 3 Issues Complete one of the following courses: TESL 751 - Theories of Second Language Acquisition CIG 602 - Differentiated Curriculum and Instruction TESL 752 - TESL Methods and Materials CIS 682 - Secondary School Instruction TESL 753 - TESL Curriculum CIS 684 - Secondary Education Curriculum Culminating Experience – Credits: 1 Content Courses – Credits: 15 CIG 697 - Curriculum and Instruction Culminating Complete 15 credits of SCI 650 courses via RPDP Experience through UNLV’s College of Sciences. Subplan Notes Core Courses – Credits: 6 CIS 684 must be completed within final 30-36 hours of CIS 634 - Instruction Secondary Science Education study and before enrollment in CIG 697. CIS 638 - Technology Applications in Secondary Science Degree Requirements Education See Plan Degree Requirements below. Elective Courses – Credits: 6 Graduation Requirements Complete two of the following courses: See Plan Graduation Requirements below. CIG 639 - Science Education Seminar Subplan 23 Requirements: Secondary Social Studies CIS 630 - Topics Secondary School Science Education (7-12) Track Total Credits Required: 37 CIS 639 - Curriculum Development Secondary Science Course Requirements Education Research Course – Credits: 3 Culminating Experience – Credits: 1 Complete one of the following courses: CIG 697 - Curriculum and Instruction Culminating CIG 690 - Teachers as Action Researchers Experience EPY 702 - Research Methods Subplan Notes Admission to UNLV’s Graduate College is required EPY 703 - Teachers as Producers and Consumers of PRIOR to the completion of 15 credit hours. Students Educational Research who have already begun the RPDP Certificate Program Foundations Course – Credits: 3 are encouraged to apply to UNLV as soon as possible. Complete one of the following courses: Degree Requirements CIG 603 - Urban Education See Plan Degree Requirements below. CIG 660 - Multicultural Education Graduation Requirements See Plan Graduation Requirements below. EPY 707 - Adolescent Development

Graduate Catalog • College of Education 147 EPY 711 - Human Growth and Development CIS 682 - Secondary School Instruction EPY 712 - Foundations of Learning and Cognition CIS 684 - Secondary Education Curriculum Curriculum and Instruction Course –Credits: 3 EPY 702 - Research Methods Complete one of the following courses: ESP 701 - Introduction to Special Education and Legal CIG 602 - Differentiated Curriculum and Instruction Issues CIS 682 - Secondary School Instruction TESL 751 - Theories of Second Language Acquisition CIS 684 - Secondary Education Curriculum TESL 752 - TESL Methods and Materials Core Courses – Credits: 12 TESL 753 - TESL Curriculum CIS 640 - Topics Secondary Social Studies Education TESL 754 - TESL Assessment Procedures CIS 644 - Instruction Secondary Social Studies Culminating Experience – Credits: 1 Education CIG 697 - Curriculum and Instruction Culminating CIS 649 - Curriculum Development Secondary Social Experience Studies Education Subplan Notes Content Course – Credits: 3 CIS 684 must be completed within final 30-36 hours of Complete one of the following courses: study and before enrollment in CIG 697. CIT 609 - Internet for Learning Degree Requirements See Plan Degree Requirements below. CIT 608 - Integrating Technology in Teaching and Learning Graduation Requirements See Plan Graduation Requirements below. Elective Courses – Credits: 9 Complete 9 credits of 600-level social science courses Subplan 25 Requirements: Career & Technical and from Liberal Arts. Postsecondary Education Track Total Credits Required: 37 Seminar Course – Credits: 3 Course Requirements CIG 649 - Social Studies Education Seminar Research Course – Credits: 3 Culminating Experience – Credits: 1 Complete one of the following courses: CIG 697 - Curriculum and Instruction Culminating EPY 702 - Research Methods Experience EPY 703 - Teachers as Producers and Consumers of Subplan Notes Educational Research 1. CIS 640 is limited to 3 total credit hours. 2. CIG 649 must be completed prior to CIG 697. Foundations Course – Credits: 3 Complete one of the following courses: Degree Requirements See Plan Degree Requirements below. CIG 603 - Urban Education Graduation Requirements CIG 660 - Multicultural Education See Plan Graduation Requirements below. EPY 707 - Adolescent Development Subplan 24 Requirements: Secondary Social Studies EPY 711 - Human Growth and Development Education TFA Track Total Credits Required: 37 EPY 712 - Foundations of Learning and Cognition Course Requirements Curriculum & Instruction Course – Credits: 3 Required Courses – Credits: 36 Complete one of the following courses: Complete these courses: CIG 602 - Differentiated Curriculum and Instruction CIG 660 - Multicultural Education CIS 682 - Secondary School Instruction CIL 610 - Content Area Literacy CIS 684 - Secondary Education Curriculum CIS 640 - Topics Secondary Social Studies Education Concentration Courses – Credits: 15 CIS 649 - Curriculum Development Secondary Social EDW 755 - Professional Seminar in Workforce Studies Education Education CIS 644 - Instruction Secondary Social Studies EDW 539 - Methods of Teaching in Workforce Education Education EDW 575 - Performance-Based Education EDW 733 - Workforce Education Curriculum and 148 Graduate Catalog • College of Education Program Development EPY 707 - Adolescent Development EDW 768 - Grantsmanship in Education EPY 711 - Human Growth and Development Core Course – Credits: 3 EPY 712 - Foundations of Learning and Cognition Complete one of the following courses: Literacy Learning Course – Credits: 3 EDW 571 - Advising Career and Technical Student CIL 601 - Foundations of Literacy Learning Organizations (CTSO) Literacy Topics Course – Credits: 3 EDW 745 - Theories of Adult Learning Complete one of the following courses: Cognate Courses – Credits: 6 CIL 600 - Topics Literacy Education Complete 6 credits of advisor-approval cognate CIL 680 - Contemporary Literature Children and Young coursework within a particular area of study. Adults Applied Concepts Course – Credits: 3 Elective Courses – Credits: 12 Complete one of the following courses: Complete four of the following courses, or other advisor- EDW 530 - Tools for Success in Secondary Workforce approved CIL 600-level courses: Education CIL 600 - Topics Literacy Education EDW 748 - Internship in Workforce Education CIL 604 - Literacy Instruction for Young Children Culminating Experience – Credits: 1 CIL 607 - Comprehensive Reading Instruction CIG 697 - Curriculum and Instruction Culminating Experience CIL 680 - Contemporary Literature Children and Young Adults Degree Requirements See Plan Degree Requirements below. CIL 684 - Multicultural Literature Graduation Requirements CIL 687 - Literature-Based Instruction See Plan Graduation Requirements below. CIL 688 - Historical Development of Literature Subplan 26 Requirements: Children’s and Young CIL 747 - Literary Theories and Children’s Literature Adult Literature (K-12) Track **ON HOLD** Total Credits Required: 37 Cognate Course – Credits: 6 This subplan is currently on hold and unavailable to Complete 6 credits of advisor-approved cognate new students. coursework within a particular area of study. Course Requirements Seminar Course – Credits: 3 Curriculum and Instruction Course – Credits: 3 CIL 699 - Literacy Research Seminar Complete one of the following courses: Culminating Experience – Credits: 1 CIE 681 - Elementary School Instruction CIG 697 - Curriculum and Instruction Culminating CIE 683 - Elementary Classroom Management Experience CIE 685 - Elementary Education Curriculum Subplan Notes 1. A maximum of 6 semester hours of CIL 602 topics CIG 602 - Differentiated Curriculum and Instruction classes accepted toward a degree. CIS 682 - Secondary School Instruction 2. CIL 699 must be taken the semester prior to CIG 697. CIS 684 - Secondary Education Curriculum Degree Requirements Research Course – Credits: 3 See Plan Degree Requirements below. Complete one of the following courses: Graduation Requirements CIG 690 - Teachers as Action Researchers See Plan Graduation Requirements below. EPY 702 - Research Methods EPY 703 - Teachers as Producers and Consumers of Educational Research Foundations Course – Credits: 3 Complete one of the following courses: CIG 603 - Urban Education CIG 660 - Multicultural Education

Graduate Catalog • College of Education 149 Subplan 27 Requirements: Education Technology Culminating Experience – Credits: 1 Track CIG 697 - Curriculum and Instruction Culminating Total Credits Required: 37 Experience Course Requirements Degree Requirements Research Course – Credits: 3 See Plan Degree Requirements below. Complete one of the following courses: Graduation Requirements CIG 690 - Teachers as Action Researchers See Plan Graduation Requirements below. EPY 702 - Research Methods Subplan 28 Requirements: Educational Technology EPY 703 - Teachers as Producers and Consumers of RPDP Track Educational Research Total Credits Required: 37 Course Requirements Foundations Course – Credits: 3 Research Course – Credits: 3 Complete one of the following courses: Complete one of the following courses: CIG 603 - Urban Education CIG 690 - Teachers as Action Researchers CIG 660 - Multicultural Education EPY 702 - Research Methods EPY 707 - Adolescent Development EPY 703 - Teachers as Producers and Consumers of EPY 711 - Human Growth and Development Educational Research EPY 712 - Foundations of Learning and Cognition Foundations Course – Credits: 3 Complete one of the following courses: Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: CIG 603 - Urban Education CIE 681 - Elementary School Instruction CIG 660 - Multicultural Education CIE 683 - Elementary Classroom Management EPY 707 - Adolescent Development CIE 685 - Elementary Education Curriculum EPY 711 - Human Growth and Development CIG 602 - Differentiated Curriculum and Instruction EPY 712 - Foundations of Learning and Cognition CIS 682 - Secondary School Instruction Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: CIS 684 - Secondary Education Curriculum CIE 681 - Elementary School Instruction Core Courses - Credits: 18 CIT 608 - Integrating Technology in Teaching and CIE 683 - Elementary Classroom Management Learning CIE 685 - Elementary Education Curriculum CIT 609 - Internet for Learning CIG 602 - Differentiated Curriculum and Instruction CIT 643 - Designing Digital Materials for Education CIS 682 - Secondary School Instruction CIT 648 - Issues and Methods in Online Learning CIS 684 - Secondary Education Curriculum CIT 667 - Technology and Educational Change Technology Integration Courses – Credits: 24 CIT 673 - Digital Materials Studio CIT 643 - Designing Digital Materials for Education Elective Courses – Credits: 9 CIT 667 - Technology and Educational Change Complete 9 credits of electives from the following list, or CIT 673 - Digital Materials Studio other advisor-approved content area methods courses: CIT 608 - Integrating Technology in Teaching and Learning CIT 600 - Topics in Educational Technology: CIT 609 - Internet for Learning CIT 611 - Digital Publishing for Educators CIT 611 - Digital Publishing for Educators CIT 647 - Creating Online Learning Environments CIT 622 - Microcomputer Technology for Educators CIT 649 - Instructional Methods Computer Applications CIT 647 - Creating Online Learning Environments CIT 651 - Instructional Methods Computer Science Electives Course – Credits: 3 CIT 653 - Creating Digital Materials for Education Complete one of the following courses: CIT 676 - Management of Educational Technology CIE 637 - Technology Applications K-8 Science Facilities and Resources Education

150 Graduate Catalog • College of Education CIE 627 - Technology Applications K-8 Mathematics Learning Course – Credits: 3 Education CIL 601 - Foundations of Literacy Learning TESL 756 - Technology Assisted English Language Literacy Course – Credits: 3 Learning Complete one of the following courses: CIS 628 - Technology Application in Secondary CIL 600 - Topics Literacy Education Mathematics Education CIL 680 - Contemporary Literature Children and Young CIS 638 - Technology Applications in Secondary Science Adults Education Elective Courses – Credits: 12 CIT 600 - Topics in Educational Technology: Complete 12 credits from the following list of courses, or other advisor-approved CIL 600-level courses: CIT 648 - Issues and Methods in Online Learning CIL 600 - Topics Literacy Education CIT 649 - Instructional Methods Computer Applications CIL 604 - Literacy Instruction for Young Children CIT 651 - Instructional Methods Computer Science CIL 607 - Comprehensive Reading Instruction CIT 653 - Creating Digital Materials for Education CIL 610 - Content Area Literacy Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating CIL 616 - Teaching Writing Experience CIL 617 - Southern Nevada Writing Project: Invitational Degree Requirements Institute (6 semester hours) See Plan Degree Requirements below. CIL 621 - Assessment in Literacy Graduation Requirements CIL 622 - Practicum Literacy Diagnosis and Instruction See Plan Graduation Requirements below. CIL 691 - Organization and Supervision Literacy Subplan 29 Requirements: Literacy Education (K-12) Programs Track Total Credits Required: 37 CIL 693 - Literacy for a Diverse Society Course Requirements CIL 680 - Contemporary Literature Children and Young Research Course – Credits: 3 Adults Complete one of the following courses: CIL 684 - Multicultural Literature CIG 690 - Teachers as Action Researchers CIL 687 - Literature-Based Instruction EPY 702 - Research Methods CIL 688 - Historical Development of Literature EPY 703 - Teachers as Producers and Consumers of Educational Research CIL 747 - Literary Theories and Children’s Literature Foundations Course – Credits: 3 Cognate Courses – Credits: 6 Complete one of the following courses: Complete 6 credits of advisor-approved cognate coursework. CIG 603 - Urban Education Seminar Course – Credits: 3 CIG 660 - Multicultural Education CIL 699 - Literacy Research Seminar EPY 707 - Adolescent Development Culminating Experience – Credits: 1 EPY 711 - Human Growth and Development CIG 697 - Curriculum and Instruction Culminating Experience EPY 712 - Foundations of Learning and Cognition Subplan Notes Curriculum and Instruction Course – Credits: 3 1. A maximum of 6 semester hours of CIL 602 topics Complete one of the following courses: classes accepted toward a degree. CIE 681 - Elementary School Instruction 2. CIL 699 must be taken the semester prior to Culminating Experience. CIE 683 - Elementary Classroom Management Degree Requirements CIE 685 - Elementary Education Curriculum See Plan Degree Requirements below. CIG 602 - Differentiated Curriculum and Instruction Graduation Requirements CIS 682 - Secondary School Instruction See Plan Graduation Requirements below. CIS 684 - Secondary Education Curriculum

Graduate Catalog • College of Education 151 Subplan 30 Requirements: Multicultural Education Cognate Courses – Credits: 6 (PK12, Higher Ed, or Community-Based Ed Focus) Complete 6 credits of advisor-approved cognate Track coursework. Total Credits Required: 37 Culminating Experience – Credits: 1 Course Requirements CIG 697 - Curriculum and Instruction Culminating Research Course – Credits: 3 Experience Complete one of the following courses: Degree Requirements CIG 690 - Teachers as Action Researchers See Plan Degree Requirements below. EPY 702 - Research Methods Graduation Requirements EPY 703 - Teachers as Producers and Consumers of See Plan Graduation Requirements below. Educational Research Subplan 31 Requirements: Reading Specialist Track Foundations Course – Credits: 3 **ON HOLD** Complete one of the following courses: Total Credits Required: 37 This subplan is currently on hold and unavailable to new CIG 603 - Urban Education students. EPY 707 - Adolescent Development Course Requirements EPY 711 - Human Growth and Development Research Course – Credits: 3 Complete one of the following courses: EPY 712 - Foundations of Learning and Cognition CIG 690 - Teachers as Action Researchers Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: EPY 702 - Research Methods CIE 681 - Elementary School Instruction EPY 703 - Teachers as Producers and Consumers of Educational Research CIE 683 - Elementary Classroom Management Foundations Course – Credits: 3 CIE 685 - Elementary Education Curriculum Complete one of the following courses: CIG 602 - Differentiated Curriculum and Instruction CIG 603 - Urban Education CIS 682 - Secondary School Instruction CIG 660 - Multicultural Education CIS 684 - Secondary Education Curriculum EPY 707 - Adolescent Development Multicultural Core Course – Credits: 3 EPY 711 - Human Growth and Development CIG 660 - Multicultural Education EPY 712 - Foundations of Learning and Cognition Multicultural Education Courses – Credits: 9 Complete three of the following courses: Curriculum and Instruction Course – Credits: 3 Complete one of the following courses: CIG 661 - Topics Multicultural Education CIE 681 - Elementary School Instruction CIG 662 - Theory and Research Multicultural Education CIE 683 - Elementary Classroom Management CIL 693 - Literacy for a Diverse Society CIE 685 - Elementary Education Curriculum CIL 684 - Multicultural Literature CIG 602 - Differentiated Curriculum and Instruction TESL Core Course – Credits: 3 TESL 751 - Theories of Second Language Acquisition CIS 682 - Secondary School Instruction TESL Elective Courses – Credits: 6 CIS 684 - Secondary Education Curriculum Complete two of the following courses: Learning Course – Credits: 3 TESL 750 - TESL Linguistic Theory CIL 601 - Foundations of Literacy Learning TESL 751 - Theories of Second Language Acquisition Additional Foundations Course - Credits: 3 Complete one of the following courses: TESL 752 - TESL Methods and Materials CIL 600 - Topics Literacy Education TESL 753 - TESL Curriculum CIL 680 - Contemporary Literature Children and Young TESL 754 - TESL Assessment Procedures Adults Reading Specialist Courses – Credits: 12 CIL 610 - Content Area Literacy

152 Graduate Catalog • College of Education CIL 621 - Assessment in Literacy Subplan 32 Requirements: Leadership for Teachers and Professionals Track CIL 622 - Practicum Literacy Diagnosis and Instruction Total Credits Required: 37 CIL 691 - Organization and Supervision Literacy Course Requirements Programs Research Course – Credits: 3 CIG 690 - Teachers as Action Researchers Literacy Programs Course – Credits: 3 Complete one of the following courses: Foundations Course – Credits: 3 CIG 686 - Teachers and Professionals as Change CIL 604 - Literacy Instruction for Young Children Agents CIL 607 - Comprehensive Reading Instruction Curriculm and Instruction Course – Credits: 3 Reading Specialist Elective Course – Credits: 3 CIG 681 - Curriculum Implementation and Innovation Complete one of the following courses, or other advisor- Concentration: Teacher Leadership – Credits: 27 approved CIL 600-level courses: CIG 603 - Urban Education CIL 616 - Teaching Writing CIG 680 - Developing Social Emotional Competence in CIL 617 - Southern Nevada Writing Project: Invitational Teachers and Professional Leaders Institute (6 semester hours) CIG 682 - Reflective Practice in Teaching TESL 750 - TESL Linguistic Theory CIG 683 - Dynamic Teaching Practices CIL 684 - Multicultural Literature CIG 684 - Data Literacy for Teacher and Professional CIL 687 - Literature-Based Instruction Leaders CIL 688 - Historical Development of Literature CIG 685 - Peer Assistance and Review CIL 693 - Literacy for a Diverse Society CIG 687 - Coaching High-Leverage Field Practices CIL 747 - Literary Theories and Children’s Literature CIG 688 - Teaching and Learning Seminar TESL 751 - Theories of Second Language Acquisition CIT 667 - Technology and Educational Change Seminar Course - Credits: 3 Culminating Experience – Credits: 1 CIL 699 - Literacy Research Seminar CIG 697 - Curriculum and Instruction Culminating Experience Culminating Experience – Credits: 1 CIG 697 - Curriculum and Instruction Culminating Plan Degree Requirements Experience 1. Students must complete a minimum of 37 credit hours with a minimum GPA of 3.00. Subplan Notes 2. All graduate students are held responsible for the CIL 699 must be taken the semester prior to Culminating requirements and academic policies established by Experience. the Graduate College and outlined in the front of this Degree Requirements catalog. See Plan Degree Requirements below. 3. Students must successfully complete a culminating experience, CIG 697 under the direction of an Graduation Requirements advisor. See Plan Graduation Requirements below. a. Registration for the culminating experience, CIG 697, is restricted to students who have 6 credits or less remaining in their program of study. b. CIG 697 involves the development of an e-portfolio. It is recommended that you keep copies of your work from all classes in your program in preparation for this course. 4. Per graduate college requirements, students must be enrolled in at least 3 credits in the term they will graduate. Plan Graduation Requirements 1. The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters prior to completing his/her degree requirements. 2. The student must successfully complete the culminating experience. Graduate Catalog • College of Education 153 Master of Science - Curriculum & Instruction 3. The online application must include a one- to two-page statement of professional goals. The Plan Description names with contact information of two professional The Department holds as its central mission the references and intended emphasis area should be preparation and development of educators at all levels. included in the statement. The department ensures that its professional education 4. Two sets of official transcripts from all previously programs are based on essential knowledge, established attended colleges and universities. One set of and current research findings, and sound professional transcripts must be sent directly to the Graduate practice. College; the other set must be sent directly to the For more information about your program, including your T&L main office. graduate program handbook and learning outcomes Applications are processed when all credentials required please visit the Degree Directory. by both the Graduate College and T&L have been Learning outcomes for specific subplan tracks can be received. Once received, materials are forwarded to the found below: Graduate Coordinator and the T&L Master’s Admission • Master of Science - Curriculum & Instruction; Career Committee to evaluate the applicant’s credentials and & Technical recommend acceptance or denial into the program. Those • Master of Science - Curriculum & Instruction; who wish to begin studies but who missed the application Elementary Education deadline may enroll as a non-degree seeking graduate • Master of Science - Curriculum & Instruction; student. However, since there is no guarantee that Elementary Mathematics courses taken as a non-degree student will count toward • Master of Science - Curriculum & Instruction; a degree, and since a maximum of 15 hours taken prior Elementary Science to admission to the program may be used to meet degree • Master of Science - Curriculum & Instruction; requirements, candidates are urged to seek advisement Elementary Social Studies prior to registering for any course(s). Please see http:// • Master of Science - Curriculum & Instruction; English tl.unlv.edu/admissions for more information. Students Education may also email [email protected] or call (702) 895-1540 • Master of Science - Curriculum & Instruction; Library for assistance. Science The Graduate College will send official notification • Master of Science - Curriculum & Instruction; regarding the status of applications through the Grad Reading Specialist Rebel Gateway. In addition, an email will be sent from • Master of Science - Curriculum & Instruction; the department of Teaching and Learning identifying an Secondary Education academic advisor. Students are responsible for contacting • Master of Science - Curriculum & Instruction; their advisors upon admission to the program. Students Secondary Mathematics are required to complete their program of study using • Master of Science - Curriculum & Instruction; Advise, T&L’s online system for submitting a program of Secondary Science study. Advise can be accessed at: http://advise.unlvcoe. • Master of Science - Curriculum & Instruction; net/. Secondary Social Studies • Master of Science - Curriculum & Instruction; All domestic and international applicants must review and Educational Technology follow the Graduate College Admission and Registration • Master of Science - Curriculum & Instruction; Requirements. Multicultural Education Students are accepted into a degree program as described Plan Admission Requirements in the Graduate Catalog. The faculty and corresponding Application deadlines sub-disciplines and sub-plans within the described programs are subject to change at any time. Applications available on the UNLV Graduate College website. Plan Requirements See Subplan Requirements below. In addition to meeting the admission requirements of the Graduate College, applicants must also meet the Subplan 1 Requirements: Career & Technical and requirements established by the Department of Teaching Postsecondary Education Track and Learning. They are: Total Credits Required: 39 Course Requirements 1. An overall undergraduate grade point average (GPA) Required Course – Credits: 3 of 3.00 is required for admission. Students with a EPY 702 - Research Methods GPA of less than 3.00 but greater or equal to 2.75 may be admitted to the graduate program upon Methods Course – Credits: 3 review of the Admissions Committee. Complete one of the following courses: 2. A completed on-line application for admission EPY 718 - Qualitative Research Methodologies submitted to the Graduate College.

154 Graduate Catalog • College of Education EPY 721 - Descriptive and Inferential Statistics: An b. A thesis prospectus must be filed with the C&I Introduction Department and the Graduate College the semester prior to registering for thesis hours. Foundations Course – Credits: 3 The form, “Prospectus Approval Form”, must Complete one of the following courses: be completed by the student, signed by the CIG 603 - Urban Education student’s advisor, and returned to the T&L Department Graduate Studies Office (CEB CIG 660 - Multicultural Education 368A) three (3) weeks prior to the last day of EPY 707 - Adolescent Development instruction the semester before enrolling in six (6) semester hours of CIG 699 C&I Thesis. EPY 711 - Human Growth and Development The T&L Graduate Studies Office will obtain EPY 712 - Foundations of Learning and Cognition signatures from committee members and graduate coordinator before forwarding the form Instruction Course – Credits: 3 to the Graduate College. Complete one of the following courses: Graduation Requirements CIG 602 - Differentiated Curriculum and Instruction 1. The student must submit all required forms to the Graduate College and then apply for graduation up CIS 682 - Secondary School Instruction to two semesters prior to completing his/her degree CIS 684 - Secondary Education Curriculum requirements. 2. The student must submit and successfully defend EDW 745 - Theories of Adult Learning his/her thesis by the posted deadline. The defense Core Courses – Credits: 15 must be advertised and is open to the public. EDW 755 - Professional Seminar in Workforce Subplan 2 Requirements: English Language Arts Education Education Track EDW 539 - Methods of Teaching in Workforce Education Total Credits Required: 39 Course Requirements EDW 575 - Performance-Based Education Required Course – Credits: 3 EDW 733 - Workforce Education Curriculum and EPY 702 - Research Methods Program Development Methods Course – Credits: 3 EDW 768 - Grantsmanship in Education Complete one of the following courses: Additional Core Course – Credits: 3 EPY 718 - Qualitative Research Methodologies Complete one of the following courses: EPY 721 - Descriptive and Inferential Statistics: An EDW 571 - Advising Career and Technical Student Introduction Organizations (CTSO) Foundations Course – Credits: 3 EDW 745 - Theories of Adult Learning Complete one of the following courses: Seminar Course – Credits: 3 CIG 603 - Urban Education EDW 772 - Seminar in Workforce Education CIG 660 - Multicultural Education Thesis – Credits: 6 EPY 707 - Adolescent Development CIG 699 - Curriculum and Instruction Thesis EPY 711 - Human Growth and Development Degree Requirements 1. Students must complete a minimum of 39 credit EPY 712 - Foundations of Learning and Cognition hours with a minimum GPA of 3.00. Core Courses – Credits: 12 2. EPY 702 must be taken prior to EPY 718 or EPY 721. CIL 610 - Content Area Literacy 3. CIG 649 must be taken prior to CIG 699. 4. In consultation with his/her advisor, a student CIL 642 - Instruction English Education will organize a thesis committee of at least three CIL 643 - Curriculum Development English Education departmental members. In addition, a fourth member from outside the department, known as the Graduate CIL 616 - Teaching Writing College Representative, must be appointed. An Literacy Topics Course – Credits: 3 additional committee member may be added at the Complete one of the following courses: student and department’s discretion. Please see Graduate College policy for committee appointment CIL 600 - Topics Literacy Education guidelines. CIL 680 - Contemporary Literature Children and Young 5. Complete and defend a thesis. Adults a. Students must be enrolled in thesis credits the semester of graduation. Graduate Catalog • College of Education 155 Cognate Courses – Credits: 6 Graduation Requirements Complete two courses from one of the following areas of 1. The student must submit all required forms to the emphasis: Graduate College and then apply for graduation up to two semesters prior to completing his/her degree English requirements. Classes must be 600-level, advisor approved courses in 2. The student must submit and successfully defend the Department of English. his/her thesis by the posted deadline. The defense Literacy must be advertised and is open to the public. CIL 601 - Foundations of Literacy Learning 3. Student must submit his/her approved, properly formatted hard-copy thesis to the Graduate College, CIL 621 - Assessment in Literacy and submit the approved electronic version to CIL 693 - Literacy for a Diverse Society ProQuest by the posted deadline. Other CIL literacy courses selected with advisor approval. Subplan 3 Requirements: Elementary Mathematics Education Track TESL Total Credits Required: 39 TESL 750 - TESL Linguistic Theory Course Requirements TESL 751 - Theories of Second Language Acquisition Required Course – Credits: 3 EPY 702 - Research Methods TESL 752 - TESL Methods and Materials Methods Course – Credits: 3 TESL 753 - TESL Curriculum Complete one of the following courses: TESL 754 - TESL Assessment Procedures EPY 718 - Qualitative Research Methodologies Seminar Course – Credits: 3 EPY 721 - Descriptive and Inferential Statistics: An CIL 699 - Literacy Research Seminar Introduction Thesis – Credits: 6 Foundations Course – Credits: 3 CIG 699 - Curriculum and Instruction Thesis Complete one of the following courses: Degree Requirements CIG 603 - Urban Education 1. Students must complete a minimum of 39 credit hours with a minimum GPA of 3.00. CIG 660 - Multicultural Education 2. EPY 702 must be taken prior to EPY 718 or EPY 721. EPY 707 - Adolescent Development 3. CIG 649 must be taken prior to CIG 699. 4. In consultation with his/her advisor, a student EPY 711 - Human Growth and Development will organize a thesis committee of at least three EPY 712 - Foundations of Learning and Cognition departmental members. In addition, a fourth member from outside the department, known as the Graduate Methods Courses – Credits: 6 College Representative, must be appointed. An Complete two of the following courses: additional committee member may be added at the CIE 623 - Instruction Primary Elementary Mathematics student and department’s discretion. Please see Education Graduate College policy for committee appointment guidelines. CIE 625 - Instruction Intermediate Elementary 5. Complete and defend a thesis. Mathematics Education a. Students must be enrolled in thesis credits the CIS 622 - Instructional Middle School Mathematics semester of graduation. Education b. A thesis prospectus must be filed with the C&I Department and the Graduate College the Core Courses – Credits: 9 semester prior to registering for thesis hours. CIE 620 - Topics Elementary School Mathematics The form, “Prospectus Approval Form”, must CIE 627 - Technology Applications K-8 Mathematics be completed by the student, signed by the Education student’s advisor, and returned to the T&L Department Graduate Studies Office (CEB CIG 620 - Principles of Learning Mathematics 368A) three (3) weeks prior to the last day of Education Course – Credits: 3 instruction the semester before enrolling in six Complete one of the following courses: (6) semester hours of CIG 699 C&I Thesis. The T&L Graduate Studies Office will obtain CIE 629 - Curriculum Development in Elementary signatures from committee members and School Mathematics graduate coordinator before forwarding the form CIG 621 - Diagnostic Assessment School Mathematics to the Graduate College.

156 Graduate Catalog • College of Education Elective Course – Credits: 6 Mathematics Content Courses – Credits: 6 Complete 6 credits of advisor-approved elective courses. Complete two of the following courses: Culminating Experience – Credits: 6 CIS 620 - Topics Secondary School Mathematics CIG 689 - Curriculum and Instruction Seminar MAT 711 - Survey of Mathematical Problems I CIG 697 - Curriculum and Instruction Culminating MAT 712 - Survey of Mathematical Problems II Experience MAT 714 - History of Mathematics Degree Requirements 1. Students must complete a minimum of 39 credit SCI 620 - Middle School Mathematics Content: hours with a minimum GPA of 3.00. SCI 640 - High School Mathematics Content: 2. EPY 702 must be taken prior to EPY 718 or EPY 721. Seminar Course – Credits: 3 3. Complete the culminating experience. CIG 689 - Curriculum and Instruction Seminar Graduation Requirements Thesis – Credits: 6 1. The student must submit all required forms to the CIG 699 - Curriculum and Instruction Thesis Graduate College and then apply for graduation up Degree Requirements to two semesters prior to completing his/her degree 1. Students must complete a minimum of 39 credit requirements. hours with a minimum GPA of 3.00. 2. The student must complete the culminating 2. EPY 702 must be taken prior to EPY 718 or EPY 721. experience. 3. CIG 649 must be taken prior to CIG 699. Subplan 4 Requirements: Secondary Mathematics 4. In consultation with his/her advisor, a student Education Track will organize a thesis committee of at least three Total Credits Required: 39 departmental members. In addition, a fourth member Course Requirements from outside the department, known as the Graduate Required Course – Credits: 3 College Representative, must be appointed. An EPY 702 - Research Methods additional committee member may be added at the student and department’s discretion. Please see Methods Course – Credits: 3 Graduate College policy for committee appointment Complete one of the following courses: guidelines. EPY 718 - Qualitative Research Methodologies 5. Complete and defend a thesis. a. Students must be enrolled in thesis credits the EPY 721 - Descriptive and Inferential Statistics: An semester of graduation. Introduction b. A thesis prospectus must be filed with the C&I Foundations Course – Credits: 3 Department and the Graduate College the Complete one of the following courses: semester prior to registering for thesis hours. The form, “Prospectus Approval Form”, must CIG 603 - Urban Education be completed by the student, signed by the CIG 660 - Multicultural Education student’s advisor, and returned to the T&L Department Graduate Studies Office (CEB EPY 707 - Adolescent Development 368A) three (3) weeks prior to the last day of EPY 711 - Human Growth and Development instruction the semester before enrolling in six (6) semester hours of CIG 699 C&I Thesis. EPY 712 - Foundations of Learning and Cognition The T&L Graduate Studies Office will obtain Mathematics Education Courses – Credits: 12 signatures from committee members and CIS 622 - Instructional Middle School Mathematics graduate coordinator before forwarding the form Education to the Graduate College. CIS 624 - Instruction Secondary Mathematics Education Graduation Requirements 1. The student must submit all required forms to the CIG 620 - Principles of Learning Mathematics Graduate College and then apply for graduation up CIS 628 - Technology Application in Secondary to two semesters prior to completing his/her degree Mathematics Education requirements. 2. The student must submit and successfully defend Mathematics Elective Course – Credits: 3 his/her thesis by the posted deadline. The defense Complete one of the following courses: must be advertised and is open to the public. CIG 621 - Diagnostic Assessment School Mathematics 3. Student must submit his/her approved, properly formatted hard-copy thesis to the Graduate College, CIS 686 - Curriculum Development Secondary and submit the approved electronic version to Education ProQuest by the posted deadline. Graduate Catalog • College of Education 157 Subplan 5 Requirements: Elementary Science b. A thesis prospectus must be filed with the C&I Education Track Department and the Graduate College the Total Credits Required: 39 semester prior to registering for thesis hours. Course Requirements The form, “Prospectus Approval Form”, must Required Course – Credits: 3 be completed by the student, signed by the EPY 702 - Research Methods student’s advisor, and returned to the T&L Department Graduate Studies Office (CEB Methods Course – Credits: 3 368A) three (3) weeks prior to the last day of Complete one of the following courses: instruction the semester before enrolling in six EPY 718 - Qualitative Research Methodologies (6) semester hours of CIG 699 C&I Thesis. The T&L Graduate Studies Office will obtain EPY 721 - Descriptive and Inferential Statistics: An signatures from committee members and Introduction graduate coordinator before forwarding the form Foundations Course – Credits: 3 to the Graduate College. Complete one of the following courses: Graduation Requirements CIG 603 - Urban Education 1. The student must submit all required forms to the Graduate College and then apply for graduation up CIG 660 - Multicultural Education to two semesters prior to completing his/her degree EPY 707 - Adolescent Development requirements. 2. The student must submit and successfully defend EPY 711 - Human Growth and Development his/her thesis by the posted deadline. The defense EPY 712 - Foundations of Learning and Cognition must be advertised and is open to the public. 3. Student must submit his/her approved, properly Core Courses – Credits: 12 formatted hard-copy thesis to the Graduate College, CIE 630 - Topics Elementary School Science and submit the approved electronic version to CIE 635 - Instruction Elementary Science Education ProQuest by the posted deadline. CIE 637 - Technology Applications K-8 Science Education Subplan 6 Requirements: Secondary Science Education Track CIE 639 - Curriculum Development Elementary Science Total Credits Required: 39 Education Course Requirements Science Courses – Credits: 6 Required Course – Credits: 3 Complete 6 credits of 600 or 700-level Science courses EPY 702 - Research Methods from the College of Sciences of SCI 630 courses via Methods Course – Credits: 3 RPDP. Complete one of the following courses: Elective Course – Credits: 3 EPY 718 - Qualitative Research Methodologies Complete 3 credits of electives. EPY 721 - Descriptive and Inferential Statistics: An Seminar Course – Credits: 3 Introduction CIG 639 - Science Education Seminar Foundations Course – Credits: 3 Thesis – Credits: 6 Complete one of the following courses: CIG 699 - Curriculum and Instruction Thesis CIG 603 - Urban Education Degree Requirements 1. Students must complete a minimum of 39 credit CIG 660 - Multicultural Education hours with a minimum GPA of 3.00. EPY 707 - Adolescent Development 2. EPY 702 must be taken prior to EPY 718 or EPY 721. 3. CIG 649 must be taken prior to CIG 699. EPY 711 - Human Growth and Development 4. In consultation with his/her advisor, a student EPY 712 - Foundations of Learning and Cognition will organize a thesis committee of at least three departmental members. In addition, a fourth member Core Courses – Credits: 12 from outside the department, known as the Graduate CIS 630 - Topics Secondary School Science College Representative, must be appointed. An CIS 634 - Instruction Secondary Science Education additional committee member may be added at the student and department’s discretion. Please see CIS 638 - Technology Applications in Secondary Science Graduate College policy for committee appointment Education guidelines. CIS 639 - Curriculum Development Secondary Science 5. Complete and defend a thesis. Education a. Students must be enrolled in thesis credits the semester of graduation. 158 Graduate Catalog • College of Education Science Courses – Credits: 6 Subplan 7 Requirements: Elementary Social Science Complete 6 credits of 600 or 700-level courses from the Education Track College of Sciences or SCI 650 courses via RPDP. Total Credits Required: 39 Course Requirements Elective Course – Credits: 3 Required Course – Credits: 3 Complete 3 credits of an advisor approved elective. EPY 702 - Research Methods Seminar Course – Credits: 3 Methods Course – Credits: 3 CIG 639 - Science Education Seminar Complete one of the following courses: Thesis – Credits: 6 EPY 718 - Qualitative Research Methodologies CIG 699 - Curriculum and Instruction Thesis EPY 721 - Descriptive and Inferential Statistics: An Degree Requirements Introduction 1. Students must complete a minimum of 39 credit hours with a minimum GPA of 3.00. Foundations Course – Credits: 3 2. EPY 702 must be taken prior to EPY 718 or EPY Complete one of the following courses: 721. CIG 603 - Urban Education 3. CIG 649 must be taken prior to CIG 699. 4. In consultation with his/her advisor, a student CIG 660 - Multicultural Education will organize a thesis committee of at least three EPY 707 - Adolescent Development departmental members. In addition, a fourth member from outside the department, known as the Graduate EPY 711 - Human Growth and Development College Representative, must be appointed. An EPY 712 - Foundations of Learning and Cognition additional committee member may be added at the student and department’s discretion. Please see Core Courses – Credits: 9 Graduate College policy for committee appointment CIE 640 - Topics Elementary School Social Studies guidelines. CIE 645 - Instruction Elementary Social Studies 5. Complete and defend a thesis. Education a. Students must be enrolled in thesis credits the semester of graduation. CIE 649 - Curriculum Development Elementary Social b. A thesis prospectus must be filed with the C&I Studies Education Department and the Graduate College the Integration Course – Credits: 3 semester prior to registering for thesis hours. Complete one of the following courses: The form, “Prospectus Approval Form”, must be completed by the student, signed by the CIT 609 - Internet for Learning student’s advisor, and returned to the T&L CIT 608 - Integrating Technology in Teaching and Department Graduate Studies Office (CEB Learning 368A) three (3) weeks prior to the last day of instruction the semester before enrolling in six Elective Courses – Credits: 9 (6) semester hours of CIG 699 C&I Thesis. Complete four 600-level social science courses from The T&L Graduate Studies Office will obtain History, Sociology or Political Science. signatures from committee members and Seminar Course – Credits: 3 graduate coordinator before forwarding the form CIG 649 - Social Studies Education Seminar to the Graduate College. Thesis – Credits: 6 Graduation Requirements CIG 699 - Curriculum and Instruction Thesis 1. The student must submit all required forms to the Graduate College and then apply for graduation up Degree Requirements to two semesters prior to completing his/her degree 1. Students must complete a minimum of 39 credit requirements. hours with a minimum GPA of 3.00. 2. The student must submit and successfully defend 2. EPY 702 must be taken prior to EPY 718 or EPY 721. his/her thesis by the posted deadline. The defense 3. CIG 649 must be taken prior to CIG 699. must be advertised and is open to the public. 4. In consultation with his/her advisor, a student 3. Student must submit his/her approved, properly will organize a thesis committee of at least three formatted hard-copy thesis to the Graduate College, departmental members. In addition, a fourth member and submit the approved electronic version to from outside the department, known as the Graduate ProQuest by the posted deadline. College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.

Graduate Catalog • College of Education 159 5. Complete and defend a thesis. Content Course – Credits: 3 a. Students must be enrolled in thesis credits the Complete one of the following courses: semester of graduation. CIT 609 - Internet for Learning b. A thesis prospectus must be filed with the C&I Department and the Graduate College the CIT 608 - Integrating Technology in Teaching and semester prior to registering for thesis hours. Learning The form, “Prospectus Approval Form”, must Elective Courses – Credits: 9 be completed by the student, signed by the Complete 9 credit hours of 600 or 700-level social student’s advisor, and returned to the T&L science courses from History, Sociology or Political Department Graduate Studies Office (CEB Science. 368A) three (3) weeks prior to the last day of instruction the semester before enrolling in six Seminar Course – Credits: 3 (6) semester hours of CIG 699 C&I Thesis. CIG 649 - Social Studies Education Seminar The T&L Graduate Studies Office will obtain Thesis – Credits: 6 signatures from committee members and CIG 699 - Curriculum and Instruction Thesis graduate coordinator before forwarding the form to the Graduate College. Degree Requirements 1. Students must complete a minimum of 39 credit Graduation Requirements hours with a minimum GPA of 3.00. 1. The student must submit all required forms to the 2. EPY 702 must be taken prior to EPY 718 or EPY 721. Graduate College and then apply for graduation up 3. CIG 649 must be taken prior to CIG 699. to two semesters prior to completing his/her degree 4. In consultation with his/her advisor, a student requirements. will organize a thesis committee of at least three 2. The student must submit and successfully defend departmental members. In addition, a fourth member his/her thesis by the posted deadline. The defense from outside the department, known as the Graduate must be advertised and is open to the public. College Representative, must be appointed. An 3. Student must submit his/her approved, properly additional committee member may be added at the formatted hard-copy thesis to the Graduate College, student and department’s discretion. Please see and submit the approved electronic version to Graduate College policy for committee appointment ProQuest by the posted deadline. guidelines. Subplan 8 Requirements: Secondary Social Studies 5. Complete and defend a thesis. Education Track a. Students must be enrolled in thesis credits the Total Credits Required: 39 semester of graduation. Course Requirements b. A thesis prospectus must be filed with the C&I Required Course – Credits: 3 Department and the Graduate College the EPY 702 - Research Methods semester prior to registering for thesis hours. The form, “Prospectus Approval Form”, must Methods Course – Credits: 3 be completed by the student, signed by the Complete one of the following courses: student’s advisor, and returned to the T&L EPY 718 - Qualitative Research Methodologies Department Graduate Studies Office (CEB 368A) three (3) weeks prior to the last day of EPY 721 - Descriptive and Inferential Statistics: An instruction the semester before enrolling in six Introduction (6) semester hours of CIG 699 C&I Thesis. Foundations Course – Credits: 3 The T&L Graduate Studies Office will obtain Complete one of the following courses: signatures from committee members and graduate coordinator before forwarding the form CIG 603 - Urban Education to the Graduate College. CIG 660 - Multicultural Education Graduation Requirements EPY 707 - Adolescent Development 1. The student must submit all required forms to the Graduate College and then apply for graduation up EPY 711 - Human Growth and Development to two semesters prior to completing his/her degree EPY 712 - Foundations of Learning and Cognition requirements. 2. The student must submit and successfully defend Core Courses – Credits: 9 his/her thesis by the posted deadline. The defense CIS 640 - Topics Secondary Social Studies Education must be advertised and is open to the public. CIS 644 - Instruction Secondary Social Studies 3. Student must submit his/her approved, properly Education formatted hard-copy thesis to the Graduate College, and submit the approved electronic version to CIS 649 - Curriculum Development Secondary Social ProQuest by the posted deadline. Studies Education 160 Graduate Catalog • College of Education Subplan 9 Requirements: Multicultural Education CIG 774 - Social Justice Education Track Or another course in consultation with your advisor. Total Credits Required: 39 Course Requirements Teaching English as a Second Language (TESL) Research Courses – Credits: 6 Courses - Credits: 6 Required: Required: EPY 702 - Research Methods TESL 751 - Theories of Second Language Acquisition Complete one of the following courses: Complete one of the following courses: CIG 690 - Teachers as Action Researchers TESL 752 - TESL Methods and Materials EOH 715 - Qualitative & Field Methods for Public Health TESL 753 - TESL Curriculum SOC 608 - Qualitative Research TESL 754 - TESL Assessment Procedures SOC 705 - Qualitative Methods TESL 755 - Language Acquisition and Development EPY 718 - Qualitative Research Methodologies Or another course in consultation with your advisor. JMS 711 - Qualitative Research Methods Cognate Courses – Credits: 6 Possible areas: Interdisciplinary Studies, History, Women’s NURS 781 - Qualitative Research Methods in Nursing Studies, Literacy, Sociology, etc. Or another course in consultation with your advisor. Courses should be selected in consultation with your Foundations Course – Credits: 3 advisor Complete one of the following courses: Culminating Experience – Credits: 6 CIG 603 - Urban Education CIG 699 - Curriculum and Instruction Thesis EPY 707 - Adolescent Development Degree Requirements 1. Students must complete a minimum of 39 credit EPY 711 - Human Growth and Development hours with a minimum GPA of 3.00. EPY 712 - Foundations of Learning and Cognition 2. EPY 702 must be taken prior to EPY 718 or EPY 721. 3. In consultation with her/his advisor, the student Or another course in consultation with your advisor. will organize a thesis committee of at least three Instruction Course – Credits: 3 departmental members and a fourth member from Complete one of the following courses: outside the department, known as the Graduate College Representative. Additional committee CIE 681 - Elementary School Instruction members may be added at the student’s and CIE 683 - Elementary Classroom Management advisor’s discretion. Please see Graduate College policy for committee appointment guidelines. CIE 685 - Elementary Education Curriculum 4. Complete and defend a thesis. CIG 602 - Differentiated Curriculum and Instruction 1. Students must be enrolled in thesis credits the semester of graduation. CIS 682 - Secondary School Instruction 2. A thesis prospectus must be filed with the T&L CIS 684 - Secondary Education Curriculum Department and the Graduate College the semester prior to registering for thesis hours. Or another course in consultation with your advisor. The form, “Prospectus Approval Form,” must Multicultural Education Courses – Credits: 9 be completed by the student, signed by the Required: student’s advisor, and returned to the T&L CIG 660 - Multicultural Education Department Graduate Studies Office (CEB 359B) three (3) weeks prior to the last day of Complete two of the following courses: instruction the semester before enrolling in six CIG 661 - Topics Multicultural Education (6) semester hours of CIG 699 C&I Thesis. The T&L Graduate Studies Office will obtain CIG 662 - Theory and Research Multicultural Education signatures from committee members and CIL 693 - Literacy for a Diverse Society graduate coordinator before forwarding the form to the Graduate College. CIL 684 - Multicultural Literature Graduation Requirements CIG 771 - Comparative Studies in Learning, Teaching, 1. The student must submit all required forms to the and Curriculum Graduate College and then apply for graduation up CIG 772 - Introduction to Cultural Studies in Education to two semesters prior to completing her/his degree requirements. CIG 773 - Critical Literacies/Critical Pedagogies Graduate Catalog • College of Education 161 2. The student must submit and successfully defend Formerly her/his thesis by the posted deadline. The defense CIE 701 must be advertised and open to the public. Same as 3. The student must submit her/his approved, properly CIS 601 Prerequisites: Graduate standing. Corequisite: formatted hard-copy thesis to the Graduate College, Admission Graduate Licensure Program. and submit the approved electronic version to CIE 620 - Topics Elementary School ProQuest by the posted deadline. Mathematics Credits 1 – 3 Plan Graduation Requirements Examines specific topics and issues in elementary school Refer to your subplan for Graduation Requirements. mathematics. Teaching and Learning Courses Formerly CIE 720 CIE 508 - Classroom Management Elementary Education Credits 3 Same as Introduction to management of the elementary classroom by CIS 620 Notes: Maximum of six credits accepted toward degree. surveying literature in supervising psychosocial environment, Prerequisites: EDEL 433 or CIE 533 and current teaching physical environment, curriculum implementation, fundamentals certificate. of classroom control, discipline, and monitoring of student CIE 623 - Instruction Primary Elementary learning. Graduate credit may be obtained for courses designated Mathematics Education Credits 3 500 or above. A full description of this course may be found in the Study of research-based practices and methods in primary Undergraduate Catalog under the corresponding 400 number. elementary school mathematics education. Notes: Credit at the 500 level normally requires additional work. Prerequisites: CIE 601 and EDEL 311 Formerly CIE 723 Prerequisites: EDEL 433 or CIE 533 or ECE 454 and Formerly current teaching certificate. CIE 659 CIE 625 - Instruction Intermediate Elementary Same as Mathematics Education Credits 3 EDEL 408 Study of research-based practices and methods in intermediate CIE 533 - Teaching Elementary School Mathematics Credits 3 elementary school mathematics education. Current methods and materials for teaching elementary school Formerly mathematics including review of content, objectives, curriculum, CIE 725 Prerequisites: EDEL 433 or CIE 533 and current teaching and assessment for developmentally appropriate instructional certificate. practices. CIE 627 - Technology Applications K-8 Formerly Mathematics Education Credits 3 CIE 652 Notes: This course is crosslisted with EDEL 433. Credit Research-based study of the integration of technology into the at the 500 level requires additional work. Prerequisites: PPST, teaching of mathematics in grades K-8. MATH 122 and MATH 123 or EDEL 431 or consent of instructor. Corequisite: Enrollment in a practicum. Formerly CIE 727 Prerequisites: One 600-level mathematics instruction CIE 543 - Teaching Elementary School Science Credits 3 course or consent of instructor. Current methods and materials for teaching life, physical, and earth sciences using process skills, guided discovery activities, CIE 629 - Curriculum Development in and curriculum integration techniques. Elementary School Mathematics Credits 3 Emphasizes research and curriculum studies dealing with content Formerly and procedures of elementary school mathematics programs. CIE 655 Notes: This course is crosslisted with EDEL 443. Credit at the 500-level requires additional work. Prerequisites: PPST, Formerly BIOL 100, GEOG 101 and 103, CHEM 105 and 106 or 110 or CIE 729 PHYS 108 and 108L. Corequisite: Enrollment in a practicum. Same as CIE 553 - Teaching Elementary School CIS 629 Prerequisites: One 600-level mathematics instruction Social Studies Credits 3 course or consent of instructor. Current methods and materials for teaching social studies. CIE 630 - Topics Elementary School Science Credits 1 – 3 Formerly Examines specific topics and issues in elementary school science. CIE 658 Notes: This course is crosslisted with EDEL 453. Credit at Formerly the 500-level requires additional work. Prerequisites: PPST, nine CIE 730 hours of social science. Corequisite: Enrollment in a practicum. Same as CIE 601 - Elementary Teacher Development Seminar Credits 3 CIS 630 Prerequisites: EDEL 443 or CIE 543 and current teaching Designed for candidates entering the Elementary Alternative certificate. Route Licensure program. Examines contemporary trends for developing classroom expertise with minimum of 150 hours of CIE 635 - Instruction Elementary field experiences in an elementary classroom. Focus on theory Science Education Credits 3 and practice in fostering personal and professional development Study of research-based practices and methods in elementary for candidates. school science education. 162 Graduate Catalog • College of Education Formerly CIE 685 - Elementary Education Curriculum Credits 3 CIE 735 Prerequisites: EDEL 443 or CIE 543 and current teaching Current research, influences, trends and issues in the modern certificate. elementary school curriculum. Recommended as a culminating course. CIE 637 - Technology Applications K-8 Science Education Credits 3 Formerly Research-based study of the integration of technology into the CIE 703 Prerequisites: Current teaching certificate. teaching of science in grades K-8. CIE 687 - Curriculum Development Formerly Elementary Education Credits 3 CIE 737 Prerequisites: EDEL 443 or CIE 543 and current teaching Examines the conceptual framework and decision making certificate or consent of instructor. involved in elementary school curriculum development. CIE 639 - Curriculum Development Formerly Elementary Science Education Credits 3 CIE 704 Prerequisites: CIE 685 Emphasizes research and curriculum studies dealing with content CIG 500 - Topics Teacher Education Credits 1 - 3 and procedures of elementary school science programs. Graduate credit may be obtained for courses designated 500 Formerly or above. A full description of this course may be found in the CIE 739 Prerequisites: One 600-level science instruction course Undergraduate Catalog under the corresponding 400 number. or consent of instructor. Formerly CIE 640 - Topics Elementary School CIG 600 Notes: May be repeated to a maximum of six credits. Social Studies Credits 1 – 3 Credit at the 500 level normally requires additional work. Examines specific topics and issues in elementary school social CIG 600A - Curriculum and Instruction Credits 1 – 6 studies. Specialized course in curriculum and instruction designed to Formerly develop depth in understanding a current educational topic for CIE 740 the in-service teacher. Same as Formerly CIS 640 Notes: Maximum of six credits accepted toward degree. CIG 700 Notes: Maximum of six credits accepted toward a degree. Prerequisites: EDEL 453 or CIE 553 and current teaching license. CIG 601 - Curriculum and Instruction CIE 645 - Instruction Elementary Urban Settings Credits 3 Social Studies Education Credits 3 This course is a research-based study of elementary and Study of research-based practices and methods in elementary secondary education in urban settings that blends curriculum and school social studies education. instruction to develop an in-depth understanding of contemporary educational practices. Formerly CIE 745 Prerequisites: EDEL 453 or CIE 553 and current teaching Formerly license. CIG 701 CIE 649 - Curriculum Development CIG 602 - Differentiated Curriculum and Instruction Credits 3 Elementary Social Studies Education Credits 3 Research-based study of strategies to differentiate curriculum Emphasizes research and curriculum studies dealing with content and instruction in order to effectively assess learner needs, and procedures of elementary school social studies programs. modify curriculum materials, plan and implement instruction, develop assignments, and evaluate learning outcomes. Formerly CIE 749 Formerly CIG 702 Same as CIS 649 Prerequisites: EDEL 453 or CIE 553 and current teaching CIG 603 - Urban Education Credits 3 license. Analysis of the needs and problems of pupils in the urban school, with special emphasis on the development of relevant curricula CIE 681 - Elementary School Instruction Credits 3 and teaching strategies. Field work on a pertinent problem Research basis for developing and implementing instructional required. strategies and models of teaching for the elementary classroom. Formerly Formerly CIG 703 Prerequisites: Subject area undergraduate methods CIE 701 Prerequisites: Current teaching certificate. course. CIE 683 - Elementary Classroom Management Credits 3 CIG 620 - Principles of Learning Mathematics Credits 3 Advanced study in managing various aspects of the classroom Study of research involving cognitive factors that impact the including establishing and maintaining positive psychosocial learning of mathematics. environments; rules, routines, and procedures to minimize disruption; discipline plans; and enriched curricula. Formerly CIG 720 Prerequisites: One 600-level course in mathematics Formerly instruction or consent of instructor. CIE 702 Prerequisites: Current teaching certificate.

Graduate Catalog • College of Education 163 CIG 621 - Diagnostic Assessment School CIG 662 - Theory and Research Multicultural Mathematics Credits 3 Education Credits 3 Study of the causes and effects of mathematics learning difficulties, Examines research related to current programs, trends and methods and instruments useful in diagnosis and treatment. issues relative to student instruction for the purpose of preparing Evaluation of materials for the correction of mathematics learning teachers, administrators, and other educators to work with diverse problems. populations. Formerly Formerly CIG 721 Prerequisites: One 600-level course in mathematics CIG 752 Prerequisites: CIG 660 or consent of instructor. instruction or consent of instructor. CIG 665 - Multicultural Education For CIG 629 - Mathematics Education Seminar Credits 3 Teacher License Recertification Credits 3 Examination of seminal and current mathematics education This course is designed as a specialized review of multicultural research through readings, writings, discussions and presentations. education for students who are in-service teachers pursuing Prerequisites: Fifteen hours of graduate coursework or consent of State of Nevada teaching recertification. Prerequisites: Students instructor. seeking teacher license recertification. CIG 639 - Science Education Seminar Credits 3 CIG 680 - Developing Social Emotional Competence Examination of seminal and current science education research in Teachers and Professional Leaders Credits 3 through readings, writings, discussions and presentations. Recognizing social and emotional factors that influence student Prerequisites: Fifteen hours of graduate coursework or consent learning, analyzing student needs and planning for classroom of instructor. supports to meet those needs. Emphasis on students’ contexts and how to successfully engage families. Prerequisites CIG 649 - Social Studies Education Seminar Credits 3 Examination of seminal and current social studies education CIG 681 - Curriculum Implementation and research through readings, writings, discussions and Innovation Credits 3 presentations. Prerequisites: Fifteen hours of graduate Develop skills in critiquing, redesigning, and differentiating coursework or consent of instructor. curricula. Learn to serve as building-level leaders for curriculum implementation, redesign, and differentiation in urban settings to CIG 650 - Art History for Art Educator Credits 3 meet the needs of students from marginalized backgrounds. Study of art history and its relationship to the design and implementation of art curriculum in elementary and secondary CIG 682 - Reflective Practice in Teaching Credits 3 education. Focuses on the theoretical bases, roles, approaches, and dimensions of teacher reflection. Provides students opportunities Formerly for reflective practice to improve teaching. Students acquire CIG 710 important knowledge and basic skills of teacher reflection CIG 651 - Aesthetics and Criticism Art Education Credits 3 necessary to be a master teacher. Study of aesthetics and art criticism concepts as curricular content Formerly in elementary and secondary art education. CIG 704 Formerly CIG 683 - Dynamic Teaching Practices Credits 3 CIG 711 Develop teacher-as-facilitator perspectives at the building level CIG 652 - Technology Applications Art Education Credits 3 and leverage research-based teaching practices to increase Research-based study of the integration of technology into the student achievement. Coursework will be tied to the state teacher teaching and learning of elementary and secondary art education evaluation framework and steeped in adult learning theory. curriculum. CIG 684 - Data Literacy for Teacher and Formerly Professional Leaders Credits 3 CIG 712 How to design assessments that are valid and reliable. How to develop instruction based on multiple sources of formative and CIG 653 - Instructional Discipline-Based Art summative data for all areas. Education Credits 3 Study of research-based practices and methods in the teaching of CIG 685 - Peer Assistance and Review Credits 3 discipline-based elementary and secondary school art education. Overview of policy regarding teacher evaluations with an emphasis on the state’s teacher evaluation. Emphasis will be given to successfully Formerly coaching peers through the review process. Prerequisites: CIG 713 CIG 686 - Teachers and Professionals as CIG 660 - Multicultural Education Credits 3 Change Agents Credits 3 Introduces students to topics, issues, research, and practices Foundations of policy, advocacy, and equity within various associated with teaching in a diverse society. systems and structures. Explore capacities and roles of teacher Formerly leaders as change agents at the school/building/community as CIG 750 Prerequisites: Graduate standing. well as state and national levels. Prerequisites: CIG 661 - Topics Multicultural Education Credits 3 CIG 687 - Coaching High-Leverage Field Practices Credits 3 Examines specific topics and issues in multicultural education. Contextualize high-level field practices for building-level Formerly leadership. Activities include the development of mentorship plans CIG 751 Notes: Maximum of six credits accepted toward a that consider content and context. Field component required. degree. Prerequisites: CIG 660 or consent of instructor. Prerequisites: Fifteen hours of graduate coursework. 164 Graduate Catalog • College of Education CIG 688 - Teaching and Learning Seminar Credits 3 CIG 716 - Reading and Conference Credits 1 – 3 Examination of seminal and current research in education or Independent reading and study conference with assigned licensed professionals’ disciplines through student-directed professor. Notes: Maximum of six credits accepted toward a readings, discussions, and presentations. degree. Prerequisites: Must be approved prior to registration. CIG 689 - Curriculum and Instruction Seminar Credits 1 - 3 CIG 720 - Principles of Mathematics Learning Credits 3 Examination of seminal and current mathematics education Study of research involving cognitive factors that impact the research through readings, writings, discussions and learning of mathematics. presentations. CIG 760R - Inquiry into Teacher Education Credits 3 Formerly Supports students in analyzing major issues, questions, and CIG 717 Notes: Maximum of six credits accepted toward a trends in teacher education as well as the social, historical, and degree. Prerequisites: Fifteen hours of graduate coursework or theoretical backgrounds. Familiarizes students with various forms consent of instructor. of literature in the field of teacher education. Engages students in writing literature reviews and conference proposals. CIG 690 - Teachers as Action Researchers Credits 3 Surveys literature on classroom action research as a new genre CIG 761 - Theoretical Foundations of Education Credits 3 of research, examines important issues in the field of teacher Examines the historical, philosophical, sociological, and cultural research, and helps students begin conducting action research foundations of teaching and learning. Prerequisites: Doctoral in their own classrooms. Students develop an action research status; or consent of instructor. project. CIG 762 - Instructional Strategies and Formerly Learning to Teach in Higher Education Credits 3 CIG 705 Focuses on the past, present, and evolving pedagogical content of teacher education. Topics include: the role and work of the CIG 692 - Curriculum Evaluation in Education Credits 3 teacher educator, teacher educator curricular issues, and effective Study of research-based practices in general and specific teaching strategies for working with adult learners. Prerequisites: curriculum evaluation. Notes: Requires a field-based curriculum Doctoral status. evaluation project related to an elementary or secondary subject area and basic knowledge of statistics, research methodology, CIG 763 - Teaching and Learning to Teach Credits 3 and curriculum theory. Prerequisites: CIE 685 or CIS 686 or Broad overview of the process of learning to teach that begins consent of instructor. long before a teacher enrolls in education courses. Explores empirical and conceptual questions about teacher learning across CIG 697 - Curriculum and Instruction the career. Prerequisites: Doctoral status. Culminating Experience Credits 1 – 3 Culminating experience for M.Ed. students. Includes a selection of CIG 764 - Models of Teaching Credits 3 faculty approved options such as a comprehensive examination, Considers the wide variety of approaches to teaching through professional manuscript or presentation, eportfolio project, or historical, theoretical and research perspectives. Emphasis on other equitable curricular experiences. the identification of models of teaching most appropriate to the objectives of individual lessons. Prerequisites: Doctoral status. Formerly CIG 715 Grading: S/F grading. Prerequisites: Thirty hours CIG 765 - Instructional Design Credits 3 graduate course work. Trends, issues, and research findings on effective instructional planning, presentation, and evaluation. Prerequisites: Doctoral CIG 698 - Curriculum and Instruction status. Professional Paper/Project Credits 3 Culminating activity for M.Ed. students. Paper/project requires CIG 766 - Evaluation of Teaching Credits 3 the student to identify an educational issues applicable to a Survey of current methods in evaluating teaching including professional setting and conduct in-depth study or action research summative and formative evaluation; high and low inference concerning the issue. instruments; validity, reliability and legal issues; and techniques of data gathering. Explores evaluation as a method of improving Formerly instruction. Prerequisites: EPY 702 and Doctoral status. CIG 718 Notes: Maximum of six credits accepted toward a degree. Grading: S/F grading only. CIG 767 - Human Relations for the Teacher Educator Credits 3 Inquiry into the role of cultural, racial, and social minorities in CIG 699 - Curriculum and Instruction Thesis Credits 3 – 9 education. Prerequisites: Doctoral status. Culminating activity for M.S. Students. CIG 768 - Advanced Curriculum Studies Credits 3 Formerly Examines various philosophical and theoretical traditions CIG 719 Notes: Maximum of nine credits accepted toward a in contemporary Curriculum Studies, including progressive degree. educational thought, postmodern, post-structural, psychoanalytic, Grading Marxist, postcolonial, feminist, and queer theory. One of S/F grading only. Prerequisites: CIG 689 and consent of instructor. three courses that fulfills the requirement for two Educational Foundations courses. Prerequisites: Doctoral status. CIG 706 - Mentoring Strategies to Improve Teaching Credits 3 Addresses underlying theory of mentoring and development of mentoring strategies and practices. Aims to improve mentoring practices of experienced teachers working with novice teachers. Prerequisites: Consent of instructor.

Graduate Catalog • College of Education 165 CIG 769 - Advanced Curriculum Evaluation in CIG 777 - Principles of Learning Science Credits 3 Education Credits 3 This advanced course is designed to develop an understanding Development and application of evaluation models, instruments, of the theoretical ideas related to how people learn scientific and strategies. Applications of selected models, instruments, and concepts. Using a combination of current research from cognitive strategies to curriculum program evaluation projects. Requires science, educational psychology, and evaluations of classroom in-depth evaluation report based on field experience project. interventions, students will explore a range of topics that relate Prerequisites: Doctoral status. directly to science learning. Prerequisites: Consent of instructor. CIG 770 - Current Trends and Issues in Education Credits 3 CIG 779 - Advanced Seminar in Curriculum and Contemporary trends and issues in curriculum development, Instruction Credits 3 teaching and learning in education. Prerequisites: Doctoral status Concentrated study of literature on specified topics in curriculum or consent of instructor. and instruction studies. Specific topic announced in the schedule of classes. Notes: Maximum of six credits accepted toward a CIG 771 - Comparative Studies in Learning, degree. Prerequisites: Doctoral status and consent of instructor. Teaching, and Curriculum Credits 3 Examines relationships between learning, curriculum, teaching, CIG 780 - Research on Teaching and Schooling Credits 3 and teacher development within and across different countries Examines, analyzes, and critiques research literature in contexts and analyzes goals, theoretical assumptions, methodological and cultures of teaching and schooling, teachers’ knowledge dilemmas, and implications of such comparisons. Prerequisites: and beliefs, school change and teacher change processes, and Doctoral status. schooling for diverse learners. Prerequisites: Doctoral status. EPY 702 and CIG 761 or consent of instructor. CIG 772 - Introduction to Cultural Studies in Education Credits 3 CIG 781 - Theories and Research in Examines the political, theoretical, and historical roots of Cultural Classroom Management Credits 3 Studies as it applies to issues of power, culture and knowledge Assists teacher educators in exploring major models of classroom in the field of education. Popular culture, media studies, youth/ management with emphasis on developing strategies to promote child culture figure prominently. Notes: This is a compulsory core teacher growth. Models include behavioristic, humanistic, and for those in the International and Cultural Studies emphasis area. cognitive approaches toward managing student behavior. Prerequisites: Doctoral status Development of classroom routines, preventive discipline, and organization of classroom environment. Prerequisites: Doctoral CIG 773 - Critical Literacies/Critical Pedagogies Credits 3 status. Explores the work of Paulo Freire and the development of Critical Literacy and Critical Pedagogy. Notes: This is a required course CIG 782 - School Climate Credits 3 for students of International and Cultural Studies and can be used Study of research on effective schools relative to school climate; as an elective for those doctoral students in literacy education. curricular, instructional, psychological, affective, and processing. Prerequisites: Doctoral Status or Consent of Instructor Emphasis on utilization of research in developing and inservice education. Prerequisites: Doctoral status. CIG 774 - Social Justice Education Credits 3 In developing citizens committed to social justice educators must CIG 783 - Theory and Research in recognize how schools function within an untenable contradiction School Mathematics Credits 3 to respond to the needs of hierarchies associated with the Analysis and evaluation of theories and research in school capitalist labor force/marketplace, and create equality of access mathematics methods and curriculum with emphasis on theories to rights and opportunities for the nation’s residents promised by and research leading to contemporary programs. Notes: an ostensibly democratic republic. Prerequisites: Doctoral Status Maximum of six credits accepted toward a degree. Prerequisites: or Consent of Instructor Doctoral status. Six hours of course work in educational research, one 700-level course in mathematics methods, and consent of CIG 775 - Theoretical Frameworks for Science instructor. Education Credits 3 Examines the backgrounds and applications of a variety of CIG 784 - Theory and Research in School Science Credits 3 theoretical frameworks for qualitative, quantitative, and mixed- Analysis and evaluation of theories and research in school methods research in science education, including constructivist, science methods and curriculum with emphasis on theories and hermeneutic, and critical theory frameworks. Students will research leading to contemporary programs. Notes: Maximum analyze and critique such frameworks as they apply toward their of six credits accepted toward a degree. Prerequisites: Doctoral own potential research topics. Prerequisites: Doctoral Status or status. Six hours of course work in educational research, one Consent of Instructor 700-level course in science methods, and consent of instructor. CIG 776 - Philosophical Foundations of Science CIG 785 - Theory and Research in Education Credits 3 School Social Studies Credits 3 An exploration of the works of twentieth century philosophers Analysis and evaluation of theories and research in school social of science who were most influential in shaping the thinking studies methods and curriculum with emphasis on theories and about science among science education community. Aims to research leading to contemporary programs. Notes: Maximum of six help participants develop informed and critical views of nature of credits accepted toward a degree. Prerequisites: Doctoral status. science and its implications for science teaching and learning. Six hours of course work in educational research, one 700-level Prerequisites: Doctoral status or Consent of Instructor course in social studies methods, and consent of instructor

166 Graduate Catalog • College of Education CIG 786 - Individual Instruction in Education Credits 1 – 6 CIL 542 - Literacy Instruction I Credits 3 Application of theory, actual research, or replication of studies Methods of instruction and assessment for primary grade readers related to school education. Notes: Maximum of six credits and writers. Designed to help teacher candidates acquire accepted toward degree. Must be approved prior to registration. knowledge and strategies related to literacy development and Prerequisites: Doctoral status. engagement through classroom application, reflection, analysis, and implementation of lessons with diverse learners. CIG 787 - Individual Instruction in Mathematics Education Credits 3 Formerly Application of theory, actual research, or replication of studies CIL 655 Notes: This course is crosslisted with EDRL 442. Credit related to mathematics education. Notes: Maximum of six credits at the 500-level requires additional work. Prerequisites: PPST accepted toward degree. Must be approved prior to registration. Corequisite: Enrollment in a practicum. Prerequisites: Doctoral status. CIL 600 - Topics Literacy Education Credits 1 – 6 CIG 788 - Individual Instruction in Examines specific topics and issues of content, materials, Science Education Credits 3 methods, and procedures related to literacy and literacy learning. Application of theory, actual research, or replication of studies Formerly related to science education. Notes: Maximum of six credits CIL 702 Notes: Maximum of six credits accepted toward a accepted toward degree. Must be approved prior to registration. degree. Prerequisites: Doctoral status. CIL 601 - Foundations of Literacy Learning Credits 3 CIG 789 - Individual Instruction in Surveys theories and historical trends leading up to present day Social Studies Education Credits 3 literacy instruction. Incorporates application of current research Application of theory, actual research, or replication of studies to the methods and philosophies of teaching reading and writing. related to social studies education. Notes: Maximum of six credits accepted toward degree. Must be approved prior to registration. Formerly Prerequisites: Doctoral status. CIL 701 CIG 790 - Doctoral Research Seminar Credits 3 CIL 604 - Literacy Instruction for Young Children Credits 3 Designed to assist a cohort of doctoral students in varying stages Current trends, practices, materials, and methods utilized in of dissertation development: prospectus writing, research design, grades K-3. Includes language development, reading and data collection, data analysis, and oral defense. Notes: Maximum writing development, and application of current research. of nine credits accepted toward a degree. Prerequisites: Doctoral status. Formerly CIL 604 Notes: May include field experience. Prerequisites: CIL CIG 791 - Internship in Curriculum and 601 or consent of instructor. Instruction Credits 1 – 3 Individually structured apprenticeship experience preparing CIL 607 - Comprehensive Reading Instruction Credits 3 students for future service. Requires up to 50 hour of work Study of historical developments, theoretical underpinnings and experience for each credit earned. Notes: Maximum of twelve practical applications of a comprehensive approach to literacy credits accepted toward a degree. Prerequisites: Doctoral status instruction. Prerequisites: CIL 601 or consent of instructor. and consent of instructor. CIL 610 - Content Area Literacy Credits 3 CIG 799 - Dissertation Credits 3 Development of literacy processes and strategies in content May be taken for variable credits over a period of several areas. semesters, with final grade being withheld until the dissertation Formerly has been successfully defended. Once a student enrolls in CIL 710 CIG 799, enrollment must be continuous until the dissertation is successfully defended. Notes: May be repeated but only a CIL 616 - Teaching Writing Credits 3 maximum of 24 credits may be allowed in the student’s program. Study of research-based practices and methods in teaching and assessing writing. Throughout the course students will explore Grading the writing process through personal writing assignments. S/F grading only. Prerequisites: Consent of advisor. 3-24 credits in increments of three. Formerly CIL 716 CIL 501 - Children’s Literature Elementary School Curriculum Credits 3 CIL 617 - Southern Nevada Writing Project: Invitational Exposes teacher candidates to a wide range of children’s literature Institute Credits 6 and develops knowledge for selecting and sharing quality Participants in the SNWP Invitational Institute explore writing and children’s literature in the elementary classroom. Focuses on the the teaching of writing by engaging in the process themselves, role that children’s literature plays in the elementary curriculum. demonstrating effective writing practices, planning school and community-based inquiry, and reading and responding to Formerly professional resources. CIL 615 Notes: This course is crosslisted with EDRL 401. Credit at the 500-level requires additional work. Formerly CIL 717 Notes: As an invitational institute, application and CIL 511 - Teaching Language Arts interview process required. Prerequisites: Application and Elementary Schools Credits 3 interview. Current methods and materials for teaching language arts including oral language arts including oral language development, speaking and listening, written expression, spelling, and handwriting. Graduate Catalog • College of Education 167 CIL 621 - Assessment in Literacy Credits 3 CIL 673 - Technology Applications School Library Credits 3 Examines naturalistic assessment procedures in literacy based Examines the issues and methods for the application of library on a holistic philosophy. Students expected to field test selected science-based technology in the school library. assessment procedures. Strategies for improving instruction Formerly presented. K-12 perspective. CIL 733 Formerly CIL 674 - Organization and Classification CIL 721 Prerequisites: CIL 601 or consent of instructor. School Library Credits 3 CIL 622 - Practicum Literacy Diagnosis and Introduction to the principles, practices and trends of organizing Instruction Credits 3 information in the school library including the classification, Practicum in the application of principles, materials, and cataloging, and processing of materials for effective access and instructional strategies for teaching students with literacy retrieval. difficulties. Formerly Formerly CIL 734 Prerequisites: CIL 671 and CIL 672 or consent of CIL 722 Prerequisites: CIL 621 instructor. Corequisite: Concurrent or prerequisite CIL 673. CIL 629 - Reading Conference Credits 3 CIL 675 - Administration School Library Credits 3 Annual conference to bring together teachers and experts in Study of research-based principles and strategies for planning, reading, the related language arts, and reading in the content organizing and administering school library programs and area. Presentation of timely topics, new teaching techniques practices related to policy development, budgets, personnel, and technology-based media. Notes: May be repeated to a public relations, facilities planning, and systematic program maximum of six credits. Grading: S/F grading only. planning and evaluation. CIL 641 - Instruction English and Language Arts Credits 3 Formerly Study of research-based instructional practices in the teaching CIL 735 Prerequisites: CIL 674 of English/language arts. CIL 676 - Supervised Practicum School Library Credits 3 Formerly Supervised library practicum under the direction of professional CIL 711 Prerequisites: CIL 701 or consent of instructor. librarians in school settings. CIL 642 - Instruction English Education Credits 3 Formerly Designed to connect the study of curriculum theory and research CIL 736 Prerequisites: CIL 674 Corequisite: Concurrent or related to the teaching of English with the practices of teacher in prerequisite CIL 675. the secondary English classroom. Methods for reading, writing, CIL 680 - Contemporary Literature Children and Young speaking and listening skills addressed. Adults Credits 3 Formerly Designed for teachers and librarians. Evaluation, selection, and CIL 712 use of recent literature for children and young adults. CIL 643 - Curriculum Development Formerly English Education Credits 3 CIL 740 Notes: May be repeated after a six-year period. Emphasizes research and curriculum studies dealing with CIL 684 - Multicultural Literature Credits 3 content and procedures in the English/language arts. Study and critical evaluation of multicultural and multiethnic Formerly literature and media for children and young adults. CIL 713 Formerly CIL 671 - Materials Selection School Library Credits 3 CIL 741 Study of research-based practices and methods of assessing CIL 687 - Literature-Based Instruction Credits 3 and selecting school library material to meet curricular needs Study and application of principles and techniques of teaching and reading interests and abilities of students. Methods of reading and language arts with children’s literature (trade books) acquisition include design and implementation of collection as primary content. development policies and survey of bibliographic tools used in the selection of K-12 materials. Formerly CIL 742 Prerequisites: CIL 680, CIL 681 or CIL 682 Formerly CIL 731 CIL 688 - Historical Development of Literature Credits 3 Survey of the development of literature for children; investigation CIL 672 - Reference Methods and Resources of social and cultural factors affecting children’s reading and the School Library Credits 3 publication of children’s books during different periods of United Study of research-based practices and methods of the school States history; critical analysis of the literary value of children’s library’s informational curricular support function including the role of books. the school library specialist as an information resource consultant, teacher and instructional partner. Examines selected print and Formerly electronic reference tools including dictionaries, encyclopedias, CIL 743 Prerequisites: CIL 680, CIL 681, or CIL 682 or consent yearbooks, periodical indexes and subject area references. of instructor. Formerly CIL 732

168 Graduate Catalog • College of Education CIL 691 - Organization and Supervision CIL 784 - Theory and Research in Literacy Credits 3 Literacy Programs Credits 3 Critical review of major studies in literacy with the student identifying For individual serving in or preparing for leadership roles in literacy. an area or areas which warrant investigation; planning a possible Emphasis on the effects of education reform; evaluation of model implementation of research proposal. Notes: Maximum of six credits programs; design, implementation and evaluation of district-wide accepted toward a degree. Prerequisites: Six hours of educational programs; development of guidelines for staff development. research from EPY 718, EPY 721, or EPY 722. Doctoral status. Formerly CILR 601 - Foundations Literacy Learning Credits 3 CIL 726 Prerequisites: Fifteen hours graduate coursework in Surveys theories and historical trends leading up to present day literacy or consent of instructor. literacy instruction. Incorporates application of current research to the methods and philosophies of teaching reading and writing. CIL 693 - Literacy for a Diverse Society Credits 3 Advanced course work focuses on literacy issues for students, CILR 607 - Comprehensive Reading Instruction Credits 3 including diverse learners from various cultures, socioeconomic Study of historical developments, theoretical underpinnings and backgrounds, and language groups. practical applications of a comprehensive approach to literacy instruction. Formerly CIL 728 Prerequisites: Fifteen hours graduate coursework in CILR 621 - Assessment in Literacy Credits 3 literacy or consent of instructor. Examines naturalistic assessment procedures in literacy based on a holistic philosophy. Students expected to field test selected CIL 699 - Literacy Research Seminar Credits 3 assessment procedures. Strategies for improving instruction Examination of seminal and current literacy education research presented. K-12 perspective. through readings, writings, discussions, and presentations. CILR 622 - Practicum Literacy Diagnosis and Formerly Instruction Credits 3 CIG 717 Prerequisites: Fifteen hours of graduate coursework or Practicum in the application of principles, materials, and consent of instructor. instructional strategies for teaching students with literacy CIL 747 - Literary Theories and Children’s difficulties. Literature Credits 3 CIS 513A - Teaching Secondary Art Credits 3 Explores various theoretical positions within the framework of Provides an overview of methods and materials to include literary theory and how these positions have influenced reading instructional strategies, curriculum standards, and classroom and literature instruction. Participants will come to understand management techniques for teaching secondary school art. a range of perspectives within literary theory and be able to Students must have completed or be currently enrolled in relate these theories to reading comprehension and literacy courses to complete three-fourths of the content coursework in development. Prerequisites: CIL 740 or CIL 741 art. Corequisite: CIS 602, CIS 603 CIL 770 - Advanced Practicum in Diagnosis and CIS 533 - Teaching Secondary English Credits 3 Instruction of Literacy Difficulties Credits 3 This course is designed for preservice teachers planning to Advanced practicum in the application of principles, materials, teach high school English. Course topics include methods, and instructional strategies for teaching students with literacy materials, teaching techniques, and strategies unique to the difficulties. Notes: Maximum of six credits accepted toward a English classroom, as well as curriculum design, lesson planning, degree. Prerequisites: Doctoral status or consent of instructor. assessment, and current issues in the teaching of English. Notes: CIL 772 - Cognitive Foundations of Literacy Credits 3 This course is crosslisted with EDSC 433. Credit at the 500 level Examines theories and research on cognition related to literacy requires additional work. Corequisite: CIS 702 learning and programs of literacy instruction for adults and CIS 543 - Teaching Secondary children. Required of doctoral students in the literacy emphasis Foreign/Second Language Credits 3 sequence. Prerequisites: Doctoral status. Provides an overview of theories, methods, materials to include CIL 774 - Historical Foundations of Literacy insturctional strategies, curriculum standards, and classroom Research and Instruction Credits 3 management techniques for teaching Languages Other Than Examines the historical foundations of literacy research and English (LOTE) at the secondary school level. Students must have instruction. Overview of significance of research and theories completed or be currently enrolled in courses to complete three- within literacy and the implications for instruction today. fourths of the content coursework in LOTE. Prerequisites: 20-24 Prerequisites: Doctoral status. semester credit hours of LOTE. Corequisite: CIS 602, CIS 603 CIL 776 - Social and Political Issues in Literacy Credits 3 CIS 553M - Teaching Middle School Mathematics Credits 3 Examines the social and political implications of literacy access Explore mathematics and its relation to education in grades 6 and development by investigating the role of literacy in culture, through 9. The focus is to develop skills in planning and teaching government, economics, technology and its future in society. mathematics. Lessons incorporate use of technology, cooperative Prerequisites: CIL 772 and CIL 774 or consent of instructor. learning, and manipulatives while providing an environment Doctoral status. to construct knowledge about arithmetic, algebra, geometry, probability, and statistics. Evaluation using formative and CIL 782 - Theory and Research in the summative strategies. Notes: This course is crosslisted with EDMS English/Language Arts Credits 3 453. Credit at the 500-level requires additional work. Prerequisites: Critical interpretation and evaluation of research and theoretical PPST Corequisite: Concurrent enrollment in a practicum writing in English/language arts. Notes: Maximum of six credits accepted toward a degree. Prerequisites: EPY 702 and EPY 721 or consent of instructor. Doctoral status.

Graduate Catalog • College of Education 169 CIS 553S - Teaching Secondary Mathematics Credits 3 CIS 610 - Middle School History, Theory, and The focus is on developing skills in planning and teaching Philosophy Credits 3 mathematics for grades 9 –12 that are consistent with Mathematics Study of history, theory, and philosophy of middle school learning Standards. Students explore instructional strategies to develop environments. Emphasis on application of theory and philosophy understanding of concepts in the topic areas of arithmetic, to contemporary middle school contexts. algebra, geometry, trigonometry, calculus, probability, and Formerly statistics. Evaluation procedures use formative and summative CIS 716 strategies. Notes: This course is crosslisted with EDSC 453. Credit at the 500-level requires additional work. Prerequisites: CIS 611 - Instructional Trends for the PPST Corequisite: Concurrent enrollment in a practicum. Middle School Level Credits 3 Study of application of knowledge about instructional strategies, CIS 563 - Teaching Secondary Science Credits 3 adolescent development, and models of teaching to the middle This course is designed for candidates intending to teach high school context. Students design lessons appropriate for middle- school science. Course topics include: assessing knowledge level learners and examine literature on interdisciplinary teaching before instruction, designing curriculum, planning lessons, and middle-level learners. promoting inquiry-oriented teaching, teaching about evolution and nature of science, scientific literacy, laboratory safety, national Formerly and state standards, using technology, and assessing student CIS 717 Prerequisites: CIS 710 learning. Notes: This course is crosslisted with EDSC 463. Credit at the 500-level requires additional work. Prerequisites: PPST CIS 612 - Curriculum Development Corequisite: Enrollment in a practicum and CIS 702. Middle School Education Credits 3 Studies application of curriculum development theory to middle CIS 573 - Teaching Secondary Social Studies Credits 3 school context. Emphasis on middle-level teacher’s role in Teaching Secondary Social Studies curriculum development. Students examine and develop interdisciplinary teaching units. CIS 601 - Secondary Teacher Development Seminar Credits 3 Formerly Designed for students entering the Secondary Graduate CIS 718 Prerequisites: CIE 685 or CIS 684 or CIS 686 Licensure program. Examines contemporary trends for developing classroom expertise with observations in a middle or high school CIS 613 - Contemporary Middle School Research Credits 3 setting. Focuses on theory and practice in fostering personal and Assessment of research practices and trends in middle schools. professional development for inservice teachers. Emphasis on application of research findings to school classroom. Proposals for action research projects in middle school learning Formerly environment required. CIS 701 Formerly Same as CIS 719 Prerequisites: Three hours course work in research; six CIE 601 Prerequisites: Graduate standing. Corequisite: Admission hours in middle school education. to Graduate Licensure Program. CIS 617 - Topics Secondary Education Credits 1 – 3 CIS 602 - Secondary School Practicum Credits 3 Examines specific topics and issues related to content in Designed for Secondary Graduate Licensure students. secondary subjects. Exposure to contemporary urban educational settings and basic management and planning strategies through structured Formerly experiences in a middle or high school settings, supplemented CIS 707 Notes: Maximum of six credits accepted toward a degree. with campus-based instruction. Prerequisites: Current teaching certificate or consent of instructor. Formerly CIS 618 - Instructional Methods Secondary School Credits 3 CIS 702 Prerequisites: PPST and CIS 601 Corequisite: CIS 603 Study of research-based practice and methods related to and subject area methods. curricular content in specific secondary subjects. CIS 603 - Secondary Process and Instruction Credits 3 Formerly Designed to examine effective teaching practices and theories. CIS 708 Prerequisites: Current teaching certificate or consent of Students examine research literature in classroom organization instructor. and management, instructional planning, classroom contexts CIS 620 - Topics Secondary School and conditions. Provides analyses of the secondary classroom Mathematics Credits 1 - 3 processes, school context, and the community at large. Examines specific topics and issues related to content and Formerly pedagogy in secondary mathematics education. CIS 703 Prerequisites: PPST and CIS 601 Corequisite: CIS 602 Same as and subject area methods. CIE 620 Notes: Maximum of six credits accepted toward a degree. CIS 604 - Secondary Classroom Management Credits 3 Prerequisites: Secondary mathematics undergraduate methods Students engage in the examination of theories, models and course and current teaching certificate. application of classroom management to develop a personal CIS 622 - Instructional Middle School philosophy and effective practices of managing contemporary Mathematics Education Credits 3 middle and high school classrooms. Study of research-based practice and methods in middle school Formerly mathematics education. Prerequisites: EDEL 433 or EDMS 453 CIS 711 Prerequisites: Graduate standing or EDSC 453 or consent of instructor.

170 Graduate Catalog • College of Education CIS 624 - Instruction Secondary Same as Mathematics Education Credits 3 CIE 640 Notes: Maximum of six credits accepted toward a degree. Study of research-based practice and methods in secondary Prerequisites: Current teaching certificate or consent of instructor. school mathematics education. CIS 644 - Instruction Secondary Formerly Social Studies Education Credits 3 CIS 724 Prerequisites: EDMS 453 or EDSC 453 or consent of Study of research-based practice and methods in secondary instructor. school social studies education. Prerequisites: EDSC 473 or EDSC 573 and current teaching certificate. CIS 628 - Technology Application in Secondary Mathematics Education Credits 3 CIS 649 - Curriculum Development Study and development of research-based practices and methods Secondary Social Studies Education Credits 3 of using computer-based technology to teach mathematics in Examines research and curriculum studies related to content and secondary schools. procedures within secondary school social studies programs. Formerly Same as CIS 728 Prerequisites: CIS 622 or CIS 624 or consent of instructor. CIE 649 Prerequisites: CIS 644 or consent of instructor. CIS 629 - Curriculum Development CIS 682 - Secondary School Instruction Credits 3 Secondary Mathematics Education Credits 3 Examines effective teaching practices derived from classroom- Examiners research and curriculum studies related to content based research. Includes instructional planning, instructional and procedures within secondary school mathematics programs. strategies, motivational techniques, teaching models, and the teacher-as-researcher. Same as CIE 629 Prerequisites: CIS 622 or CIS 624 or consent of instructor. Formerly CIS 704 Prerequisites: EDSC 481 or consent of instructor. CIS 630 - Topics Secondary School Science Credits 1 - 3 Examines specific topics and issues related to content and CIS 684 - Secondary Education Curriculum Credits 3 pedagogy in secondary science education. Examines the major input variables to curriculum decision-making at the secondary level. Emphasis on the levels of curriculum Same as decision-making, decision implementations, and curriculum CIE 630 Notes: Maximum of six credits accepted toward a degree. evaluation. Prerequisites: Current teaching certificate or consent of instructor. Formerly CIS 632 - Instruction Middle School CIS 705 Prerequisites: EDSC 481 or consent of instructor. Science Education Credits 3 This course is designed for teachers of middle school science. CIS 686 - Curriculum Development Course topics include: assessing knowledge before instruction, Secondary Education Credits 3 designing curriculum, planning lessons, promoting inquiry- Introduces problem of conducting systematic inquiry in the oriented teaching, teaching about evolution and nature of science, curriculum field related to a subject area discipline, including scientific literacy, laboratory safety, national and state standards, generation of practical programs, curriculum research and theory, using technology, and assessing student learning. Prerequisites: innovative proposals, and critical analysis. Current status of field, EDSC 463 or consent of instructor. literature sources, and work of leading scholars. Prerequisites: CIS 618 or CIS 684 CIS 634 - Instruction Secondary Science Education Credits 3 CIT 600 - Topics in Educational Technology Credits 1 - 6 Study off research-based practice and methods in secondary Specialized course that explores current educational technology school science education. Prerequisites: EDSC 463 or EDSC 563 topics. and current teaching certificate or consent of instructor. CIT 601 - Technology Applications CIS 638 - Technology Applications in Elementary Curriculum Credits 3 Secondary Science Education Credits 3 Study of issues and applications of digital technologies in Study and development of research-based practices and elementary schools. Students will explore appropriate uses methods of using computer-based technology to teach science of technology and gain hands-on experience in developing in secondary schools. instructional activities using technology applications. Formerly Formerly CIS 738 Prerequisites: CIS 632 or CIS 634 or consent of instructor. CIT 701 CIS 639 - Curriculum Development Same as Secondary Science Education Credits 3 CIT 602 Examines research and curriculum studies related to content and CIT 602 - Technology Applications procedures within secondary school science programs. Secondary Curriculum Credits 3 Same as Study of issues and applications of digital technologies in CIE 639 Prerequisites: CIS 632 or CIS 634 or consent of instructor. secondary schools. Students will explore appropriate uses of technology and gain hands-on experience in developing CIS 640 - Topics Secondary instructional activities using technology applications. Social Studies Education Credits 1 - 3 Examines specific topics and issues related to content and Formerly pedagogy in secondary social studies education. CIT 702

Graduate Catalog • College of Education 171 Same as CIT 647 - Creating Online Learning Environments Credits 3 CIT 601 Educational Web site development using contemporary tools and contexts. Emphasis on web-based programming and user CIT 604 - Nevada Technology interface design. Leadership Conference Credits 1 Annual conference to bring together educators interested Formerly in enhancing teaching and learning with computer-based CIT 747 Prerequisites: CIT 609 or consent of instructor. technology. Presentations of timely topics, new techniques and CIT 648 - Issues and Methods in Online Learning Credits 3 strategies, and the latest hardware and software applications. Addresses the theory and practice for online teaching and Formerly learning. Participants explore a range of resources and extend CIT 704 Notes: Maximum of three credits accepted toward a skills in creating and implementing digital learning activities. degree. Prerequisites: Course work or experience in computing. Emphasis is on pedagogical issues and trends in virtual schooling and distance education. CIT 607 - Technology as Educational Mindtools Credits 3 Examines current technologies as examples of mindtools, Formerly research-based devices used to help students think and learn. CIT 768, CIT 668 Prerequisites: CIT 609 or consent of instructor. Explores mindtools as a cognitive model and uses technology CIT 649 - Instructional Methods as a mindtool while providing students with the requisite skills to Computer Applications Credits 3 implement these tools in a classroom setting. Study of research-based practices and methods for teaching Formerly computer applications. Emphasis on developing project-based CIT 707 instructional activities for teaching digital technologies in the elementary/secondary classroom or professional development CIT 608 - Integrating Technology in settings. Teaching and Learning Credits 3 Study of research-based practices and methods of integrating Formerly technology to promote thinking and learning. Students actively CIT 749 Prerequisites: Coursework in educational technology or explore contemporary technologies and environments for the consent of instructor. production and consumption of information. CIT 651 - Instructional Methods Computer Science Credits 3 Formerly Study of research-based practices and methods in the teaching CIT 720 and CIT 620. Prerequisites: Coursework in educational of computer science topics including algorithmic processes technology or consent of instructor. and their principles, object orientation and programming, elements of software design and usability, data abstraction and CIT 609 - Internet for Learning Credits 3 logic structures, and interface design. Emphasis is on project- Examines the potential of the Internet to impact education and based learning (PBL) strategies in a web-based development learning. Explores a wide range of online resources and how they environment. can be integrated into instruction. Formerly Formerly CIT 751 Prerequisites: Consent of instructor. CIT 709 CIT 653 - Creating Digital Materials for Education Credits 3 CIT 611 - Digital Publishing for Educators Credits 3 Focus on current application programming interfaces for Hands-on tutorials and design assignments for using page developing digital educational materials. layout and graphics software to create well designed, effective publications for professional and instructional purposes. Topics Formerly include: design principles, layout techniques, graphics and type CIT 753 Prerequisites: CIT 643 or consent of instructor. manipulation, importing media, and desktop publishing projects CIT 667 - Technology and Educational Change Credits 3 for the classroom. Examines issues and trends pertaining to the implementation Formerly of technology-based innovations. Includes a review of research CIT 711 Prerequisites: Coursework in educational technology or on past and current change efforts. Topics covered include consent of instructor. professional development, assessment, strategies for technology coordinators, grant writing, and long-range planning for effective CIT 622 - Microcomputer Technology for Educators Credits 3 change. In-depth look at how personal computers work. Microprocessors, printed circuit boards, bus structures, storage devices, and Formerly display options examined from the perspective of how they impact CIT 767 Prerequisites: CIT 608 or consent of instructor. educational applications, purchasing decisions, and planning. CIT 669 - Advanced Web Design and Formerly Development for Educators Credits 3 CIT 722 Prerequisites: Coursework in educational technology or Advanced educational web site development with emphasis on consent of instructor. web-based programming and user interface design. Development environments such as JavaScript, Perl/ CGI, and brief introduction CIT 643 - Designing Digital Materials for Education Credits 3 to Java explored. Examines instructional design principles and applies them to the design of instructional software. Explores various theories of Formerly learning as they apply to courseware. CIT 769 Prerequisites: CIT 647 or consent of instructor. Formerly CIT 743 Prerequisites: CIT 608 or consent of instructor. 172 Graduate Catalog • College of Education CIT 673 - Digital Materials Studio Credits 3 CIT 778 - Instructional Design Credits 3 Project-based course emphasizing problem definition, Trends, issues, and research findings on effective instructional instructional design, and product development. Students work planning, presentation, and evaluation. Prerequisites: Doctoral individually and collaboratively on a set of relevant technical and status or consent of instructor. pedagogical competencies. CIT 780 - Educational Technology Research and Practice Formerly Credits 3 CIT 763 Prerequisites: CIT 643 or consent of instructor. Examines the latest research regarding learning and educational technology. Research supported principles will be applied in the CIT 676 - Management of Educational development of instructional materials. This course can be taken Technology Facilities and Resources Credits 3 up to 3 times for a total of 9 credit hours. Prerequisites: CIT 770 Advanced course focusing on problems and issues in procurement or consent of instructor. and management of educational computing applications, desktop workstations, computer laboratories, local and wide area CIT 782 - Distance Education Issues and Trends Credits 3 networks, and support services. Consideration given to hardware Study of issues, and trends in Distance Education. Examines and software interoperability; security for hardware, software and distance education history, research, practice, and program/ information; legal issues; health and safety factors; budgeting. course development. Prerequisites: Doctoral status or consent of instructor. Formerly CIT 766 Prerequisites: CIT 622 ESP 723 - Learning Strategies Instruction Credits 3 Theoretical and practical aspects of implementing a learning CIT 700 - Advanced Topics in strategy curriculum within elementary and secondary school Educational Technology Credits 1 – 6 environments. Class participants analyze, synthesize, and Specialized course that explores current educational technology modify instructional strategies to meet the needs of students with topics and issues. disabilities. Prerequisites: ESP 701 CIT 770 - Foundations in Technology & Learning Credits 3 TESL 761 - Literacy Development in the Bilingual Emphasis is on critical review and analysis of computer-mediated Classroom Credits 3 communications, human-computer interaction, and human Current trends, practices, materials, and methods in literacy factors design research for learning contexts. Prerequisites: instruction in a bilingual (Spanish-English) classroom, including Doctoral status or consent of instructor. Spanish language development, reading and writing development, CIT 772 - Technology in Teacher Education Credits 3 and application of research. Examines issues and research on preparing teachers to TESL 764 - Assessment Bilingual Classroom Credits 3 enhance learning with technology. Topics include ISTE’s National Assessment of bilingual (Spanish-English) students; selection of Educational Technology Standards (NETS) for Students and appropriate bilingual (Spanish-English) assessment instruments, Teachers, technology integration in methods courses and their administration, scoring, and interpretation. field experiences, electronic portfolio assessment, one-to-one laptop projects, and online learning in teacher preparation and Formerly professional development. Prerequisites: Doctoral status or CIL 664. Prerequisites: TESL 752 consent of instructor. TESL 765 - Curriculum Development CIT 773 - Interaction Design Credits 3 Bilingual Classroom Credits 3 In-depth examination of how human-computer interaction design Principles of curriculum organization, development, adaptation, influences learning. Prerequisites: Doctoral standing and/or and implementation of a bilingual (Spanish-English) curriculum. consent of instructor. Students must have the ability to access Prerequisites: TESL 752 and use UNLV’s Web Campus learning management system. CIT 774 - Behavioral Sciences & Technology Credits 3 Emphasis is placed on the critical review of theory-driven research in the general principles of behavioral and social processes in technological contexts. Prerequisites: Doctoral standing and/or consent of instructor. Students must have the ability to access and use UNLV’s Web Campus learning management system. CIT 775 - Affect & Technology Credits 3 In-depth examination of research that addresses the relationship between affect and learning as facilitated by technology. Prerequisites: Doctoral standing and/or consent of instructor. Students must have the ability to access and use UNLV’s Web Campus learning management system. CIT 776 - Emerging Technologies for Learning Credits 3 In depth examination of contemporary technologies for example, social media platforms, mobile technologies, games, and simulations. Prerequisites: Doctoral standing and/or consent of instructor. Students must have the ability to access and use UNLV’s Web Campus learning management system.

Graduate Catalog • College of Education 173 Department of Educational and Pollard-Durodola, Sharolyn- Full Graduate Faculty Professor; A.B. Mount Holyoke College; M.A.T Columbia, Clinical Studies M.S. University of New York, Ed.D. University of Houston. The Department of Educational and Clinical Studies Rebel since 2015. Smith, Shannon - Full Graduate Faculty offers graduate degree programs at the master’s level Professor; B.A., Eastern Bible College M.A., Ashland (Early Childhood, Special Education, Early Childhood College; Ph.D., Oregon State University. Rebel since 2003. Special Education, School Counseling, English Language Spies, Tracy - Full Graduate Faculty Learning, and Clinical Mental Health). The doctoral level Assistant Professor; B. S., University of Houston; M.S., Sam in special education is designed for future professors Houston State University; Ph.D., Texas A & M University. or educational leaders in special education (Autism, Rebel since 2012. Learning Disabilites, Emotional/Behavioral Disabilites, Wood, Christopher- Full Graduate Faculty Gifted, Intellectual Disabilites, Early Childhood Special A ssociate Professor; B,A Gonzaga University; M.S., Eastern Education) or early childhood education. Washington University; Ph.D., Oregon State University. Rebel since 2015. Educational and Clinical Studies Faculty Chair Graduate Certificate in Early Childhood Filler, John - Full Graduate Faculty Special Education - Infancy Professor; B.A., Randolph Macon College; M.A., Wake Plan Description Forest University; Ph.D., Vanderbilt University. Rebel since The Certificate in Early Childhood Special Education- 1989. Infancy (ECSE-Infancy) program is a graduate certificate Graduate Coordinators Higgins, Kyle - Full Graduate Faculty program designed for individuals who want to acquire Professor; B.A., M.A., Ph.D., University of New Mexico. specific ECSE-Infancy skills to meet the needs or Rebel since 1991. demands of their workplace and an NDE endorsement. More, Cori - Full Graduate Faculty The certificate program is suitable for students with no Assistant Professor; B.A., University of Montana; M.Ed., prior ECSE background, as well as for those who have Western New Mexico University; Ph.D., University of prior ECSE knowledge or education and want to acquire Nevada Las Vegas. Rebel since 2013. specific additional skills. The following are examples of Graduate Faculty students who can benefit from the program: Baker, Joshua - Full Graduate Faculty Assistant Professor; B.A., M.A., Marshall University; Ph.D. • Individuals who have graduated from an ECE University of North Carolina, Charlotte. Rebel since 2012. undergraduate program or related program several Brinson, Jesse A. - Full Graduate Faculty years ago who can use the Certificate in ECSE- Associate Professor; B.A., Clark College; M.A., University Infancy program to stay current with ECSE changes. of the District of Columbia; Ed.D., Western Michigan • ECSE professionals who want to retool themselves University. Rebel since 1989. to acquire new ECSE skills. Brown, Monica- Full Graduate Faculty • Individuals with no formal prior ECSE education Professor; B.A., University of Arkansas; M.Ed., Ph.D., who want to learn about ECSE and earn the NDE University of Nevada Las Vegas. Rebel since 2014. Brown, Nancy - Associate Graduate Faculty endorsement in ECSE-Infancy. Faculty in Residence; B.S., M.Ed., Utah State University. For more information about your program, including your Rebel since 1992. graduate program handbook and learning outcomes, Gelfer, Jeffrey - Full Graduate Faculty please visit the Degree Directory. Professor; B.A., Wilmington College; M.S., University of Plan Admission Requirements Oregon; Ph.D., Florida State University. Rebel since 1989. Harris, Katrina - Full Graduate Faculty Application deadlines Faculty in Residence; B.A., Stephens College; M.Ed., Applications available on the UNLV Graduate College Ph.D., University of Nevada, Las Vegas. Rebel since 2010. website. Hoskins, Wendy - Full Graduate Faculty Associate Professor; B.A., William Penn College M.A., The ECSE-Infancy Certificate requires a minimum of 27 Truman State University; Ph.D., Idaho State University. hours of studies. Each applicant for admission to the Rebel since 2003. Certificate program must comply with Graduate College Huerta, Margarita- Full Graduate Faculty requirements for admission. In addition to meeting the Asssistant Professor; B.A., Rice University; M.A., University requirements of the Graduate College, applicants must of Texas at Austin; M.Ed., Texas State University; Ph.D., also meet the requirements established by the Department Texas A&M University. Rebel since 2014 of Educational and Clinical Studies: Lau, Jared - Full Graduate Faculty Assistant Professor; B.S., Univeristy of Hawaii at Manoa; 1. Minimum of GPA of 2.75 for all undergraduate work M.S., University of San Diego; Ph.D., University of North or 3.0 for the last two years of undergraduate study. Carolina at Charlotte. Rebel since 2013. 2. Completed Certificate application for admission. Morgan, Joseph - Full Graduate Faculty 3. One set of official transcripts from all previously Assistant Professor; B.A., University of Illinois at Chicago; attended colleges and universities sent directly to M.Ed., Ph.D. University of Nevada, Las Vegas. Rebel since 2012. the Graduate College.

174 Graduate Catalog • College of Education 4. A one page letter of intent that includes (1) the be separated from the program as soon as this ECSE Certificate area of emphasis (Infancy threshold is met. However, a leave of absence is an or Preschool) you are interested in, (2) your option. professional and academic goals, and (3) a 4. No more than one grade of less than B- will be discussion of your experience relative to the permitted in a Certificate Program of Study. program. Please upload this letter when you apply on-line through the Graduage College Apply Yourself Plan Certificate Completion Requirements application system. Students in certificate programs would be subject to the 5. All applicants must review and follow the Graduate continuous enrollment policy completing the program College Admission and Registration Requirements. within 4 years. They would have to enroll in at least six credits each rolling three semesters (including summer). Admission to a Certificate program in early childhood special education requires that students with a GPA of Upon completion of all ECSE-Infancy Certificate course less than 2.75 be admitted to the Certificate program with work students are required to schedule a meeting with provisional status. Applicants are evaluated on scholastic their advisor. At the time of the meeting students must record, professional accomplishments, and potential for provide their advisor with an official transcript showing advanced studies. that the student has met all ECE and Graduate College Certificate Requirements. At the completion of the meeting Currently, students may be admitted during any semester. students will be required to complete an exit survey. Graduate College Admission Requirements • Completed application for admission and fee, and Graduate Certificate In Early Childhood • Set of official transcripts from all previously attended Special Education-Preschool colleges and universities. Plan Description The Certificate in Early Childhood Special Education- Students are accepted into a certificate program as Preschool (ECSE-Preschool) program is a graduate described in the Graduate Catalog. The faculty and certificate program designed for individuals who want to corresponding sub-disciplines and sub-plans within the acquire specific ECSE-Preschool skills to meet the needs described programs are subject to change at any time. or demands of their workplace and an NDE endorsement. Plan Requirements The certificate program is suitable for students with no Total Credits Required: 27 prior ECSE background, as well as for those who have prior ECSE knowledge or education and want to acquire Course Requirements specific additional skills. The following are examples of Core - Credits: 18 students who can benefit from the program: ESP 771 - Perspectives on Early Childhood Special • Individuals who have graduated from an ECE Education undergraduate program or related program several ESP 772 - Family Education in Early Childhood years ago who can use the Certificate in ECSE- Preschool program to stay current with ECSE changes. ESP 773 - Assessment for Young Children with • ECSE professionals who want to retool themselves Disabilities to acquire new ECSE skills. ESP 774 - Seminar in Curriculum Development in Early • Individuals with no formal prior ECSE education Childhood Special Education who want to learn about ECSE and earn the NDE endorsement in ECSE-Preschool. ESP 775 - Strategies for Early Childhood Special Education For more information about your program, including your graduate program handbook and learning outcomes, ESP 779 - Early Intervention Service Coordination please visit the Degree Directory. Fieldwork - Credits: 9 Plan Admission Requirements ESP 780 - Field Experience in Early Childhood Special Application deadlines Education Infancy Applications available on the UNLV Graduate College Certificate Requirements website. 1. Acceptance to the Graduate College Early Childhood Special Education Certificate Program The ECSE-Preschool Certificate requires a minimum of 2. Completion of 27 Credit hours in the Certificate 27 hours of studies. Each applicant for admission to the required courses with an overall GPA of 3.0 within 4 Certificat program must comply with Graduate College years. requirements for admission. In addition to meeting the 3. Students in certificate programs would be subject requirements of the Graduate College, applicants must to the continuous enrollment policy. They would also meet the requirements establish by the Department have to enroll in at least six credits each rolling of Educational and Clinical Studies: three semesters (including summer). They would 1. Minimum of GPA of 2.75 for all undergraduate work or 3.0 for the last two years of undergraduate study.

Graduate Catalog • College of Education 175 2. Completed Certificate application for admission. 3. Students in certificate programs would be subject 3. One set of official transcripts from all previously to the continuous enrollment policy. They would attended colleges and universities sent directly to have to enroll in at least six credits each rolling the Graduate College. three semesters (including summer). They would 4. A one page letter of intent that includes (1) the be separated from the program as soon as this ECSE Certificate area of emphasis (Infancy threshold is met. However, a leave of absence is an or Preschool) you are interested in, (2) your option. professional and academic goals, and (3) a 4. No more than one grade of less than B- will be discussion of your experience relative to the permitted in a Certificate Program of Study. program. Please upload this letter when you apply Plan Certificate Completion Requirements on-line through the Graduage College Apply Yourself Students in certificate programs would be subject to the application system. continuous enrollment policy completing the program 5. All applicants must review and follow the Graduate within 4 years. They would have to enroll in at least six College Admission and Registration Requirements. credits each rolling three semesters (including summer). Admission to a Certificate program in early childhood Upon completion of all ECSE-Infancy Certificate course special education requires that students with a GPA of work students are required to schedule a meeting with less than 2.75 be admitted to the Certificate program with their advisor. At the time of the meeting students must provisional status. Applicants are evaluated on scholastic provide their advisor with an official transcript showing record, professional accomplishments, and potential for that the student has met all ECE and Graduate College advanced studies. Certificate Requirements. At the completion of the meeting Currently, students may be admitted during any semester. students will be required to complete an exit survey. Graduate College Admission Requirements • Completed application for admission and fee, and Advanced Graduate Certificate in Addiction • Set of official transcripts from all previously attended Studies colleges and universities. Plan Description Students are accepted into a certificate program as The Department of Educational and Clinical Studies offers described in the Graduate Catalog. The faculty and Advanced Graduate Certificates in Addiction Studies. The corresponding sub-disciplines and sub-plans within the certificate program is designed for individuals already described programs are subject to change at any time. holding master’s degrees in counseling who are seeking to enhance their professional counseling practice and Plan Requirements licensure options. Total Credits Required: 27 The Advanced Graduate Certificate in Addictions Course Requirements Studies meets the needs of health professionals such as Core - Credits: 18 marriage and family therapists, community counselors, ESP 771 - Perspectives on Early Childhood Special rehabilitation counselors, school counselors, physicians, Education psychologists, social workers, and behavioral health ESP 772 - Family Education in Early Childhood therapists by providing graduate addiction training to help them address client needs. ESP 773 - Assessment for Young Children with Disabilities Faculty members in the Department of Educational and Clinical Studies endeavor to promote excellence ESP 774 - Seminar in Curriculum Development in Early in counselor education and counseling research. Our Childhood Special Education graduate counseling programs prepare students to: ESP 775 - Strategies for Early Childhood Special 1. Serve as professional counselors, advocates, and Education leaders who maximize opportunities for individuals, ESP 778 - Behavior Management for Early Childhood groups, and communities with a particular emphasis on helping underserved and oppressed client Fieldwork - Credits: 9 populations; ESP 781 - Field Experience in Early Childhood Special 2. Address developmental, academic, career, mental Education Preschool/Kindergarten health, socio-cultural, and wellness needs of clients Certificate Requirements seeking counseling; 1. Acceptance to the Graduate College Early 3. Help individuals, groups and communities strive to Childhood Special Education Certificate Program. find meaning, involvement, worth, and dignity in their 2. Completion of 27 Credit hours in the Certificate lives; required courses with an overall GPA of 3.0 within 4 4. Engage in action research and program evaluations years. to further the knowledge base and best practice initiatives of the counseling profession; and

176 Graduate Catalog • College of Education 5. Advocate with local, state, and national 2. Students who receive an F or more than two C organizations to promote client and societal grades will be separated from the program. wellbeing. 3. A minimum of six semester hours of credit must be For more information about your program, including your taken each semester, including summer. graduate program handbook and learning outcomes, Certificate Completion Requirements please visit the Degree Directory. See Plan Certificate Completion Requirements below. Plan Admission Requirements Plan Certificate Completion Requirements Application deadlines 1. The student must submit all required forms to the Graduate College and then apply for graduation in Applications available on the UNLV Graduate College MyUNLV by the appropriate deadline. website. 2. The student must successfully complete the final Students must already be holding a master’s degree in project. counseling, or be currently admitted to the Clinical and Mental Health Counseling M.S. program at UNLV. Advanced Graduate Certificate in Mental All applicants must review and follow the Graduate Health Counseling College Admission and Registration Requirements. Plan Description The Department of Educational and Clinical Studies offers Students are accepted into a certificate program as Advanced Graduate Certificates in Community Mental described in the Graduate Catalog. The faculty and Health Counseling. The certificate program is designed corresponding sub-disciplines and sub-plans within the for individuals already holding master’s degrees in described programs are subject to change at any time. counseling who are seeking to enhance their professional Plan Requirements counseling practice and licensure options. See SubPlan Requirements below. The Advanced Graduate Certificate in Mental Health Subplan 1: Con-Current Master’s Track Counseling is targeted primarily toward those individuals Subplan 2: Post-Master’s Track who have graduated from CACREP accredited or Subplan 1 Requirements: Con-Current Master’s equivalent programs, but do not meet the necessary Track educational requirements for the LPC in the State of Total Credits Required: 12 Nevada. Course Requirements Faculty members in the Department of Educational Required Courses - Credits: 9 and Clinical Studies endeavor to promote excellence Complete 9 credits of advisor-approved coursework. in counselor education and counseling research. Our Final Project - Credits: 3 graduate counseling programs prepare students to: CED 787 - Individual Research 1. Serve as professional counselors, advocates, and Certificate Requirements leaders who maximize opportunities for individuals, 1. Completion of a minimum of 12 credit hours with a groups, and communities with a particular emphasis minimum GPA of 3.00. on helping underserved and oppressed client 2. Students who receive an F or more than two C populations; grades will be separated from the program. 2. Address developmental, academic, career, mental 3. A minimum of six semester hours of credit must be health, socio-cultural, and wellness needs of clients taken each semester, including summer. seeking counseling; 4. The courses listed above may only be taken after 3. Help individuals, groups and communities strive to the core degree requirements for the Clinical and find meaning, involvement, worth, and dignity in their Mental Health Counseling Program are met. lives; 4. Engage in action research and program evaluations Certificate Completion Requirements to further the knowledge base and best practice See Plan Certificate Completion Requirements below. initiatives of the counseling profession; and Subplan 2 Requirements: Post-Master’s Track 5. Advocate with local, state, and national organizations to promote client and societal Total Credits Required: 24 wellbeing. Course Requirements The certificate consists of 12-24 credits, based on the Required Courses - Credits: 21 student’s master’s degree training. Complete 21 credits of advisor-approved coursework. For more information about your program, including your Final Project - Credits: 3 graduate program handbook and learning outcomes, CED 787 - Individual Research please visit the Degree Directory. Certificate Requirements Plan Admission Requirements 1. Completion of a minimum of 24 credit hours with a Application deadlines minimum GPA of 3.00. Graduate Catalog • College of Education 177 Applications available on the UNLV Graduate College Subplan 3 Requirements: Non-CACREP Community website. Counseling Master’s Track Total Credits Required: 24 The Advanced Graduate Certificate in Mental Health Course Requirements Counseling is an extension of the M.S. degree and is Required Courses - Credits: 24 geared for those individuals who have graduated from Complete 24 credits of advisor-approved coursework. CACREP accredited or equivalent programs, but do not meet the necessary educational requirements for the Certificate Requirements Nevada licensure for Clinical Professional Counselors 1. Completion of a minimum of 24 credit hours with a (LCPC). minimum GPA of 3.00. 2. Students who receive an F or more than two C All applicants must review and follow the Graduate grades will be separated from the program. College Admission and Registration Requirements. 3. A minimum of six semester hours of credit must be Students are accepted into a certificate program as taken each semester, including summer. described in the Graduate Catalog. The faculty and Certificate Completion Requirements corresponding sub-disciplines and sub-plans within the See Plan Certificate Completion Requirements below. described programs are subject to change at any time. Subplan 4 Requirements: Post Counseling Related Plan Requirements Master’s Track See SubPlan Requirements below. Total Credits Required: 24 Subplan 1: Post CACREP Community Counseling Course Requirements Master’s Track Required Courses - Credits: 24 Subplan 2: Con-Current School Counseling Master’s Complete 24 credits of advisor-approved coursework. Track Certificate Requirements Subplan 3: Non-CACREP Community Counseling 1. Completion of a minimum of 24 credit hours with a Master’s Track minimum GPA of 3.00. Subplan 4: Post Counseling Related Master’s Track 2. Students who receive an F or more than two C Subplan 1 Requirements: Post CACREP Community grades will be separated from the program. Counseling Master’s Track 3. A minimum of six semester hours of credit must be Total Credits Required: 12 taken each semester, including summer. Course Requirements Required Courses - Credits: 12 Certificate Completion Requirements Complete 12 credits of advisor-approved coursework. See Plan Certificate Completion Requirements below. Certificate Requirements Plan Certificate Completion Requirements 1. Completion of a minimum of 12 credit hours with a The student must submit all required forms to the Graduate minimum GPA of 3.00. College and then apply for graduation in MyUNLV by the 2. Students who receive an F or more than two C appropriate deadline. grades will be separated from the program. 3. A minimum of six semester hours of credit must be Doctor of Philosophy - Special Education taken each semester, including summer. Plan Description Certificate Completion Requirements The Doctor of Philosophy Degree (Ph.D.) is designed See Plan Certificate Completion Requirements below. with an emphasis in the development of skills in scientific inquiry and leadership. Students enrolled in this study Subplan 2 Requirements: Con-Current School program gain an understanding of philosophy and theory Counseling Master’s Track as they relate to the conduct of research and program Total Credits Required: 12-24 evaluation. Graduates pursue careers in schools, Course Requirements institutions of higher education, research centers and Required Courses - Credits: 12-24 agencies that require the competencies developed Complete 12-24 credits of advisor-approved coursework. through a Ph.D. course of study. Certificate Requirements For more information about your program, including your 1. Completion of a minimum of 12-24 credit hours with graduate program handbook and learning outcomes, a minimum GPA of 3.00. please visit the Degree Directory. 2. Students who receive an F or more than two C grades will be separated from the program. Plan Admission Requirements 3. A minimum of six semester hours of credit must be Application deadlines taken each semester, including summer. Applications available on the UNLV Graduate College Certificate Completion Requirements website. See Plan Certificate Completion Requirements below. Applicants to the Special Education Ph.D. program must complete the Graduate College Application for 178 Graduate Catalog • College of Education Admission and arrange to have official transcripts sent to grade-point average) of nine or more hours in regularly the Graduate College. Graduate level transcripts should scheduled graduate courses approved by the student’s indicate grade point averages (and receipt of a post advisor and departmental faculty. After completion of baccalaureate degree in special education or a related the provisional program, the Doctoral Coordinator and field). Department Chair recommend to the Graduate College that the student either be transferred to regular status or The following materials also should be submitted through dropped from the program. the online application network. Note: To apply for a Graduate Assistantship, applicants 1. A letter of application that clearly articulates must complete online the Graduate Assistant Application professional and research goals that are related to for the Department of Educational and Clinical Studies. the focus of the Ph.D. degree program in Special Education; All domestic and international applicants must review and 2. Three letters of recommendation – at least one from follow the Graduate College Admission and Registration an individual familiar with the applicant’s academic Requirements. performance and potential for doctoral degree Students are accepted into a degree program as described completion and at least one from an individual in the Graduate Catalog. The faculty and corresponding knowledgeable of the applicant’s quality of work sub-disciplines and sub-plans within the described experience; programs are subject to change at any time. 3. Representative samples of scholarly writing, preferably in APA style, and/or other media samples Plan Requirements related to professional study; Total Credits Required: 72 4. A resume of professional preparation and experience Course Requirements (a minimum of two to three years of professional Required Courses - Credits: 21 experience in special education, general education ESP 782R - Professional Seminar in Special Education or other relevant field as a teacher, administrator or related service provider for children and adults with ESP 783R - Leadership Seminar in Special Education disabilities and/or giftedness is preferred); ESP 784 - Seminar in Advanced Special Education 5. Scores from the verbal, quantitative and analytical Technology sections of the Graduate Record Examination (GRE) (taken within five years from the date of application ESP 785 - Issues, Trends and Futures in Special for admission). Applicants should arrange to have Education official notification of GRE scores sent to the ESP 787 - Philosophical Perspectives in Special Department of Educational and Clinical Studies. The Education department does not impose minimum GRE scores. It is the student’s responsibility to ensure that his/her ESP 788 - Single Subject Methods in Special Education applicant file is complete. Incomplete files will notbe ESP 789 - Grant Writing for Human Services considered. Application materials for U.S. residents requesting financial support are due March 1. Research Courses - Credits: 6 EPY 721 - Descriptive and Inferential Statistics: An Note: The department admissions committee may request Introduction additional materials and/or conduct a personal interview after reviewing initial applicant files. ESP 791 - Proposal Design and Analysis In general, applicants will be expected to have a 3.50 Statistics Course - Credits: 3 grade point average on all graduate-level work and an Complete one of the following courses, or another advisor- indication of potential to complete all requirements of approved equivalent course. doctoral study successfully (provided through submitted EPY 722 - Inferential Statistics and Experimental Design writings or creative products, letters of recommendation and GRE results) to be admitted as doctoral students in KIN 751 - Selected Application of Statistical Techniques I the Department of Educational and Clinical Studies. Additional Research Courses - Credits: 6 After Admission Committee review, the Doctoral Program Complete 6 credits from the following list of courses, or Coordinator may recommend to the department faculty other advisor-approved courses. that the applicant be: 1) admitted fully to the Ph.D. EPY 716 - Evaluation Research Methods program in special education, 2) admitted provisionally to the Ph.D. program or 3) denied admission to the EPY 718 - Qualitative Research Methodologies Ph.D. program in special education. A recommendation EPY 733 - Multivariate Statistics for provisional admission may occur when an applicant has not met the criteria or prerequisites to do advanced EPY 790 - Research Seminar in EPY graduate level work. Provisional admission requires KIN 752 - Selected Application of Statistical Techniques II the satisfactory completion (e.g., with a minimum 3.50

Graduate Catalog • College of Education 179 Internship Course - Credits: 6 5. Two-thirds of the total semester hours included Credits must include 3 credits in Topic A: Research and 3 on the formal Program of Study (not including credits in Topic B: Teaching. dissertation) must be taken at UNLV. Faculty members of the Department of Educational and ESP 794 - Internship in Special Education Clinical Studies instructing specialist’s and/ or Leadership & Exceptionality Courses - Credits: 15 master’s classes initiate an interaction with doctoral Complete 15 credits of advisor-approved leadership and students enrolled in these courses regarding exceptionality courses from one or more of the following the appropriateness of both the content and leadership concentrations: Parenting, Administration, performance requirements for doctoral students. Research, Diagnosis/Assessment, Transition, Early Students not admitted to the doctoral program in Childhood Special Education, Early Childhood Education, Educational and Clinical Studies (or to another Higher Education, Technology, Consultation, or doctoral program in the College of Education) may Curriculum. enroll in: ESP 782 - Professional Seminar in Special Education (formerly ESP 760) and two additional Complete credits in two specialty areas from the following Core Curriculum Courses with consent of instructor list: Autism, Learning Disabilities, Emotional Disturbance, prior to formal admission. Mental Retardation, Gifted and Talented Education, 6. The Educational and Clinical Studies Doctoral Developmental Disabilities/Children at Risk. Colloquium typically is held one Friday each Prospectus Course - Credits: 3 semester. The Doctoral Coordinator coordinates Complete the following course as an independent study these meetings with the assistance of the special supervised by the advisor. education faculty and doctoral students. 7. The comprehensive examination is taken during ESP 796 - Dissertation Prospectus the semester immediately preceding enrollment Dissertation – Credits: 12 in ESP 799 Dissertation. The comprehensive ESP 799 - Dissertation examination consists of 16 hours of written examinations with eight hours structured by the Degree Requirements student’s major advisor and eight hours structured 1. The program of study requires a minimum of 72 by the other internal committee members. The semester hours. Only credits that meet the following examinations are scheduled on two successive criteria may be included on the formal Program of Fridays. The student’s advisor determines the Study: specific dates of the examination. The questions on a. Those not previously used to fulfill requirements the comprehensive examination address elements for another degree; of the Core, Research, Leadership Studies, b. Those taken while enrolled at an accredited Exceptionality Specialties, and any course work graduate degree-granting institution in a taken for licensure or endorsements. The student’s degree-granting program; Doctoral Studies Committee provides general c. Those taken as a non-degree seeking student parameters from which questions are selected. (not to exceed 15 total semester hours); and “Take-home” examinations, in whole or in part, are d. Those for which a grade of B or higher was not allowed. Students may use college provided earned. technology for word-processing. Grading consists 2. Doctoral students must earn a grade of B or higher of three categories: Pass, Fail, and Pass with in all core curriculum courses. Distinction. Pass with Distinction occurs contingent 3. Doctoral Students must earn a grade of B or higher upon a unanimous vote of the committee excluding in EPY 721 and EPY 722/KIN 751. the Graduate College representative. Students 4. Doctoral students are required to spend a minimum who fail the comprehensive examination will be of two consecutive semesters (Fall-Spring, Spring- placed on probation and must wait 4 months from Summer or Summer-Fall) in full-time resident study the date of the failed examination to re-write their in the Department of Educational and Clinical exam. However, under no circumstances may the Studies. Full-time resident study is defined as reexamination be later than the semester following being enrolled in at least nine semester hours the failed examination. Students not passing the of graduate level course work from an approved comprehensive examination on the re-write will be Program of Study (six semester hours if the “excused” from the program. student is a graduate assistant). In cases where 8. Upon successful completion of comprehensive residency includes a semester of course work prior examination, the student selects a dissertation to submission of the Program of Study, the advisor committee (i.e., minimum of three faculty members must approve residency. Work during residency is from the Department of Educational and Clinical allowed. However, if the student is employed as a Studies and an outside member appointed by graduate assistant, any additional work beyond that the Graduate College) and submits a dissertation performed as an assistant must conform to the rules proposal to the committee. This proposal includes of the University and Graduate College. an introduction, review of the literature, and a 180 Graduate Catalog • College of Education discussion of study methods. Two weeks after this of experiences relative to the focus area of study. proposal is submitted to the dissertation committee, The letter should be uploaded on-line with the the committee meets with the student to accept or application forms through the Graduate College reject the proposal, as well as provide a critique Grad Rebel Gateway application system. of its relative strengths and weaknesses. Upon Assistantship applications are submitted to the department acceptance of the student’s dissertation proposal, a through the Grad Rebel Gateway application system. recommendation for advancement to candidacy is International students should check with the Graduate submitted to the Graduate College. College for current deadlines and procedures. 9. Upon completion of the full dissertation, a defense All domestic and international applicants must review and is scheduled. Students need to obtain The Guide to follow the Graduate College Admission and Registration Preparing and Submitting a Thesis or Dissertation Requirements. from the Graduate College web site. Students are accepted into a degree program as described Plan Graduation Requirements in the Graduate Catalog. The faculty and corresponding 1. The student must submit all required forms to the sub-disciplines and sub-plans within the described Graduate College and then apply for graduation up programs are subject to change at any time. to two semesters prior to completing his/her degree requirements. Plan Requirements 2. The student must submit and successfully defend See SubPlan Requirements below. his/her dissertation by the posted deadline. The Subplan 1: English Language Learning Track defense must be advertised and is open to the Subplan 2: Bilingual Education Track public. Subplan 1 Requirements: English Language 3. The student must submit his/her approved, properly Learning Track formatted hard-copy disseration to the Graduate Total Credits Required: 37 College, and submit the approved electronic version Course Requirements to ProQuest by the posted deadline. Required Courses - Credits: 6 EPY 702 - Research Methods Master of Education - English Language Learning ESP 722 - Multicultural Perspectives in Special Plan Description Education The M.Ed. English Language Learning program is English Language Learning Courses - Credits: 26 designed for individuals who hold a baccalaureate degree in elementary, secondary, or special education and seek TESL 750 - TESL Linguistic Theory to earn a master’s degree in English Language Learning, TESL 751 - Theories of Second Language Acquisition with a focus in either English Language Learning or Bilingual Education. Admitted students are required to TESL 752 - TESL Methods and Materials develop a plan of study relevant to their focus area of TESL 753 - TESL Curriculum study. TESL 754 - TESL Assessment Procedures For more information about your program, including your graduate program handbook and learning outcomes, TESL 755 - Language Acquisition and Development please visit the Degree Directory. TESL 756 - Technology Assisted English Language Plan Admission Requirements Learning Application deadlines TESL 757 - English Language Acquisition Practicum Applications available on the UNLV Graduate College TESL 759 - English Language Acquisition Seminar website. Elective Course - Credits: 3 Admission to the Master’s degree program in English Language Learning requires a minimum grade point Complete one of the following courses: average of 2.75 for all undergraduate work or a 3.00 for CIS 684 - Secondary Education Curriculum the last two years of undergraduate work. All applicants are evaluated on their scholastic record, professional CIG 602 - Differentiated Curriculum and Instruction accomplishments, and potential for advanced studies. CIE 685 - Elementary Education Curriculum 1. Completed admission application and fee Culminating Experience - Credits: 2 2. Set of official transcripts from all previously attended colleges and universities TESL 770 - TESL Culminating Experience 3. A one-page (350 to 400 words) letter of intent Degree Requirements should include (1) the English Language Learning See Plan Degree Requirements below. or Bilingual Education focus area of interest, (2) professional and academic goals, and (3) discussion Graduate Catalog • College of Education 181 Graduation Requirements maintained throughout the six years, unless a formal See Plan Graduation Requirements below. request for a leave of absence is approved by the department and Graduate College. Subplan 2 Requirements: Bilingual Education Track 4. The M.Ed. degree requires students to complete Total Credits Required: 37 a minimum of 27 credit hours with the TESL Course Requireemnts prefix, EPY 702, ESP 722, either a CIE or CIS Required Courses - Credits: 6 prefix course, and complete an electronic portfolio EPY 702 - Research Methods (e-portfolio) related to the focus area’s professional ESP 722 - Multicultural Perspectives in Special standards. Education 5. The e-portfolio must contain the primary assignments and grading rubrics from all courses on English Language Learning Courses - Credits: 26 the student’s program of study. It is each students’ TESL 750 - TESL Linguistic Theory responsibility to collect and retain the assignments and graded rubrics at the end of each semester. TESL 751 - Theories of Second Language Acquisition Students must earn a “B” or better on the primary TESL 752 - TESL Methods and Materials assignment in order for it to be included in the e-portfolio. TESL 761 - Literacy Development in the Bilingual 6. In addition, the e-portfolio must include a matrix Classroom of the appropriate TESOL Standards linked to the TESL 764 - Assessment Bilingual Classroom primary assignments from each course. Further, the e-portfolio must include a table of contents and a TESL 765 - Curriculum Development Bilingual one-page reflection for each TESOL standard. Each Classroom academic advisor will provide additional information TESL 755 - Language Acquisition and Development and guidelines on the e-portfolios. 7. The e-portfolio must be completed and turned in for TESL 756 - Technology Assisted English Language evaluation by each student to the academic advisor Learning during the student’s last semester of coursework or TESL 759 - English Language Acquisition Seminar in the semester immediately following the student’s last semester of required coursework. Elective Course - Credits: 3 8. The e-portfolio will be evaluated across six academic Complete one of the following courses: standards and 4 performance levels: CIS 684 - Secondary Education Curriculum a. Academic Standards: i. Theory into Practice CIG 602 - Differentiated Curriculum and Instruction ii. Professional Philosophy CIE 685 - Elementary Education Curriculum iii. Conduct and/or Evaluate Research iv. Content and Pedagogical Knowledge Culminating Experience - Credits: 2 v. Professional Standard Knowledge TESL 770 - TESL Culminating Experience vi. Presentation and Format Degree Requirements b. Performance Levels: (with corresponding See Plan Degree Requirements below. rubrics) i. Distinguished (3) Graduation Requirements a. exceeds expectations See Plan Graduation Requirements below. b. provides multiple layers of connected Plan Degree Requirements and convincing evidence 1. The master’s degree program requires a minimum c. demonstrates exceptional performance of 37 semester hours of approved studies and d. communicates distinctively and an overall cumulative GPA of 3.00 in all courses authoritatively counted toward the degree. Six of these semester e. proposes original and creative solutions hours are in research (3) and multicultural ii. Proficient (2) perspectives (3). a. meets expectations 2. All graduate students are held responsible for the b. provides multiple sources of clear requirements and academic policies established by evidence the Graduate College and outlined in the front of c. demonstrates satisfactory performance the graduate catalog. In addition, the Department d. communicates accurately of Educational & Clinical Studies has established e. presents a clear and convincing argument requirements. While these requirements may be iii. Marginal (1) obtained from an academic advisor, they are briefly a. meets minimum expectations outlined here. b. provides some evidence 3. Master’s degrees must be completed within a six- c. demonstrates limited performance year period, and continuous enrollment must be 182 Graduate Catalog • College of Education d. exhibits limited ability to communicate They are: ideas 1. A minimum grade point average of 2.75 for all e. presents partial or faulty argument undergraduate work or a 3.00 grade point average iv. Unacceptable (0) for the last two years of undergraduate work; and a. fails to meet expectations 2. A letter of application/intent. b. provides little or no evidence Applications are processed when all credentials required c. demonstrates insufficient or incomplete by both the Graduate College and the Department of performance Educational and Clinical Studies have been received by d. exhibits lack of ability to communicate the Graduate Coordinator. The Graduate Coordinator ideas evaluates the applicant’s credentials and recommends e. presents unsupported or incoherent either 1) admission to full, contingency, or provisional argument graduate standing (depending on the strength of the 9. The e-portfolio will be graded Satisfactory applicant’s academic credentials); or 2) denial. Those or Unsatisfactory. A total score of 12 or greater must who wish to begin studies but who miss the application be attained to earn Satisfactory, and each Academic deadline may enroll as a non-degree graduate student. Standard must receive no less than 2 points each. However, since there is no guarantee that courses taken Unsatisfactory completion will require re-enrolling in the as a non-degree student will count toward a degree, and Culminating Experience. An Incomplete is not given for since a maximum of 15 hours taken prior to admission to the Culminating Experience. the program may be used to meet degree requirements, candidates are urged to seek advisement prior to Plan Graduation Requirements registering for any course(s). 1. The student must submit all required forms to the Graduate College and then apply for graduation up Applicants should log back into their online applications to two semesters prior to completing his/her degree to monitor the status of the application. Official decision requirements for the program. letters will be posted in the online application once a 2. The student must successfully complete and submit decision has been made. Hard-copy letters are not an e-portfolio. issued. The online decision letter will include the name of the student’s advisor. Students are responsible for Master of Education - Early Childhood contacting their advisors. Education All domestic and international applicants must review and Plan Description follow the Graduate College Admission and Registration The Master of Education – Early Childhood Education Requirements. is designed to provide a comprehensive contemporary program of teacher preparation and education for early Students are accepted into a degree program as described childhood settings (e.g., day care, preschool education, in the Graduate Catalog. The faculty and corresponding hospitals, community education, early intervention sub-disciplines and sub-plans within the described programs, agencies, infant/toddler education and prek-2nd programs are subject to change at any time. grade teaching license. In addition, the program provides Plan Requirements course work beyond and above the requirements of the Total Credits Required: 36 State of Nevada’s Licensure requirements). Students will learn about the typically developing children and Course Requirements children with special needs and participate in field work. Required Courses - Credits: 6 The program has two tracks, birth through 3 years and EPY 702 - Research Methods birth through 8 years. In the Early Childhood Education ESP 722 - Multicultural Perspectives in Special Education Program, students gain knowledge and skills for a variety of careers in educational and intervention programs for Early Childhood Education Courses - Credits: 18 young children. Complete 18 credits from the following list of courses: For more information about your program, including your ECE 706 - Planning Curriculum for Young Children graduate program handbook and learning outcomes ECE 707 - Programs in Early Childhood Education please visit the Degree Directory. ECE 709 - Investigations in Early Childhood Education Plan Admission Requirements Application deadlines ECE 711 - Science and Math for Young Children Applications available on the UNLV Graduate College ESP 719B - Advanced Oral and Written Instruction Early website. Childhood In addition to meeting the admission requirements of the ECE 722 - Theoretical Bases for Early Childhood Graduate College, as outlined in the front of this catalog, Education applicants must also meet the requirements established by the Department of Educational and Clinical Studies. Graduate Catalog • College of Education 183 ECE 726 - Early Education for Infants and Toddlers b. Students must apply to take comprehensive examinations. Specific application deadlines are OR available in the Department of Educational and ESP 728 - Theory of Play Development Clinical Studies. 6. Master’s degrees must be completed within a six- Early Childhood Special Education Courses - year period and continuous enrollment must be Credits: 9 maintained throughout the six years, unless a formal ESP 772 - Family Education in Early Childhood request for a leave of absence is approved by the ESP 773 - Assessment for Young Children with department and Graduate College. Disabilities Plan Graduation Requirements ESP 775 - Strategies for Early Childhood Special The student must submit all required forms to the Graduate Education College and then apply for graduation up to two semesters prior to completing his/her degree requirements for the Field Experience Course - Credits: 3 program. ECE 781 - Early Childhood Education Field Experience Degree Requirements Master of Education - School Counseling See Plan Degree Requirements below. Plan Description Graduation Requirements The Department of Educational and Clinical Studies See Plan Graduation Requirements below. offers a 48 credit Master of Education (M.Ed.) – School Counseling. The master program is fully accredited by Plan Degree Requirements the Council for Accreditation of Counseling and Related 1. Students must complete a minimum of 36 credit Educational Programs (CACREP), the accrediting body hours with a minimum GPA of 3.00. of the American Counseling Association. Graduates of 2. For Nevada state licensure, students must complete the M.Ed. programs are eligible to sit for the National a total of 8 credits of fieldwork; these additional Counselor Examination in order to qualify for the National credits will not count towards the degree program. Certified Counselor (NCC) credential. 3. Previous course work included in submitted graduate plans of study must have a grade of B or better. Only The Master of Education – School Counseling degree two subsequent grades of less than B- (one with an at UNLV requires a minimum of 48 graduate semester ESP or ECE prefix and one with any other prefix) credits and prepares educational professionals who will be permitted in a submitted plan of study. Under work to meet the academic, career, personal, and social no circumstances will a Grade Point Average (GPA) needs of culturally and linguistically diverse K-12 student of less than 3.00 be allowed on a finished plan of populations. The program prepares school counselors to study. Failure to meet these standards will result in fulfill the following roles: suspension from the degree program. 1. Serve as advocates, educational leaders, team 4. In order to be endorsed in Teaching English as a members, consultants, and counselors to maximize Second Language (TESL) the following four courses opportunities for students to succeed academically; must be completed in addition to the courses 2. Address the academic, career, and personal/social required as part of the degree program: needs of all students in the school; TESL 651 – Theories of second language acquisition 3. Serve as leaders of equity and achievement and TESL 652 – TESL Methods and Materials be able to address institutional and environmental TESL 653 – TESL curriculum barriers impeding student progress; TESL 654 – TESL Assessment Procedures 4. Through the collection and dissemination of data, 5. Students must successfully complete and pass a advocate for systemic change to promote student comprehensive examination. achievement and academic success; and a. The comprehensive examination is taken during 5. Become managers of resources and partnership the student’s last semester of coursework or in builders, enlisting the support of parents, agencies, the semester immediately following completion and community members. of coursework listed on the student’s Program For more information about your program, including your of Studies. If student(s) do not pass the exam graduate program handbook and learning outcomes, they will receive only one additional opportunity please visit the Degree Directory. to take a 2nd comprehensive examination. If students opt to take the comprehensive exam Plan Admission Requirements the semester after completion of the coursework Application deadlines listed on their Program of Studies, they must Applications available on the UNLV Graduate College enroll in ESP 766 or another graduate course. website. Per Graduate College Guidelines, students must be enrolled in a minimum of 3 hours of The master degree program requires that an application coursework the semester they graduate. for admission be submitted to the Graduate College and the Department of Educational and Clinical Studies as 184 Graduate Catalog • College of Education well as transcripts of all college-level work. A minimum in the M.Ed. program. Students who make a grade grade point average of 2.75 for all undergraduate work of B- or lower (but not an F) in either CED 701 and a 3.00 for the last two years of undergraduate work or CED 727 will be placed on probation and may is required. not continue taking other coursework in the M.Ed. program until successfully repeating these courses. Applicants must provide three letters of recommendation If after a second attempt a student does not make directly to the department along with a departmental a B or better, the student will be officially separated application form that includes a writing sample. Final from the graduate program. applicants undergo an extensive/structured personal 3. Students must make a grade of B or better in CED interview. Students should refer to the department 741 in order to enroll in CED 751. A grade of B or website. Students are admitted once each year, with an better is required for all internship courses (CED 751 application deadline of February 1st. and CED 775) or they must be repeated. All domestic and international applicants must review and 4. A student receiving a grade of F in any required follow the Graduate College Admission and Registration course in the degree program will be officially Requirements. separated from the graduate program. Students must repeat any course in which they make a grade Students are accepted into a degree program as described of C- or lower. Students making three or more in the Graduate Catalog. The faculty and corresponding grades of B- or lower will be officially separated from sub-disciplines and sub-plans within the described the graduate program. In order to earn the degree, programs are subject to change at any time. students must have a cumulative GPA of 3.0 or Plan Requirements better. Total Credits Required: 48 5. Students must successfully complete and pass the final comprehensive exam. Course Requirements Required Courses - Credits: 48 Plan Graduation Requirements CED 701 - Introduction to Counseling 1. The student must submit all required forms to the Graduate College and then apply for graduation up CED 703 - Counseling with Expressive Arts and Activities to two semesters prior to completing his/her degree CED 711 - Counseling Appraisal and Inquiry requirements for the program. 2. The student must successfully complete and pass CED 713 - Introduction to School Counseling the final comprehensive exam. CED 715 - Counseling and Consultation Theories CED 721 - Career Theories and Practices Master of Education - Special Education Plan Description CED 727 - Counseling Process and Procedures The M.Ed. program is designed to meet the needs of CED 731 - Social Justice and Advocacy in Counseling persons who hold a baccalaureate degree and wish to earn a master’s degree in special education or early CED 733 - Introduction to Group Counseling childhood education special education, with or without CED 735 - Substance Abuse Prevention and Treatment licensure. Students are expected to develop a plan of study that is most relevant to their educational purposes. CED 741 - Practicum Students seeking a license to teach should be aware that CED 743 - Ethical and Legal Issues in Counseling certification or endorsement requirements might limit their choices. A number of specific focus areas are available CED 750 - Advanced Seminars in School Counseling and can lead to the following Nevada Department of CED 751 - Internship in Counseling I Education endorsements: Autism, Early Childhood Special Education, Learning Disabilities, Generalist-Mild CED 752 - Internship in Counseling II Disabilities, Gifted and Talented, Emotional Behavioral CED 753 - Internship in Counseling III Disorders, Intellectual Disabilities, Applied Behavioral Analysis (BCBA), or other professional areas The Master EPY 702 - Research Methods of Education – Special Education program requires 36 EPY 711 - Human Growth and Development credits of graduate-level coursework. Additional credits may be required for endorsement or licensure purposes. Degree Requirements 1. All full and part-time students entering into the For more information about your program, including your M.S. program are required to enroll in the following graduate program handbook and learning outcomes courses during their first fall semester: CED please visit the Degree Directory. 701 - Introduction to Counseling and CED 727 - Learning outcomes for specific subplan tracks can be Counseling Process and Procedures. found below: 2. A grade of B or better is required in both CED 701 • Master of Education - Special Education; Emphasis and CED 727 in order to continue taking coursework in Generalist (K-12)

Graduate Catalog • College of Education 185 • Master of Education - Special Education; Emphasis Subplan 1: Applied Behavioral Analysis Track in Gifted Education Subplan 2: Autism Track • Master of Education - Special Education; Emphasis in Intellectual Disabilities Subplan 3: Emotional Disturbance Track • Master of Education - Special Education; Teaching Subplan 4: Generalist – Mild Disabilities Track English as a Second Language Plan Admission Requirements Subplan 5: Gifted and Talented Track Application deadlines Subplan 6: Intellectual Disabilities Track Applications available on the UNLV Graduate College Subplan 7: Learning Disabilities Track website. Subplan 8: Other Professional Areas Track In addition to meeting the admission requirements of the Graduate College, as outlined in the front of this catalog, Subplan 9: Early Childhood Special Education Infant applicants must also meet the requirements established Track by the Department of Educational and Clinical Studies. Subplan 10: Early Childhood Special Education Preschool They are: Track 1. A minimum grade point average of 2.75 for all undergraduate work or a 3.00 grade point average Subplan 1 Requirements: Applied Behavioral for the last two years of undergraduate work. Analysis Track Admission to a master’s degree program in special Total Credits Required: 36 education requires that students with a GPA of less Course Requirements than 2.75 be admitted to the graduate program with Required Courses – Credits: 6 provisional status; and EPY 702 - Research Methods 2. A letter of application/intent. ESP 722 - Multicultural Perspectives in Special Education Applications are processed when all credentials required Special Education Courses – Credits: 21 by both the Graduate College and the Department of Complete 21 credits of advisor-approved course work. Educational and Clinical Studies have been received by the Graduate Coordinator. The Graduate Coordinator ESP 712 - Applied Behavior Analysis evaluates the applicant’s credentials and recommends ESP 715 - Communication Programming for Persons with either 1) admission to full, contingency, or provisional Severe Disabilities graduate standing (depending on the strength of the applicant’s academic credentials); or 2) denial. Those ESP 729 - Characteristics of Students with Autism who wish to begin studies but who miss the application Spectrum Disorders deadline may enroll as a non-degree graduate student. ESP 735 - Advanced Behavior Management However, since there is no guarantee that courses taken as a non-degree student will count toward a degree, and ESP 739 - Advanced Educational Strategies for Students since a maximum of 15 hours taken prior to admission to with Autism Spectrum Disorders the program may be used to meet degree requirements, ESP 762 - Ethical Evaluation of Programs for Persons candidates are urged to seek advisement prior to with Exceptionalities/Special Needs registering for any course(s). ESP 763N - Single Case Research Design Applicants should log back into their online applications to monitor the status of the application. Official decision Elective Courses – Credits: 9 letters will be posted in the online application once a Complete 9 credits of advisor-approved course work. decision has been made. Hard-copy letters are not Degree Requirements issued. The online decision letter will include the name See Plan Degree Requirements below. of the student’s advisor. Students are responsible for contacting their advisors. Graduation Requirements See Plan Graduation Requirements below. All domestic and international applicants must review and follow the Graduate College Admission and Registration Subplan 2 Requirements: Autism Track Requirements. Total Credits Required: 36 Course Requirements Students are accepted into a degree program as described Required Courses – Credits: 6 in the Graduate Catalog. The faculty and corresponding EPY 702 - Research Methods sub-disciplines and sub-plans within the described programs are subject to change at any time. ESP 722 - Multicultural Perspectives in Special Education Plan Requirements Special Education Courses – Credits: 30 See Subplan Requirements below. Complete 30 credits from the following list of courses, or other advisor-approved courses.

186 Graduate Catalog • College of Education ESP 701 - Introduction to Special Education and Legal Fieldwork Courses – Credits: 8 (Required for Licensure) Issues Students requiring Nevada state licensure must complete ESP 709 - Diagnostic and Prescriptive Assessment for 8 credits of fieldwork from one of the following courses: Diverse Learners ESP 720 - Field Experience in Special Education ESP 715 - Communication Programming for Persons ESP 737B - Emotional Disturbance with Severe Disabilities Degree Requirements ESP 719A - Advanced Oral and Written Language See Plan Degree Requirements below. Instruction for Students with Disabilities Graduation Requirements ESP 724 - Math Methods in Special Education See Plan Graduation Requirements below. ESP 729 - Characteristics of Students with Autism Subplan 4 Requirements: Generalist - Mild Spectrum Disorders Disabilities Track ESP 730 - Parent Involvement in Special and General Total Credits Required: 36 Education Course Requirements Required Courses – Credits: 6 ESP 733 - Management and Modification of Students EPY 702 - Research Methods with Special Needs ESP 722 - Multicultural Perspectives in Special Education ESP 734 - Vocational and Career Education for Persons with Disabilities in Transition Elective Courses – Credits: 30 ESP 735 - Advanced Behavior Management Complete 30 credits from the following list of courses or other advisor-approved courses. ESP 739 - Advanced Educational Strategies for Students with Autism Spectrum Disorders ESP 701 - Introduction to Special Education and Legal Issues ESP 740 - Speech and Hearing Therapy for Classroom Teachers ESP 708 - Advanced Education Strategies for Students with Disabilities Licensure Fieldwork Courses – Credits: 8 (Required for Licensure) ESP 709 - Diagnostic and Prescriptive Assessment for Diverse Learners Students requiring Nevada state licensure must complete 8 credits of fieldwork. ESP 719A - Advanced Oral and Written Language Instruction for Students with Disabilities ESP 720 - Field Experience in Special Education ESP 724 - Math Methods in Special Education Degree Requirements See Plan Degree Requirements below. ESP 730 - Parent Involvement in Special and General Education Graduation Requirements See Plan Graduation Requirements below. ESP 733 - Management and Modification of Students with Special Needs Subplan 3 Requirements: Emotional Disturbance Track ESP 734 - Vocational and Career Education for Persons Total Credits Required: 36 with Disabilities in Transition Course Requirements ESP 737I - Resource Room Required Courses – Credits: 6 EPY 702 - Research Methods ESP 763Q - Data-Based Decision Making and Growth Models ESP 722 - Multicultural Perspectives in Special Education Licensure Fieldwork Courses – Credits: 12 (Required for Special Education Courses – Credits: 9 Licensure) Complete 9 credits from the following list. Students requiring Nevada state licensure must ESP 705 - Psychological and Sociological Problems of complete 12 credits of fieldwork. Please see advisor for Students with Emotional Disabilities this information. ESP 706 - Advanced Educational Strategies for Students Degree Requirements with Emotional Disabilities See Plan Degree Requirements below. ESP 735 - Advanced Behavior Management Graduation Requirements Elective Courses – Credits: 21 See Plan Graduation Requirements below. Complete 21 credits of advisor-approved elective courses.

Graduate Catalog • College of Education 187 Subplan 5 Requirements: Gifted and Talented Track Subplan 6 Requirements: Intellectual Disabilities Total Credits Required: 36 Track Course Requirements Total Credits Required: 36 Required Courses – Credits: 6 Course Requirements EPY 702 - Research Methods Required Courses – Credits: 6 EPY 702 - Research Methods ESP 722 - Multicultural Perspectives in Special Education ESP 722 - Multicultural Perspectives in Special Education Special Education Course – Credits: 3 Complete 3 credits from the following list of courses or Special Education Courses – Credits: 30 other advisor-approved courses. Complete 30 credits from the following list of courses or ESP 701 - Introduction to Special Education and Legal other advisor-approved courses. Issues ESP 701 - Introduction to Special Education and Legal Technology Course – Credits: 3 Issues Complete 3 credits from the following list of courses or ESP 702 - Psychological and Social Problems in other advisor-approved courses. Intellectual Disabilities CIT 601 - Technology Applications Elementary ESP 704 - Adaptive Curricular Programming for Persons Curriculum with Intellectual Disabilities Assessment Course – Credits: 3 ESP 715 - Communication Programming for Persons Complete 3 credits from the following list of courses or with Severe Disabilities other advisor-approved courses. ESP 718 - Assessment of Persons with Severe ESP 763Q - Data-Based Decision Making and Growth Intellectual Disabilities Models ESP 730 - Parent Involvement in Special and General Gifted Education Courses – Credits: 12 Education Complete 12 credits from the following list of courses or other advisor-approved courses. ESP 733 - Management and Modification of Students with Special Needs ESP 717G - Seminar in Advanced Curriculum Development ESP 734 - Vocational and Career Education for Persons with Disabilities in Transition ESP 741 - Introduction to Gifted Education ESP 755 A - Medically Related Aspects of Disabilities ESP 742 - Dimensions of Giftedness ESP 763Q - Data-Based Decision Making and Growth ESP 743 - Teaching Models in Gifted Education Models ESP 745 - Experiential Learning in Gifted Education Licensure Fieldwork Courses – Credits: 8 (Optional) ESP 746 - Creativity in Gifted Education Students requiring Nevada state licensure must ESP 747 - Contemporary Considerations Gifted Education complete 8 credits of fieldwork. Elective Courses – Credits: 9 ESP 720 - Field Experience in Special Education Complete 9 credits of advisor-approved courses. Degree Requirements Licensure Fieldwork Courses – Credits: 9 (Optional) See Plan Degree Requirements below. Students requiring Nevada state licensure must complete Graduation Requirements 9 credits of fieldwork. See Plan Graduation Requirements below. ESP 720 - Field Experience in Special Education Degree Requirements See Plan Degree Requirements below. Graduation Requirements See Plan Graduation Requirements below.

188 Graduate Catalog • College of Education Subplan 7 Requirements: Learning Disabilities Track Subplan 9 Requirements: Early Childhood Special Total Credits Required: 36 Education Infant Track Course Requirements Total Credits Required: 36 Required Courses – Credits: 6 Course Requirements EPY 702 - Research Methods Required Courses – Credits: 6 EPY 702 - Research Methods ESP 722 - Multicultural Perspectives in Special Education ESP 722 - Multicultural Perspectives in Special Education Special Education Courses – Credits: 18 Early Childhood Special Education Courses – Complete 18 credits from the following list of courses, or Credits: 15 other advisor-approved courses. ESP 771 - Perspectives on Early Childhood Special Education ESP 701 - Introduction to Special Education and Legal Issues ESP 772 - Family Education in Early Childhood ESP 707 - Theories of Learning Disabilities ESP 773 - Assessment for Young Children with Disabilities ESP 708 - Advanced Education Strategies for Students ESP 775 - Strategies for Early Childhood Special with Disabilities Education ESP 709 - Diagnostic and Prescriptive Assessment for ESP 779 - Early Intervention Service Coordination Diverse Learners Cognate Course – Credits: 3 ESP 717 C - Seminar in Advanced Curriculum Complete one of the following courses. Development ESP 774 - Seminar in Curriculum Development in Early ESP 727 - Technology in Special Education Childhood Special Education Elective Courses – Credits: 12 ESP 776 - Strategies for Working with Infants and Toddlers Complete 12 credits of advisor-approved courses. in Early Childhood Special Education Licensure Fieldwork Courses – Credits: 8 (Optional) ESP 778 - Behavior Management for Early Childhood Students requiring Nevada state licensure must Elective Course – Credits: 3 complete 8 credits of fieldwork from one of the following Complete 3 credits of advisor-approved course work. courses: Fieldwork Courses – Credits: 9 ESP 720 - Field Experience in Special Education Complete 9 credits from the following list of courses, or other advisor-approved course work. ESP 737C - Learning Disabilities ESP 780 - Field Experience in Early Childhood Special Degree Requirements Education Infancy See Plan Degree Requirements below. Degree Requirements Graduation Requirements See Plan Degree Requirements below. See Plan Graduation Requirements below. Graduation Requirements Subplan 8 Requirements: Other Professional Areas See Plan Graduation Requirements below. Track Total Credits Required: 36 Subplan 10 Requirements: Early Childhood Special Course Requirements Education Preschool Track Required Courses – Credits: 6 Total Credits Required: 36 EPY 702 - Research Methods Course Requirements Required Courses – Credits: 6 ESP 722 - Multicultural Perspectives in Special Education EPY 702 - Research Methods Special Education Courses – Credits: 15 ESP 722 - Multicultural Perspectives in Special Complete 15 credits of advisor-approved course work in Education special education. Early Childhood Special Education Courses – Elective Courses – Credits: 15 Credits: 15 Complete 15 credits of advisor-approved course work. ESP 771 - Perspectives on Early Childhood Special Degree Requirements Education See Plan Degree Requirements below. ESP 772 - Family Education in Early Childhood Graduation Requirements ESP 773 - Assessment for Young Children with See Plan Graduation Requirements below. Disabilities

Graduate Catalog • College of Education 189 ESP 774 - Seminar in Curriculum Development in Early b. Students must apply to take comprehensive Childhood Special Education examinations. Specific application deadlines are available in the Department of Educational and ESP 775 - Strategies for Early Childhood Special Clinical Studies. Education c. If a student does not pass their comprehensive Cognate Course – Credits: 3 examination on the first attempt, they must Complete one of the following courses. wait 30 days after written notification from the department to reschedule the exam. This will be ESP 778 - Behavior Management for Early Childhood done in consultation with the student’s advisor. ESP 779 - Early Intervention Service Coordination d. A student may retake their comprehensive examination once. Elective Course – Credits: 3 5. Master’s degrees must be completed within a six- Complete 3 credits of advisor-approved courses. year period and continuous enrollment must be Fieldwork Course – Credits: 9 maintained throughout the six years, unless a formal Complete 9 credits from the following list of courses, or request for a leave of absence is approved by the other advisor-approved course work. department and Graduate College. ESP 781 - Field Experience in Early Childhood Special Plan Graduation Requirements Education Preschool/Kindergarten The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters Degree Requirements prior to completing his/her degree requirements for the See Plan Degree Requirements below. program. Graduation Requirements See Plan Graduation Requirements below. Master of Science - Clinical Mental Health Plan Degree Requirements Counseling 1. Previous course work included in submitted graduate Plan Description plans of study must have a grade of B or better. Only The Department of Educational and Clinical Studies two subsequent grades of less than B- (one with an offers a 60 credit Master of Science (M.S.) – Clinical ESP or ECE prefix and one with any other prefix) Mental Health Counseling. The master’s program is fully will be permitted in a submitted plan of study. Under accredited by the Council for Accreditation of Counseling no circumstances will a Grade Point Average (GPA) and Related Educational Programs (CACREP), the of less than 3.00 be allowed on a finished plan of accrediting body of the American Counseling Association. study. Failure to meet these standards will result in Graduates of the M.S. program are eligible to sit for the suspension from the degree program. National Counselor Examination in order to qualify for the 2. For Nevada state licensure, students must complete National Certified Counselor (NCC) credential. a total of 8 credits of fieldwork; any additional credits The Clinical Mental Health Counseling program, a will not count towards the degree program. 60-credit hour course of study, is designed to train 3. In order to be endorsed in Teaching English as a professional counselors for work in a variety of community Second Language (TESL) the following four courses and mental health settings. Community mental health must be completed in addition to the courses counselors work in local, state, and federal agencies, as required as part of the degree program: well as private for-profit and non-profit agencies. TESL 751 – Theories of second language acquisition TESL 752 – TESL Methods and Materials The Clinical Mental Health Counseling M.S. degree offers TESL 753 – TESL curriculum a unique arena for the development of counseling theory TESL 754 – TESL Assessment Procedures and in depth research in issues impacting community and 4. Students must successfully complete and pass a mental health, as well as continuing the development of comprehensive examination. professional counselors to meet the diverse needs of a. The comprehensive examination is taken during Southern Nevada, the region, and the nation. the student’s last semester of coursework Faculty members in the Department of Counselor or in the semester immediately following Education endeavor to promote excellence in counselor completion of coursework listed on the student’s education and counseling research. Our graduate Program of Studies. If students opt to take counseling programs prepare students to: the comprehensive exam the semester after completion of the coursework listed on their 1. Serve as professional counselors, advocates, and Program of Studies, they must enroll in ESP leaders who maximize opportunities for individuals, 766 or another graduate course. Per Graduate groups, and communities with a particular emphasis College Guidelines, students must be enrolled on helping underserved and oppressed client in a minimum of 3 hours of coursework the populations; semester they graduate.

190 Graduate Catalog • College of Education 2. Address developmental, academic, career, mental CED 731 - Social Justice and Advocacy in Counseling health, socio-cultural, and wellness needs of clients CED 732 - Advanced Multicultural Counseling seeking counseling; 3. Help individuals, groups and communities strive to CED 733 - Introduction to Group Counseling find meaning, involvement, worth, and dignity in their CED 735 - Substance Abuse Prevention and Treatment lives; 4. Engage in action research and program evaluations CED 738 - Introduction to Community Mental Health to further the knowledge base and best practice Counseling initiatives of the counseling profession; and CED 741 - Practicum 5. Advocate with local, state, and national organizations to promote client and societal CED 743 - Ethical and Legal Issues in Counseling wellbeing. CED 751 - Internship in Counseling I For more information about your program, including your CED 752 - Internship in Counseling II graduate program handbook and learning outcomes please visit the Degree Directory. CED 753 - Internship in Counseling III Plan Admission Requirements CED 766 - Psychopathology and Wellness Models in Application deadlines Counseling Applications available on the UNLV Graduate College CED 772 - Counseling and Spirituality website. CED 775 - Advanced Internship in Counseling The master degree program requires that an application EPY 702 - Research Methods for admission be submitted to the Graduate College and the Department of Educational and Clinical Studies as EPY 711 - Human Growth and Development well as transcripts of all college-level work. A minimum Degree Requirements grade point average of 2.75 for all undergraduate work 1. All full and part-time students entering into the and a 3.00 for the last two years of undergraduate work M.S. program are required to enroll in the following is required. courses during their first fall semester: CED Applicants must provide three letters of recommendation 701 - Introduction to Counseling and CED 727 - directly to the department along with a departmental Counseling Process and Procedures. application form that includes a writing sample. Final 2. A grade of B or better is required in both CED 701 applicants undergo an extensive/structured personal and CED 727 in order to continue taking coursework interview. Students should refer to the department in the M.S. program. Students who make a grade website. Students are admitted once each year, with an of B- or lower (but not an F) in either CED 701 application deadline of February 1st. or CED 727 will be placed on probation and may not continue taking other coursework in the M.S. All domestic and international applicants must review and program until successfully repeating these courses. follow the Graduate College Admission and Registration If after a second attempt a student does not make Requirements. a B or better, the student will be officially separated Students are accepted into a degree program as described from the graduate program. in the Graduate Catalog. The faculty and corresponding 3. Students must make a grade of B or better in CED sub-disciplines and sub-plans within the described 741 in order to enroll in CED 751. A grade of B or programs are subject to change at any time. better is required for all internship courses (CED 751 and CED 775) or they must be repeated. Plan Requirements 4. A student receiving a grade of F in any required Total Credits Required: 60 course in the degree program will be officially Course Requirements separated from the graduate program. Students Required Courses – Credits: 60 must repeat any course in which they make a grade CED 701 - Introduction to Counseling of C- or lower. Students making three or more CED 703 - Counseling with Expressive Arts and grades of B- or lower will be officially separated from Activities the graduate program. In order to earn the degree, students must have a cumulative GPA of 3.0 or CED 710 - Relationships Through the Lifespan better. CED 711 - Counseling Appraisal and Inquiry 5. Students must successfully complete and pass the final comprehensive exam. CED 715 - Counseling and Consultation Theories CED 721 - Career Theories and Practices CED 727 - Counseling Process and Procedures

Graduate Catalog • College of Education 191 Plan Graduation Requirements All domestic and international applicants must review and 1. The student must submit all required forms to the follow the Graduate College Admission and Registration Graduate College and then apply for graduation up Requirements. to two semesters prior to completing his/her degree Students are accepted into a degree program as described requirements for the program. in the Graduate Catalog. The faculty and corresponding 2. The student must successfully complete and pass sub-disciplines and sub-plans within the described the final comprehensive exam. programs are subject to change at any time. Dual Degree: Doctor of Philosophy - Special Plan Requirements Education & Juris Doctor Total Credits Required: 143 Plan Description The Doctor of Philosophy Degree (Ph.D.) is designed Course Requirements with an emphasis in the development of skills in scientific Total Credits Required for the Doctor of Philosophy – inquiry and leadership. Students enrolled in this study Special Education: 63 program gain an understanding of philosophy and theory Required Courses - Credits: 21 as they relate to the conduct of research and program ESP 782R - Professional Seminar in Special Education evaluation. Graduates pursue careers in schools, institutions of higher education, research centers and ESP 783R - Leadership Seminar in Special Education agencies that require the competencies developed ESP 784 - Seminar in Advanced Special Education through a Ph.D. course of study. Technology Pursued individually, the J.D. degree requires the ESP 785 - Issues, Trends and Futures in Special completion of 89 credit hours and the Ph.D. degree Education requires the completion of a minimum of 72 credit hours. The J.D./Ph.D. degree would require the completion of ESP 787 - Philosophical Perspectives in Special 80 law credit hours and a minimum of 63 education credit Education hours, as 9 hours of education courses are accepted ESP 788 - Single Subject Methods in Special Education toward the J.D. degree and 9 hours of law courses are accepted toward the Ph.D. degree. ESP 789 - Grant Writing for Human Services For more information about your program, including your Research Courses - Credits: 6 graduate program handbook and learning outcomes, EPY 721 - Descriptive and Inferential Statistics: An please visit the Degree Directory. Introduction Plan Admission Requirements ESP 791 - Proposal Design and Analysis Application deadlines Statistics Course - Credits: 3 Applications available on the UNLV Graduate College Complete one of the following courses, or another advisor- website. approved equivalent course. Applicants to the J.D./Ph.D. program must submit formal EPY 722 - Inferential Statistics and Experimental Design applications for admission to both the William S. Boyd KIN 751 - Selected Application of Statistical Techniques I School of Law and to the Graduate College. Students must meet the requirements for admission to both Additional Research Courses - Credits: 6 programs. Admission requirements are the same as Complete 6 credits from the following list of courses, or those stated under the regular J.D. and Special Education other advisor-approved courses. Ph.D. programs. EPY 716 - Evaluation Research Methods A dual program candidate must complete the Graduate EPY 718 - Qualitative Research Methodologies College, Law School and Special Education Ph.D. admission processes in order to matriculate. Successful EPY 733 - Multivariate Statistics completion of the first year of law school is a precondition EPY 790 - Research Seminar in EPY to commencement of work on the Ph.D. program. A law school student may be admitted to the dual program KIN 752 - Selected Application of Statistical Techniques II by gaining admission to the Special Education Ph.D. Internship Course - Credits: 6 program after successful completion of the first year of ESP 794 - Internship in Special Education law school with the consent of both programs. ESP 794 - Internship in Special Education Students interested in the dual program should alert Graduate College admission personnel when commencing Leadership & Exceptionality Courses - Credits: 6 the admission process. Students interested in the Dual Complete 6 credits of advisor-approved leadership and Degree Program should alert the Special Education exceptionality courses from one or more of the following Ph.D. Admissions Coordinator so that consultation on the leadership concentrations: Parenting, Administration, admissions process can be initiated. Research, Diagnosis/Assessment, Transition, Early 192 Graduate Catalog • College of Education Childhood Special Education, Early Childhood Education, to submission of the Program of Study, the advisor Higher Education, Technology, Consultation, or Curriculum. must approve residency. Work during residency is allowed. However, if the student is employed as a Complete credits in specialty areas from the following graduate assistant, any additional work beyond that list: Autism, Learning Disabilities, Emotional Disturbance, performed as an assistant must conform to the rules Mental Retardation, Gifted and Talented Education, of the University and Graduate College. Developmental Disabilities/Children at Risk. 8. Two-thirds of the total semester hours included Prospectus Course - Credits: 3 on the formal Program of Study (not including Complete the following course as an independent study dissertation) must be taken at UNLV. Faculty supervised by the advisor. members of the Department of Educational and Clinical Studies instructing specialist’s and/ or ESP 796 - Dissertation Prospectus master’s classes initiate an interaction with doctoral Dissertation - Credits: 12 students enrolled in these courses regarding ESP 799 - Dissertation the appropriateness of both the content and performance requirements for doctoral students. Total Credits Required for the Juris Doctor: 80 Students not admitted to the doctoral program in Required Courses - Credits: 44 Educational and Clinical Studies (or to another Directed Electives - Credits: 9 doctoral program in the College of Education) may Free Electives - Credits: 27 enroll in: ESP 782 - Professional Seminar in Special Degree Requirements Education (formerly ESP 760) and two additional 1. Students must be admitted to both the J.D. and Core Curriculum Courses with consent of instructor Ph.D. programs with graduate standing. The prior to formal admission. candidates must successfully complete the 80 credit 9. The Educational and Clinical Studies Doctoral hours of Law course work and 63 credit hours of the Colloquium typically is held one Friday each Ph.D. required course work. semester. The Doctoral Coordinator coordinates 2. William S. Boyd School of Law cannot award credit these meetings with the assistance of the special for any class taken before matriculation. J.D./Ph.D. education faculty and doctoral students. candidates are required to enroll at the Boyd School 10. The comprehensive examination is taken during of Law and complete one year of study before taking the semester immediately preceding enrollment any Ph.D. courses. in ESP 799 Dissertation. The comprehensive 3. The Ph.D. program of study requires a minimum examination consists of 16 hours of written of 63 semester hours. Only credits that meet the examinations with eight hours structured by the following criteria may be included on the formal student’s major advisor and eight hours structured Program of Study: by the other internal committee members. The a. Those not previously used to fulfill requirements examinations are scheduled on two successive for another degree; Fridays. The student’s advisor determines the b. Those taken while enrolled at an accredited specific dates of the examination. The questions on graduate degree-granting institution in a degree- the comprehensive examination address elements granting program; of the Core, Research, Leadership Studies, c. Those taken as a non-degree seeking student Exceptionality Specialties, and any course work (not to exceed 15 total semester hours); and taken for licensure or endorsements. The student’s d. Those for which a grade of B or higher was Doctoral Studies Committee provides general earned. parameters from which questions are selected. 4. Students in the J.D./Ph.D. program must remain in “Take-home” examinations, in whole or in part, are good standing in both J.D. and Ph.D. programs. not allowed. Students may use college provided 5. Doctoral students must earn a grade of B or higher technology for word-processing. Grading consists in all core curriculum courses. of three categories: Pass, Fail, and Pass with 6. Doctoral Students must earn a grade of B or higher Distinction. Pass with Distinction occurs contingent in EPY 721 and EPY 722/KIN 751. upon a unanimous vote of the committee excluding 7. Doctoral students are required to spend a minimum the Graduate College representative. Students of two consecutive semesters (Fall-Spring, Spring- who fail the comprehensive examination will be Summer or Summer-Fall) in full-time resident study placed on probation and must wait 4 months from in the Department of Educational and Clinical the date of the failed examination to re-write their Studies. Full-time resident study is defined as exam. However, under no circumstances may the being enrolled in at least nine semester hours reexamination be later than the semester following of graduate level course work from an approved the failed examination. Students not passing the Program of Study (six semester hours if the comprehensive examination on the re-write will be student is a graduate assistant). In cases where “excused” from the program. residency includes a semester of course work prior

Graduate Catalog • College of Education 193 11. Upon successful completion of comprehensive • CED 727 - Counseling Process and Procedures examination, the student selects a dissertation • CED 731 - Social Justice and Advocacy in committee (i.e., minimum of three faculty members Counseling from the Department of Educational and Clinical • CED 732 - Advanced Multicultural Counseling Studies, one law school faculty member, and • CED 733 - Introduction to Group Counseling an outside member appointed by the Graduate • CED 735 - Substance Abuse Prevention and College) and submits a dissertation proposal to the Treatment committee. This proposal includes an introduction, • CED 738 - Introduction to Community Mental Health review of the literature, and a discussion of study Counseling methods. The Dual Degree Program Coordinator • CED 739 - Vocational Placement and Community will sit on all dissertation committees. Two weeks Resources after this proposal is submitted to the dissertation • CED 741 - Practicum committee, the committee meets with the student • CED 742 - Introduction to Community Counseling to accept or reject the proposal, as well as provide • CED 743 - Ethical and Legal Issues in Counseling a critique of its relative strengths and weaknesses. • CED 745 - Assessment, Treatment, and Case Upon acceptance of the student’s dissertation Management in Addictions proposal, a recommendation for advancement to • CED 746 - Supervised Practicum in Group candidacy is submitted to the Graduate College. Counseling 12. Upon completion of the full dissertation, a defense • CED 749 - Thesis is scheduled. Students need to obtain The Guide to • CED 750 - Advanced Seminars in School Preparing and Submitting a Thesis or Dissertation Counseling from the Graduate College web site. • CED 751 - Internship in Counseling I • CED 752 - Internship in Counseling II Plan Graduation Requirements • CED 753 - Internship in Counseling III 1. The student must submit all required forms to the • CED 754 - Supervised Group Practice and Theory Graduate College and then apply for graduation up • CED 755 - Planning, Management, and Evaluation to two semesters prior to completing his/her degree of Addictions and Mental Health Programs requirements. • CED 758 - Independent Study 2. The student must submit and successfully defend • CED 766 - Psychopathology and Wellness Models in his/her dissertation by the posted deadline. The Counseling defense must be advertised and is open to the • CED 768 - Pre-practicum Laboratory in Counseling public. • CED 770 - Advanced Supervised Practice in 3. The student must submit his/her approved, properly Counseling formatted hard-copy dissertation to the Graduate • CED 772 - Counseling and Spirituality College, and submit the approved electronic version • CED 775 - Advanced Internship in Counseling to ProQuest by the posted deadline. • CED 781 - Problem Gambling Counseling Educational and Clinical Studies Courses • CED 782 - Counseling with Potential Suicides • CED 608 - Counseling the Older Adult • CED 783 - Understanding and Treating Trauma • CED 620 - Identification, Assessment, and • CED 784 - Co-Occurring Conditions in Counseling Treatment of The Process Addictions • CED 785 - Eating Disorders Counseling • CED 639 - Problem Gambling Counseling I • CED 787 - Individual Research • CED 640 - Problem Gambling Counseling II • CED 789 - The Student in Higher Education • CED 645 - Trauma and Addiction • CIL 543 - Literacy Instruction II: Clinic-based • CED 646 - Combat Trauma • ECE 706 - Planning Curriculum for Young Children • CED 661 - Use and Application of Technology in • ECE 707 - Programs in Early Childhood Education Counseling • ECE 709 - Investigations in Early Childhood • CED 699 - Special Topics Education • CED 700 - Special Problems: Counseling and • ECE 710 - Planning and Administering Early Educational Psychology Childhood Programs • CED 701 - Introduction to Counseling • ECE 711 - Science and Math for Young Children • CED 703 - Counseling with Expressive Arts and • ECE 722 - Theoretical Bases for Early Childhood Activities Education • CED 710 - Relationships Through the Lifespan • ECE 726 - Early Education for Infants and Toddlers • CED 711 - Counseling Appraisal and Inquiry • ECE 740 - Early Language and Learning • CED 713 - Introduction to School Counseling • ECE 781 - Early Childhood Education Field • CED 715 - Counseling and Consultation Theories Experience • CED 721 - Career Theories and Practices • ESP 700 - Problems in Special Education • CED 722 - Introduction to Child Counseling & Play • ESP 701 - Introduction to Special Education and Therapy Legal Issues

194 Graduate Catalog • College of Education • ESP 702 - Psychological and Social Problems in • ESP 717 G - Seminar in Advanced Curriculum Intellectual Disabilities Development • ESP 703 - Prescriptive and Precision Teaching with • ESP 717 H - Seminar in Advanced Curriculum Intellectual Disabilities Development • ESP 704 - Adaptive Curricular Programming for • ESP 717 I - Seminar in Advanced Curriculum Persons with Intellectual Disabilities Development • ESP 705 - Psychological and Sociological Problems • ESP 717 J - Seminar in Advanced Curriculum of Students with Emotional Disabilities Development • ESP 706 - Advanced Educational Strategies for • ESP 718 - Assessment of Persons with Severe Students with Emotional Disabilities Intellectual Disabilities • ESP 707 - Theories of Learning Disabilities • ESP 719A - Advanced Oral and Written Language • ESP 708 - Advanced Education Strategies for Instruction for Students with Disabilities Students with Disabilities • ESP 719B - Advanced Oral and Written Instruction • ESP 709 - Diagnostic and Prescriptive Assessment Early Childhood for Diverse Learners • ESP 720 - Field Experience in Special Education • ESP 712 - Applied Behavior Analysis • ESP 722 - Multicultural Perspectives in Special • ESP 713 - Affective Assessment Models Education • ESP 714 - Advanced Seminar in Learning • ESP 724 - Math Methods in Special Education Disabilities • ESP 725 - Workshops in Special Education • ESP 715 - Communication Programming for Persons • ESP 726 - Policy Analysis and Development for with Severe Disabilities Special Human Services • ESP 717 A - Seminar in Advanced Curriculum • ESP 727 - Technology in Special Education Development • ESP 728 - Theory of Play Development • ESP 717 B - Seminar in Advanced Curriculum • ESP 729 - Characteristics of Students with Autism Development Spectrum Disorders • ESP 717 C - Seminar in Advanced Curriculum • ESP 730 - Parent Involvement in Special and Development General Education • ESP 717 D - Seminar in Advanced Curriculum • ESP 731 - Practicum in Parental Involvement Development • ESP 733 - Management and Modification of • ESP 717 E - Seminar in Advanced Curriculum Students with Special Needs Development • ESP 734 - Vocational and Career Education for • ESP 717 F - Seminar in Advanced Curriculum Persons with Disabilities in Transition Development • ESP 735 - Advanced Behavior Management • ESP 737 - Advanced Practicum with Exceptional Children

Graduate Catalog • College of Education 195